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Chapter 13 Managemen
| Question | Answer |
|---|---|
| Motivation: | the set of forces that initiates, directs, and makes people persist in their efforts to accomplish a goal |
| Initiation of effort: | the choices that people make about how much effort to put forth in their jobs. |
| Direction of effort: | the choices that people make in deciding where to put forth effort in their jobs. |
| Persistence of effort: | the choices that people make about how long they will put forth effort in their jobs before reducing or eliminating those efforts. |
| Job performance = | Motivation x Ability x Situational constraints |
| Job performance: | how well an individual performs the requirements of a job. Whatever the organizations wants it to be! |
| Needs: | the physical or psychological requirements that must be met to ensure survival and well-being |
| Lower-order needs: | concerned with safety and with physiological and existence requirements |
| Higher-order needs: | concerned with relationships, challenges and accomplishments, and influence |
| Extrinsic reward | : a reward that is tangible, visible to others, and given to employees contingent on the performance of specific tasks or behaviors |
| Intrinsic reward: | a natural reward associated with performing a task or activity for its own sake |
| Equity Theory: | states that people will be motivated when they perceive that they are being treated fairly |
| Underreward: | a form of inequity in which you are getting fewer outcomes relative to inputs than your referent is getting |
| Overreward: | a form of inequity in which you are getting more outcomes relative to inputs than your referent |
| In the context of equity theory, which of the following best describes the difference between underreward and overreward? | Unlike overreward, underreward occurs when a referent's outcome/input ratio is better than one's own outcome/input ratio |
| Distributive justice: | the perceived degree to which outcomes and rewards are fairly distributed or allocated |
| Procedural justice: | the perceived fairness of the procedures used to make reward allocation decisions |
| Expectancy Theory | People will be motivated to the extent to which they believe that: Their efforts will lead to good performance Good performance will be rewarded They will be offered attractive rewards |
| Motivation = | Valence x Expectancy x Instrumentality |
| Valence: | the attractiveness or desirability of a reward or outcome |
| Expectancy: | the perceived relationship between effort and performance |
| Instrumentality: | the perceived relationship between performance and rewards |
| Behaviors followed by positive consequences | will occur more frequently |
| Behaviors followed by negative consequences, or not followed by positive consequences, | will occur less frequently |
| Reinforcement: | the process of changing behavior by changing the consequences that follow behavior |
| Reinforcement contingencies: | cause-and-effect relationships between the performance of specific behaviors and specific consequences |
| Schedule of reinforcement: | rules that specify which behaviors will be reinforced, which consequences will follow those behaviors, and the schedule by which those consequences will be delivered |
| Positive reinforcement: | reinforcement that strengthens behavior by following behaviors with desirable consequences. |
| Negative reinforcement: | reinforcement that strengthens behavior by withholding an unpleasant consequence when employees perform a specific behavior; also called avoidance learning. |
| Extinction: | reinforcement in which a positive consequence is no longer allowed to follow a previously reinforced behavior, thus weakening the behavior |
| Which of the following statements is true of reinforcement theory? | Behaviors followed by negative consequences will occur less frequently. |
| Continuous reinforcement schedule: | a schedule that requires a consequence to be administered following every instance of a behavior |
| Intermittent reinforcement schedule: | a schedule in which consequences are delivered after a specified or average time has elapsed or after a specified or average number of behaviors has occurred |
| Goal: | a target, objective, or result that someone tries to accomplish |
| Goal-setting theory: | the theory that people will be motivated to the extent to which they: Accept specific, challenging goals. Receive feedback that indicates their progress toward goal achievement |
| Goal specificity: | the extent to which goals are detailed, exact, and unambiguous |
| Goal difficulty: | the extent to which a goal is hard or challenging to accomplish |
| Goal acceptance: | the extent to which people consciously understand and agree to goals |
| Performance feedback: | information about the quality or quantity of past performance that indicates whether progress is being made toward the accomplishment of a goal |
| Motivating with Goal-Setting Theory: | Assign specific, challenging goals Make sure workers truly accept organizational goals Goals work because they focus attention, energize behavior, and influence persistence, that is, sustaining efforts to achieve a goal |
Created by:
JackyThrows