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WOP & SP DTI > Chapter 5 WOP > Flashcards

Chapter 5 WOP Flashcards

1
Q

motivation determines… 3 things

A

the direction, intensity and duration (persistence) of voluntary behaviour

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2
Q

employee engagement

A
  • emotional motivation
  • cognitive motivation
  • belief that they can get the job done
  • self-efficacy
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3
Q

characteristics of drives/motivators

A
  • innate
  • universal
  • they are formed by emotions, and affect motivation
    emotion -> drive -> motivation
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4
Q

ook cognition leidt tot motivatie, maar vooral emotie.

A

oke

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5
Q

needs are emotions we eventually become aware of

A

oke

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6
Q

everyone has the same drives, but not the same needs and behaviour -> why?

A

because of the influence of:
- social norms
- past experience
- self-concept

(influence needs and therefore influence behaviour and decisions)

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7
Q

four drive theory: de 4 drives

A
  • drive to acquire (achievement, status, self-esteem)
  • drive to bond
  • drive to comprehend
  • drive to defend (defend ourselves physically, physiologically and psychologically)

ABCD!!!!

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8
Q

four drive theory notes

A
  • drives are equal, no hierarchy!
  • universal
  • innate
  • ABC zijn proactive (we try to fulfull them) and D is reactive (triggered)
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9
Q

four drive theory: emotions linked to these drives?

A

the drives decide which emotional markers are tagged to incoming stimuli

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10
Q

four drive theory: influence of mental skill set

A

mental skill set = personal values (self-concept), social norms, past experience.

these mental skill sets channel the emotions that our drives created, and therefore lead to motivation.

drives tag emotions -> mental skill set channels -> motivation created

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11
Q

implications of four drive theory

A
  • people should be able to balance all 4 drives in the workplace: not one too much etc.
  • motivation komt niet alleen door drives, ook door human cognition etc (mental skill set)
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12
Q

criticism four drive theory

A
  • experts: meer drives toevoegen
  • mental skill set is niet uitgebreid genoeg
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13
Q

maslows needs hierarchy theory

A

self-actualisation
esteem
belonginess
safety
physiological

need to know
need for beauty

(strongest source of motivation is the lowest unsatisfied need)

physiological - esteem: deficiency needs
self-actualization: growth needs

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14
Q

criticism maslow

A

not everyone has the same hierarchy of needs. needs are influenced by self-concept, personal values and personality.

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15
Q

why should we know?

A
  • everyone knows it
  • needs should be studied together, not alone
  • motivation can be shaped by human thought
  • positive view on motivation
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16
Q

extrinsic motivation is door…

A

instrumental reasons

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17
Q

2 hypotheses on the relationship between intrinsic and extrinsic motivation

A
  1. additive view: if someone is already intrinsically motivated, extrinsic motivation can make them even more motivated (bonus bij leuke baan)
  2. contrasting hypothesis: extrinsic motivation can reduce intrinsic motivation
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18
Q

when does extrinsic motivation not undermine intrinsic motivation?

A
  • when the extrinsic motivation is unexpected
  • when the extrinsic is low value compared to intrinsic
  • when the extrinsic is not contingent on specific behaviour
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19
Q

mclelland 3 learned needs

A

needs can be strenghtened or weakened through learning.
3 needs:

need for achievement nAch: moderately challenging tasks, duidelijke feedback, recognition of success, prefer working alone

need for affiliation nAff: seek approval from others, lastig met beslissingen maken.

need for power nPow: 2 types.
- personalized power (voor jezelf)
- socialized power (to make things better for others)

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20
Q

what types of needs should leaders have?

A
  • high nAch
  • low/moderate nAff
  • high socialized nPow, low personalized nPow
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21
Q

when people write stories about achievements and played games with achievements…

A

their achievement motivation increased, changed their self-concepts

22
Q

expectancy theory

A

proposes that an individual will behave or act in a certain way because they are motivated to select a specific behavior over others due to what they expect the result of that selected behavior will be

dus dat mensen zich gedragen omdat ze iets verwachten (dudh)

which behaviour has the highest probability to achieve the desired outcomes

23
Q

expectancy theory 3 expectancies

A
  • effort-to-performance: hoeveel effort zou leiden tot betere performance (1= geloven dat het je sowieso gaat lukken, 0= sowieso niet)
  • performance-to-outcome: zal de performance leiden tot de gewenste uitkomst (1= accomplishing performance will lead to outcome, 0= performance will have no effect on the outcome)
  • outcomes-valence: how satisfied are you with the outcome? (ranges from negative to positive)
24
Q

