Employee Motivation
Help!
|
|
||||
|---|---|---|---|---|---|
| level of productivity before the implementation of a gainsharing plan | baseline
🗑
|
||||
| 1st step in Maslow’s needs hierarchy, concerning survival needs for food, air, water, and the like | basic biological needs
🗑
|
||||
| positive or negative way in which a person views himself or herself as a whole | chronic self-esteem
🗑
|
||||
| Korman’s theory that employees will be motivated to perform at levels consistent with their levels of self-esteem | consistency theory
🗑
|
||||
| 4th step in Maslow’s hierarchy, concerning the individual’s need for recognition and success | ego needs
🗑
|
||||
| theory of job satisfaction stating that employees will be satisfied if their ratio of effort to reward is similar to that of other employees | equity theory
🗑
|
||||
| Aldefer’s needs theory, which describes three levels of satisfaction: existence, relatedness, and growth | ERG theory
🗑
|
||||
| Vroom’s theory that motivation is a function of expectancy, instrumentality, and valence | expectancy theory
🗑
|
||||
| work motivation that arises from such non-personal factors as pay, coworkers, and opportunities for advancement | extrinsic motivation
🗑
|
||||
| group incentive system in which employees are paid a bonus based on improvements in group productivity | gainsharing
🗑
|
||||
| when high self-expectations result in higher levels of performance | Galatea effect
🗑
|
||||
| method of increasing performance in which employees are given specific performance goals to aim for | goal setting
🗑
|
||||
| when negative expectations of an individual cause a decrease in that individual’s performance | Golem effect
🗑
|
||||
| system arranged by rank | hierarchy
🗑
|
||||
| Herzberg’s two-factor theory, job-related elements that result from but do not involve the job itself | hygiene factors
🗑
|
||||
| ratio of how much employees believe they put into their jobs to how much they believe they get from their jobs | input/output ratio
🗑
|
||||
| in equity theory, the elements that employees put into their jobs | inputs
🗑
|
||||
| extent to which people believe that they are responsible for and in control of their success or failure in life | internal locus of control
🗑
|
||||
| work motivation in the absence of such external factors as pay, promotion, and coworkers | intrinsic motivation
🗑
|
||||
| theory proposed by Hackman and Oldham that suggests that certain characteristics of a job will make the job more or less satisfying, depending on the particular needs of the worker | job characteristics theory
🗑
|
||||
| incentive plan in which employees receive pay bonuses based on performance appraisal scores | merit pay
🗑
|
||||
| force that drives an employee to perform well | motivation
🗑
|
||||
| Herzberg’s two-factor theory, elements of a job that concern the actual duties performed by the employee | motivators
🗑
|
||||
| according to trait theory, the extent to which a person desires to be successful | need for achievement
🗑
|
||||
| extent to which a person desires to be around other people | need for affiliation
🗑
|
||||
| according to trait theory, the extent to which a person desires to be in control of other people | need for power
🗑
|
||||
| theory based on the idea that employees will be satisfied with jobs that satisfy their needs | needs theory
🗑
|
||||
| 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 | operant conditioning
🗑
|
||||
| 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 | organizational justice
🗑
|
||||
| in equity theory, what employees get from their jobs | outputs
🗑
|
||||
| system in which employees are paid on the basis of how much they individually produce | pay for performance
🗑
|
||||
| idea that reinforcement is relative both within an individual and between individuals | Premack Principle
🗑
|
||||
| idea that if people believe that something is true, they will act in a manner consistent with that belief | Pygmalion effect
🗑
|
||||
| method of recruitment in which job applicants are told both the positive and the negative aspects of a job | realistic job preview
🗑
|
||||
| rank-ordered list of reinforcers for an individual | reinforcement hierarchy
🗑
|
||||
| 2nd step in Maslow’s hierarchy, concerning the need for security, stability, and physical safety | safety needs
🗑
|
||||
