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Week 2 Flashcards

1
Q

What is motivation?

A

The processes that account for an individual’s direction, intensity and persistence of effort toward attaining a goal.

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2
Q

Vroom’s expectancy theory (what is it)

A

Works towards organising other frameworks and theories

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3
Q

Force of motivation

A

Force of motivation = Σ (V x I x E)

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4
Q

Describe Vroom’s expectancy theory

A

Main premise: Tendency to act in a certain way depends on the expected outcome of the action and the value of this outcome (theory is about errors in between)

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5
Q

Bandura’s self efficacy theory (what is it)

A

an individual’s belief that they are capable of doing a task

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6
Q

Bandura’s self efficacy theory (main premise & implication)

A

Main premise: individuals who are more confident in their ability (in a task) will exert more effort in task

Implication: we can increase motivation by increasing employee’s self-efficacy

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7
Q

Where does self-efficacy come from?

A
  • Enactive mastery: first-hand experience
  • Vicarious modelling: second-hand experience
  • Verbal persuasion: pep-talk
  • Arousal: getting “psyched up”
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8
Q

Locke and Latham’s goal setting theory (Main premise)

A

Specific and difficult goals increase performance

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9
Q

Evidence and usefulness of Locke and Latham’s goal setting theory

A
  • One of the most accepted and best supported theories of work motivation (e.g., meta-analytic correlations between goal difficulty and performance between .25 and .38)
  • One of the most “practical” theories of work motivation
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10
Q

Locke and Latham’s goal setting theory visualised

A
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11
Q

McClelland’s theory of needs (main premise)

A

all people have three implicit motivating drivers; depending on culture and life experiences one of them is dominant.

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12
Q

What needs are there in McClelland’s theory of needs

A

-Need for achievement: drive to excel in relationship to a set of standards.
- Need for power: need to make others behave in a way they would have not otherwise.
- Need for affiliation: desire for friendly and close interpersonal relationships.

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13
Q

Intrinsic Motivation

A

based on needs for competency, autonomy and relatedness

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14
Q

Extrinsic Motivation

A

based on external controls

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15
Q

What do the Self-determination theory & cognitive evaluation theory claim?

A
  • Intrinsic motivation has stronger effects on work effort than intrinsic motivation
  • Extrinsic motivation (through external rewards) can decrease intrinsic motivation (cognitive
    evaluation theory).
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16
Q

Surface level diversity

A

easily perceivable (e.g. age, gender, race, ethnicity)

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17
Q

Deep level diversity

A

the difference in values and personality of each employee

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18
Q

What does it mean do discriminate?

A

making judgements about individuals based on stereotypes regarding their demographic group

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19
Q

Types of discrimination

A

-Discriminatory policies or practices
-Sexual harassment
-Intimidation
-Mockery and insults
-Exclusion
-Incivility

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20
Q

What is employment tenure?

A

The length of time that an employee has spent with the same employer.

(Seniority and productivity are positively related. Tenure and absenteeism/turnover rates are negatively related)

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21
Q

Ability (definition)

A

An individual’s capacity to perform various tasks within the context of a job

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22
Q

Physical capabilities

A

the capacity to do tasks that demand stamina, dexterity, strength and similar characteristics

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23
Q

General mental ability (GMA)

A

an overall factor of intelligence as suggested by the positive correlations among specific intellectual ability dimensions

