关于员工激励机制的英文文献

TOWARDS EXPLAINING EMOTIONAL LABOR: THE ROLE OF EMOTIONAL

DISCREPANCIES

Patricia B. Barger

A Thesis

Submitted to the Graduate College of Bowling Green

State University in partial fulfillment of

the requirements for the degree of

MASTER OF ARTS

December 2006

Committee:

Jennifer Z. Gillespie, Advisor

Steve M. Jex

Catherine H. Stein

ABSTRACT

Jennifer Z. Gillespie, Advisor

While previous research has posited that organizational display rules and employee affect are important predictors of emotional labor, the mechanism underlying these is unclear. The current study offers the concept of emotional discrepancy as a variable that may help explain how display rules and affect give rise to emotional labor. Emotional discrepancies are created when employees’ affect is discrepant from the organizational display rule, thereby motivating them to engage in emotional labor to reduce the discrepancy.

A laboratory simulation was conducted whereby participants acted as either a bill collector or campus tour guide. The results revealed that emotional discrepancy significantly predicted emotional labor and dispositional affect and display rules interacted to predict emotional discrepancies. Lastly, the results indicated that emotional discrepancy mediated the relationship between display rules and emotional labor, pointing to the importance of including this construct in future emotional labor models. Implications and future directions are discussed.

Dedicated to my mother, Leslie Welter, whose strength and courage have inspired me to seize

the day.

ACKNOWLEDGMENTS

I would like to thank my advisor, Dr. Jennifer Gillespie, for her guidance and support throughout the execution of this project and the completion of the manuscript. I would also like to acknowledge my thesis committee members, Drs. Steve Jex and Catherine Stein, for their insightful questions and helpful comments, which improved the quality of this research.

I would also like to thank all of my friends, both near and far, for their continued support of my educational pursuits, for lending their ears during challenging times, and for providing a source of fun and mental respite throughout this process. Lastly, I would like to acknowledge my parents and brothers, who have always believed in me and gave me the strength and determination to pursue my goals.

v TABLE OF CONTENTS

Page CHAPTER I. INTRODUCTION TO EMOTIONAL LABOR (1)

Background …........................................................................................................... 1 Grandey’s (2000) Emotional Labor Framework........................................................

1 CHAPTER II. EMOTIONAL DISCREPANCIES ……......................................................

4 Emotional Discrepancies and Control Theory...........................................................

4 Emotional Labor Strategies........................................................................................

6 Emotional Discrepancy as an Antecedent of Emotional Labor.................................

8 CHAPTER III. DISPLAY RULES AND AFFECT IN EMOTIONAL LABOR.................

11 Affective Dispositions and Display Rules: Default Emotional “Input”...................

11 Emotional Discrepancy as a Mediating Variable.......................................................

14 Summary and Framework of Proposed Study...........................................................

15 CHAPTER IV. METHOD....................................................................................................

17 Participants ............................................................................................................

17 Procedures ............................................................................................................

17 Measures ............................................................................................................

20 Emotional Discrepancy..................................................................................

20 Positive and Negative Affectivity..................................................................

21 Display Rule Perceptions............................................................................... 21 Emotional Labor............................................................................................

22 Emotional Display Effectiveness...................................................................

23 Control Variables (24)

CHAPTER V. RESULTS (25)

and

Bivariate Correlations (25)

Statistics

Descriptive

25 Preliminary

Analyses.................................................................................................

28

Testing.....................................................................................................

Hypothesis

28

1...................................................................................................

Hypothesis

28 Hypothesis

2...................................................................................................

Hypothesis 3 (32)

35 Hypothesis

4................................................................................................... CHAPTER VI. DISCUSSION. (41)

Practical Implications (44)

Limitations (46)

47

Directions.......................................................................................................