| postulates that employees can be motivated by monitoring their own progress toward the goals they set and adjusting their behavior to reach those goals | self-regulation theory
🗑
|
||||
| 5th step in Maslow’s hierarchy, concerning the need to realize one’s potential | self-actualization needs
🗑
|
||||
| extent to which a person views him or herself as a valuable and worthy individual | self-esteem
🗑
|
||||
| idea that people behave in ways consistent with their self-image | self-fulfilling prophecy
🗑
|
||||
| positive or negative way in which a person views him or herself in a particular situation | situational self-esteem
🗑
|
||||
| 3rd step in Maslow’s hierarchy, concerning the need to interact with other people | social needs
🗑
|
||||
| motivation technique using such methods as personal attention, signs of approval, and expressions of appreciation | social recognition
🗑
|
||||
| group incentive method in which employees are given the option of buying stock in the future at the price of the stock when the options were granted | stock options
🗑
|
||||
| Herzberg’s needs theory, postulating that there are two factors involved in job satisfaction: hygiene factors and motivators | two-factor theory
🗑
|
||||
| measure of an individual’s orientation toward intrinsic versus extrinsic motivation | Work Preference Inventory
🗑
|
||||
| ability & skill determines whether a worker __ do a job | can
🗑
|
||||
| motivation determines whether a worker __ do a job properly | will
🗑
|
||||
| self-esteem, intrinsic motivation tendency, & need for achievement, which are most related to work motivation, are considered | individual difference traits
🗑
|
||||
| theorized that employees high in self-esteem are more motivated and will perform better than employees low in self-esteem | Korman
🗑
|
||||
| consistency theory takes relationship btwn self-esteem & motivation 1step further by stating employees try to perform at levels consistent with their | self-esteem level
🗑
|
||||
| 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 | underestimate
🗑
|
||||
| on the basis of consistency theory, we should be able to improve performance by increasing a(n) | employee's self-esteem
🗑
|
||||
| to increase self-esteem employees can attend __ in which they are given insights into their strengths | workshops
🗑
|
||||
| __ __ training another approach to increasing self-esteem | outdoor experiential
🗑
|
||||
| employee is given a tack so easy that they will almost certainly succeed | experience-with-success approach
🗑
|
||||
| experience-with-success approach is based on | principle of self-fulfilling prophecy
🗑
|
||||
| relationship between self-expectation and performance, based on principle of self-fulling prophecy & experience-with-success approach , is called __ effect | Galatea
🗑
|
||||
| to attain the Pygmalion effect, supervisor can be trained to communicate a feeling of __ in an employee | confidence
🗑
|
||||
| can be explained by the idea that our expectations of others' performance lead us to treat then differently | Pygmalion & Golem effects
🗑
|
||||
| when an employee becomes aware of others' expectations & matches his own with them, they will | perform in a manner consistent with those expectations
🗑
|
||||
| Sandler argues that our expectations are communicated to employees through __ __ | nonverbal cues
🗑
|
||||
| efforts to teach supervisors Pygmalion __ __ have not been successful | leadership style
🗑
|
||||
| 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 | extrinsically
🗑
|
||||
| people who are intrinsically motivated do not need __ __ | external rewards
🗑
|
||||
| in people who are intrinsically motivated, being paid for something they enjoy may __ their satisfaction & intrinsic motivation | reduce
🗑
|
||||
| dimensions of intrinsic motivation in which WPI yields scores | enjoyment & challenge
🗑
|
||||
| dimensions of extrinsic motivation in which WPI yields scores | compensation & outward orientation
🗑
|
||||
| Theory developed by __ suggests that employees differ in extent to which they are motivated by the need for achievement, affiliation, and power | McClelland
🗑
|
||||
| employees who have a strong need for achievement are motivated by jobs that are challenging and | over which they have some control
🗑
|
||||
| employees who do not have a strong need for achievement are satisfied when jobs involve little challenge and have | high probability for success
🗑
|
||||
