••• •••

MOTIVATION AND REWARDS

Learning Objectives
'.-

After studying this chapter, you should be able to:

1. identify and, discuss the different theories of motivation;
2. trace the development of a need in the motivation process;
3. describe the rewards system; and
4. discuss the meaning of job satisfaction.

Chapter Summary
This chapter begins with a discussion ofthe motivation process. TJ;,e theories ofmotivation start
with Mas/ow's Hierarchy of Needs. It assumes that individuals should satisfy first the physiological
needs, which is at the bottom of the hierarchy before proceeding to the next level. This is reinforced
by Alderfer's ERG Theory which refers to Existence, Relatedness, and Growth that further explains the
levels ofneeds. The chapter also includes Herzberg's Two-Factor Theory which implies that organiza-
tions should create interesting jobs iri order to motivate people. An application ofHerzberg's theory is
job enrichment. There are several methods for job enrichment. ·
McC/elland's Learned Needs Theory emphasizes the primary learned needs which are the
need for achievement, need for affiliation, and need for power. Vroom's Expectancy Theory de-
fines motivation as a process ofgoverning choices am_ ong alternative forms of voluntary activity.
Adam's Equity Theory asserts that people compare the rewards they get against other cowork-
ers in similar work situations. Edwin Locke believes that the primary determinants of behavior
are the individual's goals and objectives. People engage in give-and-take relationships which is
further explained in the Exchange Theory. Douglas McGregor's Theory X and Y employs the au-
thoritarian and participative managementstyles as motivational techniques for people at work.
,Best Foot Forward provides some tips on minimizing negativity by Susan Heathfield. In the
book, Managing Workplace Negativity, Gary S. Topchik explains that negativity is often the re-
sult of a loss of confidence, control, and community. Knowing what people are negative about is
the first step in solving the problem. There are seven ways in minimizing negativity.
This chapter also touches on job analysis and j ob satisfaction. Job analysis contains the
basic elements ofjob content, job requirements, and j ob context.,The chapter ends with Locke's
enumeration of the four factors that help employees achieve job satisfaction: mentally challeng-
ing work, equitable rewards, supportive working conditions, and supportive colleagues.
Points of View looks at Jonas' plight as the newly appointed training supervisor in the case
study entitled The Promotion.

31
 Overview of Motivation Process
The motivation process starts with a need. If a person is hungry, for example, the ten.
sion is to satisfy immediately his hunger. That person searches in the environment on how
to obtain food; looks for opportunities in obtaining food; and strives to get the food he
wants. For one person, hunger can be satisfied by, say, a piece of bread. For others, it will be
a slice of pizza, and so on. Satisfying hunger will depend on the ability to obtain food. When
the need is satisfied, the person goes right at the bottom of the continuum under need sat-
isfaction.
In the workplace, a person may have the need to find a job. He/she searches in the en-
vironment on-the type of job and organization he/she may fit in and looks for opportunities
and screens his/her options. If his/her goal is just to find any job regardless of the degree
he/she obtained in college, it will be a lot easier to choose from among several options. If
he/she will try to tailor fit the job with his/her degree, then his/her goal is to find a good
company to work for with consideration of his/her college degree.
If he/she finds a job, he/she will put his best efforts to satisfy the employers. With good per-
formance and ability, he/she is then rewarded for his/her efforts. Then, his/her need is satisfied.
The process of motivation is further explained by a number of motivational theories
from Abraham Maslow's Hierarchy of Needs to Douglas McGregor's Theory X and Y.

ENVIRONMENT OPPORTUNITY

'~ h

NEEDS AND .
~
TENSION - EFFORT PERFORMANCE
DRIVES ----

'

~ ·~ ·~

GOALS AND
ABILITY REWARDS
INCENTIVES

.
'
NEED SATISFACTION --

Figure 5. Motivation Process

Motivation is the inert drive to become successful and reach a specific goal. Whether it
is a need to satisfy a basic necessity or the ego wanting to prove som~thing, ~otivation can
come from the inside of a person or may be a stimulus from the outside environment.

32
 In a business organization, such motivation is built within the structure, process, and
system that pt,1t rewards and incentives according to goals and performa nce. As the em-
ployee confronts office tension with the ability to do the job and recognize opportunities
for self-growth, the goals of the company are fulfilled and the c_oncerned employee is re-
warded with ihcentives. This is a self-repeating process that nurtures a win-win situation for
both the organization and the employee.

