Influences on Employee Behavior

1. Influences on Employee Behavior Chapter 5 HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

2. Session Objectives • Identify the major factors influencing behavior. • Define motivation. • Describe main approaches to understanding motivation. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

3. A Major Purpose of Human Resource Development • To change employee behavior through training and other incentives. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

4. Model of Employee Behavior • Forces that influence behavior: • External to the employee: • External environment (economic conditions, laws and regulations, etc.) • Work environment (supervision, organization, coworkers, outcomes of performance) • Within the employee: • Motivation, attitudes, knowledge/skills/abilities (KSAs) HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

5. Factors in the External Environment • Economic conditions • Technological changes • Labor market conditions • Laws and regulations • Labor unions Source: Heneman, Schwab, Fossum & Dyer (1989) HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

6. Factors in the Work Environment • Outcomes • Supervision and leadership • Organization • Coworkers HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

7. Outcomes Can Influence Employee Behavior • Personal outcomes • Organizational outcomes • 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. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

8. Supervisor Characteristics • Leadership • Performance expectations (Pygmalion effect) • Evaluation of efforts HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

9. Organizational Influences • Reward structure • Organizational culture • Job design HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

10. Coworker Influence • Norms • Group dynamics • Teamwork • Control over outcomes HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

11. Motivation • Psychological processes that cause the arousal, direction, and persistence of voluntary actions that are goal-directed. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

12. Motivation Characteristics • Pertains to voluntary behavior. • Focuses on processes affecting behavior such as: • Arousal or energizing of effort • Direction of effort • Persistence of effort • An individual phenomenon. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

13. Arousal or Energizing Effort • The generation or mobilization of effort. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

14. Direction of Effort • Applying effort to one behavior over another. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

15. Persistence • Continuing (or ceasing) to perform a behavior. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

16. Explanations of Work Motivation • Need-based • Cognitive-based • Noncognitive-based HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

17. 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 two-factor theory Need-Based Theories HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

18. Cognitive Theories • Expectancy theory • Goal-setting theory • Social learning theory • Equity theory HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

19. 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: • Expectancy – Expect effort to result in success • Instrumentality – Performance results in reward • Valence – Value individual puts on outcome HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

20. In Other Words… • You believe you can do it. • You believe your performance is linked to the results. • You believe that the results are worth the effort. • You won’t do it if you don’t believe it’s worth the effort. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

21. 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. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

22. Social Learning Theory • Self-efficacy – Judgment of what you think you can do with the skills you have. • Major prediction of the theory is that expectations determine: • Whether a behavior will be performed • How much effort will be expended • How long you will perform the behavior HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

23. 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. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

24. A Noncognitive Theory • Reinforcement theory • e.g., Behavior Modification HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

25. 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. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

26. 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? HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

27. Other Internal Factors That Influence Employee Behavior • Motivation • Attitudes • Knowledge, Skills and Abilities (KSAs) HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

28. 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? HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

29. Knowledge, Skills and Abilities (KSAs) • Abilities: general capacity 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. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

30. Bloom Cognitive Psychomotor Affective HRD Knowledge Skills Attitudes Bloom’s Taxonomy HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

31. Maslow’s Hierarchy of Needs Self-Actualization Needs Esteem Needs Belonging & Love Needs Safety Needs Survival Needs HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.

32. Summary • HRD generally seeks to change human behavior (some efforts to change attitudes). • Behavior is influenced by both external and internal factors. • Worker motivation is the key. • We can work on knowledge, skills and abilities. • Attitudes are often where the problem lies. HRDe3 CH-2 Contributed by Wells Doty, Ed.D., Clemson Univ.