Chapter 5 Flashcards
motivation
the forces within a person that
affect the direction, intensity,
and persistence of effort for
voluntary behavior
drives
hardwired characteristics of the
brain that correct deficiencies or
maintain an internal equilibrium
by producing emotions to
energize individuals
needs
goal-directed forces that
people experience
four-drive theory
a motivation theory based on
the innate drives to acquire,
bond, comprehend, and
defend that incorporates both
emotions and rationality
Maslow’s needs hierarchy
theory
a motivation theory of needs
arranged in a hierarchy,
whereby people are motivated
to fulfill a higher need as a
lower one becomes gratified
intrinsic motivation
occurs when people fulfill their
needs for competence and
autonomy by engaging in the
activity itself, rather than from
an externally controlled
outcome of that activity
extrinsic motivation
occurs when people are
motivated to engage in an
activity for instrumental
reasons, that is, to receive
something that is beyond their
personal contro
need for achievement (nAch)
a learned need in which
people want to accomplish
reasonably challenging goals
and desire unambiguous
feedback and recognition for
their success.
need for affiliation (nAff)
a learned need in which
people seek approval from
others, conform to their wishes
and expectations, and avoid
conflict and confrontation
need for power (nPow)
a learned need in which
people want to control their
environment, including people
and material resources, to
benefit either themselves
(personalized power) or others
(socialized power)
expectancy theory
a motivation theory based on
the idea that work effort is
directed toward behaviors that
people believe will lead to
desired outcomes
organizational behavior
modification (OB Mod)
a theory that explains
employee behavior in terms of
the antecedent conditions and
consequences of that behavior
social cognitive theory
a theory that explains how
learning and motivation occur
by observing and modeling
others as well as by anticipating
the consequences of our
behavior
self-reinforcement
reinforcement that occurs when
an employee has control over a
reinforcer but doesn’t “take” it
until completing a self-set goal
goal
a cognitive representation of a
desired end state that a
person is committed to attain
strengths-based coaching
an approach to coaching and
feedback that focuses on
building and leveraging the
employee’s strengths rather
than trying to correct their
weaknesses
distributive justice
an ethical principle stating that
appropriate decision criteria
should be applied to calculate
how various benefits and
burdens are distributed
procedural justice
the perception that
appropriate procedural rules
were applied throughout the
decision process
interactional justice
the perception that
appropriate rules were applied
in the way the people involved
were treated throughout the
decision process
equity theory
a theory explaining how
people develop perceptions of
fairness in the distribution and
exchange of resources
Which two drives did not fit within the hierarchy of Maslow
- need to know
- need for beauty
Maslow’s need hierarchy has been dismissed because of
- Not a order adequately to the hierarchy
- need fulfillment seem to last for a briefer period
- people have different need hierarchies
The 4 drives of the four-drive theory
- Drive to aquire
to seek out, take, control, retain - Drive to bond
motivates people to cooperate - Drive to comprehend
People are inherently curious and need to make sense of their environment and themselves - Drive to defend
To protect ourselfs physically, psychologically and socially
E-to-P expectancy
This is the individual’s perception that their effort will result in a
specific level of performance. In some situations, employees may believe that they can unquestionably accomplish the task (a probability of 1.0). In other situations, they expect that even their highest level of effort will not result in the desired performance level (a probability of 0.0). In most cases, the E-to-P expectancy falls
somewhere between these two extremes.
P-to-O expectancy
This is the perceived probability that a specific behavior or performance level will lead to a specific outcome. In extreme cases, employees may
believe that accomplishing a particular task (performance) will definitely result in a particular outcome (a probability of 1.0), or they may believe that successful
performance will have no effect on this outcome occurring (a probability of 0.0). More often, the P-to-O expectancy falls somewhere between these two extremes.
Outcome valences
A valence is the anticipated satisfaction or dissatisfaction that
an individual feels toward an outcome. It ranges from negative to positive. Outcomes have a positive valence when they are consistent with our values and satisfy our needs; they have a negative valence when they oppose our values and inhibit need fulfillment
ABC’s of OB Mod
Antecedents -> behavior -> consequences
Antecedents are events preceding the behavior, informing employees that a particular action will produce specific consequences. It does not cause behavior; it is a cue. Consequences are events following a particular behavior that influence its future occurence
Does everyone has the same drives?
Yes. They are hardwired in us through evolution. However, people develop different intensities of needs in a particular situation.
Does a hierarchy of drives exist?
