PSY 272 Quiz 4

Julie is currently in a training program for all managers at a certain level in her company. All of the trainees are exposed to the same material which is presented in a very sequential manner. Whether or not she grasps a specific concept is of no consequence to the presentation of the material. What type of programmed instruction is she most likely experiencing? a. Branching programming b. Linear programming c. Inclusive programming d. Reinforcement programming

B

Maslow's model fits the person-as-machine metaphor well. Which of the following is false concerning the model? a. A person will respond to whatever satisfies the lowest level unfulfilled need. b. Workers in the same department are assumed to be at the same needs level. c. The behavior of the individual is unconscious and automatic. d. An employer needs to know at what need level a worker is operating.

B

What is the basic model for considering the role of motivation in performance? a. Performance = (Motivation x Ability) + Situational constraints b. Performance = (Motivation x Ability) - Situational constraints c. Performance = (Motivation x Situational constraints) + Ability d. Performance = (Motivation / Situational constraints) + Ability

B

Managers, across all cultures, tend to employ all of the following motivational practices except: a. Quality improvement interventions b. Differential distribution of rewards c. Setting goals and making decisions for employees. d. Design and redesign of jobs and organizations.

C

Motivation concerns the conditions responsible for variations in intensity, quality, and _________ of ongoing behavior. a. amplitude b. satisfaction c. direction d. learning

C

The feedback loop in goal setting theory deals with the discrepancy between: a. Actual goal accomplishment and expected goal accomplishment of peers. b. Actual goal accomplishment and the failures the person has experienced. c. Actual goal accomplishment and the goal to which the person was committed. d. Actual goal accomplishment and the actual goal accomplishment of peers.

C

What is a major problem associated with using contingent reinforcement? a. The approach cannot consistently predict motivation. b. The approach makes too many assumptions of behavior. c. The approach has little or no role for any cognitive activity. d. The approach is not applicable in today's workplace.

C

Which theory proposed that various forces in the psychological environment have valence? a. Instinct theory b. Maslow's need theory c. Field theory d. Metaphor theory

C

__________ is a relatively permanent change in behavior and human characteristics, while __________ is the systematic acquisition of skills, concepts, or attitudes that results in improved performance in another environment. a. Teaching; learning b. Learning; teaching c. Learning; training d. Training; learning

C

All of the following are true concerning 360 degree feedback except: a. Raters who give feedback anonymously are more likely to be honest and open. b. To help with development, feedback should be timely. c. It describes the process of collecting feedback from a variety of sources. d. A recipient is likely to be more open if others are present to hear the feedback.

D

John's company offers a variety of training methods to learn skills. He is currently participating in one program that is often used to prepare high-potential employees for future management responsibilities, providing him with a variety of experiences in different departments that will likely help him obtain future promotions. What type of training method is he most likely participating in? a. Classroom instruction b. Mentoring c. Apprenticeship d. Job rotation

D

Mary, an HR professional, is currently attending a training program where she is learning how to use a new computer program. She is not averse to making mistakes, often using them as an opportunity to further understand the computer program and add to her own knowledge. Mary might be characterized as having a a. limited orientation. b. cognitive orientation. c. performance orientation. d. mastery orientation.

D

Principles of Goal Setting

Higher goals are good: difficult goals lead to greater effort and persistence Specific goals are good: specific and difficult goals are better than vague, non-quantitative goals

Examples of Onsite Training

Job Orientation On the job training: apprenticeship, job rotation Specialized training programs: diversity training, ethics training, sexual harassment awareness training

Loss-Framed Examples

Loss ( - ): "the company made $100,000 as profit this month; however, owing to your mistake, we have lost $20,000..." Non-loss ( + ): every team member's performance impacts on whether the team can successfully prevent poor performance..."

When needs are not met there is:

Lower job satisfaction Poorer mental health Lowered self-esteem Deviant behaviours

What do managers think they can do when it comes to motivating their employees?

Money is the best motivator The "carrot and stick" policy - "Do this and you'll get paid well and maybe a bonus," or "don't do this, and you'll get an unsatisfactory appraisal, demoted or fired."

Gain-Framed Examples

Non-gain ( - ): "the company was able to gain $100,000 as profit this month; however, owing to your mistake, we earned $80,000 only..." Gain ( + ): "every team member's performance impacts on whether the team can successfully achieve better performance..."

