Motivating employees:

achieving superior
performance in the
workplace
Motivation:
what it is, why
it’s important
(1 of 2)
Motivation refers to the
psychological processes that arouse
and direct goal-directed behavior.
 • Extrinsic rewards ‫ التعويضات الخارجية‬are the payoffs ‫عملية الدفع‬
Motivation: what it ‫ او التحفيز‬a person receives from others for performing a
is, why it’s particular task.
• An intrinsic reward is the satisfaction a person receives
important (2 of 2) from performing the particular task itself.
Why is motivation
important?

• You want to motivate people to:

• Join your organisation
• Stay with your organisation
• Show up for work at your
organisation
• Be engaged while at your
organisation
• Do extra for your
organization
• You may want to motivate people to:
• 1. Join your organisation. You need to instil in talented prospective workers the desire to come to
work for you.
• 2. Stay with your organisation. Whether you are in good economic times or bad, you always want
to be able to retain good people.
• 3. Show up for work at your organisation. In many organisations, absenteeism and lateness are
tremendous problems.
• 4. Be engaged while at your organisation. Engaged employees produce higher quality work and
better customer service.
• 5. Do extra for your organisation. You hope your employees will perform extra tasks above and
beyond the call of duty (be organisational 'good citizens').
MOTIVATION
METHODS

• Empowerment
• Creativity and Innovation
• Learning
• Quality of Life
• Other Incentives
Empowerment

• Giving employees more responsibility and decision-making authority

increases their realm of control over the tasks for which they are held
responsible and better equips them to carry out those tasks. As a
result, feelings of frustration arising from being held accountable for
something one does not have the resources to carry out are
diminished. Energy is diverted from self-preservation to improved
task accomplishment.
Creativity and Innovation
• At many companies, employees with creative ideas do not express them to management for fear
that their input will be ignored or ridiculed. Company approval and toeing the company line have
become so ingrained in some working environments that both the employee and the organization
suffer. When the power to create in the organization is pushed down from the top to line
personnel, employees who know a job, product, or service best are given the opportunity to use
their ideas to improve it. The power to create motivates employees and benefits the organization
in having a more flexible work force, using more wisely the experience of its employees, and
increasing the exchange of ideas and information among employees and departments. These
improvements also create an openness to change that can give a company the ability to respond
quickly to market changes and sustain a first mover advantage in the marketplace.
Learning
• If employees are given the tools and the opportunities to accomplish more, most will take on the
challenge. Companies can motivate employees to achieve more by committing to perpetual
enhancement of employee skills. Accreditation and licensing programs for employees are an
increasingly popular and effective way to bring about growth in employee knowledge and
motivation. Often, these programs improve employees' attitudes toward the client and the
company, while bolstering self-confidence. Supporting this assertion, an analysis of factors which
influence motivation-to-learn found that it is directly related to the extent to which training
participants believe that such participation will affect their job or career utility. In other words, if
the body of knowledge gained can be applied to the work to be accomplished, then the
acquisition of that knowledge will be a worthwhile event for the employee and employer.
Quality of Life
• The number of hours worked each week by workers is on the rise, and many families
have two adults working those increased hours. Under these circumstances, many
workers are left wondering how to meet the demands of their lives beyond the
workplace. Often, this concern occurs while at work and may reduce an employee's
productivity and morale. Companies that have instituted flexible employee
arrangements have gained motivated employees whose productivity has increased.
Programs incorporating flex-time, condensed workweeks, or job sharing, for example,
have been successful in focusing overwhelmed employees toward the work to be done
and away from the demands of their private lives.
Other Incentives
• Study after study has found that the most effective motivators of workers are non-monetary. Monetary
systems are insufficient motivators, in part because expectations often exceed results and because disparity
between salaried individuals may divide rather than unite employees. Proven non-monetary positive
motivators foster team spirit and include recognition, responsibility, and advancement. Managers who
recognize the "small wins" of employees, promote participatory environments, and treat employees with
fairness and respect will find their employees to be more highly motivated. One company's managers
brainstormed to come up with 30 powerful rewards that cost little or nothing to implement. The most
effective rewards, such as letters of commendation and time off from work, enhanced personal fulfillment
and self-respect. Over the longer term, sincere praise and personal gestures are far more effective and more
economical than awards of money alone. In the end, a program that combines monetary reward systems
and satisfies intrinsic, self-actualizing needs may be the most potent employee motivator.
 Motivation • The major perspectives on motivation are:
1. Content theories )‫نظرية المحتوى (ما هو جوهر احتياج االفراد‬
theories 2. Job design theories ‫التصميم الوظيفي‬
Content perspectives

