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Organisational behaviour > Week 4 Foundations of Employee Motivation > Flashcards

Week 4 Foundations of Employee Motivation Flashcards

1
Q

Employee Engagement is defined as an Individual’s _____ and cognitive (logical) _____, particularly a focused, intense, _____ and purposive effort toward work-related _____

A

emotional, motivation, persistent, goals

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2
Q

Employee engagement reflects ____ _____ in the work place, as well as high _____: believe you have the ability, role clarity and resources to get the job done

A

high absorption, self-efficacy

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3
Q

Drives are _____ needs (emotional)

A

primary

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4
Q

Needs are ___

A

secondary

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5
Q

Drives + needs =

A

decisions and behaviours.

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6
Q

Self concept, social norms and past experience effect

A

drives, needs, decisions and behaviour

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7
Q

The following are _____
- Hardwired brain characteristics (neural states) that energise individuals to maintain balance by correcting deficiencies
- Prime movers of behaviour by activating emotions
are both

A

Drives

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8
Q

Drives are ___, needs are ____

A

innate, shaped

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9
Q

Characteristics of needs

A
  • Goal-directed forces that people experience.
  • Drive-generated emotions directed toward goals
  • Goals formed by self-concept, social norms, and experience
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10
Q

Maslow’s Needs Hierarchy Theory

A
  • 1 self-actualisation
  • 2 Esteem
  • 3 Belongingness
  • 4 Safety
  • 5 Physiology
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11
Q

Need to know and need for beauty is also a need but it

A

doesn’t quite fit in the hierarchy

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12
Q

Maslow suggests that the _____ unmet need is _____. When satisfied, next higher need becomes _____ _____

A

lowest, strongest, primary motivator

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13
Q

Self-actualisation is a

A

growth need because people desire more rather than less of it when satisfied

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14
Q

Maslow’s theory lacks empirical support because

A

People have different hierarchies

Needs change more rapidly than Maslow stated

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15
Q

Hierarchy models wrongly assume that everyone

A

has the same (universal) needs hierarchy

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16
Q

Needs hierarchies are shaped by person’s own

A

values and self-concept

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17
Q

Maslow contributed these perspectives to the motivation theory

A
  • Holistic perspective
  • Humanistic perspective
  • Positive perspective
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18
Q

Holistic perspective is an

A

Integrative view of needs

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19
Q

Humanistic perspective is

A

Influenced by social dynamics, not just instinct

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20
Q

The Positive perspective pays attention to

A

strengths (growth needs), not just deficiencies

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21
Q

Learned Needs Theory suggests that

A

Needs are amplified or suppressed through self-concept, social norms and past experience

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22
Q

Needs can be strengthened through

A

reinforcement, learning and social conditions

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23
Q

Three Learned Needs- Davide mcClelland examine these 3 learned needs

A
  • Need for achievement
  • Need for affiliation
  • Need for power
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24
Q

A need in which people want to accomplish reasonably challenging goals, want responsibility, direct feedback and recognition responsibility

A

Need for achievement nAch

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25
Q

Need for ______: need in which people seek _____ from others and to avoid conflict. Effective executives have lower need for _____ _____.

A

affiliation approval, conform, social approval

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26
Q

Need for _____: A need in which people want to _____ one’s environment (people, material, resources)
to benefit themselves or others (Personalised versus _____ power)

A

power, control, socialised

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27
Q

Four-drive is a motivation theory theory was developed by

A

Paul Lawrence and Nitin Nohria

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28
Q

Four-drive theory is a motivation theory based on the four innate drives to:

A
  • Acquire
  • Bond
  • Comprehend
  • Defend
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29
Q

Drive to Acquire characteristics

A
  • Drive to take/keep objects and experiences

* Basis of hierarchy and status

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30
Q

Drive to _____ characteristics: Drive to form and social commitments. The basis of social _____
and preventative of anti social behaviour, that can impact upon success.