Future REFERENCES (50)

APPENDIX A. CAMPUS RECRUITER ROLE-PLAY INSTRUCTIONS (57)

APPENDIX B. RENT COLLECTOR ROLE-PLAY INSTRUCTIONS (58)

APPENDIX C. TARGET RATING SCALE IN POSITIVE CONDITION (59)

APPENDIX D. TARGET RATING SCALE IN NEGATIVE CONDITION (60)

APPENDIX E. EMOTIONAL DISCREPANCY MEASURE (61)

APPENDIX F. PANAS (62)

APPENDIX G. POSITIVE DISPLAY RULE PERCEPTION MEASURE (63)

APPENDIX H. NEGATIVE DISPLAY RULE PERCEPTION MEASURE (64)

APPENDIX I. EMOTIONAL LABOR MEASURE (65)

APPENDIX J. ANAGRAM TASK (66)

APPENDIX K. EFFECTIVENESS MEASURE IN POSITIVE CONDITION (67)

APPENDIX L. EFFECTIVENESS MEASURE IN NEGATIVE CONDITION (68)

LIST OF TABLES

Table Page 1 Means, Standard Deviations, Intercorrelations, and Coefficient Alpha Reliabilities

for Major Study Variables (26)

2 T-test Results for Gender Differences (27)

3 ANOVA Results for Racial Group Differences (27)

4 Moderation Analysis for Hypothesis 2 (31)

5 Moderation Analysis for Hypothesis 3 (34)

6 Mediation Analysis for Positive Condition (38)

7 Mediation Analysis for Negative Condition (40)

ix

LIST OF FIGURES

Figure Page

1 Control Theory (Carver & Scheier, 1998) (5)

2 Control Theory Applied to Emotional Labor (6)

3 Model of Emotional Discrepancy for Positive Display Rules (16)

4 Model of Emotional Discrepancy for Negative Display Rules (16)

5 Graph of Interaction between PA and Positive Display Rule Perceptions (30)

6 Graph of Interaction between NA and Negative Display Rule Perceptions (33)

7 Proposed Mediation in Positive Condition (35)

8 Proposed Mediation in Negative Condition (37)

CHAPTER I. INTRODUCTION TO EMOTIONAL LABOR

Background

The study of emotions in organizations has become increasingly important in recent years due to the rise in the number of jobs that require their employees to interact in emotionally-laden encounters (i.e. customer service, healthcare and counseling occupations). Such encounters often mandate that an employee display certain emotions and suppress others (Hochschild, 1983; Ashforth & Humphrey, 1995). For example, bill collectors are expected to be angry and irritated (Rafaeli & Sutton, 1987), nurses are supposed to show caring and empathy (Zerbe, 2000), and customer service workers are expected to maintain ‘service with a smile’ (Hochschild, 1983; Pugh, 2001). When people regulate or manage their emotions in exchange for a wage, they are said to be undertaking ‘emotional labor’ (Hochschild, 1983). Emotional labor is an area that has been witnessing increased research attention over the past twenty years.

Grandey’s (2000) Emotional Labor Framework

Though past research has offered a few different conceptualizations of the emotional labor construct (for examples, see Ashforth & Humphrey, 1995; Glomb & Tews, 2004; Hochschild, 1983; Morris & Feldman, 1996), Grandey’s (2000) theoretical model is one of the most integrative and widely-accepted frameworks. A distinguishing factor of Grandey’s (2000) conceptualization that renders it one of the most comprehensive models of emotional labor is the fact that it clearly separates situational antecedents, felt emotions, and behavioral responses that occur in the emotional labor process. According to Grandey (2000), emotional labor is a motivated act in which one attempts to regulate emotion and produce an appropriate emotional display. It occurs in response to situational factors and felt emotions. An important situational factor that influences emotional labor is the set of expectations that organizations have regarding

how the employees should interact with customers. Many jobs require their employees to interact in emotionally-laden encounters for certain amounts of time and emotional intensity (Morris & Feldman, 1996). These requirements are dictated by the display rules of the organization, which are norms or formal rules governing the emotional displays that are expected from an employee at work (Ashforth & Humphrey, 1993). Display rules often require an employee to express certain facial expressions (i.e smiling), vocal tone (i.e. cheerful), and overall demeanor appropriate for the job (Fineman, 2003). Training and performance appraisal materials may directly request and enforce these display rules (Grandey, 2000). Note that when researchers measure organizational display rules, they often measure display rule perceptions in order to measure how well the employee understands the norm or rule to display emotion (i.e. Diefendorff & Richard, 2003). Because employees will strive to meet the display expectations that they perceive to be required of them, it’s important to gauge perceptions instead of the objective environment.

