IO Part 3 Flashcards

1
Q

▪ comes from Latin word movere means to move. It is a process of understanding what causes the behavior and WHY. A state or a condition that activates person’s thoughts, feelings, and actions in accomplishing a particular task. It is a dynamic process.

A

MOTIVATION

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2
Q
  • (Vroom) assumes that behavior results from conscious choices among alternatives whose purpose it is to maximize pleasure and to minimize pain. Vroom realized that an employee’s performance is based on individual factors such as personality, skills, knowledge, experience and abilities. He stated that effort, performance and motivation are linked in a person’s motivation.
A

EXPECTANCY THEORY

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3
Q

– Subjective estimation that a certain level of performance could lead to desired outcomes. (rel. between effort and performance

A

Expectancy

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4
Q
  • Subjective perceptions of a good performance could lead to a desired outcome. (rel. between performance and outcome [
A

Instrumentality

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5
Q
  • Value attaches to the outcome. (reward and personal goals
A

Valence

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6
Q

REINFORCEMENT THEORY

– positive behavior followed by positive consequences.

A

Positive Reinforcement

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7
Q

REINFORCEMENT THEORY

– positive behavior followed by removal of negative consequences.

A

Negative Reinforcement

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8
Q

REINFORCEMENT THEORY

– negative behavior followed by negative consequences.

A

Punishment

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9
Q

REINFORCEMENT THEORY

– negative behavior followed by removal of positive consequences.

A

Extinction

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10
Q

The crux of the theory is that individuals’ most basic needs must be met before they become motivated to achieve higher level needs.
▪ The hierarchy is made up of 5 levels:
- 1) – these needs must be met in order for a person to survive, such as food, water and shelter.
- 2) – including personal and financial security and health and wellbeing.
- 3) – the need for friendships, relationships and family.
- 4) – the need to feel confident and be respected by others.
- 5) – the desire to achieve everything you possibly can and become the most that you can be.

A

MASLOW’S HIERARCHY OF NEEDS

Physiological

Safety

Love/belonging

Esteem

Self-actualization

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11
Q
  • (McClelland) Power, Affiliation, and Achievement.
A

Need Theory

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12
Q
  • Inputs - effort on work
  • Outputs - Reward for work
A

Equity Theory

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13
Q

▪ Self-Actualization Needs + Esteem Needs = Growth Needs
▪ Esteem Needs + Social Needs = Relatedness Needs
▪ Safety and Security Needs + Physiological Needs = Existence Needs

A

ERG THEORY (Alderfer)

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14
Q
  • The idea that a manager’s attitude has an impact on employee motivation was originally proposed by Douglas McGregor, a management professor at the Massachusetts Institute of Technology during the 1950s and 1960s.
    ▪ 1) - managers tend to take a pessimistic view of their people, and assume that they are naturally unmotivated and dislike work. As a result, they think that team members need to be prompted, rewarded, or punished constantly to make sure that they complete their tasks.
    ▪2) - managers have an optimistic, positive opinion of their people, and they use a decentralized, participative management style. This encourages a more collaborative, trust based relationship between managers and their team members.
A

THEORY X AND Y

Theory X

Theory Y

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15
Q

was invented by the American economist and management professor William Ouchi,

was introduced in the 1980s by William Ouchi as the Japanese consensus style. He argued that western organizations could learn from their Japanese counterparts. In 1981 William Ouchi, of Japanese heritage, wrote his book ____: How American Business can meet the Japanese Challenge. ‘According to Ouchi, the ___ promotes stable employment, high productivity and high morality and employee satisfaction. The loyalty of employees is increased by offering them a job for life with a strong focus on employee well-being both on the job as well as in their private lives.

A

Theory Z

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16
Q

Was first described by Henry A. Landsberger in 1950 who noticed a tendency for some people to work harder and perform better when they were being observed by researchers.
▪ Employees became motivated to work harder as a response to the attention being paid to them, rather than the actual physical changes themselves.

