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CDR Exam > III B Motivational theories, management approaches > Flashcards

III B Motivational theories, management approaches Flashcards

0
Q

Maslow’s hierarchy of needs- basic needs***

A

1) PHYSIOLOGICAL (survival needs) - food, clothing, shelter, PAY, benefits, working conditions, SCHEDULE
2) SECURITY & SAFETY - insurance, retirement plans, JOB SECURITY

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1
Q

overview of Maslow***

A

Maslow’s hierarchy of needs:

  • basic needs: (1) physiological- pay, schedule (2) security and safety- job security
  • higher human needs/motivators: social, self-esteem, self-realization (advanced training, job enrichment)

***when BASIC needs are met, the higher needs become motivators

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2
Q

Maslow’s hierarchy of needs- higher human needs***

A

1) SOCIAL (organized activities)
2) SELF-ESTEEM (job title, praise, rewards, promotions)
3) SELF-REALIZATION: ADVANCED TRAINING, JOB ENRICHMENT

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3
Q

Maslow’s hierarchy of needs- overall message?***

A

when the BASIC NEEDS are met (i.e. a good schedule, pay, job security), HIGHER NEEDS BECOME MOTIVATORS (i.e. job enrichment- sending a person to a workshop or a class)

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4
Q

what is self-realization?***

A

realizing potential growth using creative talents, job enrichment, advanced training

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5
Q

Maslow’s hierarchy of needs/basic needs are similar to what other theory?

A

Herzberg’s 2 factor theory: maintenance factors

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6
Q

overview of Herzberg***

A

1) maintenance factors (satisfiers, dissatisfiers) that can prevent motivation from occurring
2) motivators (i.e. job enrichment)

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7
Q

Herzberg’s two-factor theory: maintenance factors***

A
  • if PRESENT and perceived as good: satisfiers

- if lacking or perceived as negative: dissatisfiers, interfere with work

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8
Q

Herzberg’s two-factor theory: do maintenance factors produce motivation?***

A

NO- but can prevent motivation from occuring

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9
Q

Herzberg’s two-factor theory: examples of maintenance factors***

A

fair wage, insurance, schedule…..

not yellow highlighted- retirement benefits, supervision, working conditions, interpersonal relationships on the job

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10
Q

Herzberg’s two-factor theory: motivators***

A

call forth energy and enthusiasm; JOB ENRICHMENT

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11
Q

Herzberg’s two-factor theory: examples of motivators

A

achievement, personal accomplishment, recognition, responsibility, participation in decision-making, opportunity for growth and advancement

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12
Q

overview of McClelland***

A

Power-affiliation theory: people have three needs- (1) achieve (2) power (3) affiliation

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13
Q

McClelland’s achievement theory: achievement

A
  • desire to do something better or more efficiently
  • sales and management positions
  • task-oriented, self-managed
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14
Q

McClelland’s achievement theory: affiliation

A

desire to be liked by others

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15
Q

McClelland’s achievement theory: power

A

enjoy competition, seek confrontation

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16
Q

overview of MacGregor***

A

Theory X & Theory Y –> attitude of the manager toward employees as an impact on job performance

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17
Q

MacGregor: Theory X***

A
  • people DISLIKE work, will AVOID it
  • people to be controlled by PRESSURE
  • NEGATIVE, AUTOCRATIC
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18
Q

MacGregor: Theory Y***

A
  • work is natural
  • workers should DIRECT OWN EFFORTS
  • POSITIVE, PARTICIPATIVE
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19
Q

overview of Hawthorne/Mayo*****

A

SPECIAL ATTENTION improves behavior, PLACEBO EFFECT (Hawthorne…Mayo…placebo….special attention)

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20
Q

Hawthorne studies- what was the conclusion of these studies?

A

if you involve people in the process, they become more productive because of special attention

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21
Q

Hawthorne studies- placebo effect***

A

special attention improves behavior

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22
Q

Expectancy theory***

A

(Beer/Vroom) “know a little bit about your team”; employees must believe that effective PERFORMANCE leads to certain REWARDS that are ATTRACTIVE (rewards are motivators only if they are attractive or desirable)

23
Q

Path-Goal theory

A

(Evans, House) focuses on leader’s effect on employee’s motivation to perform (???????)

