exam 3 work motivation

Question 1

motivation

Answer 1

set of energetic forces that originate both within as well as beyond an individual to initiate work-related behavior and to determine its form, direction, intensity, and duration

DIRECTION, INTENSITY, PERSISTENCE

Question 2

DIRECTION (motivation)

Answer 2

the goals a person chooses to work toward

Question 3

INTENSITY (motivation)

Answer 3

the # of things produced or accomplished
- frequency of behaving in certain ways, sorta like maximum level of performance

Question 4

PERSISTENCE (motivation)

Answer 4

the time someone is willing to spend on a task

Question 5

extrinsic motivation

Answer 5

originate from outside the individual

• EX. pay as incentive, getting an office with a window, better parking spot

Question 6

intrinsic motivation

Answer 6

originate from inside the indiv such that they engage in behavior that is personally rewarding

• EX. enjoyment of the work itself, really want to help a certain population or hold a certain position

Question 7

need-based motivation

Answer 7

emphasis on need fulfillment

people are motivated to behave in ways that they believe will fulfill their needs

Question 8

what are needs?

Answer 8

• physiological (hunger, thirst, etc) or psychological (social belonging, etc)—could be measured at same or different levels of importance
• fixed or varying in need strength
• hierarchically arranged or non-hierarchically arranged

Question 9

maslow’s need hierarchy theory

Answer 9

people are motivated in ways that fulfill their needs; derived from people’s needs
- lower level needs must be fulfilled before higher-level needs

(lowest) physiological → safety → love/belonging → esteem → self-actualization (highest)

Question 10

two-factor theory

Answer 10

• hygiene factors = do not motivate when present but may reduce motivation if not met
  EX. work policies and rules, relationships at work, working conditions, salary
• motivator factors = do motivate if they are present
  EX. achievement, recognition, interesting work, responsibility

Question 11

ERG theory (simplified maslow)

Answer 11

E = existence
- physiological, safety (bottom)

R = relatedness
- social, internal esteem (middle)

G = growth
- external esteem, self-actualization (top)

Question 12

doing ERG theory

Answer 12

• the notion of hierarchy and general prepotency is absent
• need to recognize employees’ multiple simultaneous needs
• shall acknowledge individual differences in the hierarchy and prepotency of different needs
• the frustration → regression hypothesis

if one category cannot be met, they may regress back to the level before that

Question 13

self-determination theory

Answer 13

humans 3 basic needs—competence, autonomy, relatedness

• COMPETENCE = need to be effective in dealing with environment
• AUTONOMY = need to control the course of their lives
• RELATEDNESS = need to have a close, affectionate relationships with others

Question 14

job-based theories

Answer 14

emphasis on job content; care about a job that is designed in a motivating way (like changing the environment or tasks of the job)

• developed by Hackman and Oldham as a way of understanding the motivating potential of the job itself in relation to the individual

Question 15

5 core job characteristics

Answer 15

• SKILL VARIETY = the variety in job tasks in terms of skills an abilities required
• TASK IDENTITY = the association between a task and the job’s ultimate outcome
• TASK SIGNIFICANCE = the impact of a job’ on others’ lives
• AUTONOMY = the freedom to dictate and control one’s job
• FEEDBACK - the receipt of direct information regarding how effective one’s job performance is

Question 16

job design model

Answer 16

• JOB ROTATION = policy of employees performing one of several assigned job tasks, with responsibility for performing a certain set of job tasks rotating on a set schedule, such as monthly
• JOB ENLARGEMENT = expanding an employee’s duties and responsibilities to beyond those that he or she was previously performing
• JOB ENRICHMENT = increasing the motivational potential of a job such as by increasing the level of authority and control the person has over the job

Question 17

job characteristics feed into psychological states

Answer 17

skill variety, task identity, and task significance → meaningfulness
- autonomy → responsibility
- feedback → knowledge

Question 18

psychological states feed into job outcomes

Answer 18

• job satisfaction
• higher performance
• lower turnover

Question 19

cognitive process theories

Answer 19

emphasis on thought processes; focus on beliefs and cognition

key to understanding motivation is knowing that thought processes underlying motivation

• how employees form judgements, chose where to direct their efforts, and anticipate rewards

Question 20

equity theory (adam’s)

Answer 20

focuses on how people determine the fairness of social exchanges

• INPUTS = contributions that a person makes to the employment relationship
• OUTPUTS = consequences as a result of doing work

Question 21

equity theory applied

Answer 21

employees cognitively compare ratio of inputs to outcomes to the perceived ratio of some comparative standard (like coworkers)

• an individual compares their own ratio of outputs to inputs to a referent other comparison person’s ratio—if percieved inequity exists, the individual will be inclined to resolve it (often times this is a coworker who started at the same time or has a similar background to seem the most ‘same’ and comparable)