What are potential limitations of Goal Setting?

Outcome Abstract Intrinsic values

Person, Performance, Outcome of the Self-Determination Theory

Person: Needs and Drive Performance: Intrinsic Value Outcome: Extrinsic Value

Principles in Training Implementation

Positive reinforcement (Reinforcement Theory) Behavioral modeling (Social Learning Theory) Setting specific, difficult goals (Goal Setting Theory) Feedback Fidelity: physical & psychological Whole vs. part learning (depends on task complexity & task cohesion) Massed vs. distributed practice

In the Paradox of Incentives, how come piece-rate thrived in the Industrial Revolution?

Rewards narrow our focus Works well for routine, mechanical tasks Not for tasks that require cognitive skills and creativity, in contemporary workplace

SDT

Self-Determination Theory

Out of 33 studies to compare effectiveness of goals plus feedback with either goals alone or feedback alone what do the studies show?

Seventeen out of 18 studies found that the combination of goals and feedback to be better than goals alone 21 out of 22 studies found the combination to be better than feedback alone.

What is the ultimate goals of Post-Training Environment?

Transfer of Training - extent to which trainees effectively apply knowledge, skills, Attitudes acquired in training context back on job Generalization: immediate transfer Maintenance: long-term transfer

Self-Efficacy

belief in one's ability to reach a specific goal

3 needs of Self-Determination Theory

1. Autonomy: experiencing choice and feeling like the initiator of one's own actions 2. Competence: being able to attain desired outcomes and succeeding at optimally challenging tasks 3. Relatedness: establishing a sense of mutual respect and reliance with others

What are three characteristics of Motivation?

1. Effort: how much (energy, vigor, intensity) 2. Persistence: how long (continued activation and direction despite hardships, obstacles, and failure 3. direction: for what / quality (good directions are channeling energy toward goals that benefit the organization

What are 4 outcomes of the Evaluate Training Outcomes?

1. Reaction criteria (attitudes and affective reactions) 2. Learning criteria (declarative and procedural knowledge and skills learned in training) 3. Behavioral criteria (the degree to which training transfers to job performance) 4. Results criteria (improvement of team and organizational outcomes, such as productivity gains, cost savings, error reductions, or increased customer satisfaction)

What are the three steps in Assessing Training Needs?

1. organizational analysis 2. task and KSAO analysis 3. person analysis

All of the following are need levels identified by Alderfer (1969; 1972) except:a. Expectancyb. Relatednessc. Existenced.Growth

A

Utility analysis is a technique that assesses: a. the return on investment of training. b. the overall usefulness of a training program. c. how easy it is to implement a training program. d. assesses the influence of training on performance.

A

What distinguishes critical thinking from ordinary thought? a. It requires active involvement in applying the principles under discussion. b. It involves the simple memorization of facts or principles. c. It takes a lot longer to do than ordinary thought. d. It is currently a basic tenet for learning in all areas.

A

What is the theory called that suggests that tension exists when individuals hold incompatible thoughts? a. Dissonance theory b. Equity theory c. Comparison theory d. Incompatibility theory

A

What type of motivational approach placed the emphasis for behavior and directed activity directly on the environment? a. Behaviorist approach b. Instrumental approach c. Nature approach d. Environmental approach

A

All of the following are considered broad categories of learning outcomes except: a. Skill-based outcomes b. Declarative outcomes c. Cognitive outcomes d. Affective outcomes

B

Josh works in the HR department of Lunar Company and has been asked to take steps to prevent sexual harassment. He might choose to do all of the following except: a. Establish an effective complaint or grievance process. b. Educate only the male employees on sexual harassment. c. Clearly communicate Lunar Company's zero tolerance policy to employees. d. Take immediate and appropriate action when an employee complains

B

Off-site Training

classroom lectures, programmed instructions, simulators, distance learning and computer-based training

Social Learning Theory

cognitive theory that proposes that there are many ways to learn

Motivation

concerns the conditions responsible for variations in intensity, persistence, quality and direction of ongoing behavior

What are three types of motivation for the Self-Determination Theory?

controlled / extrinsic motivation autonomous / intrinsic motivation amotivation (no motivation)

Transfer of Training

degree to which trainees apply what they learned in training to the job

What are Consequences of Abusive Supervision?