Along with display rules, an employee’s felt emotions are also posited to be important predictor of emotional labor. Felt emotions can occur naturally (i.e. an employee who is dispositionally high in negative affect), or they can be triggered by emotional events in the workplace. The felt emotions that an employee experiences can make it easier or harder for an employee to meet organizational display rules (Grandey, 2000), and thus would prompt more or less emotional labor. For example, a customer service worker may experience a negative felt emotion after being blamed by a hostile customer for a product malfunction, making it more difficult for the employee to maintain ‘service with a smile’ (Grandey, 2000).

When faced with a felt emotion that is discrepant with organizational expectations, an employee must undertake emotional labor to regulate the emotion and produce the appropriate

display. Hochschild (1985) posits that this emotional labor consists of both surface acting (effort directed towards producing the appropriate emotional display) or deep acting (effort directed towards producing the appropriate internal felt emotion, which would in turn lead to the appropriate emotional display). Thus, emotional labor is a motivated action prompted by situational factors (such as display rules) and felt emotions.

Though Grandey’s (2000) framework is useful for understanding and organizing the emotional labor process, it fails to posit the mechanism by which display rules and felt emotions motivate emotional labor. Because of the potential negative outcomes that emotional labor has been known to cause (e.g. burnout, stress, health problems; Adelmann, 1995; Brotheridge & Lee, 1998; Zapf, Seifert, Schmutte, Mertini & Holz, 2001; Gross & Levenson, 2001), it is important to explore and understand how this behavior occurs. The current study looks to fill this gap in the literature by extending Grandey’s (2000) conceptualization of the antecedents of emotional labor. This study will specify and test a particular mechanism (emotional discrepancy) that may help explain how display rules and felt emotions give rise to emotional labor.

CHAPTER II. EMOTIONAL DISCREPANCIES

Emotional Discrepancies and Control Theory

The current study introduces the concept of emotional discrepancy, which is created when an individual’s felt emotions conflict with he or she perceives to be the required emotions, that is, his or her perception of organizational display rules. Because an emotional discrepancy arises from a mismatch between perceived organizational expectations and felt emotions, it is a purely affective state (Rubin, Tardino, Daus & Munz, 2005).

Control theory offers a useful framework within which to understand how an emotional discrepancy may be considered an antecedent of emotional labor and how it works to motivate such behavior. Control theory centers around a self-regulating feedback loop, which contains four parts: a standard, an input function, a comparator, and an output function. First, in order for self-regulation to occur, there must be a goal or standard that an individual is working to achieve (Carver & Scheier, 1998). The input function then perceives and assesses an individual’s current behavior or state. A comparator mechanism is used to compare the information received by the input function with the goal to see if a discrepancy is present. If an individual’s current behavior is aligned with his or her goal, then no discrepancy exists and thus, there will be no motivation to change current behavior. However, if a discrepancy is detected, the output function is activated to bring current behavior more into line with the goal. This new behavior is then again sensed and assessed by the input function and compared with the standard, thus creating a feedback system (Carver & Scheier, 1998). At the top of the following page is a figure depicting the basic tenets of control theory.

