Motivating Employees

This chapter explores the concept of motivation and its importance in the workplace. It covers early theories of motivation, such as Maslow's hierarchy of needs, Theory X and Theory Y, and Herzberg's motivation hygiene theory.

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PowerPoint presentation about 'Motivating Employees'. This presentation describes the topic on This chapter explores the concept of motivation and its importance in the workplace. It covers early theories of motivation, such as Maslow's hierarchy of needs, Theory X and Theory Y, and Herzberg's motivation hygiene theory.. The key topics included in this slideshow are . Download this presentation absolutely free.

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1. ninth edition ninth edition STEPHEN P. ROBBINS STEPHEN P. ROBBINS PowerPoint Presentation by Charlie Cook The University of West Alabama PowerPoint Presentation by Charlie Cook The University of West Alabama MARY COULTER MARY COULTER © 2007 Prentice Hall, Inc. All rights reserved. © 2007 Prentice Hall, Inc. All rights reserved. Motivating Employees Motivating Employees Chapter 16 Chapter 16

2. © 2007 Prentice Hall, Inc. All rights reserved. 16–2 L E A R N I N G O U T L I N E Follow this Learning Outline as you read and study this chapter. L E A R N I N G O U T L I N E Follow this Learning Outline as you read and study this chapter. What Is Motivation? What Is Motivation? • Define motivation. • Define motivation. • Explain motivation as a need-satisfying process. • Explain motivation as a need-satisfying process. Early Theories of Motivation Early Theories of Motivation • Describe Maslow’s hierarchy of needs and how it can be used to motivate. • Describe Maslow’s hierarchy of needs and how it can be used to motivate. • Discuss how Theory X and Theory Y managers approach motivation. • Discuss how Theory X and Theory Y managers approach motivation. • Describe Herzberg’s motivation-hygiene theory. • Describe Herzberg’s motivation-hygiene theory. • Explain Herzberg’s views of satisfaction and dissatisfaction. • Explain Herzberg’s views of satisfaction and dissatisfaction.

3. © 2007 Prentice Hall, Inc. All rights reserved. 16–3 L E A R N I N G O U T L I N E (cont’d) Follow this Learning Outline as you read and study this chapter. L E A R N I N G O U T L I N E (cont’d) Follow this Learning Outline as you read and study this chapter. Contemporary Theories of Motivation Contemporary Theories of Motivation • Describe the three needs McClelland proposed as being present in work settings. • Describe the three needs McClelland proposed as being present in work settings. • Explain how goal-setting and reinforcement theories explain employee motivation. • Explain how goal-setting and reinforcement theories explain employee motivation. • Describe the job characteristics model as a way to design motivating jobs. • Describe the job characteristics model as a way to design motivating jobs. • Discuss the motivation implications of equity theory. • Discuss the motivation implications of equity theory. • Contrast distributive justice and procedural justice. • Contrast distributive justice and procedural justice. • Explain the three key linkages in expectancy theory and their role in motivation. • Explain the three key linkages in expectancy theory and their role in motivation.

4. © 2007 Prentice Hall, Inc. All rights reserved. 16–4 L E A R N I N G O U T L I N E (cont’d) Follow this Learning Outline as you read and study this chapter. L E A R N I N G O U T L I N E (cont’d) Follow this Learning Outline as you read and study this chapter. Current Issues in Motivation Current Issues in Motivation • Describe the cross-cultural challenges of motivation. • Describe the cross-cultural challenges of motivation. • Discuss the challenges managers face in motivating unique groups of workers. • Discuss the challenges managers face in motivating unique groups of workers. • Describe open-book management, employee recognition, pay-for-performance, and stock option programs. • Describe open-book management, employee recognition, pay-for-performance, and stock option programs.

5. © 2007 Prentice Hall, Inc. All rights reserved. 16–5 What Is Motivation? What Is Motivation? • Motivation • Motivation  Is the result of an interaction between the person and a situation; it is not a personal trait.  Is the result of an interaction between the person and a situation; it is not a personal trait.  Is the process by which a person’s efforts are energized, directed, and sustained towards attaining a goal.  Is the process by which a person’s efforts are energized, directed, and sustained towards attaining a goal.  Energy: a measure of intensity or drive.  Energy: a measure of intensity or drive.  Direction: toward organizational goals  Direction: toward organizational goals  Persistence: exerting effort to achieve goals.  Persistence: exerting effort to achieve goals.  Motivation works best when individual needs are compatible with organizational goals.  Motivation works best when individual needs are compatible with organizational goals.