deviance depression low job satisfaction turnover intentions anxiety distress

Self-Interest: Pleasure and Pain (the pleasure principle)

drive: biological and psychological need motivation is the discharging of psychic energy Negatives: very abstract, not falsifiable

Why does setting goals work?

effort: varies in proportion to higher goals persistence: challenging goals lead people to work longer direction: goals orient individual toward goal-relevant activities and materials strategies: searching for and developing strategies

Organizational Needs Analysis

examines company-wide goals and problems to determine where training is needed

Person Needs Analysis

examines knowledge, skills, and current performance to determine who needs training also examines trainee readiness and motivation (goal orientation)

Task (and KSAO) Needs Analysis

examines tasks performed and KSAO's required to determine what employees must do to perform successfully uses interviews, observations, JA, Task inventories, performance appraisals

Process Theories

focuses on the underlying processes involved in motivating employees; how motivation occurs (goal setting theory, expectancy theory)

Content Theories

focuses on what needs that must be met in order to motivate individuals: Need theories, Self-determination theory

Goal Setting Theory

goal is seen as motivational force: specific, difficult goals result in better performance than vague goals or no goals at all

Herzberg's 2 basic needs

hygiene needs and motivator needs

feedback

informs people about goal discrepancy and motivate them to reduce these discrepancies by adjusting the amount and direction of effort

Extrinsic Motivation

motivation driven by achieving external rewards or avoid punishments

Intrinsic Motivation

motivation driven by internal rewards and self-satisfaction

Vroom's VIE Theory (expectancy theory)

motivation theory that recognizes that individuals weigh value of rewards (valence), probability of achieving rewards (instrumentality) and probability that effort will lead to expected performance (expectancy)

Inferred Constructs

not directly observable

Behavioral Modeling

observing job incumbents, rehearsing behavior using role-playing techniques, receiving feedback, and then trying behavior on the job

Promotion Focus

orientation toward seeking gains and avoiding non-gains concerned with growth

Prevention Focus

orientation toward seeking non-losses and avoiding losses concerns with security

Performance Orientation

orientation where individuals are concerned about doing well in training and being evaluated positively

Mastery Orientation

orientation where individuals are concerned with increasing competence of task at hand; mistakes are seen as part of the learning process

Extrinsic Value

outcome is rewarding performance as a means to an end pleasure and satisfaction in consequences

Intrinsic Value

performing is rewarding performance as an end in itself pleasure and satisfaction in process

Massed Practice

practicing a task continuously and without rest

Distributed Practice

practicing a task with rest intervals between practice sessions

Self Determination Theory

proposed 3 universal needs: competence, autonomy and psychological relatedness

Maslow's Need Theory

proposed that all humans have basic hierarchy needs: physiological, security, love / social, esteem, self-actualization

What domains does regularity of fit experience create values that can be transferred to domains?

rating a message as more persuasive higher task importance higher task motivation

Identified Motivation

recognizing that something needs to be done but not yet taking action

Locus of Control

refers to whether individuals believe that what happens to them is under their control or beyond their control

360 degree goal setting

supervisors write goals for their subordinates e.g: pledge for 24-hour response to email and phone messages, a two-hour response to emergency calls, a bi-monthly meeting with the employees to give feedback results: showed greater performance

The Training Process

systematic acquisition of concepts, skills, or attitudes that transfer to improved performance in another environment Assess training needs - Implement training - Evaluate training outcomes

Expectancy (Expectancy Theory)

the probability that the effort can result in behavior/performance intended

Instrumentality (Expectancy Theory)

the probability that the performance will be followed by a particular outcome

Regularity Fit

the psychological state of "feeling right" produced by the match between an orientation to a goal (promotion and prevention focused) and the means used to sustained that goal

Value (Expectancy Theory)

the subjective value of outcome

Cultural Assimilator

tool that provides individuals with collection of scenarios describing cross-cultural incidents

Vertical Transfer

transfer across different levels of the organization

Horizontal Transfer

transfer across different settings at the same level of the organization

Trainee Readiness

whether employees have the personal characteristics to acquire knowledge from a. training program and apply it to a job

What are the results of the Latham and Baldes two conditions?

within a month, the company had saved $250,000 7 years after, trucks still loading at 90%