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MGMT 331 > Chapter 6 - Motivating Others > Flashcards

Chapter 6 - Motivating Others Flashcards

1
Q

What PIAs for this chapter?

A
  1. Diagnosing poor performance and enhancing motivation

2. Work performance assessment

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2
Q

What tendency do supervisors assume? P265

A

Poor performance is a matter of low motivation

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3
Q

What is an attribution? p265

A

The tendency to make snap judgements about why things happen

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4
Q

How many workers in America are estimated to work nights? p265

A

One third

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5
Q

Performance =? p265

A

Ability X Motivation (Effort)

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6
Q

Ability =? p265

A

Aptitude X Training X Resources

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7
Q

Motivation =? p265

A

Desire X Commitment

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8
Q

Aptitude is? p265

A

The native skills and abilities a person brings to the job. The physical and mental capabilities; for many the personality characteristics.

Can be enhanced by education and training

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9
Q

If an applicant has minor deficiencies in skill aptitude but many other desirable characteristics, what can be used to increase the applicants qualifications to perform the job? p265

A

An intensive training program

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10
Q

Motivation represents an employees desire and commitment to perform. p266

  1. If some people want to complete a task but are easily distracted what motivation do they possess?
  2. If they persist with a job but the work is half hearted they are what kind of motivation?
A
  1. High desire//low commitment

2. High commitment//low desire

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11
Q

What is the first diagnostic question supervisors must ask themselves when dealing with a poor performer? p266

A

Is this an ability or motivation problem

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12
Q

What does research show when managers perceive that employees lack motivation? p266

A

They tend to apply more pressure on them

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13
Q

What justifications do some managers give when they perceive their employees have a lack of motivation? p266

A

“poor attitude”, “hostile to authority”, or “lacks dedication”

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14
Q

If the manager is incorrect and poor performance is really related to ability rather than motivation, what do their forceful responses actually do? p266

A

Worsen the problem

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15
Q

What happens to poor performers when thy feel that management is insensitive to their problems, such as lack of resources, inadequate training, or unrealistic time schedules? p266

A

They tend to lose what motivation they had. Their desire and commitment decreases in response to management’s insensitive, “iron-fisted” actions

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16
Q

What is the ‘vicious cycle’? p266

A

When management incorrectly diagnoses a problem and ‘forces’ an employee to perform

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17
Q

What are the two components of perforance? p266

A

Ability and Motivation

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18
Q

Motivation is what? (think about everyday) p266

A

central to day-to-day manager-subordinate interactions

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19
Q

Ability tends to, what? (think about long term) p266

A

remain stable over long periods of time

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20
Q

What is the Peter Principle? p266

A

That people are typically promoted one position above their level of competence

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21
Q

What should managers be on alert for? p266

A

Employees that show signs of ability deterioration

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22
Q

What are the three danger signals for management positions, with regard to degradation of ability? p266

A
  1. Taking refuge in a specialty
  2. Focusing on past performance
  3. Exaggerating aspects of the leadership role
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23
Q

What does taking refuge in a specialty mean? p266

A

When they retreat to their technical specialty. This happens when they feel insecure about problems outside their area of expertise and experience. ‘George I’

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24
Q

What does focusing on past performance mean? p266

A

measuring one’s value to the organization in terms of past performance or on the basis of former standards

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25
Q

What does exaggerating aspects of the leadership role mean? p266

A

Managers who have lost confidence in their ability tend to be very defensive. This often leads them to exaggerate one aspect of their management role. Might delegate most of their responsibilities because they no longer feel competent to perform them well.

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26
Q

What are the five principle tools for overcoming poor performance problems due to lack of ability, and what order should you asses them? p267

A

resupply, retrain, refit, reassign, and release

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27
Q

What does resupply mean? p267

A

This focuses on whether the employee has been provided the resources necessary to do the job, including peronnel, budget, and political clout.

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28
Q

What would you ask an employee whom you are trying to resupply? p267

A

Do you have what you need to perform this job satisfactorily?