6. © 2007 Prentice Hall, Inc. All rights reserved. 16–6 Early Theories of Motivation Early Theories of Motivation • Maslow’s Hierarchy of Needs • Maslow’s Hierarchy of Needs • MacGregor’s Theories X and Y • MacGregor’s Theories X and Y • Herzberg’s Two-Factor Theory • Herzberg’s Two-Factor Theory

7. © 2007 Prentice Hall, Inc. All rights reserved. 16–7 Early Theories of Motivation Early Theories of Motivation • Maslow’s Hierarchy of Needs Theory • Maslow’s Hierarchy of Needs Theory  Needs were categorized as five levels of lower- to higher-order needs.  Needs were categorized as five levels of lower- to higher-order needs.  Individuals must satisfy lower-order needs before they can satisfy higher order needs.  Individuals must satisfy lower-order needs before they can satisfy higher order needs.  Satisfied needs will no longer motivate.  Satisfied needs will no longer motivate.  Motivating a person depends on knowing at what level that person is on the hierarchy.  Motivating a person depends on knowing at what level that person is on the hierarchy.  Hierarchy of needs  Hierarchy of needs  Lower-order (external): physiological, safety  Lower-order (external): physiological, safety  Higher-order (internal): social, esteem, self-actualization  Higher-order (internal): social, esteem, self-actualization

9. © 2007 Prentice Hall, Inc. All rights reserved. 16–9 Early Theories of Motivation (cont’d) Early Theories of Motivation (cont’d) • McGregor’s Theory X and Theory Y • McGregor’s Theory X and Theory Y  Theory X  Theory X  Assumes that workers have little ambition, dislike work, avoid responsibility, and require close supervision.  Assumes that workers have little ambition, dislike work, avoid responsibility, and require close supervision.  Theory Y  Theory Y  Assumes that workers can exercise self-direction, desire responsibility, and like to work.  Assumes that workers can exercise self-direction, desire responsibility, and like to work.  Assumption:  Assumption:  Motivation is maximized by participative decision making, interesting jobs, and good group relations.  Motivation is maximized by participative decision making, interesting jobs, and good group relations.

10. © 2007 Prentice Hall, Inc. All rights reserved. 16–10 Early Theories of Motivation (cont’d) Early Theories of Motivation (cont’d) • Herzberg’s Motivation-Hygiene Theory • Herzberg’s Motivation-Hygiene Theory  Job satisfaction and job dissatisfaction are created by different factors.  Job satisfaction and job dissatisfaction are created by different factors.  Hygiene factors: extrinsic (environmental) factors that create job dissatisfaction.  Hygiene factors: extrinsic (environmental) factors that create job dissatisfaction.  Motivators: intrinsic (psychological) factors that create job satisfaction.  Motivators: intrinsic (psychological) factors that create job satisfaction.  Attempted to explain why job satisfaction does not result in increased performance.  Attempted to explain why job satisfaction does not result in increased performance.  The opposite of satisfaction is not dissatisfaction, but rather no satisfaction.  The opposite of satisfaction is not dissatisfaction, but rather no satisfaction.

13. © 2007 Prentice Hall, Inc. All rights reserved. 16–13 Contemporary Theories of Motivation Contemporary Theories of Motivation • Three-Needs Theory • Three-Needs Theory • Goal-Setting Theory • Goal-Setting Theory • Reinforcement Theory • Reinforcement Theory • Designing Motivating Jobs • Designing Motivating Jobs • Equity Theory • Equity Theory • Expectancy Theory • Expectancy Theory

14. © 2007 Prentice Hall, Inc. All rights reserved. 16–14 Motivation and Needs Motivation and Needs • Three-Needs Theory (McClelland) • Three-Needs Theory (McClelland)  There are three major acquired needs that are major motives in work.  There are three major acquired needs that are major motives in work.  Need for achievement (nAch)  Need for achievement (nAch) – The drive to excel and succeed – The drive to excel and succeed  Need for power (nPow)  Need for power (nPow) – The need to influence the behavior of others – The need to influence the behavior of others  Need of affiliation (nAff)  Need of affiliation (nAff) – The desire for interpersonal relationships – The desire for interpersonal relationships