| employees who have strong need for affiliation are motivated by jobs in which they can | work with and help others
🗑
|
||||
| employees who have a strong need for power are motivated by a desire to __ others rather than simply to be successful | influence
🗑
|
||||
| work motivation & job satisfaction are determined by discrepancy btwn what we want, value, & expect | and what the job actually provides
🗑
|
||||
| a realistic job preview is important because if the organization does less than promised, employees will be less motivated to perform well and will | retaliate by doing less than they promised
🗑
|
||||
| according to job characteristic theory, employees desire jobs that are __ | meaningful
🗑
|
||||
| according to job characteristic theory, employees desire jobs that provide them with opportunity to be __ __ for the outcome of their work | personally responsible
🗑
|
||||
| opportunity for employees to be personally responsible for their work | autonomy
🗑
|
||||
| according to job characteristic theory, employees desire jobs that provide them with __ of the results of their efforts | feedback
🗑
|
||||
| according to job characteristic theory, jobs will have __ __ is they allow employees to use skill variety & task identification | motivation potential
🗑
|
||||
| employees are allowed to use a variety of skills | skill variety
🗑
|
||||
| employees are able to connect their efforts to an outcome | task identification
🗑
|
||||
| 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 | task significance
🗑
|
||||
| meta-analysis results demonstrate that jobs with __ __ __ score result in higher levels of employee satisfaction and performance, and lower levels of absenteeism | high motivating potential
🗑
|
||||
| focus on employees' needs & values | Maslow's needs hierarchy, ERG theory, & two-factor theory
🗑
|
||||
| Maslow believed that needs are hierarchical, meaning | lower-level needs must be satisfied before an individual will be concerned with the next level of needs
🗑
|
||||
| When asked how well they enjoy their job people who are at the level of basic biological needs, in Maslow's needs hierarchy, might reply | I can't complain it pays the bills
🗑
|
||||
| after basic biological needs are satisfied, in Maslow's needs hierarchy, a job that merely provides food & shelter will | no longer be satisfying
🗑
|
||||
| if an employee has satisfied basic biological needs, in Maslow's needs hierarchy, they will remain satisfied with their job only if | the workplace is safe
🗑
|
||||
| often referred to as job security; can affect job motivation | psychological safety
🗑
|
||||
| safety needs, in Maslow's needs hierarchy, include | psychological & physical safety
🗑
|
||||
| importance of safety needs was demonstrated in 2008 survey asking employees about work factors that were most important to them, and 3 of the top 4 needs were related to | the safety or security factor
🗑
|
||||
| it is important that organizations make a conscious effort to satisfy social needs when | job itself does not encourage social activity
🗑
|
||||
| an organization can satisfy __ needs through praise, awards, promotions, salary increases, publicity, etc. | ego
🗑
|
||||
| an employee striving for self-actualization needs wants to reach their __ in every task | potential
🗑
|
||||
| potential problem with Maslow's needs hierarchy is in the __ of levels | number
🗑
|
||||
| potential problem with Maslow's needs hierarchy is that some people do not __ __ the hierarchy, instead skipping levels | progress up
🗑
|
||||
| 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 | most important
🗑
|
||||
| although Maslow's needs hierarchy may not be supported by research, it still __ __ organizations can follow to increase motivation & satisfaction | provide guidelines
🗑
|
||||
| Aldefer developed a needs theory that only has 3 levels, ERG, because of | technical problems with Maslow's hierarchy
🗑
|
||||
| major difference btwn Aldefer's theory & Maslow's needs hierarchy is Aldefer suggested that a person can | skip levels
🗑
|
||||
| Aldefer's ERG theory explains why a higher-level need sometimes does not become __ __ once a lower-level need has been satisfied | more important
🗑
|
||||
| with ERG theory Aldefer believed that sometimes the next higher level may be blocked, so then employee becomes frustrated & places more importance on | previous level
🗑
|
||||
