chapter 10 assignment motivating and satisfying employees

CH-10 Motivating and Satisfying Employees and Teams – Business : Book Guide

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CHAPTER 10 Motivating and Satisfying Employees and Teams 10.7 TEXTBOOK ANSWER KEYS 10.7a Return to Inside Business REI 1. How is REI fulfilling a variety of employee needs within Maslow’s hierarchy, and why is this important? In addition to fulfilling employees’ physiological and safety needs by providing employment compensation and health-care benefits, REI fulfills social needs (by encouraging employees to share experiences and ideas with colleagues and customers). REI also fulfills esteem needs by providing opportunities for employees to be recognized for their professional accomplishments and be promoted when they are ready for more responsibility. Finally, REI enables employees to meet self-actualization needs by offering grants that lead to pursuing important personal goals. Employees who are able to fulfill their needs through the job will be motivated to work hard and perform at their best for the employer. 2. Which specific aspects of teamwork are likely to be affected when employees hike or bike together before a new store opens? If employees are new, or new to this branch, hiking or biking together is a way to encourage forming, introducing team members to each other, and possibly move into storming and then toward norming before the store opens its doors to the public. Employees might be able to proceed to performing if they know each other well or participate together in an outdoor activity for some period. The one stage employees will not experience is adjourning. Students will recognize that simply encouraging employees to enjoy an activity together is a good way to accelerate forming and help the store’s personnel become comfortable with each other and with the group dynamic. 10.7b Review Questions 1. How do scientific management and Theory X differ from the human relations movement and Theory Y? As part of the scientific management theory, Taylor asserted that management should determine (1) the best way to perform the job and (2) the expected job output when tasks are performed properly. Next, management should carefully choose the best person for each job and train that person to do the job properly. Finally, management should cooperate with workers to ensure that jobs are performed as planned. In reality, Taylor’s management theories were tied to money. Theory X asserted that (1) people dislike work; (2) managers must coerce, control, and sometimes even threaten employees to achieve organizational goals; and (3) people generally must be led, have no ambition, and will not seek responsibility. The human relations movement and Theory Y state that there are factors other than money to consider. For example, Theory Y assumes that (1) people do not naturally dislike work, (2) people will work toward goals to which they are committed, (3) people become committed to goals when the accomplishment of those goals brings rewards, (4) people often seek out and accept responsibility, (5) employees have the potential to help achieve organizational goals, and (6) organizations generally do not make full use of their human resources. 2. How did the results of the Hawthorne Studies influence researchers’ thinking about employee motivation? The researchers in the Hawthorne Studies concluded that human factors are as important in motivation as pay rates. From these studies, it was concluded that a sense of involvement and social acceptance are important motivators. 3. What are the five sets of needs in Maslow’s hierarchy? How are a person’s needs related to motivation? The five sets of needs in Maslow’s hierarchy are physiological, safety, social, esteem, and self-actualization needs. People are motivated to fulfill their own needs so they will feel positive about themselves as well as about their work and personal lives. 4. What are the two dimensions in Herzberg’s theory? What kinds of elements affect each dimension? One dimension of Herzberg’s theory ranges from satisfaction to no satisfaction and is affected by motivational factors. Motivational factors include achievement, recognition, responsibility, advancement, growth, and the work itself. The other dimension ranges from dissatisfaction to no dissatisfaction and is affected by hygiene factors. Hygiene factors include supervision, working conditions, interpersonal relationships, pay, job security, and company policies and administration. 5. What is the fundamental premise of reinforcement theory? The fundamental premise of reinforcement theory is that behavior that is rewarded is likely to be repeated, whereas behavior that is punished is less likely to recur. 6. According to equity theory, how does an employee determine whether he or she is being treated equitably? An employee determines whether he or she is being treated equitably by comparing his or her input-to-outcome ratio to the input-to-outcome ratio for some other person. The two ratios should be roughly equal. 7. According to expectancy theory, what two variables determine motivation? The two factors that determine motivation are how much we want something and how likely we think we are to get it. 8. Identify and describe the major techniques for motivating employees. MBO—managers and employees collaborate in setting goals. Job enrichment—provides employees with more variety and responsibility in their jobs. Behavior modification—a systematic program of reinforcement to encourage desirable behavior. Flextime—a system in which employees set their own work hours within employer-determined benefits. Part-time work—permanent employment in which individuals work less than a standard work week. Job sharing—an arrangement whereby two people share one full-time position. Employee empowerment—employees become more involved in their jobs by increasing their participation in decision making. Telecommuting—employees work at home all of the time or for a portion of the work week. Self-managed work teams—groups of employees with the authority and skills to manage themselves. Employee ownership—employees own the company they work for by virtue of being stockholders. 9. Describe the steps involved in the MBO process. The steps involved in MBO are the following: a. Secure the acceptance of top management. b. Establish preliminary goals. c. Establish goals for the subordinate. d. Review the employee’s progress. e. Evaluate the employee’s progress. 10. What are the objectives of MBO? What do you think might be its disadvantages? The objectives of MBO are to clarify the role employees play in reaching the organization’s goals and to allow them to participate in goal setting and in performance evaluation, thus increasing their motivation. A potential disadvantage of MBO is the time it takes to design and implement the goals. Also, MBO may result in excessive paperwork. 11. How does employee participation increase motivation? When employees are given a voice in determining what they will be doing and where the organization will be going, they develop a sense of commitment and involvement. Employee participation thus enhances motivation. 12. Describe the steps involved in the process of behavior modification. The steps in behavior modification are as follows: a. Identify the target behavior. b. Measure the behavior. c. Provide positive reinforcement. d. Measure the behavior again. 