Employee Motivation
Quiz yourself by thinking what should be in
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| level of productivity before the implementation of a gainsharing plan | show 🗑
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| 1st step in Maslow’s needs hierarchy, concerning survival needs for food, air, water, and the like | show 🗑
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| show | chronic self-esteem
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| Korman’s theory that employees will be motivated to perform at levels consistent with their levels of self-esteem | show 🗑
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| show | ego needs
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| theory of job satisfaction stating that employees will be satisfied if their ratio of effort to reward is similar to that of other employees | show 🗑
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| Aldefer’s needs theory, which describes three levels of satisfaction: existence, relatedness, and growth | show 🗑
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| Vroom’s theory that motivation is a function of expectancy, instrumentality, and valence | show 🗑
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| work motivation that arises from such non-personal factors as pay, coworkers, and opportunities for advancement | show 🗑
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| show | gainsharing
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| show | Galatea effect
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| method of increasing performance in which employees are given specific performance goals to aim for | show 🗑
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| when negative expectations of an individual cause a decrease in that individual’s performance | show 🗑
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| show | hierarchy
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| Herzberg’s two-factor theory, job-related elements that result from but do not involve the job itself | show 🗑
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| show | input/output ratio
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| show | inputs
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| extent to which people believe that they are responsible for and in control of their success or failure in life | show 🗑
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| show | intrinsic motivation
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| show | job characteristics theory
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| incentive plan in which employees receive pay bonuses based on performance appraisal scores | show 🗑
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| force that drives an employee to perform well | show 🗑
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| Herzberg’s two-factor theory, elements of a job that concern the actual duties performed by the employee | show 🗑
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| show | need for achievement
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| show | need for affiliation
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| show | need for power
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| show | needs theory
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| type of learning based on the idea that humans learn to behave in ways that will result in favorable outcomes and learn not to behave in ways that result in unfavorable outcomes | show 🗑
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| theory that postulates that if employees perceive they are being treated fairly, they will be more likely to be satisfied with their jobs and motivated to do well | show 🗑
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| show | outputs
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| show | pay for performance
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| idea that reinforcement is relative both within an individual and between individuals | show 🗑
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| show | Pygmalion effect
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| method of recruitment in which job applicants are told both the positive and the negative aspects of a job | show 🗑
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| rank-ordered list of reinforcers for an individual | show 🗑
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| 2nd step in Maslow’s hierarchy, concerning the need for security, stability, and physical safety | show 🗑
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| show | self-regulation theory
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| show | self-actualization needs
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| show | self-esteem
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| show | self-fulfilling prophecy
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| show | situational self-esteem
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| 3rd step in Maslow’s hierarchy, concerning the need to interact with other people | show 🗑
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| motivation technique using such methods as personal attention, signs of approval, and expressions of appreciation | show 🗑
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| show | stock options
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| show | two-factor theory
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| show | Work Preference Inventory
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| show | can
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| motivation determines whether a worker __ do a job properly | show 🗑
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| show | individual difference traits
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| theorized that employees high in self-esteem are more motivated and will perform better than employees low in self-esteem | show 🗑
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| consistency theory takes relationship btwn self-esteem & motivation 1step further by stating employees try to perform at levels consistent with their | show 🗑
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| in consistency theory, desire to perform at levels consistent with self-esteem is compounded by the fact that employees with low self- esteem tend to __ their actual ability and performance | show 🗑
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| on the basis of consistency theory, we should be able to improve performance by increasing a(n) | show 🗑
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| show | workshops
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| show | outdoor experiential
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| employee is given a tack so easy that they will almost certainly succeed | show 🗑
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| experience-with-success approach is based on | show 🗑
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| show | Galatea
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| show | confidence
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| can be explained by the idea that our expectations of others' performance lead us to treat then differently | show 🗑
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| show | perform in a manner consistent with those expectations
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| Sandler argues that our expectations are communicated to employees through __ __ | show 🗑
