Motivation and Performance Excellence Fall 2022.pptx

performance excellence

1. MOTIVATION SCIENCE, PRACTICE AND PHILOSOPHY Padmakumar Nair

2. MOTIVATING SELF AND OTHERS… ‹#›

3. ‹#› The Most Frustrating Aspect of Teamwork 50 100 51% 41% 37% 31% Thompson 2004 Developing / sustaining high motivation Minimizing confusion / coordination problems Fostering creativity / innovation Training

4. MacLean’s Triune Brain Zuckerman 1991 and 2005 REPTILLIAN BRAIN MAMMALIAN BRAIN HUMAN BRAIN INSTINCT HINDSIGHT FORESIGHT APPETITE

5. What Motivates You? ‹#› Nature of work Fun at work / school Future opportunities Money Lifestyle The challenge of solving difficult problems ??? ???

6. ‹#› Group Activity: What Motivates You? / How Do You Motivate Others?

7. Can Pay be an Absolute Motivator? What else do you think which can motivate you and others? ‹#›

8. GE’S PERFORMANCE MANAGEMENT SYSTEM ‹#› 20 70 10

9. Group Activity: How Good is GE’s Performance Management System? ‹#› Discuss in your table groups What are the potential problems with this pay-for-performance system? What changes would you suggest to improve this system?

10. ‹#› 20 70 10 GE’s Performance Evaluation and Reward System 25 25 25 25

11. WORK MOTIVATION Why are you here today ?

12. What Motivates You? What drives you to want to learn OML or Business Administration ?  The reason why you chose a particular career ?  Your partner?  What needs drive you to live in a particular area ? Are your drives different from other people or do we all share the same goals in life?  

13. The basic motivation process NEEDS DRIVES INCENTIVES Luthans 2002 NEEDS are created whenever there is a physiological or psychological imbalance DRIVES, physiological or psychological, are action oriented and provides an energizing thrust toward reaching an incentive INCENTIVE is anything that will alleviate a need and reduce a drive

14. What is Motivation? Motivation The processes that account for an individual’s direction, intensity, and persistence of effort toward attaining a goal Direction : where effort is channeled Intensity : how hard a person tries Persistence : how long effort is maintained

15. Sources of Motivation Extrinsic motivation Occurs when the person does something to earn external reward Intrinsic motivation Occurs when the person does something to experience inherently satisfying results

16. Process Theories Content Theories Describe What ? Explain Why ? Predict What will ? Improve How to ? Control How to ? Theories of motivation…

17. Needs Theories of Motivation Maslow’s hierarchy of needs Alderfer’s ERG theory Herzberg’s two factor theory (motivator-hygiene theory) McClelland’s theory of needs Individuals have needs that, when unsatisfied, will result in motivation Basic idea:

18. Behavioral and Cognitive Theories of Motivation Cognitive and behavioral theories Expectancy theory Equity theory Goal Setting theory Basic idea: Theories are based on observable behaviors

19. ‹#› All of Us Work for… Make a Positive Difference in the World Food Home Family / Friends Feel Proud

20. ‹#› All of Us Work for… Make a Positive Difference in the World Food Home Family / Friends Feel Proud Pay Stable Job Good People Around Power / Respect Personal Growth

21. Clayton Alderfer’s ERG Theory Existence concerned with providing basic material existence requirements Relatedness desire for maintaining important interpersonal relationships Growth intrinsic desire for personal development

22. Alderfer’s ERG Theory Physiological Safety & Security Social Esteem SA Existence Relatedness Growth

23. David McClelland’s need theory: Need for Achievement Need for Achievement Individual’s need to achieve excellence, be competitive, set challenging goals, be persistent in overcoming difficulties and achieving difficult goals. Need for Power Individual’s need to influence others, change people or events, and make a difference in the life of others. Need for Affiliation Individual’s need to establish and maintain warm, close, intimate relationships with other people Nelson & Quick 2002

24. Will More of Everything Motivate Us? Physical working conditions Pay Job security Relationship with your boss/peers Interesting work Freedom / autonomy Responsibility Pay Opportunity to grow

25. Will More of Everything Motivate Us? Physical working conditions Pay Job security Relationship with your boss/peers Interesting work Freedom / autonomy Responsibility Pay Opportunity to grow More of these may not motivate us Very little of these can de-motivate us More of this can motivate us

26. Frederick Herzberg’s Motivator-Hygiene Theory Every worker has two sets of needs or requirements: motivator needs and hygiene needs. Hygiene needs are associated with the physical and psychological context in which the work is performed. Facets: physical working conditions, pay, security Motivator needs are associated with the actual work itself and how challenging it is. Facets: interesting work, autonomy, responsibility, pay

