LECTURE 3 Creating a

motivating working
setting
2

Objectives

1. Appreciate the advantages and disadvantages of the

scientific management approach to job design.
2. Describe the job characteristics model and its
implications for using job design to create a motivating
work setting .
3. Understand the implications of the social information
processing model.
3

Objectives

4. Appreciate how and why organizational objectives can

motivate employees.
5. Describe goal setting theory and the kinds of goals that
contribute to a motivating work setting .
4

Contents

1. What is creating motivation work setting?

2. How can jobs be redesigned
3. Employee involvement
4. Rewarding employees
5

PART 1
Creating motivation work
setting
6

1.1 Job design

▸ Job des ign and goal s etting are key fa ctors tha t motivate
employees to contribute inputs to the orga niza tion.
▸ Job design: The proces s of linking s pecific ta s ks to s pecific
jobs a nd deciding what techniques , equipment, a nd
procedures s hould be us ed to perform thos e ta s ks .
7

Job design

▸ Motivation tools
8

1.2 Job Characteristics Model

▸ Job Characteristics Model (JCM): An approach to job

design that aims to identify characteristics that make jobs
intrinsically motivating and the consequences of those
characteristics .
▸ The job characteristics model focuses on what makes jobs
intrinsically motivating .
9

Job Characteristics Model

10

Job Characteristics Model: Core job dimensions

▸ Skill variety : is the extent to which a job requires an

employee to use a number of different skills, abilities, or
talents. Employees are more intrinsically motivated by
jobs that are high on skill variety.
 High va riety
 Low va riety
11

Job Characteristics Model: Core job dimensions

▸ Task identity : is the extent to which a job involves

performing a whole piece of work from its beginning to its
end. The higher the level of task identity, the more
intrinsically motivated an employee is likely to be.
 High identity
 Low identity
12

Job Characteristics Model: Core job dimensions

▸ Task significance : is the extent to which a job has an

impact on the lives or work of other people in or out of
the organization.

Employees are more likely to enjoy performing their jobs

when they think their jobs are important in the wider
scheme of things.
 High s ignifica nce
 Low s ignifica nce
13

Job Characteristics Model: Core job dimensions

▸ Autonomy : is the degree to which a job allows an

employee the freedom and independence to schedule
work and decide how to carry it out.
High autonomy generally contributes to high levels of
intrinsic motivation .
 High a utonomy
 Low a utonomy
14

Job Characteristics Model: Core job dimensions

▸ Feedback: is the extent to which performing a job

provides an employee with clear information about his or
her effectiveness . Receiving feedback has a positive
impact on intrinsic motivation .
 High feedba ck
 Low feedba ck
15

1.3 Critical psychological states

16

Critical psychological states

▸ Experienced meaningfulness of the work is the degree to

which employees feel their jobs are important .

▸ Experienced responsibility for work outcomes , is the extent

to which employees feel they are personally responsible or
accountable for their job performance .

▸ Knowledge of results , is the degree to which employees

know how well they perform their jobs on a continuous basis.
17
Critical psychological states:
Work and personal outcomes
▸ High intrinsic motivation :When jobs are high on the five core
dimensions, employees experience the three critical
psychological states and are intrinsically motivated . When
intrinsic motivation is high, employees enjoy performing a job
for its own sake.
▸ High job performance : Jobs high in the five core dimensions,
which lead to high levels of the three critical psychological
states, motivate employees to perform at a high level.
▸ High job satisfaction
▸ Low absenteeism and turnover
18
Critical psychological states:
The role of individual differences

▸ Growth-need strength : is the extent to which an individual

wants his or her work to contribute to personal growth,
learning, and development.
▸ Knowledge and skills : at an appropriate level enable
employees to perform their jobs effectively .
▸ Satisfaction with the work context : describes how satisfied
employees are with extrinsic outcomes (such as pay,
benefits, job security, and good relationships with coworkers)
they receive from their jobs.
PART 2
How Can Jobs be
Redesigned?
20

How can job be redesigned?

 Job Rotation: The periodic shifting of an employee from one

task to another
 Job Enlargement: Increasing the number of tasks an
employee performs but keeping all of the tasks at the same
level of difficulty and responsibility ; also called horizontal
job loading.
 Job Enrichment: Increasing an employee’s responsibility
and control over his or her work; also called vertical job
loading.
21

Guidelines for Enriching a Job Using JCM

Enrichment reduces turnover and absenteeism while increasing satisfaction.

