Chapter 5 Employee Motivation Flashcards
Motivation
defined as the forces within a person that affect the direction, intensity, and persistence of their effort for voluntary behaviour. In short, motivated employees exert varying levels of effort (intensity), for vary- ing lengths of time (persistence), toward various goals (direction).
Employee Engagement
A person’s emotional and cognitive motivation, particularly a focused, intense, persistent, and purposive effort toward work-related goals.
(or how immersed they are in their work)
Self efficacy
thebeliefthatyou have the ability, role clarity, and resources to get the job done
Drives
(also called primary needs) Hardwired character- istics of the brain that correct deficiencies or maintain an internal equilibrium by pro- ducing emotions to energize individuals.
Why are drives the starting point of motivation?
because they generate emotions that, as we learned in Chapter 4, put people in a state of readiness to act on their environment.
Difference between cognition and emotions
Cognition is logical thinking
Emotions are
Needs
Goal-directed forces that people experience.
Needs are the emotions that we eventually become consciously aware of.
Individual differences in needs
People develop different intensities of needs in a particular situation. For example, people who define them- selves as very sociable typically experience a need for social interaction after being alone for a while, whereas people who view themselves as less sociable would experience a less intense need to be with others over that time.
Self-concept, social norms and past experiences
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(Drives and emotions) — (Needs) — (Decisions and Behaviours)
Four drive theory
A motivation theory based on the innate drives to acquire, bond, comprehend, and defend that incorporates both emotions and rationality.
Drive to acquire.
This is the drive to seek, take, control, and retain objects and personal experiences. It produces various needs, including achievement, competence, status, and self-esteem. The drive to acquire also motivates vates competition.
Drive to bond
This drive produces the need for belonging and affiliation.It explains why our self-concept is partly defined by associations with social groups (see Chapter 3). The drive to bond motivates people to cooperate and, consequently, is essential for organizations and societies.
Drive to comprehend
We are inherently curious and 15 need to make sense of our environment and ourselves. When observing something that is inconsistent with or beyond our current knowledge, we experience a tension that motivates us to close that information gap. The drive to comprehend motivates curiosity as well as the broader need to reach our knowledge potential.
Drive to defend
This is the drive to protect ourselves physically, psychologically, and socially. Probably the first drive to develop in human beings, it creates a fight- or-flight response when we are confronted with threats to our physical safety, our possessions, our self-concept, our values, and the well-being of people around us
Practical implications of the four drive theory
1st recommendation: to fulfill all 4 drives of the employees.
2nd recommendation: fulfill all 4 in balance because the drives counterbalance each other
Maslow’s needs hierarchy
- Physiological
- Safety
- Belonginess (interaction and affection)
- Self-esteem (social status and and self esteem)
- Self-actualization (realization of one’s potential, self-fulfillment)
Main flaw of Maslow’s needs hierarchy
not everybody has the same needs hierarchy
does not take into account self-concept (personality, values, past experiences)
the hierarchy changes time to time
How Maslow transformed the way we see needs
1) needs should be studied together
2) motivation can be shaped by human thoughts and not just instincts
3) added a positive perspective such self-actualization needs and not just the deficiency ones such as hunger
Intrinsic motivation and its ties to autonomy and competence needs
Motivation that occurs when people are fulfilling their needs for competence and autonomy by engaging in the activity itself, rather than from an externally controlled outcome of that activity.
They feel competent when applying their skills and observing positive, meaningful outcomes from that effort. They feel autonomous when their motivation is self-initiated rather than controlled from an external source.
Extrinsic motivation
Motivation that occurs when people want to engage in an activity for instrumental reasons, that is, to receive something that is beyond their personal control.
(pay incentives, recognition awards, and frequent reminders from the boss about work deadlines.)
does extrinsic motivation undermine intrinsic motivation?
