Influences on Employee Behavior Chapter 2 Werner De

Influences on Employee Behavior Chapter 2 Werner & De. Simone (2006) 1

Learning Objectives • Identify the major external and internal factors that influence • • • employee behavior Describe two primary types of outcomes that result from behavior and tell how they may influence future behavior. State how a supervisor’s leadership and expectations can affect employee behavior Recognize that impact that have on employee at co workers and organizations themselves have on of employee behavior. Define motivation and describe the main approaches/theory to understanding motivation at work. Discuss how knowledge, skill, ability, and attitude influences employee behavior Werner & De. Simone (2006) 2

A Major Purpose of Human Resource Development To change employee behavior through training and other incentives Werner & De. Simone (2006) 3

Model of Employee Behavior/factors/environment Forces that influence behavior: n External to the employee: w External environment (economic conditions, laws and regulations, etc. ) w Work environment (supervision, organization, coworkers, outcomes of performance) n Within the employee: w Motivation, attitudes, knowledge/skills/abilities (KSAs) Werner & De. Simone (2006) 4

The External Environment Werner & De. Simone (2006) 5

Factors in the External Environment Economic conditions Technological changes Labor market conditions Laws and regulations Labor unions Source: Heneman, Schwab, Fossum & Dyer (1989) Werner & De. Simone (2006) 6

Factors in the Work Environment Outcomes – result of E behavior Supervision and leadership Organization Coworkers Werner & De. Simone (2006) 7

Influences on Employee Behavior Factor Outcomes Supervision Organization Coworkers Issues Types Effect on Motivation Leadership Performance Expectations Reward Structure Organizational Culture Job Design Norms Group Dynamics Teamwork Control of Outcomes Werner & De. Simone (2006) 8

Outcomes Can Influence Employee Behavior Personal outcomes Organizational outcomes n Both expectancy theory and equity theory predict that employee perceptions of the outcomes they receive (or hope to receive) influences their performance of that behavior. Werner & De. Simone (2006) 9

Supervisor Characteristics Leadership Performance expectations (Pygmalion effect) Evaluation of efforts Werner & De. Simone (2006) 10

Organizational Influences Reward structure Organizational culture Job design Werner & De. Simone (2006) 11

Coworker Influence Norms Group dynamics Teamwork Control over outcomes Werner & De. Simone (2006) 12

Motivation Psychological processes that cause the arousal, direction, and persistence of voluntary actions that are goal-directed Werner & De. Simone (2006) 13

Motivation Characteristics Pertains to voluntary behavior Focuses on processes affecting behavior such as: n Energizing of effort n Direction of effort n Persistence of effort An individual phenomenon Werner & De. Simone (2006) 14

Energizing Effort The generation or mobilization of effort Werner & De. Simone (2006) 15

Direction of Effort Applying effort to one behavior over another Werner & De. Simone (2006) 16

Persistence Continuing (or ceasing) to perform a behavior Werner & De. Simone (2006) 17

Explanations of Work Motivation Need-based Cognitive-based Noncognitive-based Werner & De. Simone (2006) 18

Need-Based Theories Underlying needs, such as needs for survival, safety, power, etc. , are what drives motivation Theories: Maslow’s hierarchy of needs theory Alderfer’s existence, relatedness, and growth (ERG) theory Herzberg’s twofactor theory Werner & De. Simone (2006) 19

Need Activation-Need Satisfaction Process Werner & De. Simone (2006) 20

Maslow’s Hierarchy of Needs Self-Actualization Needs Esteem Needs Belonging & Love Needs Safety Needs Survival Needs Werner & De. Simone (2006) 21

Cognitive Theories Expectancy theory Goal-setting theory Social learning theory Equity theory Werner & De. Simone (2006) 22

Expectancy Theory Motivation is viewed as a conscious choice People put their efforts into actions they can perform to achieve desired outcomes Three key elements: n Expectancy – expect effort to result in success n Instrumentality – performance results in reward n Valence – value individual puts on outcome Werner & De. Simone (2006) 23

Expectancy Theory Werner & De. Simone (2006) 24

Goal Setting Theory Specific, difficult, and understood goals generally lead to higher performance Keys to success are the level of difficulty and the clearness of goals Werner & De. Simone (2006) 25

Social Learning Theory Self-efficacy – judgment of what you think you can do with the skills you have Major prediction of theory is that expectations determine: n n n Whether a behavior will be performed How much effort will be expended How long you will perform the behavior Werner & De. Simone (2006) 26

Self-Efficacy and Effort Werner & De. Simone (2006) 27

Equity Theory Major assumptions: If you are treated fairly, you will keep working well If you think you are being treated unfairly, you will change your behavior in order to be treated fairly Werner & De. Simone (2006) 28

Equity Theory Werner & De. Simone (2006) 29

A Noncognitive Theory Reinforcement theory n e. g. , behavior modification Werner & De. Simone (2006) 30

Complexity of Behavior Werner & De. Simone (2006) 31

Behavior Modification Principles for controlling employee behavior: Positive Reinforcement Negative Reinforcement Extinction – decrease occurrences by eliminating reinforcement that causes the behavior Punishment – introduce an adverse consequence immediately after behavior Werner & De. Simone (2006) 32

A Specific Example Sleeping in Class: 1. Warning 2. Leave class and explain to the Assistant Dean why you were asked to leave Too often – you are dropped from the class Question: Is this positive or negative reinforcement, and why? Werner & De. Simone (2006) 33

Internal Factors That Influence Employee Behavior Motivation Attitudes Knowledge, Skills and Abilities (KSAs) Werner & De. Simone (2006) 34

Attitudes A person’s general feelings of favor or disfavor towards something Feelings towards a person, place, thing, event, or idea Tend to be VERY stable and hard to change Attitudes are important in training – e. g. , does the trainee intend to use the training or ignore it? Werner & De. Simone (2006) 35

Knowledge, Skills and Abilities (KSAs) Abilities – general capacities related to the performance of specific tasks Skills – combines abilities and capacities, generally the result of training Knowledge – understanding of the factors or principles related to a specific subject HRD programs mostly focus on changing skills and knowledge Werner & De. Simone (2006) 36