Quiz 3: Employee Motivation
inequity tension
When people believe they are under- or overrewarded reduce by 1 - reduce inputs 2 - increase outcomes 3 - increase the comparison of other's inputs 4 - reduce the comparison of others inputs (uncommon) - ask the company to reduce coworkers pay 5 - changing our beliefs about the situation 6 - change the comparison other 7 - if nothing works, leave the field
expectancy theory outcome valences
A valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an outcome Outcomes have a positive valence when they are consistent with our values and satisfy our needs; they have a negative valence when they oppose our values and inhibit need fulfillment
problems with job specialization
- reduces labor waste, but the worker can get tired of a repetitive cycle of work - affects output quality. for lawyers, in a good way but for baggers in a bad way - undermines work quality
driver's of employee engagement
Goal setting, employee involvement, organizational justice, organizational comprehension, employee development opportunities, sufficient resources, an appealing company vision, building an engaged workforce calls on most topics in this book, such as the MARS model (Chapter 2), building affective commitment (Chapter 4), motivation practices (Chapter 5), organizational-level communication (Chapter 8), and leadership (Chapter 11)
job characteristics model autonomy
Jobs with high levels of autonomy provide freedom, independence, and discretion in scheduling the work and determining the procedures to be used to complete the work
strengths-based coaching
Maximizing employees' potential by focusing on their strengths rather than weaknesses employees describe areas of work where they excel or demonstrate potential
organizational behavior modification (OB Mod)
OB Mod attempts to change behavior (B) by managing its antecedents (A) and consequences (C)
four-drive theory drive to comprehend
People are inherently curious and need to make sense of their environment and themselves. They are motivated to discover answers to unknown as well as conflicting ideas
contingencies of reinforcement
Positive reinforcement, Punishment, extinction, negative reinforcement
Increasing E-to-P Expectancies
Some companies increase this can-do attitude by assuring employees that they have the necessary skills and knowledge, clear role perceptions, and necessary resources to reach the desired levels of performance also match employees job requirements to their skills
four-drive theory Drive to defend
This is the drive to protect ourselves physically, psychologically, and socially. Probably the first drive to develop, it creates a fight-or-flight response when we are confronted with threats to our physical safety, our possessions, our self-concept, our values, and the well-being of others
how drives influence motivation and behavior
a person's "mental skill set" develops behavioral intentions that are acceptable to society, consistent with their own moral compass, and have a high probability of achieving the goal of fulfilling those felt needs
experienced responsibility
a sense of being personally accountable for the work outcomes autonomy relates to this
increasing motivational potential of jobs job enlargement
adding tasks to an existing job
drives
also known as primary needs hardwired characteristics of the brain that attempt to keep us in balance by correcting deficiencies drives express themselves directly in background emotions and we eventually become aware of their existence by means of background feelings examples: worrying, being curious
employee engagement
an individual's emotional and cognitive (logical) motivation, particularly a focused, intense, persistent, and purposive effort toward work-related goals
need principle
applied when we believe that those with the greatest need should receive more outcomes than others with less need
behaviorism
argues that a good theory should rely exclusively on behavior and the environment and ignore non-observable cognitions and emotions
knowledge of results
awareness of the work outcomes based on information from the job itself
learned needs theory need for achievement
choose moderately challenging tasks, desire unambiguous feedback and recognition for their success, and prefer working alone rather than in teams
scientific management
consists of a toolkit of activities. Some of these interventions—employee selection, training, goal setting, and work incentives mainly associated with high levels of job specialization and standardization of tasks to achieve maximum efficiency
schedules of reinforcement
continuous reinforcement—providing positive reinforcement after every occurrence of the desired behavior variable ratio schedule - which employee behavior is reinforced after a variable number of times
job characteristics model task identity
degree to which a job requires completion of a whole or identifiable piece of work
job characteristics model job feedback
degree to which employees can tell how well they are doing from direct sensory information from the job itself
job characteristics model task significance
degree to which the job affects the organization and/or larger society
prime sources of employee motivation
drives and emotions
four-drive theory
emotions are the source of human motivation and that these emotions are generated through four drives identified from earlier psychological, sociological, and anthropological research
equity theory
employees determine feelings of equity by comparing their own outcome/input ratio to the outcome/input ratio of some other person
consequences
events following a particular behavior that influence its future occurrence
Antecedents
events preceding the behavior, informing employees that a particular action will produce specific consequence ex: reminders to complete a task
increasing motivational potential of jobs job rotation
ex: moving cashier to other jobs during their work shifts
task interdependence
extent to which employees need to share materials, information, or expertise with each other
needs
goal-directed forces that people experience needs are the emotions we eventually become consciously aware of examples: comprehending and defending
social cognitive theory self-regulation
human beings set goals and engage in other forms of intentional, purposive action
job characteristics model
identifies five core job dimensions that produce three psychological states Under the right conditions, employees are more motivated and satisfied when jobs have higher levels of these characteristics
expectancy theory E-to-P expectancy
individual's perception that his/her effort will result in a particular level of performance effort to performance
Increasing Outcome Valences
individualize rewards by allowing employees to choose the rewards of greatest value to them
equity principle
infers that people should be paid in proportion to their contribution. The equity principle is the most common distributive justice rule in organizational settings
Does Extrinsic Motivation ruin Intrinsic Motivation?
