Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ORGS - INTL 2300 > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

What is motivation?

A

the process that accounts for an individual’s intensity, direction and persistence of effort toward reaching a goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What percentage of employees are not engaged at work (2013 vs 2014)?

A

2013: 70%, 14% disengaged
2014: 89% wasting time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the three elements of Motivation?

A
  1. Intensity
  2. Direction
  3. Persistence
    The person must put forth quality, intense effort that they can maintain.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Theory X

A

negative

employees dislike work, must coerced or threatened to achieve goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Theory Y

A

positive

employees like work, will be creative and responsible if they are committed to objectives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Who proposed Theory X and Y?

A

Douglas McGregor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Intrinsic Motivators

A

internal desire
- interest, challenge, satisfaction
(Theory Y)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Extrinsic Motivators

A

come from outside
- pay, bonus, tangible reward
(Theory X)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Needs theories

A

the types of needs that must be met to motivate individuals

  1. represent foundation of contemporary theories
  2. practising managers use them to explain motivation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Process theories

A

actual ways in which we and others can be motivated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Maslow’s Hierarchy of Needs Theory

A

Five needs; physiology, safety, social, esteem, and self-actualization
- as each is substantially satisfied the next need becomes more dominant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Apply Maslow’s Hierarchy of Needs to the Workplace

A 
Physiological = Safety and Rewards
Safety = Job Security 
Social = belonging, culture
Esteem = recognition
Self actualization = results
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Physiological

A

hunger, thirst, shelter, sex and others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Safety

A

security, protection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Social

A

affection, belongingness, acceptance and friendship

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Esteem

A

self-respect, autonomy, achievement, status, recognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Self Actualization

A

growth, achievement, self-fulfilment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Lower-Order Needs

A

[EXTERNAL] Physiological and safety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Higher-Order Needs

A

[INTERNAL] social, esteem, self actualization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Who created the Motivation Hygiene Theory?

A

Created by Frederick Herzberg

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Motivation Hygiene Theory

A

two-factor theory
intrinsic factors = such as achievement, recognition, work are related to satisfaction
extrinsic factors = such as company policy, administration are related to dissatisfaction
- the opposite of satisfaction is not dissatisfaction
- dual continuum model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

hygiene factors

A

company policy, administration, supervision, salary

  • when adequate, they placate employees
  • cause dissatisfaction if not met
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

motivating factors

A

the work itself, opportunities, personal growth, recognition
- serve to motivate and satisfy employees if met

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Critiques of Motivation-Hygiene Theory

A
  1. limited by reliance on self-reports (people take credit when things are going well, and blame failure on external)
  2. reliability of methodology
  3. no overall measure of satisfaction used
  4. assumed relationship between satisfaction and productivity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is McClelland’s Theory of needs?

A
  1. achievement
  2. power
  3. affiliation
    are three important needs that explain motivation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Need for achievement

A

(nAch)

  • drive to excel, achieve and strive to succeed
  • high achievers like when odds are 50-50 (not too easy, still challenge, not impossible and up to fate)
  • does not make you a good manager
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

need for power

A

(nPow)

  • need to make others behave in way they would not otherwise
  • high nPow is closely related to managerial success
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Need for affiliation

A

(nAff)

  • desire for friendly and close relationships
  • low levels of affiliation is closely related to managerial success
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What are the 3 needs theories?

A
  1. Maslow Hierarchy
  2. Herzberg Motivation-Hygiene
  3. McClelland’s Theory
30
Q

Describe the differences between the 3 needs theories

A

(see textbook table)

31
Q

Expectancy Theory

A
  1. effort = good performance [EXPECTANCY]
  2. good performance = organizational rewards [INSTRUMENTALITY]
  3. rewards = personal goal satisfaction [VALENCE]
    - each of these factors is scored from -1 to 1
    -1 = negative relationship
    0 = no relationship
    1 = relationship
    - typically people need 1 in all factors to be motivated
32
Q

Expectancy

A
  1. Effort-Performance Relationship

i. e. memorize textbook for $1MM example

33
Q

Instrumentality

A
  1. Performance Rewards Relationship
34
Q

Valence

A
  1. Rewards-Personal Goals Relationship

some people want money, vacation time, more challenging work etc

35
Q

How to improve expectancy?

A
  • -> improve ability of individual to perform
  • ensure employees have skills for task
  • provide training
  • assign reasonable tasks and goals
36
Q

How to improve instrumentality?

A
  • -> increase individual’s belief that performance will lead to reward
  • observe and recognize performance
  • deliver rewards as promised
  • indicate how previous good performance led to greater reward
37
Q

How to improve valence?

A
  • -> make sure reward is meaningful to the individual
  • ask employees what rewards they value
  • give rewards that are valued
38
Q

How to give more effective feedback?