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| show | leadership style
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| when employees are __ motivated, they do not particularly enjoy the tasks, but are motivated to perform well to receive some type of rewards or avoid negative consequences | show 🗑
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| people who are intrinsically motivated do not need __ __ | show 🗑
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| in people who are intrinsically motivated, being paid for something they enjoy may __ their satisfaction & intrinsic motivation | show 🗑
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| dimensions of intrinsic motivation in which WPI yields scores | show 🗑
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| show | compensation & outward orientation
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| show | McClelland
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| show | over which they have some control
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| employees who do not have a strong need for achievement are satisfied when jobs involve little challenge and have | show 🗑
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| show | work with and help others
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| employees who have a strong need for power are motivated by a desire to __ others rather than simply to be successful | show 🗑
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| work motivation & job satisfaction are determined by discrepancy btwn what we want, value, & expect | show 🗑
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| show | retaliate by doing less than they promised
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| according to job characteristic theory, employees desire jobs that are __ | show 🗑
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| show | personally responsible
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| show | autonomy
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| show | feedback
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| according to job characteristic theory, jobs will have __ __ is they allow employees to use skill variety & task identification | show 🗑
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| show | skill variety
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| employees are able to connect their efforts to an outcome | show 🗑
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| employees are able to connect their efforts to an end result which has meaning, is useful, or is appreciated by coworkers as well as by others in society | show 🗑
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| meta-analysis results demonstrate that jobs with __ __ __ score result in higher levels of employee satisfaction and performance, and lower levels of absenteeism | show 🗑
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| show | Maslow's needs hierarchy, ERG theory, & two-factor theory
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| Maslow believed that needs are hierarchical, meaning | show 🗑
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| show | I can't complain it pays the bills
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| show | no longer be satisfying
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| show | the workplace is safe
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| show | psychological safety
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| safety needs, in Maslow's needs hierarchy, include | show 🗑
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| show | the safety or security factor
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| it is important that organizations make a conscious effort to satisfy social needs when | show 🗑
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| show | ego
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| an employee striving for self-actualization needs wants to reach their __ in every task | show 🗑
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| potential problem with Maslow's needs hierarchy is in the __ of levels | show 🗑
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| show | progress up
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| potential problem with Maslow's needs hierarchy is that it predicts that once the needs at 1 level are satisfied, the next needs level should become __ __, which does not always happen | show 🗑
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| although Maslow's needs hierarchy may not be supported by research, it still __ __ organizations can follow to increase motivation & satisfaction | show 🗑
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| show | technical problems with Maslow's hierarchy
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| major difference btwn Aldefer's theory & Maslow's needs hierarchy is Aldefer suggested that a person can | show 🗑
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| Aldefer's ERG theory explains why a higher-level need sometimes does not become __ __ once a lower-level need has been satisfied | show 🗑
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| show | previous level
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| Herzberg believed that job-related factors could be divided into | show 🗑
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| show | examples of motivators
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| Herzberg believes that hygiene factors are __ but not __ for job satisfaction & motivation | show 🗑
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| in two-factor theory, if a hygiene factor is not present at a(n) __ __, employee will be dissatisfied & less motivated | show 🗑
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| in two-factor theory, if all hygiene factors are represented adequately, employee's satisfaction level will be | show 🗑
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| in two-factor theory, only the presence of both motivators & hygiene factors can bring | show 🗑
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| researchers have criticized Herzberg's two-factor theory because of | show 🗑
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| show | both
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| show | replicated Herzberg's findings
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| show | posses qualities represented by SMART
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| specific, measurable, attainable, relevant, & time-bound | show 🗑
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| show | properly set goals
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| show | greater
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| show | ambiguity & lack of specific guidelines
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| employees observe the levels of motivation & satisfaction of other employees and then | show 🗑
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| Regarding lack of specificity in goal setting, employees believe that with constant changing environment, it is | show 🗑
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| show | Measureable
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| show | High
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| will most affect performance when employees are committed to reaching the goals | show 🗑
