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Management > Chapter 16: Motivating Employees > Flashcards

Chapter 16: Motivating Employees Flashcards

(58 cards)

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1
Q

Motivation

A

the process by which a person’s efforts are:
- Energized - measure of intensity, drive, and vigor
- Directed - channeled to benefit the organization
- Sustained - toward attaining a goal (persistent)

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2
Q

Maslow’s Hierarchy of Needs theory (1943)

A

Human needs form a hierarchy of needs
- Once a lower level need is substantially satisfied an individual is no longer motivated to satisfy that need, and moves on to satisfy the next level of need

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3
Q
  1. Self actualization needs
A

a person’s need to become what they are capable of becoming, the best they can be!

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4
Q
  1. Esteem needs
A

a person’s need for internal factors (e.g self respect, autonomy and achievement) and external factors ( such as status, recognition and attention

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5
Q
  1. Social needs
A

A person’s needs for affection, belongingness, acceptance, and friendship

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6
Q

Safety needs

A

a persons needs for security and protection from physical and emotional harm

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7
Q

Physiological needs

A

a person’s needs for food, drink, shelter, sexual satisfaction, and other physical need

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8
Q

Herzberg’s Two factor Theory (1950s)

A

Intrinsic factors are related to job satisfaction, motivation whereas extrinsic factors are associated with job dissatisfaction or no dissatisfaction- but not satisfaction

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9
Q

Intrinsic

A

from Latin word intrinsecus; inwardly, innate, inborn. Part of your basic nature or character

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10
Q

Extrinsic

A

coming or operating from the outside, external to you in nature

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11
Q

Two factor theory (Motivation vs Hygiene)

A

Motivators - (intrinsic) factors that increase job satisfaction and thus, motivation

  • Hygiene factors - (extrinsic) factors that eliminate job dissatisfaction, but don’t motivate. When these factors are adequate, people won’t be dissatisfied, but they won’t be satisfied either
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12
Q

Motivators

A
  • Achievement
  • recognition/respect
  • work itself
  • responsibility
  • advancement
    growth
  • relationship with supervisor
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13
Q

Hygiene factors

A
  • supervision
  • company policy
  • working conditions
  • salary
  • status
  • security
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14
Q

Contrasting views of Satisfaction & Dissatisfaction

A

Herzberg believed the data suggested the opposite of satisfaction was not dissatisfaction ( as traditionally believed) Removing dissatisfying characteristics from a job would not necessarily make that job more satisfying (or motivating).

Herzberg proposed that a dual continuum existed: The opposite of “satisfaction” is “no satisfaction,” and the opposite of “dissatisfaction” is “no dissatisfaction.”

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15
Q

McGregor’s Theory X

A

the assumption that employees dislike work, are lazy, avoid responsibility, and must be coerced to perform

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16
Q

McGregor’s Theory Y

A

The assumption that employees are creative, enjoy work, seek responsibility, and can exercise self-direction

Little if any consistent evidence exists to definitively prove either assumption is valid (separate from motivational factors)

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17
Q

Three Needs Theory ( McClelland 1961)

A

three acquired (non-innate) needs (achievement, power, and affiliation) are major motives in work

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18
Q

Needs for Achievement (nAch)

A

The drive to succeed and excel in relation a set of standards

  • avoid very easy or difficult tasks
  • focus on own success, not or others; achievements, not rewards
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19
Q

Need for Power (nPow)

A

the need to make others behave in a way that they would not have behaved otherwise

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20
Q

Need for affiliation (nAff)

A

the desire for friendly and interpersonal relationships

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21
Q

TAT Measurement

A

Thematic Apperception Test

Each picture is briefly shown to a person who writes a story based on the picture. Trained interpreters determine the individual’s levels of nAch, nPow, and nAff

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22
Q

Goal Setting Theory

A

the proposition that specific goals increase performance and that difficult but achievable goals, when accepted, result in higher performance than do easy goals

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23
Q

Contingent factor
1. Opportunity to participate

A

affects goals acceptance

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24
Q

Contingent Factor
2. Self Efficacy

Study These Flashcards
A

belief you are capable of (better performing a task)

  • Individuals with high efficacy respond to criticism (negative feedback) with increased effort and motivation
  • Individuals with low efficacy respond to criticism (negative feedback) with reduced effort

As a manager, make sure you understand the efficacy level of those you manage!

