Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
management ch12
| Question | Answer |
|---|---|
| the psychological processes that arouse and direct goal-directed behavior | motivation |
| satisfaction in the payoff from others | extrinsic rewards |
| satisfaction in performing the task itself | intrinsic rewards |
| why is motivation important | 1. join your organization 2. stay with your organization 3. show up for work at your organization. 4. be engaged while at your organization. 5. do extra for your organization. |
| The four major perspective on motivation: | 1. content 2. process 3. job design 4. reinforcement |
| also known as need-based perspectives, are theories that emphasize the needs that motivate people | content perspective |
| physiological or psychological deficiencies that arouse behavior | needs |
| it proposes that people are moticated by five levels of needs: 1. physiological, 2. safety, 3. love, 4. esteem, and 5. self-actualization. | Maslow's hierarchy of needs theory. |
| The five level of needs | 1. physiological needs 2. safety needs. 3. love needs 4. esteem needs 5. self-actualization needs. |
| The three basic needs that influence behavior by alderfer's ERG theory: | 1. Existence, 2, Relatedness, 3. growth. |
| The desire for physiological and material well-being | Existence needs. |
| The desire to have meaningful relationship with people who are significant to us | Relatedness needs |
| The desire to grow as human beings and to use our abilities to their fullest potential. | Growth needs. |
| if our higher-level needs are frustrated, we will then seek more iintensely to fulfill our lower-level needs. This is called | frustation-regression component. |
| The three needs by David McClelland called acquired needs theory are: | 1. achievement 2. affiliation, 3. power. |
| The desire to excel, to do something better or m ore efficiently, to solve problems, to achieve excellence in challenging tasks. | need for achievement |
| The desire for friendly and warm relations with other people. | Need for affiliation. |
| The desire to be respoinsible for other people, to influence their behavior or to control them. | Need for power. |
| The negative kind of power | Personal power |
| The positive kind of power is | Institutional power |
| It proposed that work satisfaction and dissatisfaction arise from two different factors- work satisfaction from moticationg factors, and work dissatisfaction from hygiene factors. | Herzberg's two factor theory |
| the lower-level needs | hygience factors |
| the hig level needs | motivaiton factors. |
| factors associated with job dissatisfaction such as salary, working conditions, interpersonal relationships, and company policy- all of which affect the job context in which people work | Hygience factors. |
| factors associated with job satisfaction- such as achievement, recognition, respoinsibility, and advancement- all of which affect the job content or the rewards of work performance. | motivating factors. |
| are concerned with the thought processes by which people decide how to act. | process persepective |
| it focuses on employee perceptions as to how fairly they think they are being treated compared with others | equity theory |
| The key elements in equity theory are | 1. Inputs 2. Outputs 3. comparisons |
| what do you think you;re putting into the job? | input |
| what do you think you're getting out of the job? | output |
| how do you think your ratio of inputs and rewards compares with those of others? | comparison |
| three practical lessons that can be drawn from equity theory are: | 1. EMployee perceptions are what count. 2. Employee participation helps 3. having an appeal process helps. |
| it suggests that people are motivated by two things: 1. how much they want something, and 2. how likely they think they are to get it. | expectancy theory |
| The three elements of expectancy theory by victor vroom | 1. expectancy 2. Instrumentality 3. valence |
| the belief that a particular level of effort will lead to a particular level of performance. | expectancy |
| the expectation that successful performance of the task will lead to the outcome desired. | Instrumentality |
| value, the importance a worker assigns to the possible outcome or reward. | Valence |
| questions managers should ask to motivate employees | 1. what rewards do your employees value? 2, what are the job objectives and the performance level you desire? 3. are the rewards linked to performance? 4. Do employees believe you will deliver the right rewards for the right performance? |
| it suggests that employees can be motivated by goals that are specific and challenging but achievable. | Goal-setting theory |
| Four elements of Goal-setting theory? | 1. Goals should be specific 2. Be challenging 3. Be achievable. 4. Be linked to action plans. |
| Goals should be SMART | specific, Measurable, attainable, results-oriented, and have Target Dates. |
| The division of an organization's work among its employees and the application of motivational theories to jobs to increase satisfaciton and performance. | JOb design |
| Two different apporaches to job design | 1. tradtional - fitting people to jobs 2. modern - fitting jobs to people. |
| The process of reducing the number of tasks a worker performs. | Job simplifications |
| The two techniques for fitting jobs to people - traditional way | 1. job enlargement 2. job enrichment |
| it consists of increasing the number of tasks in a job to increase variety and motivation. | Job enlargment |
| it consists of building into a job such motivating factors as responsibiltiy, achievement, recognition, stimulating work, and advancement. | Job enrichment. |
| which attempts to explain behavior change by suggesting that behavior with positive consequences tends to be repeated, whereas behavior with negative consequences tends not be repeated | REeinforcement theory |
| five job characteristics | 1. Skill variety 2. Task Identity 3. Task Significane 4. autonomy |
| it describes the extent to which a job requires a person to use a wide range of different skills and abilities | Skill variety |
| describes the extent to which a job requres a worker to perform all the tasks needed to complete the job from beginning to end. | Task identity |
| Describes the extent to which a job affects the lives of other people, whether inside or outside the organizaiton. | task significance. |
| it describes the extent to which a job allows an employee to make choices about scheduling different tasks and deciding how to perform them | Autonomy |
| describes the extent to which workers receive clear, direct information about how well they are performing the job. | Feedback. |
| There are three major steps to follow when applying the job characteristics model. | 1. Diagnose the work environment to see whether a problem exists. 2. Determine whether job redesign is apporopriate 3. consider how to redesign the job. |
| which attempts to explain behavior change by suggesting that behavior with positive consequences tends to be repeated, whereas behavior with negative consequences tends not to be repeated. | reinforcement theory |
| anything that causes a given behavior to be repeated or inhibited. | Reinforcement |
| The use of positive consequences to encourage desirable behavior | Positive reinforcement |
| The removal of unpleasant consequences following a desired behavior | negative reinforcement |
| The withholding or withdrawal of positive rewards for desirable behavior,so that the behavior is less likely to occur in the future. | Extinction |
| The application of negative consequences to stop or change undesirable behavior | punishment |
| it bases pay on one's results. | Pay for performance |
| in which employees are paid according to how much output they produce | piece rate |
| in which sales representatives are paid a percentage of the earnings the company made from their sales | sales commission |
| cash awards given to employees who achieve specific performance objectives | Bonuses |
| The distribution to employees of a percentage of the company's profits | Profit sharing |
| The distribution of savings or gains to groups of employees who reduced costs and increased meeasurable productivity | Gainsharing |
| Certain employees are given the right to buy stock at a guture date for a discounted price | Stock option |
| It ties employee pay to the number of job-relevant skills or academic degrees they earn. | Pay for Knowledge |
Created by:
100002456119902