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| If employee believes they __ __the goal, commitment to achieve the goal is likely to be high | show 🗑
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| show | Worthwhile
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| If employee believes they will be __ for achieving the goal, commitment to achieve the goal is likely to be high | show 🗑
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| Setting goals that are too difficult to be accomplished can result in decreased performance and increase | show 🗑
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| Tend to set goals higher | show 🗑
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| show | Pessimists
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| In the __ __ schema, people scoring high in conscientiousness, extraversion, & openness & low in agreeableness & neuroticism also tend to set high goals | show 🗑
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| show | Properly set
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| Goals work best when there is a __ __ for their completion | show 🗑
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| Several meta-analyses have indicated that __ in goal setting does not increase performance | show 🗑
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| Meta-analysis indicates that employee participation in goal setting increases __ to reaching a goal | show 🗑
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| To __ __ of goal setting, feedback should be provided to employees on their progress in reaching their goals | show 🗑
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| Can include verbally telling employees how they are doing, placing chart on a wall, or using nonverbal communications | show 🗑
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| Feedback best increases performance when it is __ & __ | show 🗑
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| Feedback can decrease performance when it is __ & __ | show 🗑
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| Supervisors should indicate their willingness to provide feedback and then reinforce employees who seek it | show 🗑
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| Feedback is __ when it is given positively with goal of encouraging & reinforcing positive behavior | show 🗑
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| show | Properly; mistakes
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| show | Extension
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| show | multiple complex
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| show | conscious effort
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| show | Goal progress
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| show | set priorities
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| Essential strategy for motivating employees is to provide __ for employees to accomplish goals set by an organization | show 🗑
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| Basis for incentive systems, which state that employees will engage in behaviors for which they are rewarded & avoid behaviors for which they are punished | show 🗑
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| show | Timing
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| Factor in determining effectiveness of incentive programs includes contingency of __ | show 🗑
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| Factor in determining effectiveness of incentive programs includes __ of incentive used | show 🗑
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| show | Individual-based; group-based
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| show | Positive; negative
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| Factor in determining effectiveness of incentive programs includes fairness of __ __ | show 🗑
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| show | Reinforcer/punisher
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| show | May not be enough
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| show | Contingent
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| show | Consequence
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| show | Types of reinforcers
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| It is important to conduct periodic __ __ about what employees want because supervisors & employees often have different ideas about what is rewarding & important | show 🗑
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| show | True of punishments
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| show | construct reinforcement hierarchy
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| When designed poorly incentive systems can result in | show 🗑
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| Rather than providing financial incentives, many organizations reward employee behavior through | show 🗑
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| show | Informal recognition
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| Designed to make high levels of individual performance financially worthwhile | show 🗑
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| problem with individual incentive plans is difficulty in __ individual performance | show 🗑
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| problem with individual incentive plans is that they can foster __ among employees | show 🗑
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| problem with individual incentive plans is that for it to be effectively motivate employees it is essential that | show 🗑
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| Pay for performance & merit pay are __ __ individual incentive plans | show 🗑
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| Pay for performance is also called | show 🗑
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| show | commission
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| show | Piecework
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| 1st step in creating more complicated pay-for-performance plan is to determine | show 🗑
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| show | Performance bonus
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| show | merit pay systems
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| show | difficult to measure
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| show | Most satisfied
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| Increases are based on subjective performance appraisals | show 🗑
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| Some supervisor __ performance appraisal sores to __ their employee’s pay & positive feelings towards the supervisor | show 🗑
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| Supervisors will sometimes inflate performance appraisal ratings when they believe | show 🗑
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| Problem with merit pay is that __ or __ often changes with each fiscal year | show 🗑
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| For merit pay to be successful, __ must be consistently available and amount must __ enough to motivate employees | show 🗑
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| show | Participate
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| show | Reaching group goals
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| Problem with group-based/organization-based incentive plans is they can encourage | show 🗑
