13506794
Description
Flashcards by mark tompkins, updated more than 1 year ago
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Created by mark tompkins
over 6 years ago
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| Question | Answer |
| What is motivation? | Psychological process that causes direction, intensity, and persistence of voluntary actions that are goal directed |
| What are the three things that affects motivation? | -Individual differences -The situation -The organizational context |
| Formula for Performance | Performance = F( Motivation x Ability x Environment). Poor performance does not = a lack of motivation. |
| Vrooms’s Expectancy Theory (VIE) | Expectancy "Can I do the task?” Instrumentality ”Will I be rewarded for succeeding?” Valence ”Do I want the reward?” |
| What will happen if one of the VIE (Valence, Expectancy, or Instrumentality) is 0. | no motivation if any are zero (Motivation increases as you add desired outcomes linked to performance) |
| What is Self-Efficacy? | A person’s belief about his/her ability to successfully accomplishing a specific task. Low S.E. = learned helplessness High S.E = maximum performance |
| How can self-efficacy be increased? | - Mastery experiences - Feedback - Modeling - Social persuasion Managers, coworkers, job design, training, and rewards can provide some or all of these |
| What are the basics of Goal Setting Theory | - Goal Specificity "Specific goals are better than “do your best” goals - Goal Difficulty "Difficult goals are better than easier goals" |
| What is the definition of Stretch Goals | By definition, it is a goal that you don’t know how to reach. Stretch goals should be supplementary to other goals |
| What does the S stand for in Practical Applications: SMARTER | Specific – What, how, where, when, and with whom the task needs to be accomplished |
| What does the M stand for in Practical Applications: SMARTER | Measurable – how much, how well, at what cost |
| What does the A stand for in Practical Applications: SMARTER | Achievable – challenging, yet accepted |
| What does the R stand for in Practical Applications: SMARTER | Relevant – within employee’s control |
| What does the T stand for in Practical Applications: SMARTER | Time-framed – due date and when assessed |
| What does the E stand for in Practical Applications: SMARTER | Exciting – employee commitment, not just compliance |
| What does the R stand for in Practical Applications: SMARTER | Reviewed – feedback and recognition on goal progress and accomplishment |
| Distributive Justice is | Fairness of the outcomes Affects attitudes towards personal outcomes |
| Procedural Justice is | Fairness of the process Affects attitudes towards the organization |
| Interactional/Interpersonal Justice is | Fairness of the enactment of the process (i.e., treatment) Affects attitudes towards management |
| What are the three rules for allocating resources for distributive justice | Equity – resources are distributed to employees with respect to their abilities or contributions Equality – resources are distributed so each person gets the same outcome, regardless of their contributions Need – resources are distributed to the person who needs them more |
| Adam’s Equity Theory | Inputs -- what employee brings/gives to the job (skill, age, education and so on) Outcomes -- what the employee receives from the job (salary, benefits and so on) Comparison |
| What does Information Justification mean | giving people adequate information about procedures that affect them |
| Basics of Reinforcement Theory | decisions concerning present or future behaviors are largely influenced by the consequences of rewards associated with past behaviors |
| Reinforcement Schedules Continuous | Each time behavior occurs it is reinforced |
| Reinforcement Schedules Fixed interval | At fixed time intervals, the behavior is reinforced |
| Reinforcement Schedules Variable interval | At random time intervals the behavior is reinforced |
| Reinforcement Schedules Fixed ratio | After a fixed number of occurrences, the behavior is reinforced |
| Reinforcement Schedules Variable ratio | After a random number of occurrences, the behavior is reinforced. (Variable ratio is considered the best) |
| What are some arguments for Monetary rewards as reinforcement | -Money is close to an universal motivator -Monetary rewards convey symbolic meaning -Money supplements intrinsic rewards -High performers expect pay-for-performance and are more likely to quit if they don’t receive adequate levels |
| What are some arguments against Monetary rewards as reinforcement | -Rewards punish -Rewards rupture relationships -Rewards ignore reasons for problems -Rewards discourage risk taking -Rewards undermine interest |
| Did you know...... | 83% of companies with a pay-for-performance system indicate that their incentive plan was “only somewhat successful or not working at all" |
| What does Job Design increase | With job design the idea is to try to increase INTRINISC motivation (i.e., more effort and persistence). This compliments other motivational strategies (i.e., goals, self-efficacy, expectancy, reinforcement, etc.)…..once implemented, they run themselves… |
| Herzberg Motivation-Hygiene Theory | |
| Job Characteristics Theory | |
| What are some recent Advances in Motivation Theory and Research | Positive Affect High positive affect = active, enthusiastic, excited, alert Negative Affect High negative affect = distressed, nervous, angry, hostile |
| Work moods can..... | influence the performance of individuals or groups |
| What are the three Antecedents of Work Moods | -Individual Affective disposition (i.e., personality) -Group Group characteristics -Organization Design of work space, office layout, etc. |
| The Pygmalion Effect is | A persistently held belief in a person or subject such that the belief becomes a reality. Overwhelming evidence indicates that the expectations you have of others impact their behavior and subsequent performance. |
| Is the Pygmalion effect necessarily intentional? | Can be unintentional and subtle – individuals respond to the cues and adjust their behavior accordingly |
| How should you use The Pygmalion Effect? | Set high goals, facilitation, feedback Stay positive – expect success! Learn to use and recognize information that can be used to boost an individual’s expectations |
| Did you know..... | The Pygmalion Effect may have a limited effect on performance over time (i.e., effects diminish over time). However, it is still crucial because confidence early in a task has an impact on performance. After a task is well-learned, one can then focus more on goals, etc. |
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