Richard L. Daft - Management. 9th ed., 2010

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PART 5 LEADING460

4. Employees are rewarded based on company performance. Organizations that

empower workers often reward them based on the results shown in the company’s

bottom line. Organizations may also use other motivational compensation pro-

grams described in Exhibit 15.9 to tie employee efforts to company performance.

Many of today’s organizations are implementing empowerment programs, but

they are empowering workers to varying degrees. At some companies, empower-

ment means encouraging workers’ ideas while managers retain  nal authority for

decisions; at others it means giving employees almost complete freedom and power

to make decisions and exercise initiative and imagination.

Current methods of

empowerment fall along a continuum, as illustrated in Exhibit 15.10. The continuum

runs from a situation in which front-line workers have almost no discretion, such as

on a traditional assembly line, to full empowerment, where workers even participate

in formulating organizational strategy.

Giving Meaning to Work Through Engagement

Another way to meet higher-level motivational needs and help people get intrin-

sic rewards from their work is to instill a sense of importance and meaningfulness.

In recent years, managers have focused on employee engagement, which puts less

EXHIBIT 15.10

A Continuum of

Empowerment

SOURCES: Based on Robert C. Ford and Myron D. Fottler, “Empowerment: A Matter of Degree,” Academy of

Management Executive 9, no. 3 (1995): 21–31; Lawrence Holpp, “Applied Empowerment,” Training (February 1994):

39–44; and David P. McCaffrey, Sue R. Faerman, and David W. Hart, “The Appeal and Difﬁ culties of Participative

Systems,” Organization Science 6, no. 6 (November–December 1995): 603–627.

CHAPTER 15 MOTIVATING EMPLOYEES 461

Leading

emphasis on extrinsic rewards such as pay

and more emphasis on fostering an envi-

ronment in which people feel valued and

effective. Employee engagement means

that people enjoy their jobs and are satis-

 ed with their work conditions, contribute

enthusiastically to meeting team and orga-

nizational goals, and feel a sense of belong-

ing and commitment to the organization.

Fully engaged employees care deeply

about the organization and actively seek

out ways to serve the mission.

How do managers develop engaged

employees? Not by controlling and order-

ing them around, but by organizing the

workplace in such a way that each person

can learn, contribute, and grow. Good man-

agers channel employee motivation toward

the accomplishment of organizational goals

by tapping into each individual’s unique

set of talents, skills, interests, attitudes, and

needs. By treating each employee as an indi-

vidual, good managers can put people in

the right jobs and provide intrinsic rewards

to every employee every day. Then, man-

agers make sure people have what they

need to perform, clearly de ne the desired

outcomes, and get out of the way. At the

Hotel Carlton in San Francisco, something

as simple as buying new vacuum cleaners

enhances employee engagement.

Keeping low-skilled service employees engaged can be particularly challenging, but manag-

ers at Joie de Vivre Hospitality Inc. are continually searching for ways to do it. At the Hotel

Carlton in San Francisco, which Joie de Vivre took over in 2003, one way was to buy a new

vacuum for each of the 15 housekeepers and to replace it each year. Previous management

had refused to replace the aging vacuums, despite numerous complaints from staff. Buy-

ing new vacuums made a big difference in employees’ performance and motivation. “It just

seems that [they] care more about us,” one housekeeper said.

Caring about employees and helping them see their jobs as valuable and fun are top

priorities for Joie de Vivre CEO Chip Conley. The company sponsors employee parties and

awards, arranges annual employee retreats, and offers free classes on a variety of topics,

including English as a second language. Most importantly, it pushes managers to seek and

act on feedback from employees, to make the workplace feel like a community of caring,

and to ﬁ nd ways to help people see how their jobs make a difference. It is essential, Conley

says to “focus on the impact they’re making rather than just on the task of cleaning the

toilet.”

Hotel Carlton, Joie de

Vivre Hospitality Inc.

