5

MOTIVATION AT WORK

CHAPTER SCAN This is the first of two chapters on motivation, behavior, and performance. This chapter addresses the early content theories of motivation that are related to the internal factors that explain behavior. Maslow's hierarchy of needs and McGregor's assumptions are discussed and compared. McClelland's need theory is presented, followed by a discussion of Her berg's two! factor theory of hygiene factors and motivators. "rocess theories contained in this chapter include e#uity theory, social exchange theory, and expectancy theory.

LEARNING OBJECTIVES $fter reading this chapter, you should be able to do the following% &. (. ,. -. .. /. 0. 1. 'efine motivation. )xplain how Theory * and Theory + relate to Maslow's hierarchy of needs. 'iscuss the needs for achievement, power, and affiliation. 'escribe the two!factor theory of motivation. 'escribe how ine#uity influences individual motivation and behavior. )xplain seven different strategies for resolving ine#uity. 'escribe the expectancy theory of motivation. 'escribe the cultural differences in motivation.

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Chapter .% Motivation at 2or3

KEY TERMS Chapter . introduces the following 3ey terms% motivation psychoanalysis self!interest need hierarchy Theory * Theory + need for achievement need for power need for affiliation motivation factor hygiene factor ine#uity e#uity sensitive benevolent entitled valence expectancy instrumentality moral maturity THE CHAPTER SUMMARIZED 4. 44. TH45645G $H)$'% 5oncompliance as a Hidden Health Threat M7T48$T475 $5' 2796 :)H$8479

Motivation is the process of arousing and sustaining goal!directed behavior. Motivation theories attempt to explain and predict observable behavior. Motivation theories may be classified as internal, process, or external theories. This is one of the most complex topics in organi ational behavior because of the large number of variables that affect motivation. $. 4nternal 5eeds

Motivation research is increasingly specific, and examines smaller portions of the larger theories. 2riters have loo3ed for internal, value!oriented reasons for motivation that would relate to the meaning of wor3 for society. The "rotestant ethic was related to the concept of wor3ing hard in order to secure a place in heaven. 4n contrast, ;reud developed psychoanalysis as a method of probing the subconscious mind to understand a person<s motives and needs.

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)xternal 4ncentives

Chapter .% Motivation at 2or3

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)arly scholars assumed that self-interest and economic gain motivated people. The Hawthorne studies revealed the importance of social and interpersonal motivation. )arly theories of motivation typically too3 one of two perspectives. The first perspective was that people acted out of self!interest for material gain. The second perspective suggested that people act in ways that satisfy their emotional needs. $dam =mith's basic assumption was that people are motivated by self!interest for economic gain. Therefore, employees will be most productive when motivated by self!interest. Self-interest refers to see3 one<s own best interest and benefit. ;rederic3 Taylor believed that the conflict between management and employees was over how to divide profits. These early ideas stand in contrast to newer theories of motivation. 444. M$=>72<= 5))' H4)9$9CH+ $. The Hierarchy of 5eeds

The needs hierarchy divided motivation into five levels of needs to be satisfied. Maslow compared the lower level of this hierarchy to unsatisfied employees, and suggested that as people satisfy needs on one level, they progress to the next level of need as motivation for behavior. :. Theory * and Theory +

McGregor utili ed the needs hierarchy to develop polari ed assumptions about wor3ers based on whether they are motivated by lower order needs or by higher order needs. ;urthermore, he suggested that individuals in organi ations should be treated differently depending on which level of needs motivated them. Theory X represents the assumptions associated with managing individuals motivated by lower order needs. Theory represents the assumptions associated with managing individuals motivated by higher order needs. C. )9G Theory

)9G theory represents a reclassification of Maslow's need hierarchy into three levels of needs. $lderfer also developed a regression hypothesis that suggests that individuals will focus on lower level needs when higher level needs are unattainable. 48. MCC>)>>$5''= 5))' TH)79+

McClelland's need theory focuses on personality and learned needs. He categori ed motives into three manifest needs% need for achievement, need for affiliation, and need for power. $. 5eed for $chievement

The need for achieve!ent refers to see3ing excellence in performance and difficult, challenging goals. 9esearch indicates that people with a high need for achievement outperform those with a moderate or low need for achievement.

