Download influences on employee behavior

INFLUENCES ON
EMPLOYEE BEHAVIOR
Chapter 2
CH-2
© 2012 South-Western, a part of Cengage Learning
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Learning Objectives - 1
• Identify factors that influence employee behavior
• Describe outcomes resulting from behavior and
tell how they influence future behavior
• State how a supervisor’s leadership and
expectations for employees can affect their
behavior
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Learning Objectives - 2
• Recognize the impact that coworkers and the
organization itself have on employee behavior
• Define motivation and describe the main
approaches to understanding motivation at work
• Discuss how knowledge, skill, ability, and
attitudes influence employee behavior
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Goals of HRD
• To assist employees and organizations in
attaining their goals
• Ultimate objective is to improve
organizational performance
• Major focus of most HRD interventions is
an effort to change employee behavior
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Model of Employee Behavior
Fig. 2-1
Factors in the External Environment
Economic
Conditions
Technological
Changes
Labor Market
Conditions
Laws and
Regulations
Labor
Unions
Supervision
Leadership
Performance
Expectations
Organization
Reward
Structures
Culture
Job Design
Employee
Motivation
Attitudes
Knowledge,
Skill, Ability
Behavior
Task
Performance
Organizational
Citizenship
Behaviors
Outcomes
Personal
Organizational
Coworkers
Norms
Group
Dynamics
Teamwork
Control Over
Outcomes
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Major Categories of Employee
Behavior
• Individual performance is multidimensional
• Most HRD focuses on “Task Performance”
– Behaviors central to doing one’s job
• Organizational citizenship behaviors
– Critical to organizational effectiveness
• Not specific to any one task
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Major Categories Affecting
Behavior
• External forces
– Outside the organization
• State of economy/employment rate
– Inside the work environment
• Leadership
• Coworkers
• Outcomes of performance
• Internal Forces
– Within employee
• Motivation
• KSAs
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External Influences
• General state of economy
• Government intrusion
• Global and technology issues
– In spite of excellent work and production, external
influences can result in down-sizing to reduce costs
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Workforce Investment
• Organizations invest a lot of time and money in
their workforce
• They must maintain their investment, even when
restructuring or downsizing
• Re-training “survivors” to do other work rather
than laying them off
– Coaching and mentoring
– Individual development
– Multi-rater feedback
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Influences on Employee
Behavior
• Factor
– Outcomes
– Supervision
– Organization
– Coworkers
(Table 2-1)
CH-2
• Issues
–
–
–
–
–
–
–
–
–
–
–
Types
Effect on motivation
Leadership
Performance expectations
Reward structure
Organizational structure
Job design
Control of outcomes
Norms
Group Dynamics
Teamwork/Trust/Cohesiveness
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Employee Perceptions Drive
Behavior
– Expectancy Theory:
• Workers will perform behaviors that they perceive
will bring valued outcomes
• Better the outcome, better the work
– Equity Theory
• Outcomes are evaluated by comparing them to the
outcomes received by others
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Supervision and Leadership
• Immediate supervisor:
– Delegates tasks and responsibilities
– Sets expectations
– Evaluates performance
– Provides feedback
– Rewards desirable behavior
– Provides discipline
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Supervisory Influences
• Self-fulfilling prophecy
– Supervisor's expectations can influence
workers behavior
• Leadership:
– Non-coercive influence to direct and
coordinate the activities of a group toward
accomplishing a goal
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Rewards Structure
• Focuses on:
– Types of rewards used
– How rewards are distributed
– The criteria for rewards distribution
• Rewards are more than money or plaques
– They can include recognition and acceptance
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The Organizational Culture
• A set of values, beliefs, norms and
patterns of behavior that are shared by
organization members, and that guide
their behavior
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Rewarding Performance
• Reward Structure
– Types of rewards used
– How rewards are distributed
– The criteria for reward distribution
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Job Design
• The development and alteration of the
components of a job to improve
productivity and the quality of an a