Innovative Way

Brad Inman (center), chairman and founder of

TurnHere, Inc. of Emeryville, California, gathers his staff every day at 3 p.m. to kick

around ideas, see works in progress, talk about the ﬁ nancial status of the company,

and discuss how to meet revenue goals. “At ﬁ rst people thought I was crazy when

I said we should all get together every day,” says Inman, founder of the company

that is a leading platform for online video production and provides studio-quality

Internet video advertising for clients. But Inman believes involving and listening to

employees is critical to employee engagement. “The key to retention is for people to

feel they are contributing to building something, not just showing up,” says Inman.

PHOTO COURTESY TURN HERE, PHOTO BY NAAMAH USSEY

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PART 5 LEADING462

ch15

A MANAGER’S ESSENTIALS: WHAT HAVE WE LEARNED?

▪ This chapter introduced a number of important ideas about the motivation of

people in organizations. Rewards are of two types: intrinsic rewards that result

from the satisfactions a person receives in the process of performing a job, and

extrinsic rewards such as promotions that are given by another person. Managers

work to help employees receive both intrinsic and extrinsic rewards from their

jobs.

▪ The content theories of motivation focus on the nature of underlying employee

needs. Maslow’s hierarchy of needs, Alderfer’s ERG theory, Herzberg’s two-

factor theory, and McClelland’s acquired needs theory all suggest that people are

motivated to meet a range of needs.

▪ Process theories examine how people go about selecting rewards with which to

meet needs. Goal-setting theory indicates that employees are more motivated

if they have clear, speci c goals and receive regular feedback concerning their

progress toward meeting goals. Equity theory says that people compare their

contributions and outcomes with others’ and are motivated to maintain a feel-

ing of equity. Expectancy theory suggests that people calculate the probability of

achieving certain outcomes. Still another motivational approach is reinforcement

theory, which says that employees learn to behave in certain ways based on the

use of reinforcements.

▪ The application of motivational ideas is illustrated in job design and other moti-

vational programs. Job design approaches include job simpli cation, job rotation,

job enlargement, job enrichment, and the job characteristics model. Managers can

change the structure of work to meet employees’ high-level needs. The recent

trend toward empowerment motivates by giving employees more information

and authority to make decisions in their work while connecting compensation to

the results.

▪ Employee engagement has become one of the hottest topics in management.

By engaging employees, managers can instill employees with a sense of impor-

tance and meaningfulness, helping them reap intrinsic rewards and meet

higher level needs. One way to measure the factors that determine whether

people have high levels of engagement and motivation is the Q12, a list of

12 questions about the day-to-day realities of a person’s job and workplace

relationships.

Text not available due to copyright restrictions

CHAPTER 15 MOTIVATING EMPLOYEES 463

Leading

1. In response to security threats in today’s world,

the U.S. government federalized airport security

workers. Many argued that simply making screen-

ers federal workers would not solve the root prob-

lem: bored, low-paid, and poorly trained security

workers have little motivation to be vigilant. How

might these employees be motivated to provide

the security that travel threats now demand?

2. One small company recognizes an employee of

the month, who is given a parking spot next to the

president’s space near the front door. What theo-

ries would explain the positive motivation associ-

ated with this policy?

3. Using Hackman and Oldham’s core job dimen-

sions, compare and contrast the jobs of these two

state employees: (1) Jared, who spends much of

his time researching and debating energy policy

to make recommendations that will eventually

be presented to the state legislature and (2) Anise,

who spends her days planting and caring for the

 ower gardens and grounds surrounding the state

capitol building.

4. If an experienced secretary discovered that she

made less money than a newly hired janitor,

how do you think she would react? What inputs

and outcomes might she evaluate to make this

comparison?

5. Would you rather work for a supervisor high in

need for achievement, af liation, or power? Why?

What are the advantages and disadvantages of

each?

6. In one Florida school district, students are rewarded

for good grades and attendance with Happy Meals

from McDonald’s. Do you believe this type of rein-

forcement can help improve student grades and

attendance? What might be some potential prob-

lems with this approach?

7. A survey of teachers found that two of the most

important rewards were the belief that their work

was important and a feeling of accomplishment.