No
The two recommendations by the Four-Drive Theory
- the best workplace helps fulfill all four drives
- The fulfillment of the four drives must be kept in balance
two contrasting hypotheses about how extrinsic and intrinsic motivation work together.
- That someone performing an intrinsically motivating job becomes even more motivated by also receiving an extrinsic source of motivation for that work.
- The opposing hypothesis states that introducing extrinsic sources of motivation will reduce the amount of intrinsic motivation. (Because of a diminishing feeling of autonomy for the employee. Which is a key for intrinsic motivation)
Money is a weak/strong motivator for people with high nAch (need for achievement)
It is a weak motivator
People with high nAff (need for approval) should/shouldn’t be leaders
The shouldn’t. Because they tend to be not so effective when making decisions.
But… a moderate level of nAff can be good, because they will be supportive of employees needs
need for personalized power
Occurs when individuals enjoy their power for its own sake, use it to advance personal interests, and wear their power as a status symbol.
The need for socialized power
exists when individuals desire power as a means to help others.
Effective leaders need to have a high level of socialized power or personalized power
socialized power
People with higher E-to-P expectencies have higher..
self-efficacy
What strenghtens the E-to-P expectancy?
An important part of this process involves matching employee abilities to job requirements and clearly communicating the tasks required for the job. Similarly, E-to-P expectancies are learned, so behavior modeling and supportive feedback typically strengthen the individual’s belief that they are able to perform the task.
Increasing P-to-O Expectancies
- Measure job performance accurately.
- Clearly explain the outcomes that will result from
successful performance. - Describe how the employee’s rewards were based on
past performance. - Provide examples of other employees whose good
performance has resulted in higher rewards.
Increasing Outcome Valences
- Distribute rewards that employees value.
- Individualize rewards.
- Minimize the presence of countervalent outcomes.
A-B-Cs of Organizational Behavior Modification example
Antecedents- your phone makes a distinctive sound
Behavior- You check your phone for a new message
Consequences- You learn useful information from the new message on your phone
Important note about antecedants:
It does NOT causes behavior.
the variable ratio schedule
The most effective reinforcement schedule for skilled and experienced employees.
providing positive reinforcement after a varying number of times. Salespeople experience variable ratio reinforcement because they make a successful sale (the reinforcer) after a varying number of client calls. The variable ratio schedule makes behavior highly resistant to extinction because the reinforcer is never expected at a particular time or after a fixed number of accomplishments
There are several pieces to social cognitive theory, but the three most relevant to employee motivation are
learning behavior consequences
behavior modeling
self-regulation.
Learning Behavior Consequences
People learn the consequences of behavior by observing or hearing about what happened to others, not just by directly experiencing the consequences.
Behavior Modeling
Along with observing others, people learn by imitating and practicing their behaviors.
This also increases employee’s self-efficacy
Self-Regulation
An important feature of social cognitive theory is that human beings set goals and engage in other forms of intentional, purposive action. They establish
their own short- and long-term objectives, choose their own standards of achievement, work out a plan of action, consider backup alternatives, and have the forethought to anticipate the consequences of their goal-directed behavior.
(one way to do this is self-reinforcement)
Specifically, goals are more effective when they are..
specific,
measurable,
achievable,
relevant,
time-framed,
exciting,
reviewed.
FEEDBACK CHARACTERISTIC: specific
Information refers to identifiable
behaviors and (when possible)
measurable outcomes.
Relevant. (feedback characteristic)
Information should relate to
behaviors and outcomes within the
individual’s or team’s control
Timely (feedback characteristic)
Information should be available
soon after the behavior or results
occur
Credible (feedback characteristic)
Information source should:
* have complete and accurate
information
* recall information reliably
* be unbiased in communicating
and applying the feedback
* describe the feedback in a
supportive and empathetic
manner
Sufficiently frequent (feedback characteristic)
Information is provided:
* more often for those learning
new tasks
* according to the job cycle’s
frequency
Equity Theory Model
Comparing your own outcome/input ratio to an other’s outcome/input ratio
Outcome
- Pay
- recognition
- learning
- promotions
- workspace
- interesting job
Input:
- Skill
- Effort
- Performace
- Reputation
- Hours
- Experience
Motivational Effects of Inequity Perceptions
Percieved inequity -> inequity tension (negative emotions) -> Motivation to reduce tension -> action that reduce inequity tension
What does the Four Drive theory calls our “mental skill set
social norms, personal values, and past experience.
guide our motivational energy and reduce the felt need. Our mental skill set chooses courses of action that are acceptable to society, consistent with our own moral compass, and have a high probability of achieving the goal of fulfilling those felt needs