15. © 2007 Prentice Hall, Inc. All rights reserved. 16–15 Exhibit 16–4 Examples of Pictures Used for Assessing Levels of nAch, nAff, and nPow Exhibit 16–4 Examples of Pictures Used for Assessing Levels of nAch, nAff, and nPow

16. © 2007 Prentice Hall, Inc. All rights reserved. 16–16 Motivation and Goals Motivation and Goals • Goal-Setting Theory • Goal-Setting Theory  Proposes that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than having no or easy goals.  Proposes that setting goals that are accepted, specific, and challenging yet achievable will result in higher performance than having no or easy goals.  Is culture bound to the U.S. and Canada.  Is culture bound to the U.S. and Canada. • Benefits of Participation in Goal-Setting • Benefits of Participation in Goal-Setting  Increases the acceptance of goals.  Increases the acceptance of goals.  Fosters commitment to difficult, public goals.  Fosters commitment to difficult, public goals.  Provides for self-feedback (internal locus of control) that guides behavior and motivates performance (self- efficacy).  Provides for self-feedback (internal locus of control) that guides behavior and motivates performance (self- efficacy).

18. © 2007 Prentice Hall, Inc. All rights reserved. 16–18 Motivation and Behavior Motivation and Behavior • Reinforcement Theory • Reinforcement Theory  Assumes that a desired behavior is a function of its consequences, is externally caused, and if reinforced, is likely to be repeated.  Assumes that a desired behavior is a function of its consequences, is externally caused, and if reinforced, is likely to be repeated.  Positive reinforcement is preferred for its long-term effects on performance  Positive reinforcement is preferred for its long-term effects on performance  Ignoring undesired behavior is better than punishment which may create additional dysfunctional behaviors.  Ignoring undesired behavior is better than punishment which may create additional dysfunctional behaviors.

19. © 2007 Prentice Hall, Inc. All rights reserved. 16–19 Designing Motivating Jobs Designing Motivating Jobs • Job Design • Job Design  The way into which tasks can be combined to form complete jobs.  The way into which tasks can be combined to form complete jobs.  Factors influencing job design:  Factors influencing job design:  Changing organizational environment/structure  Changing organizational environment/structure  The organization’s technology  The organization’s technology  Employees’ skill, abilities, and preferences  Employees’ skill, abilities, and preferences  Job enlargement  Job enlargement  Increasing the job’s scope (number and frequency of tasks)  Increasing the job’s scope (number and frequency of tasks)  Job enrichment  Job enrichment  Increasing responsibility and autonomy (depth) in a job.  Increasing responsibility and autonomy (depth) in a job.

20. © 2007 Prentice Hall, Inc. All rights reserved. 16–20 Designing Motivating Jobs (cont’d) Designing Motivating Jobs (cont’d) • Job Characteristics Model (JCM) • Job Characteristics Model (JCM)  A conceptual framework for designing motivating jobs that create meaningful work experiences that satisfy employees’ growth needs.  A conceptual framework for designing motivating jobs that create meaningful work experiences that satisfy employees’ growth needs.  Five primary job characteristics:  Five primary job characteristics:  Skill variety: how many skills and talents are needed?  Skill variety: how many skills and talents are needed?  Task identity: does the job produce a complete work?  Task identity: does the job produce a complete work?  Task significance: how important is the job?  Task significance: how important is the job?  Autonomy: how much independence does the jobholder have?  Autonomy: how much independence does the jobholder have?  Feedback: do workers know how well they are doing?  Feedback: do workers know how well they are doing?

21. © 2007 Prentice Hall, Inc. All rights reserved. 16–21 Exhibit 16–6 Job Characteristics Model Exhibit 16–6 Job Characteristics Model Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors.

22. © 2007 Prentice Hall, Inc. All rights reserved. 16–22 Exhibit 16–7 Guidelines for Job Redesign Exhibit 16–7 Guidelines for Job Redesign Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977). With permission of the authors.