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Chapter .% Motivation at 2or3

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5eed for "ower

The need for po"er is concerned with ma3ing an impact on others, influencing others, changing people or events, and ma3ing a difference in life. McClelland further distinguished between sociali ed power ?used for the benefit of many@ and personali ed power ?used for personal gain@. C. 5eed for $ffiliation

The need for affiliation emphasi es the establishment and nurturing of intimate relationships with other people. 4n contrast, individuals with a high need for autonomy, as outlined in Murray<s manifest needs theory, value independence and freedom from constraints. =tudents will be able to identify the differences between individuals by using an example of telecommuting and by discussing which individual would be more comfortable with this change in organi ational interaction. 8. H)9A:)9G'= T27!;$CT79 TH)79+

The two!factor theory examines the degree to which individuals are satisfied or dissatisfied at wor3. Her berg's theory provided two lists of needs. ;or example, wor3 conditions related to satisfying psychological needs were determined to be !otivation factors. 7n the other hand, hy#iene factors were related to dissatisfaction and were caused by discomfort or pain. $. Motivation ;actors

Motivation factors lead to positive mental health and challenge people to growB yet the absence of these factors does not lead to dissatisfaction. :. Hygiene ;actors

Cob dissatisfaction occurs when the hygiene factors are either not present or not sufficient. However, because they cannot stimulate psychological growth, they do not lead to satisfaction. C. Criti#ue of the Two!;actor Theory

$lthough the approaches of Maslow and Her berg were more flexible than previous theories, critics identify the lac3 of clear distinction between hygiene and motivation factors, the absence of individual differences, and the absence of intrinsic motivators as deficiencies. History is full of examples of people who are motivated by causes, personal missions, discovery, service, beliefs, creativity, and other factors not considered by Her berg. 84. =7C4$> )*CH$5G) $5' )DE4T+ TH)79+

Chapter .% Motivation at 2or3

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=ocial exchange and e#uity theory revolve around the balance between efforts and rewards in organi ations. The individual!organi ation exchange relationship addresses the contributions and demands that each party ma3es in the relationship. $. 'emands and Contributions &. 'emands

5eeds form the basis for the expectations or demands placed on organi ations by individuals. 7rgani ations express demands on individuals through Fob expectations, mission statements, and performance feedbac3. (. Contributions

Contributions are the basis for satisfying the demands expressed by the other party in the relationship. 4ndividual contributions include 3nowledge, s3ills, abilities, and professional contacts. 7rgani ational contributions include status, benefits, income, and affiliation. :. $dams<s Theory of 4ne#uity

$dams's developed a theory of social exchange that analy es ine#uity in the wor3place. =pecifically, ine$%ity is the situation in which a person perceives he or she is receiving less than he or she is giving, or is giving less than he or she is receiving. 4ndividuals calculate an inputoutcome ratio for themselves and compare it with an inputoutcome ratio for another person. 4f the ratios are not e#uivalent, perceived ine#uity results. C. The 9esolution of 4ne#uity

4ndividuals see3 to resolve ine#uity because it produces tension. The seven strategies for restoring e#uity are ?&@ to alter the person's outcomes, ?(@ to alter the person's inputs, ?,@ to alter the comparison other's outcomes, ?-@ to alter the comparison other's inputs, ?.@ to change who is used as a comparison other, ?/@ to rationali e the ine#uity, and ?0@ to leave the organi ational situation. '. 5ew "erspectives on )#uity Theory

5ew examinations of ine#uity have further refined the theory, including three different perspectives regarding e#uity% benevolent, entitled, and e#uity sensitive. $n e$%ity sensitive individual prefers a ratio that is e#ual to that of his or her comparison other. The &enevolent individual is comfortable with an e#uity ratio less than that of his or her comparison other. The entitled individual is comfortable with an e#uity ratio greater than that of his or her comparison other. 844. )*")CT$5C+ TH)79+ 7; M7T48$T475

)xpectancy theory is based on personal perceptions of the performance process and the idea that people desire certain outcomes for behavior, and they believe there are connections between

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Chapter .% Motivation at 2or3

effort, performance, and outcomes. )xpectancy theory is a cognitive, process theory of motivation that includes three 3ey constructs% valence, expectancy, and instrumentality. Valence is the value or importance an individual places on a particular reward. '(pectancy is the belief that effort will lead to performance. Instr%!entality is the belief that performance is related to rewards. $. Motivational "roblems

Motivation problems stem from three basic causes within the expectancy theory framewor3. These causes are a disbelief in a relationship between effort and performance, a disbelief in a relationship between performance and rewards, and lac3 of desire for the rewards offered. :. Motivation and Moral Maturity

)xpectancy theory is grounded in the concept of self!interest, and does not explain motivations that may be altruistic. Moral !at%rity is a measure of a person's cognitive moral development that aids in explaining motivation for altruistic pursuits. C. Cultural 'ifferences in Motivation

4n regard to Maslow<s, McClelland<s, Her berg<s, and 8room<s theories, differences have been found in different cultures< reactions to motivational techni#ues. 8444. 4*. M$5$G)94$> 4M">4C$T475=% M$5+ 2$+= T7 M7T48$T) ")7">) >77645G :$C6% Hygienic ;actors, Motivation, and Compliance