27. Herzberg’s Motivator-Hygiene Theory Hypothesized relationships between motivator needs, hygiene needs, and job satisfaction: When hygiene needs are met, workers will not be dissatisfied; when these needs are not met, workers will be dissatisfied When motivator needs are met, workers will be satisfied and motivated; when these needs are not met, workers will not be satisfied

28. Dissatisfaction-Satisfaction Traditional Thinking Dissatisfaction-No dissatisfaction Hygiene consideration No satisfaction-Satisfaction Motivator consideration Herzberg’s Motivator-Hygiene Theory

29. Dissatisfaction-Satisfaction Traditional Thinking Dissatisfaction-No dissatisfaction-Satisfaction Hygiene- Motivator View Herzberg’s Motivator-Hygiene Theory

30. Comparison between Maslow’s and Herzberg’s Theories Maslow ’ s Hierarchy of Needs Herzberg ’ s Two Factors MOTIVATORS HYGIENE FACTORS Physiological Safety & Security Social Esteem SA

31. Behavioral and Cognitive Theories of Motivation Cognitive and behavioral theories Expectancy theory Equity theory Goal Setting theory Basic idea: Theories are based on observable behaviors

32. Expectancy Theory of Motivation: Key Constructs Valence - value or importance placed on a reward Expectancy - belief that effort leads to performance Instrumentality - belief that performance is related to rewards Victor Vroom

33. Managing Motivation: A Practical Tool What is in it for me? value or importance placed on a particular reward Will I be able to do it? belief that effort leads to performance Can I trust “them”? belief that performance is related to rewards ‹#›

34. ‹#› Performance EFFORT Reward Managing Motivation: A Practical Approach WiiiFM? Will I be able to do it? Can I trust “them”? What is in it for me? value or importance placed on a particular reward Will I be able to do it? belief that effort leads to performance Can I trust “them”? belief that performance is related to rewards

35. Performance EXPECTANCY EFFORT Reward INSTRUMENTALITY Expectancy Theory of Work Motivation Valence Valence - value or importance placed on a particular reward Instrumentality - belief that performance is related to rewards Expectancy - belief that effort leads to performance

36. ‹#› What Do We Expect From the Company We Work for? Good working conditions / Pay / Job security Good Relationship with your boss/peers Interesting work / Freedom / autonomy Opportunity to grow Individual Organization Expectation Contribution John Stacey Adams

37. ‹#› Good working conditions / Pay / Job security Good Relationship with your boss/peers Interesting work / Freedom / autonomy Opportunity to grow Knowledge Skills and abilities Our Time Individual Organization Expectation Contribution What Do We Give the Company We Work for?

38. ‹#› What Does Company Expect From Us? Meeting goals and departmental objectives Good working conditions / Pay / Job security Good Relationship with your boss/peers Interesting work / Freedom / autonomy Opportunity to grow Knowledge Skills and abilities Our Time Individual Organization Expectation Contribution

39. ‹#› What Does Company Give Us? Meeting goals and departmental objectives Good working conditions / Pay / Job security Good Relationship with your boss/peers Interesting work / Freedom / autonomy Opportunity to grow Income Social status Other Benefits Knowledge Skills and abilities Our Time Individual Organization Expectation Contribution

40. Adam’s Theory of Inequity Inequity – the situation in which a person perceives he or she is receiving less than she is giving, or is giving less than he or she is receiving John Stacey Adams

41. Motivational Theory Based on Social Exchange Equity Person Comparison other Reward Effort Reward Effort = Negative Equity Reward Effort Reward Effort < Positive Equity Reward Effort Reward Effort >

42. When Thinking about How to Achieve Goals ask yourself the following Questions?…… What skills do I need to achieve this? What information do I need? What help, assistance, or collaboration do I need? What resources do I need? What can block progress? Am I making any assumptions? Is there a better way of doing things? Learning Enrichment Center

43. ‹#› Integrating All: Theory of Life, Personality and Motivation Intention Motivation Action Autonomy / feedback Value attached to Internal / external reward Ability to do the job (self efficacy) Trust / Belief in the system / Culture / conformity Personality Situation [micro and macro] Is it the right thing to do? (Theory of Life)

44. Self-Determination Theory ‹#›

45. (RE-) DESIGNING JOBS ‹#› Greg R. Oldham Job Characteristic Model (JCM)

46. (RE-) DESIGNING JOB ‹#› What is a good job ?