According to Maslow’s theory, what needs do

these rewards meet?

8. The teachers in question 7 also reported that pay

and bene ts were poor, yet they continue to teach.

Use Herzberg’s two-factor theory to explain this

 nding.

9. What theories explain why employees who score

high on the Q12 questionnaire are typically highly

motivated and productive?

10. How can empowerment lead to higher motivation

of employees? Could a manager’s empowerment

efforts sometimes contribute to demotivation as

well? Discuss.

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DISCUSSION QUESTIONS

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MANAGEMENT IN PRACTICE: EXPERIENTIAL EXERCISE

What Motivates You?

Indicate how important each characteristic is to you.

Answer according to your feelings about the most

recent job you had or about the job you currently

hold. Circle the number on the scale that repre-

sents your feeling—1 (very unimportant) to 7 (very

important).

1. The feeling of self-esteem a person gets from being

in that job

1 2 3 4 5 6 7

2. The opportunity for personal growth and devel-

opment in that job

1 2 3 4 5 6 7

3. The prestige of the job inside the company (i.e.,

regard received from others in the company)

1 2 3 4 5 6 7

4. The opportunity for independent thought and

action in that job

1 2 3 4 5 6 7

5. The feeling of security in that job

1 2 3 4 5 6 7

6. The feeling of self-ful llment a person gets from

being in that position (i.e., the feeling of being able

to use one’s own unique capabilities, realizing

one’s potential)

1 2 3 4 5 6 7

7. The prestige of the job outside the company

(i.e., the regard received from others not in the

company)

1 2 3 4 5 6 7

PART 5 LEADING464

8. The feeling of worthwhile accomplishment in that

job

1 2 3 4 5 6 7

9. The opportunity in that job to give help to other

people

1 2 3 4 5 6 7

10. The opportunity in that job for participation in the

setting of goals

1 2 3 4 5 6 7

11. The opportunity in that job for participation in the

determination of methods and procedures

1 2 3 4 5 6 7

12. The authority connected with the job

1 2 3 4 5 6 7

13. The opportunity to develop close friendships in

the job

1 2 3 4 5 6 7

Scoring and Interpretation

Score the exercise as follows to determine what moti-

vates you:

Rating for question 5 = ______

Divide by 1 = ______ security.

Rating for questions 9 and 13 = ______

Divide by 2 = ______ social.

Rating for questions 1, 3, and 7 = ______

Divide by 3 = ______ esteem.

Rating for questions 4, 10, 11, and 12 = ______

Divide by 4 = ______ autonomy.

Rating for questions 2, 6, and 8 = ______

Divide by 3 = ______ self-actualization.

Your instructor has national norm scores for presi-

dents, vice presidents, and upper middle-level, lower

middle-level, and lower-level managers with which

you can compare your mean importance scores. How

do your scores compare with the scores of managers

working in organizations?

SOURCE: Lyman W. Porter, Organizational Patterns of Managerial Job

Attitudes (New York: American Foundation for Management Research,

1964), pp. 17, 19. Used with permission.

To Renege or Not to Renege?

Federico Garcia, vice president of sales for Puget

Sound Building Materials, a company based in

Tacoma, Washington, wasn’t all that surprised by

what company president Michael Otto and CFO

James Wilson had to say during their meeting that

morning.

Last year, launching a major expansion made

sense to everyone at Puget, a well-established com-

pany that provided building materials as well as

manufacturing and installation services to residential

builders in the Washington and Oregon markets.

Puget looked at the record new housing starts and

decided it was time to move into the California and

Arizona markets, especially concentrating on San

Diego and Phoenix, two of the hottest housing mar-

kets in the country. Federico carefully hired promis-

ing new sales representatives and offered them hefty

bonuses if they reached the goals set for the new

territory over the next 12 months. All of the represen-

tatives had performed well, and three of them had

exceeded Puget’s goal—and then some. The incentive

system he’d put in place had worked well. The sales

reps were expecting handsome bonuses for their hard

work.