A
  • relate feedback to goals and expectations
  • be specific (regarding behaviour and measurable results)
  • focus on key result areas
  • timing, give as soon as possible
  • positive feedback for improvement not just final results
  • focus on performance not just personalities
  • base it on accurate and credible information
39
Q

Goal Setting Theory

A
  • specific and difficult goals with feedback, lead to higher performance
40
Q

management by objectives

A
  • approach to goal setting where specific measurable goals are jointly set by managers and employees (progress on goals in periodically reviewed and rewards are given based on progress)
41
Q

How does goal setting motivate?

A

Locke Model

  1. Direct Attention
  2. Regulate Effort
  3. Increase Persistence
  4. Encourage Development of Strategies and Action Plans
42
Q

S.M.A.R.T.

A 
S = specific 
M = measurable 
A = attainable 
R = results-oriented 
T = time-bound
43
Q

Critics of Goal Setting

A
  • may become too focused on outcomes and ignore changing conditions (fail to adapt)
  • may lead to emotional exhaustion
  • potential unethical behaviour to meet goals
  • may fail to give up even when it’s necessary
44
Q

promotion focus

A

self-regulation strategy that involves striving for goals through advancement and accomplishment
- leads to higher performance, organizational behaviour and innovation

45
Q

prevention focus

A

self regulation strategy that involved striving for goals by fulfilling duties and obligations
- leads to safety performance

46
Q

Self-Efficacy Theory

A

one’s belief in their ability to perform a task influence their behaviour

  • higher self-efficacy = more confidence in completing task
  • complements goal-setting theory
  • setting difficult goals communicates your confidence in people and will result in higher personal confidence/self-efficacy
47
Q

How to increase self-efficacy?

A
  1. Enactive Mastery - experience, success in past makes you more confident in continued success
  2. Vicarious Modelling - seeing someone else perform the task
  3. Verbal persuasion - someone convinces you that you have the skills necessary
  4. Arousal - energized state, psych up
48
Q

Pygmalion Effect

A

form of verbal persuasion

  • self-fulfilling prophecy in which believing something makes it true
  • giving harder work and more attention to students you believe are smart
49
Q

Reinforcement Theory

A

behaviour is a function of its consequences

50
Q

operant conditioning theory

A

people learn to behave to get something they want or avoid something they don’t want

51
Q

Methods of Shaping Behaviour

A
  • positive reinforcement
  • negative reinforcement
  • punishment
  • extinction (terminate reinforcement that maintain behaviour)
52
Q

continuous reinforcement

A

desired behaviour is reinforced each and every time it is demonstrated
i.e. compliments

53
Q

intermittent reinforcement

A

desired behaviour is reinforced often enough to make it worth repeating but not every time it is demonstrated

54
Q

Fixed-Variable Schedule

A

reward is given at fixed time intervals

- weekly paycheques

55
Q

Variable- Interval Schedule

A

reward given at variable times

- pop quizzes

56
Q

Fixed Ratio Schedule

A

reward is given at fixed amounts of output

- piece-rate pay

57
Q

Variable Ratio Schedule

A

reward is given at variable amounts of output

- commissioned sales

58
Q

What are the schedules of reinforcement?

A
  1. Continuous
  2. Fixed Interval
  3. Variable Interval
  4. Fixed ratio
  5. variable ratio
59
Q

Equity Theory

A
  • compare job inputs to outcomes with those of others and then respond to eliminate any inequities
60
Q

How do people compare themselves (equity theory)?

A
  1. self-inside = employee’s experiences in a different position inside their current organization
  2. self-outside = experiences in diff organization
  3. other-inside = someone else in org
  4. other-outside = someone else outside org
61
Q

What is caused by inequitable treatment?

A
  • change inputs
  • change outcomes
  • adjust perceptions of self
  • adjust perceptions of others
  • chose a different referent
  • leave the field
62
Q

Organizational Justice

A

overall perception of what is fair in the workplace, composed of

  1. distributive, 2. procedural, 3. informational and
  2. interpersonal justice
63
Q

distributive justice

A

perceived fairness of the amount and allocation of rewards among individuals

64
Q

procedural justice

A

perceived fairness of process used to determine outcome

65
Q

informational justice

A

perceived truthfulness of explanations for decisions

66
Q

interpersonal justice

A

perceived degree to which one is treated with dignity and respect

67
Q

Self- Determination Theory

A

motivation theory that’s concerned with the beneficial effects of intrinsic motivation and the harmful effects of extrinsic motivation
- people like to feel like the task is a freely chosen activity and not an obligation

68
Q

cognitive evaluation theory

A

offering extrinsic rewards for work that was previously rewarding intrinsically tends to decrease overall motivation

69
Q

self-concordance

A

degree to which a person’s reasons for pursuing a goal are consistent with the person’s interests and core values

70
Q

How to increase intrinsic motivation?

A
  1. Sense of Choice
  2. Sense of Competence
  3. Sense of Meaningfulness
  4. Sense of Progress
71
Q

Summary of Five Elements of Motivating Employees

A
  1. recognize individual differences
  2. use goals and feedback
  3. all employees to participate in decisions that effect them
  4. ensure to reward for desired performance
  5. check the system for equity

ORGS - INTL 2300 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions