Week 3 Flashcards
1
Q
Intensity
A
- how hard a person tries
2
Q
Direction
A
- where effort is channelled
3
Q
Persistence
A
- how long effort is maintained (commitment)
4
Q
Intrinsic motivators
A
- a person’s internal desire to do something
- e.g. interest, challenge, personality satisfaction
5
Q
Extrinsic motivators
A
- motivation that comes from outside the person
e. g. pay, bonuses, other tangible rewards
6
Q
The formula for performance
A
= motivation x ability
7
Q
formula for motivation
A
= desire x commitment
8
Q
formula for ability
A
= aptitude x training x resources
9
Q
Maslow’s hierarchy of needs
A
- the most famous pyramid in the social sciences
10
Q
self actualization (Maslow’s hierachy of needs)
A
- achieving one’s full potential, including creative activites
- 1st on the pyramid
11
Q
esteem needs (maslow’s hierachy of needs)
A
- prestige and feeling of accomplishment
- 2nd on the pyramid
12
Q
belongingness and love needs (maslow’s hierachy of needs)
A
- intimate relationships, friends
- 3rd on the pyramid
13
Q
safety needs (maslow’s hierachy of needs)
A
- security, safety
- 4th on the pyramid
14
Q
physiological needs
A
- food, water, warmth, rest
- 5th on the pyramid
15
Q
What does Maslow’s hierachy of needs suggest?
A
- money motivates to a point
- many OB theories address higher order needs - important for knowledge workers
- managing through fear (phsychological/safety) prevents people from achieving higher needs
16
Q
McCleland’s hierachy of needs
A
- three specific needs drive individuals within organizations
17
Q
need for affiliation (McCleland’s hierachy of needs)
A
- the desire for friendly and close interpersonal relationships
18
Q
need for achievement (McCleland’s hierachy of needs)
A
- the drive to excel to acheive in relation to a set of standards, to strive to achieve
19
Q
need for power (McCleland’s hierachy of needs)
A
- the need to make others behave in a way they would not have behaved in otherwise
20
Q
How do goals motivate?
A
- specific and moderately difficult goals lead to higher performance
- difficult goals, when accepted, result in higher performance than do easy goals
- feedback facilitates higher performance
21
Q
Expectancy theory
A
- individuals act depending on
- whether their effort will lead to good performance
- whether good performance will be followed by a given outcome
- whether that outcome is attractive to them
22
Q
expectancy
A
- the perceived probability that exerting a given amount of effort will lead to performance
- if i make the effort, will I be recognized?
23
Q
Instrumentality
A
- the degree to which individuals believe that performing at a particular level will lead to organizational rewards
- If I get a good appraisal will I get a reward?
24
Q
Valence
A
- the degree to which organizational rewards satisfy an inidividual’s personal goals or needs and are attractive to the individual
25
Justice & Fairness
- the extent to which total rewards are perceived as "fair" greatly influences performance, motivation, and job satisfaction
26
Procedural justice
- the perceived fairness of the process and procedures used to make decisions about employees and pay
27
interactive justice
- the perceived degree to which one is treated with dignity and respect
- important in relationships with our supervisors
28
distributive justice
- the perceived fairness in the distribution of outcomes
29
distributive justice by equality
- everyone should get either the same outcomes or an equal chance at it regardless of how much they contribute
30
distributive justice by equity
- the more people contribute, the more they should be rewarded
31
equity theory
- individuals are concerned not only with the absolute amount of rewards for their efforts, btu also with the relationship of this amount to what others receive
- individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities
32
job enrichment
- increasing the depth of a job by adding responsibility for planning, organizing, controlling, or evaluating the job
33
job enlargement
- broadening the scope of a job by expanding the number of different tasks to be performed
34
five core job demensions
- skill variety
- task identity
- task significance
- autonomy
- feedback
35
skill variety
- variety of different activities required
36
task identity
- completion of a whole and identifiable piece of work
37
task significance
- substantial impact on the lives or work of others
38
autonomy
- freedom, independence, and discretion over process of work
39
feedback
- obtaining direct and clear information about the effectiveness of performance
