Fluent Essays

1) By using the attached power point: Discussion.  In your opinion/words, how can a supervisor improve communications? 150+ words for the original post (1 point).  2) Answer Case 7-2 question(s) from the textbook.( The surprising performance culture of steelmaker nucor).  what are the most relevant concepts reflected at Nucor? comment specifically about : Maslow hierarchy of need. Herzberg's motivation-hygiene theory Equity theory Goal-setting theory. You must be written in an APA Style of Writing, no less than 300 words, with multiple academic resources and citations to support the content of the case study. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. CHAPTER 7 MOTIVATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Identify the three levels of employee motivation Explain the relationship between performance and motivation Understand and explain Maslow’s hierarchy of needs theory and the principle underlying his theory Differentiate between Herzberg’s dissatisfiers and motivators Understand and explain expectancy theory LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Explain how supervisors can use goal-setting theory to motivate employees Define equity theory Define and explain reinforcement theory Explain the job characteristics model Explain how generational differences affect motivation Identify five steps to motivating employees LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Willingness to work to achieve the organization’s objectives Result of one’s individual perceptions, needs, and goals MOTIVATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.1 - DETERMINING EMPLOYEE ENGAGEMENT Source: “The Relationship Between Engagement at Work and Organizational Outcomes, 2012 Q12® Item-Level Meta-Analysis,” Gallup (online), February 2013, 14. Retrieved on July 8, 2013 from http://www.gallup.com/strategicconsulting/126806/Q12-Meta-Analysis.aspx ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.2 - THE THREE LEVELS OF MOTIVATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * INTRINSIC AND EXTRINSIC MOTIVATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Arrangement of people’s needs in a hierarchy, or ranking of importance States that once a need has been satisfied, it no longer serves as a primary motivator of behavior MASLOW’S HIERARCHY OF NEEDS THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * MASLOW’S HIERARCHY OF NEEDS THEORY Need for food, water, air, and other physical necessities Physiological or biological needs Need for protection from danger, threat, or deprivation Safety or security need Need for belonging, acceptance by colleagues, friendship, and love Social or belonging needs Need for self-confidence, independence, appreciation, and status Ego or esteem needs Need concerned with realizing one’s potential, self-development, and creativity Self-fulfillment or self-actualization need ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.4 - MASLOW’S HIERARCHY OF NEEDS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Though the needs are universal, the sequence may differ, depending on the culture Priorities of some individuals may differ Needs on one level do not have to be fully satisfied before the next level becomes important The two highest levels of needs can rarely be fully satisfied QUALIFYING MASLOW’S THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Dissatisfier or hygiene factors: Factors employees said most affected them negatively or dissatisfied them about their job Satisfier or motivator factors: Factors employees said turned them on about their job Link to intrinsic and extrinsic motivation Factors associated with positive motivation are intrinsic to the job Factors causing dissatisfaction are extrinsic to the job HERZBERG’S THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.5 - HERZBERG’S SATISFIER/MOTIVATOR AND DISSATISFIER/HYGIENE FACTORS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Money can be a motivating factor, especially when it is tied to recognition and achievement For some people, absence of recognition, advancement, and challenge can constitute dissatisfaction Built-in bias of Herzberg’s findings Positive aspects of a job are associated with intrinsic factors Dissatisfiers are associated with extrinsic factors QUALIFYING HERZBERG’S THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXPECTANCY THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.6 - EXPECTANCY THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.7 - WAYS TO APPLY EXPECTANCY THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Ways to use goal setting as a motivational tool Set specific, concrete goals Set challenging but reasonably difficult goals Provide timely feedback about goal achievement Strengthen employees’ commitment by allowing them to participate in goal setting When multiple goals are established, make sure employees understand their priorities GOAL-SETTING THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * When people perceive themselves in situations of inequity or unfairness, they are motivated to act in ways to change their circumstances Factors determining equity Inputs - Skill, education, experience, and motivation an employee brings to the job situation Outputs - Pay, advancement, recognition, or