Early on, however, it became all too clear that

Puget had seriously underestimated the time it took

to build new business relationships and the costs

associated with the expansion, a mistake that was

already eating into pro t margins. Even more dis-

tressing were the most recent  gures for new housing

starts, which were heading in the wrong direction. As

Michael said, “Granted, it’s too early to tell if this is

just a pause or the start of a real long-term downturn.

But I’m worried. If things get worse, Puget could be

in real trouble.”

James looked at Federico and said, “Our lawyers

built enough contingency clauses into the sales reps’

contracts that we’re not really obligated to pay those

bonuses you promised. What would you think about

not paying them?” Federico turned to the president,

who said, “Why don’t you think about it, and get

back to us with a recommendation?”

Federico felt torn. On the one hand, he knew the

CFO was correct. Puget wasn’t, strictly speaking,

under any legal obligation to pay out the bonuses,

and the eroding pro t margins were a genuine cause

for concern. The president clearly did not want to pay

the bonuses. But Federico had created a  rst-rate sales

force that had done exactly what he’d asked them to

ch15

MANAGEMENT IN PRACTICE: ETHICAL DILEMMA

CHAPTER 15 MOTIVATING EMPLOYEES 465

Leading

do. He prided himself on being a man of his word,

someone others could trust. Could he go back on his

promises?

What Would You Do?

1. Recommend to the president that a meeting be

arranged with the sales representatives entitled to a

bonus and tell them that their checks were going to

be delayed until the Puget’s  nancial picture clari-

 ed. The sales reps would be told that the company

had a legal right to delay payment and that it may

not be able to pay the bonuses if its  nancial situa-

tion continues to deteriorate.

2. Recommend a meeting with the sales representa-

tives entitled to a bonus and tell them the com-

pany’s deteriorating  nancial situation triggers one

of the contingency clauses in their contract so that

the company won’t be issuing their bonus checks.

Puget will just have to deal with the negative impact

on sales rep motivation.

3. Recommend strongly to the president that Puget

pay the bonuses as promised. The legal contracts

and  nancial situation don’t matter. Be prepared to

resign if the bonuses are not paid as you promised.

Your word and a motivated sales team mean every-

thing to you.

SOURCE: Based on Doug Wallace, “The Company Simply Refused to

Pay,” Business Ethics (March–April 2000): 18; and Adam Shell, “Over-

heated Housing Market Is Cooling,” USA Today, November 2, 2005,

www.usatoday.com/money/economy/housing/2005-11-01-real-estate-

usat_x.htm.

ch15

CASE FOR CRITICAL ANALYSIS

Kimbel’s Department Store

Frances Patterson, Kimbel’s CEO, looked at the lat-

est “Sales by Manager”  gures on her daily Web-

based sales report. What did these up-to-the-minute

numbers tell her about the results of Kimbel’s trial of

straight commission pay for its salespeople?

A regional chain of upscale department stores

based in St. Louis, Kimbel’s faces the challenge shared

by most department stores these days: how to stop

losing share of overall retail sales to discount store

chains. A key component of the strategy the company

formulated to counter this long-term trend is the

revival of great customer service on the  oor, once a

hallmark of upscale stores. Frances knows Kimbel’s

has its work cut out for it. When she dropped in on

several stores incognito a few years ago, she was dis-

mayed to discover that  nding a salesperson actively

engaged with a customer was rare. In fact,  nding a

salesperson when a customer wanted to pay for an

item was often dif cult.

About a year and a half ago, the CEO read about

a quiet revolution sweeping department store retail-

ing. At stores such as Bloomingdale’s and Bergdorf

Goodman, managers put all salespeople on straight

commission. Frances decided to give the system a

yearlong try in two area stores.

Such a plan, she reasoned, would be good for

Kimbel’s if it lived up to its promise of attracting

better salespeople, improving their motivation, and

making them more customer-oriented. It could also

potentially be good for employees. Salespeople in

departments such as electronics, appliances, and jew-

elry, where expertise and highly personalized services

paid off, had long worked solely on commission. But

the majority of employees earned an hourly wage

plus a meager 0.5 percent commission on total sales.

