Lesson 13 - Motivation

Question 1

Motivation

Answer 1

• refers to the internal force that drives a worker to action as well as the external factors that encourage that action
• means inspiring the personnel with an enthusiasm to work

Question 2

Content Approaches

Answer 2

• highlight the specific factors that will motivate the individual
• centers on the factors within the individual which rejuvenate, direct, sustain, and stop behavior
• Maslow’s Hierarchy of Needs
• Aldefer’s ERG Theory
• Herzberg Two Factor Theory
• McClelland’s Learning Needs Theory

Question 3

Process Approaches

Answer 3

• concerned with how motivation happens
• HOW
• Expectancy Theory
• Equity Theory
• Goal Setting-Theory

Question 4

Content Approaches

Aldefer’s ERG Theory of Motivation

Answer 4

• Clayton Aldelfer
• collapsed Maslow’s five levels of need in three categories
• ERG (Existence, Relatedness and Growth)

Question 5

Aldefer’s ERG Theory

E - Existence Needs

Content Approaches

Answer 5

desires for physiological and material well-being (Maslow = physiological and safety needs)

Question 6

Aldefer’s ERG Theory

R - Relatedness

Content Approaches

Answer 6

desires for satisfying interpersonal relationship (Maslow = social needs)

Question 7

Aldefer’s ERG Theory

G - Growth Needs

Content Approaches

Answer 7

desires for continued psychological growth and development
(Maslow = self esteem ad self-realization)

Question 8

ERG Theory

Frustration-regression principle

Content Approaches

Answer 8

an **already satisfied lower level need can become reactivated **and influence behavior when a higher level need cannot be satisfied

Question 9

Content Approaches

Herzberg Two Factor Theory

Answer 9

• Frederick Herzberg
• two factors: Hygieneand satisfiers or motivators

Question 10

Content Approaches

Maslow’s Hierarchy of Needs

Answer 10

• Abraham Maslow
• based on two principles
• Deficit principle & Progression Principle

Question 11

Maslow’s Hierarchy of Needs 2 principles

Deficit principle

Content Approaches

Answer 11

a satisfied need no longer motivates behavior because people act to satisfy deprived needs

Question 12

Maslow’s Hierarchy of Needs 2 principles

Progression Principle

Content Approaches

Answer 12

the five needs he identified exist in hierarchy

Question 13

Learned Needs Theory

Answer 13

• David McClelland
• needs are learned through life experiences
• three types of needs:
  Need for achievement
  Need for power
  Need for affiliation

Question 14

Learned Needs Theory - 3 types of Needs

Need for power

Content Approaches

Answer 14

Wants to control and influence

Question 15

Learned Needs Theory - 3 types of Needs

Need for Affiliation

Content Approaches

Answer 15

Wants to belong

Question 16

Learned Needs Theory - 3 types of Needs

Need for Achievement

Content Approaches

Answer 16

sets and accomplishes challlenges

Question 17

Process Approaches

Expectancy Theory

Answer 17

• argues that humans act according to their conscious expectations that a particular behavior will lead to specific desirable goals
• Victor H. Vroom

Elements
* Expectancy
* Instrumentality
* Valence

Question 18

3 Elements of Expectancy Theory - EIV

Expectancy

Process Approaches

Answer 18

person’s perception that effort will result in performance

Question 19

3 Elements of Expectancy Theory - EIV

Instrumentality

Process Approaches

Answer 19

person’s perception that performance will be rewarded/punished

Question 20

3 Elements of Expectancy Theory - EIV

Valence

Process Approaches

Answer 20

perceived strenght of the reward or punishment that will result from the performance

Question 21

Process Approaches - EEG

Equity Theory

Answer 21

• John Stacey Adam (1963)
• individual perceives that the rewards received are equitable, that is fair or just in comparison with those received by others in similar positions in or outside the organization, then the individuals feel satisfied

Question 22

Process Approaches - EEG

Goal-setting Theory

Answer 22

• Edwin Locke (1968)
• motivation and performance will be high if individuals are set specific goals with are challenging, but accepted, and where feedback is given on performance

Question 23

Goal-setting Theory

Goal specificity

Process Approaches

Answer 23

the degree of quantitative preciseness of the goal

Question 24

Goal-setting Theory

Goal difficulty

Process Approaches

Answer 24

the degree of proficiency or the level of goal performance that is being sought

Question 25

# Goal-setting Theory **Goal intensity** | Process Approaches

Answer 25

the process of **setting a goal** or determining **how to reach it**

Question 26

# Goal-setting Theory **Goal commitment** | Process Approaches

Answer 26

the **amount of effort** that is actually **used** to achieve a goal

Question 27

# Goal-setting Theory The goals that are hard to achieve are linearly and positivelly connected to performance. **The harder the goal, the more the person will work hard for it** | Process Approaches

