Chapter 5 - HR In-depth Flashcards
What does Ryan & Deci’s self-determination theory say about basic motivation?
Humans have an inherent basic need to be active, curious and playful, regardless of external rewards. According to cognitive evaluation theory, some extrinsic rewards reduce intrinsic motivation, some increase it, and some have no effect.
How does the SDT model see extrinsic and intrinsic motivation?
Two dimensions that are always more or less present in the driving forces of individuals. They give different degrees of perceived autonomy. Intrinsic motivation is when the task itself in interesting and gives joy to the performer, regardless of other consequences, but is hard to find in its pure form. Externally regulated actions can also bring feelings of autonomy.
Describe “external regulation and controlled motivation” from the SDT model.
Uninteresting tasks require some kind of extrinsic motivation for an individual to perform them. The externally controlled motivation means that the individual needs to be able to see a causal relationship between execution of a task and a demanded consistency (penalty/reward)
Describe “Introjected regulation and partially controlled motivation” from the SDT model.
The individual internalises the values behind external regulation, transforming underlying values, attitudes and regulatory structures into intrinsic perceptions. No clear external control is required.
Describe “regulation through identification and partly autonomous motivation” in the SDT model.
Values and motives behind external regulations have been identified and there is an understanding of why there is an external regulation at all. The underlying values can be perceived as important even of they are not fully shared, requires less concrete control. Perceived as more voluntary execution of tasks.
Describe “integrated regulation and autonomous motivation” from the SDT model.
Causes the greatest sense of autonomy for the individual, external regulation is completely internalised. More about the consequences of the action rather than the action itself. External regulation integrated with actor’s own values.
What degrees of extrinsic motivation are there in the SDT model?
- External regulation/controlled motivation
- Introjected regulation/partially controlled motivation
- Regulation through identification/partly autonomous motivation
- Integrated regulation/autonomous motivation
What three factors (adhering to the HR framework’s basic assumptions) are the internalisation process facilitated by in the SDT model? What are the implications for leadership and organization?
- competence
- autonomy
- relatedness
Internalization can’t occur if these are not fulfilled.
Leadership that expresses confidence in employees’ ability/actions is preferable. Performance-based rewards should only be rare and special occurrences. Having it on group level increases relatedness to the team.
What are the basic characteristics of Nonaka and Takeuchi’s model for creation of organisational knowledge?
Whether and how learning takes place in organization. Knowledge should be spread horizontally and shared. How individuals develop knowledge and how it then spreads within the organization, important for competence intensive services.
What two dimensions does Nonaka and Takeuchi’s model have?
- The ontological dimension (reality)
- The epistemological dimension (knowledge of reality). Explicit knowledge = can be formulated and written down. Tacit knowledge = individual gains experience without necessarily knowing what they are learning.
What are the four stages of knowledge transfer in Nonaka & Takeuchi’s model?
- Socialization
- Externalization
- Combining
- Internalization
What characterises the Socialization phase in Nonaka/Takeuchi?
From tacit to tacit. Share experiences during actual work. Learning is informal/implicit, highly linked to the specific situation. Remains tacit among those who created it + by including less experiences employees, they can try to imitate and learn, but is time-consuming.
What characterises the Externalization stage in Nonaka/Takeuchi?
From tacit to explicit. Individuals/teams experiences are translated into more general manuals and descriptions. Knowledge becomes available to a larger number of employees who have not socialised with the original group
What characterises the Combining stage in Nonaka/Takeuchi?
From explicit to explicit. Combining explicit knowledge from different contexts/situations to identify patterns. Creates a best practice of how successful projects should be implemented.
What characterises the Internalisation stage in Nonaka/Takeuchi?
From explicit to tacit. When explicit knowledge is created, some tacit knowledge is lost because focus is on what is best for users. When employees later use this explicit knowledge, gaps require internalisation of tacit knowledge. The individual need to both interpret the explicit instructions and the specific situation, and fill in with new tacit knowledge where necessary.
In what way can we use Nonaka/Takeuchi to see if an organization is appropriately structured?
Do they support or hinder learning and creation of organisational knowledge?
What are the four basic questions to ask at the beginning of a group project, to shorten the time before becoming a high-performance team?
- Am I willing to listen and can I adapt to others?
- Do I dare to talk and take a more prominent role than I usually do?
- What competences does each group member have?
- What are our common goals?
What are the four phases of high-performance teams in Wheelan/Tuckman?
- Forming (dependency phase)
- Storming (conflict phase)
- Norming (confidence phase)
- Performing (productivity phase)
What characterises the Forming (dependency phase) in Wheelan/Tuckman?
The initial phase, lack of guidance and direction. Low agreement on goals and work processes, many unanswered questions about purpose. Group members try to predict each others behaviour, there is low identification with the group. Many suggestions but few decisions/implementations, lacks leadership, discuss topics not related to task.
What characterises the Storming (conflict phase) in Wheelan/Tuckman?
Decision-making is time-consuming/cumbersome. Try to establish relationships and look for a possible leader. Purpose and task becomes somewhat clearer. Alliances are created and members try to convince each other with own motives rather than cooperating. Risk and variety is higher, and there is stress from issues not related to tasks, potential power struggle.
What characterises the Norming stage (confidence phase) in Wheelan/Tuckman?
Group members become closer and consensus increases when conflict and positioning is managed. Make decisions together and a higher motivation to implement. Engagement in social activities, makes them quite ineffective. Risk of groupthink with higher risk-taking and identification to the group.
What characterises the Performing (productivity) phase in Wheelan/Tuckman?
The ideal phase, performance on high level. Confident, do not need to discuss how to work. There is a common vision, but dare to share different views because conflict can be solved positively. Achieve goals while developing process if necessary. No need for leadership/control; work independently but take joint decisions, care for each other. 75% focus on task (only 38% in norming).
What does Losada and Heapy’s model entail about communication in high- and low-performance teams?
In high performance teams there is a balance between investigative/curious and advocative/argumentative communication. They both inquire (examine own and others perspectives) and advocate (share own perspectives). In low performance teams, members share own solutions, with arguments from their own perspective.
What are the key dimensions in Losada/Heapy’s communication in teams?
- Other vs Self focus
- Inquire vs Advocate