employee’s life
• A job design can affect behavior and
attitudes
• Altering the job may improve performance
and attitudes
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Influence of Coworkers
• They control some of the outcomes and
therefore some of the behavior
• They may offer or withhold friendship and
recognition
• Norms set the guidelines for behavior in
the group
• Group dynamics influence the way an
employee behaves when interacting with a
group
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Group Dynamic
Characteristics
• Groupthink -- concerned with unanimity
rather than making good decisions
• Social Loafing -- tendency for individuals
to reduce level of effort as group becomes
larger
• Teamwork:
– Trust
– Cohesiveness
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Motivation
• One of the basic elements of human
behavior
• Factors that cause the arousal, direction
and persistence of voluntary actions that
are goal directed
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Factors to Consider
• Work motivation pertains to voluntary
behavior
• Motivation focuses on
– Energizing—The generation or mobilization of
effort
– Direction—Applying effort to one behavior
over another
– Persistence—Continuing (or ceasing) to
perform a behavior
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Worker Motivation
• Based on the individual because of unique
– Needs
– Desires
– Attitudes
– Goals
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The Need-Based Approach
• Underlying needs,
such as the needs for
safety or power, drive
motivation
CH-2
• Theories include:
– Mazlow’s Needs
Hierarchy
– Alderfer’s Existence,
Relatedness and
Growth Theory
– Herzberg’s Two-Factor
Theory
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Cognitive Process Approach
• Motivation is a
process controlled by
conscious thoughts,
beliefs and judgments
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•
•
•
•
Theories include:
Expectancy Theory
Goal-Setting Theory
Social Learning
Theory
• Equity Theory
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Non-Cognitive Approach
• Motivation is
explained as an
interaction between
behavior and external
events without
appealing to internal
thoughts or needs
CH-2
• Theories include:
– Reinforcement Theory
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Needs-Based Approach
• Needs: deficiency states or imbalances,
whether physiological or psychological,
that energize and direct behavior
• Needs drive behavior through need
activation and need satisfaction
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The Need Activation-Need
Satisfaction Process
Process
Example
Need is activated
Layoff announced;
Need for security
is activated
Tension is created
Tension expressed in
fear and worry
Search for ways
to reduce tension
Improve performance?
Politics?
Job search?
Perform behaviors
to reduce tension
Performance improvement
leads management to
remove employee's
name from layoff list
Fig. 2-2
Tension eliminated
or significantly
reduced?
No
Fear and worry
significantly reduced
Yes
Need satisfied;
Need no longer
drives behavior
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Need for security
satisfied
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Mazlow’s Need Hierarchy
• In Order of Importance
– Physiological
– Safety and security
– Love
– Status and Esteem
– Self-actualization
• The item(s) above must be satisfied before
those below can be satisfied
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Alderfer’s ERG Theory
• Existence
• Relatedness
• Growth
• Basically reduces Mazlow’s five to three
items
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Deficiencies of Need-Based
• Difficult to test and apply
• Insufficient for explanation of motivation
• Some programs based on theories have
been successful
– Job enrichment
– Achievement motivation
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Cognitive Process Theories
• Expectancy theory
– Assumes that motivation is a conscious
choice process
– Employees
• believe they can perform successfully (high
expectancy), and
• believe are connected (high instrumentality) to
outcomes they desire (high valence) or
• believe will prevent (negative instrumentality)
outcomes they want to avoid (negative valence)
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Expectancy Theory and HRD
• Employees will not attend HRD sessions
unless
– They will learn something
– It will increase their job performance
– They will be rewarded for their efforts
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Graphical Representation of
Expectancy Theory
Fig. 2-3
Should I
exert effort?
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Expectancy
Instrumentality
Valence
How likely is it that
I will reach my
performance goal?
Will I receive various
outcomes if I reach
my performance goal?
How desirable or
undesirable are
these outcomes?