Under the new scheme, all employees would earn a

7 percent commission on sales. When she compared

the two systems, she saw that a new salesclerk in

women’s wear would earn $35,000 on $500,000 in sales,

as opposed to only $18,000 under the old scheme.

Now, with the trial period about to end, Frances

notes that while overall sales in the two stores have

increased modestly, so also has employee turnover.

When the CEO examined the sales-by-manager  gures,

it was obvious that some associates had thrived and

others had not. Most fell somewhere in the middle.

For example, Juan Santore is enthusiastic about the

change—and for good reason. He works in women’s

designer shoes and handbags, where a single item

can cost upwards of $1,000. Motivated largely by the

desire to make lots of money, he’s a personable, out-

going individual with an entrepreneurial streak. Ever

since the straight commission plan took effect, he has

put even more time and effort into cultivating rela-

tionships with wealthy customers, and it shows. His

pay has increased an average of $150 per week.

It’s a different story in the lingerie department,

where even luxury items have more modest price

tags. The lingerie department head, Gladys Weinholtz,

said salespeople in her department are demoralized.

Several valued employees had quit, and most miss the

security of a salary. No matter how hard they work,

they cannot match their previous earnings. “Yes,

they’re paying more attention to customers,” con-

ceded Gladys, “but they’re so anxious about making

ends meet, they tend to pounce on the poor women

who wander into the department.” Furthermore, lin-

gerie sales associates are giving short shrift to duties

such as handling complaints or returns that don’t

PART 5 LEADING466

immediately translate into sales. “And boy, do they

ever resent the sales superstars in the other depart-

ments,” said Gladys.

The year is nearly up. It’s time to decide. Should

Frances declare the straight commission experiment

a success on the whole and roll it out across the chain

over the next six months?

Questions

1. What theories about motivation underlie the

switch from salary to commission pay?

2. What needs are met under the commission system?

Are they the same needs in the shoes and handbag

department as they are in lingerie? Explain.

3. If you were Frances Patterson, would you go back

to the previous compensation system, implement

the straight commission plan in all Kimbel’s

stores, or devise and test some other compensation

method? If you decided to test another system,

what would it look like?

SOURCES: Based on Cynthia Kyle, “Commissions question—to pay . . . or

not to pay?” Michigan Retailer (March 2003), www.retailers.com/news/

retailers/03mar/mr0303commissions.html; “Opinion: Effective Retail

Sales Compensation,” Furniture World Magazine (March 7, 2006), www

.furninfo.com/absolutenm/templates/NewsFeed.asp?articleid=6017;

Terry Pristin, “Retailing’s Elite Keep the Armani Moving Off the Racks,”

The New York Times, December 22, 2001; Francine Schwadel, “Chain

Finds Incentives a Hard Sell,” The Wall Street Journal, July 5, 1990; and

Amy Dunkin, “Now Salespeople Really Must Sell for Their Supper,”

BusinessWeek (July 31, 1989): 50–52.

ch15

ON THE JOB VIDEO CASE

Flight 001: Motivating Employees

All retail jobs are not created equal. Just ask Amanda

Shank. At a previous job, a storeowner bluntly told

her, “You’re just a number. You can be replaced at any

time.” Shank said, “When you’re told something like

that, why would you want to put any effort in?” That

sort of callous treatment is hardly an incentive. Luck-

ily, after landing a job at Flight 001, Shank started to

feel motivated again.

Flight 001 co-founder Brad John frequently visits

his New York stores to talk with staff about what’s

happening. While visiting Shank’s Brooklyn store,

where she had recently been promoted to assistant

store manager, John asked if customers were shop-

ping differently after the airlines had added new fees

for checked luggage. Shank con rmed John’s suspi-

cions and gave him a full report along with recom-

mendations for how they might make adjustments in

inventory and merchandising.