13. Identify and describe the major types of teams. There are four major categories of teams: problem-solving, self-managed, cross-functional, and virtual. Problem-solving teams are where knowledgeable employees are brought together to tackle a specific problem. Self-managed teams are groups of employees with the authority and skills to manage themselves. A group of individuals with varying expertise, specialties, and skills that are brought together to achieve a common task is a cross-functional team. The group who has members who are geographically dispersed but communicate electronically is a virtual team. 14. What are the major benefits and limitations associated with the use of self-managed teams? Benefits to correctly implemented self-managed work teams include higher employee morale, increased productivity, and innovation. Problems associated with them include lack of support from managers and supervisors, insufficient training, and increased costs for training and implementation. 15. Explain the major stages of team development. Teams will experience multiple stages throughout their life cycle. The five common stages are listed below. 1. Forming—Following introductions, the team begins developing a social dynamic, where they learn acceptable behaviors, how to relate to each other, and the team’s ground rules. 2. Storming—While developing the team’s goals and objectives, the team will work on developing ideas, formulating plans, and establishing a broad-ranging agenda. 3. Norming—This is when a team begins to stabilize, roles become more defined, and an identified leader will emerge. 4. Performing—During this stage, the group focuses on the task at hand and puts aside any issues from previous stages. 5. Adjourning—This is the final stage of a team when members either move on to the next project or the team is disbanded and the members are reassigned. 10.7c Discussion Questions 1. How might managers make use of Maslow’s hierarchy of needs in motivating employees? What problems would they encounter? Managers might make use of the hierarchy of needs by providing more opportunities for employees to fulfill their needs. The problem is that it is often hard for the manager to know the level at which employees are operating. Thus, it may be very difficult to provide the right types of opportunities at the appropriate times. This is especially true in large corporations, where people are less likely to interact socially. 2. Do the various theories of motivation contradict each other or complement each other? Explain. The motivation theories complement each other. Different things motivate different people in similar situations. There is more than one way to motivate a person, and even those ways may vary depending on a person’s feelings or attitudes at a given time. Because the theories are so different, they allow for flexibility and changing circumstances. 3. What combination of motivational techniques do you think would result in the best overall motivation and reward system? A combination of any or all of the motivational techniques, depending on the situation and the employee, would result in the best overall motivational system. This system might change as different variables in a person’s life change. 4. Reinforcement theory and behavior modification have been called demeaning because they tend to treat people “like mice in a maze.” Do you agree? Yes, it can be argued that reinforcement theory and behavior modification are demeaning because they neglect the rational side of the human being. But it might also be argued that these theories are not demeaning because they reflect the ways people actually respond in the majority of cases. 5. In what ways are team cohesiveness and team conflict related? The way that team conflict is handled will determine the cohesiveness of the team. A cohesive team effectively accomplishes their tasks, which is a motivator to resolve conflict. If a team is competing with other teams for a single prize, they will be more task oriented and force aside conflict to accomplish the goal. 10.7d Comments on Video Case 10.1 Suggestions for using this video case are provided in the Pride/Hughes/Kapoor Video Guide. At L.L.Bean, Everyone Is Family 1. What role do you think empowerment plays at L.L.Bean? Empowerment probably plays a large role in motivating call-center employees at L.L.Bean because it gives them the expanded authority they need to completely satisfy customer needs. This ensures that every interaction they have with a customer can end positively with a satisfied customer. It also gives them the freedom and responsibility to let management know when something can be done better, which is highly motivating because it increases employees’ sense of control over their work environment and demonstrates the value management places on their voluntary contributions. 2. Because the company’s retail Web site has proven to be so successful, L.L.Bean recently announced the closing of one of its four call centers, but the 220 employees there will have the option to work at another site or telecommute. What net effect do you think closing of the call center will have on employee morale and motivation? The company’s commitment to keeping its employees should reinforce motivation among the affected employees as well as throughout the firm and keep morale from slipping. If the employees who relocate are at least as well off as they were in their previous location, with reasonable commutes and comfortable surroundings, and if those who telecommute have the commitment to work independently and continue to be well supported by their managers, it may be that no one will lose by the new arrangement. Thus, the net effect of the closing could, in fact, be positive. 3. What else could L.L.Bean do to motivate its employees? The company already offers excellent job training, employee empowerment, the standard package of compensation and benefits, and incentives like bonuses, profit-sharing, and its own fitness centers and sporting camps. With the closing of one of its call centers, it is also venturing into telecommuting, which suits some self-directed employees well and can be very motivating. Students may have many additional suggestions including shared decision making, job enrichment, self-managed work teams, job sharing, on-site day care, paid leave of absence, and quality and productivity awards. Sources: Company Web site, www.llbean.com, accessed July 20, 2010; Tom Tobin, “L.L.Bean Set for Splashy First Day,” www.democratandchronicle.com, June 27, 2010; Michael Arndt, “Customer Service Champs: L.L.Bean Follows Its Shoppers to the Web,” www.businessweek. com, February 18, 2010; and interviews with L.L.Bean employees and the video, At L.L.Bean, Everyone Is Family. 10.7e Comments on Case 10.2 Culture of Caring Pays Off at The Container Store 1. Based on Herzberg’s motivation hygiene theory, how does The Container Store reduce job dissatisfaction and increase job satisfaction? The Container Store reduces job dissatisfaction by actively seeking to make working conditions not just pleasant but exciting and fun. It also reduces dissatisfaction through higher-than-average pay, job security, and employee-first policies. The company increases satisfaction through opportunities for growth and advancement via intensive training and promotion from within. It also encourages employees to help customers solve their storage problems in creative ways, which makes for satisfying work. 2. What is The Container Store doing to empower its employees? How do you think this affects job satisfaction? The Container Store provides extensive training and then allows employees to apply its basic principles using their best judgment. Employees are very likely to be motivated by this ability to apply their knowledge and skills on the job without following detailed procedures that prevent creative problem-solving. 