23. © 2007 Prentice Hall, Inc. All rights reserved. 16–23 Designing Motivating Jobs (cont’d) Designing Motivating Jobs (cont’d) • Suggestions for Using the JCM • Suggestions for Using the JCM  Combine tasks (job enlargement) to create more meaningful work.  Combine tasks (job enlargement) to create more meaningful work.  Create natural work units to make employees’ work important and whole.  Create natural work units to make employees’ work important and whole.  Establish external and internal client relationships to provide feedback.  Establish external and internal client relationships to provide feedback.  Expand jobs vertically (job enrichment) by giving employees more autonomy.  Expand jobs vertically (job enrichment) by giving employees more autonomy.  Open feedback channels to let employees know how well they are doing.  Open feedback channels to let employees know how well they are doing.

24. © 2007 Prentice Hall, Inc. All rights reserved. 16–24 Motivation and Perception Motivation and Perception • Equity Theory • Equity Theory  Proposes that employees perceive what they get from a job situation (outcomes) in relation to what they put in (inputs) and then compare their inputs-outcomes ratio with the inputs-outcomes ratios of relevant others.  Proposes that employees perceive what they get from a job situation (outcomes) in relation to what they put in (inputs) and then compare their inputs-outcomes ratio with the inputs-outcomes ratios of relevant others.  If the ratios are perceived as equal then a state of equity (fairness) exists.  If the ratios are perceived as equal then a state of equity (fairness) exists.  If the ratios are perceived as unequal, inequity exists and the person feels under- or over-rewarded.  If the ratios are perceived as unequal, inequity exists and the person feels under- or over-rewarded.  When inequities occur, employees will attempt to do something to rebalance the ratios (seek justice).  When inequities occur, employees will attempt to do something to rebalance the ratios (seek justice).

25. © 2007 Prentice Hall, Inc. All rights reserved. 16–25 Motivation and Perception (cont’d) Motivation and Perception (cont’d) • Equity Theory (cont’d) • Equity Theory (cont’d)  Employee responses to perceived inequities:  Employee responses to perceived inequities:  Distort own or others’ ratios.  Distort own or others’ ratios.  Induce others to change their own inputs or outcomes.  Induce others to change their own inputs or outcomes.  Change own inputs (increase or decrease efforts) or outcomes (seek greater rewards).  Change own inputs (increase or decrease efforts) or outcomes (seek greater rewards).  Choose a different comparison (referent) other (person, systems, or self).  Choose a different comparison (referent) other (person, systems, or self).  Quit their job.  Quit their job.  Employees are concerned with both the absolute and relative nature of organizational rewards.  Employees are concerned with both the absolute and relative nature of organizational rewards.

27. © 2007 Prentice Hall, Inc. All rights reserved. 16–27 Motivation and Perception (cont’d) Motivation and Perception (cont’d) • Equity Theory (cont’d) • Equity Theory (cont’d)  Distributive justice  Distributive justice  The perceived fairness of the amount and allocation of rewards among individuals (i.e., who received what).  The perceived fairness of the amount and allocation of rewards among individuals (i.e., who received what). – Influences an employee’s satisfaction. – Influences an employee’s satisfaction.  Procedural justice  Procedural justice  The perceived fairness of the process use to determine the distribution of rewards (i.e., how who received what).  The perceived fairness of the process use to determine the distribution of rewards (i.e., how who received what). – Affects an employee’s organizational commitment. – Affects an employee’s organizational commitment.

28. © 2007 Prentice Hall, Inc. All rights reserved. 16–28 Motivation and Behavior Motivation and Behavior • Expectancy Theory (Vroom) • Expectancy Theory (Vroom)  States that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.  States that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.  Key to the theory is understanding and managing employee goals and the linkages among and between effort, performance and rewards.  Key to the theory is understanding and managing employee goals and the linkages among and between effort, performance and rewards.  Effort: employee abilities and training/development  Effort: employee abilities and training/development  Performance: valid appraisal systems  Performance: valid appraisal systems  Rewards (goals): understanding employee needs  Rewards (goals): understanding employee needs

30. © 2007 Prentice Hall, Inc. All rights reserved. 16–30 Motivation and Behavior (cont’d) Motivation and Behavior (cont’d) • Expectancy Relationships • Expectancy Relationships  Expectancy (effort-performance linkage)  Expectancy (effort-performance linkage)  The perceived probability that an individual’s effort will result in a certain level of performance.  The perceived probability that an individual’s effort will result in a certain level of performance.  Instrumentality  Instrumentality  The perception that a particular level of performance will result in the attaining a desired outcome (reward).  The perception that a particular level of performance will result in the attaining a desired outcome (reward).  Valence  Valence  The attractiveness/importance of the performance reward (outcome) to the individual.  The attractiveness/importance of the performance reward (outcome) to the individual.