Content perspectives Needs

Theories that emphasise the needs that motivate Physiological or psychological shortage that
people arouse behaviour
Content theorists ask, ‘What kinds of needs
motivate employees in the workplace?’
Maslow’s hierarchy of
needs

• Hierarchy of needs theory proposes that

people are motivated by five levels of
needs.
McClelland’s acquired
needs theory
• Proposes that three needs are major motives determining
people’s behaviour in the workplace:
1. Achievement— ‫االنجاز‬desire to achieve excellence in
challenging tasks

2. Affiliation—‫ االنتماء‬desire for friendly and warm

relationships

3. Power—‫ التسلط والسيطرة‬desire to influence or control

others
Herzberg’s two-factor
theory (1 of 2)
• Proposed that work satisfaction and dissatisfaction
arise from two different factors: work satisfaction
from so-called motivating factors and work
dissatisfaction from so-called hygiene factors ‫عوامل‬
‫مرتبطة بعدم الرضا‬
Herzberg’s two-factor
theory (2 of 2)
• Motivating factors
– Factors associated with job satisfaction which
affect the job content or the rewards of work
performance
• Hygiene factors
– Factors associated with job dissatisfaction
which affect the job context in which people
work
A comparison of the content theories
Job design perspectives on motivation
Job Design
model for
Employee
Motivation
The figure on the slide describes the relationships within the job characteristics model. Developed
by researchers J. Richard Hackman and Greg Oldham, the job characteristics model of design is an
outgrowth of job enrichment.

• The job characteristics model consists of:

• Five core job characteristics that affect three critical psychological states of an employee that in
turn affect work outcomes—the employee’s motivation, performance and satisfaction.

Several contingency factors lead into the work outcomes and productivity of employees: degree to
which individuals want personal and psychological development, knowledge and skills, desire for
personal growth, and context satisfactions.

• Applying the job characteristics model:

• Diagnose the work environment to see whether a problem exists
• Determine whether job redesign is appropriate
• Consider how to redesign the job
GROUPS & TEAMS
LEARNING OBJECTIVES

13-1 Identify the 13-2 Describe the 13-3 Discuss ways 13-4 Describe ways 13-5 Describe how to
characteristics of groups and development of groups and managers can build effective managers can deal develop the career readiness
teams. teams. teams. successfully with conflict. competency of
teamwork/collaboration.
GROUPS VERSUS TEAMS

• Groups and Teams: How Do They Differ?

• Formal versus Informal Groups

• Types of Teams
GROUPS AND TEAMS: HOW DO THEY DIFFER?

• What a Group Is: A Collection of People

Performing as Individuals
• What a Team Is: A Collection of People with
Common Commitment
Formal versus Informal Groups
• Groups can be either formal or informal.
• Formal groups—created to accomplish specific goals
• Informal groups—created for friendship
TYPES OF TEAMS
• Work teams
• Project teams
• Cross-functional teams
• Self-managed teams
• Virtual teams
• Tuckman’s Five-Stage Model
Tuckman’s Five-Stage Model

• Stage 1: Forming—‫“ تشكيل المجموعة‬Why are we here?”

