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organizational psychology > ch5: foundation of employee motivation > Flashcards

ch5: foundation of employee motivation Flashcards

1
Q

motivation

A

the forces within a person that affect their direction, intensity and persistence of effort for voluntary behavior

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2
Q

employee engagement

A

individual emotional and cognitive motivation, particularly a focused, intense, persistent, and purposive effort toward work-related goals
o Associated with self-efficacy – belief that you have the ability, role clarity, resources to get the job done
o High levels of absorption in the work – the experience of focusing intensely on the task, with limited awareness of events beyond that work

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3
Q

how many employees are engaged + where

A
  • 34% of employees in the US are engaged, 53% are not engaged, 13% are actively disengaged
    o Disengaged – disruptive at work, not just disconnected
    o Lowest levels of engagement – Japan, China, South Korea, Taiwan, Italy, France, the Netherlands
    o Highest – US, Brazil, India
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4
Q

can managers motivate their team

A
  • 71% of US managers believe they know how to motivate their team, 44% of employees agree
    o The task is more challenging – changes in the workplace (flattening of the hierarchy – can’t “command and control” anymore
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5
Q

drives

A

hardwired characteristics of the brain that correct deficiencies or maintain an internal equilibrium by producing emotions to energize individuals

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6
Q

origin of words emotion and motivation

A

movere (to move) in latin

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7
Q

needs

A

goal-directed forces that people experience
o The motivational energy from emotions that are channeled toward a goal and associated behaviors to correct deficiencies or imbalances

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8
Q

what leads to stronger or weaker needs

A

o Individual’s self-concept, social norms, past experience amplify or suppress emotions – stronger or weaker needs
 Needs can be “learned” to some extent – socialization and reinforcement may increase or decrease needs for social interaction, achievement
o Also influence what goals and behaviors are motivated by the felt emotions

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9
Q

four drive theory

A

a motivation theory based on the innate drives to acquire, bond, comprehend, and defend that incorporates both emotions and rationality

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10
Q

drives in the four drive theory

A

o Drive to acquire – the drive to seek, take, control, retain objects and personal experiences – need for achievement, competence, status, self-esteem
o Drive to bond – the need for belonging and affiliation – motivates people to cooperate
o Drive to comprehend – people are curious and need to make sense of our environment and ourselves + motivation to close the information gap
o Drive to defend – the drive to protect ourselves physically, psychologically, and socially
 Probably the first drive to develop in human beings, creates a fight-or-flight response

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11
Q

four drive theory characteristics

A
  • Independent of one another, no hierarchy of drives, no fundamental drives are excluded from this model
  • Three of the four drives are proactive – we regularly try to fulfill them – need fulfillment is brief and ongoing (different just for the need to defend)
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12
Q

what’s a mental skill set

A
  • Our social norms, personal values, past experiences (mental skill set) guide our motivational energy and reduce the felt need
    o Chooses courses of action that are acceptable in society, consistent with our own moral compass, and have a high probability of achieving the goal
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13
Q

four drive theory recommendation for workplaces

A

should provide a balanced opportunity to fulfill the four drives
o The best workplaces help people fulfill all four drives – providing meaningful work, sufficient rewards, ongoing communication, social interaction
o The fulfillment of the four drives must be kept in balance – should neither overemphasize nor suppress fulfillment of each drive
 The drive to bond vs the drive to achieve, drive to comprehend vs drive to comprehend

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14
Q

four drives theory criticism

A
  • Argumentation that other drives should be included + social norms, personal values, past experiences don’t represent the full set of individual characteristics
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15
Q

Maslow’s needs hierarchy theory

A

– a motivation theory of needs arranged in a hierarchy, whereby people are motivated to fulfill a higher need as a lower one becomes gratified

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16
Q

5 basic categories of Maslow

A

o Physiological – the need for food, air, water, shelter
o Safety – need for security and stability
o Belongingness/love – need for interaction with and affection from others
o Esteem – need for self-esteem and social esteem/status
o Self-actualization – need for self-fulfillment, realization of one’s potential

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17
Q

two sets of needs outside of the pyramid

A

o Need to know – human beings are inherently curious about the unknown and unexplained in their surroundings
o Need for beauty – aesthetic needs, an inherent attraction to beauty, symmetry and possibly to simplicity, completion, and order

