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Industrial Organization > L1: Motivation > Flashcards

L1: Motivation Flashcards

1
Q

An internal force that drives a worker to act and perform well.

Internal force that drives a worker to action as well as the external factors that encourage that action

A

Motivation

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2
Q

3 functions of Motivation.

A

Energize
Direct
Sustain

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3
Q

3 dimensions of motivation conceptualization

A

Direction
Intensity
Persistence

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4
Q

Pertains to sustained energy overtime.

A

Persistence

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5
Q

Addresses the choice of activities we make in expending effort

A

Direction

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6
Q

Implies that we have the potential to exert various levels of effort, depending on how much we need to expend.

A

Intensity

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7
Q

3 Individual Difference Traits Related to Work Motivation

A
  1. Self - Esteem
  2. Types of Motivation
  3. Need for Achievement and Power
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8
Q

Extent to which a person views himself as valuable and worthy.

A

SELF-ESTEEM

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9
Q

Employees who feels good about themselves will be motivated to perform better.

A

CONSISTENCY THEORY

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10
Q

3 TYPES OF SELF-ESTEEM

A

Chronic
Situational
Socially Influenced

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11
Q

Overall feeling about himself

A

Chronic self-esteem

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12
Q

Feeling about himself in certain situations

A

Situational self-esteem

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13
Q

How a person feels about themselves based on the expectations of others

A

Socially Influenced self-esteem

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14
Q

Increases the employees self-esteem.

A

SELF-ESTEEM WORKSHOPS

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15
Q

Learning how to think positively; discovering unnoticed positive qualities; sharing positive qualities.

A

“The Enchanted Self”

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16
Q

An approach by which an employee is
given an easy task that he will almost
certainly succeed.

A

EXPERIENCE - with - SUCCESS

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17
Q

Relationship between self-expectation and performance.

A

GALATEA EFFECT

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18
Q

Employee’s self-esteem increases when feels that the manager has confidence in him.

A

PYGMALION / ROSENTHAL EFFECT

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19
Q

Negative expectation causes a decrease in
an individual’s performance.

A

GOLEM EFFECT

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20
Q

2 types of motivaton

A

Intrinsic motivation
Extrinsic motivation

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21
Q

Perform well because they enjoy their tasks.

Work motivation in the absence of
such external factors as pay, promotion, and coworkers.

Concerned with the feeling of having accomplished something worthwhile.

A

INTRINSIC MOTIVATION

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22
Q

Perform well because they will have a reward or to avoid negative consequences.

Work motivation that arises from such non personal factors as pay, coworkers, and opportunities for advancement.

Concerned with external motivators which workers enjoy

A

EXTRINSIC MOTIVATION

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23
Q

Measures the types of motivation.

A measure of an individual’s orientation toward intrinsic versus extrinsic motivation.

A

Work Preference inventory

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24
Q

Motivation that is generally based on rewards

A

Positive motivation

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25
Q

Motivation based on force and fear

A

Negative motivation

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26
Q

Relates to the degree to which the employee possesses skills, abilities, knowledge, and experiences relevant to his job.

If the fundamental abilities, qualifications and skills needed doing particular duties are possessed by the workers the level of performance will be in accordance with the set standards and vice versa

Employee’s readiness and ability to excel in their role

A

Capacity to Perform

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27
Q

Depends on the work environment provided to the employee.

Favorable opportunities
& circumstances to do the challenging duties which are more conducive towards accomplishment of
organization’s mission and goal can be reasons to have more effective
performance from workers.

A

Opportunity to Perform

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28
Q

Relates to the degree in which an employee desires and is willing to exert effort to achieve the goals assigned to him; also called MOTIVATION.

Extent to which an employee is motivated and enthusiastic about putting in the effort required to meet their assigned goals

The level of performance will be high and will be up to the standards if employee is performing duties & responsibilities in the organization with willingness.

A

Willingness to Perform

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29
Q

Try to explain why behaviors are initiated

A

Process theories

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30
Q

Focuses on analyzing needs and wants

A

Content theories

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31
Q

A motivation theory that arranges needs in a hierarchy from lower, more basic needs to higher-order needs.

A MOTIVATION THEORY OF NEEDS ARRANGED IN A HIERARCHY, WHEREBY PEOPLE ARE MOTIVATED TO FULFILL A
HIGHER NEED AS A LOWER ONE BECOMES GRATIFIED.

A

Abraham Maslow’s Hierarchy of Needs

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32
Q

Abraham Maslow’s hierarchy of needs

A

Self-actualization
Esteem
Love & Belongingness
Safety
Physiological

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33
Q

Basic survival needs of food, water, air and shelter. (Hierarchy of needs)

A

Physiological needs

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34
Q

Physical, psychological safety and financial stability. (Hierarchy of needs)

A

SAFETY NEEDS

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35
Q

Involve working with others, developing friendships, and feeling needed. (Hierarchy of needs)

A

SOCIAL NEEDS

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36
Q

Needs for recognition and success. (Hierarchy of needs)

A

ESTEEM NEEDS

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37
Q

Refers to fulfilling personal life goals and reaching one’s potential, or as Maslow stated, “the desire to become … everything that one is capable of becoming”. (Hierarchy of needs)

A

SELF-ACTUALIZATION

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38
Q

States that individuals can be motivated by multiple levels of need at the same time and
that the level that is most important to them can change over time.

A

ERG Theory (Clayton Aldelfer)

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39
Q

3 Categories of Needs of ERG Theory (Alderfer)

A

Existence Needs
Relatedness Needs
Growth Needs

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40
Q

Basic physiological and safety needs.

Needs for physical well-being
(ERG Theory)

A

Existence needs

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41
Q

Stems from social interaction.

Needs for satisfactory relationship with others
(ERG Theory)

A

Relatedness needs

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42
Q

Highest-order needs, dealing with needs to develop fully and realize one’s potential.

Development of human potential and the desire for personal growth and increased competence

(ERG Theory)

A

Growth needs

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43
Q

Stated that the traditional, single-dimension approach to job satisfaction, with its continuum ends ranging from job
dissatisfaction to job satisfaction, is wrong and that job satisfaction and job dissatisfaction are actually two separate and independent dimensions.

There are separate sets of mutually exclusive factors in the workplace that either cause job satisfaction or dissatisfaction.

A

Frederick Herzberg’s Two-Factor Theory

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44
Q

Relates more to what people actually do in their work

A

Job content

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45
Q

2 Factors in Determining Worker Satisfaction and Motivation

A

Motivators
Hygienes

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46
Q

Factors related to job content; they are inherent in the work itself.

Elements related to job content that, when present, lead to job satisfaction, concern the
actual duties performed by the employee and include achievement, recognition, responsibility, and the nature of the work itself.

A

Motivators

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47
Q

Also called as work setting and relates more to the environment in which people work

A

Job context

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48
Q

Related to the context in which people perform their jobs.

Elements related to job context in which
people perform their jobs that, when absent, cause job dissatisfaction.

Based on individual’s desire to avoid deprivation and the resulting physical and emotional discomfort

A

Hygienes

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49
Q

Theory that is based on the notion that people’s needs are acquired as they live their lives or through experiences of life. The needs
are derived from the reaction to the stimuli in the external environment

States that three needs are central to work motivation: the needs for achievement, power, and affiliation.

People are motivated by different patterns of needs, or motives.

A

Acquired Needs Theory (David MCCLELLAND)

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50
Q

Compelling drive to succeed and to get the job done.

Need for personal achievement and is intrinsically motivated by task completion

Desire to accomplish something difficult, attain a high standard of success, master complex tasks, and surpass others

A

Need for achievement

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51
Q

Need to direct and control the activities of others and to be influential.

Concerns the ability to influence others.

Desire to influence or control others, be responsible for others, and have authority over others

A

Need for power

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52
Q

2 Sides to the Need for Power

A

Personal Power
Institutional Power

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53
Q

Enjoy power for its own sake, use it to advance personal interests, and wear their power as a status symbol

A

Personal power/ Personalized power

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54
Q

Desire power as a means to help others

A

Socialized power/ Institutional power

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55
Q

Desire to be liked and accepted by others.