3. What other steps would you suggest that The Container Store take to motivate and satisfy its employees? Students will offer various answers. One step might be to institute employee ownership, rewarding employees for their contribution to the company’s success. Another might be to form cross-functional teams so that headquarters personnel work with some store employees on issues such as environmental improvements or other challenges. 10.7f Building Skills for Career Success 1. Social Media Exercise Infosys is a successful software company with more than 100,000 employees. Social media is integral to its strategy and communications approach. The company uses social media to engage younger employees in these processes and to empower them. In order to do this, the company created STRAP Surround as a social platform containing blogs, discussion forums, an in-house version of YouTube for video sharing, and a range of physical activities such as games to engage employees. Infosys wanted executives to teach, and employees to respond and participate. The executives had to then react to this input from the mammoth workforce. Here is one example. Employees participated in a series of live events related to a strategy execution topic and then tens of thousands of ideas were shared on social media. The company found that social media had more effect when fielding ideas that were based on structured questions around topics like technologies for future growth, digital consumer behavior, and healthcare. To keep the momentum going, discussion moderators thanked each employee who contributed suggestions and then passed them onto managers for future development. Some employees were chosen to become team members. 1. Do you think social media is an effective way to engage employees who are in large organizations? Why or why not? Because this is an opinion question, students’ answers will vary. They should include a discussion about how social media enhances communication through one consistent message to all employees. Information from company values to interaction makes the use of social media a valuable resource. 2. Do you think social media would work well in smaller companies? Why or why not? For the resources listed above, social media would be useful. Smaller companies can start small and build on the information they share as they see how employees and the public engage with the organization. 3. Do you think that using social media changes the corporate culture and the way in which teams communicate for the better or worse? Explain your answer. As with most change, the impact of social media will depend on the support of upper management. They need to understand and embrace the importance of using social media. If there is resistance from the top, this change will negatively impact the corporate culture. 2. Journaling for Success 1. Thinking about your current job (or your most recent job), what types of motivation techniques are being used? Most students will have experienced some form of positive and negative reinforcement as well as goal setting. Some may have benefited from job enrichment or being placed in a team where new skills were learned. Flextime is also likely to have been provided for many part-time jobs held by students. 2. How well does each technique work on you and on your co-workers? Students’ answers will vary on whether the technique worked. Clear communication: Works well for everyone, ensuring understanding. Active listening: Helps to better understand needs and improves collaboration. Delegation: Effective when tasks align with skill sets, ensuring efficiency. Feedback: Constructive feedback is essential for growth, though it varies based on the person’s openness. Problem-solving: Collaborative techniques often lead to better solutions and faster results. 3. Thinking about the first job that you will take after completing your studies, what types of motivation techniques will be most effective in motivating you to truly excel in your new position? Explain why. Students are likely to focus on employee motivation techniques that stress empowerment and the ability to manage themselves. Flexibility is also likely to be an important factor, as well as the intrinsic rewards associated with good performance. 4. Do you expect that most of your co-workers will be motivated by the same techniques that motivate you? Explain. The answer to this question will depend to some extent on how students view themselves relative to others. If they see themselves as harder workers than most, then they are less likely to answer yes. Other factors impacting this answer include the experience students have had with co-workers on previous jobs as well their parents’ experience as they were growing up. 3. Developing Critical-Thinking Skills The answers will vary. Examples of some things students may want in the workplace and how their supervisor can motivate them include: a. Recognition for a good job—Maslow’s hierarchy of needs. Employees need to know that their efforts are recognized and appreciated by their supervisors. b. Promotion to a manager’s position—expectancy theory. The employee’s boss can provide opportunities for learning new skills needed to advance to the manager’s position. c. Salary increase for additional responsibility—equity theory. Employees compare their own efforts and rewards to the efforts and rewards of others in the organization. Motivation will be affected. d. Win the top performance award—goal-setting theory. Objectives must be established and completed to reach the TOP award. 4. Building Team Skills Answers will vary. Three examples for each letter are as follows: E—energy, enjoyment, effort M—motivate, money, motion P—power, progress, president O—opportunity, opinion, offer W—wonderful, work, want E—empower, eager, equal R—react, resolve, reward M—material, mediation, medal E—encourage, enforce, environment N—navigate, necessary, no T—training, treatment, transfer Several combinations of statements can be drawn from the list of words. For example: I need energy and motion to progress in my job. I have an opportunity to work, to empower, and to receive the reward and a medal that will encourage me to navigate my transfer. 5. Researching Different Careers Answers will vary depending on the managers interviewed. While the level of activities will differ, most managers perform planning and controlling activities. Some managers directly supervise employees, while others focus on developing and overseeing the company’s long-range goals. Duties of managers, depending on the type of industry, may include: • Direct production, distribution, and marketing operations. • Coordinate operations in accordance with policies, principles, and procedures. • Confer with customers and representatives of associated industries. • Develop plans for efficient use of materials, machines, and employees. • Review production costs and product quality. • Modify production and inventory control programs to maintain and enhance profitable operation of the division. • Review operations of competing organizations. • Plan and direct sales programs to develop new markets, using sales aids, advertising, promotional programs, and field services. • Direct personnel program. • Direct preparation of accounting records. • Recommend budgets to management. 10.8 QUIZZES I AND II Quiz I True-False Questions Select the correct answer. 