Esteem Needs

Social Needs

Safety Needs

Physiological Needs

Figure 6. Maslow's Hierarchy of Needs Theory

Hierarchy of Needs
a. Physiological needs are the basic needs such as food, clothing, and shelter.
~ b. Safety and security needs are the needs to be free from threats and danger and to have
a safe work environment and job security.
c. Social needs are the needs for affiliation, love, and belongingness.
d. Esteem needs include the need for self~esteem or self-worth.
e. Self-actualization includes the need to maximize one's potentials.
Maslow's hierarchy of needs assumes that individuals should satisfy first the physiological
needs, set at the bottom of the hierarchy, before prqceeding to the next level. Satisfied n~s do
not motivate but unsatisfied ones cause stress and conflicts. The corresponding percentages in
the pyramid refer to the degree ofsatisfaction ofeach level of needs.
Kenrick, Griskevicious, Neu berg, and Schaller (2010) updated Maslow's hierarchy of
needs and reflected the more important facts about human nature. The theorists believed
that self-actualization is no longer important and is replaced by three motives _which they
believed were neglected by Maslow. The additional m·otives were based on the findings
it
in the field of neuroscience, developmental psychology, and evolutionary psychology. The
p
three motives replacing self-actualization are the following: mate acquisition, mate reten-
tion, and parenting on top of the hierarchy.

33
 f
I h
n t e new pyramid, the reproduction . of gen es is cons1'dered as one of nature's most
.
biologically fundamental desire and aspiration. Subconscious 1y, 1 ·t is in huma n nature t hat
there is .a need to raise children. · · f d
. .
1n addition, the new interpretation and revisi on° f M law's hierar chy o nee s pro-
ash next need, he/she may find
vide the idea that if a person has satisfied a·need and goes tot e
it necessary to go back to the previous need.
.
The highly controversial revision of the hierar enerated several issues. Some ex-
chy 9 d d paren ting should not be
perts believe that self-actualization should not be remove an . ·,ons
.
given .. recognition. While
such. high . others have agreed to the rev1s ·

I ..
t
I
-
I
I-
I
.' .

, ....
(The revised version ofMaslow's pyramid of needs Doug Kenrick, Arizona State
University)
Figure 7. The Revised Ver.sion of Ma~low's Pyramid of Needs

·Alderfer's ERG Theory

Leyel of Needs
a. Existence. This is equivalent to Maslow·'s physiological and safety needs. Individual
· needs are satisfied by food, water, air, pay and working conditions.
b. Relatedr7ess. This is satisfied by interpersonal relationships. This corresponds to Mas-
low's social needs.

c. Growth. This is the equivalent of Maslow's esteem and self-actualization

needs.
According to Alderfer, individ uals have several unfulfilled needs. Higher-level
needs
are not paid mu~h attention not until the predominant needs are satisfi~d. If frustra
tions oc·
cur in satisfying 'the higher-level needs, individuals have the tendency to direct
to satisfy the lower-level needs. their efforts
 Herzberg's Two-Factor Theory
Herzberg identifies two types of factors that dominat e the workplace:
a. Extrinsic (dissatisfier, hygiene) factors. These include salary, job security, work ing condi-
tions, and status.
b. Intrinsic (satisfier, motivator) factors. These include recognition and advancement.
Herzberg's theory implies that organizations should create interesti ng j obs in order to
motivate people. Although poor rewards systems can dissatisfy workers, it is also necessary
for organizations to motivate workers. If the job design does not permit employees to grow
and be recognized for their efforts, then companies would expect employees to display
undesirable behaviors because of job dissatisfaction.
An application of Herzberg's theory is .iQ.Q_eoricbroe.at. It involves designin g of jobs
wh ich would improve employees' personal growth such as their sense of respoosihitity and
acbievemeot.