22

Alternate Work arrangements

▸ Flextime: Some discretion over when worker starts and

leaves
▸ Job Sharing: Two or more individuals split a traditional job
▸ Telecommuting : Work remotely at least two days per week
PART 3
Employee
involvment
24

Employee Involvement

A participative process that uses the input of employees to

increase their commitment to the organization’s success
Two types:
 Pa rticipa tive Ma na gement
 Repres enta tive Pa rticipa tion
25

Participative Management

▸ Subordinates share a significant degree of decision-making

power with superiors

▸ Required conditions :
 Is s ues mus t be releva nt
 Employees mus t be competent a nd knowledgea ble
 All pa rties mus t a ct in good fa ith
▸ Only a modes t influence on productivity, motivation, a nd job
s a tis fa ction
26

Representative Participation

▸ Workers are represented by a small group of employees

who participate in decisions affecting personnel
 Works Councils
 Boa rd members hip
▸ Des ires to redis tribute power within a n orga niza tion
▸ Does not a ppea r to be very motiva tiona l
PART 4
Rewarding
employees
28

4.1 Rewarding Employees

Major s tra tegic rewa rds decis ions :

 Wha t to pa y employees
 How to pa y individua l employees
 Wha t benefits to offer
 How to cons truct employee recognition progra ms
29

How to Pay: Variable-Pay Programs

Bases a portion of the pay on a given measure of performance

 Piece-Rate Pay: workers a re pa id a fixed s um for ea ch
unit of production completed
 Merit -Based Pay: pa y is ba s ed on individual performa nce
a ppra is a l ra tings
 Bonuses: rewa rds employees for recent performa nce
 Skill -Based Pay: pa y is ba s ed on s kills a cquired ins tea d of
job title or ra nk, does n’t a ddres s the level of performa nce
30

How to Pay: Variable-Pay Programs

 Profit -Sharing Plans: organization-wide programs that

distribute compensation based on an established formula
designed around profitability
 Gainsharing: compensation based on sharing of gains from
improved productivity
 Employee Stock Ownership Plans (ESOPs): plans in which
employees acquire stock, often at below-market prices
31

4.2 Psychological contracts

▸ A psychological contract is an employee’s perception of his

or her exchange relationship with an organization:
outcomes the organization has promised to provide and
contributions the employee is obligated to make
32

Determinants of Psychological contracts

▸ Direct communication : Psychological contracts can begin to form

before a prospective employee even joins an organization.
▸ Observation: Employees observe how they are treated, how their
coworkers are treated, what kinds of decisions are made and in what
manner, how their managers behave, and how outcomes are
distributed in an organization to form their psychological contracts .
▸ Written documents are also used in forming psychological contracts .
33

Types of Psychological contracts

▸ Transactional contracts : Transactional contracts tend to be short

term and very specific .
▸ Relational contracts : Are longer term, more general, and evolve
more gradually over time. They imply a mutual commitment on the
part of both parties
▸ Relational contracts : Cover much more ground than transactional
contracts and are also more subjective because they entail more
intangible kinds of factors .
34

When psychological contracts are broken

▸ When employees perceive that their psychological contracts

have been breached or broken due to the fa ilure of the
orga nization to live up to its promis es , their motivation a nd
performa nce ca n s uffer.
▸ Breached contracts can a ls o res ult in employees
experiencing more negative moods and emotions , being
more dis s a tis fied with their jobs , a nd looking for
employment els ewhere.
35

Topic for Debate

Motivation explains why members of an organization behave

as they do and either help or hinder the organization from
achieving its goals. Now that you have a good understanding
of motivation, debate the following issue:
Team A. Equity a nd Equa lity ca nnot be a chieved in the
workplace.
Team B. Equity a nd Equa lity ca n be a chieved in the workpla ce.
36

Topic for Debate: Hints

37

Topic for Debate: Hints

 Workplaces shouldn’t just be diverse; they must also be

more inclusive. All employees should feel valued and
empowered. This is equality.
 Everyone feels supported, respected, and on equal
standing within their department. Opportunities like further
education, training, and promotions must be equally
available for anyone qualified . Those qualifications, as well
as company rules, must apply equally across the board.
Everyone understands what’s expected of them and how
they will be recognized.
38

Topic for Debate: Hints

 Equity levels the playing field, which means addressing

discrepancies and ensuring all employees have what they
need to succeed. Employees have different needs. If a
company treats everyone the same without realizing that
certain teams or demographics need specific support or
resources, there will be inequality.
 Equity requires organizations to be adaptable and willing to
work with their employees to ensure everyone’s success.
Equity is the pathway to true equality.
39

Topic for Debate: Hints

 Equality and equity are two sides of the same coin. A

workplace can’t truly be a fair, inclusive environment
unless both are present. Making workplaces equal
and equitable requires time, resources, and strategy.
It’s a long process that’s constantly evolving, but it’s
worth it. Employees are happier, more productive, and
loyal. Everyonebenefits .
The end !