Walden Why DineEquitys CEO Julia A Stewart Manages Like a Teacher Paper What elements of the performance management cycle in Figure 9-1 are evident in Stew

Walden Why DineEquitys CEO Julia A Stewart Manages Like a Teacher Paper What elements of the performance management cycle in Figure 9-1 are evident in Stewart’s comments?

Is Julia Stewart a good role model for how to generate employee engagement and motivate the employees in her company’s restaurants. Explain.

In terms of Thomas’s four building blocks in Figure 9-3, how would you rate Stewart’s teaching style of management for generating intrinsic motivation in her employees? Explain.

What role does positive reinforcement play in this case? Do you think Stewart uses it effectively? Explain.

What would be the favorable or unfavorable factors in working for Stewart as a restaurant manager based on her leadership style?

Each answer has to be 400 words each. Attached is the reading assignment chapter 8
C
Foundations of Motivation
A
L
V
E
Learning Objectives
R
When you ?nish studying the material in this chapter,
T you should be able to:
,
LO.1
Contrast Maslow’s, Alderfer’s, and McClelland’s
need theories.
LO.2
LO.3
LO.4
LO.5
LO.6
LO.7
Explain the practical signi?cance of Herzberg’s distinction between motivators and
T
hygiene factors.
E
Discuss the role of perceived inequity inRemployee motivation.
R procedural, and interactional justice.
Explain the differences among distributive,
E
Describe the practical lessons derived N
from equity theory.
Explain Vroom’s expectancy theory. C
E
Explain how goal setting motivates an individual.
LO.8
Review the ?ve practical lessons from goal-setting
research.
1
LO.9
Discuss the three conceptually different approaches to job design.
kre29368_ch08_204-235.indd 204
8
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9
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Should Teacher Pay Be Tied to Student Achievement?
Michelle Rhee, former chancellor of Washington, D.C.C
schools, attempted to implement components of sev-A
eral motivation theories in order to increase teacher perL
formance. She was driven to create change because
past practice revealed that 95% of the school system’sV
teachers were evaluated as excellent and nobody wasE
?red for poor performance. At the same time, student
R
test scores were among the lowest in the nation. In 2010
she ?red 241 teachers, which amounted to roughly 6%T
of all teachers in the system. Seven hundred thirty-seven,
additional teachers were told that they were minimally
effective.
Rhee made these changes after creating a newT
teacher evaluation system and negotiating a new com-E
pensation agreement with the Washington Teachers
R
Union (WTU). The evaluation system is noted to be one
R
of the most rigorous in the United States.
E
It requires numerous classroom observations of teacher
performance and measures teachers against student N
achievement. . . . Teachers are evaluated ?ve times a year C
by school administrators and master teachers on such
E
things as creating coherent lesson plans and engaging
students. After an initial observation, teachers receive a
plan detailing weaknesses and are offered coaching for
improvement. . . . Teachers are ranked into four categories. This year, 16% reached the highest ranking, compared with 45% in past years. Some 20% landed in the
bottom rating, compared with 4% in years past.
The new compensation system stipulated that “good
teachers would get more money (including 21.6% pay
increase through 2012 and opportunities for merit pay).
In exchange, bad teachers could be shown the door.”
George Parker, president of the WTU, was unhappy
about the ?rings and indicated that the union would appeal the dismissals. He also threatened to ?le an unfair
labor charge against the school district.
Richard Whitmire, author of The Bee Eater: Michelle
Rhee Takes on the Nation’s Worst School District, acknowledged that Rhee needed to take a tough approach toward motivating teachers because “only about
a third of D.C. teachers were capable of carrying out”
high-quality instruction.1
1
8
5
9
T
S
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Part Two
Individual Behavior in Organizations
As you will learn later in this chapter, expectancy theory is based on the principle
that an individual’s pay should be tied to his or her performance. The fundamental
concept underlying this theory is that employee motivation is higher when people
are rewarded with rewards they value, such as higher pay. Contrary to this theory, the chapter-opening vignette illustrates that the teachers union was fighting
Michelle Rhee’s attempt to use expectancy theory. Why? Because there are many
factors that influence employee motivation that go beyond the receipt of rewards.
This chapter aims to help you understand these factors.
You will learn that an employee’s motivation is a function of several components, including an individual’s needs, the extent to which a work environment
is positive and supportive, perceptions of being treated fairly, creating a strong
relationship between performance and the receipt of valued rewards, the use of
accurate measures of performance, and the setting of specific goals.