Methods of Job Enrichme nt

a. Direct Feedback. Th'is is the timely and direct evaluation of performance.

b. New Learning. Through trainings , an individual is provided an opportu nity to grow.
c. Uniqueness. Each job emphasizes unique features and qualities. I

d. Cont,:o/. The employee is given the power to be accountable to his job. (lvancevich and
Matteson, 2007)

McClelland's Learned Needs Theory

Primary Learned Needs

a. Need for achievement (n-ach). Individuals set goals and take risks. They take responsi-
bility for solving problems and making decisions.
b. Need for affiliation (n -affil). People desire for social interaction.
c. Need for power (n-pow). They obtain and exercise authority.
McClelland suggested that a strong n-affil or 'affiliatio n-motiva tion' somewh at destroys
a manager's objectivi ty, because of their ·need to be liked. Consequently, this undermi nes
the manager's decision-making skill. A stron·g n-pow will produce a determin ed work ethic
and commitm ent to the organization, but they may not have flexibilit y and people-oriented
skills. Theirs may be more on just the mere display of power. McClelland argues that n-ach
people make t he best leaders, .a lthough there can be a tendenc y to demand too much of
their staff in the belief that they are all similar in terms of being achievement-focused and
results-d riven. ·

The achievers t ry their best to excel and appreciate people who would always give
them frequent recognition on how well t hey are doing. Usually, these people would avoid
activitie~ that t hey would not gain . anything . On the other hand, they would avoid risks
which they think would fail.

35
 The affiliation seekers always look for harmony. They always conform and shy away
from being a standout. On the other hand, power seekers want power to control ot hers.
They want others to follow them.
Recent researchers have questioned McClelland in terms of the validity of his research.
They questioned the use of projective personality tests. They also contend that the need for
achievement cannot be learned. Despite its limitations, McClelland's theory offers insights
for managers to understand a!'ld motivate their employees. However, it should not be a sole
basis for explaining motivation.
1

Vroom's Expectancy Theory

Vroom defines motivation as a process governing choices among the alt ernative forms
of voluntary activity. The theory's major terms are:
a. First level outcomes.This is a result of doing the job.
b. Second level outcomes. This is .a reward produced by the first level outcome.
c. Instrumentality. It is the perception of the individual that the fi rst level outcome will
produce a second level outcome.
d. Valence. This is the preference for outcomes of individuals.
e. Expectancy. This is the perception of the individual° that a particular behavior ·will be
follow ed by a particular outcome.
The relationship of the elements is summarized by the equation_:

Valence x Expectancy x Instrumentality= Motivation

*-v~tc.

. Money can be a strong motivator. If an employee wants more money (valence), he be-
lieves that if he exerts much effort, he will be successful in giving a good performance (ex-
pectancy). He believes that more-money (pay increase) will follow a very good performance
(instru mentality).

Adam's Equity Theory

This theory asserts that people compare the rewards they get against other cowork-
ers in similar work situations. They desire to be treated fairly. This is further explained in the
equation: p erformance = rewards. These are called inputs and outputs.

This theory helps explain employee attitudes toward monetary rewards. Managers get
insights on how should monetary rewards and incentives be equitably distributed.

Inputs may include effort, loyalty, hard work, commitment, skill, ability, adaptability,
flexibility, tolerance, det erminat ion, heart and soul, enthusiasm, trust in t he boss and supe·
riors, support of colleagues and subordinates, and p ersonal sacrifi ce.

Outputs are all fi nancial reward s - salary, expenses, perks, benefits, pension arrange·
ments bonus and commission - plus intangibles - recognition, reputation, praise and
thank;, fnterest, responsibility, stimulus, travel, training, develop m ent, sense of achieve·
ment and advancement, and p romotio n.
 People need to see a balance of these inputs and outputs.
Procedural justice refers to people's reaction to company decisions and processes that
affect them. They are concerned with the fairness of these processes and procedures. The
basis of procedural justice is distributive justice. It has a great impact on organizational com-
mitment, trust with superiors, length of service, and job performance.

Locke's Goal Setting Theory

Edwin Locke asserts that the primary determinants of behavior are the individual's
goals and objectives. The important goal attributes are:

a. Goal s12edtidty. It is the degree of goal an individual wants to achieve.

b. Goal difficulty. It is the amount of effort required to achieve the goal.
c. Goal intensity. It is the process of determinin g how to achieve the goal.
--
d. Goal commitm.ent. It is the amount of effort used to achieve the goal.
Locke's theory emphasizes the importance of goal setting that can lead to higher per-
formance. However, h'e did not indicate whether individual differences could affect them in
setting their goals.

Exchange Theory
People engage in give-and-take relationships. A good example of this kind of ex-
change is when efforts are rewarded through an increase in pay. ·

The psychological contract is an unwritten agreement between the individual and the
organization ~hat specifies the kind of exchange or expectations of the company and em-
ployee from each other. It may include pay from the company to the employee and perfor-
mance from the employe~ to the company.