1) first theory says that extrinsic motivation such as a performance bonus may make it even better when added to an already existing intrinsic motivation
2) second theory says that adding an extrinsic motivation may undermine the motivation of an employee because it threatens their feeling of autonomy which is a key of intrinsic motivation
Learned needs theory
Psychologist David McClelland investigated the idea that needs can be strengthened or weakened through reinforcement, learning and social conditions.
He examined 3 learned needs:
1) achievement
2) power
3) affiliation
need for achievement (nAch)
People with a high need for achievement (nAch) choose moderately challenging tasks, desire unambiguous feed- back and recognition for their success, and prefer working alone rather than in teams
- money is a weak motivator if its not a source of feedback
- entrepreneurs have high nAch
- they thrive on competition
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.
- do well in jobs requiring cultivating long term relationships
- less effective at allocating scarce resources
- leaders should not have high nAff (moderate would be best)
need for power (nPow)
People with a high need for power (nPow) want to exercise control over others, are highly involved in team decisions, rely on persuasion, and are concerned about maintaining their leadership position.
There are 2 types of need for power
1) personalized - power for its own sake, to wear it as a status symbol, for personal interests
2) socialized - to help others, sense of altruism and social responsibility for their actions and consequences
Changing (learning) need Strength
McClelland developed a training program through which people’s view of their own self-concept changed and it amplified their need for achievement, affiliation and/or power.
Expectancy Theory
the theory states that work effort is directed toward behaviours that people believe will produce the most favourable outcomes.
E-to-P expectancy
This is the individual’s perception that their effort will result in a specific level of perfor- mance.
P-to-O expectancy
This is the perceived probability that a specific behaviour or performance level will lead to a specific outcome.
Outcome valences
A valence is the anticipated satis- faction or dissatisfaction that an individual feels toward an outcome.
Organizational Behaviour Modification and Social Cognitive Theory
complement expectancy theory by explaining how people learn what to expect from their actions, which is how people develop the expectancies that affect motivation.
OB Mod
A theory that explains employee behaviour in terms of the antecedent conditions and consequences of that behaviour. It does not take into account human thoughts and attitudes
Positive Reinforcement
refers to any consequence that, when introduced, increases or maintains the frequency or future probability of a specific behaviour. Receiving praise from co-workers is an example of positive reinforcement because the praise usually maintains or increases your likelihood of helping them in future
Punishment
refers to any consequence that decreases the frequency or future prob- ability of a specific behaviour occurring
Extinction
Extinction occurs when the target behaviour decreases because no consequence follows it. For instance, research sug- gests that performance tends to decline when managers stop congratulating employees for their good work
Negative Reinforcement
Negative reinforcement occurs when the removal or avoid- ance of a consequence increases or maintains the frequency or future probability of a specific behaviour. For example, managers apply negative reinforcement when they stop criticizing employees whose substandard performance has improved.
Schedules of reinforcement
frequency and timing of these reinforcers
the most effective schedule of reinforcement for learning new tasks
continuous reinforce- ment— providing positive reinforcement after every occur- rence of the desired behaviour
For motivating behaviour, the most effective reinforcement schedule
variable ratio schedule—providing positive reinforcement after a varying number of times. Salespeople experience variable ratio reinforcement because they make a success- ful sale (positive reinforcement) after a varying number of client calls.
Social cognitive theory
states that much learning occurs by observing and
modelling others as well as by anticipating the consequences of our behaviour
Characteristics of effective feedback
Specific, relevant, timely, sufficiently frequent, credible
Strengths based coaching
(also known as appreciative coaching) is a positive approach to feedback that maximizes employees’ potential by focusing on their strengths rather than weaknesses.
Distributive Justice
The perception that appropriate decision criteria (rules) have been applied to calculate how various benefits and burdens are distributed.
Procedural Justice
The perception that appropriate procedural rules have been applied throughout the decision process.
Interactional Justice
The perception that appropriate rules have been applied in the way the people involved are treated throughout the decision process.
Equity Theory
A theory explaining how people develop perceptions of fairness in the distribution and exchange of resources.