32. © 2007 Prentice Hall, Inc. All rights reserved. 16–32 Current Issues in Motivation Current Issues in Motivation • Cross-Cultural Challenges • Cross-Cultural Challenges  Motivational programs are most applicable in cultures where individualism and quality of life are cultural characteristics  Motivational programs are most applicable in cultures where individualism and quality of life are cultural characteristics  Uncertainty avoidance of some cultures inverts Maslow’s needs hierarchy.  Uncertainty avoidance of some cultures inverts Maslow’s needs hierarchy.  The need for achievement (nAch) is lacking in other cultures.  The need for achievement (nAch) is lacking in other cultures.  Collectivist cultures view rewards as “entitlements” to be distributed based on individual needs, not individual performance.  Collectivist cultures view rewards as “entitlements” to be distributed based on individual needs, not individual performance.  Cross-Cultural Consistencies  Cross-Cultural Consistencies  Interesting work is widely desired, as is growth, achievement, and responsibility.  Interesting work is widely desired, as is growth, achievement, and responsibility.

33. © 2007 Prentice Hall, Inc. All rights reserved. 16–33 Current Issues in Motivation (cont’d) Current Issues in Motivation (cont’d) • Motivating Unique Groups of Workers • Motivating Unique Groups of Workers  Motivating a diverse workforce through flexibility:  Motivating a diverse workforce through flexibility:  Men desire more autonomy than do women.  Men desire more autonomy than do women.  Women desire learning opportunities, flexible work schedules, and good interpersonal relations.  Women desire learning opportunities, flexible work schedules, and good interpersonal relations.

34. © 2007 Prentice Hall, Inc. All rights reserved. 16–34 Current Issues in Motivation (cont’d) Current Issues in Motivation (cont’d) • Flexible Work/Job schedules • Flexible Work/Job schedules  Compressed work week  Compressed work week  Longer daily hours, but fewer days  Longer daily hours, but fewer days  Flexible work hours (flextime)  Flexible work hours (flextime)  Specific weekly hours with varying arrival, departure, lunch and break times around certain core hours during which all employees must be present.  Specific weekly hours with varying arrival, departure, lunch and break times around certain core hours during which all employees must be present.  Job Sharing  Job Sharing  Two or more people split a full-time job.  Two or more people split a full-time job.  Telecommuting  Telecommuting  Employees work from home using computer links.  Employees work from home using computer links.

35. © 2007 Prentice Hall, Inc. All rights reserved. 16–35 Current Issues in Motivation (cont’d) Current Issues in Motivation (cont’d) • Motivating Professionals • Motivating Professionals  Characteristics of professionals  Characteristics of professionals  Strong and long-term commitment to their field of expertise.  Strong and long-term commitment to their field of expertise.  Loyalty is to their profession, not to the employer.  Loyalty is to their profession, not to the employer.  Have the need to regularly update their knowledge.  Have the need to regularly update their knowledge.  Don’t define their workweek as 8:00 am to 5:00 pm.  Don’t define their workweek as 8:00 am to 5:00 pm.  Motivators for professionals  Motivators for professionals  Job challenge  Job challenge  Organizational support of their work  Organizational support of their work

36. © 2007 Prentice Hall, Inc. All rights reserved. 16–36 Current Issues in Motivation (cont’d) Current Issues in Motivation (cont’d) • Motivating Contingent Workers • Motivating Contingent Workers  Opportunity to become a permanent employee  Opportunity to become a permanent employee  Opportunity for training  Opportunity for training  Equity in compensation and benefits  Equity in compensation and benefits • Motivating Low-Skilled, Minimum-Wage Employees • Motivating Low-Skilled, Minimum-Wage Employees  Employee recognition programs  Employee recognition programs  Provision of sincere praise  Provision of sincere praise

37. © 2007 Prentice Hall, Inc. All rights reserved. 16–37 Current Issues in Motivation (cont’d) Current Issues in Motivation (cont’d) • Designing Appropriate Rewards Programs • Designing Appropriate Rewards Programs  Open-book management  Open-book management  Involving employees in workplace decision by opening up the financial statements of the employer.  Involving employees in workplace decision by opening up the financial statements of the employer.  Employee recognition programs  Employee recognition programs  Giving personal attention and expressing interest, approval, and appreciation for a job well done.  Giving personal attention and expressing interest, approval, and appreciation for a job well done.  Pay-for-performance  Pay-for-performance  Variable compensation plans that reward employees on the basis of their performance:  Variable compensation plans that reward employees on the basis of their performance: – Piece rates, wage incentives, profit-sharing, and lump-sum bonuses – Piece rates, wage incentives, profit-sharing, and lump-sum bonuses

