Chapter 5- Foundations Of Employee Flashcards
Individual’s emotion and cognitive motivation, particularly a focused, intense, persistent, and purposive effort towards work related goals.
-described as an emotional involvement in, commitment to, and satisfaction within the work.
Employee engagement
A motivation theory of needs arranged in a hierarchy, whereby people are motivated to fulfill a higher need as a lower one becomes gratified.
Maslow’s needs hierarchy theory
MASLOW’s NEED HIERARCHY THEORY diagram
Physiological Safety Belongingness/love Esteem Self-actualization
- food, water, sleep, shelter
- stability and security
- need for interaction and affection from others
- need for self-esteem/status
= need for self-fulfilment, realization of one’s potential.
A theory that explains employee behaviour in terms of the antecedent condition and consequences of that behaviour.
Organizational behaviour modification
A theory that explains how learning and motivation occur by observing and modelling others as well as by anticipating the consequences of our behaviour.
Social cognitive theory
Reinforcement that occur when an employee has control over a reinforcer but doesn’t ‘take’ it until completing a self-set goal.
Self-reinforcement
The process of motivating employees and clarifying their roles perception by establishing performance objectives.
Goal setting
A goal-setting and reward system that translate the organization’s vision and mission into specific, measurable performance goals related to financial, costumer, internal, and learning/growth process.
Balance scorecard
A positive organizational behaviour approach to coaching and feedback that focuses on building and leveraging the employee’s strengths rather than trying to correct his or her weaknesses.
Strengths-based coaching
Information about an employee’s performance collected from full circle of people, including subordinates, peers, supervision, and costumers.
Multi source feedback
Forces within a person that affect the direction, intensity and persistent of their voluntary behaviour. It is exerted effort for a certain amount of time towards a particular goal. It is simply the desire to do something. It involves the biological, emotional, social and cognitive forces that activate behaviour.
Motivation
Motivation that arises from the outside of the individual and often involve rewards such as trophies, money, and social recognition or praise.
-motivator in which help students feel more competent in the classroom.
Extrinsic motivation
Motivation that arises from within the individuals. Students who are motivated learners tackle assigned task willingly and are eager to learn classroom materials, more likely to process information in effective ways, and more likely to achieve at high level.
Intrinsic motivation
What drives employee engagement?
- Goal setting
- Employee involvement
- Organizational justice
- communication
- Employee development opportunities
- Sufficient resources
Behavioural modification
- Antecedents
- Behaviour
- Consequences
- what happens before the behaviour
- what the person says or does
- what happens after the behaviour
Theory that needs are shape, amplified, or suppress through self-concept, social norms, and past experience. Person’s need can also be strengthened or weakened through reinforcement, learning and social conditions.
McClelland’s Learned needs theory
McClelland examined three “learned” needs: achievement，power, and affiliation.
People who want to accomplish challenging goals through their own effort. Prefer working alone, choose task with a moderate of risk. They also want feedback and recognition for their success. Money is a poor motivator for them unless it provides feedback and recognition.
Need for achievement
Goal- directed forces that people experience. It is the emotion that we become aware of.
Needs
McClelland examined three “learned” needs: achievement，power, and affiliation.
People who seek approval from others, conform to their wishes and expectations and avoid conflict and confrontation. Want project favourable image of themselves, support others. Work well in coordinating and mediating roles, as well as sales. Not good for leaders.
Need for affiliation
McClelland examined three “learned” needs: achievement，power, and affiliation.
Want to exercise control over others and are concerned about maintaining their leadership position. Want to control their environment, including people and material resources, to benefit wither themselves (personalized power) or others (socialized power).
Need for power
Hardwired characteristics of the brain that attempt to keep us in balance by correcting deficiencies.
-produce emotion that energize us to act.
Drives
A motivation theory based on the innate drives to acquire, bond, learn, and defend that incorporates both emotions and rationality.