Shank is thrilled to have found a place where she

can make a contribution and be challenged. “At this

company they make an effort to show you you’re

appreciated; you have a say in what goes on. You’re

given compliments and feedback about what you

could be better at,” she explained. Instead of doom-

ing her to dissatisfaction, Flight 001’s hygiene factors

helped set the stage for her to feel motivated on mul-

tiple levels. Working in an environment where her

ideas are valued and put into action meets her needs

for recognition, respect, growth, and self-ful llment.

Shank also bene ts from a sense of “task signi cance,”

because the owners genuinely reinforce the percep-

tion that her job is important and has a direct impact

on customers and Flight 001’s success.

Although opportunities for job enrichment might

seem limited in retail, store leader Claire Rainwater

involves her crew members in projects that use their

strengths. If someone excels at organization and

operations, she asks that person to identify and imple-

ment an improvement that excites him or her. She

gives visually talented associates free reign to create

new merchandising displays. Rainwater could easily

provide direction on how to approach these tasks, but

as a good manager, she allows her crew members the

autonomy to determine how they want to approach

and execute tasks, which ultimately creates a greater

sense of empowerment and engagement. If Rainwa-

ter merely gave her crew members more variety (job

enlargement), they wouldn’t learn as much or experi-

ence the same degree of achievement.

On the debate of intrinsic vs. extrinsic rewards,

Rainwater is the  rst to admit that, in an ideal world,

both rewards would be more than satisfactory. She

concedes that liking where you work and the people

with whom you work engenders a sense of belong-

ing that can offset a less than thrilling paycheck. In

general, retail isn’t known for generous entry-level

compensation. To show up and make an effort, work-

ers need a sense of equity, which probably comes

CHAPTER 15 MOTIVATING EMPLOYEES 467

Leading

Friday Night Lights (I)

The Odessa, Texas, passion for Friday night high

school football (Permian High Panthers) comes

through clearly in this cinematic treatment of H. G.

(Buzz) Bissinger’s well-regarded book of the same

title.

Coach Gary Gaines (Billy Bob Thornton) leads

them to the 1988 semi nals where they must compete

against a team of much larger players. Fast-moving

pace in the football sequences and a slower pace in

the serious, introspective sequences give this  lm

many  ne moments.

Motivation

This sequence starts with a panning shot of the

Winchell’s house. Coach Gaines says to Mike Winchell

(Lucas Black), “Can you get the job done, Mike?” The

sequence follows a harsh practice and Mike talking to

his brother or sister from a telephone booth. The  lm

continues with the Odessa-Permian vs. Cooper foot-

ball game.

What to Watch for and Ask Yourself

▪ This chapter de ned motivation as “the forces

either within or external to a person that arouse

enthusiasm and persistence to pursue a certain

course of action.” Does Mike Winchell show

the characteristics of this de nition early in the

sequence? Do you expect him to show any of the

characteristics after the sequence ends and he

returns to the team?

▪ Which needs discussed earlier in this chapter does

Mike appear focused on early in the sequence?

Which needs can become his focus later in the

sequence? See the hierarchy of needs theory and

ERG theory sections earlier in the chapter for some

suggestions.

▪ Apply the various parts of goal-setting theory to

this sequence. Which parts of that theory appear in

this sequence?

J. Craddock, ed., VideoHound’s Golden Movie Retriever (Detroit, MI:

Gale Cengage Learning, 2008), p. 368.

ch15

BIZ FLIX VIDEO CASE

from feeling they’re paid fairly in the context of retail.

Promotions, which usually involve taking on addi-

tional management responsibilities, are the answer

for those seeking greater  nancial rewards. High-

end retail also tends to pay better because it requires

employees with the skills and competence to deliver

sophisticated customer service and helpful product

information.

A big factor in retail compensation is that, his-

torically, the industry has employed a temporary

workforce. Flight 001’s head of crew development,

Emily Grif n, con rmed that “retail is temporary

for a lot of people.” Most associates just want to

make some money while pursuing other interests as

students, photographers, musicians, etc. A career in

retail interests only a handful. According to Grif n,

“There’s room for everybody in retail.” Customers

love the variety of people who work at Flight 001.