| Herzberg believed that job-related factors could be divided into | hygiene factors & motivators
🗑
|
||||
| level of responsibility, amount of job control, & interest that work holds for employee, in considering two-factor theory, are | examples of motivators
🗑
|
||||
| Herzberg believes that hygiene factors are __ but not __ for job satisfaction & motivation | necessary; sufficient
🗑
|
||||
| in two-factor theory, if a hygiene factor is not present at a(n) __ __, employee will be dissatisfied & less motivated | adequate level
🗑
|
||||
| in two-factor theory, if all hygiene factors are represented adequately, employee's satisfaction level will be | neutral
🗑
|
||||
| in two-factor theory, only the presence of both motivators & hygiene factors can bring | job satisfaction & motivation
🗑
|
||||
| researchers have criticized Herzberg's two-factor theory because of | methods used to develop two factors
🗑
|
||||
| researchers have criticized Herzberg's two-factor theory because of the idea that factors such as pay can be __ hygiene factors & motivators | both
🗑
|
||||
| researchers have criticized Herzberg's two-factor theory because of the fact that few independent research studies have | replicated Herzberg's findings
🗑
|
||||
| for goal setting to be most successful, the goals themselves should | posses qualities represented by SMART
🗑
|
||||
| specific, measurable, attainable, relevant, & time-bound | SMART
🗑
|
||||
| are concrete and specific | properly set goals
🗑
|
||||
| more specific the goal the __ productivity | greater
🗑
|
||||
| problems with goal setting include | ambiguity & lack of specific guidelines
🗑
|
||||
| employees observe the levels of motivation & satisfaction of other employees and then | model those behaviors
🗑
|
||||
| Regarding lack of specificity in goal setting, employees believe that with constant changing environment, it is | difficult to set specific goals because goals would need constant adjustment
🗑
|
||||
| Properly set goals are __ | Measureable
🗑
|
||||
| Properly set goals are __ but attainable | High
🗑
|
||||
| will most affect performance when employees are committed to reaching the goals | level of goal difficulty
🗑
|
||||
| If employee believes they __ __the goal, commitment to achieve the goal is likely to be high | can accomplish
🗑
|
||||
| If employee agrees goal is __ , commitment to achieve the goal is likely to be high | Worthwhile
🗑
|
||||
| If employee believes they will be __ for achieving the goal, commitment to achieve the goal is likely to be high | Rewarded
🗑
|
||||
| Setting goals that are too difficult to be accomplished can result in decreased performance and increase | unethical behavior
🗑
|
||||
| Tend to set goals higher | Optimists
🗑
|
||||
| Tend to set goals lower | Pessimists
🗑
|
||||
| In the __ __ schema, people scoring high in conscientiousness, extraversion, & openness & low in agreeableness & neuroticism also tend to set high goals | Big Five
🗑
|
||||
| __ __ goals are relevant | Properly set
🗑
|
||||
| Goals work best when there is a __ __ for their completion | Time frame
🗑
|
||||
| Several meta-analyses have indicated that __ in goal setting does not increase performance | Participating
🗑
|
||||
| Meta-analysis indicates that employee participation in goal setting increases __ to reaching a goal | Commitment
🗑
|
||||
| To __ __ of goal setting, feedback should be provided to employees on their progress in reaching their goals | increase effectiveness
🗑
|
||||
| Can include verbally telling employees how they are doing, placing chart on a wall, or using nonverbal communications | Feedback
🗑
|
||||
| Feedback best increases performance when it is __ & __ | Positive; informational
🗑
|
||||
| Feedback can decrease performance when it is __ & __ | Negative; controlling
🗑
|
||||
| Supervisors should indicate their willingness to provide feedback and then reinforce employees who seek it | To encourage employees to ask for feedback
🗑
|
||||
| Feedback is __ when it is given positively with goal of encouraging & reinforcing positive behavior | Constructive
🗑
|
||||
| For feedback to be effective it must be given when employees do something __, not only when they make __ | Properly; mistakes
🗑
|
||||
| Concept of self-regulation is a(n) __ on goal setting & feedback | Extension
🗑
|
||||
| With __ __ goals self-regulation becomes more difficult | multiple complex