1. T F Motivation is the internal process that energizes, directs, and sustains behavior. 2. T F A main discovery of the Hawthorne Studies was that human factors are at least as important to motivation as pay rates. 3. T F The piece-rate reward system grew out of Taylor’s concepts of scientific management. 4. T F On self-managed work teams, each member learns one specific job and has clearly defined responsibilities. 5. T F In a management by objectives (MBO) system, the first step is to establish preliminary goals. Multiple-Choice Questions Circle the letter before the most accurate answer. 6. Which of the following is uncharacteristic of low morale? a. High rate of turnover b. Shoddy work c. Absenteeism d. High productivity e. Employees’ leaving for more satisfying jobs 7. A sense of involvement and __________ were two of the human factors at work in the Hawthorne Studies. a. human relations b. social acceptance c. social needs d. safety needs e. an acceptable output rate 8. Frederick Taylor observed a workplace practice that he termed “soldiering,” which means that the employees a. worked like busy bees without ever taking a break. b. worked slowly because they didn’t want to run out of work, thus appearing unneeded and risking losing their jobs. c. worked virtually for free due to high motivation and lack of knowledge about negotiating pay. d. had much higher productivity than he expected based on his estimates. e. had much lower productivity than should have been the case. 9. The theory stating that motivation depends on how much people want something and on how likely they believe they are to get it is called a. the expectancy theory. b. Theory Y. c. the equity theory. d. reinforcement. e. Theory X. 10. The systematic program of reinforcement to encourage desirable behavior is called a. management by objectives. b. Theory Y. c. expectancy theory. d. scientific management. e. behavior modification. Quiz II True-False Questions Select the correct answer. 1. T F The way an employee feels about his or her job, superiors, and place of work is called morale. 2. T F Herzberg recognized only two dimensions: motivation and hygiene. 3. T F Equity theory is based on the idea that employees are motivated by equitable treatment of themselves relative to the “comparison other.” 4. T F Gain sharing directly rewards employees for increases in company calls or lower costs. 5. T F Job sharing is a system in which employees set their own work hours within certain limits set by the employer. Multiple-Choice Questions Circle the letter before the most accurate answer. 6. Motivation is the internal process that __________, directs, and sustains behavior. a. irritates b. energizes c. inspects d. satisfies e. manages 7. The application of scientific principles to the management of work and workers is called a. hierarchy of needs. b. Theory X and Theory Y. c. scientific management. d. Herzberg’s theory. e. equity theory. 8. The equity theory is most relevant to which form of outcome in an organization? a. Status b. Workstation c. Equipment and tools d. Promotion in rank e. Pay 9. One major problem with the MBO process is that a. it does not motivate employees most of the time. b. it must start at the top of the organization and work its way down in order to work, which can be a long process. c. it is not a healthy way to improve communication because it forces the manager and employee together. d. when it doesn’t work well in one company, other companies who haven’t tried it will think it is not the optimal way to set goals and will not give it a try. e. it leaves too many decisions up to the employees, thus causing the managers to risk losing control within the organization. 10. Job enrichment is supported by a. Taylor’s scientific management theory. b. Maslow’s safety needs. c. McGregor’s Theory X. d. Maslow’s physiological needs. e. Herzberg’s motivators. 10.9 ANSWER KEY FOR QUIZZES I AND II Quiz I True-False Multiple-Choice 1. T 6. d 2. T 7. b 3. T 8. b 4. F 9. a 5. F 10. e Quiz II True-False Multiple-Choice 1. T 6. b 2. T 7. c 3. T 8. e 4. F 9. b 5. F 10. E 10.10 CLASSROOM EXERCISES 10.10a Homework Activities • Article on Motivation. Have students bring in an article that shows an example of a company that uses one of the motivation techniques discussed in the chapter. • Researching and Following a Company Throughout the Course (continuing assignment). Have students research whether their company uses motivation techniques such as flextime, part-time work, job sharing, or telecommuting. Does the company offer an ESOP? • Interview on Motivation. Have students interview both a manager and a worker (or administrator and faculty member) from a local organization. What views of or approaches to motivation seem to be in use in that organization? Do the manager’s views differ from the workers’? If so, how do students explain the differing perceptions? • Homework/Class Activity. Assuming a 40-hour work week, have your students each design an ideal work schedule as homework. In the next class, put them in groups, assign a “manager,” and have them negotiate to get the schedules they want and still complete the work effectively. Each group can be assigned a different type of business—a bank, a retail store, an insurance company, a manufacturing plant, and a hospital, for example. The in-class discussion can focus on meeting the needs of the diverse workforce without compromising the needs of the business. Using a variety of business types will help illustrate that flextime works better for some businesses than others. 10.10b Classroom Activities • Motivators Exercise. To help students understand that people are motivated by different things, have your students write down their top five daily motivators and then compare their lists in small groups or in class discussion. This is a five-minute exercise. • Self-Motivation Exercise. With the current shifts in the workplace, self-motivation has increased in importance. With concepts such as employee empowerment, fewer layers of management, people working at home, and flextime, many employees have to rely more on their own motivational skills to stay productive rather than having supervisors looking over their shoulders. In addition to the workplace benefits, self-motivation can provide support for personal goals such as going back to school or getting on track with an exercise program. For students, effective self-motivation can mean the difference between success and failure—A’s or C’s—work done according to a schedule or crammed in through late nights at the last minute. There are two activities related to self-motivation provided on the following pages. The first, “How Self-Motivated Are You?”, is an assessment tool that allows students to evaluate their own self-motivation practices to see if they are taking advantage of the tools that are available. The second is a “Motivation Sheet.” This is a tool students can use to design their own motivation action plan for an upcoming project. It amounts to a contract or commitment the student makes with herself or himself that builds motivating tools into the process. One approach you can take with these activities in the classroom is to start with a discussion of self-motivation. Follow this with the “How Self-Motivated Are You?” assessment tool to get students thinking about how they approach self-motivation. After a debriefing on that, divide the students into small groups and have them list various self-generated motivation tools, including possible rewards, and have the groups share their results with the class. The final piece could be the “Motivation Sheet.” Have students individually design a personal motivation plan for some upcoming project or responsibility. Selected students can then share their plans with the class. Scoring evaluation for “How Self-Motivated Are You?” is shown below. Overall Score 0–20 Low self-motivator. This person may find it difficult to start projects, stay on track, and finish on time. 21–39 Moderate self-motivator. This person uses some techniques but could improve personal productivity with the addition of others. 