Chapter .% Motivation at 2or3 CHAPTER SUMMARY

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)arly economic theories of motivation emphasi ed extrinsic incentives as the basis for motivation and technology as a force multiplier. )arly psychological theories of motivation emphasi ed internal needs but did not ta3e into account individual diversity in these needs. Maslow's hierarchy of needs theory of motivation was the basis for McGregor's Theory * and Theory + assumptions about people at wor3. $ccording to McClelland, the needs for achievement, power, and affiliation are learned needs that differ among cultures. The two!factor theory found that the presence of motivation factors led to Fob satisfaction, and the presence of hygiene factors prevented Fob dissatisfaction. =ocial exchange theory holds that people form calculated wor3ing relationships and expect fair, e#uitable, ethical treatment. )xpectancy theory says that effort is the basis for motivation and that people want their effort to lead to performance and rewards. Theories of motivation are culturally bound and differences occur between nations.

REVIEW QUESTIONS: SUGGESTED ANSWERS 1. Define the terms motivation, needs, and equity. Motivation is the process of arousing and sustaining goal!directed behavior. 5eeds are the internal causes of motivation. )#uity can be viewed in terms of the individual!organi ation exchange. 2hen individuals receive what they believe they deserve based on their effort, they perceive e#uity. 2. How can knowledge of motivation theories help managers? The wor3force is increasingly diverse. 6nowledge of motivation theories can help managers use a variety of techni#ues for motivating employees with a wide range of needs, interests, and abilities. 3. hat are the five categories of motivational needs descri!ed !y "aslow? #ive an e$ample of how each can !e satisfied. The needs hierarchy begins with fulfilling physiological needs, such as food and shelter. The second level involves safety and security needs that are satisfied by a feeling of safe surroundings, such as a well!lit environment in which to wor3. ;amily and friends can meet third level needs for love and social relationships. ;ourth is the esteem need, which can be satisfied by titles and actions that earn respect from others. The final level is the self!actuali ing need, which is the need to achieve one's full potential.

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Chapter .% Motivation at 2or3

%. hat are the &heory ' and &heory ( assumptions a!out people at work? How do they relate to the hierarchy of needs? Theory * is a s3eptical, negative view of individuals and their relationship to tas3s and wor3. Theory + views individuals as highly motivated and responsible for their actions. Theory * individuals would be concerned with the lower three levels of Maslow's needs, and Theory + individuals are concerned with the higher!order needs. ). hat three manifest needs does "c*lelland identify?

McClelland identifies needs for achievement, power, and affiliation. These needs are learned. 4ndividuals and cultures differ in their levels of these needs. +. How do hygiene and motivational factors differ? theory for managers? hat are the implications of the two,factor

Hygiene factors are factors such as supervision, wor3 policies, and wor3ing conditions. Hygiene factors can prevent dissatisfaction, but do not lead to satisfaction. Motivational factors include a sense of achievement, recognition, and responsibility. Motivational factors may lead to satisfaction. Managers need to reali e that both contribute to wor3ers' attitudes toward the Fob. -. How is inequity determined !y a person in an organi.ation? How can inequity !e resolved if it e$ists? 4ndividuals in organi ations calculate e#uity through a concept of social exchange. This intuitive exchange compares the demands versus the contributions of individuals in an environment. $ person compares hisIher inputIoutcome ratio to the same ratio for another person. The strategies for remedying an ine#uitable situation include ?&@ altering one's outcomes, ?(@ altering one's inputs, ?,@ alter the comparison other's outputs, ?-@ alter the comparison other's inputs, ?.@ change who is used for comparison, ?/@ rationali e the ine#uity, and ?0@ leave the organi ational situation. /. hat are the key concepts in the e$pectancy theory of motivation?

This theory focuses on personal perceptions of desired outcomes of behavior, in conFunction with effort and performance. 8alence is the value placed on the anticipated reward. )xpectancy is the belief that effort will lead to performance. 4nstrumentality is the belief that performance is related to the rewards.