Cfrom the Latin word movere, meaning “to move.”
The term motivation derives
In the present context, motivation
A represents “those psychological processes that
cause the arousal, direction, and persistence of voluntary actions that are goal diL two general categories of motivation theories
rected.”2 Researchers have proposed
to explain the psychological processes
underlying employee motivation: content
V
theories and process theories. Content theories of motivation focus on identifying
E needs, satisfaction, and job characteristics that
internal factors such as instincts,
energize employee motivation.RThese theories do not explain how motivation is
influenced by the dynamic interaction between an individual and the environment
Tlimitation led to the creation of process theories
in which he or she works. This
of motivation. Process theories
, of motivation focus on explaining the process by
which internal factors and cognitions influence employee motivation.3 Process
theories are more dynamic than content theories.
T of the various content and process theories
Table 8–1 provides an overview
discussed in this chapter. As you study these seven theories, remember that they
E
offer different recommendations about how to motivate employees because they
are based on different sets ofRassumptions regarding the causes of motivation.
We help you to integrate and apply
R these varying recommendations by summarizing the managerial implications for each theory before discussing an alternative
E
perspective.
After discussing the majorNcontent and process theories of motivation, this
chapter provides an overview of job design methods used to motivate employees
C
and concludes by focusing on practical
recommendations for putting motivational
theories to work.
E
LO.1
TO THE POINT
How would you contrast
the content theories of
motivation proposed
by Maslow, Alderfer,
McClelland, and
Herzberg?
Content 1Theories of Motivation
8
Most content theories of motivation
revolve around the notion that an employee’s
needs influence motivation. Needs
are
physiological or psychological deficien5
cies that arouse behavior. They can be strong or weak and are influenced by en9 needs vary over time and place. The general
vironmental factors. Thus, human
idea behind need theories of motivation
is that unmet needs motivate people to
T
S
table 8–1 Overview of Motivation Theories
CONTENT THEORIES
PROCESS THEORIES
Maslow’s need hierarchy theory
Adam’s equity theory
Alderfer’s ERG theory
Vroom’s expectancy theory
McClelland’s need theory
Goal-setting theory
Herzberg’s motivator–hygiene theory
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Chapter Eight Foundations of Motivation
207
satisfy them. Conversely, people are not motivated to pursue a satisfied need. Let
us now consider four popular content theories of motivation: Maslow’s need hierarchy theory, Alderfer’s ERG theory, McClelland’s need theory, and Herzberg’s
motivator–hygiene model.
Maslow’s Need Hierarchy Theory
In 1943, psychologist Abraham Maslow published his now-famous need hierarchy
theory of motivation. Although the theory was based on his clinical observation
of a few neurotic individuals, it has subsequently been used to explain the entire
spectrum of human behavior. Maslow proposed that motivation is a function of
five basic needs. These needs are
1. Physiological. Most basic need. Entails havingC
enough food, air, and water to
survive.
A and psychological harm.
2. Safety. Consists of the need to be safe from physical
L the needs for affection and
3. Love. The desire to be loved and to love. Contains
belonging.
V
4. Esteem. Need for reputation, prestige, and recognition from others. Also
E
contains need for self-confidence and strength.
R become the best one is ca5. Self-actualization. Desire for self-fulfillment—to
pable of becoming.
T
Go to
www.mcgrawhillconnect.com
for an interactive exercise
to test your knowledge of
Maslow’s hierarchy of needs.
Maslow said these five needs are arranged in the
, prepotent hierarchy shown
in Figure 8–1. In other words, he believed human needs generally emerge in a
predictable stair-step fashion. Accordingly, when one’s physiological needs are
relatively satisfied, one’s safety needs emerge, and T
so on up the need hierarchy,
one step at a time. Once a need is satisfied, it activates the next higher need in the
E
hierarchy. This process continues until the need for self-actualization is activated.4
R theory of motivation, two
Although research does not clearly support this
key managerial implications of Maslow’s theory R
are worth noting. First, it is
?gure 8–1
Maslow’s Need Hierarchy
Self-actualization
Esteem
Love
Safety
Physiological
motivation Psychological processes that arouse and direct goaldirected behavior.
content theories of motivation
Identify internal factors influencing
motivation.
kre29368_ch08_204-235.indd 207
E
N
C
E
1
8
5
9
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process theories of motivation
Identify the process by which internal factors and cognitions influence
motivation.
need hierarchy theory Five basic
needs—physiological, safety, love,
esteem, and self-actualization—
influence behavior.
needs Physiological or psychological deficiencies that arouse behavior.
