管理學(xué)學(xué)習(xí)：管理學(xué)15激勵(lì)員工課件

1、Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall151Motivating EmployeesChapter15Management Stephen P. Robbins Mary Coulter tenth editionCopyright 2010 Pearson Educa核心問題如何實(shí)現(xiàn)對人的有效激勵(lì)？ 2007 Prentice Hall, Inc. All rights reserved. 162核心問題如何實(shí)現(xiàn)對人的有效激勵(lì)？ 2007 Prentic2022/9/253美國哈佛大學(xué)的詹姆士(W.

2、James)教授在對員工的激勵(lì)的研究中發(fā)現(xiàn)，按時(shí)計(jì)酬的分配制度僅僅能讓員工發(fā)揮20%30%的能力，如果受到充分激勵(lì)，員工的能力可以發(fā)揮80%90%，兩種情況之間60%的差距就是有效激勵(lì)的效果2022/9/243美國哈佛大學(xué)的詹姆士(W.James)教2022/9/254 你可以買到一個(gè)人的時(shí)間，你可以雇一個(gè)人到固定的工作崗位，你可以買到按時(shí)或按日計(jì)算的技術(shù)操作，但你買不到熱情，你買不到創(chuàng)造性，你買不到全身心的投入，你不得不設(shè)法爭取這些。弗朗西斯（C. Francis）2022/9/244 你可以買到一個(gè)人的時(shí)間，你可以雇一個(gè)2022/9/255 任何機(jī)構(gòu)的管理人員的根本任務(wù)就是促使部屬努力工作

3、去實(shí)現(xiàn)組織的任務(wù)和目標(biāo)。顯然，為了把人們的活動(dòng)引到所要求的方向，就需要管理人員盡量了解：什么東西導(dǎo)致人們工作，什么東西激勵(lì)他們工作。2022/9/245 任何機(jī)構(gòu)的管理人員的根本任務(wù)就是促2022/9/256討論你如何成功組織全班的同學(xué)都去登山并且到達(dá)山頂？討論，并設(shè)計(jì)一個(gè)行動(dòng)方案2022/9/246討論你如何成功組織全班的同學(xué)都去登山并且2022/9/257為什么人們會(huì)做出這樣那樣的行為？動(dòng)機(jī)：內(nèi)在的需要與渴望動(dòng)機(jī)只能促使自身去行動(dòng)，而激勵(lì)卻可以進(jìn)一步促使他人去行動(dòng)有時(shí)候動(dòng)機(jī)并沒有導(dǎo)致行動(dòng)，有時(shí)行為一點(diǎn)動(dòng)機(jī)都沒有 2022/9/247為什么人們會(huì)做出這樣那樣的行為？動(dòng)機(jī)：內(nèi) 2007 Pre

4、ntice Hall, Inc. All rights reserved. 168What Is Motivation?MotivationIs the result of an interaction between the person and a situation; it is not a personal trait.Is the process by which a persons efforts are energized, directed, and sustained towards attaining a goal.Energy: a measure of intensit

5、y or drive.Direction: toward organizational goalsPersistence: exerting effort to achieve goals.Motivation works best when individual needs are compatible with organizational goals. 2007 Prentice Hall, Inc. All把你認(rèn)為最具有價(jià)值的寫上1,其次有價(jià)值的寫上2，一直寫到6為止，請務(wù)必避免出現(xiàn)重復(fù)的數(shù)字健康愛情財(cái)富關(guān)系成就正義2022/9/259把你認(rèn)為最具有價(jià)值的寫上1,其次有價(jià)值的寫上2，一

6、直寫到6為2022/9/2510激勵(lì)理論的類別內(nèi)容理論：試圖解釋真正激勵(lì)個(gè)體的特定事物，識(shí)別人們需求及其相對強(qiáng)度，個(gè)體為滿足這些需求而追求的目標(biāo)。重點(diǎn)在于需求的本質(zhì)以及激勵(lì)的事物 需求層次理論 雙因素理論 三種需要理論過程理論：試圖識(shí)別激勵(lì)所包含的各種動(dòng)態(tài)變量之間的關(guān)系。關(guān)注行為如何被激發(fā)、引導(dǎo)和維持。重點(diǎn)在于激勵(lì)的實(shí)際過程 目標(biāo)理論 強(qiáng)化理論 公平理論 期望理論 2022/9/2410激勵(lì)理論的類別內(nèi)容理論：試圖解釋真正激 2007 Prentice Hall, Inc. All rights reserved. 1611Early Theories of MotivationMaslows

7、 Hierarchy of NeedsMacGregors Theories X and YHerzbergs Two-Factor Theory 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1612Early Theories of MotivationMaslows Hierarchy of Needs TheoryNeeds were categorized as five levels of lower- to higher-order needs.Individuals must

8、 satisfy lower-order needs before they can satisfy higher order needs.Satisfied needs will no longer motivate.Motivating a person depends on knowing at what level that person is on the hierarchy.Hierarchy of needsLower-order (external): physiological, safetyHigher-order (internal): social, esteem, s

