Motivation Foundations (Chapter 5) Flashcards
Explain the model of drives and needs including the mental skillset.
Drives are motivational forces (or primary needs), which the brain uses to correct deficiencies. Innate and universal. Generate emotions which put people in a ready state to act on environment. Central role in motivation. Drives and emotions produce needs, which are emotions we become consciously aware of.
Describe two of the Four Drives.
Acquire - Seek, take, control, retain objects/personal experiences. Enhance one’s self-concept through relative status and recognition. Foundation of competition and need for esteem. Insatiable (higher pos).
Bond - Form social relationships an d develop caring commitments with others. Explains the forming of social identities by aligning self-concept with groups. Motivates people to cooperate.
Describe the other two Four Drives.
Comprehend - Satisfy curiosity, know/understand oneself and surrounding environment. When we observe something beyond knowledge, we get motivation to close gap. Related to higher-order needs of growth and self-actualization.
Defend - Protect oneself physically, psychologically and socially. Creates fight-or-flight response in dangerous situations. Goes beyond physical; relationships, acquisitions, belief systems.
Explain the managerial implications for Drives and Needs.
Jobs and workplaces should provide a balanced opportunity to fulfill the four drives. Companies that provide sufficient rewards, learning opportunities and social interaction for all employees are successful. Fulfillment of four drives kept in balance. They counterbalance one another; too much or too little of one is not good. (Bond/Acquire counter as do Comprehend/Defend).
Explain the E-to-P part of Expectancy Theory.
Individual’s perception that his or her effort will result in a particular level of performances. Employees may believe they can undoubtedly complete tasks (probability = 1) or think even their highest effort will not result in this (probability = 0). Usually in between.
Explain the P-to-O part of Expectancy Theory.
Perceived probability that a specific behavior or performance level leads to a certain outcome. In some cases, employee might believe complete a task leads to a definite outcome (p = 1) or that successful completion has no effect on outcome (p = 0). Usually in between.
Explain the outcome valences part of Expectancy Theory.
Anticipated satisfaction or dissatisfaction individual feels towards outcome. Ranges negative to positive. Positive valence when consistent with our values and satisfy needs; negative when they oppose values and inhibit need fulfillment.
How can managers influence E-to-P?
Objective - Increase employee’s belief that they can perform job successfully.
Applications - Select people with req KSAs, provide req training and clarify job reqs, sufficient time/resources, assign few or simple tasks until mastery, examples of similar employees who were successful, coaching for employees who lack self-confidence.
How can managers influence P-to-O?
Objective - To increase employee’s belief that his or her good performance will result in cert (valued) outcomes.
Applications - Measure performance accurately, clearly explain outcomes of successful performance, describe how employee’s rewards were based on past performance, provide examples of other employees whose good performance resulted in higher awards.
How can managers influence outcome valences?
Objective - To increase the employee’s expected satisfaction with outcomes resulting from desired performance.
Applications - Distribute rewards employees value, individualize rewards, minimize presence of countervalent outcomes.
Explain four of the main guidelines for effective goal setting (SMARTER).
Specific - State what needs to be accomplished, how, where, when and with who it should be.
Measurable - Describe quantity, quality and at what cost goal should be achieved.
Achievable - Challenging w/o being so difficult that motivation is lost to achieve them.
Relevant - The Goal needs to be relevant to individual’s job and within his/her control.
Explain the last 3 main guidelines for effective goal setting.
Time-framed - Need to specify when goal should be completed/assessed.
Exciting - Support employee commitment to (not just compliance with) goal, such as by linking to individual’s growth needs and through involvement in goal process.
Reviewed - Provide ongoing feedback about goal process and attainment.
Describe each of the guidelines for effective feedback and identify examples for each.
Effective feedback should be specific and relevant (specific metrics, e.g. sales increase by 5% last month), timely (info available soon after behavior or results to make association between actions and consequences), credible (feedback from trustworthy, believable sources). Sufficiently frequent based upon knowledge and experience with task (perf new tasks more frequent feedback) and cycle time (how long it takes to complete a task).
Describe each of the guidelines for effective feedback and identify examples for each.
Effective feedback should be specific and relevant (specific metrics, e.g. sales increase by 5% last month), timely (info available soon after behavior or results to make association between actions and consequences), credible (feedback from trustworthy, believable sources). Sufficiently frequent based upon knowledge and experience with task (perf new tasks more frequent feedback) and cycle time (how long it takes to complete a task).
Explain components of equity theory.
Equality Principle - We believe everybody in group should receive same outcomes.
Need Principle - We believe those with greatest need should receive more outcomes than others with less need.
Equity Principle - People should be paid in proportion to their contribution.
Equity principle is most common distributive justice rule in organizational settings.