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29
Q

During resupply you must do what to validate the claims, even if exaggerated? p167

A

Explore all complaints about lack of support in detail to determine their validity.

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30
Q

How much money according to the American Society for Training and Development do American companies spend on employee learning and development in 2011? p267

A

156 billion

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31
Q

How much of the money spend in training and development was spent on external trainers and other resources outside the company, in percent? p267

A

about 30%

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32
Q

What are some of the reasons why a large amount of money is spent on retraining employees? p267

A
  1. Technology is changing
  2. Typically, employees, fill a number of different positions at one business
  3. Demographic changes in our society will typically lead to an aging workforce
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33
Q

What percent estimated of our ability becomes outdated within three to five years? p267

A

50%

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34
Q

What are the different types of training programs a company can offer? p267

A
  1. Interactive technical instruction and business games that simulate problems managers are likely to experience.
  2. Subsidized university courses and in-house technical or management seminars
  3. Some companies do sabbaticals
  4. Internet based distance learning which represents 41.7% of all formal learning among fortune 500 firms
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35
Q

What does refitting accomplish? p267

A

While the suborinate remains on the job, the compnents of their work are analyzed, and different combinations of tasks and abilities that accomplish organizational objectives and provide meaningful and rewarding work are explored

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36
Q

What is ‘reassign’? p167

A

Moving a poor performer to a position of less responsibility or to one requiring less technical knowledge or interpersonal skills

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37
Q

What is the last option for managers using the five principle tools available for overcoming poor performance? p267

A

Release

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38
Q

What is theory X? p268

A

A management styles characterized by close supervision. The basic assumption is that people do not want to work hard or assume responsibility, Therefore managers must coerce, intimidate, manipulate, and closely supervise their employees.

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39
Q

What is theory Y? p268

A

Workers basically want to do aa good job and assume more responsibliity; therefore, management’s role is to assist workers to reach their potential by productively channeling their inherent motivation to succeed

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40
Q

Which theory X or Y is more prevelant? p168

A

Theory X

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41
Q

Why learn about motivating others as a manager? p268

A

Morale and performance are actually linked

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42
Q

What is the indulging management style? p268

A

When a manager emphasizes satisfaction to the exclusion of performance, will be seen as nice, but undermines organizational performance

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43
Q

What is imposing management styles? p268

A

when a manager has a strong emphasis on performance to the exclusion of satisfaction

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44
Q

What is ignoring management style? p268

A

When managers emphasize neither satisfaction nor performance. results in a lack of management.

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45
Q

What does integrating satisfaction and performance? p269

A

Allows the anger to capitalize on the apparent tensions between productivity and employee satisfaction to forge creative new approach to motivation.

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46
Q

What are the traps managers should avoid when fostering a motivating work environment? p269

A
  1. Working to engender high employee morale for its own sake

2. pushing short-term results at the expense of long-term commitment

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47
Q

What was the original model of elements of an effective motivation program? p269

A

Satisfaction -> Motivation -> Performance

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48
Q

What are the key assumptions underlying the framework of the elements of an effective motivation program? p269

A
  1. Employees typically start out motivated. Therefore, a lack of motivation is a learned response, often fostered by misunderstood or unrealistic expectations.
  2. The role of management is to create a supportive problem-solving work environment in which facilitation, not control, is the prevailing value.
  3. Rewards should encourage high personal performance consistent with management objective.
  4. Motivation works best when it is bases on self-governance.
  5. Individuals should be treated fairly.
  6. Individuals deserve timely, honest feedback on work performance
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49
Q

What is the now believed model of elements of an effective motivation program? p269

A

Motivation -> Performance -> Satisfaction

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50
Q

What is the revised model of elements of an effective motivation program? p269

A

Motivation -> Performance -> Outcomes -> Satisfaction

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51
Q

Why was Outcomes added to the model?