Figure 1

Control Theory (Carver & Scheier, 1998)

Applying control theory to emotional labor helps one understand why emotional discrepancy is a likely mechanism by which display rules and felt emotions come to influence emotional labor. In an organization that requires emotional expressions as a part of the job, display rules can be viewed as the goal or standard, because these communicate the emotional display that the employee is expected to produce and adherence to such rules is often rewarded in organizations (Rubin et al. 2005). Thus, an employee has the goal of producing the emotional expression required by the organizational display rules (Diefendorff & Gosserand, 2003). In order to achieve this goal, the employee will assess his or her current felt emotions (analogous to the input function), and determine whether or not they align with the goal (by means of the comparator mechanism). If the employee’s felt emotions are not aligned with the display rule, a discrepancy will exist (known in the present study as an emotional discrepancy). In response to this discrepancy, the employee’s output function will become activated, and the employee will

be motivated to take action to reduce this discrepancy. Emotional labor is a way in which employees can self-regulate in an attempt to reduce this discrepancy and bring their actions in line with their goal (Diefendorff & Gosserand, 2003). Below is a diagram of control theory applied to emotional labor.

Figure 2

Control Theory Applied to Emotional Labor

Emotional Labor Strategies

When employees feel emotions that are not in line with the emotions that they are required to display, there are two emotional labor strategies that they will be motivated to use to manage their emotions and meet the display rule requirements. The first is accomplished when an employee fakes an emotion that is appropriate for the situation. This is generally referred to as “surface acting” or “response-focused regulation” (Hochschild, 1983; Grandey, 2000). It is called “response-focused” because an individual regulates his or her response to a felt emotion (i.e. their display), but does not try to change the emotion itself (Gross, 1998). Thus, in surface

acting, employees only manage the visible aspects of emotions that appear on the ‘surface’ to bring them in line with organizational display rules. The second strategy for reducing an emotional discrepancy and bringing felt emotions in line with required emotions is through “deep acting” or “antecedent-focused regulation.” Deep acting occurs when employees strive to actually modify the emotion they are experiencing in order to display the appropriate emotion (Hochschild, 1983; Grandey, 2000). Deep acting requires an employee to actively invoke thoughts, images, and memories to induce a certain emotion (Ashforth & Humphrey, 1993). Thus, this strategy is “antecedent-focused” because it attempts to change the felt emotion before displaying the appropriate emotion (Gross, 1998).

Though they are two different strategies for reducing emotional discrepancies, both surface acting and deep acting involve the active regulation of emotions and emotional displays, and thus require effort, control and the use of personal resources to achieve (Kruml & Geddes, 2000a, b; Grandey & Brauburger, 2002; Morris & Feldman, 1996). In fact, recent research suggests that regulating emotion depletes a finite pool of resources available for acts of volition (Muraven, Tice & Baumeister, 1998). From this perspective, the self has limited resources, and the supply is diminished each time the pool of resources is drawn upon. For example, studies on emotion regulation have found that suppressing emotion decreases subsequent performance on a cognitive task, presumably because the effort spent to regulate emotion drains resources that were needed for successful performance on the task (Baumeister, Bratslavsky, Muraven & Tice, 1998). Additional studies have shown that emotion regulation activates sympathetic nervous system activity, which subsequently interferes with cognitive capacity (Richards & Gross, 1999). The behaviors undertaken to regulate emotion is considered the “labor” of emotional labor (Rubin, et al, 2005; Grandey, 2000). Thus, the larger the emotional discrepancy individuals

experience, the more resources they will use and effort they will have to exert to bring their feelings and/or displays in line with organizational requirements and reduce the discrepancy. The effort and resources used to regulate one’s emotions have been found to have many negative consequences. For example, the average correlation between emotional labor and physical complaints is .36 (Bono & Vey, 2005) and it has also been associated with burnout and stress (Brotheridge & Grandey, 2002; Zapf, Seifert, Schmute, Mertini & Holz, 2001).

