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Increasing Intrinsic Motivation Our discussion of motivation theories and our discussion of how to apply motivation theories in the workplace has focused more on improving extrinsic motivation. Professor Kenneth Thomas of the Naval Postgraduate School in Monterey, California, developed a model of intrinsic motivation that draws from the job characteristics model (see Chapter 5 ) and cognitive evaluation theory. 106 He identified four key rewards that increase an individual’s intrinsic motivation: • Sense of choice. The opportunity to select what one will do and perform the way one thinks best. Individuals can use their own judgment to carry out the task. • Sense of competence. The feeling of accomplishment for doing a good job. Individuals are more likely to feel a sense of accomplishment when they carry out challenging tasks. • Sense of meaningfulness. The opportunity to pursue worthwhile tasks. Individuals feel good about what they are doing and believe that what they are doing matters. • Sense of progress. The feeling of accomplishment that one is making progress on a task, and that it is moving forward. Individuals feel that they are spending their time wisely in doing their jobs. Thomas also identified four sets of behaviours managers can use to build intrinsic rewards for their employees: • Leading for choice. Empowering employees and delegating tasks. • Leading for competence. Supporting and coaching employees. • Leading for meaningfulness. Inspiring employees and modelling desired behaviours. • Leading for progress. Monitoring and rewarding employees. Exhibit 4-14 describes what managers can do to increase the likelihood that intrinsic rewards are motivational. Chapter 4 Theories of Motivation 153 EXHIBIT 4-14 Building Blocks for Intrinsic Rewards Leading for Choice • Delegated authority • Trust in workers • Security (no punishment) for honest mistakes • A clear purpose • Information Leading for Meaningfulness • A noncynical climate • Clearly identified passions • An exciting vision • Relevant task purposes • Whole tasks Leading for Competence • Knowledge • Positive feedback • Skill recognition • Challenge • High, noncomparative standards Leading for Progress • A collaborative climate • Milestones • Celebrations • Access to customers • Measurement of improvement Source: From Intrinsic Motivation at Work: Building Energy and Commitment. Copyright © K. Thomas. 1997. Berrett-Koehler Publishers Inc., San Francisco, CA. All rights reserved. www.bkconnection.com .
154 Part 2 Striving for Performance 8 Discuss the ethics behind motivation t h e o r i e s . M o t i v a t i o n f o r W h o m ? An ongoing debate among organizational behaviour scholars is, Who benefits from the theories of motivation? 107 Some argue that motivation theories are only intended to help managers get more productivity out of employees, and are little concerned with employees beyond improvements in productivity. Thus, needs theories, process theories, and theories concerned with fairness could be interpreted not as ways to help employees get what they want or need, but rather as means to help managers get what they want from employees. In his review of “meaningful work” literature, professor Christopher Michaelson of New York University Stern finds that researchers propose that organizations have a moral obligation to provide employees with “free choice to enter, honest communication, fair and respectful treatment, intellectual challenge, considerable independence to determine work methods, democratic participation in decision making, moral development, due process and justice, nonpaternalism, and fair compensation.” 108 Michaelson suggests that scholars concerned with meaningful work should focus on the conditions of the workplace and improving those conditions. He also suggests that researchers have a moral obligation to make workplaces better for employees. While productivity may be a by-product of better work conditions, the important thing is for employers to treat employees well, and to consider the needs of employees as an end in itself. By contrast, he argues, mainstream motivation theory does not consider the moral obligation of employers to their employees, but it does consider ways to ensure employees are more productive. While this debate is not easily resolved, and may well guide the elaboration of motivation theories in years to come, it does inspire a provocative analysis of why employers provide the workplace conditions they do. 9 Summarize the essence of what we know about motivating employees. Putting It All Together While it’s always dangerous to synthesize a large number of complex ideas into a few simple guidelines, the following suggestions summarize the essence of what we know about motivating employees in organizations: • Recognize individual differences. Employees have different needs and should not be treated alike. Managers should spend the time necessary to understand what is important to each employee and then align goals, level of involvement, and rewards with individual needs. • Use goals and feedback. Employees should have challenging, specific goals, as well as feedback on how well they are doing in pursuit of those goals. • Allow employees to participate in decisions that affect them. Employees should contribute to a number of decisions that affect them: setting work goals, choosing their own benefits packages, solving productivity and quality problems, and the like. Doing so can increase employee productivity, commitment to work goals, motivation, and job satisfaction. • When giving rewards, be sure that they reward desired performance. Rewards should be linked to the type of performance expected. It’s important that employees perceive a clear linkage. How closely rewards are actually correlated to performance criteria is less important than the perception of this relationship. If individuals perceive this relationship to be low, the results will be low performance, a decrease in job satisfaction, and an increase in turnover and absenteeism. • Check the system for equity. Employees should be able to perceive rewards as equating with the inputs they bring to the job. At a simplistic level, this
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Organizational Behaviour Concepts,
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Organizational Behaviour Concepts,
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BRIEF CONTENTS PART 1 Understanding
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Contents vii Perceptual Errors 39 W
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Contents ix How to Pay: Rewarding I
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Contents xi Dependency: The Key to
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Contents xiii CHAPTER 11 Leadership
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Contents xv CHAPTER 14 Organization
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P R E F A C E Preface xvii Welcome
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Preface xix • Updated the boxed f
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Preface xxi • New exhibit: “Dom
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Preface xxiii Chapter 7 : Communica
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Preface xxv • New research and di
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M12_LANG1781_07_SE_C12.indd 443 M02
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S u p p l e m e n t s MyManagementL
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Preface xxxi Acknowledgments A numb
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Preface xxxiii A B O U T T H E A U
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About the Authors xxxv Timothy A. J
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Chapter 1 What Is Organizational Be
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thighs, not the pants themselves.