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18
Q

two groups of Maslow needs

A
  • Bottom four groups – deficiency needs
    o Self-actualization is a growth need
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19
Q

flaws with Maslow

A

not everyone has the same needs hierarchy (influenced by self-concept, personal values, personality)
o Needs change faster than Maslow predicted

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20
Q

why is Maslow still important

A

o Widely known and incorrectly assumed to be correct
o Emphasized that needs should be studied together because human behavior is typically initiated by more than one need at the same time
o Motivation can be shaped by human thoughts, earlier motivation experts focused on how instincts motivated behavior
o Adopted a positive view of motivation, previous theories focused on need deficiencies such as hunger – need for growth

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21
Q

intrinsic motivation

A

occurs when people fulfill their needs for competence and autonomy by engaging in the activity itself, rather than from an externally controlled outcome of that activity

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22
Q

extrinsic motivation

A

occurs when people are motivated to engage in an activity for instrumental reasons, to receive something that’s beyond their personal control
o Pay incentives, recognition awards, frequent reminders from the boss about deadlines
o Can also be indirect – completing a project due to concerns about how team members will react

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23
Q

2 hypothesis of intrinsic vs extrinsic motivation

A

o Additive view – someone performing an intrinsically motivating job becomes even more motivated when by receiving an extrinsic source of motivation
o Another – introducing extrinsic sources of motivation will reduce intrinsic motivation
- Mixed evidence – extrinsic motivators may reduce existing intrinsic motivation to some extent but the effect is often minimal
o Don’t undermine it when: they’re unexpected, when they have low value relative to the intrinsic motivator, when they’re not contingent on specific behavior

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24
Q

learned needs theory

A
  • A motivation theory based on the idea that needs are amplified or suppressed through self-concept, social norms, and past experience
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25
Q

learned needs

A

o Need for achievement (nAch) – accomplishing reasonably challenging goals and desire unambiguous feedback and recognition for their success + desire clear feedback and recognition for their success
 Money is a weaker motivator for those with high nAch, successful entrepreneurs tend to have high nAch (establish challenging goals for themselves and thrive on competition)
o Need for affiliation (nAff) – people seek approval form others, conform to their wishes and expectations, avoid conflict and confrontation
 High – work well in jobs responsible for cultivating long-term relations, less effective at making difficult decisions about distributing scarce resources
 Leaders should have moderate – supportive of employee needs
o Need for power (nPow) – control their environment including people and material resources, to benefit either themselves or others
 Personalized power – individuals enjoy their power for its own sake – personal interest
 Socialized power – power as a mean to help others

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26
Q

training programs for learned needs

A

o One program increased achievement motivation by having participants write achievement-oriented stories, place achievement-oriented behaviors in business games, and meet frequently with others to maintain it
 Increased achievement motivation by changing how people viewed themselves

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27
Q

four-drive theory pro and con

A

recognizes that social norms, personal values and past experience direct our effort, but it doesn’t offer any detail about what goals we choose or where our effort is directed

28
Q

expectancy theory

A

– a motivation theory based on the idea that work effort is directed toward behaviors that people believe will lead to desired outcome
o Choice based on the probability that specific events will occur and the positive or negative valences resulting from those events

29
Q

components of the expectancy theory

A

o E-to-P expectancy – individual’s perception that their effort will result in a specific level of performance (believe that they can unquestionably accomplish a task – probability of 1.0)
o P-to-O expectancy – probability that a specific behavior or performance level will lead to a specific outcome (definitely – 1.0)
o Outcome valence – anticipated satisfaction or dissatisfaction that an individual feels toward an outcome (the actual range doesn’t matter)
 Outcomes have a positive valence when they’re consistent with our values and satisfy our needs

30
Q

increasing E-to-P expectancies

A

o Assuring employees that they have the required abilities and resources + clear role perception
o Matching employee abilities to job requirements
o Behavior modeling + supportive feedback
o Providing sufficient time and resources

31
Q

increasing P-to-O expectancies

A

o Measure performance accurately
o Explain how rewards are linked to performance
o Provide examples of coworkers rewarded for performance

