L1: Motivation Flashcards
1
Q
An internal force that drives a worker to act and perform well.
Internal force that drives a worker to action as well as the external factors that encourage that action
A
Motivation
2
Q
3 functions of Motivation.
A
Energize
Direct
Sustain
3
Q
3 dimensions of motivation conceptualization
A
Direction
Intensity
Persistence
4
Q
Pertains to sustained energy overtime.
A
Persistence
5
Q
Addresses the choice of activities we make in expending effort
A
Direction
6
Q
Implies that we have the potential to exert various levels of effort, depending on how much we need to expend.
A
Intensity
7
Q
3 Individual Difference Traits Related to Work Motivation
A
- Self - Esteem
- Types of Motivation
- Need for Achievement and Power
8
Q
Extent to which a person views himself as valuable and worthy.
A
SELF-ESTEEM
9
Q
Employees who feels good about themselves will be motivated to perform better.
A
CONSISTENCY THEORY
10
Q
3 TYPES OF SELF-ESTEEM
A
Chronic
Situational
Socially Influenced
11
Q
Overall feeling about himself
A
Chronic self-esteem
12
Q
Feeling about himself in certain situations
A
Situational self-esteem
13
Q
How a person feels about themselves based on the expectations of others
A
Socially Influenced self-esteem
14
Q
Increases the employees self-esteem.
A
SELF-ESTEEM WORKSHOPS
15
Q
Learning how to think positively; discovering unnoticed positive qualities; sharing positive qualities.
A
“The Enchanted Self”
16
Q
An approach by which an employee is
given an easy task that he will almost
certainly succeed.
A
EXPERIENCE - with - SUCCESS
17
Q
Relationship between self-expectation and performance.
A
GALATEA EFFECT
18
Q
Employee’s self-esteem increases when feels that the manager has confidence in him.
A
PYGMALION / ROSENTHAL EFFECT
19
Q
Negative expectation causes a decrease in
an individual’s performance.
A
GOLEM EFFECT
20
Q
2 types of motivaton
A
Intrinsic motivation
Extrinsic motivation
21
Q
Perform well because they enjoy their tasks.
Work motivation in the absence of
such external factors as pay, promotion, and coworkers.
Concerned with the feeling of having accomplished something worthwhile.
A
INTRINSIC MOTIVATION
22
Q
Perform well because they will have a reward or to avoid negative consequences.
Work motivation that arises from such non personal factors as pay, coworkers, and opportunities for advancement.
Concerned with external motivators which workers enjoy
A
EXTRINSIC MOTIVATION
23
Q
Measures the types of motivation.
A measure of an individual’s orientation toward intrinsic versus extrinsic motivation.
A
Work Preference inventory
24
Q
Motivation that is generally based on rewards
A
Positive motivation
25
Motivation based on force and fear
Negative motivation
26
Relates to the degree to which the employee possesses skills, abilities, knowledge, and experiences relevant to his job.
If the fundamental abilities, qualifications and skills needed doing particular duties are possessed by the workers the level of performance will be in accordance with the set standards and vice versa
Employee's readiness and ability to excel in their role
Capacity to Perform
27
Depends on the work environment provided to the employee.
Favorable opportunities
& circumstances to do the challenging duties which are more conducive towards accomplishment of
organization’s mission and goal can be reasons to have more effective
performance from workers.
Opportunity to Perform
28
Relates to the degree in which an employee desires and is willing to exert effort to achieve the goals assigned to him; also called MOTIVATION.
Extent to which an employee is motivated and enthusiastic about putting in the effort required to meet their assigned goals
The level of performance will be high and will be up to the standards if employee is performing duties & responsibilities in the organization with willingness.
Willingness to Perform
29
Try to explain why behaviors are initiated
Process theories
30
Focuses on analyzing needs and wants
Content theories
31
A motivation theory that arranges needs in a hierarchy from lower, more basic needs to higher-order needs.
A MOTIVATION THEORY OF NEEDS ARRANGED IN A HIERARCHY, WHEREBY PEOPLE ARE MOTIVATED TO FULFILL A
HIGHER NEED AS A LOWER ONE BECOMES GRATIFIED.
Abraham Maslow’s Hierarchy of Needs
32
Abraham Maslow's hierarchy of needs
Self-actualization
Esteem
Love & Belongingness
Safety
Physiological
33
Basic survival needs of food, water, air and shelter. (Hierarchy of needs)
Physiological needs
34
Physical, psychological safety and financial stability. (Hierarchy of needs)
SAFETY NEEDS
35
Involve working with others, developing friendships, and feeling needed. (Hierarchy of needs)
SOCIAL NEEDS
36
Needs for recognition and success. (Hierarchy of needs)
ESTEEM NEEDS
37
Refers to fulfilling personal life goals and reaching one’s potential, or as Maslow stated, “the desire to become ... everything that one is capable of becoming”. (Hierarchy of needs)
SELF-ACTUALIZATION
38
States that individuals can be motivated by multiple levels of need at the same time and
that the level that is most important to them can change over time.