🗑
|
||||
| In self-regulation, employees must make __ __ to be aware of their goals | conscious effort
🗑
|
||||
| In self-regulation, employees must monitor their __ __ | Goal progress
🗑
|
||||
| In self-regulation, employees must __ __ so that decisions can be made when encountering competing goals | set priorities
🗑
|
||||
| Essential strategy for motivating employees is to provide __ for employees to accomplish goals set by an organization | Incentives
🗑
|
||||
| Basis for incentive systems, which state that employees will engage in behaviors for which they are rewarded & avoid behaviors for which they are punished | Operant conditioning principles
🗑
|
||||
| Factor in determining effectiveness of incentive programs includes __ of incentives | Timing
🗑
|
||||
| Factor in determining effectiveness of incentive programs includes contingency of __ | Consequences
🗑
|
||||
| Factor in determining effectiveness of incentive programs includes __ of incentive used | Type
🗑
|
||||
| Factor in determining effectiveness of incentive programs includes use of __ versus __ incentives | Individual-based; group-based
🗑
|
||||
| Factor in determining effectiveness of incentive programs includes use of __ vs __ incentives | Positive; negative
🗑
|
||||
| Factor in determining effectiveness of incentive programs includes fairness of __ __ | reward system
🗑
|
||||
| Research indicates that a(n) __ is most effective if it occurs soon after the performance of the behavior | Reinforcer/punisher
🗑
|
||||
| Sometimes the timing of the consequence by itself | May not be enough
🗑
|
||||
| Reward & punishment must be made __ upon performance, and this must be clear to employees if the goal is motivation | Contingent
🗑
|
||||
| If reward/punishment cannot be administered immediately, employee must be told purpose of __ so link btwn behavior & outcome is clear | Consequence
🗑
|
||||
| Since different employees have different values, supervisor should have access to & be trained to administer different | Types of reinforcers
🗑
|
||||
| It is important to conduct periodic __ __ about what employees want because supervisors & employees often have different ideas about what is rewarding & important | Employment surveys
🗑
|
||||
| Need for variety is rewards is also | True of punishments
🗑
|
||||
| Best way to explain Premack Principle is to __ __ __ on which an employee lists his preferences for a variety of reinforcers | construct reinforcement hierarchy
🗑
|
||||
| When designed poorly incentive systems can result in | increased stress & decreased health/safety
🗑
|
||||
| Rather than providing financial incentives, many organizations reward employee behavior through | Recognition programs
🗑
|
||||
| Social recognition is considered | Informal recognition
🗑
|
||||
| Designed to make high levels of individual performance financially worthwhile | Individual incentive plans
🗑
|
||||
| problem with individual incentive plans is difficulty in __ individual performance | Measuring
🗑
|
||||
| problem with individual incentive plans is that they can foster __ among employees | Competition
🗑
|
||||
| problem with individual incentive plans is that for it to be effectively motivate employees it is essential that | Employees understand the system
🗑
|
||||
| Pay for performance & merit pay are __ __ individual incentive plans | Most common
🗑
|
||||
| Pay for performance is also called | Earnings-at-risk (EAR)
🗑
|
||||
| Pay for performance plan; being paid for each unit of something sold | commission
🗑
|
||||
| Pay for performance plan; being paid for each unit of something produced | Piecework
🗑
|
||||
| 1st step in creating more complicated pay-for-performance plan is to determine | Average/standard amount of production
🗑
|
||||
| Research indicates that employees paid flat rate plus __ __ perform at levels equal to employees who are paid on a piece-rate-plan | Performance bonus
🗑
|
||||
| Major difference btwn merit pay & pay for performance is that __ __ __ base their incentives on performance appraisal scores | merit pay systems
🗑
|
||||
| Merit pay is potentially good technique for jobs in which productivity is | difficult to measure
🗑
|
||||
| Employees are __ _ with merit pay if they help develop the system | Most satisfied
🗑
|
||||
| Increases are based on subjective performance appraisals | Biggest problems with merit pay
🗑
|
||||