A

Data suggested that a large number of additional factors were needed to be added so the correlation between these variables could be increased

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52
Q

What is the first element of an Integrative Motivation Program? p270

A

Motivation -> Performance
1. Establish moderately difficult goals that are understood and accepted.
Ask: “Do subordinates understand and accept my performance expectations?”

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53
Q

What is the second element of an Integrative Motivation Program? p270

A

Motivation -> Performance
2. Remove personal and organizational obstacles to performance.
Ask: “Do subordinates feel it is possible to achieve this goal or expectation?”

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54
Q

What is the third element of an Integrative Motivation Program? p270

A

Performance -> Outcomes
3. Use rewards and discipline appropriately to extinguish unacceptable behavior and encourage exceptional performance.
Ask: “Do subordinates feel it is possible to achieve this goal or expectation.”

55
Q

What is the fourth element of an Integrative Motivation Program? p270

A

Outcomes -> Satisfaction
4. Provide salient internal and external incentives.
Ask: “Do subordinates feel the rewards used to encourage high performance are worth the effort?”

56
Q

What is the fifth element of an Integrative Motivation Program? p270

A

Outcomes -> Satisfaction
5. Distribute rewards equitably
Ask: “Do subordinates feel that work-related benefits are distributed fairly?”

57
Q

What is the sixth element of an Integrative Motivation Program? p270

A

Outcomes -> Satisfaction
6. Provide timely rewards and specific, accurate, and honest feedback on performance.
Ask: Are we getting he most out of our rewards by administering them on a timely basis as part of the feedback process?”
Ask: Do subordinates know where they stand in terms of current performance and long-term opportunities?”

58
Q

What is proper goal setting? p271

A

The idea of putting to test goals

59
Q

What is the goal-setting process? p271

A

When work groups choose their goals rather than have them assigned

60
Q

What three goal characteristics should you keep in mind? p271

A

Specific, consistent, and appropriately challenging

61
Q

What do specific goals entail? p271

A

The goals are measurable, unambiguous, and behavioral

62
Q

What are phrases are too generic to fall under specific goals? p271

A

“be dependable”, “work hard”, “take initiative”, or “ do your best” - these provide limited motivational value

63
Q

What specific goals could you pass along to employees? p271

A

Increase quality by 15%, Increase customer satisfaction by days, respond to employee suggestions within 48 hours

64
Q

What are inconsistent goals? p271

A

Goals that are logically impossible to accomplish simultaneously that create frustration and alenation

65
Q

Setting many weak goals leads to what? p271

A

performance freeze - where employees are essentially paralyzed with confusion about what behavior is most important

66
Q

What does it mean to be appropriately challenging? p271

A

To have stretch goals, or goals that are more motivating than easy goals

67
Q

Do high expectations foster high performance?

A

Yes, and low expectations decrease performance

68
Q

What should an effective goal setting program include? p272

A

Feedback

69
Q

What is feedback? p272

A

Something that provides opportunities for clarifying expectations, adjusting goal difficulty, and gaining recognition

70
Q

What is one ‘key ingredient’ to an effective goal program? p272

A

A supportive work environment

71
Q

What should managers shift their focus too? p272

A

Facilitating successful accomplishment by focusing on the ability part of the performance formula

72
Q

What is the ‘path goal’ theory of leadership? p272

A

Figure 6.2
Leader Involvement and Subordinate Performance

                   Subordinates Expectations
                                      / Leader's involvement-----------Subordinates' performance
                                  /      /    
   Task Characteristic    Organizations Structure
73
Q

What does the path goal theory help answer? p272

A

How much help should I give

74
Q

What are the two traits of the employee’s task? p272

A

Structure and difficulty

75
Q

What are the expectations of the subordinates? p272

A
  1. The desire for autonomy
  2. Their own ability and experience level
  3. Availability of organizational support
76
Q

What is the desire for autonomy? p272

A

a desire for a manager with a highly participate leadership style

77
Q

What does ability and experience level mean? p273

A

Capable and experienced employees feel they need less assistance from their managers because they are adequately trained, know how to obtain the necessary resources, and can handle political entanglements with their counterparts in other units.

