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OB Exam #2 > Chapter 7: Motivation > Flashcards

Chapter 7: Motivation Flashcards

1
Q

Motivation

A

Set of energetic forces that originates both within and outside an employee, initiates work-related effort, and determines its direction, intensity and persistence

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2
Q

What is direction, intensity and persistence?

A

Direction: WHAT an employee does
Intensity: HOW HARD and employee works
Persistence: FOR HOW LONG an employee works

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3
Q

Engagement

A

Most often refers to motivation but can refer to affective commitment; intensity and persistence in work effort
- used in contemporary workplaces and has different meanings depending on context

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4
Q

Outwardly engaged

A

Devote a lot of energy into their jobs

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5
Q

Inwardly engaged

A

Focus a great deal of attention and concentration on their work (can lose track of time)

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6
Q

Expectancy Theory

A

Describes cognitive process employees go through to make choices among different voluntary responses

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7
Q

What 3 beliefs help determine work effort according to expectancy theory?

A
  1. Expectancy
  2. Instrumentality
  3. Valence
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8
Q

Expectancy

A

Belief that exerting a high level of effort will result in successful performance on some task (E–> P)

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9
Q

What factor(s) shape expectancy?

A

Self Efficacy: belief that a person has the capabilities needed to perform the behaviours required for success on some task (AKA self-confidence or task specific version of self-esteem)

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10
Q

What is self-efficacy impacted by?

A
  • past accomplishments
  • vicarious experiences (observations and discussions with others who have performed such tasks)
  • verbal persuasion
  • emotional cues (+ or -)
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11
Q

Instrumentality

A

Belief that successful performance will result in some outcome(s)
(P–>O)
Most employees don’t perceive high levels of instrumentality in their workplace
- 35% viewed performance of key driver while 60% viewed seniority as key driver

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12
Q

Need

A

Clusters of outcomes viewed as having critical psychological or physiological consequences
- outcomes deemed more attractive when they help satisfy needs

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13
Q

Valence

A

Anticipated value of the outcome(s) associated with successful performance

  • can be + : prefer one outcome over another
    e. g. salary increases, bonuses, informal rewards
  • can be - : prefer not having one outcome over having it
    e. g. disciplinary actions, demotions, informal rewards
  • can be zero : no feelings towards it
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14
Q

Extrinsic motivation and Intrinsic Motivation

A

Extrinsice: Desire to put forth work effort due to some contingency that depends on task performance
e.g. pay, promotion, praise

Intrinsic: Desire to put forth work effort due to the sense that task performance serves as its own reward
e.g. enjoyment, knowledge gain, skill development

Intrinsic + extrinsic motivation = employee’s total motivation level

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15
Q

What drives how attractive an outcome is based on employee needs?

A
  1. Culture
  2. Power of motivator pay
    - research shows that financial incentives have stronger impact on motivation as money is relevant to meeting many needs
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16
Q

Motivational force

A

Direction of effort and is dictated by 3 beliefs: expectancy, instrumentality and valence
Equation: E–>P x  [(P–>O) x V]
- motivation increases as successful performance is linked to more and more attractive outcomes
- motivational force = 0 if any one of 3 beliefs is 0

17
Q

Goal Setting Theory

A

Theory that views goals as the primary drivers of the intensity and persistence of effort
- specific and difficult goals will result in higher levels of performance

18
Q

Specific and Difficult Goals

A

Goals that stretch an employee to perform at his or her maximum level while staying within the boundaries of his or her ability
Specific: measuring stick or number to shoot for
Difficult: push people to work their hardest and longest (intensity)

19
Q

What are the moderators that will specify when assigned goals have an effect on task performance?

A

Feedback: progress updates about your goals
Task Complexity: degree to which info and actions needed to complete task are complicated
Goal Commitment: degree to which a person is determined to reach the goal

20
Q

Equity Theory

A

Employees develop perceptions of the outcomes they receive for their job inputs, relative to some comparison other
Inputs: effort, education, experience, training, seniority
Outputs: pay, intrinsic rewards, satisfying supervision

21
Q

Comparison Other

A

Another person who provides a frame of reference for judging equity

22
Q

3 possible scenarios for comparison other

A
  1. Your outcomes/inputs = other person’s outcomes/inputs
    - sense of equity
    - you maintain intensity and persistence of effort
  2. Your outcomes/inputs < other person’s outcomes/inputs
    - equity distress occurs (creates anger or envy) or underreward equity
  3. Your outcomes/inputs > other person’s outcomes/inputs
    - equity distress occurs or overreward equity
23
Q

Equity Distress

A

Internal tension that results from being overrewarded or underrewarded relative to some comparison other

24
Q

Cognitive Distortion

A

Re-evaluation of an employee’s inputs, often occurring in response to equity distress - mentally restoring balance
Another way of restoring balance:
Internal comparisons - comparing oneself to someone else in the company
External comparisons - comparing oneself to someone in a different company

25
Q

How to restore balance for underreward equoity and overreward equity?

A 
Underreward: 
- shrinking inputs by lowering intensity/persistence of effort 
- seeking better outcomes 
- changing comparison other 
Overreward: 
- increasing intensity/persistence of effort 
- shrinking outcomes 
- changing comparison other 
cognitive distortion
26
Q

Psychological Empowerment

A 
Energy rooted in the belief that tasks are contributing to some larger purpose
4 determinants of empowerment levels: 
- meaningfulness
- self-determination 
- competence
- impact
27
Q

Meaningfulness

A

Value of a work goal or purpose relative to a person’s own ideals and passions

28
Q

Self-Determination

A

Sense of choice in the initiation and continuation of work tasks
- strong driver or intrinsic motivation

29
Q

Competence

A

Capability to perform work tasks successfully

30
Q

Impact

A

Sense that a person’s actions “make a difference” toward an important purpose
- Research shows their is an increasing interest of psychological empowerment as motivating force

31
Q

Ranking motivational forces and their impact on performance (4)

A
  1. Self-Efficacy
  2. Difficult Goals
  3. High levels of valence, instrumentality, expectancy
  4. Perceptions of equity
32
Q

Link between motivation variables and job performance?

Link between motivation variables and organizational commitment?

A

Job Performance:

  • strong (+)
  • higher task performance so higher self-efficacy/competence

Org Commitment:

  • less is known
  • equity has moderate positive effect because ppl with higher levels of AC and NC have higher equity
33
Q

Types of compensation practices to increase employee motivation

A
  1. Individual-focused
  2. Unit-focused
  3. Organization-focused
34
Q

Individual focused

A

Piece-rate pay: rate for each unit produced or service provided
Merit pay: increase to base salary according to performance evaluation ratings (piles on)
Lump-sum bonuses: bonus received for meeting individual goals, but with no change to base salary
Recognition awards: impromptu tangible or intangible awards to recognize achievement

35
Q

Unit-focused

A

Gain sharing: employees and managers work together to develop strategies for increasing performance by reducing costs

36
Q

Organization-focused

A

Profit sharing: bonus received when publicly reported earnings of a company exceed some minimum level, with magnitude of the bonus contingent on magnitude of profits

OB Exam #2 (5 decks)

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