| Some supervisor __ performance appraisal sores to __ their employee’s pay & positive feelings towards the supervisor | Inflate; increase
🗑
|
||||
| Supervisors will sometimes inflate performance appraisal ratings when they believe | Base salaries for certain positions are too low
🗑
|
||||
| Problem with merit pay is that __ or __ often changes with each fiscal year | Availability; amount
🗑
|
||||
| For merit pay to be successful, __ must be consistently available and amount must __ enough to motivate employees | Funding; great
🗑
|
||||
| Idea behind group-based/organization-based incentive plans, is to get employees to __ in success or failure of organization | Participate
🗑
|
||||
| group-based/organization-based incentive plans reward employees for | Reaching group goals
🗑
|
||||
| Problem with group-based/organization-based incentive plans is they can encourage | Social loafing
🗑
|
||||
| Problem with group-based/organization-based incentive plans is they can get so __ that they become difficult to explain | Complicated
🗑
|
||||
| Provide employees with a percentage of profits above a certain amount | Profit sharing
🗑
|
||||
| Profit sharing will motivate employees only if they understand link between | Performance and profits
🗑
|
||||
| Profit sharing will motivate employees only if employees believe that company has __ __ of making a profit | Reasonable chance
🗑
|
||||
| Gainsharing ties group-wide financial incentives to __ in organizational performance | Improvements
🗑
|
||||
| Gainsharing programs consist of cooperative/participative __ __ | Management philosophy
🗑
|
||||
| Gainsharing programs consist of incentive __ __ improvements | Based on
🗑
|
||||
| Gainsharing programs consist of group-based __ __ | Bonus formula
🗑
|
||||
| In Gainsharing, 1st company monitors __ __over some period of time to derive a baseline | performance measures
🗑
|
||||
| In Gainsharing, once company derives baseline, __ __ above the baseline are set | Productivity goals
🗑
|
||||
| In Gainsharing, once productivity goals are set, employees are told that they will receive bonuses for __ __ that the goal is reached | Each period
🗑
|
||||
| In Gainsharing, constant feedback is provided to employees on how current performance is | in relation to the goal
🗑
|
||||
| Review of Gainsharing studies indicates improvements in | Productivity, employee & union satisfaction
🗑
|
||||
| Review of Gainsharing studies indicates declines in | Absenteeism
🗑
|
||||
| Stock options represent the __ __ of organizational incentive plans | Most complicated
🗑
|
||||
| Stock options allow employees to share in __ __ of an organization | Long-term success
🗑
|
||||
| Expectancy theory consists of | Expectancy, instrumentality, & valence
🗑
|
||||
| Perceived relationship between amount of effort employee puts in & resulting outcome | Expectancy (E)
🗑
|
||||
| Extent to which outcome of worker’s performance, if noticed, results in particular consequence | Instrumentality (I)
🗑
|
||||
| Extent to which employee values particular consequence | Valence (V)
🗑
|
||||
| To predict employee’s level of motivation, expectancy theory, | Motivation = E (I x V)
🗑
|
||||
| In terms of expectancy, if employee believes no matter how hard they work they will never reach necessary level of performance, then | their motivation will probably be low
🗑
|
||||
| In terms of instrumentality, employee will only be motivated if their behavior | results in some specific consequence
🗑
|
||||
| In expectancy theory, for a behavior to have a desired consequence first behavior | Must be noticed
🗑
|
||||
| In expectancy theory, for a behavior to have a desired consequence second noticed behavior | Must be rewarded
🗑
|
||||
| For valence, if employee is rewarded, reward must be | Something they value
🗑
|
||||
| In addition to predicting employee effort, expectancy theory has been applied successfully to predict | Speeding by drivers & cheating by students
🗑
|
||||
| Expectancy theory can also be used to suggest ways to __ employee motivation | Change
🗑
|
||||
| Major criticism of expectancy theory involves | Components equation
🗑
|
||||
| Researchers have suggested that adding components, to expectancy theory equation, would be more appropriate than multiplication because | A zero in any component results in a prediction of zero motivation, even when other components are high
🗑
|
||||