78
Q

What is the availability of organizational support? p273

A

The idea that management involvement should be complement, rather than duplicate, organizational sources of support.

79
Q

What is the goal of path-goal model? p273

A

Encourages managers to tailor their style to employee conditions - see table 6.3

80
Q

How do you reinforce behaviors? p273

A

by linking rewards to performance and by using discipline to extinguish counterproductive behaviors

81
Q

Do universal benefits impact high performers?

A

Yes, it makes it difficult to retain the highest performing employees

82
Q

Should you take into consideration culturally based assumptions?

A

Yes, persons from a collectivist country may be more in favor of a group reward

83
Q

What is the award process? p274

A
  1. Give the award publicly
  2. use awards infrequently
  3. embed the award in a credible reward process
  4. use the awards presentation to acknowledge past recipients
  5. make sure the award is meaningful within the organizations culture
84
Q

Does your daily interaction with subordinates contribute to an important source of motivation?

A

Yes

85
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Ask “How are we going to do this? What can I contribute to this effort? How will we use this result?” Thus implying your joint stake in the work and results

A

Do

86
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Imply that the task is the employee’s total responsibility, that they hang alone if they fail. Individual failure means organizational failure

A

Don’t

87
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Use an interested, exploring manner, asking questions designed to bring out factual information

A

Do

88
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Keep the analysis and evaluation as much in the employees’ hands as possible by asking for their best judgement on various issues.

A

Do

89
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Play the part of an interrogator, firing questions as rapidly as they can be answered. Also, avoid asking questions that require only “yes” or “no” replies.

A

Don’t

90
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
React to their presentations on an emotional basis

A

Don’t

91
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Demand a change or improvement in a preemptory tone of voice or on what appears to be an arbitrary basis

A

Don’t

92
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Present facts about organization needs, commitments, strategy, and so on, which permit them to improve, and interest them in improving what they propose to do

A

Do

93
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Take their planning papers and cross out, change dates, or mark “no good” next to certain activities

A

Don’t

94
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Ask them to investigate or analyze further if you feel tht they have overlooked some points or overemphasized others

A

Do

95
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Ask them to return with their plans after factoring these items in

A

Do

96
Q

Guidelines for Fostering Subordinate Initiative:
Do or Don’t
Redo their plans for them unless their repeated efforts show no improvement

A

Don’t

97
Q

What is operant conditioning? p275

A

The process of shaping others’ behavior through linking rewards and punishments with behaviors

98
Q

What are the three types of management repsonses to emploee behavior? p275

A
  1. No response (ignoring)
  2. Negative response (disciplining)
  3. Positive response (rewarding)
99
Q

Providing no response to a behavior leads to what according to some psychologists? p275

A

Elimination or “extinction” of that behavior

100
Q

Why is providing no response dangerous in a management environment? p275

A

Because no response to behavior is typically taken as a positive sign

101
Q

Is any behavior repeatedly ehibited in front of a supervisor being rewaarded? p275

A

Yes, regardless of the intention

102
Q

Does failing to give recognition erode people’s persistence? p275

A

Yes

103
Q

What is the disciplining approach? p276

A

Involves responding negatively to an employee’s behavior in order to discourage future occurrences.

104
Q

What is an example of disciplining? p276

A

If an employee is consistently late, a supervisor may reprimand him with the hope of decreasing the employee’s tardiness.

105
Q

What is rewarding? p276

A

Consists of linking behaviors with employee-valued outcomes.

106
Q

What is an example of rewarding? p276

A

When someone completes a report in a timely manor, the supervisor should praise his promptness.

