MHR3200 Exam 2

Maximizing Instrumentalities (performance ~> rewards)

accurately measure performance have well-designed, fair reward system

Herzberg's Key Points

opposite of satisfaction is NOT dissatisfaction & vice versa starting point is no satisfaction and no dissatisfaction

PT: Expectancy Theory

people are motivated to behave in ways that produce a desired combination of expected outcomes 3 components

Distributive Justice

perceived fairness of how resources and rewards are distributed (decision itself)

Procedural Justice

perceived fairness of the processes and procedures used to MAKE allocation decisions

Training

an organization's planned efforts to help employees acquire job-related knowledge, skills, abilities, and behaviors, with the goal of applying these on the job CURRENT job

Maximizing Expectancies (effort ~> performance)

clearly define tasks, accountabilities and expectations increase self-efficacy and resources; minimize time pressures ensure abilities/ requirements fit and minimize barriers

Development

combination of formal education, job experience, and assessment of individuals to help employees prepare for FUTURE career

Results Outcomes

evaluate how training relates to the organization's bottom line how is value created as a result of this program? look at ROI, direct costs, and as necessary indirect costs

Reaction Outcomes

evaluate trainee & trainer perceptions of training

Behavior Outcomes

evaluate whether learning transferred to the workplace

Learning Outcomes

evaluate whether the trainees acquired the knowledge, skill, or ability taught

PT: Justice Theory

extent to which people perceive that they are treated fairly at work influences their behaviors & attitudes at work

Process Theories of Motivation

focus on explaining the process by which internal factors & situational factors influence employee motivation

Content Theories of Motivation

focus on identifying internal factors such as needs & satisfaction that energize employee motivation Need-Based theories

PT: Goal Setting Theory

goal: something an individual is trying to accomplish

How Goal-Setting Works

goals direct the individual's attention and focus goals help regulate effort and motivate behavior goals increase persistence goals help one develop specific action plans and tactics to help in goal achievement

Motivational Persistence

how long the effort is maintained

Motivational Intensity

how much effort is invested in activity (quantitative)

Feedback

information about an individual or collective performance

Extrinsic Motivation

motivated b/c of external rewards i.e. financial rewards, recognition, promotion, etc.

Intrinsic Motivation

motivated b/c of the positive internal feelings that are generated by doing well i.e. positive emotions, satisfaction, responsibility, goal commitment, etc.

CT: McClelland's Acquired Needs Theory

motivation is a function of 3 different needs that vary from person to person; focus varies

Why does motivation matter?

motivation matters in selection in interviews; helps manage our own motivation and others as well

Needs Assessment

process of evaluating the organization, individual employees, and employees' tasks to determine what kinds of training, if any, are necessary conduct an organization analysis, person analysis, & task analysis

CT: Herzberg's Motivator-Hygiene Theory

proposes that job satisfaction & dissatisfaction come from 2 different sets of factors - satisfaction comes from motivating factors & dissatisfaction from hygiene factors

Content Theories: Needs

psychological/physiological deficiencies that arouse & drive behavior

Interactional Justice

quality of the interpersonal treatment people receive when procedures are implemented

Task Analysis

the process of identifying the tasks, knowledge, skills, and behaviors that training should emphasize

Maximizing Valences (rewards ~> goals)

understand what employees value think beyond monetary; recognize individual differences

Faulkner and White Company, a firm that builds enterprise resource planning products for customers, wants to implement training programs for its employees as an HR initiative. Senior management proposes the use of an instructional design process. Which of the following should ideally be Faulkner and White's next step? A. Task analysis B. Organizational analysis C. Person analysis D. Job analysis

B. Organizational analysis

Adam, a team leader at a business process outsourcing firm, tells the human resource department that a significant share of his employees are missing deadlines. The department conducts a needs assessment and tells Adam that the employees' jobs require time management skills, so a training session on time management would be likely to improve performance. In this scenario, the department's recommendations would most likely be based on a(n) _____. A. Ensure readiness B. Task analysis C. Person analysis D. Organization analysis E. Job analysis

B. Task Analysis

Inez was content with her job at Pieces Packaging until the company added two levels of supervision, lowered bonuses, and decreased breaks. Her current dissatisfaction reflects _____ factors. A. Relatedness B. Motivating C. Hygiene D. Achievement E. Affiliation

C. Hygiene

Jane believes if she works hard and takes an online class she will receive a promotion. What element of motivation does this represent? A. justice theory B. equity theory C. instrumentality D. valence E. expectancy

