Motivation I Flashcards

1
Q

Motivation

A

desire to achieve a goal or certain performance level, leading to goal directed behavior.
- must important thing a leader does is motivate employees

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2
Q

factors of job performance

A

motivation * ability * environment = performance

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3
Q

MASLOW’S HIERARCHY OF NEEDS

A
  • need based theory
  • basic needs we need to fulfil, and we don’t consider others until then
  • as we satisfy basic needs, it no longer serves as a motivator
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4
Q

MASLOW’S limiations

A
  • people have multiple needs at a time
  • different order of needs is possible
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5
Q

ERG Theory

A

▪ Existence → Maslow’s physiological/safety needs
▪ Relatedness → Maslow’s social needs
▪ Growth → Maslow’s self-esteem and actualization needs
- Relaxes assumption that there is a particular order of needs and acknowledges that
more than one need can operate at a time

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6
Q

ERG limitations

A

lack of precise definitions of a need makes it difficult to measure what exactly needs are

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7
Q

two factor theory

A
  • certain aspects of work environment either satisfy or dissatisfy employees
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8
Q

two factor motivators

A

factors that are intrinsic to the job that create engagement

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9
Q

2 factor: hygiene Factos

A

factors that are extrinsic to the job that create discontentment

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10
Q

2 factor limitations

A

2 factors is overly simplistic

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11
Q

hygiene factors ex.

A

co. policy, supervision and relationships, working conditions, salary, security

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12
Q

motivators ex.

A

achievement, recognition, interesting work, increased responsibility, advancement and growth

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13
Q

acquired needs theory

A

individuals acquire three types of needs as a result of life experience:
achievement, affiliation, power

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14
Q

acquired needs limitations

A

neglects basic needs
limited number of motivators

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15
Q

process based theory

A

motivation is more than action aimed at satisfying a need

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16
Q

Process

A

analyze their environment, develop though and feelings, and act accordingly in certain ways

17
Q

Equity theory

A

people are motivated by sense of fairness in their interactions
- we make social comparisons to others
- Inputs: contributions we feel we are making
- outcomes: rewards we can receive
- referent: person we compare ourselves to

18
Q

Inequity

A

perceptions of it tend to demotivate people

19
Q

Emotional reaction to inequity

A

anger & dissatisfaction

20
Q

cognitive reaction to inequity

A

demotivation

21
Q

behavioral reactions to inequity

A
  • reduce inputs
    -attempt to increase outcomes
    -possibly change referents
22
Q

positive inequity

A

(when it benefits you)
- no change
- people rationalize it

23
Q

Org. justice vs. equity theory

A

equity theory only looks at fairness of rewards
org. justice- org. treating employees fairly

24
Q

effect of perception of OJ

A
  • jib satisfaction and organizational commitment
  • stress
  • job performance and citizenship behaviors
  • absenteeism and turnover
25
Q

distributive justice

A

degree to which outcomes received form organization are fair.
- equity theory is a distributive justice theory

26
Q

leadership for DJ

A
  • establish clear criteria for inputs
  • provide clear explanations for how outcomes are established
  • influence choice of referent
27
Q

procedural justice

A

degree to which fair decision making procedures are used to make a decision
- people are more likely to accept a poor outcome if they feel process was fair

28
Q

leadership for PJ

A
  • be consistent in treatment of employees
  • allow employees voice in process
  • provide advance notice before changes
29
Q

Interactional Justice

A

degree to which people are treated with respect, kindness, and dignity

30
Q

Leadership for IJ

A
  • signal openness “… in the future”
  • express empathy w out agreeing
  • allow questions and provide answers
31
Q

Expectancy Theory

A

motivation is determined through calculations as people ask themselves three questions.

32
Q

Expectancy theory questions

A
  • expectancy: will my effort lead to performance
  • instrumentality: will my performance lead to outcomes?
  • valence: do I desire the outcomes
  • strong yes = increased motivation
  • 1 “no” = decreased motivation
33
Q

Improving expectancy

A
  • provide training - employees have KSAs
  • provide encouragement to make employees believe their effort will count
34
Q

Boosting insturmentality

A
  • inform in advance about rewards
35
Q

boosting valence

A
  • make sure rewards are viewed as fair
  • give employees a choice in choosing rewards