Four-drive theory
FOUR DRIVE THEORY
Satisfy our curiosity, to know, to understand ourselves and the environment. When we observe sometime inconsistent with what we know, we are motivated by a tension to close the information gap. When removed from novel information we crave even boring information. This drive is related to out needs for growth.
Drive to comprehend
FOUR DRIVE THEORY
Seek, take control, retain objects and personal experiences.Drive to enhance self concept, through recognition in society and status. This drive is the foundation for competition and the basis for our need for esteem.
Drive to acquire
FOUR DRIVE THEORY
Form social relationship and develop mutual commitment with others. This is why people form social identities by aligning their self-concept with social group. This is important to organizational success and the development of societies.
Drive to bond
FOUR DRIVE THEORY
Protect ourselves from harm both physically and socially. This is fight or flight response. This drives includes protecting out relationships, our acquisition and our beliefs.
Drive to defend
A motivation theory based on the idea that work effort is directed on the idea that work effort is directed towards behaviour that people believe will lead to desired outcomes.
Expectancy theory
Clearly communicating the task, ensuring employees have the competencies, clear role, perceptions and resources to reach desired level of performance.
Effort-to-perform expectancy
Measure performance and reward based on performance.
Perform-to-outcome expectancy
Individualizing rewards, one size does not fit all, distribute rewards employees value, try to make sure negative valence rewards are limited.
Outcome valence
FOUR TYPES OF CONSEQUENCES
The introduction of consequences increase or maintains frequency or future probability of behaviour. (Receiving praise)
Positive reinforcement
FOUR TYPES OF CONSEQUENCES
Consequences decreases the frequency or future probability of behaviours.
Punishment
FOUR TYPES OF CONSEQUENCES
Target behaviour decreases because there are no consequences that follow it. (Stop congratulating employees for performance, so it declines)
Extinction
FOUR TYPES OF CONSEQUENCES
When the removal or avoidance of a consequence increases or maintains the frequency or future probability of the behaviour. (Supervisor stops criticizing performance when it improves)
Negative reinforcement
Social Cognitive Theory
People learn behavioural and outcome by observing and hearing about what happened to other people, not just by direct experience.
Learning behaviour outcome
Social Cognitive Theory
People learning not only by observing but by imitating and practicing behaviours. Helps acquire tacit knowledge and skills, as well as builds self- efficiency.
Behavioural modelling
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 objective, choose their own standards of achievement, work out a plan action, consider backup alternatives, and have the forethought to anticipate the consequences of their goal-directed behaviour.
Self-regulation
GOAL SETTING
Employees put more effort into a task when they work toward specific goals with specific time.
Specific Goal
GOAL SETTING
Goals must also be relevant to the individual’s job and be within his or her control.
Relevant Goal
GOAL SETTING
Challenging goals then to raise the employee’s intensity and persistent of work effort and to think through information more actively. They also fulfill a person’s achievement or growth needs when the goal is achieved.
Challenging Goals
GOAL SETTING
Ideally goal should be challenging without being so difficult that employees lose their motivation to achieve them.
Goal commitment
GOAL SETTING
Goal setting is usually more effective when employees are more involve in setting goals. Participation potentially creates high level of goals commitment than is found when goal are set alone by supervisor. It may also improve goal quality, because employees have valuable information and knowledge that may not be known to those who initially form the goal.
Goal participation
GOAL SETTING
Feedback is another me necessary condition for effective goal setting. Feedback is any information that lets us know whether we have achieved the goal or are properly directing our effort toward it. Feedback redirects out effort, but it potentially also fulfills our growth needs.
Goal feedback
Treating employees fairly both morally correct and good for employee motivation, loyalty and well-being.
Organizational Justice
Organizational Justice
Refer to perceived fairness in the outcome we receive compared to our contributions and the outcomes and contributions of others.
Distribution Justice
Organizational Justice
Refers to fairness of the procedures used to decide distribution of resources.
Procedural Justice