Emotional labor, particularly surface acting, is also thought to create emotional dissonance, an uncomfortable psychological state that arises when there is a conflict between felt emotions and displayed emotions (Kruml & Geddes, 2000a, b). Note that the construct of emotional dissonance is theoretically similar to the present study’s idea of emotional discrepancy. Both arise from a conflict involving felt emotions; however, emotional dissonance occurs after emotional labor has taken place and is a conflict between felt emotions and actual displays, whereas emotional discrepancy occurs before emotional labor and represents a conflict between felt emotions and organizationally-required emotional displays. Thus, the timing of the conflict distinguishes these two constructs and makes one an antecedent of emotional labor, and the other an outcome.

Emotional Discrepancy as an Antecedent of Emotional Labor

In certain instances, a person’s felt emotions may be consistent with organizational expectations, known as ‘emotional harmony’ (Rafaeli & Sutton, 1987). Some researchers have argued that individuals experiencing emotional harmony will still engage in emotional labor (e.g. Glomb & Tews, 2004), yet the current study proposes that what prompts the regulation of emotions is the discrepancy between felt emotions and the organizationally- required emotions. If a person’s felt emotions in a given moment are consistent with organizational expectations

(yielding no discrepancy), there will be no motivation to self-regulate towards the display rule goal in that moment. Control theory suggests that we are motivated to change our behavior only when there is a conflict between our current state or behavior, and the behavior necessary to achieve our goal (Carver & Scheier, 1998). Thus, viewed from this perspective, an employee experiencing emotional harmony would not be motivated to engage in emotional labor, because he or she is already on track to meet the display rule standard. In fact, previous literature has suggested that no considerable amount of control or presentational effort is required when the emotion that the employee is expected to display matches the emotion actually felt (Leary & Kowalski, 1990). As Morris and Feldman (1996) pointed out, “It should require little emotional ‘labor’ to sell products one genuinely believes in” (pg. 992). In fact, it has been argued that emotion work in this case is done in ‘automatic mode’ and thus is done effortlessly and is not actually ‘work’ (Frese & Zapf, 1994; Hacker, 1998). For example, a nurse feeling sympathy at the sight of an injured child has no need to ‘act’ to display this sentiment(Zapf, 2002). Thus, if an employee does not perceive the required emotional demands to be as emotionally taxing (because he or she is already feeling the required emotions), then there will be no need for the employee to engage in emotional labor.

Note that based on the preceding discussion of limited resources we should be able to measure whether or not individuals engaged in emotional labor not only by self-report, but also by assessing their performance on a cognitive task done after the emotional labor simulation, such as solving anagrams. This task has been used in previous research to illustrate how, when individuals engage in emotional labor, their resource pools are depleted and they have fewer resources available to use for the cognitive anagram task (Muraven, Tice & Baumeister, 1998). Thus, those who experience emotional harmony (i.e. those who do not experience an emotional

discrepancy) should A.) Not report engaging in emotional labor and consequently, B.) Not expend much effort and resources to regulate emotions, and therefore have better performance on the anagram task done after the emotional labor simulation than those who did engage in emotional labor. The current study uses both measures of emotional labor, distinguishing it from the majority of emotional labor studies that rely solely on self-report measures.

H1a: Emotional discrepancy will be positively related to reported emotional labor.

H1b: Emotional discrepancy will be negatively related to performance on an anagram task done after the emotional labor simulation.

CHAPTER III. DISPLAY RULES AND AFFECT IN EMOTIONAL LABOR Affective Dispositions and Display Rules: Default Emotional ‘Input’ As previously mentioned, display rules are organizationally-determined norms or standards of behavior indicating which emotions are appropriate to display on the job (Zapf, 2002; Hochschild, 1983). Display rules emphasize the publicly observable side of emotions rather than actual feelings, and are often necessary for effective job performance (Diefendorff & Richard, 2003). While numerous jobs have the rule that positive emotions should be displayed (i.e. in customer service jobs), other jobs involving emotion work may require an individual to display negative emotions, such as irritation (e.g. bill collector; Rafaeli & Sutton, 1987). In control theory terms, display rules are the ‘standard’ that employees self-regulate towards (Diefendorff & Gosserand, 2003)