Need for connection with others and is accepted (liked by others).

Desire to form close personal relationships, avoid conflict, and establish warm friendships

A

Need for affiliation

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56
Q

Based on the innate drives to acquire, bond, learn, and defend, and incorporates both emotions and rationality.

A

Four-Drive Theory

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57
Q

Drive to protect ourselves physically and socially.

A

Drive to defend

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58
Q

Drive to form social relationships and develop mutual caring commitments with others.

A

Drive to bond

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59
Q

Drive to satisfy curiosity, to know and understand ourselves and the environment around us.

A

Drive to learn

60
Q

Drive to seek, take, control, and retain, objects and personal experiences.

A

Drive to acquire

61
Q

Emphasizes the role of specific, challenging performance goals and workers’ commitment to those goals as key determinants of motivation.

Intentions to work toward a goal are a major source of work motivation.

For a goal must be successful, the goal must be Specific, Measurable, Attainable, Relevant, Time-Bound

Based on the idea that setting specific and measurable goals is more effective than setting unclear goals

A

Goal Setting Theory (Edwin Locke)

62
Q

5 Principles of Goal Setting Theory

A

Clarity
Challenge
Commitment
Feedback
Task Complexity

63
Q

SMART

A

Specific
Measurable
Attainable
Relevant
Time-bound

64
Q

Goals should be broken down into smaller goals

A

Task complexity

65
Q

An important component of goal setting theory

A

Feedback

66
Q

Goals should be sufficiently challenging to keep employees engaged and focused while performing the tasks needed to reach each goal.

A

Challenge

67
Q

Goals must be clear and specific.

A

Clarity

68
Q

Employees need to understand and support the goal they are being assigned from the beginning.

A

Commitment

69
Q

Draws on principles of operant conditioning and states simply that behavior is motivated by its consequences.

A

Reinforcement Theory

70
Q

Employees will engage in behaviors for which
they are rewarded and avoid behaviors for
which they are punished.

Theory that pairs behaviors with consequences

A

Operant conditioning

71
Q

2 TYPES OF REINFORCERS

A

Positive reinforcers
Negative reinforcers

72
Q

Desirable stimulus is added to increase a
behavior; desirable events that strengthen the tendency to respond

Events that are in and of themselves desirable to the person.

A

Positive reinforcers

73
Q

Undesirable stimulus is remove to increase a
behavior; events that lead to the avoidance of an existing negative state or condition.

A

Negative reinforcers

74
Q

A stimulus is added to decrease
behavior

A

POSITIVE PUNISHMENT

75
Q

A stimulus is remove to decrease
behavior

A

NEGATIVE PUNISHMENT

76
Q

Unpleasant consequence that directly
follows the performance of a behavior.

A

Punishment

77
Q

States that workers weigh expected costs and benefits of particular courses before they are motivated to take action.

Behavior is motivated by anticipated
results or consequences; person decides to behave in a certain way based on the expected result of the chosen behavior

Behavior results from conscious choices among alternatives whose purpose is to maximize pleasure and minimize pain

A

Expectancy Theory (VIE Theory)

78
Q

3 Core Components of Expectancy Theory

A

Valence
Instrumentality
Expectancy

79
Q

Desirability of an outcome to an individual; extent to which an employee values a particular consequence

A

Valence

80
Q

Relationship between the performance of a particular behavior and the likelihood that a certain outcome will result

Performance of a particular behavior and the likelihood of receiving a particular outcome

A

Instrumentality

81
Q

Perceived relationship between
the amount of effort an employee
puts in and the resulting outcome; extent to which the effort an employee exerted resulted in the outcome she wanted

Perceived relationship between the
individual’s effort and performance of a behavior

Belief that increased effort will lead to increased performance

A

Expectancy

82
Q

Based on the premise that our levels of motivation and job satisfaction are related to how fairly we believe we are treated in comparison with others.

States that workers are motivated by a desire to be treated equitably or fairly.

Workers are motivated to reduce perceived inequities between work inputs

Theory that workers are motivated to reduce perceived inequities between work inputs

A

Equity Theory (J. Stacey Adams)

83
Q

Elements that a worker invests in a job, such as experience and effort.