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Goal Setting Theory
• Goals can
– Mobilize employee effort
– Direct their attention
– Increase their persistence
– Affect strategies used to accomplish a task
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Goal Setting
• Goals that are specific, difficult, and
accepted by employees lead to better
performance
• Feedback enhances effectiveness of goal
setting
• Goals must be achievable
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Social Learning Theory
• Outcome and self-efficacy expectations
affect individual performance
• An Outcome Expectation
– person’s belief that performing a given
behavior will lead to a given outcome
• Self Efficacy
– “people’s judgments of their capabilities to
organize and execute courses of action
required to attain designated types of
performances”
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Self-Efficacy and
Performance
Fig. 2-4
Analysis of task
Performance history
Modeling
Persuasion
Physiological/
emotional state
Attribution of performance history
Self-efficacy
Behavioral
outcomes
Performance
Assessment of constraints
Feedback
SOURCE: ACADEMY OF MANAGEMENT REVIEW by Gist, M. E., Mitchell, T. R. Copyright 2005 by ACAD OF
MGMT. Reproduced with permission of ACAD OF MGMT in the formal Textbook via Copyright Clearance Center.
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Major Prediction of Social
Learning Theory
• A person’s self-efficacy expectations will
determine
• whether a behavior will be performed,
• how much effort will be spent, and
• how long the person will continue to
perform the behavior
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Equity Theory
• Motivation is strongly influenced by
– People’s desire to be treated fairly
– Perceptions about whether they have been
treated fairly
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Basis of Equity Theory
• People develop beliefs about what is fair for
them to receive in exchange for the contributions
that they make to the organization
• People determine fairness by comparing their
relevant returns and contributions to those of
others
• People who believe they have been treated
unfairly (called inequity) will experience tension,
and they will be motivated to find ways to reduce
it
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Reducing Feelings of Inequity
• Cognitively distorting views of contributions or
rewards (“She must be smarter than I thought.”)
• Influencing the perceived rival to change his or
her contributions or rewards (e.g., convincing
the person to be less productive)
• Changing one’s own contributions or rewards
(either working harder or contributing less)
• Comparing oneself to a different person leaving
the situation (requesting a transfer or quitting)
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Equity Theory Graphically
Fig. 2-5
Outcomes/rewards
received by self
Outcomes/rewards
received by
relevant others
Inputs of self
Inputs of
relevant others
Social comparison
of outcomes to inputs
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Perceived
inequity
Perceived
equity
Motivation
to correct or
reduce inequity
Motivation to
maintain present
equity relationships
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Reinforcement Theory
• A non-cognitive theory
• Based on “Law of Effect”
– Behavior that is followed by a pleasurable
consequence will occur more frequently
• Process known as “reinforcement”
– Behavior that is followed by an adverse consequence
will occur less frequently
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Behavior Modification
• Positive reinforcement refers to increasing the
frequency of a behavior by following the
behavior with a pleasurable consequence
• Negative reinforcement increases the
frequency of a behavior by removing something
aversive after the behavior is performed
• Extinction seeks to decrease the frequency of a
behavior by removing the consequence that is
reinforcing it
• Punishment seeks to decrease the frequency of
a behavior by introducing an aversive
consequence immediately after the behavior
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Motivation and Performance Model
•
Fig. 2-6
Expectancy
Ability
Valence
Desire to perform
Effort
Performance
Instrumentality
Satisfaction
Accuracy
of role
perceptions
Equity
of
rewards
SOURCE: Wagner, J. A., III, and Hollenbeck, J. R. (1995). Management of Organizational Behavior (2nd ed,).
Englewood Cliffs, NJ: Prentice-Hall.
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Attitudes
• Second major influence on work behavior
• Attitude: a person’s general feeling of
favorableness or unfavorableness toward
some stimulus object
• A combination of attitudes with perceived
social pressure to behave in a certain
manner influences an individual’s behavior
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The Behavioral Intentions
Model
•
Fig 2-7
Beliefs about
behavior/outcome
relationships
Attitude
toward the
behavior
Perceived situational
or internal constraints
Intentions
Beliefs about
group/society
norms
Behavior
Perception
of norms
SOURCE: From Organizational Behavior 5th edition by Hellriegel/Slocum/Woodman. © 1989. Reprinted with permission
of South-Western, a division of Cengage Learning: [email protected]. Fax 800 730-2215.
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Knowledge, Skills and Abilities
(KSAs)
• If employees lack the KSAs to perform a
task or behavior, they will likely fail
• Abilities – general capacities related to
the performance of a set of tasks
• Skills – combine abilities with capabilities
that are developed as a result of training
and experience
• Knowledge – an understanding of factors
or principles related to a particular subject
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