Chapter 5 Flashcards
what did David McClelland investigate
the idea that need strength can be altered through social influences
what were mcclellands three learned needs
achievement, affiliation, power
need for achievement
a learned need in which people want to accomplish reasonable challenging goals and desire unambiguous feedback and recognition for their success
what do people with need for achievement do
choose moderately challenging tasks, desire unambiguous feedback and recognition for their success, and prefer working alone rather than in teams
motivators for NaCH
not money (can be strong with those with high NaCH; overall just completing goals
need for affiliation
a learned need in which people seek approval from others, conform to their wishes and expectation, and avoid conflict and confrontation
what do people with need for affiliation do
seek approval from others, want to conform to other’s wishes and expectations, avoid conflict and confrontation
More about nAff
high nAff generally work well enjoys where the main task is cultivating long term relations; tend to be less effective at allocating scarce resources and making other decisions that potentially generate conflict
need for power
a learned need in which people ant to control their environment , including people and material resources, to benefit themselves or others
more about Need for power
want to exercise control over others , highly involved in team decisions, rely on persuasion, concerned about maintaining that leadership position
personalized power
those with need for power to advance personal interests and wear their power as a status symbol
socialized power
desire power as a means to help others; better to have this personalized; high degree of altruism and social responsibility
what test attributes were used to see if everything could be learned
reinforcement, learning, and social conditions; changed how people viewed themselves, which amplified their need for achievement, affiliation, or power
what is the four drive theory of motivation
how drives, needs, and emotions influence motivation; states that emotions are the source of human motivation and that these emotions are generated through four drives
what are the four drives in the theory
drive to acquire, drive to bond, drive to comprehend, drive to defend
drive to acquire
drive to seek out, take control, and retain objects and personal experiences; produces the need for achievement , competence, status, and self esteem; motivates competition
drive to bond
produces the need for belonging and affiliation; explains why our self concept is partly defined by associations with social groups; motivates people to cooperate, is essential for organizations and societies
drive to comprehend
people are inherently curious and need to make sense of their environment and themselves; motivated to discover answers to unknown as well as conflicting ideas
drive to defend
this is the drive to protect ourselves physically, psychologically, and socially; creates fight or flight response when we are confronted with threats to our physical safety, our possessions, and our self-concept, our values, and the well beings of others
more about all the drives
independent of one another
practical implications of four drive theory
workplaces should help employees fulfill all four drives; companies provide sufficient rewards, learning opportunities, social interactions, and so forth for all interactions
expectancy theory
a motivation theory based on the idea that work effort is directed toward behaviors that people believe will lead to desired outcomes
what are the different levels of expectancy theory
E-P, P-O, Outcome valences
E-P
his or her effort will result in a particular level of performance; 1.0 probability that they can unquestionably accomplish the task at hand; 0.0 that no matter what you do it won’t pan out how you want
P-O
perceived probability that a specific behavior or performance level will lead to a particular outcome; 1.0 probability when you complete a particular task that a definite outcome will happen; successful performance will have no effect on this outcome (0.0)
Outcome C
anticipated satisfaction or dissatisfaction that an individual feels toward an outcome
increasing E-P
hire/train staff, adjust job duties to skills, provide sufficient time and resources, provide coaching and behavioral modeling to build self efficacy
increasing P-O
measure performance accurately, explain how rewards are linked to performance, provide examples of coworkers being rewarded
increasing Outcome Valences
ensure that rewards are valued, individualize reward, minimize countervalent outcomes
equity theory
theory explaining how people develop perceptions of fairness in the distribution and exchange of resources; outcome/input ratio
inputs
skill, effort, performance, reputation, hours, experience
outputs
pay/benefits, recognition, learning, promotions, workspace, interesting job
equity condition
people think comparison is even/similar
underrewarded inequity
believe their ration is lower than the comparisons ratio
over rewarded inequity
their ration is higher than the comparisons ratio
inequity tension
when people feel they are over or under rewarded; experience. negative emotions
correcting under rewarded equity
reduce inputs, increase outcomes, increase other’s inputs, reduce others outputs, change our perceptions, change comparison other, leave the field
why can equity theory not be good
model doesn’t identify the comparison other and doesn’t indicate which inputs our outcomes are most valuable to each employee/
only accounts for some of feelings or fairness or justice in the workplace
goal setting
the process of motivating employees and clarifying their role perceptions by establishing performance objectives
what is the goal setting acronym
SMARTER
S in smarter
specific; what, how, where, when, with whom
M in smarter
Measurable; how much, how well, at what cost
A in smarter
achievable; challenging, yet accepted (E-P)
R in smarter
Relevant; within employee’s control
T in smarter
time framed; due date and when assessed
E in smarter
exciting; employee commitment, not just compliance
R in smarter
reviewed; feedback and recognition on goal progress and accomplishment
characteristics of effective feedback
specific, relevant, timely, credible, sufficiently frequent
specific in feedback
refers to specific metrics
relevant in feedback
relates to behavior/results within employee’s own control
timely in feedback
information available soon after behavior/results occur
credible in feedback
trustworthy/believable sources
sufficiently frequent in feedback
more frequent for employees with low knowledge/experience/
more frequent is possible for jobs with short tasks cycle time
