Ch.7 Motivation Concepts

Question 1

motivation

Answer 1

The processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal.

Question 2

hierarchy of needs

Answer 2

Abraham Maslow’s hierarchy of five needs—physiological, safety, social, esteem, and self-actualization—in which, as each need is substantially satisfied, the next need becomes dominant.

Question 3

hierarchy of needs- 1. Physiological

Answer 3

Includes hunger, thirst, shelter, sex, and other bodily needs.

Question 4

hierarchy of needs- 2. Safety-security

Answer 4

Security and protection from physical and emotional harm

Question 5

hierarchy of needs- 3. Social-belongingness

Answer 5

Affection, belongingness, acceptance, and friendship.

Question 6

hierarchy of needs- 4. Social-Esteem

Answer 6

Internal factors such as self-respect, autonomy, and achievement, and external factors such as status, recognition, and attention

Question 7

hierarchy of needs- 5. Self-actualization

Answer 7

Drive to become what we are capable of becoming; includes growth, achieving our potential, and self-fulfillment

Question 8

two-factor theory

Answer 8

A theory that relates intrinsic factors to job satisfaction and associates extrinsic factors with dissatisfaction. Also called motivation-hygiene theory

Question 9

hygiene factors

Answer 9

Factors—such as company policy and administration, supervision, and salary—that, when adequate in a job, placate workers. When these factors are adequate, people will not be dissatisfied.

Question 10

McClelland’s theory of needs

Answer 10

A theory that states achievement, power, and affiliation are three important needs that help explain motivation.

Question 11

McClelland’s theory of needs- need for achievement (nAch)

Answer 11

The drive to excel, to achieve in relationship to a set of standards, and to strive to succeed.

Question 12

McClelland’s theory of needs- need for power (nPow)

Answer 12

The need to make others behave in a way in which they would not have behaved otherwise.

Question 13

McClelland’s theory of needs- need for affiliation (nAff)

Answer 13

The desire for friendly and close interpersonal relationships.

Question 14

self-determination theory

Answer 14

A theory of motivation that is concerned with the beneficial effects of intrinsic motivation and the harmful effects of extrinsic motivation

Question 15

cognitive evaluation theory

Answer 15

A version of self-determination theory in which allocating extrinsic rewards for behavior that had been previously intrinsically rewarding tends to decrease the overall level of motivation if the rewards are seen as controlling

Question 16

self-concordance

Answer 16

The degree to which people’s reasons for pursuing goals are consistent with their interests and core values.

Question 17

goal-setting theory

Answer 17

A theory stating that specific and difficult goals, with feedback, lead to higher performance.

Question 18

promotion focus

Answer 18

A self-regulation strategy that involves striving for goals through advancement and accomplishment.

Question 19

prevention focus

Answer 19

A self-regulation strategy that involves striving for goals by fulfilling duties and obligations.

Question 20

management by objectives (MBO)

Answer 20

A program that encompasses specific goals, participatively set, for an explicit time period, with feedback on goal progress.

Question 21

Self-efficacy theory

Answer 21

An individual’s belief that he or she is capable of performing a task.

Question 22

reinforcement theory

Answer 22

A theory suggesting that behavior is a function of its consequences.

Question 23

Operant conditioning theory

Answer 23

probably the most relevant component of reinforcement theory for management, argues that people learn to behave to get something they want or to avoid something they don’t want. Unlike reflexive or unlearned behavior, operant behavior is influenced by the reinforcement or lack of reinforcement brought about by consequences. Reinforcement strengthens a behavior and increases the likelihood it will be repeated.

Question 24

behaviorism

Answer 24

A theory stating that behavior follows stimuli in a relatively unthinking manner.
In short, people learn to associate stimulus and response, but their conscious awareness of this association is irrelevant.

Question 25

social-learning theory

Answer 25

The view that we can learn through both observation and direct experience.

Question 26

social-learning theory- Attentional processes

Answer 26

People learn from a model only when they recognize and pay attention to its critical features. We tend to be most influenced by models that are attractive, repeatedly available, important to us, or similar to us (in our estimation).

Question 27

social-learning theory- Retention processes

Answer 27

A model’s influence depends on how well the individual remembers the model’s action after the model is no longer readily available.

Question 28

social-learning theory- Motor reproduction processes

Answer 28

After a person has seen a new behavior by observing the model, watching must be converted to doing. This process demonstrates that the individual can perform the modeled activities.

Question 29

social-learning theory- Reinforcement processes

Answer 29

Individuals are motivated to exhibit the modeled behavior if positive incentives or rewards are provided. Positively rein-forced behaviors are given more attention, learned better, and performed more often.

Question 30

expectancy theory

Answer 30

A theory stating that the strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.

Question 31

expectancy theory-Expectancy: the effort–performance relationship

Answer 31

The probability perceived by the individual that exerting a given amount of effort will lead to performance.

Question 32

expectancy theory-Instrumentality: the performance–reward relationship

Answer 32

The degree to which the individual believes performing at a particular level will lead to the attainment of a desired outcome.

Question 33

expectancy theory-Valence: the rewards–personal goals relationship

Answer 33

The degree to which organizational rewards satisfy an individual’s personal goals or needs and the attractiveness of those potential rewards for the individual.

Question 34

equity theory

Answer 34

A theory stating that individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities.

Question 35

organizational justice

Answer 35

An overall perception of what is fair in the workplace, composed of distributive, procedural, informational, and interpersonal justice.

Question 36

distributive justice

Answer 36

Perceived fairness of the amount and allocation of rewards among individuals.
For example, we could distribute raises equally among employees, or we could base raises on which employees need money the most.

Question 37

procedural justice

Answer 37

The perceived fairness of the process used to determine the distribution of rewards.

Question 38

Informational justice

Answer 38

The degree to which employees are provided truthful explanations for decisions.

Question 39

interpersonal justice

Answer 39

The degree to which employees are treated with dignity and respect.

Question 40

job engagement

Answer 40

The investment of an employee’s physical, cognitive, and emotional energies into job performance.

Question 41

Summary

Answer 41

Motivation describes the processes (e.g., intensity, direction, and persistence) underlying how employees and other individuals in the workplace direct their efforts toward a goal. Although not well supported, many early foundational theories of motivation focused on the needs that employees have along with the consequences of need satisfaction. More contemporary theories focus on top-ics such as intrinsic and extrinsic motivation; setting goals in organizations; self-efficacy; reinforcement; and our expectations regarding effort, performance, reward, and outcome relationships. Beyond these theories, various forms of organizational justice (e.g., distributive, procedural, and interactional), all deriving from equity theory, are important in motivating employees. Motiva-tion is key to understanding employees’ contributions to their work, including their job engagement. Overall, motivation underlies how and why employees exert effort to engage in performance activities, which in turn meet personal or organizational goals.