Individual differences are relevant to the understanding of what contributes to emotional discrepancies. Because an emotional discrepancy is subjective, individuals given identical goals (i.e. the same display rules), may experience emotional discrepancies of varying degrees (and thus engage in different amounts of emotional labor). Grandey’s (2000) emotional labor framework suggests that felt emotions can be influenced by emotional events in the workplace (as was shown in the previously-discussed example of a service employee who becomes angry after a customer blames him on a product malfunction). However, in the absence of such emotional events that prompt acute emotions, an employees’ felt emotions are likely to be a product of dispositional influences; that is, the emotion that an individual feels on average or in general. Recall that control theory suggests that individuals use an input function to assess their current state and compare it with the standard. In the case of an employee in a job with emotional display requirements, the default input (felt emotions) can best be represented by an

(完整版)外文翻译：中小型企业员工激励机制研究

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员工激励的文献综述、外文翻译.doc

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员工激励外文文献Word版

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( 企业业绩评价与激励机制)论文.

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本科毕业设计（论文） 文献综述 院（系）：经济与管理学院 专业：工商管理 班级： 2007级 学生姓名：学号:

2010 年 12 月 1 日 本科生毕业设计（论文）文献综述评价表

文献综述： 员工激励研究综述 人力资源管理的核心是激励，激励问题已成为决定企业成败的重要因素之一，目前西方国家在这一方面的研究遥遥领先，而我国才刚刚起步，尤其是中小型企业的激励机制还不完善。我国学术界和企业界的当务之急是尽快形成结合企业实际的激励理论和以此为基础的激励机制。本文结合我国中小型企业现状，谈我国中小型企业如何从激励理论研究上找到突破口，形成有效的员工激励机制。 1激励概念及其种类 激励是指在外在诱因的作用下,个体通过有效的调动自我的积极性、主动性和创造性，从而达到激发、引导、维持和调节个体朝向某一既定目标而努力奋斗的心理过程[1] 见下方[1]。调动人积极性的各种措施，实际上就是要采取各种形式的激励手段去激发个体行为的动机，使外部的刺激转化为人的自觉主动行为的过程。美国管理学家罗宾斯把激励定义为个体通过高水平的努力而实现组织目标的愿望，而这种努力又能满足个体的某种需要[2]。机制原指有机体的构造、功能及其相互关系。激励机制就是为了调动人的积极性而采取的各种措施、方案和制度的有机组合。 根据激励的内容可分为物质激励与精神激励，物质激励注重满足人们的物质需要，如提高工资、颁发奖金等，精神激励则强调满足人们的精神需要，如授予称号、颁发奖状、树立榜样、宣传事迹等[3]。根据激励的性质可以分为正激励与负激励，正激励就是当员工行为符合组织目标时，通过奖励来保持和巩固这种行为的方式，而负激励则是当员工行为背离组织目标时，通过惩罚来抑制这种行为并使其不再发生的方式。根据激励的方式可以分为内激励与外激励，内激励是通过启发诱导激发员工的主动性和内在潜力，外激励是运用外部环境来制约人们的动机以达到强化或者削弱有关行为的目的，从而提高工作意愿。 2激励的国内外研究 2.1激励的国外研究 20 世纪50年代以后,激励理论日益兴起, 早期的激励理论研究是对于“需