C. Instrumentality

Juan is trying to learn how to use advanced spreadsheet features. He is not getting the correct answers but he keeps trying. What is Juan exhibiting? A. direction B. extrinsic motivation C. persistence D. attention to detail E. emotional Intelligence

C. persistence

Two Major Functions of Feedback

Instructional: clarifies roles or teaches new behavior Motivational: serves as a reward or promises a reward

Transfer of Training

on-the-job use of knowledge, skills, and behaviors learned in training can be measured by asking 3 questions about specific training tasks: 1. do you perform the task? 2. how many times do you perform the task? 3. to what extent do you perform difficult and challenging learned tasks?

Readiness for Training

a combination of employee characteristics and positive work environment that permit training

PT: Equity Theory

a model of motivation that explains how people strive for fairness & justice in social exchanges or give-and-take relationships

Organization Analysis

a process for determining appropriateness of training by evaluating the characteristics of the organization

Person Analysis

a process of determining individuals' needs and readiness for training

Instructional Design

a process of systematically developing training to meet specific needs

Herzberg's Hygiene Factors

what makes employees dissatisfied? dissatisfaction primarily comes from factors in the work context removal of hygiene factors does NOT mean satisfaction supervision, working conditions, interpersonal relationships, pay&security, company policies lower-level needs

Herzberg's Motivating Factors

what makes employees satisfied? satisfaction comes from factors associated with work content of the tasks being performed achievement, recognition, work, responsibility, advancement, growth

Motivational Direction

where efforts are going

Motivation

"why we do the things we do" psychological processes that underlie the direction, intensity, and persistence of behavior

McClelland's Theory 3 Needs

1. Achievement: desire to do well, overcome obstacles, solve problems, & rival & surpass others 2. Affiliation: desire to maintain social relationships, be liked, & join groups (actively sought) 3. Power: desire to influence, coach, teach, or encourage others to achieve

5 Feedback Steps

1. Assess Needs 2. Ensure Readiness 3. Plan the Program 4. Implement 5. Evaluate Results

For each of the following actions, indicate which part of the expectancy model, specifically, would be improved for an unmotivated employee? A. Effort to Performance (Expectancy) B. Performance to Outcome (Instrumentality) C. Value of rewards (Valence) 1. Show direct link between performance and raises. 2. Set clear goals, establish positive expectations 3. Base rewards on what the employee values. 4. Provide adequate resources and training.

1. B 2. A 3. C 4. A

Self-Determination 3 Innate Needs

1. Competence: desire to feel qualified, knowledgeable, & capable to complete a task or goal 2. Autonomy: desire to have freedom in determining what you want to do and how you want to do it 3. Relatedness: desire to feel part of a group, to belong, & be connected with others

CT: Self-Determination Theory

3 innate needs influence our behavior and well-being; focuses on needs that drive intrinsic motivation; born with

CT: Maslow's Need Hierarchy Theory

5. Physiological: most basic need; i.e. food, water (external) 4. Safety: need to be safe from physical and psychological harm (external) 3. Love: desire to be loved and to love (belong to something) (external) 2. Esteem: need for reputation, prestige, recognition, self-confidence, & strength (internal) 1. Self-Actualization: desire for self-fulfillment; to become the best one is capable of becoming (internal) only when lower need is met will next one be available

Necessary employee characteristics

Ability to learn subject matter Favorable attitudes toward training Motivation to learn

In Maslow's need hierarchy theory, the need for prestige and reputation is part of the need for __ A. Love B. Esteem C. Self-actualization D. Safety E. Physiological

B. Esteem

Expectancy 3 Components

Expectancy: can I achieve my desired level of performance? Instrumentality: what intrinsic & extrinsic rewards will I receive if I achieve my desired level of performance? Valence: how much do I value the rewards I receive?

Equity Theory Components

Outputs: what one gets from the job Inputs: what one puts into the job Compare Outputs/Inputs Ratio w/ those of relevant others (equitable or inequitable); comparison of these ratios is what potentially creates dissonance & motivates behavior

Performance Equation

Performance = A*M*O P: performance A: ability; are you able to? M: motivation; do you want to? O: opportunity; do conditions allow you to?

SMART Goals

Specific, Measurable, Attainable, Realistic, Timely

positive work environment

encourages learning and avoids interfering with training, characterized by situational constraints & social support

Key Points on Equity Theory

equity is perceived tangible & intangible both relevant