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24
Q

Strength factors

A

Dynamic, trunk, static and explosive strength

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25
Flexibility factors
Extent flexibility and dynamic flexibility
26
7 dimensions of intellectual ability
Number aptitude Verbal comprehesnion Perceptual speed Inductive reasoning Deductive reasoning Spatial visualisation Memory
27
Number aptitude
Being good with numbers & maths (e.g. solving an equation)
28
Verbal Comprehension
the ability to understand and make sense of words and language (e.g. answering questions about what you've read/heard)
29
Perceptual speed
how quickly you can recognise and understand visual information (eg. looking at patterns and figuring out what comes next)
30
Inductive reasoning
finding patterns or trends based on specific examples (e.g. using the fact that one thing happens over and over again to make a general conclusion)
31
Deductive reasoning
using general rules or principles to figure out specific situations (starting with a big idea to understand and predict smaller details)
32
Spatial visualisation
the ability to picture things in your mind (e.g. imagining how objects would look from different angles or how they fit together in space)
33
Memory
remembering things (e.g. remembering facts and details)
34
Attitudes
Evaluative statements about objects, people or events
35
Three components of attitude
- Cognition: feeling about the way things are & opinions/beliefs (reality） - Affect: the emotional segment - Behaviour: intention for a certain behaviour towards something or someone
36
Cognitive dissonance
the incompatibility between two or more attitudes or between behaviour and attitudes (e.g. preaching a healthy attitude but eating unhealthy food)
37
Moderating variables in attitudes-behaviour relationship
Either strengthen or weaken the connection between attitudes and behaviour
38
Job satisfaction
A positive feeling about a job due to an evaluation of its characteristics
39
Job involvement
The degree to which people identify psychologically with their job and their performance level is important for self-worth
40
Psychological empowerment
the degree to which people believe that they can influence their work environment, the meaningfulness of their job and the perceived autonomy
41
Three components of organisational commitment
- Affective commitment (an emotional commitment and belief in the values of an organisation) - Continuance commitment (the way in which economic value of staying with the company is compared to leaving it) - Normative commitment (when someone stays with the company due to moral or ethical reasons)
42
Perceived organisational support (POS)
An employees subjective perception of how much their organisation values their contributions and cares about their well-being.
43
Employee engagement
An individual's involvement with, satisfaction with and enthusiasm for the work they do
44
The single global rating method
asks employees to answer a question about the degree of his/her job satisfaction
45
Summation of job facets
asks employees to complete a questionnaire and express their thoughts on different job elements
46
What causes job satisfaction?
-different factors -when employees enjoy their work (usually: challenging & stimulating work preferred over routine work)
47
Core self-evaluations
how a person generally feels about themselves and their abilities
48
Exit-voice-loyalty-neglect-framework
- Exit: leaving the company - Voice: attempts to improve conditions - Loyalty: passively waiting for conditions to improve - Neglect: passively allowing for conditions to worsen
49
Implications of job satisfaction on a global level
people from different cultures may judge job satisfaction differently --> there cannot be a single framework governing job satisfaction globally
50
Personality
the ways in which an individual reacts to and interacts with others
51
Personality traits
when someone is displaying certain characteristics in many situations
52
Heredity factors
determined at conception. The personality of an individual is determined by genes in the chromosomes
53
Myer-Briggs Type Indicator (MBTI)
- Extroverted vs introverted - Sensing vs intuitive - Thinking vs feeling - Judging vs perceiving
54
The big five personality model
-extraversion (comfort level regarding relationships and social skills) -agreeableness (an individual's propensity to defer to others) -conscientiousness (the reliability of a person --> organised, dependable & persistent) -emotional stability (the ability to withstand stress) -openness to experience (the degree of imagination, sensitivity and curiosity of an individual)
55
Core self-evaluation
the degree to which people like/dislike themselves
56
Machiavellianism
the degree to which a person is pragmatic, maintains emotional distance and believes that ends can justify the means
57
Narcissism
extreme sense of self-importance, need for excessive admiration, sense if entitlement and arrogant
58
Self-monitoring
the ability to adjust behaviour to external, situational factors
59
Risk taking
degree of willingness to take on risks
60
Type A/B personality
Type A: willing to achieve more in less time. Always on the move, very impatient, cannot cope with free time Type B: can relax without guilt and is not hurries by a sense of time urgency (Type A perform better than Type B at job interviews)
61
Situation Strength Theory main premise
the way personality translates into behaviour depends on strength of situation Strong situations pressure --> exhibit right behaviour & discourage wrong behaviour Weak situation: freer to express personality in behaviour
62
Situation strength theory (four elements)
Clarity - degree to which employees understand their roles Consistency - how far work is compatible with one another Constraints - how far an individual's freedom is affected by forces outside their control Consequences - the degree to which decision have implications for the organisation
63
Trait activation theory
Some situations and events activate a trait more than others (e.g. commission-based compensation plan would prefer extroverts)
64
Terminal values
the ultimate goals or end states that individuals strive to achieve in life (e.g. happiness, inner peace, wisdom)
65
Rokeach Value Survey
survey consisting of two sets of values: terminal and instrumental
66
Instrumental values
the means or methods individuals use to achieve their terminal values (e.g. honesty, perseverance)
67
Personality-job fit theory
used to match job requirements with personality characteristics
68
Geert Hofstede's five value dimensions
1. Power distance 2. Individualism vs collectivism 3. Masculinity vs femininity 4. Uncertainty avoidance 5. Long-term vs short term orientation
69
Motivation
3 key elements: 1. Intensity: the effort to achieve something 2. Direction: effort should benefit the organisation and work towards achieving goals 3. Persistence: the period that a person can maintain their efforts to achieve a goal
70
State and describe the stages in Maslow's hierarchy of needs
Self-actualisation (achieving one's potential) Esteem (self-respect & status) Social (affection & sense of belonging) Safety (protection from physical and emotional harm) Physiological (bodily needs)
71
Describe McClelland's theory of needs
Need for achievement (nAch) Need for power (nPow) Need for affiliation (nAff)
72
Self-concordance
The degree to which an individual's reasons for pursuing goals are consistent with their interests and core values
73
Describe the difference between promotional and prevention focus
Promotional focus: self-regulation strategy involving striving for goals through advancement and accomplishment Prevention focus: striving for goals by finishing duties and obligations
74
Management by objectives
promotes development of specific goals that are tangible, verifiable and measurable
75
4 ways to increase self-efficacy
1. Enactive mastery (experience) 2. Vicarious modelling (seeing someone else perform the task) 3. Verbal persuasion (someone else ensures you have the skills) 4. Arousal (hype someone up)
76
Pygmalion effect
self-efficacy is increased by communicating to teacher/supervisor that a person has high abilities
77
Galatea effect
expectations should be directly communicated to an employee to raise their performance
78
Expectancy theory
the strength to act in a certain way depends on the strength of the expected outcome and the attractiveness of that outcome to the individual
79
According to McClelland's theory of needs, which people make the best managers?
People with a high need for power and a low need for affiliation often make the best managers
80
What are the core dimensions of the job characteristics model?
- SKILL VARIETY (how big variety of different activities in a job is) - TASK IDENTITY (degree to which a job requires completion of a whole & identifiable piece of work) - TASK SIGNIFICANCE (degree of impact of job on people's lives) - AUTONOMY (how much freedom and independence the job has) - FEEDBACK (degree to which clear & direct information of performance of individuals is provided)
81
Job rotation
Employees periodically switch between different roles or tasks within an organization. It helps broaden their skills and experiences.
82
Job enrichment
Enhancing a job by adding more meaningful tasks, responsibilities, or challenges. It aims to increase job satisfaction and motivation.
83
Flexitime
Employees have flexibility in setting their work hours, usually with core hours to be present. It allows for a better work-life balance.
84
Job sharing
Two or more employees share the responsibilities and hours of a full-time position. It provides flexibility for employees and continuity for the employer.
85
Teleworking
Employees work remotely, often from home, using technology to connect with colleagues and complete their tasks. It offers flexibility in the work location.
86

Organisational Behavior (2 decks)

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