A

Inputs

84
Q

Things that a worker expects to receive from a job, such as pay and recognition.

A

Outcomes

85
Q

2 Types of Perceived Inequity

A

Underpayment Inequity
Overpayment Inequity

86
Q

Workers feel they are receiving fewer outcomes from the job in ratio to inputs.

Worker’s perception that outcomes are greater than inputs

A

Underpayment Inequity

87
Q

Workers receive greater outcomes from your average-level inputs.

Worker’s perception that outcomes are greater than inputs

A

Overpayment Inequity

88
Q

Tactics and processes put in place to
keep employees inspired, engaged,
and interested in their responsibilities.

A

Employee motivation strategies

89
Q

3 concepts that are important in designing jobs.

A

Job Enrichment
Job Characteristic Model
Job Crafting

90
Q

Division of work tasks assigned to an
individual in an organization that specifies what the worker does, how, and why.

A

Job design

91
Q

Motivational program that involves redesigning jobs to give workers a greater role in the planning, execution, and evaluation of their work.

A

Job Enrichment

92
Q

Suggests that certain characteristics of a job will make the job more or less satisfying, depending on the particular needs of the worker.

Work design theory that seeks to identify the key factors that make a job motivating, satisfying, and engaging for employees.

Employees desire jobs that are meaningful, provide the opportunity to be personally
responsible for the outcome of their work, and provide them with feedback on the results of their efforts.

A

Job Characteristics Model (JCM)

93
Q

CORE CHARACTERISTICS of Job Characteristics Model (JCM)

A

(1) skill variety
(2) task identity
(3) task significance
(4) autonomy
(5) feedback.

94
Q

Degree to which a job requires the worker to use a variety of abilities and skills to perform work-related tasks.

Use of different skills and talents to complete
a variety of work activities

A

Skill variety

95
Q

Degree to which a job requires the completion of an entire job or function.

A

Task identity

96
Q

Degree to which job affects the organization and/or larger society

Degree to which a job has a substantial impact on other people within the organization, such as coworkers, or persons outside of the organization, such as consumers.

A

Task significance

97
Q

Degree to which the job gives the worker
freedom and independence to choose how to schedule and carry out the necessary tasks.

Provide freedom, independence, and discretion in scheduling the work and determining the procedures to be used to complete the work

A

Autonomy

98
Q

Degree to which the job allows the worker to
receive direct and clear information about the effectiveness of performance.

Employees can tell how well they are doing from direct sensory information from the job itself

A

Feedback

99
Q

Process in which employees change their
job duties to better fit their interest in skills

Employee-initiated approach which enables employees to shape their own work environment such that it fits their individual needs by adjusting the prevailing job demands and resources.

Taking proactive steps and actions to redesign what we do at work,
essentially changing tasks, relationships, and perceptions of our jobs

A

Job Crafting

100
Q

3 Types/Forms of Change

A

Task Crafting
Relationship Crafting
Cognitive Crafting

101
Q

Changing up responsibilities; can involve adding or dropping the responsibilities set out in your official job description.

A

Task Crafting

102
Q

Changing up interactions; involve changing up who we work with on different tasks, who we communicate and engage with on a regular basis.

A

Relationship Crafting

103
Q

Changing up your mindset

Change your perspectives about your job and
its purpose

A

Cognitive Crafting

104
Q

Concrete incentives or any kind of compensation that is given to an employee in the form of cash.

A

Incentives

105
Q

Directly involve money to motivate a person to choose a specific course of action.

A

Monetary incentives

106
Q

Can be used to motivate better worker performance either by making variable pay an integral part of an employee’s compensation package or by using financial rewards as a bonus for accomplishing certain goals

A

Financial Rewards

107
Q

Designed to make high levels of individual performance financially worthwhile and the research is clear monetary incentives increase
performance over the use of a guaranteed hourly salary

A

Individual Incentive Plans:

108
Q

Also called earnings-at-risk (EAR) plans, pay employees according to how much they individually produced

A

Pay For Performance

109
Q

Base their incentives on performance appraisal scores rather than on such objective performance measures as sales and productivity

A

Merit Pay

110
Q

Monetary reward uses the number of hours worked as a means of determining rewards.