• Stage 2: Storming—‫“صراع الدور او السلطوية‬Why are we fighting over who’s
in charge and who does what?”
• Stage 3: Norming— ‫“ التوافق‬Can we agree on roles and work as a team?”
• Stage 4: Performing— ‫“ األداء‬Can we do the job properly?”
• Stage 5: Adjourning— ‫“االنسحاب‬Can we help members transition out?”
THE NATURE OF CONFLICT: DISAGREEMENT IS NORMAL

• Conflict is simply disagreement, a perfectly normal state of affairs.

CAN TOO LITTLE OR TOO MUCH CONFLICT AFFECT PERFORMANCE?

• Too little conflict—inactivity

• Too much conflict—warfare

• Figure 13.3 The relationship between intensity of conflict and performance outcomes.
Sources: Derived from L. D. Brown, Managing Conflict at Organizational Interfaces (Englewood Cliffs, NJ: Prentice- Hall, 1983).

• Access alternate text for slide image.

1.Too little conflict—inactivity. Work groups, departments, or organizations that
experience too little conflict tend to be plagued by apathy, lack of creativity, indecision,
and missed deadlines. The result is that organizational performance suffers.
2.Too much conflict—warfare. Excessive conflict, on the other hand, can erode
organizational performance because of political infighting, dissatisfaction, lack of
teamwork, and turnover. Workplace aggression and violence are manifestations of
excessive conflict.
FOUR KINDS of CONFLICT: PERSONALITY, ENVY, INTERGROUP, and CROSS-CULTURAL

1. Personality Conflicts: clashes because of personal dislikes or

disagreements
2. Envy-based Conflicts: clashes because of what others have
3. Intergroup Conflicts: clashes among work groups, teams, and
departments
4. Cross-Cultural Conflicts: clashes between cultures
CAREER READINESS COMPETENCIES to HELP YOU to BETTER HANDLE CONFLICT

• Teamwork/collaboration
• Social intelligence
• Openness to change
• Emotional intelligence
• Oral/written communication
1.Teamwork/collaboration.
• Establishing common ground or sharing a common goal are great ways to promote teamwork/collaboration.

2.Social intelligence.
• Social intelligence is the ability to connect with others in a meaningful way, to recognize and understand another person’s feelings and thoughts, and to use this
information to stimulate positive relationships and beneficial interactions.

3.Openness to change.
• Openness to change includes being flexible when con-fronted with change, seeing change as a challenge, and being willing to apply new ideas, processes, or directives.

4.Emotional intelligence.
• Emotional intelligence is the ability to monitor your emotions and those of others, to discriminate among them, and to use this information to guide your thinking and
behavior.

5.Oral/written communication.
• Don’t tell the person what they said, how they felt, or what they did.
• Using language like “I felt” instead of “you said” removes blame from the conversation and does not make assumptions about the other person’s intentions.
 leadership
leadership and management difference
leadership

• leadership has been defined in terms of group processes, personality, and compliance particular
behaviour, persuasion, power, goal achievement, and interaction, role differentiation, initiation
of structure, and combination of two or more of these (Bernard 1990)1 leader has an ability to
lead effectively. He is visionary and accomplishes objective by using discretion (authority). It is
generally seen that good leader achieves willing obedience of their subordinates. They follow
the leader unquestioned because he fulfills their desires, wants and needs.
• Leadership can be defined as influence, that is, the area or process of influencing people so that
they will strive willingly and enthusiastically towards achievement of group goals. People should
be brought to such a pitch of their devotion to duty that they not only work willingly, but also
work with utmost zeal. The leaders are like front line captain, who not only inspires his soldiers
by physical presence but also brings down accurate fire from supporting weapons (utilizing
skills) and displays high degree of bravery and is not perturbed by danger of enemy fire. Leader
instills values of honesty, takes calculated risk and displays concern for employees and
customers. They do not stand and wait to see in despair things taking shape.
leadership and management difference

38