9、elf-actualization 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1613Exhibit 151Maslows Hierarchy of Needs 2007 Prentice Hall, Inc. All2022/9/2514需要的多樣性、差異性與可變性 5 4 3 4 5 4 3 3 5 2 2 2 1 1 1 2 1 1 3 2 4 3 5 4 5 2022/9/2414需要的多樣性、差異性與可變性2022/9/2515順序并不固定具有內(nèi)在創(chuàng)造性的人，無論是否滿足了其他

10、需求都有自我實(shí)現(xiàn)的動(dòng)力持續(xù)滿足于低水平的人，高水平的需求可能并不存在有崇高理想或價(jià)值觀的人（殉教者）沒有確切證據(jù)能夠證明：一種需求得到滿足后，一定會(huì)導(dǎo)致更高層次的需求產(chǎn)生2022/9/2415順序并不固定具有內(nèi)在創(chuàng)造性的人，無論是 2007 Prentice Hall, Inc. All rights reserved. 1616Early Theories of Motivation (contd)McGregors Theory X and Theory YTheory XAssumes that workers have little ambition, dislike work, av

11、oid responsibility, and require close supervision.Theory YAssumes that workers can exercise self-direction, desire responsibility, and like to work.Assumption:Motivation is maximized by participative decision making, interesting jobs, and good group relations. 2007 Prentice Hall, Inc. All 2007 Prent

12、ice Hall, Inc. All rights reserved. 1617Early Theories of Motivation (contd)Herzbergs Motivation-Hygiene TheoryJob satisfaction and job dissatisfaction are created by different factors.Hygiene factors: extrinsic (environmental) factors that create job dissatisfaction.Motivators: intrinsic (psycholog

13、ical) factors that create job satisfaction.Attempted to explain why job satisfaction does not result in increased performance.The opposite of satisfaction is not dissatisfaction, but rather no satisfaction. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1618Exhibit 152Her

14、zbergs Motivation-Hygiene Theory 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1619Exhibit 153Contrasting Views of Satisfaction-Dissatisfaction 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1620Contemporary Theories of MotivationThree-Needs T

15、heoryGoal-Setting TheoryReinforcement TheoryDesigning Motivating JobsEquity TheoryExpectancy Theory 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1621Motivation and NeedsThree-Needs Theory (McClelland)There are three major acquired needs that are major motives in work.Ne

16、ed for achievement (nAch)The drive to excel and succeedNeed for power (nPow)The need to influence the behavior of othersNeed of affiliation (nAff)The desire for interpersonal relationships 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1622Exhibit 154Examples of Pictures

17、Used for Assessing Levels of nAch, nAff, and nPow 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1623Motivation and GoalsGoal-Setting TheoryProposes that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than havin

18、g no or easy goals.Benefits of Participation in Goal-SettingIncreases the acceptance of goals.Fosters commitment to difficult, public goals.Provides for self-feedback that guides behavior and motivates performance . 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1624Exhib

19、it 155Goal-Setting Theory 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1625Motivation and BehaviorReinforcement TheoryAssumes that a desired behavior is a function of its consequences, is externally caused, and if reinforced, is likely to be repeated.Positive reinforcem

20、ent is preferred for its long-term effects on performanceIgnoring undesired behavior is better than punishment which may create additional dysfunctional behaviors. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1626Designing Motivating JobsJob DesignThe way into which tas

21、ks can be combined to form complete jobs.Factors influencing job design:Changing organizational environment/structureThe organizations technologyEmployees skill, abilities, and preferencesJob enlargementIncreasing the jobs scope (number and frequency of tasks)Job enrichmentIncreasing responsibility

22、and autonomy (depth) in a job. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1627Designing Motivating Jobs (contd)Job Characteristics Model (JCM)A conceptual framework for designing motivating jobs that create meaningful work experiences that satisfy employees growth nee

23、ds.Five primary job characteristics:Skill variety: how many skills and talents are needed?Task identity: does the job produce a complete work?Task significance: how important is the job?Autonomy: how much independence does the jobholder have?Feedback: do workers know how well they are doing? 2007 Pr

24、entice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1628Exhibit 156Job Characteristics ModelSource: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc.

25、 All rights reserved. 1629Exhibit 157Guidelines for Job RedesignSource: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1630Designing Motivati

26、ng Jobs (contd)Suggestions for Using the JCMCombine tasks (job enlargement) to create more meaningful work.Create natural work units to make employees work important and whole.Establish external and internal client relationships to provide feedback.Expand jobs vertically (job enrichment) by giving e

27、mployees more autonomy.Open feedback channels to let employees know how well they are doing. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1631Motivation and PerceptionEquity TheoryProposes that employees perceive what they get from a job situation (outcomes) in relation

28、 to what they put in (inputs) and then compare their inputs-outcomes ratio with the inputs-outcomes ratios of relevant others.If the ratios are perceived as equal then a state of equity (fairness) exists.If the ratios are perceived as unequal, inequity exists and the person feels under- or over-rewa

29、rded.When inequities occur, employees will attempt to do something to rebalance the ratios (seek justice). 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1632Exhibit 158Equity Theory 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1633Motivation