40–50 High self-motivator. This person knows how to get things done and enjoys the process. • Discovering Your Needs Exercise. Hand out the “Discovering Your Needs” questionnaire. This exercise is to be done individually, and students should be instructed to select the response that best represents their point of view on the job. When they are finished, give them the answer key and “Needs Analysis” sheet to fill out. The objective of the exercise is to enable students to determine which of Maslow’s needs are most applicable to their current work situation. The entire exercise will take no more than 40 minutes; 20 to fill out the questionnaire, 10 to fill out the needs sheet, and another 10 to discuss the findings in class. • Best and Worst Job Exercise. Ask students to report about the worst job they have held. What approach to motivation was used in that organization? Also ask them to report about the best job they have held. What approach to motivation was used there? What conclusions can they make based on this limited information? • Who Are We? Group Exercise. Organize students into groups of three to five. The objective of this exercise is for students to understand that groups have strengths and personalities not unlike those of individuals. Indeed, with the right combination of attributes, a group can be very powerful indeed. The first step is for the students to make a list of their combined strengths. The list should include personality traits such as perseverance, skills such as the ability to read quickly and grasp number meanings easily, and emotional strengths such as the ability to maintain friendships. Urge students to list all skills and abilities, even ones that do not have obvious applications. This could include the ability to deal well with strange animals, athletic and game-related abilities, etc. Once the list is complete, have the students picture a person with all those skills and abilities. What type of work could that person do? It is likely that options for the “group whole” will be almost unlimited. The exercise should take approximately 15 minutes. • Management in Practice Exercise. In this exercise, students are asked to read a short scenario and decide which management theory from Chapter 10 is most applicable. This can be used as an individual or a group exercise, or even a pop quiz. Approximate time required is 15–20 minutes. • Boxed Insert: Cash for Conservation? Direct students to the Sustaining the Planet feature in the text. Divide students into groups of two to three. Ask them to list the pros and cons of earning cash for “going green.” Is money a motivator in this situation? Why or why not? 10.10c Exercise Handouts Follow on Next Pages HOW SELF-MOTIVATED ARE YOU? This quiz is designed to help you evaluate how well you use the tools you have at your disposal for personal motivation. Rate yourself on the following continuum for each statement.         NEVER SOMETIMES ALWAYS 1 2 3 4 5 ____ 1. I set goals and expectations before I start a project. ____ 2. The goals I set for myself are challenging, but I generally have a good chance of making them. ____ 3. My expectations of a project generally come close to reality. ____ 4. I structure projects with as much variety as possible. ____ 5. When working on projects in which I have some choice, I choose activities in which I already have an interest. ____ 6. I designate a specific area of my work or living space for my project and schedule specific time to work on it. ____ 7. During the course of the project, I schedule regular time away from it. ____ 8. I build key progress markers or subgoals into my project plans so I can have tangible evidence of my progress along the way. ____ 9. I use written measurements such as checklists, matrices, or graphs to chart my progress with a project. ____ 10. I plan some sort of personal reward for every mini and major goal I achieve. MOTIVATION SHEET Use this sheet to design a self-motivation action plan for important projects and responsibilities. It will help you start projects and follow through in a timely manner. DISCOVERING YOUR NEEDS Directions: Circle the number from 1 to 5 that best represents your response to each statement, according to the following key: (1) Strongly disagree (never feel this way); (2) Disagree (rarely feel this way); (3) Moderately agree (sometimes feel this way); (4) Agree (frequently feel this way); (5) Strongly agree (almost always feel this way). 1. My performance improves when I am offered a cash bonus as an incentive. 1 2 3 4 5 2. I would find it difficult to work for an organization that creates an atmosphere of uncertainty among its employees. 1 2 3 4 5 3. I like a supervisor who works hard to develop a friendly working atmosphere. 1 2 3 4 5 4. I do my best work when I know my supervisor is aware of my progress toward the goal. 1 2 3 4 5 5. I can find something stimulating and challenging in almost any job. 1 2 3 4 5 6. I enjoy working with employees who are compatible and work well as a team. 1 2 3 4 5 7. I work hardest when mistakes are not punished and there is little chance of losing my job. 1 2 3 4 5 8. It frustrates me when I have to work over my lunch and coffee breaks. 1 2 3 4 5 9. I dislike it when my supervisor allows me little freedom to decide how best to get my job done. 1 2 3 4 5 10. I would probably quit a job that did not offer rewards or recognition for my abilities. 1 2 3 4 5 11. I would hesitate to take risks that might endanger the progress I’ve made thus far. 1 2 3 4 5 12. The best organizations are those that pay salaries that enable all employees to live comfortably. 1 2 3 4 5 13. I need a detailed job description to better understand what my employer expects of me. 1 2 3 4 5 14. The quality of the relationships in my informal work groups is important to me. 1 2 3 4 5 15. I would probably quit my job if I had to work with inadequately skilled people or outdated equipment. 1 2 3 4 5 16. It is important to me to feel that my skills are fully utilized on the job. 1 2 3 4 5 17. Most of my rewards are internal and come from the work itself, not from external incentives. 1 2 3 4 5 18. I do not like to see my abilities going unrecognized. 1 2 3 4 5 19. The best thing an employer can do for me is to provide stable employment and job security. 1 2 3 4 5 20. When I do my job exceedingly well, I should receive a salary increase. 1 2 3 4 5 21. Retirement benefits and stock programs are important to me. 1 2 3 4 5 22. I think of myself as being the best at what I do. 1 2 3 4 5 23. I like to schedule my own work and make my own decisions with little input from my supervisor. 1 2 3 4 5 24. It frustrates me when my supervisor gives attention and recognition to others but not to me. 1 2 3 4 5 25. I dislike working all by myself without the input of others. 1 2 3 4 5 26. It is important that I have the best equipment to work with in order to do my best work. 1 2 3 4 5 27. I understand that my job is dependent on my organization’s ability to compete effectively. 