Chapter .% Motivation at 2or3 DISCUSSION AND COMMUNICATION QUESTIONS: SUGGESTED ANSWERS

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1. hat do you think are the most important motivational needs for the ma0ority of people? Do you think your needs differ from those of most people? This is similar to the research #uestion that as3s what motivates supervisors versus what motivates employees. Most of us thin3 our motives are superior and deeper than the rest of the organi ational members. 5o one wants to be merely normal or average. Most of us may share lower level needs, but there may be differences in the higher level needs. 2. 1t what level in "aslow2s hierarchy of needs are you living? 1re you !asically satisfied at this level? 7ne of the difficulties with this #uestion is that we typically move up and down the scale in different phases of our lives, or different surroundings. =tudents may not grasp this readily. 3. 1ssume you are leaving your current 0o! to look for employment elsewhere. hat will you look for that you do not have now? 3f you do not have a 0o!, assume you will !e looking for one soon. hat will !e the most important factors that you will seek? This should relate to where students are on their needs hierarchy. )ncourage students to use the terminology of motivational factors that they learned in this chapter. =tudents may also use e#uity theory and expectancy theory concepts to explain what they see3 in a Fob. %. 3f you were !eing inequita!ly paid in your 0o!, which strategy do you think would !e the most helpful to you in resolving the inequity? hat tactics would you consider using? $dams's Theory of 4ne#uity is a logical approach to this problem. The resolution of ine#uity strategy could be to alter the input, to leave the organi ation, to alter the comparison other's input, or any of the ways of restoring e#uity. =tudents can also compare themselves in terms of their preferences for e#uity, benevolence, or entitlement. ). Do you !elieve you can do a !etter 0o! of working or do a !etter 0o! of studying than you are currently doing? Do you think you would get more pay and !enefits or !etter grades if you did a !etter 0o!? Do you care a!out the rewards 4or grades5 in your organi.ation 4or university5? The first portion of the #uestion relates to tangible, self!motivated goals. Most students will answer yes to being able to do a better Fob. 7ccasionally students are so overloaded that they have assessed the obligations in their lives ?wor3, school, and family@ and determined that they will have to balance their efforts. The underlying theme is whether all of their current motivation rests in predicable, tangible, outcomes.

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Chapter .% Motivation at 2or3

+. hat important e$periences have contri!uted to your moral and ethical development? 1re you working to further your own moral maturity at this time? This is a difficult, but thought!provo3ing #uestion, to answer in class. This #uestion is better for a homewor3 review #uestion, and is an excellent #uestion for an essay exam. =tudents can assess their own level of moral maturity. -. 6repare a memo descri!ing the two employees you work with who most closely operate according to &heory ' and &heory ( assumptions a!out human nature. 7e as specific and detailed in your description as you can, using quotes and8or o!servational e$amples. =tudents who are not in a wor3 setting could describe other students with whom they have wor3ed closely ?e.g., in group proFects@. 'uring discussion of these memos, it would be interesting to also discuss how managers in each of the wor3 settings dealt with each of these employees. /. Develop an oral presentation a!out the most current management practices in employee motivation. 9ind out what at least four different companies are doing in this area. 7e prepared to compare these practices with the theory and research in the chapter. This is an excellent opportunity for students to learn about motivational programs that are actually being used by companies. 'uring class discussion encourage students to evaluate the effectiveness of these programs based on the theories and research from the chapter. :. 3nterview a manager and prepare a memo summari.ing the relative importance that manager places on the needs for achievement, power, and affiliation. 3nclude 415 whether these needs have changed over time and 425 what 0o! aspects satisfy these needs. 4n class, students can compare the perspectives of the different managers they interviewed. )ncourage the students to see if a pattern emerges among the managers regarding the importance of these needs. 'iscuss why students thin3 there is or is not a pattern. ETHICS QUESTIONS: SUGGESTED ANSWERS 1. 3s it ethical for you to pursue your own needs first at work? 1re your needs in conflict with what is fair and equita!le for others at work? Do you consider the thoughts and feelings of other people at work? =tudents will have examples of ine#uitable situations. 2or3!study students typically have comparison stories of Fobs where the student is allowed to study on the Fob. $lthough some students might state they would li3e to find these positions, by #uerying further, they typically relate that they resent this environment.

Chapter .% Motivation at 2or3

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2. ;uppose your company knew what employees wanted at work and was unwilling to spend the money to meet their needs. Do you think this would !e unethical? 7rgani ational supervisors are not obligated to fulfill all of our needs at wor3, but should try to fulfill those that are reasonable, e#uitable, and necessary. =tudents can discuss what types of needs organi ations can reasonably be expected to meet. 3. 1ssume you know an employee who is !eing underpaid !ecause the company !elieves it can save money and the employee will not complain. 3s this unethical? ;hould you tell the employee a!out the underpayment condition? Most positions have a salary range connected with the Fob. The impression that the company is not paying the salary in order to save money may not be the case. There are e#uity issues related to experience and education that should be #uestioned. 4f the focal employee is aware of the situation, and comfortable with the situation ?i.e., a benevolent@ that is the individual<s decision. =tudents should be cautioned not to act without full information. %. ;uppose your company has an employee who has !een with the company for a long time and now has health pro!lems that will prevent him or her from !eing fully productive for at least a year. ;hould the company attempt to carry this person for that period of time, even though the person will not !e a!le to perform? ;hould the person2s pay and !enefits !e reduced according to performance? 4t is rare when an organi ation has not anticipated these events. Most benefits pac3ages clearly spell out the re#uirements of both employer and employee. Most students will not see this as an entitlement issue, but rather a long!term relationship that can and should be continued. The implications for age and ability discrimination can be discussed. CHALLENGES 5.1 PROTESTANT ETHIC