A

Hawthorne Effect

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17
Q

– proposed by Herzberg
▪ _____ – are those job-related elements that result from but do not involve the job itself. Pay, Benefits, Friends, Colleagues, Supervisor, Working Conditions, Security, and Company Policies.
- Poor___ decrease employee job satisfaction
▪ _____ – are job elements that do concern actual tasks and duties. Achievement, Recognition, Responsibility, Advancement, and Growth.
- ____ increase employee job satisfaction.

A

Two-factor Theory

Hygiene Factors

Motivators

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18
Q

Researchers have found four individual differences that are most related to work motivation: 1) , 2) 3) 4)

A

personality

self-esteem ,

an intrinsic motivation tendency

and need for achievement.

19
Q

– The positive or negative way in which a person views him or herself in a particular situation.

A

Situational Self-Esteem

20
Q
  • there is a positive correlation between self-esteem and performance. If ____ is true, we should find that employees with high self-esteem are more motivated, perform better, and rate their own performance as being higher than employees with low self-esteem.
A

KORMAN’S CONSISTENCY THEORY

21
Q
  • is the extent to which a person views himself as valuable and worthy.
A

Self-Esteem

22
Q

– The positive or negative way in which a person views himself or herself as a whole.

A

Chronic Self-Esteem

23
Q

– The positive or negative way in which a person views him or herself based on the expectations of others.

A

Socially influenced Self-Esteem

23
Q

– The idea that people behave in ways consistent with their self-image.

A

Self-Fulfilling prophecy

24
Q

– When high self-expectations result in higher levels of performance.

A

Galatea Effect

25
Q

3 BROAD METHODS OF DELIVERING THE TRAINING

is informal training by experienced peers and supervisors that occurs on the job and during job tasks (DeRouin et al., 2005).

A

On the Job

25
Q

– When negative expectations of an individual cause a decrease in that individual’s performance.

A

Golem Effect

26
Q

– The idea that if people believe that something is true, they will act in a manner consistent with that belief

A

Pygmalion Effect

27
Q

3 BROAD METHODS OF DELIVERING THE TRAINING

– One disadvantage of traditional ____ instruction is that all employees must be taught at the same pace and in the same location

A

Classroom

28
Q

3 BROAD METHODS OF DELIVERING THE TRAINING

– Thus, to allow employees to learn material at their own pace, at a time and place that is convenient to them, many organizations are using some form of ____

A

Distance Learning

29
Q

After training has been delivered, ensuring the transfer of training is the next important thing.

1) – the extent to which behavior learned in training will be performed on the job. The following are the ways to ensure this:
▪ Use realistic training programs
▪ Have opportunities to practice work-related behavior during the training. (ex: learn CPR)
▪ Provide with opportunity to apply their training
▪ Ensure management is supportive of the training
▪ Have employees set goals

A

Transfer of Training

30
Q

There are six levels at which training effectiveness can be measured:
1)
2) – A method of evaluating training in which employees are asked their opinions of a training program.
3)– Evaluating the Effectiveness of a training program by measuring how much employees learned from it.
4) - Measurement of the effectiveness of training by determining the extent to which employees apply the material taught in a training program.
▪5) Method of evaluating the effectiveness of training by determining whether the goals of the training were met
6) – The amount of money an organization makes after subtracting the cost of training or other interventions.

A

1) Content validity

2) Employee Reactions

3) Employee Learning

4) Application of training

5) Business Impact

6) Return on Investment

31
Q

– is a result when demands is placed and experienced by an individual that causes unusual physical, psychological and / or emotional responses. Therefore, __ is the physiological and psychological responses to situations or events that disturb the equilibrium (Strickland, 2001).

A

Stress

32
Q

– are simply referring to any events or situations that cause stress. ____ can be in the form of everyday hassles (e.g. traffic jams, assignments and projects deadline); life events (death of family, divorce, chronic illness, job loss); and to serious sources (e.g. threat of nuclear war and the pandemic like the Covid-19).