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to predict employee behaviour. Both
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Systematic study and EBM add to int
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C h a l l e n g e s a n d O p p o r
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Enhancing Employee Well-Being at Wo
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also asks you whether you should co
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Successful organizations need emplo
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OB at Work OB at Work for Review 1.
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Chapter 2 Perception, Personality,
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The Target A target’s characteris
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Halo Effect When we draw a general
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Corrin can take these risks because
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Keep in mind that each of us reacts
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Proactive Personality Did you ever
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otherwise. In a bad mood, you might
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Although the field is progressing i
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vary their surface-acting response
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US subjects were more likely to loo
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employees in their experience of em
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Chapter 3 Values, Attitudes, and Di
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In recent years, there has been con
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Millennials The most recent entrant
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traditional culture, values, and la
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For front-line employees who have r
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separated large organizations into
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their supervisors as supportive. 12
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Chapter 6 Groups and Teamwork 203 u
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Chapter 6 Groups and Teamwork 205 E
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Chapter 6 Groups and Teamwork 207 C
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F r o m I n d i v i d u a l t o Te
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Chapter 6 Groups and Teamwork 211 N
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Chapter 6 Groups and Teamwork 213 S
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through the stages of group develop
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Chapter 6 Groups and Teamwork 217 C
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employees on emotional cues such as
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On many teams, there are individual
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service personnel, mechanics, parts
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Chapter 6 Groups and Teamwork 235 P
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Chapter 6 Groups and Teamwork 239 J
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OB on the EDGE Trust, or lack of tr
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OB on the EDGE Increasing Organizat
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OB on the EDGE to trust wisely and
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Chapter 7 Communication 247 alvin C
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Chapter 7 Communication 249 EXHIBIT
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Chapter 7 Communication 251 boostin
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Chapter 7 Communication 253 against
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Chapter 7 Communication 255 someone
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Chapter 7 Communication 261 employe
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Chapter 7 Communication 265 • Kno
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Chapter 7 Communication 269 P I A P
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Chapter 7 Communication 271 emergin
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Chapter 7 Communication 273 to chec
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Chapter 8 Power and Politics 275 I
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choose whether to “buy eyeglasses
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Chapter 8 Power and Politics 279 Pe
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Chapter 8 Power and Politics 281 mo
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and extrinsically motivated and are
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employees’ needs, showing them wh
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no one ate the fifth cookie (rules
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Chapter 8 Power and Politics 289 OB
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In November 2013, the Globe and Mai
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The Reality of Politics Why, you ma
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Chapter 8 Power and Politics 295 Im
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academic record. LaPierre, who had
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three Chinese cultures (People’s
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Chapter 8 Power and Politics 301 PO
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Chapter 8 Power and Politics 303 Re
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Chapter 8 Power and Politics 305 pr
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Chapter 8 Power and Politics 307 ac
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Chapter 9 Conflict and Negotiation
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One factor is whether the conflict
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Communication As we saw in Chapter
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Conflict challenges the status quo
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If you are thinking of participatin
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extraverted in negotiations, for ex
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their first offer 57 percent of the
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labour, family, and community dispu
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OB on the EDGE What Is Happening in
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OB on the EDGE Do You Have a Bad Bo
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OB on the EDGE F A C E O F F YOUR P
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Chapter 10 Organizational Culture 3
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the lack of frequent face-to-face c
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Ethical climates of independence re
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material symbols, and language. The
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a 5S Culture for You? on page 374 d
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Careful hiring practices mean that
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assumptions about what it must be l
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A positive organizational culture e
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Chapter 11 Leadership 379 lthough h
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Chapter 11 Leadership 381 research.