This challenge provides an opportunity to discuss the implications for wor3 behavior in organi ations due to different orientations toward the "rotestant ethic. $lso, discuss the different approaches to managing and motivating that might be needed for an employee with a pro! "rotestant ethic score and an employee with a non!"rotestant ethic score. 5.2 WHATS IMPORTANT TO EMPLOYEES

The perceptions of employees and their supervisors differ considerably in regard to employee motivation. 7ne thousand employees were as3ed to ran3 what was important to them. Their ran3ings of JFob rewardK factors follows. The rewards are listed from most to least popular. !interesting wor3 !full appreciation of wor3 done !a feeling of being in on things !Fob security !good wages

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Chapter .% Motivation at 2or3 !promotion and growth in the organi ation !good wor3ing conditions !personal loyalty to employees !tactful discipline !sympathetic help with personal problems

=upervisors< ran3ings of the same factors follow, from most valuable to least valuable. !good wages !Fob security !promotion and growth in the organi ation !good wor3ing conditions !interesting wor3 !personal loyalty to employees !tactful discipline !full appreciation of wor3 done !sympathetic help with personal problems !a feeling of being in on things Comparing these results to Maslow<s hierarchy of needs and Her berg<s two!factor theory of motivation suggests that organi ations in the Enited =tates more effectively satisfy wor3ers< basic needs than they satisfy ego needs or self!fulfillment needs. 'iscuss with students why they thin3 this is the case. L =7E9C)% JCrossed 2ires on )mployee Motivation.K &raining and Development, -G ?&GG.@% .G!/H. E!PERIENTIAL E!ERCISES 5.1 WHAT DO YOU NEED "ROM WORK This exercise encourages students to thin3 broadly about what they desire from a wor3 experience. 'uring =tep ( of this exercise ?sharing of group results with the class@ encourage discussion across groups regarding similarities and differences in ratings that might have occurred. 4n particular, have students consider why differences in ratings exist ?i.e., because of differences in length of wor3 experience, type of wor3 experience, etc.@. 'iscussion could also center on organi ations< effectiveness at meeting these needs ?and why they are or are not effective@.

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5.2 WHAT TO DO This exercise presents students with a true!to!life illustration of e#uity theory. 'iscussion may focus on attributions for the ine#uity stemming from factors such as gender or parental status. ;actors such as external labor mar3et conditions, which also may contribute to pay ine#uity, may be discussed. ALTERNATIVE E!PERIENTIAL E!ERCISE MOTIVATION: THREE INCIDENTS 4nstructor's 5otes% =tudents are provided three incidents with . choices of actions. ;or each of the following incidents, students are as3ed to determine whether the individuals will be motivated to behave as desired. This exercise ta3es approximately thirty minutes of class time, with groups of -!/ in each group. The first example is very #uic3, and students believe they have motivation theory Mwrapped up.K The second example gets more complicated, and by the third example, most of them miss the issues. )xpectancy theory, Fob characteristics model, and effort!performance relationship are all relevant for these examples. I. The 3ey sentences in this example are, ?&@ He also 3nows that 2alter needs a scholarship to be able to go to college, and ?(@ However, an article in the =unday =ports section reports that two of the maFor state university coaches are recruiting him. $. Has nothing additional for motivation. 2alter already 3nows this. :. This isn't 2alter's valenceB probably 3nows this as well. C. This answer does not increase valence for TH4= school. ). :est answerB this approach would be uni#ue to this school and deals with 2alter's needs. ). 'oesn't deal with the problem. II* Coyce's sales are instrumental to incentive bonusB therefore, there is high valence for Coyce. $. This approach is useful only if you need to build effort to performance expectancy. :. =he 3nows this already. C. Goal is high valence, not necessarily the answer. ). :est answer. Ese if problem!solving or ability is the issue. >oo3s li3e a M3now!howM problem. ). $pparently, she doesn't 3now how to improve.

III.'. They are li3ely to begin cooperating now anyway. 8ery few students select ) because they believe we are always to '7 =7M)TH45G. Many students pic3 up on the issues of the E.=. in another country. The 3ey to this

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Chapter .% Motivation at 2or3 answer is that none of the previous choices, $!' provide anything in motivation theory that has not already been provided. This is wasted effort to duplicate the same approaches.