32
Q

increasing outcome valences

A

o Ensure that rewards are valued
o Individualize rewards by allowing employees to choose the rewards
o Minimize countervalent outcomes

33
Q

limitation of the expectancy theory

A

– assumes that people are perfectly rational, mainly explains extrinsic motivation, ignores emotions, outlines how expectancies affect emotions, but doesn’t explain how employees develop these expectations

34
Q

what two theories complement expectancy theory by explaining how people learn what to expect from their actions

A

Organizational behavior modification and social cognitive theory

35
Q

OB Mod

A

a theory that explains employee behavior in terms of the antecedent conditions and consequences of that behavior

36
Q

what does OB mod attempt to do

A

change behavior (B) by managing the antecedents (A) and consequences (C)
o Consequences – events following a particular behavior that influence its future occurrence
o Antecedents – events preceding the behavior, informing employees that a particular action will produce specific consequences
 Doesn’t cause behavior – cue signaling that something will happen

37
Q

four types of contingencies of reinforcement

A

o Positive reinforcement – reinforcer (consequence) is introduced, behavior is increased or maintained
o Punishment – when a consequence decreases the frequency of behavior
o Extinction – target behavior decreases because no consequence follows it
o Negative reinforcement – when consequence removed, behavior increases

38
Q

which contingency of reinforcement is preferred and why

A
  • Positive reinforcement is preferred – focusing on the positive rather than negative aspects of life – improves organizational success and individual well-being s
39
Q

which contingency of reinforcement is preferred and why

A
  • Positive reinforcement is preferred – focusing on the positive rather than negative aspects of life – improves organizational success and individual well-being s
40
Q

schedules of reinforcement

A

o Continuous – providing positive reinforcement after every occurrence of the desired behavior – most effective
o Variable ration schedule – employee behavior is reinforced after a varying number of times – highly resistant to extinction

41
Q

gamification

A

employees earn points in a digital environment – can produce negative outcomes when these interventions electronically monitor employee behavior or are linked to financial rewards

42
Q

limitations of OB mod

A

o Reward inflation – reinforcement is eventually considered an entitlement
 OB Mod programs must run infrequently and for a short duration
o Variable ration schedule tends to create a lottery-style system – might be viewed as too erratic for formal rewards
o Behavior is learned through personal interaction with the environment – people also learn and are motivated by observing others and inferring possible consequences for their actions

43
Q

social cognitive theory

A

learning and motivation occur by observing and modeling others + anticipating the consequences of our behavior

44
Q

warning behavior outcomes

A

through observing or hearing about what happened to other people

45
Q

behavior modeling

A

observing/modeling others’ behaviors
o Increases self-efficacy because people gain more self-confidence after observing others and performing the task successfully themselves – particularly improves when observers are similar to the model in age, experience, gender and related features

46
Q

self-regulation

A

setting goals and engaging in other forms of intentional, purposive actions
o Establish their own short- and long-term goals, choose their own standards of achievement, work out a plan of action, consider backup alternatives
o Self-reinforcement – when an employee has control over a reinforcer but doesn’t take it until completing a self-set goal

47
Q

goal

A

a cognitive representation of a desired end state that a person is committed to attain

48
Q

goal setting

A

the process of establishing goals for the purpose of motivating employees and clarifying their role perceptions
o Potentially amplifies the employee’s intensity and persistence of effort and channels that effort toward specific behaviors and outcomes

49
Q

characteristics of effective goals

A

o Specific – state what needs to be accomplished, how it should be accomplished + when, when, with whom + clarify performance expectations
o Measurable – people need an indication of their progress and achievement – how much, how well, at what cost is the goal achieved (sometimes difficult to measure)
o Achievable – sufficiently but not overly challenging
o Relevant – relevant to the individual’s job and within their control
o Time-framed – with a due date
o Exciting – employee commitment, not just compliance
o Reviewed – feedback and recognition on goal progress and accomplishment

50
Q

effective feedback is

A

o Specific – the information refers to identifiable behaviors + measurable outcomes
o Relevant – it should relate to behaviors and outcomes within the individual’s or team’s control
o Timely – as soon as possible
o Credible – trustworthy, knowledgeable, unbiased
o Sufficiently frequent – more often when learning, according to the job cycle’s frequency