员工激励机制外文文献

员工激励机制外文文献 员工激励机制外文文献 有一个国外民意调查组织在研究以往二十年的数据后发现：在所有的工作分类中，员工们都将工资与收益视为最重要或次重要的指标。工资能极大地影响员工行为--在何处工作及是否好好干。 因此，如何让员工从薪酬上得到最大的满意，成为现代企业组织应当努力把握的课题。应该从以下方面把握： 一、为员工提供有竞争力的薪酬，使他们一进门便珍惜这份工作，竭尽全力，把自己的本领都使出来。 支付最高工资的企业最能吸引并且留住人才，尤其是那些出类拔萃的员工。这对于行业内的领先公司，尤其必要。较高的报酬会带来更高的满意度，与之俱来的还有较低的离职率。一个结构合理、管理良好的绩效付酬制度，应能留住优秀的员工，淘汰表现较差的员工。 二、重视内在报酬。 实际上，报酬可以划分为两类：外在的与内在的。外在报酬主要指：组织提供的金钱、津贴和晋升机会，以及来自于同事和上级的认同。而内在报酬是和外在报酬相对而言的，它是基于工作任务本身的报酬，如对工作的胜任感、成就感、责任感、受重视、有影响力、个人成长和富有价值的贡献等。事实上，对于知识型的员工，内在报酬和员工的工作满意感有相当之大的关系。因此，企业组织可以通过工作制度、员工影响力、人力资本流动政策来执行内在报酬，让员工从工作本身中得到最大的满足。 三、把收入和技能挂钩。

建立个人技能评估制度，以雇员的能力为基础确定其薪水，工资标准由技能最低直到最高划分出不同级别。基于技能的制度能在调 换岗位和引入新技术方面带来较大的灵活性，当员工证明自己能够 胜任更高一级工作时，他们所获的报酬也会顺理成章地提高。此外，基于技能的薪资制度还改变了管理的导向，实行按技能付酬后，管 理的重点不再是限制任务指派使其与岗位级别一致，相反，最大限 度地利用员工已有技能将成为新的着重点。这种评估制度最大的好 处是能传递信息使员工关注自身的发展。 四、增强沟通交流。 现在许多公司采用秘密工资制，提薪或奖金发放不公开，使得员工很难判断在报酬与绩效之间是否存在着联系。人们既看不到别人 的报酬，也不了解自己对公司的贡献价值的倾向，这样自然会削弱 制度的激励和满足功能，一种封闭式制度会伤害人们平等的感觉。 而平等，是实现报酬制度满足与激励机制的重要成分之一。 五、参与报酬制度的设计与管理。 国外公司在这方面的实践结果表明：与没有员工参加的绩效付酬制度相比，让员工参与报酬制度的设计与管理常令人满意且能长期 有效。员工对报酬制度设计与管理更多的参与，无疑有助于一个更 适合员工的需要和更符合实际的报酬制度的形成。在参与制度设计 的过程中，针对报酬政策及目的进行沟通、促进管理者与员工之间 的相互信任，这样能使带有缺陷的薪资系统变得更加有效。 六、增加意外性工资收入。 那什么时候你会感到手头宽松、阔绰?拿红包，还是突然得到一 笔奖金，或是股票赚了?--当你有了”额外″或″意外”收入的时候。 员工对薪酬的感觉同样如此。也就是说，当有了″正常收入以外”收入的时候，他们的满意度最高。 因此，管理者千万不要以为付出了一笔高薪就万事大吉，因为规律性不会提高员工对薪酬的满意度--这钱本来就是我该得的!

关于激励理论的文献综述(终审稿)

关于激励理论的文献综 述 Pleasure Group Office【T985AB-B866SYT-B182C-BS682T-STT18】

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某企业员工激励机制研究[任务书]