MOTIVATION: THREE INCIDENTS Conrad Cac3son, The Eniversity of $labama, Huntsville ;or each of the following incidents, determine whether the individuals will be motivated to behave as desired. Then select the appropriate managerial action from those listed. I* ;ran3 )dwards is head bas3etball coach at a small regional state university, a campus of the state's main university system. He has Fust had a visit with 2alter Cohnson, a local high school athlete who is clearly one of the state's blue chip bas3etball prospects. ;ran3 desperately needs a player of 2alter's potential to turn his mediocre team around, but he reali es that it won't be easy to sign him. He is confident that he made it clear to 2alter that there is a scholarship available for 2alter if he wants it. He also 3nows that 2alter needs a scholarship to be able to go to college. However, an article in the =unday =ports section reports that two of the maFor state university coaches ?larger schools upstate, with nationally 3nown bas3etball programs@ intend to actively recruit 2alter, also. Coach )dwards should ta3e which of the following actionsN $% =end 2alter a written and notari ed offer of the scholarship. :% 2rite 2alter's parents, stressing that the scholarship will cover all of his tuition, room and board, and boo3 expenses. C% 2rite a letter to 2alter stressing to him the value of a college education. '% Tal3 to 2alter again, stressing the li3elihood that he would ma3e the starting five in his ;reshman year. )% 'o nothing. 2alter will probably sign with him anyway. II. Coyce, a recent College of :usiness graduate, has been wor3ing several months as a sales person for a small manufacturer of computers and word processors. =he is one of two sales people wor3ing a large metropolitan area. Her sales manager, )ric 6urt , is concerned about her performance, however. He is aware that Coyce wants very much to have high sales in order to participate in the company's generous incentive bonus plan. =he has expressed her satisfaction with the way the plan operates, and was clearly in agreement that there is a booming demand for computers and word processors in the mar3et area. He is pu led, therefore, by her poor performance. He should ta3e which of the following actionsN $. "ost sales performance figures in the office so that everyone can see how the sales persons are doing.

Chapter .% Motivation at 2or3 :. Have a tal3 with Coyce, stressing the details of how she can benefit financially from increased sales.

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C. Tell Coyce that unless she begins to reach her #uota within the next three months, she will be terminated from employment. '. $s3 Coyce to accompany him on sales calls to several new customers. ). 'o nothing. Her performance should soon be improving. III*Motumba is a small $frican nation with rich deposits of several rare metals. Tall, forbidding mountains to the 5orth and 2est ma3e it impossible to ship out ore in these directions. 6obutsu, the country bordering on their )ast has a modern deep!water port city, and an extensive rail networ3, which ma3e it a logical alternative route for shipping out the ore. However, due to a long!running conflict between the heads of state of the two countries, 6obutsu has not allowed Motumban ore to be transported to and through its port, and Motumba has been forced to settle for sending out small #uantities through the neighboring country to the south via a long route of anti#uated rail facilities. 9ecently, however, the government of 6obutsu changed, with a new head of state coming to power who had a reputation of being friendly toward the Motumbans and cogni ant of the potential benefits to 6obutsu of serving as a transportation route for their ore. $s E.=. 'epartment of =tate envoy to that area, your action should be% $. Meet with the 6obutsun head of =tate, stressing the potential benefits of being a transportation lin3 for Motumban ore. :. Meet with the 6obutsun head of =tate and point out the opportunity present for a new constructive relationship with 6obutsu. C. =end a letter to the 6obutsun Minister of Commerce stressing the li3elihood of being able to wor3 out a trade agreement with Motumba. '. 4nvite both heads of =tate to the E.=., and tell both of them that the E.=. will cut off all economic aid to them if they do not begin to cooperate. ). 'o nothing. They are li3ely to begin cooperating now anyway.

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Chapter .% Motivation at 2or3