A

Bond, relationships, identity

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31
Q

Drive to Comprehend characteristics

A
  • Drive to satisfy curiosity

* To understand environment and self

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32
Q

Drive to Defend characteristics

A
  • Need to protect ourselves
  • Reactive (not proactive) drive
  • Basis of fight or flight
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33
Q

Four Drives Affect

A

Motivation

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34
Q

Four drives determine which _____ are automatically tagged to incoming information

A

emotions

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35
Q

Drives generate _____ and often _____ emotions that demand our attention

A

independent, competing

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36
Q

_____ skill set relies on social norms, personal values and _____ to transform drive-based emotions into _____-directed choice and effort

A

Mental, experience, goal

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37
Q

Social norms, personal values and experience transform drive-based emotions into

A

goal-directed choice and effort

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38
Q

Four-drive theory implies that there is a provision of balanced opportunity for employees to fulfil all four drives as employees continually seek fulfilment of

A

drives avoid having conditions support one drive more than others

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39
Q

Expectancy of Motivation

A

E-P expectancy

P-O expectancy

Valence

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40
Q

Ways of Increasing E–to–P Expectancies

A
  • Develop employee competencies
  • Match employee competencies to jobs
  • Provide role clarity and sufficient resources
  • Provide behavioural modelling
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41
Q
  • Measure performance accurately
  • Increase rewards with desired outcomes
  • Explain how rewards are linked to performance
A

Ways of Increasing P–to–O Expectancies

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42
Q

Ways of Increasing Outcome Valences

A
  • Ensure that rewards are valued
  • Individualise rewards
  • Minimise countervalent outcomes
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43
Q

A-B-Cs of Behaviour Modification

A
  • Antecedents
  • Behaviour
  • Consequences
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44
Q

Antecedents is what happens before the

A

behaviour (warning light on operator console)

45
Q

What the person says or does (e.g.)

A

Operator switches off the machine power source

46
Q

Consequences are what happens after the

A

behaviour (cowries thanks operate for stopping machine)

47
Q

OB mod

A

Organisational behaviour modification

48
Q

A theory that explains employee behaviour in terms of the antecedent conditions and the consequences of that behaviour.

A

OB mod

49
Q

Four OB Mod Consequences

A
  • Positive reinforcement
  • Punishment
  • Negative reinforcement
  • Extinction
50
Q

A consequence that when introduces, increases/maintains the target behaviour

A

Positive reinforcement

51
Q

A consequence that decreases the target behaviour

A

Punishment

52
Q

consequence that, when removed, increases/maintains target behaviour

A

Negative reinforcement

53
Q

when no consequence occurs, resulting in less of the target behaviour

A

Extinction

54
Q

Behaviour modification applications:

A
  • Every day to influence behaviour of others

* Company programs: attendance, safety, etc.

55
Q

Behaviour modification problems:

A

• Reward inflation
• Variable ratio schedule viewed as gambling
Ignores relevance of cognitive processes in motivation and learning

56
Q

A theory that explains how learning and motivation occur by observing and modelling others as well as by anticipating the consequences of our behaviour

A

Social cognitive theory

57
Q

Learning behaviour outcomes

A
  • Observing consequences that others experience

* Anticipating consequences of our behaviour

58
Q

In an expectancy theory terms learning behaviour outcomes change

A

a person’s perceived P-O probability

59
Q

outcome =

A

consequences

60
Q

• Observing and modelling behaviour of others

A

Behaviour Modelling

61
Q

Intentional, purposive action: develop goals, achievement standards, action plans
Form expectancies (anticipate consequences) from others, not just from own experiences
Reinforce own behaviour (self-reinforcement)

A

Self-regulation

62
Q

Goal Setting

A

The process of motivating employees and clarifying their role perceptions by establishing performance objectives

63
Q

Effective Goal Setting Characteristics

A 
Specific
Measurable
Achievable
Relevant
Time-framed
Exciting
Reviewed
64
Q

Specific—

A

what, how, where, when and with whom the task needs to be accomplished

65
Q

Measurable—

A

how much, how well, at what cost

66
Q

Achievable—

A

challenging, yet accepted (E–to–P)

67
Q

Relevant—

A

within employee’s control

68
Q

Time-framed—

A

due date and when assessed

69
Q

Exciting—

A

employee commitment, not just compliance

70
Q

Reviewed

A

employee commitment, not just compliance

71
Q

Smarter =

A 
Specific
Measurable
Achievable
Relevant
Time-framed
Exciting
Reviewed
72
Q

A goal setting and reward system

A

Balanced scorecard

73
Q

Balanced scorecard

A

Attempts to include measurable performance goals related to financial, customer, internal and learning/growth (i.e., human capital) processes

74
Q

BSC translates the organisation’s vision and mission into

A

specific, measurable KPI’s.