McGregor's Theory X and Y

Douglas McGregor's Theory X employs the authoritar ian managem ent style to get peo-
ple motivated on the job. Theory X asserts that people genuinely dislike work and avoid it ·
as much as they can. Therefore, they need to be coerced and punished in order to be mo-
tivated to work. .Typically, people avoid responsibility and are unambitio us. They are only
after security. Managers should apply some form of coercion for them to be mohvated.

Theory Y is the exact opposite of Theory X. It employs the participati ve managem ent
style. Work is as natural as play. Therefore, people need not be threatened or punished in
order to work. People will apply self-contro l to accomplish organizational objectives. They
accept responsib ility. They are creat ive and imaginativ e.

Job Analysis
It is integral for managers to conduct job analysis of positions under their supervision.
Job analysis is needed especially in applying the right type of motivation al technique s their
employees need. The basic assumption lies in the belief that, through job analysis, manag-
ers will know the exact methods of motivation . And based on the elements of job analysis,

37
 should do on the
~anagers can accurately determine the types of activities the employees
ications necessary to
Job, their physical and working conditions, and the minimum qualif
perform the job well.
The t~ INAents of job analysis are:
m on the
1. Job content. This contains the activities that the employee should perfor
. b. ---
Jo . .
2. Job re~ ts. These contain the minimu·m qualifications necessary to per-
form the job.
nds of ~he
3. Job context. This provides the working conditions and physical dema
. b . -. -
JO .
thre~ charac-
The res_ult of job analysis is called the job design. A job design contains
--- . - --:. -
tecistics:
1. Job range. It is the number of tasks an employee performs.
the job.
2. Job depth. It is the amount of discretion an employee has in performing
Job relationships. It distinguishes the jobs in the organization and
across other
3.
organizations.
t can be used.
In developing job range, the options of job rotation and job enlargemen
enhances variety
Job rotation involves rotfting the employee from one job to another which
a jobholder per-
in job content. Job enlargement is a way of increasing.the number of tasks
forms. This process usually reduces boredo~ and boosts job satisfaction.

f Job Satisf~ctjon
lly challenging
The four factors that help employees achieve job satisfaction are menta
colleagues (Locke,
work, equitable rewards, supp_ortive working conditions, and supportive
nt.
1976). All these factors can be influenced and controlled by manageme
to recognize
Mentally Challenging Work. Through the years, employees have come
their skills and abil-
the importance of having jobs which provide them opportunities to use
get bored with rou-
ities. Multitasking has become prevalent among employees who easily
to do their jobs and
tine tasks. They want variety of jobs and freedom from their superiors
characterize mentally
some form of management feedback on how they are doing. These
challenging work.
now more
Equitable Rewards. With multitasking and skills-based pay, employees are
want just and fair
concerned with pay systems and promotion policies of companies. They
to work harder. Job
compensation packages and reward systems that will encou~age them
salaries that will meet
satisfaction will result from what employees believe are just and fair
will be rewarded
their expectations. In the same manner;they·also expect that their efforts
through fair promotion policies.
working envi-
Supportive Working Conditions. Employees also look for a comfortable
ntly. They also
ment that would not harm their health and encourage them to work pleasa
modern equipment.
;:fer a cle~n and safe environment, equipped with adequate tools and

Q
 . . Supportive Colleagues. Employees are not only ~oncerned with their wo~king con-
ditions and compensation. They also _want social interaction. With friendly and supportive
coworkers, employees can work more productively and will therefore lead to increased job
satisfaction. Their immediate superiors are the most important people whom employees
get support. Motivation co~ing from supervisors will help employees to work better.

Performance Evaluation

purposes of Eva! uation

1. · Judgmental. It helps managers in deciding how rewards and pay increases should be
distributed. It also identifies employees with high potential. It also evaluates previous
training prog rams.

2. Developmental. It helps managers ·assess and.identify employees'training needs. It also

stimulates improvement in performance. It also establishes supervisor-subordinate
performance expectations. ·

The Rewards System

' \
A rewards system proves to be beneficial to organizations. A comprehensive rewards
program attracts qualified individuals to the organization. This also serves as a form of mo-
tivation for employees to perform well.
I

It is important for managers to develop a rewards system 't hat would satisfy employ-
ees' basic needs and which can be considered fair and just. According to Lawler, rewards can
motivate employees if they are satisfied with the rewards .provided by the organization. If
they believe that the amount they receiv~ matches the amount of effort they have given at
work and if it is comparable to others who have similar job assignments, then there will be
satisfaction. Their-satisfaction is also based on the value they place on extrinsic.and intrinsic
rewards.
C
Extrinsic Rewards

a. Salaries and Wages. Money is a powerful motivator.

b. Fringe Benefits. These are usually financial benefits.
c. Interpersonal Rewards. These are based on status and recognition.
d. Promotions. Performance and seniority are some of the criteria used in promotions.

