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OB Test 3
Chapter 7
| Question | Answer |
|---|---|
| Equity Theory | A model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take relationships. |
| Two primary components involved in the employee-employer exchange? | Inputs and Outputs |
| Inputs from employees are? | Education/Training, Skills, Creativity, Seniority, Age, Personality Traits, Effort Expended, and Personal Appearance |
| Outcomes of inputs are? | Bonuses, Medical Benefits, Challenging Assigments, Job Security, Promotions, Status Symbols, Recognition, Participation in Important Decisions |
| Equity is based on ___ | comparing ratios of outcomes to inputs |
| Negative Inequity | Comparison person enjoys greater outcomes for similar inputs |
| Positive Inequity | When his or her outcome to input ratio is greater than that of a relevant coworker |
| Adam's Equity Theory | 1. People have varying sensitivities to perceived equity and inequity 2. Inequity can be reduced in a variety of ways |
| Equity Sensitivity | Reflects an individual's "different preferences for, tolerance for, and reactions to the level of equity associated with any given situation Range from Benevolents to Sensitives to Entitled |
| Benevolents | People who have a higher tolerance for negative inequity |
| Sensitive | Described as individuals who adhere to a strict norm of reciprocity and are quickly motivated to resolve both negative and positive inequity |
| Entitleds | No tolerance for negative inequity Want a greater ratio than those compared too |
| Equity Theory's Six Important Implications | 1. Pay attention perceptions of fair 2. Allow employees participate in decision making 3. Opportunity to appeal decisions affecting welfare 4. Promote cooperation 5. Perceptions influenced by leadership behavior 6. Organization's climate for justice |
| Reducing Inequity | Ratios can be changed by attempting to alter one's outcomes or adjusting one's inputs |
| Distributive Justice | Reflect the perceived fairness of how resources and rewards are distributed or allocated |
| Procedural Justice | As the perceived of the process and procedures used to make allocation decisions |
| Interactional Justice | Relates to the "quality of the interpersonal treatment people receive when procedures are implemented" |
| Expectancy Theory | Holds that people are motivated to behave in ways that produce desired combinations of expected outcomes |
| What can expectancy theory be used for? | Predict behavior in any situation in which a choice between two or more alternatives must be made. |
| Vroom's Expectancy Theory | Effort ---- Performance ---- Outcomes 3 Key Comcepts: 1. Expectancy 2. Instrumentality 3. Performance |
| Expectancy | Represents an individual's belief that a particular degree of effort will be followed by a particular level of performance Factors: - Self-esteem, Self-efficacy, Previous success at the task, help received from others, info necessary to complete task |
| Instrumentality | Performance -- to -- outcome perception Belief that a particular outcome in contingent on accomplishing a specific level of performance Passing a test --- graduation |
| Valence | Refers to the positive or negative value people place on outcomes Outcome's valence depends of an individual's needs |
| 3 Balances between monetary and nonmonetary rewards | 1. Some workers value interesting work and recognition more than money 2. Extrinsic rewards can lose their motivating properties over time and may undermine intrinsic motivation 3. Monetary rewards must generate motivation |
| Goal | What an individual is trying to accomplish; it is the object or aim of an action |
| Management by Objectives | Management system that incorporates participation in decision making, goal setting, and objective feedback. |
| Goals Direct Attention | Goals direct one's attention and effort towards goal-relevant activities and away from goal-irrelevant activities |
| What does goal setting do? | - Goal direct attention - Goals regulate effort - Goals Increase Persistence - Goals foster the development and application of task strategies and action plans |
| Insights from goal-setting | 1. Specific high goals=performance 2. Feedback enhances the effect of specific, difficult goals 3. Participative, assigned, self-set goals =equal 4. Action planning facilitates goal accomplishment 5. Goal commitment and monetary incentives affect outc |
| Goal specificity | Pertains to the quantifiability of a goal. - Sell nine cars this month instead of "do your best" |
| Action Plan | Outline the activities or task that need to be accomplished in order to obtain a goal |
| Goal Commitment | The extent to which an individual is personally committed to achieving a goal |
| 3 Goal Setting Steps | 1. Set Goal 2. Promote Goal Commitment 3. Provide Support and Feedback |
| SMART | Specific Measurable Attainable Results Oriented Time bound PLUS: - training for problem-solving and developing action plan - change goals according to person |
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