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Chapter 11 Leadership 383 PR NewsFo
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Chapter 11 Leadership 385 (good lea
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Chapter 11 Leadership 387 EXHIBIT 1
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Chapter 11 Leadership 389 Sometimes
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Chapter 11 Leadership 391 Fang kuan
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Chapter 11 Leadership 393 EXHIBIT 1
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Chapter 11 Leadership 395 What elem
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Self-Leadership (or Self-Management
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Chapter 11 Leadership 399 Today’s
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Chapter 11 Leadership 401 Ethical L
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Chapter 11 Leadership 403 when foll
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Chapter 11 Leadership 407 P I A PER
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Chapter 11 Leadership 409 2. If new
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Chapter 11 Leadership 411 You know
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Chapter 12 Decision Making, Creativ
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preferences into the process, becau
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epresent familiar criteria and trie
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Why? The goalie tries to anticipate
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ecause the original decision is mor
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Weaknesses of Group Decision Making
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Do all groups suffer from groupthin
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In a typical brainstorming session,
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Creative Behaviour Creative behavio
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satisfying, and challenging (discus
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Not everyone agrees that organizati
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for Economic Co-operation and Devel
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OB on the EDGE What Is Spirituality
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OB on the EDGE do this he has devel
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OB on the EDGE F A C E O F F Organi
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Chapter 13 Organizational Structure
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markets: consumers, large corporati
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spans, organizations have been inve
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The simple structure is said to be
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were no general rules, and no separ
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game. When those rules are “up fo
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progress toward that end. So have o
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Some companies focus on lean manage
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uncertainty. Organizations that ope
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Culture and Organizational Structur
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Chapter 14 Organizational Change 48
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A key feature of Lewin’s three-st
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• Design. Based on the dream arti
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The Ethical Dilemma on page 511 loo
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Winnipeg and surrounding communitie
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champions to work closely with thos
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Additional Cases 517 One co-worker
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Additional Cases 519 If not, her so
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Additional Cases 521 T h e S c e n
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Additional Cases 523 sexual harassm
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Additional Cases 525 to do, so he s
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Additional Cases 527 in education w
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Additional Cases 529 feels she and
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Additional Cases 531 tended to pay
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Additional Cases 533 EXHIBIT 1 City
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Additional Cases 535 leadership, th
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Additional Cases 537 largest animal
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Additional Cases 539 not file claim
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Additional Cases 541 specific job d
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Additional Cases 543 She needs to r
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Endnotes 545 28 Based on http://www
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Endnotes 547 Outreach Supervisors a
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Endnotes 549 79 T. A. Judge and J.
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Endnotes 551 Search of an Elusive C
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Endnotes 553 Success,” Psychologi
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Endnotes 555 G. Dacks, “Worker-Co
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Endnotes 557 Morale and Stock Price
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Endnotes 559 169 C. Osborne, “Sou
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Endnotes 561 NJ: Kingsland Hall, 20
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Endnotes 563 35 E. A. Locke, “Tow
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Endnotes 565 90 J. M. Robbins, M. T
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Endnotes 567 18 J. Ratner, “Dofas
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Endnotes 569 Working Together: Empl
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Endnotes 571 132 J. Welch and S. We
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Endnotes 573 14 “Cross-Functional
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Endnotes 575 61 W. Immen, “The Mo
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Endnotes 577 of Group Efficacy,”
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Endnotes 579 33 B. A. De Jong and T
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Endnotes 581 64 B. Roberts, “Soci
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Endnotes 583 .com/2011/11/22/scienc
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Endnotes 585 99 C. K. Stevens and A
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Endnotes 587 Influences,” Organiz
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Endnotes 589 94 C. T. Kulik and M.
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Endnotes 591 39 P. Frost, Toxic Emo
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Endnotes 593 46 E. H. Schein, “Th
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Endnotes 595 Chapter 11 1 Opening v
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Endnotes 597 Charismatic Leadership
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Endnotes 599 Outcomes of Mentoring
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Endnotes 601 7 M. H. Bazerman and D
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Endnotes 603 70 See A. L. Delbecq,
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Endnotes 605 human-resources/medita
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Endnotes 607 Phenomenon as ‘Survi
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Endnotes 609 25 J. P. Kotter and L.
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Endnotes 611 2011, http://news.nati
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Glossary/Subject Index 613 boards o
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Glossary/Subject Index 615 cultural
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Glossary/Subject Index 617 five-sta
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Glossary/Subject Index 619 flextime
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Glossary/Subject Index 621 normativ
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Glossary/Subject Index 623 pressure
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Glossary/Subject Index 625 and job
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N A M E A N D O R G A N I Z A T I O
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Fraser Institute, 338 Fraunenheim,
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Mulligan, John, 424 MultiChannel Ne
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University of Toronto, 45 , 50 , 10
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List of Canadian Companies 635 Cana
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