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| show | Complicated
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| Provide employees with a percentage of profits above a certain amount | show 🗑
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| Profit sharing will motivate employees only if they understand link between | show 🗑
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| Profit sharing will motivate employees only if employees believe that company has __ __ of making a profit | show 🗑
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| Gainsharing ties group-wide financial incentives to __ in organizational performance | show 🗑
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| show | Management philosophy
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| show | Based on
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| Gainsharing programs consist of group-based __ __ | show 🗑
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| show | performance measures
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| show | Productivity goals
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| In Gainsharing, once productivity goals are set, employees are told that they will receive bonuses for __ __ that the goal is reached | show 🗑
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| In Gainsharing, constant feedback is provided to employees on how current performance is | show 🗑
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| show | Productivity, employee & union satisfaction
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| Review of Gainsharing studies indicates declines in | show 🗑
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| Stock options represent the __ __ of organizational incentive plans | show 🗑
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| show | Long-term success
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| show | Expectancy, instrumentality, & valence
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| Perceived relationship between amount of effort employee puts in & resulting outcome | show 🗑
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| Extent to which outcome of worker’s performance, if noticed, results in particular consequence | show 🗑
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| show | Valence (V)
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| To predict employee’s level of motivation, expectancy theory, | show 🗑
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| show | their motivation will probably be low
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| show | results in some specific consequence
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| show | Must be noticed
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| show | Must be rewarded
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| For valence, if employee is rewarded, reward must be | show 🗑
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| In addition to predicting employee effort, expectancy theory has been applied successfully to predict | show 🗑
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| Expectancy theory can also be used to suggest ways to __ employee motivation | show 🗑
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| Major criticism of expectancy theory involves | show 🗑
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| show | A zero in any component results in a prediction of zero motivation, even when other components are high
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| show | People behave rationally and have an internal locus of control
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| Proponents of punishment to change employee behavior argue that is applied properly it not only reduces undesired behaviors but also | show 🗑
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| show | changes behaviors
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| Opponents of punishment argue that it does not __ employee proper behaviors | show 🗑
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| show | Resentment
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| Punishment can cause employees to learn __ __ to break rules, rather than teaching them not to break rules | show 🗑
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| show | Magnitude
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| Equity theory is based on premise that out levels of motivation & job satisfaction are related to __ __ we believe we are being treated in comparison with others | show 🗑
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| In equity theory, if we feel we are being treated unfairly we attempt to change our __ or __ until situation appears to be fair | show 🗑
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| show | Inputs, outputs, & input/output ratio
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| Inputs can include | show 🗑
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| show | Pay, benefits, challenge, & responsibility
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| show | Dissatisfied & motivated to make ratios equal in one/more ways
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| show | Greater outputs
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| to make ratios equal in one/more ways employees can __ __, by not working as hard or reduce attendance | show 🗑
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| show | Rationalizing
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| Research has supported idea that our motivation decreases when | show 🗑
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| Study found that employees’ motivation increased when coworkers received __ __ for their behavior | show 🗑
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| show | Chose actions that resulted in underpayment
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| When employee input/output ratio is higher than others, prediction would be that employee would | show 🗑
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| show | Process
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| show | Outcomes
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| show | Communicated
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| Process on how decision are made, in Organizational justice theory | show 🗑
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| Outcomes of decisions, Organizational justice theory | show 🗑
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| Way in which decisions & other info are communicated to employees, in organizational justice theory | show 🗑
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| According to research, employees with high self-esteem are likely to | show 🗑
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| show | does not increase subordinate self-esteem
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| show | social
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| show | goal setting theory
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| show | reinforcement of behavior
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| show | security; incentive
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| show | expectancy
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| Employees who work with highly motivated coworkers are likely to be ___ than employees who work with unmotivated coworkers | show 🗑
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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