Answer 27

**TRUE**

Question 28

**Work Behaviors that Imply Motivation**

Answer 28

* **High Pe**rformance Level * **Exemplary att**endance * **Organizational ci**tizenship * **Self-improvement** efforts

Question 29

**Personality**

Answer 29

***Conscientiousness* is the best personality** predictor of work performance, organizational citizenship behavior (OCB), and academic performance; ***stability* is most associated with salary and setting high goals**; and ***extraversion* is most highly correlated with the number of promotions received**

Question 30

**Self-esteem**

Answer 30

The **extent to which a person views him or herself as a valuable** and worthy individual

Question 31

**Korman’s Consistency Theory**

Answer 31

theorized that **employees high in self-esteem are more motivated and will perform better** than employees low in self-esteem. **Three** types of self-esteem: **1. chronic** self-esteem, **2. situational** self-esteem, **3. socially** influenced self-esteem.

Question 32

# Korman’s Consistency Theory - 3 types of self esteem **Chronic self-esteem**

Answer 32

the positive or negative way in which a person views himself or herself **as a whole**

Question 33

# Korman’s Consistency Theory - 3 types of self esteem **Situational self-esteem**

Answer 33

the positive or negative way in which a person views him or herself **in a particular situation.**

Question 34

# Korman’s Consistency Theory - 3 types of self esteem **Socially influenced self esteem**

Answer 34

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

Question 35

**Pygmalion effect**

Answer 35

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

Question 36

**Golem effect**

Answer 36

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

Question 37

**Intrinsic Motivation**

Answer 37

it refers to a kind of work motivation in the **absence of such external factors as pay, promotion, and coworkers**.

Question 38

**Extrinsic motivation**

Answer 38

it refers to the work motivation that arises **from such nonpersonal factors as pay, coworkers, and opportunities for advancement**

Question 39

**Five core job dimensions**

Answer 39

* **S**kill Variety * **Task Id**entity * **Task si**gnificance * **A**utonomy * **F**eedback

Question 40

**Job Rotation**

Answer 40

**moving employees** from job to job at regular intervals

Question 41

# Job Design Practices that Motivates **Job Enlargement**

Answer 41

**expanding the tasks** performed by employees to add more variety

Question 42

# Job Design Practices that Motivates **Job Enrichment**

Answer 42

job **redesign technique** that allows more worker to have control over how they perform their tasks

Question 43

# Job Design Practices that Motivates **Empowement**

Answer 43

the **removal of conditions that make a person powerless**

Question 44

# Job Design Practices that Motivates **Flexible Working Arrangements**

Answer 44

**alternative arrangements** or schedules other than traditional or standard work hours, work days and work week.

Question 45

# Flexible Working Arrangements **Flexitime** | Job Design Practices that Motivates

Answer 45

a system wherein **employees choose their starting and quitting times** from a range of available hours

Question 46

# Flexible Working Arrangements **Compressed Work Week** | Job Design Practices that Motivates

Answer 46

the **standard workweek is compressed** into fewer five days

Question 47

# Flexible Working Arrangements **Expanded leave** | Job Design Practices that Motivates

Answer 47

**gives employees greater flexibility in terms of requesting extended periods of time away** from work without losing their rights as employees

Question 48

# Flexible Working Arrangements **Flexplace** | Job Design Practices that Motivates

Answer 48

encompasses various arrangements in which an **employee works from home or some other non-office location**

Question 49

# Flexible Working Arrangements **Job Sharing**

Answer 49

**two people voluntarily share the duties** and responsibilities of full-time position with both salary and benefits of that position prorated between two individuals

Question 50

# Flexible Working Arrangements **Work sharing**

Answer 50

**allows businesses temporarily reduce hours** and salary for a portion of their workforce

Question 51

**Phased retirement**

Answer 51

the employee and employer agree to a schedule wherein employees full-time work commitments are gradually **reduced over period of months or years**

Question 52

**Partial retirement**

Answer 52

older employees are allowed to continue working on a **part time basis with no established end date**

Question 53

**work and family programs**

Answer 53

employerss provide **some degree of assistance to their employees** in the realms of childcare and eldercare