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Ch. 13
Management FINAL
| Term | Definition |
|---|---|
| Individual Performance Equation | Performance = Ability * Motivation ability is what you can do motivation is what you will do * the two affect each other a lot |
| Definition of Motivation | invisible set of forces that initiates, directs, and makes people persist in their efforts to pursue a goal Initiate; starting + how hard you work at it Direct; choice of what goals you are pursing Persist; how long you keep trying for your goals |
| Needs Theory | Maslow Needs Theory, Alderfer ERG Theory, McClelland Needs Theory |
| Alderfer ERG Theory | three fundamental needs, have all to varying degrees E - existence, R - relatedness, G - growth ER are less motivating over time plus experience, G is more motivating over time and experience |
| ERG Defined | E - existence; motivated to stay alive R - relatedness; motivated to belong G - growth; motivated to learn and gain skills |
| McClelland Needs Theory | different people are motivated by different needs Affiliation (nAff); need to belong + acceptance Achievement (nAch); need for goals + success Power (nPow); need to influence + guide |
| What are the differences + similarities in the needs theory? | Differences; McClelland ignores existence needs + only McClelland talks about Power needs Similarities; all emphasize the need to connect w/ others + all emphasize growth and potential |
| Job Characteristics | influence people's psychological experience at their work which determines how satisfying and motivating it is 5 MAJOR Characteristics - Skill Variety -Task Identity - Task Significance - Autonomy - Feedback |
| Skill Variety Characteristic | number of different things you get to do at work |
| Task Identity Characteristic | if a person gets to do a complete piece of work |
| Task Significance Characteristic | to what extent can you tell that your work makes a difference in the lives of others |
| Autonomy Characteristic | freedom and control over your work; experienced responsibility of work outcomes gives a sense of satisfaction / disappointment depending on outcomes |
| Feedback Characteristic | information that naturally arises in the course of you doing your job whether you're doing a good job or not; knowledge of work results gives a sense of progress |
| When do goals work best? | goals work best when they are difficult and specific |
| Latham and Baldes 1975 Study | showed that setting a difficult and specific goal raises motivation + performance |
| Equity Theory | people will be more motivated at work when they feel they are treated equitably given the effort they put in this is NOT everyone getting the same thing |
| Underreward Inequity | if putting in the same inputs, but are getting rewarded less compared to others - to restore equity increase outcomes through supervisor, reduce inputs, illegally increase outcomes (stealing) |
| Overreward Inequity | if putting in less inputs, but are getting equal outcomes - to restore equity, increase inputs, decrease outputs, but most people will actually mentally inflate inputs |
| Fairness Theory | people will be more motivated to work when treated fairly, but fairness depends on more than just outcomes |
| Three Perceptions of Fairness | Distributive - equity theory Procedural - were the rules clear + applied to everybody Interactive - people want to be treated w/ kindness and respect |
| Greenburg Study (1990) | if employees feel like you are treating them unfairly, they will steal from you - Fair Process Effect --> basically will accept winners and losers if the rules were fair + clear |
| Maslow Theory | basic needs must be met before people can move on to more advanced needs - bottom to top! - physiological - safety - belonging + love - esteem - self actualization |
| Physiological Needs and Safety Needs (existence) | physiological means food and water safety means physical and economic safety |
| Belonging + Love and Esteem (relatedness) | belonging + love means friendship and social interaction esteem means achievement and recognition |
| Self Actualization (growth) | realizing your full potential |
| Reinforcement Theory | behavior is a function of its consequences (+) reinforcement; positive consequences means the action will occur more often (-) reinforcement; negative consequences means the action will occur less often |
| Two Parts of Reinforcement | Reinforcement Contingencies + Schedule of Reinforcement |
| Reinforcement Contingencies | cause-and-effect relationships between the performance of specific behaviors + specific consequences |
| Schedule of Reinforcement | set of rules regarding reinforcement contingencies such as... - which behaviors will be reinforced - which consequences will follow those behaviors, - schedule by which those consequences will be delivered |
| Expectancy Theory | says that people will be motivated to the extent to which they believe that efforts will lead to good performance - good performances will be rewarded and that they will be offered attractive rewards |
| Components of Expectancy Theory | Valence, Expectancy, Instrumentality motivation = valence * expectancy * instrumentality if any of the variables decline, overall motivations declines |
| Valence Component of Expectancy Theory | attractiveness / desirability of various rewards or outcomes |
| Expectancy Component of Expectancy Theory | perceived relationship between effort and performance |
| Instrumentality Component of Expectancy Theory | perceived relationship between performance and rewards |
| Motivating w/ Needs Theory | 1. ask people what their needs are 2. satisfy lower order needs first 3. expect people's needs to change 4. as needs change and lower order needs are satisfied, create opportunities for employees to satisfy higher order needs |
| Motivating w/ Equity Theory | 1. look for and correct major inequities 2. reduce employees inputs 3. make decision-making processes fair |
| Motivating w/ Expectancy Theory | 1. systematically gather info to find out what employees want 2. take specific steps to link rewards to individual performance in a clear and understandable way 3. empower employees to make them believe that their hard work leads to a good performance |
| Motivating w/ Reinforcement Theory | 1. identify; which behaviors to change 2. measure; determine how often the behaviors occur 3. analyze; study the causes + consequences of the behaviors 4. intervene; reinforcement time 5. evaluate; assessing how the intervention changed the behaviors |
| Equal Employment Opportunity Commission (EEOC) | law that says employers may not discriminate in employment decisions and have to hire on objective factors |
| Bona Fide Occupational Qualifications (BFOQ) | law that says an exception in employment law that permits sex, age, religion, and the like to be used when making employment decision *only in very rare cases |
| Guidelines for Effective Interviews | 3 Parts; Planning, Conducting, After |
| Planning the Interview | - identify and define the knowledge, skills, abilities needed for successful job performance - develop key behavioral questions - develop list of key things to look for in answers |
| Conducting the Interview | - create a relaxed atmosphere - review the applicants resume - allocate enough time to complete the interview - ease the applicant into the interview - explain the interview process - describe the job to the applicant |
| After the Interview |
Created by:
Zetiris
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