1 2 3 4 5 28. It means a lot to me to be recognized for a job well done. 1 2 3 4 5 29. It hurts my feelings when my supervisor is indifferent toward me. 1 2 3 4 5 30. It gives me a great deal of satisfaction to explore new areas of responsibility. 1 2 3 4 5 31. My favorite supervisors allow me to utilize my talents and ideas to their fullest. 1 2 3 4 5 32. When selecting an organization to work for, I am most influenced by good working conditions, good pay, and good benefits. 1 2 3 4 5 33. I like an organization to sponsor employee social events after working hours. 1 2 3 4 5 34. Job security is most important to me. 1 2 3 4 5 35. It is important to me that my job offers rewards that help me get ahead because of my own abilities. 1 2 3 4 5 36. It is difficult for me to work with people who hold grudges and refuse to help each other. 1 2 3 4 5 37. I would probably quit a job that did not fully utilize my skills. 1 2 3 4 5 38. I want to advance in the organization as fast as my abilities will allow. 1 2 3 4 5 39. The best-managed organizations are those that maintain stable job security and employee benefits. 1 2 3 4 5 40. I work hardest when my work setting is modern, attractive, and comfortable. 1 2 3 4 5 41. I like to be surrounded with people who like me and are friendly. 1 2 3 4 5 42. I would like my supervisor to give special attention to my physical working conditions. 1 2 3 4 5 43. I want to work for an organization that offers rapid advancement on the basis of my achievements. 1 2 3 4 5 44. My most important reward is pride in a job well done. 1 2 3 4 5 45. I work hardest when everyone pitches in to help get the work done. 1 2 3 4 5 46. It is important that my organization’s pay scales and benefits stay above those offered by other organizations in the area. 1 2 3 4 5 47. The jobs I enjoy most are those that allow me to be creative. 1 2 3 4 5 48. The best thing anyone can do for me at work is to encourage teamwork and camaraderie. 1 2 3 4 5 49. I would be unhappy working so hard that there was physical discomfort. 1 2 3 4 5 50. I want to give the best in everything I do. 1 2 3 4 5 Write the numbers you circled to the corresponding questions in the chart below, and then total each column. Basic Needs Safety and Security Needs Belongingness or Social Needs Esteem Needs Self-Actualization 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 8. __________ 7. __________ 6. __________ 10. __________ 9. __________ 12. __________ 11. __________ 14. __________ 16. __________ 17. __________ 20. __________ 13. __________ 25. __________ 18. __________ 23. __________ 26. __________ 15. __________ 29. __________ 22. __________ 30. __________ 32. __________ 19. __________ 33. __________ 24. __________ 31. __________ 40. __________ 21. __________ 36. __________ 28. __________ 37. __________ 42. __________ 27. __________ 41. __________ 35. __________ 44. __________ 46. __________ 34. __________ 45. __________ 38. __________ 47. __________ 49. __________ 39. __________ 48. __________ 43. __________ 50. __________ Totals __________ __________ __________ __________ __________ NEEDS ANALYSIS 1. Which of the five categories signifies your strongest need (highest score)? Do you agree with this assessment? 2. Which category represents your lowest need (lowest score)? What is happening in your life right now that may be reflected in this score? 3. Explain your understanding of the statement, “Only unsatisfied needs motivate behavior.” 4. Do you agree with Maslow’s theory of “prepotency”? That is, as each lower-level need is satisfied, the need at the next level demands attention. Why or why not? 5. Review the statements included in the column that represents your strongest need. List below the specific needs you can identify from these statements. 6. How would your teachers, supervisors, and family members benefit by learning about your strongest needs at this point in your life? How might you benefit by sharing this information with them? Who Are We? Management in Practice* Management: In order to lead effectively in a business environment, one must motivate subordinates, or co-workers. A key component of motivation is recognizing what makes employees “tick.” This exercise will provide the student with several mini-scenarios where they must identify the primary motivational theory at work. Instructions: • Students can work individually or be paired in teams of two to three students. You can also administer this as a pop quiz. • In any scenario (individual, team, or quiz), give the students 15 minutes to work through the examples. When complete, review the answers with the class. If a student can “defend” alternate answers, let them do so. It’s a healthy debate. Possible Outcomes: Varied outcomes with predicable trends • Students will struggle with this if it is administered as a pop quiz or worked on individually during the class. If administered to teams of students, they are much more likely to get six to eight scenarios correct. Key Learning Objectives: • Learn to recognize subordinate/co-worker statements that may lead to clues on what motivates them. • Develop the ability to apply management theories to real business scenarios, with the ultimate goal of motivating subordinates and co-workers. • Emphasize that just “memorizing” management theories is not good enough! MANAGEMENT IN PRACTICE From Chapter 10, identify the management theory that best applies to the following business scenarios. 1. “I’m really interested in the vice president of sales position. I should have a shot at the job since my sales team always has the best sales and customer service record.” 2. “This job pays well and we have a really nice place to work, but not much opportunity for advancement. I’ll just do my job and collect my paycheck, but no extra efforts for me. I’m content, but just not that motivated.” 3. “I don’t even consider this a job. I love what I do and can’t imagine doing anything else. I’m at the top of my game!” 4. “The last time I didn’t complete the report on time, my boss made me cover the weekend shift. You bet I’ll get the job done early this time! Everyone hates the weekend shift!” 5. “If I can get a perfect score on just one more customer satisfaction survey, my base pay will go from $15 per hour to $18. I will definitely take care of this customer!” 6. “I can’t believe Phillipe got the promotion over me. I work more overtime making our customers happy than he does. No more overtime for me and I’m asking for a raise!” 7. “I really do believe my team likes their work and is motivated. I’m confident my team will deliver the goal this month! Besides, they really like profit-sharing checks!” 