Question 22

state of equity/inequity and motivation

equity theory

Answer 22

STATE OF EQUITY = motivated

STATE OF INEQUITY = demotivated

Question 23

organizational justice

Answer 23

originated from equity theory; also focuses on the fairness of process and interpersonal treatment (in addition to the fairness of outcomes)

• distributive
• procedural
• interpersonal

Question 24

distributive justice

Answer 24

perceived fairness of the actual outcome of a decision or action

Question 25

procedural justice

Answer 25

perceived fairness of policies and guidelines used to make decisions

Question 26

interpersonal justice

Answer 26

perceived fairness of how people are treated within the organization

Question 27

valence-instumentality-expectancy model

Answer 27

EXPECTANCY (E) = expectation that effort → performance - EX. if i try hard this month, I can sell X number of units INSTRUMENTALITY (I) = belief that performance → outcome - EX. if i sell X number of units, I will get this month’s sales prize VALENCE (V) = degree to which outcome or reward is valued - EX. this month’s sales prize is a trip to italy and i have always wanted to go there

Question 28

motivational force

Answer 28

V x I x E - therefore, if any fall to zero, then motivational force also falls to zero (multiplication) - high amounts of each can raise the total, but some motivation is still available when some elements are a little lower

Question 29

goal theory

Answer 29

behavior is motivated and regulated by goals and aspirations goals have motivational value because they… - direct our attention and efforts in a particular direction - have an energizing function - help us maintain task persistence - facilitate the development of task strategies

Question 30

SMART goals

Answer 30

specific = set specific goals measureable = devise a way to measure goal action-oriented realistic timely

Question 31

behavior-approach theory

Answer 31

emphasis on **principles of learning** - based on human underlying assumptions; behavior is largely a function of its consequences (like Pavlov’s classical conditioning–when there is a certain sound or food that becomes associated with a given other thing) - employees are motivated to behave in ways that result in positive outcomes and avoid behaving in ways that produce negative outcomes (like operant conditioning)

Question 32

4 techniques of 'reinforcement'

Answer 32

(1) positive reinforcement (2) negative reinforcement (3) punishment (4) extinction

Question 33

positive reinforcement + EX

Answer 33

when a positive behavior is demonstrated, it is followed by positive consequences EX. manager praises an employee for a job well done

Question 34

negative reinforcement + EX

Answer 34

when a positive behavior is demonstrated, it is followed by the elimination of negative consequences EX. manager stops nagging an employee once their report is submitted EX. when you get a good performance review and you get moved from the really hot office space to a more comfortable one

Question 35

punishment + EX

Answer 35

when a negative behavior is demonstrated, it is followed by negative consequences EX. manager gives employee fewer hours due to poor performance

Question 36

extinction + EX

Answer 36

when a negative behavior is demonstrated, it is followed by the elimination of positive consequences EX. manager ignores an employee’s inappropriate joke

Question 37

reinforcement schedules

Answer 37

how often/when reinforcement is given

Question 38

continuous reinforcement

Answer 38

reinforcement follows every instance of a behavior EX. every time you do X, you get Y

Question 39

fixed ratio reinforcement

Answer 39

reinforcement follows after a set number of behaviors are observed EX. every time you are late 3 times, you get Y

Question 40

fixed interval reinforcement

Answer 40

reinforcement follows after a set period of time EX. every 1 week of X, you get Y

Question 41

variable ratio reinforcement

Answer 41

(MOST POWERFUL) reinforcement follows a random pattern, unknown to the person EX. completely random pattern, so every time you do X, you may get Y, keeping you motivated - must start with continuous and then use this variable to maintain over time

Question 42

punishment reinforcement

Answer 42

any consequence that has an effect of reducing the probability of a behavior - less frequently used by orgs and can reduce positive behaviors

Question 43

implementing reinforcement

Answer 43

the key to using behaviorally-based motivational practices in the workplace effectively is to make sure there is a clear and apparent tie between the desired behaviors and behavioral regulators (ex. punishments and reinforcements)

Question 44

reinforcement pros

Answer 44

+ easy for people to understand + can be very powerful at motivating

Question 45

reinforcement cons

Answer 45

- some techniques are not powerful over time because people get used to things - most effective for simple behaviors but not for complex behaviors like creativity and innovation

Question 46

compensation (applying motivation theory)

Answer 46

benefits that an employee receives in exchange for the service they provide to their employer EX. cash comp, retirement plans, employer paid health insurance, life insurance, paid leave for vaca and sick, disability insurance - incentives - pay-for-performance - piecework plans - merit pay

Question 47

incentives

Answer 47

rewards above an beyond regular salary EX. taylor-use financial incentives to fight with “systematic soldiering”

Question 48

pay-for-performance plan

Answer 48

- indiv employee incentive and recognition programs - team/group-based variable pay programs - organization-wide incentive programs

Question 49

piecework plans

Answer 49

payment for each unit produced

Question 50

merit pay

Answer 50

permanent cumulative salary increase based on indiv or indiv & org performance