Английский язык. Практический курс для решения бизнес-задач. Нина Пусенкова

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СКАЧАТЬ in the decision-making process. This is closer to the assumptions of the Theory Y manager.

      McClelland’s Learned Needs Theory

      David McClelland’s Learned Needs Theory is also referred to as the Acquired Needs Theory. According to the theory developed in the 1970s, needs are developed or learned over time. McClelland suggested that there are three needs – for achievement, power, and affiliation – that are important to the workforce. While all three are present in everyone, one need is dominant.

      People who have a dominant need for achievement are proactively seeking ways to improve the way things are done, like challenges and excel in competitive environment. An employee who has a dominant need for achievement should be provided with challenging jobs with lots of feedback on his or her progress.

      The need for power is the need to control others. Those with a dominant need for power like to be in charge and enjoy jobs with status. You should allow such employees to participate in decisions that impact them and give them some control over their jobs.

      The need for affiliation is the need to have close relationships with others and to be liked by people. Individuals with the dominant need for affiliation generally do not desire to be the leader because they want to be one of the group. They should be assigned to teams because they are motivated when working with others. You might also let them train new employees or act as mentors because this addresses more of their need for this interaction that is dominant within them.

      Equity Theory

      Equity Theory is a social comparison theory that was developed in 1963 by J. Stacey Adams. The underlying premise of this theory is that people will correct inequities:

      I? I

      O = O

      The ratio of your inputs to outputs is compared to the ratio of another’s inputs to outputs. You can compare your ratio to other employees with comparable positions. You might also compare your ratio (especially with regard to output) to your organization’s pay policies or past experience or to a standard. Annual industry surveys can serve as the benchmark.

      Inputs involve all that you bring to the job – your education, the hours you work, level of effort, and general performance level. The output portion of the equation is generally measured in terms of the salary and fringe benefits that you receive. In some cases this could be prestige, approval, and status.

      Any inequities in the relationship will be corrected as soon as they are detected. The only variable that you can manipulate is your input. So if you believe that the relationship is not in balance and that the ratio of your inputs to outputs is greater than the ratio of the comparisons, you will work to bring the relationship back into equity by reducing your inputs – increasing your absenteeism or performing at lower levels.

      You can correct inequities in a number of ways. You can make the correction by changing the perception of the inputs or outputs. You may somehow rationalize your perception of the inequity. You may choose to change the comparison person or standard. Or, you may remove yourself from the situation (such as quitting your job).

      Expectancy Theory

      Developed by Victor Vroom in the 1960s, Expectancy Theory proceeds from the assumption that behavior is based upon the expectation that this behavior will lead to a specific reward and that reward is valued.

      According to expectancy theory, you must decide how hard you have to work to get an upcoming promotion. Then you must decide if you can work at that level (to get that promotion). The third link is deciding how much you value that reward (the promotion).

      All three pieces of this equation determine your motivational level. You think of expectancy as the following equation:

      M = E x V x I,

      where M = Motivation; E = Expectancy; V = Valence; I = Instrumentality.

      Expectancy is your view of whether your efforts will lead to the required level of performance to enable you to get the reward. Valence is how valued the reward is. Instrumentality is your view of the link between the performance level and the reward. That is, whether you believe that if you do deliver the required performance, you will get the valued reward. Because this is a multiplicative relationship, if anyone of these links is zero, motivation will be zero.

      You must be clear about telling your employees what is expected of them. It is critical that you tie rewards to specific performance. You must also offer rewards that your employees will value. Critical in this process is the employee’s perception of his or her performance. Employees will become demotivated when their performance does not produce the valued outcome.

      You must be especially careful about building trust. Your employees must know that if they perform at the required level, you will follow through with the desired reward. Your credibility becomes a key component in this theory.

      Source: www.accel-team.com

      Essential Vocabulary

      1. performance n – зд. показатели (результаты) деятельности; исполнение

      perform v – действовать, выполнять, достигать

      2. driver n – зд. движущая сила, двигатель

      drive v – двигать

      3. job n – работа, дело, труд, задание, рабочее место

      4. opportunity n – возможность

      5. downsizing n – уменьшение в размерах (повышение эффективности компании за счет уменьшения числа сотрудников и продажи непрофильных предприятий)

      6. employee n – сотрудник, занятый

      employer n – работодатель

      employment n – занятость

      unemployment n – безработица

      unemployed n – безработный

      employ v – нанимать

      7. workforce n – рабочая сила

      8. command-and-controlmethods – командно-административные методы

      9. environment n – окружающая среда (природная или деловая), обстановка

      10. empowerment n СКАЧАТЬ