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
ORGS - Chapter 4
INTL 2300 - Chapter 4: Theories of Motivation
| Term | Definition |
|---|---|
| Motivation | The intensity, direction, and persistence of effort a person shows in reaching a goal. |
| Intensity | How hard a person tries. |
| Direction | Where effort is channelled. |
| Persistence | How long effort is maintained. |
| Theory X | The assumption that employees dislike work, will attempt to avoid it, and must be coerced, controlled, or threatened with punishment to achieve goals. |
| Theory X Assumptions | - Employees dislike work - Employees attempt to avoid work - Employees must be coerced, controlled, or threatened with punishment to achieve goals |
| Theory Y | The assumption that employees like work, are creative, seek responsibility, and will exercise self-direction and self-control if they are committed to the objectives. |
| Theory Y Assumptions | - Employees like to work - Employees are creative and seek responsibility - Employees will exercise self-direction and self-control if they are committed to the objectives |
| Intrinsic Motivators | A person’s internal desire to do something due to such things as interest, challenge, and personal satisfaction. |
| Extrinsic Motivators | Motivation that comes from outside the person and includes such things as pay, bonuses, and other tangible rewards. |
| Maslow’s Hierarchy of Needs | 1. Physiological 2. Safety 3. Social 4. Esteem 5. Self-actualization |
| Physiological | (Maslow’s Hierarchy of Needs); Includes hunger, thirst, shelter, sex, and other bodily needs |
| Safety | (Maslow’s Hierarchy of Needs); Includes security and protection from physical & emotional harm |
| Social | (Maslow’s Hierarchy of Needs); Includes affection, belongingness, acceptance, and friendship |
| Esteem | (Maslow’s Hierarchy of Needs); Includes internal esteem factors: self-respect, autonomy, and achievement Includes external esteem factors: status, recognition, and attention |
| Self-actualization | (Maslow’s Hierarchy of Needs); The drive to become what one is capable of becoming Includes growth, achieving one’s potential, and self-fulfillment |
| Lower-Order Needs | Needs that are satisfied externally, such as physiological and safety needs. |
| Higher-Order Needs | Needs that are satisfied internally, such as social (belonging), self-esteem, and self-actualization needs. |
| Self-Actualization | The drive to become what a person can become |
| Two-Factor Theory | A theory that relates intrinsic factors to job satisfaction and associates extrinsic factors with dissatisfaction. Also called the motivation-hygiene theory. Frederick Herzberg. |
| Motivators | (Frederick Herzberg Two-Factor Theory) Sources of satisfaction Intrinsic factors (content of work) Achievement Recognition Challenging, varied, or interesting work Responsibility Advancement Growth |
| Hygiene Factors | If all _________________ are met does not mean the job is a motivator |
| Hygiene Factors | (Frederick Herzberg Two-Factor Theory) Sources of dissatisfaction Extrinsic factors (context of work) Company policy and administration Unhappy relationship with employee’s supervisor Poor interpersonal relations with peers Poor working conditions |
| McClelland’s Theory of Needs | Achievement, power, and affiliation are three important needs that help explain motivation. |
| Need for Achievement | The drive to excel, to achieve with a set of standards, and to strive to succeed. |
| Need for Power | The need to make others behave in a way that they would not have behaved otherwise. |
| Need for Affiliation | The desire for friendly and close interpersonal relationships. |
| Maslow | Argues that lower-order needs must be satisfied before one progresses to higher-order needs. |
| Herzberg | Motivators lead to satisfaction. Hygiene factors must be met if a person is not to be dissatisfied. However, they will not lead to satisfaction. |
| McClelland | People vary in the types of needs they have. Their motivation and how well they perform in a work situation are related to whether they need achievement, affiliation, or power. |
| Maslow | Research does not generally validate the theory. In particular, there is little support for the hierarchical nature of needs. Criticized for how data was collected and interpreted. |
| Herzberg | Not a theory of motivation; assumes a link between satisfaction and productivity that was not measured or demonstrated. |
| McClelland | Mixed empirical support, but the theory is consistent with our knowledge of individual differences among people. Good empirical support, particularly on needs achievement. |
| the actual process of motivation | - Expectancy theory - Goal-setting theory - Self-efficacy theory - Reinforcement theory |
| Expectancy Theory | The theory that individuals act based on their evaluation of whether their effort will lead to good performance, whether good performance will be followed by a given outcome, and whether that outcome is attractive. -expectancy -instrumentality -valence |