When visiting a store, customers want to talk to

someone interesting and, as Grif n put it, “They

don’t just want somebody chewing gum behind the

Usually Grif n can tell which associates are pass-

ing through and who might stick around. What is

interesting is that when she started at Flight 001, Grif n

thought she was passing through.

Discussion Questions

1. According to Maslow’s hierarchy, which basic

needs did Shank’s old boss fail to meet?

2. How might feeling underpaid affect the work of a

Flight 001 associate?

3. Speculate the possible reasons Grif n stayed at

Flight 001 to pursue a career.

PART 5 LEADING468

Questions based on Mitchell M. 1.

Handelsman, William L. Briggs,

Nora Sullivan, and Annette Towler,

“A Measure of College Student

Course Engagement,” Journal of

Educational Research 98 (January/

February 2005): 184–191.

David Silburt, “Secrets of the Super 2.

Sellers,” Canadian Business (January

1987): 54–59; “Meet the Savvy Su-

persalesmen,” Fortune (February 4,

1985): 56–62; Michael Brody, “Meet

Today’s Young American Worker,”

Fortune (November 11, 1985):

90–98; and Tom Richman, “Meet the

Masters. They Could Sell You Any-

thing,” Inc. (March 1985): 79–86.

Richard M. Steers and Lyman W. 3.

Porter, eds., Motivation and Work Be-

havior, 3rd ed. (New York: McGraw-

Hill, 1983); Don Hellriegel, John W.

Slocum, Jr., and Richard W. Woodman,

Organizational Behavior, 7th ed. (St.

Paul, MN: West, 1995),

p. 170; and Jerry L. Gray and

Frederick A. Starke, Organizational

Behavior: Concepts and Applica-

tions, 4th ed. (New York: Macmillan,

1988), pp.104–105.

Carol Hymowitz, “Readers Tell Tales 4.

of Success and Failure Using Rating

Systems,” The Wall Street Journal,

May 29, 2001.

Alan Deutschman, “Can Google 5.

Stay Google?” Fast Company

(August 2005): 62–68.

See Linda Grant, “Happy Workers, 6.

High Returns,” Fortune (January

12, 1998): 81; Elizabeth J. Hawk

and Garrett J. Sheridan, “The Right

Stuff,” Management Review (June

1999): 43–48; Michael West and

Malcolm Patterson, “Proﬁ table Per-

sonnel,” People Management (Janu-

ary 8, 1998): 28–31; Anne Fisher,

“Why Passion Pays,” FSB (Septem-

ber 2002): 58; and Curt Coffman

and Gabriel Gonzalez-Molina, Follow

This Path: How the World’s Great

Organizations Drive Growth By

Unleashing Human Potential (New

York: Warner Books, 2002).

Abraham F. Maslow, “A Theory of 7.

Human Motivation,” Psychological

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Robert Levering and Milton 10.

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Frederick Herzberg, “One More 14.

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David C. McClelland, 15.

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and Gerjo Kok, “The Effects of Task

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Edwin A. Locke, “Linking Goals 19.

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Latham and Locke, “Enhancing 20.

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Brian Ellsworth, “Making a Place for 21.

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ch15

ENDNOTES

CHAPTER 15 MOTIVATING EMPLOYEES 469

Leading

Settings,” Academy of Management

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James E. Martin and Melanie M. 27.

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Implications for Equity Theory,”

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Richard L. Daft and Richard M. 30.

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Scott, Foresman, 1986).

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Best Way to Recognize Employ-

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Alexander D. Stajkovic and Fred 32.

Luthans, “A Meta-Analysis of the

Effects of Organizational Behavior

Modiﬁ cation on Task Performance,

1975–95,” Academy of Management

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H. Richlin, Modern Behaviorism (San

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Stajkovic and Luthans, “Effects of 33.