本科毕业论文（设计） 任务书 题目某企业员工激励机制的研究 学院商学院 专业人力资源管理 班级 学号 学生姓名 指导教师

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文献出处：Shahzadi I, Javed A, Pirzada S, et al. Impact of Employee Motivation on Employee Performance [J]. European Journal of Business and Management, 2014, 6(23): 159-166. 原文 Impact of Employee Motivation on Employee Performance (A Case Study of Private firms: Multan District, Pakistan) Muhammad Nadeem, Naveed Ahmad, Muhammad Abdullah, Naqvi Hamad Abstract This article is based on the private firms which working in Multan city, Pakistan. In this article all we studied and analyzed all aspects of the employee motivation importance especially in private firms. In Pakistan many employees who are working in private firm (especially in Multan) facing motivational problem. But many private firms working for the employee motivation and encouraging the employees. In this we also mentioned major factors which can help the firms to achieve employee motivation. We also observed employee motivation is so important for the employee’s performance and efficiency and for the private firm’s success. A questionnaire was developed for estimating effect of employee motivation on firm’s performance. Data was collected through convenience sampling method. Our sampled people include both, managers and non managers of private firms in Multan city. This research study will contribute into existing literature through indicating the importance of employee motivation on performance. Keywords: private firms; Multan; motivational problem; employee motivation 1. INTRODUCTION Each firm desires to achieve success and has need to urge continuous growth. This era is extremely aggressive and firms not with standing volume and promote focus face worker difficulties. To beat the chains robust, optimistic association ought

员工激励的文献综述、外文翻译

——赫西奥德 一、激励理论的背景 在经济发展的过程中,劳动分工与交易的出现带来了激励问题。激励理论是行为科学中用于处理需要，动机，目标和行为四者之间关系的核心理论。行为科学认为人的动机来自需要，由需要确定人们的行为目标，激励则作用于人内心活动，激发，驱动和强化人的行为。哈佛大学维廉詹姆士研究表明：在没有激励措施下,下属一般仅能发挥工作能力的20%～30%，而当他受到激励后,其工作能力可以提升到80%～90%，所发挥的作用相当于激励前的3到4倍。日本丰田公司采取激励措施鼓励员工提建议，结果仅1983年一年，员工提了165万条建议，平均每人31条，它为公司带来900亿日元利润，相当于当年总利润的18%。由于激励的效果明显，所以各种组织为了提高生产效率，有些专家学者就开始了对激励理论的研究之中，探索激励的无穷潜力。 二、国外研究现状 国外对于激励理论有了大量的研究并获得了丰硕的成果。总体来说，可以分为两类激励理论。一类是以人的心理需求和动机为主要研究对象的激励理论，熟称“内容型激励理论”。另一类是以人的心理过程和行为过程相互作用的动态系统为研究对象的激励过程理论,它也被称作是“行为型激励理论”。 1 内容型激励理论 1.1 奠瑞的人类人格理论 这种理论认为，在面临着动态且不断变化的环境时，人们都是自适应的。它把需求分成了两种类型，即生理需求和心理需求。前者与人体基本生理过程的满足感有关，而后者所关注的是情绪上和精神上的满足感。 1.2 马斯洛的“需要层次”理论 美国心理学家马斯洛(A.H.Maslow)进一步发展了莫瑞的研究，在1954年出版的《动机与人格》一书中对该理论作了进一步的阐释。马斯洛认为人的需要可以划分为五个层次，从低到高依次为生理需要，安全需要，社交需要，尊熏需要，自我实现需要，且这五个层次的顺序，对每个人都是相同的。只有当较低层次的需要获得了基本满足后，下一个较高层次的需要才能成为主导需要。 1.3 赫茨伯格的激励—保健双因素理论 美国心理学家赫茨伯格因素理论打破了这一假设。他于1959年在《工作的激励》一书中提出了保健——激励因素理论，简称双因素理论。即保健因素和激励因素。保健因素可以用来体现高水平员工的不满意，激励因素可以用来体现高水平员工的满意度。他认为只有激励因素才能促发员工积极性,提高生产效率。 2 行为型激励理论 2.1 洛克的目标设置理论 2O世纪6O年代末，埃德温·A·洛克和他的同事们花了许多年的时间研究目标对于人类行为和绩效的效果。他们的研究导致了目标设置理论的创立并不断地得到验证，提出：指向一共同目标的工作意向是工作效率的主要源泉。他还提出了具体的设置目标的步骤。 2.2 亚当斯的公平理论 美国心理学家亚当斯(J.s.Adams)对员工受激励程度的大小与他人之间的关系进行研究，并在《工人关于工资不公平的内心冲突同其生产率的关系》(1962年与罗森合写)，《工