ERG Theory (Clayton Aldelfer)
39
3 Categories of Needs of ERG Theory (Alderfer)
Existence Needs
Relatedness Needs
Growth Needs
40
Basic physiological and safety needs.
Needs for physical well-being
(ERG Theory)
Existence needs
41
Stems from social interaction.
Needs for satisfactory relationship with others
(ERG Theory)
Relatedness needs
42
Highest-order needs, dealing with needs to develop fully and realize one’s potential.
Development of human potential and the desire for personal growth and increased competence
(ERG Theory)
Growth needs
43
Stated that the traditional, single-dimension approach to job satisfaction, with its continuum ends ranging from job
dissatisfaction to job satisfaction, is wrong and that job satisfaction and job dissatisfaction are actually two separate and independent dimensions.
There are separate sets of mutually exclusive factors in the workplace that either cause job satisfaction or dissatisfaction.
Frederick Herzberg’s Two-Factor Theory
44
Relates more to what people actually do in their work
Job content
45
2 Factors in Determining Worker Satisfaction and Motivation
Motivators
Hygienes
46
Factors related to job content; they are inherent in the work itself.
Elements related to job content that, when present, lead to job satisfaction, concern the
actual duties performed by the employee and include achievement, recognition, responsibility, and the nature of the work itself.
Motivators
47
Also called as work setting and relates more to the environment in which people work
Job context
48
Related to the context in which people perform their jobs.
Elements related to job context in which
people perform their jobs that, when absent, cause job dissatisfaction.
Based on individual's desire to avoid deprivation and the resulting physical and emotional discomfort
Hygienes
49
Theory that is based on the notion that people's needs are acquired as they live their lives or through experiences of life. The needs
are derived from the reaction to the stimuli in the external environment
States that three needs are central to work motivation: the needs for achievement, power, and affiliation.
People are motivated by different patterns of needs, or motives.
Acquired Needs Theory (David MCCLELLAND)
50
Compelling drive to succeed and to get the job done.
Need for personal achievement and is intrinsically motivated by task completion
Desire to accomplish something difficult, attain a high standard of success, master complex tasks, and surpass others
Need for achievement
51
Need to direct and control the activities of others and to be influential.
Concerns the ability to influence others.
Desire to influence or control others, be responsible for others, and have authority over others
Need for power
52
2 Sides to the Need for Power
Personal Power
Institutional Power
53
Enjoy power for its own sake, use it to advance personal interests, and wear their power as a status symbol
Personal power/ Personalized power
54
Desire power as a means to help others
Socialized power/ Institutional power
55
Desire to be liked and accepted by others.
Need for connection with others and is accepted (liked by others).
Desire to form close personal relationships, avoid conflict, and establish warm friendships
Need for affiliation
56
Based on the innate drives to acquire, bond, learn, and defend, and incorporates both emotions and rationality.
Four-Drive Theory
57
Drive to protect ourselves physically and socially.
Drive to defend
58
Drive to form social relationships and develop mutual caring commitments with others.
Drive to bond
59
Drive to satisfy curiosity, to know and understand ourselves and the environment around us.
Drive to learn
60
Drive to seek, take, control, and retain, objects and personal experiences.
Drive to acquire
61
Emphasizes the role of specific, challenging performance goals and workers’ commitment to those goals as key determinants of motivation.
Intentions to work toward a goal are a major source of work motivation.
For a goal must be successful, the goal must be Specific, Measurable, Attainable, Relevant, Time-Bound
Based on the idea that setting specific and measurable goals is more effective than setting unclear goals
Goal Setting Theory (Edwin Locke)
62
5 Principles of Goal Setting Theory
Clarity
Challenge
Commitment
Feedback
Task Complexity
63
SMART
Specific
Measurable
Attainable
Relevant
Time-bound
64
Goals should be broken down into smaller goals
Task complexity
65
An important component of goal setting theory
Feedback
66
Goals should be sufficiently challenging to keep employees engaged and focused while performing the tasks needed to reach each goal.
Challenge
67
Goals must be clear and specific.
Clarity
68
Employees need to understand and support the goal they are being assigned from the beginning.
Commitment
69
Draws on principles of operant conditioning and states simply that behavior is motivated by its consequences.
Reinforcement Theory
70
Employees will engage in behaviors for which
they are rewarded and avoid behaviors for
which they are punished.