24
Q

leadership styles in DECREASING order of control**

A

ACBPF (AngCom. BP fuel): autocratic (most control) –> consultative –> bureaucratic –> participative –> free reign (least control)

25
Q

autocratic***

A

obedience, most control; used in a CRISIS (e.g. a fire)

26
Q

consultative***

A

asks for INPUT, but makes final decision ALONE

27
Q

bureaucratic

A

by the book, procedures to the letter

28
Q

participative***

A

encourages WORKERS TO PARTICIPATE IN DECISION-MAKING; quality circles- small group of employees for problem-solving, “sharing power”

29
Q

free-reign/laissez-faire

A

least control

30
Q

leadership grid***

A

concern for people (employees) versus concern for production (see DIII p.7 for example photo)

31
Q

country-club management***

A

employee-centered: more concern for people, less concern for production

32
Q

team management**

A

HIGH concern for BOTH people and production; most desirable

33
Q

impoverished management***

A

LOW concern for BOTH people and production

34
Q

authority, obedience management***

A

focus on PRODUCTION, less concern for people- they are like machines

35
Q

Likert believed that the most effective style of leadership is..?***

A

PARTICIPATIVE (employee-oriented, general supervision, full involvement of employees in setting goals making job-related decisions) (Likert….participative)

36
Q

Peter Principle**

A

promoting someone to a LEVEL OF INCOMPETENCE- should NOT follow! (ex: diet aide promoted to a manager, but they don’t have the skills)

37
Q

traditional or classical management approach- focus is on?***

A

TASKS, STRUCTURE, AUTHORITY; formal structure that management coordinates

38
Q

traditional or classical management approach- scalar principle

A

authority and responsibility flow in a direct line vertically from the highest to lowest echelons

39
Q

unity of command***

A

each person is accountable to only ONE supervisor

40
Q

human relations (behavioral theory)***

A

workers exist in social groups; PARTICIPATION in DECISION-MAKING is essential, improves MORALE/PRODUCTIVITY

41
Q

Theory Z (Ouchi)***

A

value of the company is the PEOPLE, CONSENSUS DECISION-MAKING= people who will be affected by the decision are involved in making it (participative)

42
Q

2 parts of the systems approach theory*****

A

1) OPEN

2) CHANGES IN ONE PART AFFECT ANOTHER

43
Q

what does an OPEN system mean? (systems approach)***

A

open = interacts with EXTERNAL forces (customers, suppliers, government agencies) that have an IMPACT on the organization

44
Q

contingency or situational leadership- Fiedler

A

responds to the external environment; effective leadership methods in one situation may not work in another, must identify best method for the time/situation

45
Q

contingency or situational leadership: most favorable situation?

A

task-oriented, well-liked leader, directing a well-defined job

46
Q

scientific management- Taylor**

A

WORK-CENTERED @ fastest pace possible; focus on PHYSICAL aspects (**scientific….physical)

47
Q

management by objectives MBO- Drucker***

A

DEMOCRATIC management, PARTICIPATIVE leadership; establish goals w/ employees (***MBO…democratic…participative)

48
Q

what does transactional versus transformational leadership deal with?

A

how leaders and followers influence each other

49
Q

transactional leader

A

clarifies roles and responsibilities; uses rewards and punishments to achieve goals- tells employee what they need to do to get rewards (transACTional- leader ACTS/tells them what to do)

50
Q

transformational leader

A

agent of change, inspires motivation; leaders and followers raise one another’s motivation and morality –> leads to low staff turnover, increased morale, team spirit

51
Q

organizational change theory**

A

managers serve as CATALYSTS for CHANGE- PROACTIVE (define a vision for the change, hlp make the changes and change the status quo)

52
Q

management function of controlling & evaluating

A
  • measure performance against standard performance

- document process and outcome evaluations

53
Q

steps of measuring present performance against standard performance aka EVALUATION**

A

1) establish qualitative and quantitative STANDARDS
2) measure performance
3) compare to standard
4) take corrective action

54
Q

outcome-oriented evaluation

A

end result or consequence of program, change in attitude, knowledge, **ultimate indicator of quality measuring the actual health status of the client or skills of an employee

55
Q

process-oriented evaluation

A

did the process produce desired results?

CDR Exam (34 decks)

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