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Part Two
Individual Behavior in Organizations
important for managers to focus on satisfying employee needs related to self concepts—self-esteem and self-actualization—because
their satisfaction is significantly associated with a host of important outcomes such as academic achievement, physical illness, psychological well-being (e.g., anxiety disorders, depression), criminal
convictions, drug abuse, marital satisfaction, money and work
problems, and performance at work.5
Second, a satisfied need may lose its motivational potential.
Therefore, managers are advised to motivate employees by devising programs or practices aimed at satisfying emerging or unmet
needs. Many companies have responded to this recommendation by
Michelle Rhee, former chancellor of
offering employees targeted benefits that meet their specific needs.
Washington, D.C. public schools, has a
Consider Joie de Vivre, a hotel chain in California’s Bay Area.
career focused on self-actualization. She
C Maslow’s principles to verify that the company is
Management uses
began her career teaching in an inner-city
school for three years. She then founded
building employee
A satisfaction and loyalty in a variety of ways. For
and directed the New Teacher Project: an
example, Joie de Vivre managers provide recognition with formal
organization dedicated to training teachers
L and comment on occasions when employees
processes to identify
to teach in urban schools. After working as
have provided exceptional
service. They try to help housekeepers
V
chancellor of public schools in Washington
derive meaning from their jobs by bringing them together to talk
for three years, she again founded an
about what the E
guests’ experience would be like if the housekeepers
organization—StudentsFirst—that was
weren’t
making
their stay more comfortable.6 Managers also can
R
devoted to educational reform.
use customized surveys in order to assess the specific needs of their
T are more likely to fuel employee motivation by
employees. In conclusion, managers
offering benefits and rewards that
, meet individual needs.
Alderfer’s ERG Theory
T
Clayton Alderfer developed an
E alternative theory of human needs in the late
1960s. Alderfer’s theory differs from Maslow’s in three major respects. First, a
R to explain behavior. From lowest to highest level
smaller set of core needs is used
they are existence needs (E)—the
R desire for physiological and materialistic wellbeing; relatedness needs (R)—the desire to have meaningful relationships with
significant others; and growthEneeds (G)—the desire to grow as a human being
and to use one’s abilities to their
N fullest potential; hence, the label ERG theory.
Second, ERG theory does not assume needs are related to each other in a stairstep hierarchy as does Maslow.CAlderfer believes that more than one need may be
activated at a time. Finally, ERG
E theory contains a frustration-regression component. That is, frustration of higher-order needs can influence the desire for lowerorder needs.7 For example, employees may demand higher pay or better benefits
(existence needs) when they are
1 frustrated or dissatisfied with the quality of their
interpersonal relationships (relatedness needs) at work.
8
Research on ERG theory has provided mixed support for some of the theory’s
5
key propositions. That said, however,
there are two key managerial implications
associated with ERG. The first9revolves around the frustration-regression aspect
of the theory. Managers should keep in mind that employees may be motivated
T they are frustrated with a higher-order need.
to pursue lower-level needs because
For instance, the solution for S
a stifling work environment may be a request for
higher pay or better benefits. Second, ERG theory is consistent with the finding
that individual and cultural differences influence our need states. People are motivated by different needs at different times in their lives. This implies that managers should customize their reward and recognition programs to meet employees’
varying needs. Consider how Marc Albin, CEO of Albin Engineering Services,
handles this recommendation.
Example. To identify which parts of individual employees’ egos need scratching,
Albin takes an unconventional approach. “My experience in managing people is,
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Chapter Eight Foundations of Motivation
209
they’re all different,” says Albin. “Some people want to be recognized for their
cheerful attitude and their ability to spread their cheerful attitude. Some want to
be recognized for the quality of their work, some for the quantity of their work.
Some like to be recognized individually; others want to be recognized in groups.”