25
Reinforcement Theory
behavior is a function of consequences (operant learning)
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Job Enlargement/Job scope
the number of different tasks required in a job and the frequency with which those tasks are repeated knowledge enlargement activates lead to more job satisfaction
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Job enrichment/job depth
the degree of control employees have over their work (freedom, independence)
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Reinforcers
consequences that immediately follow a desired behavior increase the probability that the behavior will be repeated Ignore (do not reinforce) rather than punish undesirable behavior. Punishment is a temporary solution and may have unpleasant side effects
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Job design
a combination of tasks to form complete jobs (to take advantage of employees strength/skills)
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Job Characteristics Model (JCM)
designing jobs that identify 5 primary core job dimensions for job satisfaction
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Skill variety
degree to which a job requires a variety of activites - employee can use a number of different skills/ talents
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Tasks Identity
the degree to which a job requires completion of a whole and identifiable piece of work
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Task Significance
the degree to which a job has a substantial impact of the lives or work of other people
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Autonomy
the degree to which a job provides substantial freedom, to the individual for designing the work
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Feedback
receiving clear information about performance
34
Relational Perspective of work design
an approach to job design that focuses on how people's tasks and jobs are increasingly based on social relationships (employee kitchens, gyms, etc)
35
Proactive Perspective of work design
an approach to job design in which employees take the initiative to change how their work is performed
36
High-involvement work practices
work practices designed to elicit greater input/involvement from workers
37
Equity theory
proposes employees compare what they get from a job (outcomes) with what they put into it (inputs), and then they compare their inputs–outcomes ratio with the inputs–outcomes ratios of relevant others
38
Referents (relevant others)
- persons = coworkers, friends, neighbors, associates - selves = past experiences, outside commitments - systems = (pay) policies, rules, regulations
39
Procedural justice
perceived fairness of the process used to determine the distribution of rewards (influences trust, organizational commitment)
40
Distributive Justice
Perceived fairness of the amount and allocation of rewards among individuals (greater influence on employee satisfaction and supervisor-employee relationship)
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Expectancy Theory (victor voom)
an individual tends to act in a certain way based on: - expectations that the act will be followed by a given outcome - the attractiveness of that outcome to the individual
42
Expectancy Theory Variables
There are three
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Instrumentality (performance-reward linkage)
the perception that a particular level of performance will result in attaining a desired outcome ( reward)
44
Expectancy (effort-performance linkage)
The perceived probability that an individual's effort will result in a certain level of performance
45
Valence (attractiveness of reward)
the attractive ness/importance of the performance reward (outcome) to the individual
46
Motivating a diverse workforce
Through flexibility compressed workweek: longer daily hours, but fewer days - Flexible work hours: specific weekly hours with varying arrival, departure, lunch, and break times around certain core hours during which all employees must be present - Telecommuting: employees work from hoe using computer links
47
Motivating A workforce with diverse needs
-Compressed Workweek :longer daily hours, but fewer days - Flexible work hours (flextime) : specific weekly hours with varying arrival, departure, lunch and break times around certain core hours during which employees must be present - Telecommuting: Employees work from home using computer links
48
Motivating Professional (Managers)
Characters of Professionals - Strong and long term commitment to their field/expertise - Tend to focus on their work as their central linter interest (flow) - Loyalty is to their profession, not to the employer - Have the need to regularly update their knowldge - Don't define their workweek as 8am to 5 pm - Like work/job challenges - finding solutions to orblems - Support/recognition that their work is important
49
Motivating Non-managers
- Employee recognition programs (need not be $$$) - Provision of sincere praise, justice, fairness - Typically have other interest outside of work that can compensate for needs not met on the job
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Motivating Contingent workers
- Opportunity to become a permanent employee - Opportunity for training
51
Cross Cultural Challenges
Motivational programs are most applicable where (USA) individualism/achievement are cultural characteristics - Collective cultures view rewards as "entitlements" to be distributed based on individual needs, not individual performance Interesting work is important to mist workers, regardless of national culture
52
Open book management
a motivational approach in which an organization's financial statements (the "books") are shared with all employees (links performance to results)
53
Employee Recognition Programs
Based on personal attention and expression of interest, approval, and appreciation for a job well done (highly motivating, but must be compatible with equity theory)
53
Pay-for-performance Programs
variable compensation plans that pay employees on the basis of performance measures (must be compatible with expectancy theory)

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