Theory that pairs behaviors with consequences
Operant conditioning
71
2 TYPES OF REINFORCERS
Positive reinforcers
Negative reinforcers
72
Desirable stimulus is added to increase a
behavior; desirable events that strengthen the tendency to respond
Events that are in and of themselves desirable to the person.
Positive reinforcers
73
Undesirable stimulus is remove to increase a
behavior; events that lead to the avoidance of an existing negative state or condition.
Negative reinforcers
74
A stimulus is added to decrease
behavior
POSITIVE PUNISHMENT
75
A stimulus is remove to decrease
behavior
NEGATIVE PUNISHMENT
76
Unpleasant consequence that directly
follows the performance of a behavior.
Punishment
77
States that workers weigh expected costs and benefits of particular courses before they are motivated to take action.
Behavior is motivated by anticipated
results or consequences; person decides to behave in a certain way based on the expected result of the chosen behavior
Behavior results from conscious choices among alternatives whose purpose is to maximize pleasure and minimize pain
Expectancy Theory (VIE Theory)
78
3 Core Components of Expectancy Theory
Valence
Instrumentality
Expectancy
79
Desirability of an outcome to an individual; extent to which an employee values a particular consequence
Valence
80
Relationship between the performance of a particular behavior and the likelihood that a certain outcome will result
Performance of a particular behavior and the likelihood of receiving a particular outcome
Instrumentality
81
Perceived relationship between
the amount of effort an employee
puts in and the resulting outcome; extent to which the effort an employee exerted resulted in the outcome she wanted
Perceived relationship between the
individual’s effort and performance of a behavior
Belief that increased effort will lead to increased performance
Expectancy
82
Based on the premise that our levels of motivation and job satisfaction are related to how fairly we believe we are treated in comparison with others.
States that workers are motivated by a desire to be treated equitably or fairly.
Workers are motivated to reduce perceived inequities between work inputs
Theory that workers are motivated to reduce perceived inequities between work inputs
Equity Theory (J. Stacey Adams)
83
Elements that a worker invests in a job, such as experience and effort.
Inputs
84
Things that a worker expects to receive from a job, such as pay and recognition.
Outcomes
85
2 Types of Perceived Inequity
Underpayment Inequity
Overpayment Inequity
86
Workers feel they are receiving fewer outcomes from the job in ratio to inputs.
Worker’s perception that outcomes are greater than inputs
Underpayment Inequity
87
Workers receive greater outcomes from your average-level inputs.
Worker’s perception that outcomes are greater than inputs
Overpayment Inequity
88
Tactics and processes put in place to
keep employees inspired, engaged,
and interested in their responsibilities.
Employee motivation strategies
89
3 concepts that are important in designing jobs.
Job Enrichment
Job Characteristic Model
Job Crafting
90
Division of work tasks assigned to an
individual in an organization that specifies what the worker does, how, and why.
Job design
91
Motivational program that involves redesigning jobs to give workers a greater role in the planning, execution, and evaluation of their work.
Job Enrichment
92
Suggests that certain characteristics of a job will make the job more or less satisfying, depending on the particular needs of the worker.
Work design theory that seeks to identify the key factors that make a job motivating, satisfying, and engaging for employees.
Employees desire jobs that are meaningful, provide the opportunity to be personally
responsible for the outcome of their work, and provide them with feedback on the results of their efforts.
Job Characteristics Model (JCM)
93
CORE CHARACTERISTICS of Job Characteristics Model (JCM)
(1) skill variety
(2) task identity
(3) task significance
(4) autonomy
(5) feedback.
94
Degree to which a job requires the worker to use a variety of abilities and skills to perform work-related tasks.
Use of different skills and talents to complete
a variety of work activities
Skill variety
95
Degree to which a job requires the completion of an entire job or function.
Task identity
96
Degree to which job affects the organization and/or larger society
Degree to which a job has a substantial impact on other people within the organization, such as coworkers, or persons outside of the organization, such as consumers.
Task significance
97
Degree to which the job gives the worker
freedom and independence to choose how to schedule and carry out the necessary tasks.
Provide freedom, independence, and discretion in scheduling the work and determining the procedures to be used to complete the work
Autonomy
98
Degree to which the job allows the worker to
receive direct and clear information about the effectiveness of performance.
Employees can tell how well they are doing from direct sensory information from the job itself
Feedback
99
Process in which employees change their
job duties to better fit their interest in skills
Employee-initiated approach which enables employees to shape their own work environment such that it fits their individual needs by adjusting the prevailing job demands and resources.
Taking proactive steps and actions to redesign what we do at work,
essentially changing tasks, relationships, and perceptions of our jobs
Job Crafting
100
3 Types/Forms of Change
Task Crafting
Relationship Crafting
Cognitive Crafting
101
Changing up responsibilities; can involve adding or dropping the responsibilities set out in your official job description.