Intrinsic Rewards
a. Completion. The ability to start and fin ish a job.
b. Achievement. It is a self-administered rewa rd taken out of reaching a challenging ob-
jective.
c. Autonomy. It is the right to make decisions and provide results without close supervi-
sion.
d. Personal Growth. It is enhancing one's skills and capabilities on the job.

39
 Scholarships for employees and
children, company outings for
employees and their fami~ies
NON~
ECONOMIC
Vacation, bereavement,
emergency, sick leaves,
other leaves NON-WORK
I
Overtime pay, night
· SACRIFICE differentials 7
I

Seniority, longevity SERVICE

As expressed
bythe
ACROSS THE BOARD/GO.VERNMENT-
President
MANDATED INCREASES ADJUSTMENTS IN
\ of the
MINIMUM WAGE
Phil'ippines

PERFORMANCE EVALUATION INCREASE

Based on individual performance evaluation, pay
adjustments with corresponding merit increases

COMMISSIONS
MANDATORY 13TH MONTH PAY
Given on top ·of basic salary, I
according to quota reached As expressed in the Labor Code

Figure 8. The Rewards Pyramid in the Philippine Setting

I All these rewards and benefits depend on the policies and the financial capacity of the
I
company except for those required by law.
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Tips for Minimizing Negativity

by Susan M. Heathfield
(Adapted from an article on Stress Management, About, Inc., USA. 2004)
Nothing affects employee morale more insidiously than persistent workplace negativ·
ity. It saps the energy of your organization and diverts critical attention from work and per·
formance. Negativity occurs in the attitude, outlook, and talk of one departm ent member,
or in a crescendo of voices responding to a workpla ce decision or event.
 As human resources professional, you are· closely in touch with employees through-
out the com~any. This allows you to keep your fingers on the pulse of the organization
and to ~stablish ~n~ hee~ early warning signals that all is not well. You receive employee
comp~am~s, d_o exit mtervIews with employees who leave, and know the reputation of your
organization tn your community through your professional activities. You watch the discus-
sions on employee lntranets, manage the appraisal and 360-degree feedback process, and
coach managers in appropriate staff treatment.

Diagnose Negativity

Negativity is an increasing problem in tJ,e American workplace according to Gary s.

Topchik, the author of Managing Workplace Negativity. He states, in a 1998 Management
Review article, that negativity is often the result of a loss qf confidence, control, or com-
munity. Knowing what people are negative about is the first step in solving the problem. In
my experience when rumblings are beginning in your organization, talking with employees
will h~lp you understand the exact problems and the degree to which the problems are
impacting your workplace. You will want to identify the exact employee groups who are
experiencing the negativity, and the nature of the issues that sparked their unhappiness.

Perhaps the organization made a decision that adversely affected staff. Perhaps the ex-
ecutive manager held a staff meeting and was perceived to threaten or,ignore people ask-
ing legitimate questions. Maybe staff members feel insecure because concern exists over
losing a product line, or underground rumors are circulating about an· impending layoff.
People may feel that they give the organization more than they receive in return. They may
feel that a coworker was mistreated or denied a deserved promotion. Whatever the cause of .
the negativity, you must address-the issues, or like a seemingly dormant volcano, they will
boil beneath the surface, and periodically bubble up and overflow to cause fresh damage.

Seven Tips for Minimizing Negativity

The best way to combat negativity is to keep it from occurring in the first place. These
seven tips will help you minimize negativity in your workplace. ,

• Provide opportunities for people to make decisions about and control and/or influence
their own job. The single most frequent cause ·of negativity I encounter in workplaces
is traceable to a manager or the organization making a decision about a person's work
without her input. Almost any decision that excludes the input of the person doing the
work is perceived as negative.
• Make opportunities available for people to express their opinion about workplace
policies and procedures. Recognize the impact of changes in such areas as work hours,
pay, benefits, assignment of overtime hours, comp pay, dress codes, office location,
job requirements, and working conditions. These factors are closest to the mind, heart
and physical presence of each individual. Changes to these can cause serious negative
r:esponses. Provid e ti mely, proactive responses to questions and concerrys.
• Treat people as adults with fairness and consistency. Develop and publicize workplace
policies and procedures that organize work effectively. Apply them consistently. As
an example, each employee has the opportunity to apply for leave time. In grant ing
his request, apply the same factors to his ap~lication as you would to any other indi-
vidual's. Do not create "rules" for all employees, when just a few people are violating