introducing extrinsic motivators diminishes the employee's feeling of self government (autonomy), which is a key source of intrinsic motivation Extrinsic motivators may reduce existing intrinsic motivation to some extent and under some conditions, but the effect is often minimal Extrinsic rewards do not undermine intrinsic motivation when they are unexpected, such as a surprise bonus; when they have low value relative to the intrinsic motivator
Practical Implications of Four-Drive Theory
jobs and workplaces should give their employees and balanced opportunity to fulfill the 4 drives 1 - providing a good work space for employees 2 - organizations should avoid too much or too little opportunity to fulfill each drive, must be balanced
social cognitive theory Behavior Modeling
learn by imitating and practicing their behaviors increases self efficacy, confidence
Increasing P-to-O Expectancies
measure employee performance accurately and distribute more valued rewards to those with higher job performance
intrinsic motivation
motivation controlled by the individual and experienced from the activity itself ex: people enjoy applying their talents toward a meaningful task and experiencing progress or success in that task
learned needs theory
need strength can be altered through social influences. McClelland examined three "learned" needs: achievement, affiliation, and power
social cognitive theory learning behavior consequences
observing or hearing about what happened to other people, not just by directly experiencing the consequences
Punishment
occurs when a consequence decreases the frequency or future probability of a specific behavior occurring
increasing motivational potential of jobs job enrichment
occurs when employees are given more responsibility for scheduling, coordinating, and planning their own work natural grouping establishing client relationships
extrinsic motivation
occurs when people are motivated to receive something that is beyond their personal control for instrumental reasons ex: pay incentives
Positive reinforcement
occurs when the introduction of a consequence increases or maintains the frequency or future probability of a specific behavior
negative reinforcement
occurs when the removal or avoidance of a consequence increases or maintains the frequency or future probability of a specific behavior removal of punishment
extinction
occurs when the target behavior decreases because no consequence follows it
job specialization
occurs when the work required to serve a customer—or provide any other product or service—is subdivided into separate jobs assigned to different people
expectancy theory
offers more detail by predicting the goal-directed behavior where employees are most likely to direct their effort. the theory states that work effort is aimed toward behaviors that people believe will produce the most favorable outcomes
equality principle
operates when we believe that everyone in the group should receive the same outcomes
individual differences in needs
people who define themselves as very sociable typically experience a stronger need for social interaction if alone for a while, whereas people who view themselves as less sociable would experience a less intense need to be with others over that time drives are necessarily the same for everyone
expectancy theory P-to-O expectancy
perceived probability that a specific behavior or performance level will lead to a particular outcome performance to a specific outcome
goal setting
potentially improves employee performance in two ways: (1) by amplifying the intensity and persistence of effort and (2) by giving employees clearer role perceptions so their effort is channeled toward behaviors that will improve work performance SMARTER acronym specific measurable achievable relevant time framed exciting reviewed
four-drive theory drive to bond
produces the need for belonging and affiliation. It explains why our self-concept is partly defined by associations with social groups. The drive to bond motivates people to cooperate and, consequently, is essential for organizations and societies.
Procedural justice
refers to fairness of the procedures used to decide the distribution of resources give employees voice
Distributive justice
refers to perceived fairness in the outcomes we receive compared to our contributions and the outcomes and contributions of others
learned needs theory need for affiliation
seek approval from others, want to conform to others' wishes and expectations, and avoid conflict and confrontation leaders in decision making processes generally have a low need for affiliation
four-drive theory drive to acquire
seeking, taking control, retaining objects and personal experiences that produces achievement, competence, status, and self-esteem
sources of feedback
social - in person, tends to delay the negative info nonsocial - corporate intranets, computer print outs
characteristics of effective feedback
specific, relevant, timely, credible, sufficiently frequent leaders are more effective when they focus on strengths rather than weaknesses
social cognitive theory
states that much learning occurs by observing and modeling others as well as by anticipating the consequences of our behavior
experienced meaningfulness
the belief that one's work is worthwhile or important
motivation
the forces within a person that affect the direction, intensity, and persistence of voluntary behavior intensity persistence direction
job design
the process of assigning tasks to a job, including the interdependency of those tasks with other jobs
self reinforcement
they reward and punish themselves for exceeding or falling short of their self-set goals
Maslow's Needs Hierarchy Theory
this theory is sometimes dismissed because people claim that everyone prioritizes different needs
Cycle time
time required to complete the task before starting over with another item or client
job characteristics model skill variety
use of different skills and talents to complete a variety of work activities
learned needs theory need for power
want to exercise control over others, are highly involved in team decisions, rely on persuasion, and are concerned about maintaining their leadership position effective leaders should have a high need for socialized rather than personalized power