Task Crafting
102
Changing up interactions; involve changing up who we work with on different tasks, who we communicate and engage with on a regular basis.
Relationship Crafting
103
Changing up your mindset
Change your perspectives about your job and
its purpose
Cognitive Crafting
104
Concrete incentives or any kind of compensation that is given to an employee in the form of cash.
Incentives
105
Directly involve money to motivate a person to choose a specific course of action.
Monetary incentives
106
Can be used to motivate better worker performance either by making variable pay an integral part of an employee’s compensation package or by using financial rewards as a bonus for accomplishing certain goals
Financial Rewards
107
Designed to make high levels of individual performance financially worthwhile and the research is clear monetary incentives increase
performance over the use of a guaranteed hourly salary
Individual Incentive Plans:
108
Also called earnings-at-risk (EAR) plans, pay employees according to how much they individually produced
Pay For Performance
109
Base their incentives on performance appraisal scores rather than on such objective performance measures as sales and productivity
Merit Pay
110
Monetary reward uses the number of hours worked as a means of determining rewards.
Time rates
111
Benefit plan that allows each employee to put together a benefit package individually tailored to their own needs and situation.
Cafeteria or flexible benefits system
112
The quantity of the individual's output.
Payment by results
113
Results or outputs plus actual behavior in the job; pay is linked to company profits.
Performance and profit related pay
114
Basis on how many skills employees have or how many jobs they can do
Skill/Competency based pay
115
Incentives that do not involve direct money.
Non-monetary incentives
115
5 steps of OB Modification
Identification
Measurement
Analysis
Intervention
Evaluation
116
Incentives that give a positive guarantee for satisfying an individual’s needs and wants; these incentives involve the principle of optimism and are provided to fulfil the
employee’s psychological requirements.
POSITIVE INCENTIVES
117
Provided in order to rectify an individual’s mistakes and errors for the sake of achieving satisfying results
NEGATIVE INCENTIVES
118
Motivates, gives employees a sense of fulfillment, and feel appreciated for their work
Strong motivator because it is a normal human need to crave recognition.
Motivation through Recognition
119
Wanting to feel proud motivates many workers
When a person is proud of a recognized success, he or she may be motivated to take
further activity in that valued sector
Also a motivator, but one that is intrinsic; workers who achieve outstanding performance experience this emotion.
Motivation through Pride
120
Act or action of empowering or enabling
someone to perform certain acts or duties
Empowerment
121
Management philosophy that focuses on
allowing an organization’s employees to
make independent decisions and to feel
empowered to take action as they see it
Employee empowerment
122
A technique that focuses on improving
observable and measurable work-related
behavior
Argues for intervention to encourage desired
performance behavior and discourage undesired behavior
ORGANIZATIONAL BEHAVIOR MODIFICATION
(OB Modification)
123
Constitutes a way of thinking or feeling about something, a certain emotional state at that
specific moment.
ATTITUDE
124
Way in which a person acts toward themselves and to those around them.
BEHAVIOR
125
Statements or principles that tell you what
is or is not allowed in a particular situation, activity, or institution.
Rules
126
Can include non-cash gifts like a water bottle with the company logo on it or preferred parking; may show a team member that you know them well and care about giving them something they might enjoy.
Rewards
127
Get employees to participate in the success or failure of the organization.
Group Incentive Plans
128
Provide employees with a percentage of profits above a certain amount
Profit Sharing
129
Employees are given the opportunity to purchase the stock in the future.
Stock Options
130
Ties group wide financial incentives to improvements in organizational performance.
Gainsharing
131
Who?
Hierarchy of Needs
Abraham Maslow
132
Who?
ERG Theory
Clayton Alderfer
133
Who?
Two-Factor Theory
Frederick Herzberg
134
Who?
Acquired needs theory
McClelland
135
Who?
Goal Setting Theory
Edwin Locke
136
Who?
Reinforcement Theory
BF Skinner
137
Who?
Expectancy Theory
Victor Vroom
138
Who?
Equity Theory
J. Stacey Adams
139
Employees subconsciously list all their outputs and inputs and then compute an input/output ratio by dividing output value by input value.
INPUT/ OUTPUT RATIO
140
Who?
Job Characteristics Model
Hackman & Oldham
141
Reinforcer or punisher is most effective if it occurs soon after the performance of the behavior.
TIMING OF INCENTIVE
142
States that reinforcement is relative and that a supervisor can reinforce an employee with something that on the surface does not appear to be a reinforcer.
Premack Principle
143
Consists of personal attention, signs of approval, and expressions of appreciation; informal recognition
Social recognition
144