| In expectancy theory, even though instrumentality & valence can be reliably measured, theory is most predictive when | People behave rationally and have an internal locus of control
🗑
|
||||
| Proponents of punishment to change employee behavior argue that is applied properly it not only reduces undesired behaviors but also | Sets an example for other employees
🗑
|
||||
| Opponents of punishment argue that it __ __ only in the short run | changes behaviors
🗑
|
||||
| Opponents of punishment argue that it does not __ employee proper behaviors | Teach
🗑
|
||||
| Opponents of punishment argue that it causes __ | Resentment
🗑
|
||||
| Punishment can cause employees to learn __ __ to break rules, rather than teaching them not to break rules | New methods
🗑
|
||||
| In comparing reward & punishment behaviors of leaders found that although both affect employee behaviors & attitudes, __ of effect is stronger for rewards | Magnitude
🗑
|
||||
| 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 | How fairly
🗑
|
||||
| In equity theory, if we feel we are being treated unfairly we attempt to change our __ or __ until situation appears to be fair | Beliefs; behaviors
🗑
|
||||
| Components in equity theory involved in perception of fairness include | Inputs, outputs, & input/output ratio
🗑
|
||||
| Inputs can include | Time, effort, education, & expertise
🗑
|
||||
| Outputs can include | Pay, benefits, challenge, & responsibility
🗑
|
||||
| According to equity theory, when employee’s ratio is lower than those of others, they will become | Dissatisfied & motivated to make ratios equal in one/more ways
🗑
|
||||
| to make ratios equal in one/more ways employees can seek __ __ by asking for a raise or more responsibility | Greater outputs
🗑
|
||||
| to make ratios equal in one/more ways employees can __ __, by not working as hard or reduce attendance | Reduce inputs
🗑
|
||||
| In equity theory, employees can restore equity by __ input/output ratio differences | Rationalizing
🗑
|
||||
| Research has supported idea that our motivation decreases when | Out input/output ratios are lower than others
🗑
|
||||
| Study found that employees’ motivation increased when coworkers received __ __ for their behavior | Appropriate sanctions
🗑
|
||||
| Degree of inequity employee feels when underpaid appears to be a function of whether employee | Chose actions that resulted in underpayment
🗑
|
||||
| When employee input/output ratio is higher than others, prediction would be that employee would | Still strive for equal ratios by increasing inputs of decreasing outputs
🗑
|
||||
| Organizational justice theory focuses on __ of how decisions are made | Process
🗑
|
||||
| Organizational justice theory focuses on __ of decisions | Outcomes
🗑
|
||||
| Organizational justice theory focuses on way in decisions & other info are __ to employees | Communicated
🗑
|
||||
| Process on how decision are made, in Organizational justice theory | Procedural justice
🗑
|
||||
| Outcomes of decisions, Organizational justice theory | Distributive justice
🗑
|
||||
| Way in which decisions & other info are communicated to employees, in organizational justice theory | Interactional justice
🗑
|
||||
| According to research, employees with high self-esteem are likely to | be motivated and perform well
🗑
|
||||
| According to research by Eden (1998), training supervisors to use the Pygmalion Leadership Style | does not increase subordinate self-esteem
🗑
|
||||
| __ needs are the third level of Maslow's hierarchy of needs | social
🗑
|
||||
| Brian assigns tasks that are challenging, yet achievable and specifically tells employees what he expects from them. It sounds like Brian believes in | goal setting theory
🗑
|
||||
| Operant conditioning focuses on | reinforcement of behavior
🗑
|
||||
| Benefits provide __ and variable pay provides __ | security; incentive
🗑
|
||||
| The sales manager for Clinton Inhalants has promised a $5,000 bonus to any sales representative who increases sales by 500%. According to the __ component of expectancy theory, this plan will not motivate employees | expectancy
🗑
|
||||
| Employees who work with highly motivated coworkers are likely to be ___ than employees who work with unmotivated coworkers | more motivated
🗑
|
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.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
lfrancois
Popular Psychology sets