75
Q

Characteristics of Effective Feedback

A 
Specific
Relevant
Timely
Credible
Sufficiently frequent
76
Q

Characteristics of Effective Feedback - Specific

A

connected to goal details

77
Q

Characteristics of Effective Feedback - Relevant

A

relates to person’s behaviour

78
Q

Characteristics of Effective Feedback - Timely

A

to improve link from behaviour to outcomes

79
Q

Characteristics of Effective Feedback - Credible

A

from trustworthy source

80
Q

Characteristics of Effective Feedback - Sufficiently frequent.

A

Employee’s knowledge and/or experience

Task cycle

81
Q

Strengths-Based Coaching Feedback

A

Maximises the person’s potential by focusing on their strengths rather than weaknesses

82
Q

Strengths-Based Coaching Feedback is motivational because:

A

People inherently seek feedback about their strengths, not their flaws
Person’s interests, preferences and competencies stabilise over time

83
Q

Multisource Feedback is

A

Received from a full circle of people around the employee

84
Q

Provides more complete and accurate information

A

Multisource Feedback

85
Q

Several challenges of Multisource Feedback

A

Expensive and time-consuming
Ambiguous and conflicting feedback
Inflated rather than accurate feedback
Stronger emotional reaction to multiple feedback

86
Q

Organisational Justice

A

Distributive Justice

Procedural Justice

87
Q

Perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others

A

Distributive Justice

88
Q

Procedural Justice is

A

Perceived fairness of the procedures used to decide the distribution of resources

89
Q

Non-social feedback is feedback that is provided

A

without a person communicating the information - electronic indicators

90
Q

Social feedback is multi-source (360) collected from

A

subordinates, peers, supervisors and customers

91
Q

Elements of Equity Theory

A

outcome/input ratio
comparison other
equity evaluation
consequences of inequity

92
Q

outcome/input ratio is

A

Inputs: what employee contributes (e.g. skill)
Outcomes: what employee receives (e.g. pay)

93
Q

Comparison other is

A

the person/people against whom we compare our ratio

Not easily identifiable

94
Q

Equity evaluation is

A

to compare outcome/input ratio with the comparison other

95
Q

(6) Inputs are

A 
skills
effort
reputation
performance
experience
hours worked
96
Q

(5) Outcomes are

A 
what employees receive from the organisation 
pay
promotions
recognition
interesting jobs
opportunities to improve skills.
97
Q

value of the outcomes you receive divided by the value of your inputs that is provided in the exchange relations hip

A

outcome/input ratio

98
Q

Inequity tension is defined as

A

the tension experienced when a person feels they are under/over rewarded.

99
Q

emotions are the engine of what

A

motivation

100
Q

Reduce our inputs - Less organisational citizenship
Increase our outcomes - ask for a pay rise
Increase other’s inputs - Ask co-worker to work harder
Reduce other’s outputs - Ask boss to stop giving preferred treatment to co-worker
Change our perceptions - Start thinking that co-worker’s perks aren’t really so valuable
Change comparison other - Compare self to someone closer to your situation
Leave the field - quit job
These all lead to correcting

A

Inequity Tension

101
Q

Procedural Justice is the perceived fairness of

A

procedures used to decide the distribution of resources

102
Q 
These all lead to greater \_\_\_\_\_\_
Voice
Unbiased decision maker 
Decision based on all information
Apply existing policies consistently
Decision maker listened to all sides
Those who complain are treated respectfully 
Those who complain are given full explanation
A

procedural fairness

103
Q

Motivation

A

the forces within a person that affects his or her direction, intensity and persistence of voluntary behaviour

104
Q

To bring Maslow’s need hierarchy theory of motivation in synchronization with empirical research, Clayton Alderfer redefined it in his own terms. His rework is called as ERG theory of motivation. There are 3 underlying principles

A

Existence needs
Relatedness needs
Growth needs

105
Q
  • These include need for basic material necessities. In short, it includes an individual’s physiological and physical safety needs.
A

Existence needs

106
Q
  • These include the aspiration individual’s have for maintaining significant interpersonal relationships (be it with family, peers or superiors), getting public fame and recognition. Maslow’s social needs and external component of esteem needs fall under this class of need.
A

Relatedness needs

107
Q
  • These include need for self-development and personal growth and advancement. Maslow’s self-actualization needs and intrinsic component of esteem needs fall under this category of need.
A

Growth needs

108
Q

ERG Theory states that at a given point of time, more than one need may be

A

_______

109
Q

In 1959, Frederick Herzberg, a behavioural scientist proposed a two-factor theory or the motivator-hygiene theory. According to Herzberg there are some job factors that result in

A

satisfaction while there are other job factors that prevent dissatisfaction.

Organisational behaviour (14 decks)

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