A

Stressors

33
Q

SOURCES OF STRESS

– These are nonwork issues as family and intimate relationships, marriage, divorce, health issues, financial problems, and raising children. Difficult and angry people are also sources of stress because of the conflict they cause in our personal and work lives. In addition, having to deal with life’s changes can be enormously stressful. In fact, many stressors can be considered as our reaction to change, whether the change is moving to a new home, ending or beginning a new relationship, or changing ourselves

A

Personal Stressors

34
Q

SOURCES OF STRESS

  • can be grouped under two broad categories: job characteristics (role conflict, role ambiguity, and role overload) and organizational (person-organization fit, organizational rules and policies, supervisory relationships, and organizational change) characteristics (Cordes & Dougherty, 1993).
A

Occupational stressors

35
Q

SOURCES OF STRESS

– Shift work, moonlighting

A

Stress caused by Work Schedules

36
Q

TYPES OF PROBLEMM EMPLOYEE BEHAVIORS

– refers to the action of an individual who habitually reveals personal or sensational information about others, whether factual or not.

A

Gossiping

36
Q

SOURCES OF STRESS

– Minor Frustration, forecasting, residual stress.

A

Other sources of stress

37
Q

TYPES OF PROBLEMM EMPLOYEE BEHAVIORS

  • Includes engaging in rude, disrespectful speech or behaviors and physical intimidation, such as making insulting and demeaning statements; using angry, hostile tones; berating staff and colleagues in front of others; and shouting, throwing things or slamming doors when displeased.
  • Often directed at anyone the employee disagrees with or is agitated by
A

Displaying general incivility/insolence

38
Q

TYPES OF PROBLEMM EMPLOYEE BEHAVIORS

  • Refers to an employee’s intentional refusal to obey an employer’s lawful and reasonable orders

Can manifest as a single event worthy of discipline or termination or as a series of lesser events that work to undermine a supervisor’s authority over time.

A

Exhibiting Insubordination

39
Q

TYPES OF PROBLEMM EMPLOYEE BEHAVIORS

  • Certainly can include uncivil behaviors.
  • Can also use less visible means of harming other employees, such as social isolation, condescending or contemptuous communications, and manipulation - often directed at specific individuals, characterized by persistent abusive and intimidating behavior or unfair actions causing the recipient to feel threatened, abused, humiliated, or vulnerable
  • Is about having power over someone else— often a direct report, but also anyone who may seem weaker to the bully
A

Bullying

40
Q

HR’S ROLE
▪ HR professionals can play an integral role in providing guidance and training to managers with difficult employees.
Page 17 of 20
▪ HR should adopt the role of business partner and help managers look at the presenting issue and uncover the underlying issue.
▪ A critical step is getting the manager to recognize that a problem exists. HR professionals can assist managers in identifying problems and strategizing possible solutions.
▪ Employees should ensure that conflicts are resolved early on as part of an overall organizational strategy to prevent workplace violence from occurring.

A

HR’S ROLE
▪ HR professionals can play an integral role in providing guidance and training to managers with difficult employees.
Page 17 of 20
▪ HR should adopt the role of business partner and help managers look at the presenting issue and uncover the underlying issue.
▪ A critical step is getting the manager to recognize that a problem exists. HR professionals can assist managers in identifying problems and strategizing possible solutions.
▪ Employees should ensure that conflicts are resolved early on as part of an overall organizational strategy to prevent workplace violence from occurring.

41
Q

STRATEGIES FOR DEALING WITH DIFFICULT EMPLOYEES AND DISRUPTIVE BEHAVIORS
▪ Train
▪ Take notice and listen
▪ Provide honest feedback
▪ Document and follow disciplinary policies

A

STRATEGIES FOR DEALING WITH DIFFICULT EMPLOYEES AND DISRUPTIVE BEHAVIORS
▪ Train
▪ Take notice and listen
▪ Provide honest feedback
▪ Document and follow disciplinary policies