HRM: Work process design Overview

Fundamental objective of job design Create conditions that further individuals' competence and motivation to do their job well

Effects of job design: Extrinsic versus intrinsic motivation The less extrinsic motivation … … the more extrinsic motivation is needed … the more intrinsic motivation is needed The less intrinsic motivation …

Individual differences in motivation What motivates: Importance of different needs Motivation = f (satisfaction / frustration of needs) ________________________________________________ e.g. affiliation, power, achievement, security, competence, self-determination How does motivation happen: Different goals and expectations Motivation = Valence x Instrumentality x Expectancy __________________________________________________ Decision to (not) undertake a certain action depends on the answers to three questions: Which goal do I want to achieve? Does this action lead to this goal? How likely is the success of the action?

Motivation, satisfaction and performance – an imperfect relationship Feedback Performance-reward relationship Performance criteria adequate for task Performance Motivation Satisfaction congruence of formal/informal performance criteria r = .3 Instrumentalities for individual goals Individual coping with unfulfilled expectations Fit between individual and organizational goals Difference between expectation and reality

How satisfied are you with your job?

Development of job (dis)satisfaction (Bruggemann, 1974) Needs and expectations at work Characteristics of the work situation (Mis-)match Satisfaction Dissatisfaction Raising expectations Progressive satisfaction Stable satisfaction Keeping expectations Lowering expectations Resigned satisfaction Keeping expectations Problem solving Constructive dissatisfaction Fixed dissatisfaction

Effects of job design: Development of competencies Cross-sectional studies on the relationship between work and leisure E.g. Meissner (1971): "The long arm of the job" Longitudinal studies on the effects of job design E.g. Baitsch (1985): Increase in technical competencies, intellectual flexibility, social competence, and moral awareness Longitudinal studies in the general public E.g. Kohn & Schooler (1982): Reciprocal interaction between intellectual demands of work andd intellectual development through selection and socialization

"The product of work is people" „Jemand, der tagtäglich nur wenige einfache Handgriffe ausführt, die zudem immer das gleiche oder ein ähnliches Ergebnis haben, hat keinerlei Gelegenheit, sich im Denken zu üben. Denn da Hindernisse nicht auftreten, braucht er sich auch über deren Beseitigung keine Gedanken zu machen. So ist es ganz natürlich, dass er verlernt, seinen Verstand zu gebrauchen, und so stumpfsinnig und einfältig wird, wie es ein menschliches Wesen nur eben werden kann. Solch geistige Trägheit macht ihn nicht nur unfähig, Gefallen an einer vernünftigen Unterhaltung zu finden oder sich daran zu beteiligen, sie stumpft ihn auch gegenüber differenzierten Empfindungen (...) ab, so dass er auch seine gesunde Urteilsfähigkeit vielen Dingen gegenüber, selbst jenen des täglichen Lebens, verliert.“ (Adam Smith, 1776)