MBTI E!ERCISE )xercise >earning 7bFectives% Highlight the different things that create a motivational environment for people. =how that people want to be recogni ed for different things. )xercise 7verview% &. =tudents should 3now their temperament types ?=C, =", 5;, or 5T@. (. =tudents will be formed into li3e!temperament groups. ,. =tudents will develop a list of recent scientific brea3throughs. -. $fter development, groups will be reformed into dissimilar types ?dyads or triads@ and compare ideas. .. The instructor should 3now what each temperament would find useful and fascinating about a scientific brea3through. )xercise 'escription% ;orm li3e!temperament groups. The instructor should have each group prepare a list of recent scientific brea3throughs that have happened within the next &H years. Have the students use a blac3board or a large piece of flip chart paper to capture the list. Have each group pic3 the top , to . of these brea3throughs. 5ow have each group develop and be prepared to present the rationale for their choices. $fter an appropriate time, have each group explain to the class why they chose these brea3throughs and why they important. 4f time is short, have each group pic3 the most important brea3through. The instructor should as3 each group, M4f you were ma3ing any of the brea3throughs, tell us how you would li3e to be recogni ed for your wor3!!what would really turn you on.M 2hat should the instructor expectN )ach temperament group will develop lists that have some overlap. The 3ey is that each group will view them differently. 2e would expect to see two of the temperaments to use MpresentM orientation ?=C and ="@ and two groups to be more MfutureM oriented ?5; and 5T@. 4n the second phase, each temperament would li3e to be rewarded differently. ;or example, ="s li3e to be rewarded for their cunning and s3ill, =Cs for doing the arduous and tedious wor3 of 3eeping things together and on trac3, 5;s li3e to be rewarded for bring harmony and a sense of self!worth to everyone, and 5Ts li3e to be rewarded for their intellectual prowess and systematic, analytical thin3ing.

4nstructor's =ummary%

Chapter .% Motivation at 2or3 The =C temperament reflects a strong desire for orderliness, dependability, and realistic assessments. $dditionally they admire service, belonging to and supporting organi ations, and organi ational stability. =ome of the pitfalls for one with an =C preference are% unwillingness to change, deciding too #uic3ly, ma3ing the rule all important, and becoming too impatient when schedules are not rigidly adhere to. 2ays to motivate these people include% recogni ing their steadfastness and loyalty, giving them more responsibility, and appreciating ?in front of their peers@ their tireless MsmallM contributions ?doing the little things that 3eep the organi ation functioning well@.

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The =" temperament reflects a strong desire for freedom, action, and ris3!ta3ing. $dditionally they admire #uic3!thin3ing, negotiating s3ills, and open!mindedness. =ome of the pitfalls for someone who possesses an =" temperament include% becoming too restless with rules and procedures, becoming bored with status #uo, not listening to or trying to understand theory or a philosophy, and doing any long range planning. 2ays to motivate these people include% recogni ing them for their cleverness, appreciating their ability to recogni e trouble and find a #uic3 way out, appreciating their willingness to ta3e a ris3 and their ability to usually succeed. The 5; temperament reflects a strong desire to search for meaning and authenticity, to be empathetic, and to establish and maintain close personal contact with others. $dditionally, they admire the search for possibilities ?especially for people@, appreciating people, and organi ational investment in people. =ome of the pitfalls for a person whose preference is an 5; temperament include% spending too much time on the needs of others, putting off tas3 accomplishment out of a concern for people, giving obFective feedbac3, and avoiding any situation which may Feopardi e harmony. 2ays to motivate these people include% recogni ing them for their people orientation, than3ing them for leading a harmonious team, and appreciating their ability to help others manage their careers. The 5T temperament reflects a strong desire to search for change in organi ational principles, and to attain competency. $dditionally, they admire competence, logic, critical analysis, systems thin3ing, and those that Mta3e on the system.M =ome of the pitfalls for a person whose preference is an 5T temperament include% becoming too critical of self and others, becoming too impersonal, unwillingness to follow through once a proFect is designed, and becoming very terse in conversation. 2ays to motivate these people include% giving them the proFect design phase without much guidance, appreciating their critical, systems thin3ing, and appreciating their competency in whatever they tac3le.

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Chapter .% Motivation at 2or3

E!TRA E!PERIENTIAL E!ERCISES The following alternative exercises to supplement the material in the textboo3 can be obtained from% Marcic, 'orothy, =elt er, Coseph, O 8aill, "eter. <rgani.ational 7ehavior= >$periences and *ases, /th >d. =outh 2estern College "ublishing Company, (HH&. Wor+ vs* ,lay* p. -G!.&. Time% "art $, -H!.. minutesB "art :, ,H!.. minutes. "urpose% To examine the concept of motivation. Motivatin# the Si!psons* p. -.!-0. Time% (H minutes. "urpose% To apply expectancy theory. ;andt, "atricia M. "anagement ;kills= 6ractice and >$perience. 2est "ublishing Company, &GG-. In--as+et '(ercise. Initiatin# and Maintainin# Action* p. /&!/(. In--as+et '(ercise. /oldin# Others Acco%nta&le* p. /G!0(. CASE QUESTIONS: SUGGESTED ANSWERS MOTIVATING PARTNERS AT STARBUCKS 1. #iven ;tar!ucks? training approach, !enefits package, work8life program, and partner relations mechanisms, what insights have you gained a!out their approach to employee motivation? >$plain your answer. The =tarbuc3s< approach to employee motivation is based upon the fundamental tenets of providing a great wor3 environment, treating everyone with respect and dignity, treating everyone e#uitably, and challenging people to be their best. These fundamental tenets are translated into specific actions in =tarbuc3s< training approach, benefits pac3age, wor3Ilife program, and partner relations mechanisms. =pecifically, the training programs are designed to e#uip partners, whether baristas or managers, with the 3nowledge and s3ills necessary to provide excellent customer service. The excellent benefits pac3age, made available to everyone who wor3s a minimum of (H hours per wee3, is designed to attract, motivate, and retain competent, loyal employees. Moreover, the use of stoc3 options ties the fortunes of the employees to the success of the company. The wor3Ilife program provides assistance to employees in dealing with and balancing their wor3 activities and their personal life. $dditionally, the wor3Ilife program is intended to deal with the Jwhole personK by developing meaningful corporate programs to address the partners< physical, mental, emotional, and creative needs. The company ta3es employee input seriously through the use of different partner relations mechanisms. =tarbuc3s listens to what employees have to say, and then ta3es meaningful action based on what it hears. $ll of these actions have strong positive effect on employee motivation.