desirable job assignments and other performance rewards EQUITY THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Ways to reduce inequity Attempting to increase your reward level by making a case with the management Decreasing your input level by putting in less job effort, taking longer breaks, or being less cooperative Rationalizing valid reasons as to why the inequity exists Leaving the situation by asking for a transfer or seeking a position with another employer EQUITY THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Based on the law of effect, holds that behaviors meeting with: Pleasant consequences tend to be repeated Unpleasant consequences tend not to be repeated Rewards and punishments are used as a way to shape an individual REINFORCEMENT THEORY ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Focuses on five core job elements leading to intrinsic motivation and then positive work outcomes Skill variety Extent to which the job requires a worker to use a broad range of skills to perform it Task identity Extent to which the job requires a worker to complete a whole, identifiable piece of work JOB CHARACTERISTICS MODEL ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Task significance Extent to which the job impacts the work or lives of others Autonomy Extent to which the job entails substantial freedom and decision making in carrying it out Feedback Extent to which the job itself provides information about whether it is performed successfully JOB CHARACTERISTICS MODEL ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.9 - JOB CHARACTERISTICS MODEL Source: Adapted from J. R. Hackman,“Work Design,” in J. R. Hackman and J. L. Suttle, eds, Improving Life at Work (Goodyear Publishing, 1977), 159. Reprinted with permission. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.10 - CHARACTERISTICS OF DIFFERENT GENERATIONS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 7.10 - CHARACTERISTICS OF DIFFERENT GENERATIONS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * FIVE STEPS TO MOTIVATING EMPLOYEES Help make employees’ jobs intrinsically rewarding Provide clear performance objectives Support employees’ performance efforts Provide timely performance feedback Reward employees’ performance ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Baby boomers Dissatisfier or hygiene factors Ego or esteem needs Equity theory Expectancy theory Extrinsic motivation Generation Xers Generation Yers IMPORTANT TERMS Goal-setting theory Hierarchy of needs Intrinsic motivation Job characteristics model Motivation Physiological or biological needs Reinforcement theory ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Safety or security needs Satisfier or motivator factors Self-fulfillment or self actualization needs Social or belonging needs Traditionalists IMPORTANT TERMS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. CHAPTER 6 COMMUNICATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Describe the five components of the communication process model Explain the forms of electronic communication technology Explain the different ways in which nonverbal communications influence supervisory communication Identify the three basic flows of formal communication in an organization Explain the managerial communication style grid LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Identify and explain how organizational, interpersonal, and language barriers affect supervisory communication Identify five specific actions supervisors can take to improve their communications Show how a supervisor can use feedback to improve communication Define and illustrate active listening skills LEARNING OBJECTIVES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.1 - COMMUNICATION PROCESS MODEL ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * COMPONENTS INVOLVED IN THE COMMUNICATION PROCESS MODEL Originates and sends a message Sender Words and/or nonverbal expressions that transmit meaning Messages The means used to pass a message Channel ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * COMPONENTS INVOLVED IN THE COMMUNICATION PROCESS MODEL The ultimate destination of the sender’s message Receiver The response that a communicator receives Feedback Potential barriers to effective communication in each phase of the communication process model Noise ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * ELECTRONIC COMMUNICATION TECHNOLOGY Messages and documents created, transmitted, and read on computer E-mail Use of intranet or Internet technology to receive messages in real time Instant message (IM) Written message sent by cell phone and that uses abbreviations Text message (TM) Enables people to leave and hear recorded voice messages Voicemail Enable communication with people in different locations simultaneously Teleconferences and videoconferences ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.3 - E-MAIL TIPS Sources: Marie Flatley and Kathryn Rentz, Business Communication (New York McGraw-Hill/Irwin), 2010, pp. 30–33; Scott Ober, contemporary Business Communication (Boston, MA: Houghton Mifflin Company, 2009), pp. 58–92. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.4 - HOW NONVERBAL COMMUNICATION IMPACTS VERBAL COMMUNICATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * TYPES OF NONVERBAL SIGNALS Sent by placing emphasis on certain words, pauses, or the tone of voice used Voice signals Communicated by body action Body signals Sent by facial expression Facial signals Sent by physical objects Object signals ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * TYPES OF NONVERBAL SIGNALS Sent based on physical distance between people Space signals Sent by time actions Time signals Sent by body contact Touching signals ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.5 - FLOW OF FORMAL COMMUNICATION IN AN ORGANIZATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Downward communication: Flows that originate with supervisors and are passed down to employees Upward communication: Flows from lower to upper organizational levels Lateral–diagonal communication: Flows between individuals in the same department or different departments FLOWS OF COMMUNICATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Role clarifications Performance feedback Praise and recognition Constructive criticism and feedback Demonstration of interest Requests for information or assistance COMMUNICATIONS EMPLOYEES LIKE TO RECEIVE FROM THEIR SUPERVISOR ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.7 - THE MANAGERIAL COMMUNICATION STYLE GRID ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Separate from a formal, established communication system Grapevine or rumor mill Purposes Provides information not ordinarily available Reduces the effects of monotony and satisfies personal needs Keeping employees informed is the best way to manage informal communication INFORMAL COMMUNICATION ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * BARRIERS TO EFFECTIVE SUPERVISORY COMMUNICATION Organizational barriers Interpersonal barriers Language-related barriers ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Layers of hierarchy Each layer can add to, take from, qualify, or completely change the original message Authority and status The fact that one person is a boss over others creates a barrier to free and open communication Specialization and its related jargon Specialists have their own technical language that is foreign to people in other departments ORGANIZATIONAL BARRIERS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.8 - COMMUNICATION AND THE CHAIN OF COMMAND ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Differing perceptions Perception: How one selects, organizes, and gives meaning to his or her world Stereotyping: Tendency to put similar things in the same categories to make them easier to deal with Language-related factors Lack of a common primary language and precision Multiple meanings Linguistic style INTERPERSONAL AND LANGUAGE BARRIERS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.10 - LINGUISTIC STYLES OF MEN AND WOMEN Source: From Guffey. Business Communication 5e. © 2006 South-Western, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Set the proper communication climate Establish mutual trust Minimize status barriers Plan for effective communication Anticipate situations Select the proper channel Information richness: Amount of verbal and nonverbal information that a channel carries Consider the receiver’s frame of reference IMPROVING SUPERVISORY COMMUNICATIONS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Reinforce key ideas through repetition Repetition improves the reader’s recall and reduces the chances of incorrect assumptions being made Encourage the use of feedback Create a relaxed environment Take the Initiative in getting responses from the work group IMPROVING SUPERVISORY COMMUNICATIONS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Become a better listener Active listening: Technique for understanding others and encouraging open feedback Attending skills: Actions taken by a listener that facilitate the speaker’s freedom of expression Reflective statement: The listener repeats, in a summarizing way, what the speaker has just said IMPROVING SUPERVISORY COMMUNICATIONS ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Feedback is better where there is a trusting relationship between people Some people give feedback readily, but others need some encouragement Compliment people for providing feedback to reinforce their willingness to continue doing so TIPS ABOUT FEEDBACK ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * When providing instructions, ask the listener if he or she has any questions When giving negative feedback, refrain from adopting an aggressive attitude Nonverbal signals and body language offer a wide variety of feedback TIPS ABOUT FEEDBACK ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * EXHIBIT 6.15 - TIPS FOR BETTER LISTENING ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Active listening Attending skills Body signals Channel Communication process model Downward communication E-mail IMPORTANT TERMS Facial signals Feedback Grapevine Informal communication Information richness Instant message (IM) Lateral–diagonal communication ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * Message Object signals Perception Receiver Reflective statement Sender Space signals IMPORTANT TERMS Stereotyping Text message (TM) Time signals Touching signals Upward communication Voice signals