107
Q

What is the number one reason people leave their job? p276

A

They do not feel appreciated

108
Q

What percent of workers said they didn’t receive a single word of praise or recognition during the past year? p276

A

65%

109
Q

What are the two undesirable outcomes for a manager failing to take action or reprimand employees? p277

A
  1. the work unit’s morale is seriously threatened

2. The poor performers’ behaviors are not improved

110
Q

What are the three broad initiatives for shaping behavior? p277

A

reprimand, redirect, and reinforce

111
Q

How many steps are in the behavior-shaping process? p277

A

9

112
Q

What do steps 1-6 represent? p277

A

reprimand and redirect; are used to extinguish unacceptable behaviors and replace them with acceptable ones

113
Q

What do steps 4-9 represent? p277

A

redirect and reinforce; are used to transform acceptable behaviors into exceptional behaviors

114
Q

True or False

Discipline should immediately follow the offensive behavior and focus exclusively on the specific problem p277

A

True

115
Q

After reprimanding, it is important to ______ p277

A

redirect

116
Q

What does the process of redirection help? p277

A

It helps people understand how they can receive rewards in the future

117
Q

What is the ultimate goal of any negative feedback? p277

A

To transform inappropriate behaviors into appropriate ones, not simply to punish someone

118
Q

If workers negative behavior subsides a manager can _____ p277

A

reinforce by using rewards

119
Q

What are the guidelines for reprimand? p278

A
  1. Identify the specific inappropriate behavior, give examples, indicate that the action must stop.
  2. Point out the impact of the problem on the performance of others, on the unit’s mission, and so forth.
  3. ask questions about causes and explore remedies
120
Q

What are the guidelines for redirect? p278

A
  1. Describe the behaviors or standards you expect. Make sure the individual understands and agrees that these are reasonable.
  2. Ask if the individual will comply
  3. Be appropriately supportive. For example, praise other aspects of their work, identify personal and group benefits of compliance; make sure there are no work-related problems standing in the way of meeting your expectations
121
Q

What are the guidelines for reinforce? p278

A
  1. Identify reward that are salient to the individual
  2. Link the attainment of desirable outcomes with incremental, continuous improvement
  3. rewards all improvements in performance in a timely and honest manner
122
Q

Give an example of an extrinsic outcome. p278

A

Pay and promotions and priase. Things that are controlled by someone other than the individual perfomer

123
Q

What is an intrinsic outcome? p278

A

the experience of successful task performance. Includes a sense of purpose, feelings of accomplishment, self-esteem, and development of new skills

124
Q

Which (extrinsic/intrinsic) outcome is critical for work performance? p278

A

intrinsic

125
Q

What have researchers discovered for highly intelligent people? p278

A

That job satisfaction is closely linked to the degree of difficulty they encounter in performing their work

126
Q

What is work design? p278

A

It is the process of matching job characteristics to workers’ kills and interests. See figure 6.4 p279 for a classic work design model

127
Q

True or False:

The greater a variety of skills one uses at work, the more one perceives the work as meaningful or worthwhile. p279

A

True

128
Q

Is having more autonomy at work indicitive of responsibility of successes and failures?

A

Yes

129
Q

How can managers increase employee autonomy? p279

A

by instituting flexible work schedules, decentrailizing decision makin, or removing formalized controls, such as punching a time clock

130
Q

How does feedback play a role in motivating workers by redesigning work? p279

A

The more feedback individuals receive about how well they are doing their jobs, the more knowledge they have about how to improve

131
Q

What happens if you enhance the five core job dimensions? p279

A

You can enhance the potential for employees to feel motivated

132
Q

Work design suggests five managerial action guidelines that can help increase desirable personal and work outcomes. What are they? p279

A
  1. Combine Tasks
  2. Form identifiable work units
  3. establish client relationships
  4. increase authority
  5. open feedback channels
133
Q

What does Combine Tasks mean? p280

A

It reqquires workers to use a wider variety of skills, which makes the work seem more challenging and meaningful

134
Q

How do you form identifiable work units? p280

A

By breaking the tasks up by client, or another method

MGMT 331 (5 decks)

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