8. “My boss and I agreed my goal this month was to sell 10 units. With one week left, I have already sold nine units. I always attain the goals I set for myself.” MANAGEMENT IN PRACTICE (suggested answers) 1. “I’m really interested in the vice president of sales position. I should have a shot at the job since my sales team always has the best sales and customer service record.” Expectancy theory 2. “This job pays well and we have a really nice place to work, but not much opportunity for advancement. I’ll just do my job and collect my paycheck, but no extra efforts for me. I’m content, but just not that motivated.” Herzberg—two-factor (motivation–hygiene) theory 3. “I don’t even consider this a job. I love what I do and can’t imagine doing anything else. I’m at the top of my game!” Maslow’s hierarchy of needs (self-actualization) 4. “The last time I didn’t complete the report on time, my boss made me cover the weekend shift. You bet I’ll get the job done early this time! Everyone hates the weekend shift!” Reinforcement theory (punishment) 5. “If I can get a perfect score on just one more customer satisfaction survey, my base pay will go from $15 per hour to $18. I will definitely take care of this customer!” Taylor’s scientific management theory (piece rate) 6. “I can’t believe Phillipe got the promotion over me. I work more overtime making our customers happy than he does. No more overtime for me and I’m asking for a raise!” Equity theory 7. “I really do believe my team likes their work and is motivated. I’m confident my team will deliver the goal this month! Besides, they really like profit-sharing checks!” McGregor’s Theory Y 8. “My boss and I agreed my goal this month was to sell 10 units. With one week left, I have already sold nine units. I always attain the goals I set for myself.” Goal theory—MBO Chapter 10 Video Case: At L.L.Bean, Everyone Is Family RUNNING TIME: 8:35 Chapter 10 discusses motivating and satisfying employees and teams. Motivation is the process that energizes, directs, and sustains behavior. One of the first approaches to employee motivation was Frederick Taylor’s scientific management. Maslow’s hierarchy of needs suggests that people are motivated by five sets of needs. Frederick Herzberg found that job satisfaction and dissatisfaction are influenced by motivation and hygiene factors. Theory X argues that employees dislike work, whereas Theory Y suggests that employees can be motivated to behave as responsible members of the organization. Reinforcement theory is based on the idea that people will repeat behavior that is rewarded. Equity theory maintains that people are motivated to obtain and preserve equitable treatment for themselves. Expectancy theory suggests that motivation depends on how much we want something and how likely we think we are to get it. Goal-setting theory suggests that employees are motivated to achieve a goal that they and their managers establish together. Job enrichment seeks to motivate employees by varying their tasks and giving them more responsibility for and control over their jobs. Behavior modification uses reinforcement to encourage desirable behavior. Allowing employees to work more flexible hours is another way to build motivation and job satisfaction. Employee empowerment, self-managed work teams, and employee ownership are also techniques that boost employee motivation. A large number of companies use teams to increase productivity. Concepts Illustrated in the Video • Balanced Scorecard • Bottom-Up Organization • Customer Service • Employee Retention • Employee Selection • Goal Setting • Motivation • Profit Sharing • Seasonal Employment • Team Leadership VIDEO CASE SUMMARY L.L.Bean has grown to be a well-known retail firm with net sales over $1.5 billion a year. It encompasses 14 stores in ten states, a catalog, and a thriving online store. The company believes strongly that front-line employees are the face of L.L.Bean and the voice of its customers. Employees at L.L.Bean share a sense of purpose that closely reflects the values of the company’s founders and managers, making them feel like they are part of a large family. Empowering employees increases the pride and satisfaction that they feel in their work. L.L.Bean has a world-class training program, so employees’ skills are not an issue. The company offers annual bonuses and profit-sharing for all year-round employees, but the sense of ownership its employees feel in the company isn’t founded on money. Other ways in which L.L.Bean rewards its employees are the company-owned fitness centers, walking trails, and sporting camps for fishing, kayaking, and skiing that encourage everyone at the firm to stay healthy and active. Benefits, wages, discounts, and pensions are competitive, even generous. As a result of such initiatives, some employees have worked for the company for as long as 30 years. Critical-Thinking Questions Using information from the case and the video, answer the following questions: 1. What role do you think empowerment plays at L.L.Bean? Empowerment means making employees more involved in their jobs and in the operations of the organization by increasing their participation in decision making. L.L.Bean employees have numerous opportunities for empowerment, and this benefits the company as well as employees themselves. The company benefits because it is able to rely more heavily on employees for the all-important task of providing superior customer service. As a result, one of the company’s core strengths is its award-winning customer service program. The employees also benefit from empowerment because they have the opportunity to develop professionally in areas that are important to them. As a result, employee satisfaction and retention within the company are above average for a retail company. 2. Because the company’s retail Web site has proven to be so successful, L.L.Bean recently announced the closing of one of its four call centers, but the 220 employees there will have the option to work at another site or telecommute. What net effect do you think closing of the call center will have on employee morale and motivation? Downsizing within a company is always difficult for employees and, in many instances, does lead to a decrease in employee morale and motivation. L.L.Bean should do everything in its power to minimize the negative effects on employees. Because a decline in employee morale and motivation is strongly linked with uncertainty, the company should be honest with employees about who will be affected by the closure and how they will be affected. The company should provide detailed information about steps to take to transition into a different role within the company, and a support center should be established for those who have questions. 3. What else could L.L.Bean do to motivate its employees? L.L.Bean already does a great deal to motivate its employees, so to continually increase motivational factors, the company may need to research what is happening in the external environment and perhaps get creative about its own business. For example, trends in environmental sustainability may lead the company to provide more environmentally friendly working environments, especially since most of its employees are passionate about the environment. L.L.Bean can also ask employees themselves what is important to them. For example, the company may issue a short survey to all employees to find out what motivates them. The company should then follow up by providing programs to support these employee interests. Chapter 10 Lecture Launcher: They Might Put Me to Work! VIDEO SUMMARY Rick is in a quandary. He thinks he is going to have to fire one of Urban Farmz’s workers—Tom, a longtime friend of Caleb and Jake’s. “He’s hardly ever here on time, and he leaves early without telling anyone, which the other day caused a huge problem with one of our big deliveries,” Rick tells Grandpa. “Frankly, the job is not that demanding, I don’t get it. I mean you have known Tom for a long time. What should I do?” Grandpa wonders if Caleb and Jake’s managerial style is a problem since they don’t show much authority with the “new style of management” people practice today. But Rick isn’t so sure that is the problem. Maybe there is another way to motivate Tom. Grandpa says for as long as he has known Tom, he has always been a hard worker—more so than Jake and Caleb, in fact. Solution Manual for Business William M. Pride, Robert J. Hughes, Jack R. Kapoor 9781133595854, 9780538478083, 9781285095158, 9781285555485, 9781133936671, 9781305037083