47. Individual Activity: My Best Job ‹#› Think about the best job you have ever had Why was this job the best? What characteristics of this job I liked the most? What characteristics of this job I did NOT like? Then ask yourself the following questions:

48. ‹#› Can I make full use of a wide variety of skills? Can I see the result of my effort in full? Is my work making a positive difference? Can I decide what is to be done? How am I doing? Important Aspects of Our Jobs Skills Variety The Big Picture (Task Identity) Making a Difference (Task Significance) Autonomy Feedback Does this job contradict with my values and beliefs? Values

49. ‹#› Skill Variety: The extent to which a job requires a worker to use different skills, abilities, or talents. Task Identity: The extent to which a job involves performing a whole piece of work from its beginning to its end. Task Significance: The extent to which a job has an impact on the lives or work of other people in or out of the organization. Core Job Dimensions Autonomy: The degree to which a job allows a worker the freedom and independence to schedule work and decide how to carry it out. Feedback: The extent to which performing a job provides a worker with clear information about his or her effectiveness.

50. ‹#› Motivating Potential Score (MPS) A measure of the overall potential of a job to foster intrinsic motivation. The score is a computational combination of the measures of skill variety , task identity , task significance , autonomy , and feedback . Formula MPS = ( SV + TI + TS ) x A x F MPS scores can range from 1 to 343. The average MPS for jobs in the US is around 128. 3

51. ‹#› Insert Figure 7.3 here Motivating Potential Score (MPS)

52. List the Attributes of Your Current Job Under the Five Dimensions ‹#› Job Dimension High / Medium / Low Description Skill variety Task identity Task significance Autonomy Feedback

53. ‹#› Ways to Redesign Jobs to Increase MPS Combine tasks so that a worker is responsible for doing a piece of work from start to finish. Skill variety Task identity Task significance A production worker is responsible for assembling a whole bicycle, not just attaching the handlebars. Group tasks into natural work units so that workers are responsible for an entire set of important activities rather than just a part of them. Task identity Task significance A computer programmer handles all programming requests from one division instead of one type of request from several different divisions. Allow workers to interact with customers or clients, and make workers responsible for managing these relationships and satisfying customers. Skill variety Autonomy Feedback A truck driver who delivers photocopiers not only sets them up but also trains customers in how to use them, handles customer billing, and responds to customer complaints. Vertically load jobs so that workers have more control over their work activities and higher levels of responsibility. Autonomy A corporate marketing analyst not only prepares marketing plans and reports but also decides when to update and revise them, checks them for errors, and presents them to upper management. Open feedback channels so that workers know how they are performing their jobs. Feedback In addition to knowing how many claims he handles per month, an insurance adjuster receives his clients’ responses to follow-up questionnaires that his company uses to measure client satisfaction. Change Made Job Dimension Example

54. GROUP ACTIVITY: JOB RE-DESIGN ‹#›

55. ‹#› Job (Re-)Design: Group Exercise Revisit your jobs Discuss, by applying the concepts discussed in the class, how you or your manager can redesign the job to increase its motivation potential [email protected]

56. List Your Ideas for Redesigning the Job Which You Have Considered Previously ‹#› Job Dimension Approach / Proposed Changes Skills Variety can be increased by… Can he/she make full use of a wide variety of skills? Ability to see the Big Picture (Task Identity) can be enhanced by… Can he/she see the result of his/her effort in full? They will feel they are Making a Difference if… Is his/her work making a positive difference? Autonomy can be increased by… Can he/she decide what is to be done? Feedback can be improved by… Are they getting continuous feedback?

57. GOAL SETTING ‹#›

58. Goal Setting at Work The process of establishing desired results that guide and direct behavior Goals help crystallize the sense of purpose and mission essential to success at work Edwin Locke and Gary Latham

59. Characteristics of Effective Goals Set SMART goals… Specific Measurable Achievable and Realistic Time-phased ‹#›

60. Effective GOALS setting Set Performance Goals, Not Outcome Goals Express Goals Positively. Be Precise Set measurable dates, times, and amounts. Set Priorities. Write Goals Down. ‹#›

61. When Thinking about How to Achieve Goals ask yourself the following Questions?…… What skills do I need to achieve this? What information do I need? What help, assistance, or collaboration do I need? What resources do I need? What can block progress? Am I making any assumptions? Is there a better way of doing things? ‹#› Learning Enrichment Center

62. Human Mind ‹#› Haidt, Jonathan (2006-12-26). The Happiness Hypothesis Mind versus Body Autonomic nervous system / “acting organs” Gut feelings Right versus Left Corpus callosum connects the left and right cerebral hemispheres Left hemisphere is specialized for language processing and analytical tasks Right hemisphere is better at processing patterns in space, including that all-important pattern, the face Confabulation Controlled versus Automatic New versus Old A hindbrain (connected to the spinal column), a midbrain, and a forebrain (connected to the sensory organs at the front of the animal) A new outer shell of the forebrain: hypothalamus (specialized to coordinate basic drives and motivations), the hippocampus (specialized for memory), and the amygdala (specialized for emotional learning and responding). Neocortex or the gray matter