A

Time rates

111
Q

Benefit plan that allows each employee to put together a benefit package individually tailored to their own needs and situation.

A

Cafeteria or flexible benefits system

112
Q

The quantity of the individual’s output.

A

Payment by results

113
Q

Results or outputs plus actual behavior in the job; pay is linked to company profits.

A

Performance and profit related pay

114
Q

Basis on how many skills employees have or how many jobs they can do

A

Skill/Competency based pay

115
Q

Incentives that do not involve direct money.

A

Non-monetary incentives

115
Q

5 steps of OB Modification

A

Identification
Measurement
Analysis
Intervention
Evaluation

116
Q

Incentives that give a positive guarantee for satisfying an individual’s needs and wants; these incentives involve the principle of optimism and are provided to fulfil the
employee’s psychological requirements.

A

POSITIVE INCENTIVES

117
Q

Provided in order to rectify an individual’s mistakes and errors for the sake of achieving satisfying results

A

NEGATIVE INCENTIVES

118
Q

Motivates, gives employees a sense of fulfillment, and feel appreciated for their work

Strong motivator because it is a normal human need to crave recognition.

A

Motivation through Recognition

119
Q

Wanting to feel proud motivates many workers

When a person is proud of a recognized success, he or she may be motivated to take
further activity in that valued sector

Also a motivator, but one that is intrinsic; workers who achieve outstanding performance experience this emotion.

A

Motivation through Pride

120
Q

Act or action of empowering or enabling
someone to perform certain acts or duties

A

Empowerment

121
Q

Management philosophy that focuses on
allowing an organization’s employees to
make independent decisions and to feel
empowered to take action as they see it

A

Employee empowerment

122
Q

A technique that focuses on improving
observable and measurable work-related
behavior

Argues for intervention to encourage desired
performance behavior and discourage undesired behavior

A

ORGANIZATIONAL BEHAVIOR MODIFICATION
(OB Modification)

123
Q

Constitutes a way of thinking or feeling about something, a certain emotional state at that
specific moment.

A

ATTITUDE

124
Q

Way in which a person acts toward themselves and to those around them.

A

BEHAVIOR

125
Q

Statements or principles that tell you what
is or is not allowed in a particular situation, activity, or institution.

A

Rules

126
Q

Can include non-cash gifts like a water bottle with the company logo on it or preferred parking; may show a team member that you know them well and care about giving them something they might enjoy.

A

Rewards

127
Q

Get employees to participate in the success or failure of the organization.

A

Group Incentive Plans

128
Q

Provide employees with a percentage of profits above a certain amount

A

Profit Sharing

129
Q

Employees are given the opportunity to purchase the stock in the future.

A

Stock Options

130
Q

Ties group wide financial incentives to improvements in organizational performance.

A

Gainsharing

131
Q

Who?

Hierarchy of Needs

A

Abraham Maslow

132
Q

Who?

ERG Theory

A

Clayton Alderfer

133
Q

Who?

Two-Factor Theory

A

Frederick Herzberg

134
Q

Who?

Acquired needs theory

A

McClelland

135
Q

Who?

Goal Setting Theory

A

Edwin Locke

136
Q

Who?

Reinforcement Theory

A

BF Skinner

137
Q

Who?

Expectancy Theory

A

Victor Vroom

138
Q

Who?

Equity Theory

A

J. Stacey Adams

139
Q

Employees subconsciously list all their outputs and inputs and then compute an input/output ratio by dividing output value by input value.

A

INPUT/ OUTPUT RATIO

140
Q

Who?

Job Characteristics Model

A

Hackman & Oldham

141
Q

Reinforcer or punisher is most effective if it occurs soon after the performance of the behavior.

A

TIMING OF INCENTIVE

142
Q

States that reinforcement is relative and that a supervisor can reinforce an employee with something that on the surface does not appear to be a reinforcer.

A

Premack Principle

143
Q

Consists of personal attention, signs of approval, and expressions of appreciation; informal recognition

A

Social recognition

144
Q
A

Industrial Organization (10 decks)

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