41
 the norm y,
Peopl
.

s. ou want to minimize the.number of rules directing the behavior ·o f adult

..
and the ~t work. Treat people as adults; they will usually live up to your expectations
e1r own.
•
~~Ip people feel like members of the in-crowd; each person wants to have the same
in or~ation as quickly as everyone else. Provide the context for d·ecisions and corn.
n:1un,cate effectively and constantly. If several avenues or directions are under con-
sideration, communicate all that you know, as soon as you know it. Reserve the right
to change your mind later, without consequence, when additio'nal factors affect the
direction of ultimate decisions. ·
• Afford people the opportunity to grow ~nd develop. Training, perceived opportunities
for P,romotions, lateral moves for development, and cross-training are visible signs of
an organization's commitmen t to staff.
• Provide appropriate leadership and a strategic framework, including mission, vision,
values, and goals. People want to feel as if they are part of something bigger than
themselves. If they understand the direction and their part in making the desired out-
comes happen, they can effectively contribute more.
• Provide appropriate rewards and recognition so people feel their contribution is val-
ued. This is stich a broad and important topic; I will save it for another feature in the
near future. Suffice to say, reward and recognition are the most powerful tools an or-
ganization can use to buoy staff morale.
Take some time to analyze how well your organization is applying these seven recom-
mendations. They form the foundation for positive staff mora·le and minimize negativity in
your workplace. ·
,~ ~d/..:.,,'l-: ,.,. W
' ;;,,.,,,~

Guide Questions

1. How can.empowe rment be used as a form of motivation?

2. Explair:1 each of the seven recommendations ih providing positive staff mo-

rale in the organization . Give concrete examples.
,Z~A',,:;f~•,c.,. ,., , ,
.;i:.,.,.>,(.-;_,,._,,,,., ,

I
CASE STUDY 4
The Promotion

Jonas has been assigned to train the workers in the plant. Jonas is newly promoted as
one of the training supervisors and some of the employees feel that the promotion did not
fit him. He himself has lost the confidence that he needs.
His first assignment is to train the workers in oral communica tion. Since the compan;
employs expatriates, it is but natural that all employees should know how to speak at leas-
minimal English. There are some instances when the workers and expatriates bump eact
other along the corridor and the former usually are at a loss for words.

42
- The first test of his new appointmen t is not new to him. However, he feels demotivated
. as some of the employees feel he does not deserve the promotion. He was a former English
instructor who decided to make a career shift and landed a job as training assistant until he
was promoted to a supervisory position.
He always makes every training program a challenge. He does his own modules and
analyzes what the employees need. His promotion is hard earned. He worked his way up
without any political attachment. He is a good trainor and he believes he is capable of being
a manager someday.
While he is finalizing the modules for the training program, he remembers tiow his
manager supported him all the way. He believes that his working relationship with his man-
ager is something that helps him grow and develop. Without his motivation, he will not
reach this far.
Despite this, he still finds awkward to be called a supervisor if only because some em-
ployees do not believe in him. In fact, they say that Antonio is far better than him. They also
believe that there are J?Olitics involved since Antonio do·es not really like their manager and
the employ~es feel that the manager has been personal in putting him for the supervis~ry
position.
In a few days, he will start the training program. For the first time, he has the jitters and
he feels tensed. He feels awful! ·

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Case Questions
1. What is the role of an immediate superior in motivation?
2. · Does Jonas need to be bothered by what the employees are saying against
him?

3. Is this normal?

4. If you were Jonas, what will you d~?

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END OF CHAPTER QUESTIONS

~7:.0>,,:;•.,.,,,,,.,,, , ,.

1. Explain the motivation process. Give an example.

2. Which among the motivationa l theories strikes you the most? Why?

3. Compare Maslow's and Herzberg's theories of motivation.

4. Compare and contrast Maslow's original hierarchy of needs theory and the one revised
by several theorists.

5. Which hierarchy of needs should you choose: the original or the revised? Why?

6. How does job analysis help managers in applying motivation to their subordinates?

43