Consequently, at the end of each employee-orientation session Albin e-mails his
new hires and asks them how and in what form they prefer their strokes. “It helps
me understand what they think of themselves and their abilities, and I make a
mental note to pay special attention to them when they’re working in that particular arena,” he says. “No one has ever said, ‘Just recognize me for anything I
do well.’ ”8
McClelland’s Need Theory
C
David McClelland, a well-known psychologist, has A
been studying the relationship
between needs and behavior since the late 1940s. Although he is most recognized
for his research on the need for achievement, he alsoLinvestigated the needs for affiliation and power. Let us consider each of these needs.
V
The Need for Achievement The need for E
achievement is defined by the
R
T
,
Example. To accomplish something difficult. To master,
manipulate, or organize
following desires:
physical objects, human beings, or ideas. To do this as rapidly and as independently as possible. To overcome obstacles and attain a high standard. To excel
one’s self. To rival and surpass others. To increaseTself-regard by the successful
exercise of talent.9
E
R
Achievement-motivated people share three common
R characteristics: (1) they
prefer working on tasks of moderate difficulty; (2) they prefer situations in which
E factors, such as luck; and
performance is due to their efforts rather than to other
(3) they desire more feedback on their successes and N
failures than do low achievers.
A review of research on the “entrepreneurial” personality showed that entrepreC than nonentrepreneurs.10
neurs were found to have a higher need for achievement
James Dyson, inventor and manufacturer of the Dual
E Cyclone bagless vacuum
cleaner is a good example. He went through 5,127 different prototypes of the vacuum’s design before finding the model that would dominate the market. Dyson
told an interviewer that the death of his father when1he was nine was instrumental
in his achievement orientation. “Not having a father, particularly at that time, was
8
very unusual. I felt different. I was on my own. I can’t quite explain it, but I think
11
5
subconsciously I felt a need to prove myself.”
9
spend more time maintaining social relationships,Tjoining groups, and wanting
to be loved. Individuals high in this need are not the
S most effective managers or
The Need for Affiliation People with a high need for affiliation prefer to
leaders because they tend to avoid conflict, have a hard time making difficult decisions without worrying about being disliked, and avoid giving others negative
feedback.12
ERG theory Three basic needs—
existence, relatedness, and
growth—influence behavior.
kre29368_ch08_204-235.indd 209
need for achievement Desire to
accomplish something difficult.
need for af?liation Desire to
spend time in social relationships
and activities.
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real WORLD // real PEOPLE
High Achievement Needs Can Lead to Negative Outcomes
“Ramalinga Raju founded Satyam Computers in 1987
and was its Chairman until January 7, 2009 when he
resigned from the Satyam board after admitting to cheating six million shareholders. . . . In his letter of resignation,
Raju described how an initial cover-up for a poor quarterly performance escalated: ‘It was like riding a tiger, not
knowing how to get off without being eaten.’”. . . “Raju
had also used dummy accounts to trade in Satyam’s
shares, violating the insider trading norm. It has not been
alleged that these accounts may have been the means
of siphoning off the missing funds. Raju has admitted
to overstating the company’s case reserves by USD
$1.5 billion.”
Raju was released on bail in August 2010, but was
recently remanded back to prison.
Why would high achievement lead Ramalinga
Raju to commit these crimes?
C
A
L
V
The Need for Power The need for power reflects an individual’s desire
to influence, coach, teach, orEencourage others to achieve. People with a high
need for power like to work and
R are concerned with discipline and self-respect.
There are positive and negative sides to this need. The negative face of power
T you lose” mentality. In contrast, people with a
is characterized by an “if I win,
positive orientation to power ,focus on accomplishing group goals and helping
SOURCE: Excerpted from “Byrraju Ramalinga Raju,” Wikipedia, last
updated January 27, 2011, http:wikipedia.org.
employees obtain the feeling of competence. More is said about the two faces of
power in Chapter 13. Because effective managers must positively influence others, McClelland proposes thatTtop managers should have a high need for power
coupled with a low need for affiliation.
E
R Given that adults can be trained to increase
Managerial Implications
13
organizations should consider the benefits of
their achievement motivation,R
providing achievement training for employees. Moreover, achievement, affiliation, and power needs can be E
considered during the selection process, for better
placement. For example, a study
N revealed that individuals’ need for achievement affected their preference to work in different companies. People with a
C more attracted to companies that had a pay-forhigh need for achievement were
performance environment than
Ewere those with a low achievement motivation.14
Finally, it is important to balance the above recommendations with the downside
of high achievement. McClelland noted that people with high achievement might
be more prone to “cheat and 1cut corners and to leave peopl…
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