30、 and Perception (contd)Equity Theory (contd)Employee responses to perceived inequities:Distort own or others ratios.Induce others to change their own inputs or outcomes.Change own inputs (increase or decrease efforts) or outcomes (seek greater rewards).Choose a different comparison (referent) other

31、(person, systems, or self).Quit their job.Employees are concerned with both the absolute and relative nature of organizational rewards. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1634Motivation and Perception (contd)Equity Theory (contd)Distributive justiceThe perceiv

32、ed fairness of the amount and allocation of rewards among individuals (i.e., who received what).Influences an employees satisfaction.Procedural justiceThe perceived fairness of the process use to determine the distribution of rewards (i.e., how who received what).Affects an employees organizational

33、commitment. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1635Motivation and BehaviorExpectancy Theory (Vroom)States that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of th

34、at outcome to the individual.Key to the theory is understanding and managing employee goals and the linkages among and between effort, performance and rewards.Effort: employee abilities and training/developmentPerformance: valid appraisal systemsRewards (goals): understanding employee needs 2007 Pre

35、ntice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1636Exhibit 159Simplified Expectancy Model 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1637Motivation and Behavior (contd)Expectancy RelationshipsExpectancy (effort-performance linkage)The perceived pro

36、bability that an individuals effort will result in a certain level of performance.InstrumentalityThe perception that a particular level of performance will result in the attaining a desired outcome (reward).ValenceThe attractiveness/importance of the performance reward (outcome) to the individual. 2

37、007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1638Exhibit 1510Integrating Contemporary Theories of Motivation 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1639Current Issues in MotivationCross-Cultural ChallengesMotivational programs are most

38、 applicable in culturesUncertainty avoidance of some cultures inverts Maslows needs hierarchy.The need for achievement (nAch) is lacking in other cultures.Collectivist cultures view rewards as “entitlements” to be distributed based on individual needs, not individual performance.Cross-Cultural Consi

39、stenciesInteresting work is widely desired, as is growth, achievement, and responsibility. 2007 Prentice Hall, Inc. All2022/9/2540文化對激勵(lì)的影響 “西方的激勵(lì)理論在世界的范圍內(nèi)并不具有普遍性，無論它是一種多好的理論，也可能只適用于美國人和西歐人或北歐人” Trompenaars， 19932022/9/2440文化對激勵(lì)的影響 “西方的激勵(lì)2022/9/2541 需 求關(guān)系需求面子需求滿足來源：主管、同事群體工作場合滿足形式：在人際網(wǎng)絡(luò)中安身立命、融入團(tuán)體滿足手段

40、：維持和諧、避免沖突、符合他人期待滿足來源：主管、同事群體工作場合滿足形式：獲得贊賞、認(rèn)同、避免批評滿足手段：維持面子、爭取面子、符合他人期待對人的義務(wù)感 對事件的責(zé)任感 對工作的義務(wù)與責(zé)任 努 力 的 意 愿努力的程度表現(xiàn)結(jié)果與酬賞公平判斷：關(guān)系決定（尊尊、親親）兼顧自己與他人集體利益與目標(biāo)知覺 臺(tái)灣本土心理研究2022/9/2441 需 求關(guān)系需求面子需求滿足來2022/9/2542 激勵(lì)因素與系統(tǒng)報(bào)酬內(nèi)部的外部的直接報(bào)酬間接報(bào)酬非金錢性報(bào)酬基本工資或薪水績效獎(jiǎng)金股票購買權(quán)加班費(fèi)和假期津貼利潤分紅滿意的工作分工滿意的午餐時(shí)間配有秘書滿意的辦公設(shè)備指定的停車位有魅力的頭銜保險(xiǎn)非工作日工資服務(wù)

41、和額外津貼2022/9/2442 2022/9/2543 激勵(lì)因素與系統(tǒng)報(bào)酬內(nèi)部的外部的參與決策更多的責(zé)任個(gè)人成長的機(jī)會(huì)更大的工作自由和權(quán)限更有趣的工作活動(dòng)的多樣化2022/9/2443 2007 Prentice Hall, Inc. All rights reserved. 1644Current Issues in Motivation (contd)Motivating Unique Groups of WorkersMotivating a diverse workforce through flexibility:Men desire more autonomy than do w

42、omen.Women desire learning opportunities, flexible work schedules, and good interpersonal relations. 2007 Prentice Hall, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1645Current Issues in Motivation (contd)Flexible Work/Job schedulesCompressed work weekLonger daily hours, but fewer daysFle

43、xible work hours (flextime)Specific weekly hours with varying arrival, departure, lunch and break times around certain core hours during which all employees must be present.Job SharingTwo or more people split a full-time job.TelecommutingEmployees work from home using computer links. 2007 Prentice H

44、all, Inc. All 2007 Prentice Hall, Inc. All rights reserved. 1646Current Issues in Motivation (contd)Motivating ProfessionalsCharacteristics of professionalsStrong and long-term commitment to their field of expertise.Loyalty is to their profession, not to the employer.Have the need to regularly update their knowledge.Dont define their workweek as 8:00 am to 5:00 pm.Motivators for prof