Organizational Behavior Modiﬁ ca-

tion on Task Performance,” and Fred

Luthans and Alexander D. Stajkovic,

“Reinforce for Performance: The

Need to Go Beyond Pay and Even

Rewards,” Academy of Management

Executive 13, no. 2 (1999): 49–57.

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Performance Feedback and Social

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Fast-Food Restaurants,” Journal of

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Reported in Charlotte Garvey, 35.

“Meaningful Tokens of Apprecia-

tion,” HR Magazine (August 2004):

101–105.

Kenneth D. Butterﬁ eld and Linda 36.

Klebe Treviño, “Punishment from

the Manager’s Perspective: A

Grounded Investigation and Induc-

tive Model,” Academy of Manage-

ment Journal 39, no. 6 (December

1996): 1479–1512; and Andrea

Casey, “Voices from the Firing Line:

Managers Discuss Punishment in the

Workplace,” Academy of Management

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Winnie Hu, “School’s New Rule for 37.

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York Times, April 4, 2008.

Amy Joyce, “The Bonus Question; 38.

Some Managers Still Strive to Re-

ward Merit,” The Washington Post,

November 13, 2005.

Survey results from World at Work 39.

and Hewitt Associates, reported

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for Performance,” Inc. (November

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for-Performance Plans,” The Wall

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Barbian, “C’mon, Get Happy.”40.

Norm Alster, “What Flexible Work-41.

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Christine M. Riordan, Robert J. 42.

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and Organizational Effectiveness,”

Human Resource Management 44,

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Glenn L. Dalton, “The Collective 43.

Stretch,” Management Review (De-

cember 1998): 54–59.

J. Richard Hackman and Greg R. 44.

Oldham, Work Redesign (Reading,

MA: Addison-Wesley, 1980); and

J. Richard Hackman and Greg

Oldham, “Motivation through

the Design of Work: Test of a

Theory,” Organizational Behavior

and Human Performance 16 (1976):

250–279.

Xu Huang and Evert Van de Vliert, 45.

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157–179.

Edwin P. Hollander and Lynn R. 46.

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179–189.

Jay A. Conger and Rabindra N. 47.

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Ibid.48.

David E. Bowen and Edward E. 49.

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and When,” Sloan Management Re-

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Participation,” Group and Organiza-

tion Management 20, no. 1, (March

1995): 4–17.

This discussion is based on Robert 50.

C. Ford and Myron D. Fottler, “Em-

powerment: A Matter of Degree,”

Academy of Management Executive

9, no. 3 (1995): 21–31.

This deﬁ nition is based on Mercer 51.

Human Resource Consulting’s

Employee Engagement Model, as

described in Paul Sanchez and Dan

McCauley, “Measuring and Manag-

ing Engagement in a Cross-Cultural

Workforce: New Insights for Global

Companies,” Global Business and

Organizational Excellence (November–

December 2006): 41–50.

Phred Dvorak, “Hotelier Finds 52.

Happiness Keeps Staff Checked In”

(Theory & Practice column), The

Wall Street Journal, December 17,

2007.

Marcus Buckingham and Curt 53.

Coffman, First, Break All the Rules:

What the World’s Gretest Managers

Do Differently (New York: Simon &

Schuster, 1999).

Curt Coffman and Gabriel Gonzalez-54.

Molina, Follow This Path: How the

World’s Greatest Organizations

Drive Growth by Unleashing Human

Potential (New York: Warner Books,

2002), as reported in Anne Fisher,

“Why Passion Pays,” FSB (September

2002): 58.

Theresa M. Welbourne, “Employee 55.

Engagement: Beyond the Fad and

Into the Executive Suite, ” Leader to

Leader (Spring 2007): 45–51.

This discussion is based on Tony 56.

Schwartz, “The Greatest Sources of

Satisfaction in the Workplace are

Internal and Emotional,” Fast Com-

pany (November 2000): 398–402;

Marcus Buckingham and Curt

Coffman, First, Break All the Rules:

What the World’s Greatest Managers

Do Differently (New York: Simon

and Schuster, 1999); and Krueger

and Killham, “At Work, Feeling

Good Matters.”