chapter 5

high n Pow

- Concentrates on obtaining and exercising power and authority - Concerned with influencing others and winning arguments - Power can be negative or positive

high n Aff

- Desires social interaction - Concerned about the quality of personal relationships - Social relationships take precedence over task accomplishment

Vroom's Expectancy Theory

- Instrumentality The perception that first-level outcomes (performance) are tied to second-level outcomes (rewards or punishment) - Valence An individual's preferences for outcomes - Expectancy Belief that a particular behavior will be followed by a particular outcome

high n Ach

- Likes to take responsibility for solving problems - Sets moderate achievement goals and takes calculated risks - Desires feedback on performance

Criticisms of Learned Needs Theory

- Supporting evidence supplied by McClelland and his associates - Use of projective psychological personality tests has been questioned as being unscientific - Claim that n Ach can be learned runs counter to a large body of literature that argues the acquisition of motives normally occurs in childhood and is very difficult to alter in adulthood - No proof that acquired needs are permanently acquired

Per Schein, the degree to which employees exert effort, commit to goals, and derive satisfaction from work depends on

- The extent to which employee expectations match the organization's expectations - The specific nature of what is exchanged

needs trigger tension and a search for ways to reduce it

- a course of action is selected - goal-directed behaviors occurs - the behavior triggers either a reward or punishment - the deficiencies are reassessed

need-hierarchy approach

- a satisfied need ceases to motivate - unsatisfied needs can cause frustration, conflict, and stress - people have a need to grow and develop, they strive to move up the hierarchy

needs

- deficiencies an individual experiences at a particular time - may be physiological, psychological or sociological - those with deficiencies are more susceptible to motivational efforts

motivation components

- direction - persistence - intensity

herzberg's two factor theory

- dissatisfiers - satisfiers (hygiene factors) - salary, job security, working conditions, status, company procedures, interpersonal relations - satisfiers-motivators (intrinsic conditions) - job content, achievement, recognition, responsibility, advancement, possibility of growth

process theories - describe, explain and analyze how behavior is...

- energized - directed - sustained - stopped

alderfer's ERG theory

- existence (physiological and safety) - relatedness (belongingness, social, love) - growth (esteem and self-actualization) - If one continually fails to satisfy growth needs, relatedness needs reemerge Efforts will be redirected toward satisfying a lower-order need

motivation content theories

- factors within the person - the needs that motivate people

Maslow's needs hierarchy

- little data proves that a hierarchy exists - only two needs level exist: physiological and then all others - security needs decrease as managers advance - corresponding increase in need for social interaction, achievement, and self-actualization

content motivation theories

- maslow's needs hierarchy - alderfer's ERG theory - herzberg's two-factor theory - mcclelland's learned needs theory

criticisms of Herzberg's theory

- over simplifies the nature of job satisfaction - requires people to look at themselves retrospectively - only self-reports of performance over long period of time were used in original study - little testing of motivational and performance consequences of the theory

things that play a role in performance

1. motivation 2. ability 3. instinct 3. aspiration level 4. personal factors (age, education, background)

Psychological Contract Breach

A perception that the organization has failed to fulfill an unwritten exchange agreement. A violation in the psychological contract can lead to decreased job satisfaction and citizenship behavior.

goal setting (locke's view)

An individual's conscious goals and intentions are the primary determinants of behavior Once a person starts something, he/she pushes on until a goal is achieved Harder goals result in higher levels of performance if the goals are accepted by the individual

Vroom's Expectancy Theory

Employees are more likely to be motivated when they perceive that effort = successful performance + desired rewards and outcomes Motivation is a process governing choices among alternative forms of voluntary activity Most behaviors are under the voluntary control of the individual and consequently are motivated

Group Theory

Fair group procedures are a sign of respect and an indication that group members are valued

Herzberg's Two-Factor Theory

Job enrichment - Builds personal achievement, recognition, challenge, responsibility, and growth opportunities into a job - Increases individual motivation by providing more discretion and accountability

Interpersonal justice

Judgments made by employees as to whether they feel they are treated fairly Perceptions of justice are higher when employees are treated with dignity and respect Abusive supervisors are common Employees who experience bullying and incivility are more likely to quit

McClelland's Learned Needs Theory

McClelland believes needs are acquired from culture - Need for achievement (n Ach) - Need for affiliation (n Aff) - Need for power (n Pow) When a need is strong, there is motivation to use behavior that leads to its satisfaction

The Psychological Contract

Mutual expectations constitute part of the psychological contract An unwritten agreement between the individual and the organization Specifies what each expects to give and receive from the other Can change over time These implicit agreements may take precedence over written agreements

equity theory

One's perception of being treated fairly in social exchanges can influence motivation Equity exists when one perceives that the ratio of their inputs (efforts) to their outcomes (rewards) equals the ratios of other employees

organizational justice outcomes

Organizational commitment Intrinsic motivation Intent to stay with organization Organizational citizenship Trust in supervisor Satisfaction with decision outcome Work effort Task performance

Exchange theory

Organizational members engage in reasonably predictable give-and-take relationships

Procedural Justice

People are more inclined to interpret decisions as fair when... - They have a voice in the decision - Decision making is consistent - The process and procedures conform to ethical and moral values

Self-interest Theory

People want fair procedures because it enables them to obtain desired extrinsic outcomes

Informational justice

Perceived fairness of the communication provided to employees from authorities Keep many channels open and communicate frequently Utilize informal chats Don't sugarcoat bad news

Equity Theory Terms

Person- The individual for whom equity or inequity is perceived Comparison Other- Any group or persons used as a referent by Person, regarding the ratio of inputs and outcomes Inputs- The individual characteristics brought by Person to the job Outcomes- What Person received from the job

organizational justice

Procedural justice has been shown to have a positive impact on a number of affective and behavioral reactions

The process theories of motivation are concerned with

answering the questions of how individual behavior is energized, directed, maintained, and stopped. - Expectancy theory - Equity theory - Goal-setting

Change Procedures to Restore Equity

changing - inputs, outcomes, attitudes, reference person

Goal intensity

pertains to the process of setting the goal or of determining how to reach it.

Goal commitment

the amount of effort used to achieve a goal.

Goal difficulty

the degree of proficiency or the level of performance that is sought.

Goal specificity

the degree of quantitative precision (clarity) of the goal.

Content theories focus primarily on

the needs and incentives that cause behavior - They try to explain how behavior is energized, directed, maintained, and stopped