51
Q

strength based coaching (appreciative coaching)

A

a positive organizational behavior approach to coaching and feedback that focuses on building and leveraging the employee’s strengths rather than trying to correct their weaknesses
o It’s associated with higher employee engagement, satisfaction, self-efficacy, relations with management
o People are more receptive to information about their strengths than they’re to information about their flaws

52
Q

social sources of feedback

A

without someone communicating the information
o Better when they’re learning about goal progress and accomplishments – considered to be more accurate
o Negative – less damaging to self-esteem
- Social sources – delay negative information, leave some of it out, distort the bad news in a positive way

53
Q

multi source (360 degree) feedback

A

information about an employee’s performance collected from a full circle of people
o More complete and accurate information than feedback from a supervisor alone
o Lower-level employees – greater sense of fairness and open communication when they’re able to provide upward feedback
o Expensive and time-consuming + people have very different opinions about an employee, peers may provide inflated feedback to minimize conflict, employees experience stronger emotional reactions when they receive critical feedback from many people

54
Q

goal setting

A

highly effective for employee motivation and performance
o But challenging to set the right amount of difficulty
o Sometimes interferes with the learning process in new, complex jobs – may be effective for employees who’re already experienced but should be avoided when they’re learning
o When it’s tied to financial rewards – motivated to set easy goals so they have a higher probability of receiving a bonus

55
Q

types of justice

A

o Distributive – the perception that appropriate decision criteria rules were applied to calculate how various benefits and burdens are distributed
o Procedural justice – the perception that appropriate procedural rules were applied throughout the decision process
o Interactional justice – the perception that appropriate rules were applied in the way the people involved were treated throughout the decision process

56
Q

equality principle

A

everyone should receive the same benefits

57
Q

equity principle

A

benefits that people receive should be proportional to what they contribute

58
Q

equity theory

A

a theory explaining how people develop perceptions of fairness in the distribution and exchange of resources

59
Q

outcome-input ratio

A

the value of the outcomes you receive divided by the value of the inputs you provide
o Inputs – skill, effort, reputation, performance, experience, hours worked
o Outcomes – pay, promotions, recognition, interesting jobs, opportunities to improve one’s skills and knowledge

60
Q

inequity tension

A

when people believe they’re underrewarded or overrewarded
o People are motivated to reduce the emotional tension

61
Q

reducing tension

A

o Reducing our inputs so the outcome-input ratio is similar to the higher-paid coworker – working more slowly, offering fewer suggestions, engaging in less organization citizenship behavior
o Increase outcomes – asking for a pay rise
o Increasing the comparison other’s inputs – ask the better-paid coworker to do a larger share of the work
o Reduce the comparison other’s outcomes – ensuring that the coworker gets less desirable jobs or working conditions
o Changing perceptions about the situation – believe that a coworker really is working more
o Change the comparison other – compare with someone who resembles us more
o Leave the situation – moving to another department, joining another company, keeping away from the work site

62
Q

people who feel overreward inequity

A

reverse these actions – working harder, encourage others to work at a more leisurely pace
o Changing perceptions to justify the more favorable outcomes

63
Q

problem with inequity theory

A

people vary in their choice of comparison other and which inputs or outcomes are most valuable
o Equity theory accounts only for some of our feelings of fairness or justice

64
Q

maintaining procedural justice

A

o Decision makers must be seen as unbiased, without self-interest, not blinded by narrow doctrines
o Their decisions need to take into account the positions and circumstances of the diverse groups affected by outcomes
o Whether the decision criteria and decision procedures are compatible with ethical principles
o Employees are given a voice in the process – can present their evidence and opinions
 Value-expressive function – tend to feel better after having an opportunity to speak their mind

65
Q

interactional justice rules

A

o Treating people with politeness and with respect
o Employees receive thorough and well justified explanations about the decisions + honest, candid and timely information about the decision

66
Q

consequences of justices being violated

A

anger, frustration, insult, resentment, shame
o Less work effort, fewer organizational citizenship behaviors, less cooperation with coworkers, increased involvement in union activities, increased turnover
o Increased aggression, more dysfunctional behaviors

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