| Expectancy | The belief that effort is related to performance. |
| Instrumentality | The belief that performance is related to rewards. |
| Valence | The value or importance an individual places on a reward. |
| Effort-Performance Relationship (Expectancy) | The perceived probability that exerting a given amount of effort will lead to performance. |
| Performance-Reward Relationship (Instrumentality) | The degree to which the individual believes that performing at a particular level will lead to organizational rewards. |
| Rewards-Personal Goals Relationship (Valence) | The degree to which organizational rewards satisfy an individual’s personal goals or needs and are attractive to the individual. |
| Goal-Setting Theory | A theory that says that specific and difficult goals, with feedback, lead to higher performance. |
| Goal | What an individual is trying to accomplish. |
| Management by Objectives | An approach to goal setting in which specific measurable goals are jointly set by managers and employees; progress on goals is periodically reviewed; and rewards are allocated based on this progress. |
| SMART Goals | Specific Measurable Attainable Realistic Time-bound |
| Promotion Focus | A self-regulation strategy that involves striving for goals through advancement and accomplishment. |
| Prevention Focus | A self-regulation strategy that involves striving for goals by fulfilling duties and obligations. |
| Self-Efficacy Theory | Individuals’ beliefs in their ability to perform a task influence their behaviour. Also known as social cognitive theory and social learning theory. |
| Four Ways to Improve Self-Efficacy | 1. Enactive Mastery 2. Vicarious Modelling 3. Verbal Persuasion 4. Arousal |
| Enactive Mastery | Gaining relevant experience. |
| Vicarious Modelling | Confidence gained by seeing someone else perform the task |
| Verbal Persuasion | Confidence gained because someone convinces you that you have the necessary skills to succeed. |
| Arousal | An energized state can drive a person to complete a task. |
| Reinforcement Theory | A theory that says that behaviour is a function of its consequences. |
| Positive Reinforcement | Following a response with something pleasant. |
| Negative Reinforcement | Following a response by the termination or withdrawal of something unpleasant. |
| Punishment | Causing an unpleasant condition in an attempt to eliminate undesirable behaviour. |
| Extinction | Eliminating any reinforcement that is maintaining a behaviour. An instructor ignores students who raise their hands to ask questions. Hand-raising becomes _________. |
| Behaviourism | A theory that argues that behaviour follows stimuli in a relatively unthinking manner. |
| Continuous Reinforcement | Reinforces desired behaviour every time it is demonstrated. |
| Intermittent Reinforcement | A desired behaviour is reinforced often enough to make the behaviour worth repeating, but not every time it is demonstrated. |
| Organizational Justice | An overall perception of what is fair in the workplace, composed of distributive, procedural, informational, and interpersonal justice. |
| Employees evaluate how fairly they are treated along four dimensions: | 1. Distributive Justice 2. Procedural Justice 3. Informational Justice 4. Interpersonal Justice |
| Distributive Justice | The perceived fairness of the amount and allocation of resources among individuals. |
| Procedural Justice | Perceived fairness of the process used to determine the distribution of rewards. |
| Informational Justice | The degree to which employees are provided truthful explanations for decisions. |
| Interpersonal Justice | The degree to which employees are treated with dignity and respect. |
| Self-Determination Theory | A theory of motivation that is concerned with the beneficial effects of intrinsic motivation and the harmful effects of extrinsic motivation. If a previously enjoyed task feels more like an obligation than a freely chosen activity, it will decrease motive |
| Cognitive Evaluation Theory | Offering extrinsic rewards (for example, pay) for previously rewarding work effort intrinsically will tend to decrease the overall level of a person’s motivation |
| Self-Concordance | The degree to which a person’s reasons for pursuing a goal are consistent with the person’s interests and core values. |
| Intrinsic Motivators | A person’s internal desire to do something, due to such things as interest, challenge, and personal satisfaction. |
| Extrinsic Motivators | Motivation that comes from outside the person, such as pay, bonuses, and other tangible rewards. |
| Increasing Intrinsic Motivation | Sense of choice Sense of competence Sense of meaningfulness Sense of progress |
| Job Engagement | The investment of an employee’s physical, cognitive, and emotional energies into job performance. |
Created by:
user-1738552
Popular Anthropology sets