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