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• Subject: Management
• Textbook: Business
• ISBN-13: 9781133595854

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Chapter 10 Business Lecture Notes

Introduction to business (bus 100), hostos community college cuny.

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Chapter 10 MOTIVATING AND SATISFYING EMPLOYEES AND TEAMS

 What is Motivation?  Motivation – the individual internal process that energizes, directs, and sustains behavior; the personal “force” that causes you or me to behave in a particular way.

 Motive – something that causes a person to act.

 Morale – an employee’s feelings about the job, about superiors, and about the firm itself.  High morale results mainly from the satisfaction of needs on the job or as a result of doing the job.

Sub Topic: HISTORICAL PERSPECTIVES ON MOTIVATION

 Scientific Management Scientific management is the application of scientific principles to management of work and workers.

Frederick W. Taylor  Was interested in improving the efficiency of individual workers.  This interest led to the development of scientific management.  Observed that workers “soldiered,” or worked slowly, because they feared that they would run out of work and lose their jobs.  Developed the piece-rate system – a compensation system under which employees are paid a certain amount for each unit of output they produce.

 The Hawthorne Studies

• Conducted by Elton Mayo between 1927 and 1932 in order to determine the effects of the work environment on employee productivity.  The first set of experiments tested the effect of lighting levels on productivity by subjecting one group of workers to varying lighting and the second group to none.  Productivity increased for both groups.

 The second set of experiments focused on the effectiveness of the piece-rate system in increasing the output of groups of workers.  Output remained constant irrespective of the “standard” rates management set.

• Researchers concluded that human factors were responsible for the results and, thus, they are at least as important to motivation as pay rates.

 Maslow’s Hierarchy of Needs Maslow’s hierarchy of needs is a sequence of human needs in the order of their importance. Need – a personal requirement.

 Theory X and Theory Y Theory X is a concept of employee motivation generally consistent with Taylor’s scientific management; assumes that employees dislike work and will function only in a highly controlled work environment.

Theory X is based on the following assumptions:  People dislike work and try to avoid it.

 Because people dislike work, managers must coerce, control, and frequently threaten employees to achieve organizational goals.

 People generally must be led because they have little ambition and will not seek responsibility; they are concerned mainly about security.

Theory Y is a concept of employee motivation generally consistent with the ideas of the human relations movement; assumes responsibility and work toward organizational goals, and by doing so they also achieve personal rewards.

Theory Y is based on the following assumptions:  People do not naturally dislike work. In fact, work is an important part of all of our lives.  People will work toward goals to which they are committed.  People become committed to goals when it is clear that accomplishing the goals will bring personal rewards.  People often seek out and willingly accept responsibility.  Employees have the potential to help accomplish organizational goals.  Organizations generally do not make full use of their human resources.

 Theory Z Theory Z is the belief that some middle ground between type A and type J practices is best for American business. Developed by:

Sub Topic: CONTEMPORARY VIEWS ON MOTIVATION

 Equity Theory Equity theory is a theory of motivation based on the premise that people are motivated to obtain and preserve equitable treatment for themselves.

Equity – the distribution of rewards in direct proportion to each employee’s contribution to the organization

We conceive of equity in the following way: 1. We develop our own input-to-outcome ratio.  Inputs are the time, effort, skills, education, experience, and so on that we contribute to the organization.  Outcomes are the rewards we get from the organization, such as pay, benefits, recognition, and promotions.

• We compare this ratio to what we perceive as the input-to-outcome ratio for some other person (or comparison other).  If the two ratios are roughly the same, we feel that the organization is treating us equitably.  If our ratio is the higher of the two, we feel under-rewarded and may decrease our own inputs by (1) not working as hard, (2) trying to increase our outcome by asking for a raise, (3) trying to get the comparison other to increase some inputs, (4) leaving the work

situation, or (5) conducting a new comparison with a different person.

 Expectancy Theory Expectancy Theory is a model of motivation based on the assumption that motivation depends on how much we want something and on how likely we think we are to get it. Developed by:  Victor Vroom, a Canadian business professor

Expectancy theory is complex because each action we take is likely to lead to several outcomes, some of which we want and others we do not.

 Goal-setting Theory

The third step consists of the following three smaller steps:  The manager explains to each employee that he or she has accepted certain organizational goals and asks the individual to think about how he or she can help to achieve these goals.  The manager later meets with each employee individually and, together, they establish individual goals for the employee.  The manager and the employee decide what resources the employee will need to accomplish his or her goals.

The manager and employees meet periodically to review each employee’s progress.

At the end of the designated time period, the manager and each employee meet again to determine which of the individual’s goals were met and which were not, and why.

 Job Enrichment Job Enrichment is a motivation technique that provides employees with more variety and responsibility in their jobs. Job enlargement – expanding a worker’s assignments to include additional but similar tasks. Job redesign – a type of job enrichment in which work is restructured to cultivate the worker–job match.  Behavior Modification Behavior Modification is a systematic program of reinforcement to encourage desirable behavior. Behavior modification involves both rewards to encourage desirable actions and punishments to discourage undesirable actions.

Steps: 1. A target behavior—the behavior that is to be changed—is identified and measured.

Managers provide positive reinforcement in the form of a reward when employees exhibit the desired behavior.

The levels of the target behavior are measured again to determine whether the desired changes have been achieved.  If the target behavior has not changed significantly in the desired direction, the reward system must be changed to one that is likely to be more effective.

 Flexible Scheduled Options  Flextime is a system in which employees set their own work hours within employer-determined limits.  Compressed workweek – allows employees to work a 40-hour week in four days instead of five.

 Part-Time Work and Job Sharing Part Time Work is a permanent employment in which individuals work less than a standard work week. Job sharing – an arrangement whereby two people share one full-time position

Advantages:  More productive  greater job satisfaction  Ease in creating work–life balance  avoid the disruptions of employee turnover.

Disadvantages:  not easily divisible  people do not work or communicate well with one another.

 Telecommuting Telecommuting is working at home all the time or for a portion of the work week

Advantages: For employees:  perform better and faster than their peers who work in the office.  higher levels of happiness and personal satisfaction with their work.

For companies:  Increased productivity  More flexibility

Disadvantages: For employees  feelings of isolation  putting in long hours  being distracted by family or household responsibilities.

Sub Topic: TEAMS AND TEAMWORK

 What is a Team? A team is two or more workers operating as a coordinated unit to accomplish a specific task or goal.

 Types of Teams  Problem-solving team – a team of knowledgeable employees brought together to tackle a specific problem.

 Self-managed teams – groups of employees with the authority and skills to manage themselves.

 Cross-functional team – a team of individuals with varying specialties, expertise, and skills that are brought together to achieve a common task.

 Virtual team – a team consisting of members who are geographically dispersed but communicate electronically.

 Stages of Team Development

Limitations Organizing teams can be:  stressful  time consuming  no guarantee that the team will develop effectively.  If a team lacks cohesiveness and is unable to resolve conflict  the company may experience lower productivity.

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Chapter-10 Motivating and Satisfying Employees and Teams

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