38. © 2007 Prentice Hall, Inc. All rights reserved. 16–38 Current Issues in Motivation (cont’d) Current Issues in Motivation (cont’d) • Designing Appropriate Rewards Programs (cont’d) • Designing Appropriate Rewards Programs (cont’d)  Stock option programs  Stock option programs  Using financial instruments (in lieu of monetary compensation) that give employees the right to purchase shares of company stock at a set (option) price.  Using financial instruments (in lieu of monetary compensation) that give employees the right to purchase shares of company stock at a set (option) price.  Options have value if the stock price rises above the option price; they become worthless if the stock price falls below the option price.  Options have value if the stock price rises above the option price; they become worthless if the stock price falls below the option price.

39. © 2007 Prentice Hall, Inc. All rights reserved. 16–39 Exhibit 16–11 Recommendations for Designing Stock Options Exhibit 16–11 Recommendations for Designing Stock Options * Vesting refers to the time that must pass before a person can exercise the option. Source: P. Brandes, R. Dharwadkar, and G.V. Lemesis, “Effective Employee Stock Option Design: Reconciling Stakeholder, Strategic, and Motivational Factors,” Academy of Management Executive , February 2003, p. 84.

40. © 2007 Prentice Hall, Inc. All rights reserved. 16–40 Exhibit 16–11 (cont’d) Recommendations for Designing Stock Options Exhibit 16–11 (cont’d) Recommendations for Designing Stock Options Source: P. Brandes, R. Dharwadkar, and G.V. Lemesis, “Effective Employee Stock Option Design: Reconciling Stakeholder, Strategic, and Motivational Factors,” Academy of Management Executive , February 2003, p. 84.

41. © 2007 Prentice Hall, Inc. All rights reserved. 16–41 From Theory to Practice: Guidelines for Motivating Employees From Theory to Practice: Guidelines for Motivating Employees • Use goals • Use goals • Ensure that goals are perceived as attainable • Ensure that goals are perceived as attainable • Individualize rewards • Individualize rewards • Link rewards to performance • Link rewards to performance • Check the system for equity • Check the system for equity • Use recognition • Use recognition • Show care and concern for employees • Show care and concern for employees • Don’t ignore money • Don’t ignore money

42. © 2007 Prentice Hall, Inc. All rights reserved. 16–42 Terms to Know Terms to Know • motivation • motivation • hierarchy of needs theory • hierarchy of needs theory • physiological needs • physiological needs • safety needs • safety needs • social needs • social needs • esteem needs • esteem needs • self-actualization needs • self-actualization needs • Theory X • Theory X • Theory Y • Theory Y • motivation-hygiene theory • motivation-hygiene theory • hygiene factors • hygiene factors • motivators • motivators • three-needs theory • three-needs theory • need for achievement (nAch) • need for achievement (nAch) • need for power (nPow) • need for power (nPow) • need for affiliation (nAff) • need for affiliation (nAff) • goal-setting theory • goal-setting theory • self-efficacy • self-efficacy • reinforcement theory • reinforcement theory • reinforcers • reinforcers • job design • job design • job scope • job scope • job enlargement • job enlargement

43. © 2007 Prentice Hall, Inc. All rights reserved. 16–43 Terms to Know (cont’d) Terms to Know (cont’d) • job enrichment • job enrichment • job depth • job depth • job characteristics model (JCM) • job characteristics model (JCM) • skill variety • skill variety • task identity • task identity • task significance • task significance • autonomy • autonomy • feedback • feedback • equity theory • equity theory • referents • referents • distributive justice • distributive justice • procedural justice • procedural justice • expectancy theory • expectancy theory • compressed workweek • compressed workweek • flexible work hours (flextime) • flexible work hours (flextime) • job sharing • job sharing • telecommuting • telecommuting • open-book management • open-book management • employee recognition programs • employee recognition programs • pay-for-performance programs • pay-for-performance programs • stock options • stock options