Chapter .% Motivation at 2or3

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hat needs does ;tar!ucks appeal to through its training approach, !enefits package, work8life program, and partner relations mechanisms? $ good way to approach this #uestion is from the perspective of Maslow<s need hierarchy, Her berg<s two factor theory, or McClelland<s needs theory. Many of the elements of =tarbuc3s< motivational programs and employee relations practices can be conceptuali ed in the context of the need hierarchy. "arts of the benefits pac3ageP especially the comprehensive insurance coverage, vacations, and the retirement savings planQQ address physiological and safetyIsecurity needs. These needs are also addressed through the on!site fitness services, flexible wor3 schedules, referral and educational support for child care and elder care issues that are part of the wor3Ilife program. =ocial needs at wor3 can be fulfilled with the wor3Ilife program that lin3s employees with shared interests and hobbies. )steem needs can be satisfied through the company<s treatment of all employees with dignity and respect, and the employee involvement and recognition aspects of the different partner relations mechanisms. 2hile self!actuali ation may not be truly addressed, one might argue that using stoc3 options to lin3 individual and corporate success and providing support mechanisms for personal interests and hobbies might begin to chip away at this need. 2ith respect to two factor theory, it may be argued that =tarbuc3s addresses both the hygiene factors and motivation factors. The comprehensive benefits pac3age and the wor3Ilife program clearly lin3 to the hygiene factors. The partner relations program promotes employee involvement and recogni es employee achievementsPelements that can be construed as motivation factors. :y addressing both hygiene factors and motivation factors, =tarbuc3s both prevents dissatisfaction and promotes satisfaction. McClelland<s needs theory is also a viable explanation. The evidence indicates the need for achievement is addressed through intense training and the use of stoc3 options to lin3 individual and organi ational successB the need for affiliation through aspects of the wor3Ilife program that focus on connecting with other =tarbuc3s< employees who have similar interests and hobbiesB and the need for power through the various partner relations programs.

3. @sing the model of the individual,organi.ational e$change relationship shown in 9igure ).%, e$plain the relationship that ;tar!ucks seeks to develop with its partners. How might this e$change relationship influence the partners? perceptions of equity? The social exchange relationship depicted in ;igure ..- is based on the demands and contributions of the partners ?i.e., individuals@ and =tarbuc3s ?i.e., the organi ation@. =tarbuc3s demands excellent performance from employees and expects them to respond positively to humanistic corporate values and a clear corporate vision of excellence. 4n turn, this facilitates the company<s pursuit of continued profitability and growth. The company contributes an excellent wor3 environment, a generous benefits pac3age, and dignity and respect for all employees. The partners demand ?or expect@ that their needsPphysical, security, and psychologicalPwill be satisfied through the company<s different motivational programs. The partners contribute their s3ills, 3nowledge, customer service, and loyalty. Most li3ely, the partners will perceive that a great deal of e#uity exists at =tarbuc3s. $n

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Chapter .% Motivation at 2or3 argument for the perception of e#uity can be based on either the generous benefits pac3age provided to everyone wor3ing a minimum of (H hours per wee3, the corporate philosophy of treating everyone with dignity and respect, or both.

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hat is important to you in terms of your personal work motivation? How do the things that motivate you fit with ;tar!ucks? approach to motivating partners? 4n responding to this #uestion, students should first examine their own motivation in terms of Maslow<s need hierarchy, Her berg<s two factor theory, andIor McClelland<s needs theory. =tudents should then compare their personal assessment to the answer for #uestion ?&@. Class discussion should also consider the implications of a match or a mismatch between people<s needs and what the company offers in terms of motivational programs.