dus kort de 3 aspecten van expectancy theory

A

effort - performance - outcome

25
expectancy theory in practice
E-P: increase belief of competency P-O: increase belief of performance leading to an outcome O valence: increase their expected satisfaction with an outcome
26
2 theories that complement the expectancy theory
by showing how people learn what to expect from their actions: - organizational behaviour modification - social learning
27
essence of OB mod theory
we attempt to change Behaviour via managing its Antecendents and Consequences A + C -> B antecendents zijn cues that are signals, events preceding the behaviour phone ring (antecendent) -> look at message (behaviour) -> new message with new info (consequence)
28
4 contingencies of reinforcement
- positive reinforcement - punishment - extinction - negative reinforcement
29
positive reinforcement
consequence increases prob. of behaviour
30
punishment
consequence decreased the prob. of behaviour
31
extinction
no consequence, therefore decreased prob. of behaviour (niemand lacht om grap)
32
negative reinforcement
removal of the consequence increases behaviour (dus complete opposite van punishment)
33
which one of the contingencies of reinforcement is preferred
positive reinforcement
34
schedules of reinforcement =
the frequency and timing of these reinforcements
35
2 types of schedules of reinforcement
- continuous reinforcement: na elke keer behaviour -> goed voor learning new task - variable ratio schedule: na varying times -> goed voor motivation, kan bijna geen extinction plaats vinden
36
gamification
reinforcing behaviour through games in which employees earn rewards -> vooral positive reinforcement and extinctions
37
OB mod limitations
- rewards may become entitlement - variable ratio: niet goed voor formal rewards, ook niet goed voor mensen die niet van gokken houden - geen rekening met social aspect
38
social cognitive theory
we learn by observing others and anticipating consequences of our behaviour.
39
social cognitive theory 3 delen
- learning behaviour consequences (bijv. collega die ontslagen werd voor stelen) - behaviour modeling (leren via kijken naar anderen, bijvoorbeeld taken (zorg: ADL of ziekenhuis: AKK invoeren) - self-regulation: eigen doelen stellen
40
welke twee expectancies behandelen OB mod en social cognitive theory
E-P and P-O expectancies
41
effective goals afkorting
SMARTER specific measurable achievable relevant time framed exciting reviewed (feedback)
42
feedback characteristics
SSRTC specific relevant timely (ZSM) credible (accurate, complete) sufficiently frequent
43
hoe heet het als je als coach op de positieve dingen let
strenghts-based coaching/appreciative coaching
44
2 verschillende soorten feedback
nonsocial feedback: niet in het echt, bv via laptop multisourcing feedback: bv van baas, supervisor en klant
45
+ en - punten van multisource feedback
+ meer info + goed voor hierarchy als lower level employees ook feedback kunnen geven op de baas - expensive - time - conflicting info door verschillende meningen - peers geven soms geen echte feedback - heftigere emotionele reacties als je van veel mensen fb krijgt
46
nonsocial sources zijn beter als...
- mensen moeten leren van goal progress - negatieve feedback komt minder hard aan en is accurater
47
goal setting nadelen
- focus on narrow scope - als het financieel is: mensen gaan makkelijke doelen stellen - unethical behaviour als het moeilijke goals zijn - difficult goals are stressful - goal setting gaat tegen learning process in van nieuwe complexe jobs
48
3 vormen van organizational justice
- distributive justice: hoe resources worden verdeeld - procedural justice: of iedereen een zegje had in decision making - interactional justice: hoe met iedereen om wordt gegaan
49
3 principles van distributive justice
- equality principle: iedereen hetzelfde - needs principle: those in need should receive more - equity principle: what you receive should be based on your contribution
50
outcome-input ratio
outcome values/input values van jou equity=gelijk lower=underrewarded higher=overrewarded
51
inequity tension
negative emotions if the outcome-input ratio is not equity. leidt tot motivation to reduce tension
52
equity theory + en -
+ duidelijk in hoe mensen zich unfairly rewarded voelen - lastig te meten wat bv input is en output - naast distributive justice is procedural en interactional justice ook heel belangrijk

WOP & SP DTI (17 decks)

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