Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
92 Cards in this Set
- Front
- Back
|
Processes that account for an individual's intensity, direction, and persistence of effort toward attaining a goal. |
Motivation |
|
|
Maslow's creation. Hypothesized that within every human being, there exists a hierarchy of 5 needs |
Maslow's Hierarchy of needs |
|
|
5 Needs in the Hierarchy of Needs |
Physiological, Safety, Social, Esteem, Self-Actualization |
|
|
Managers believe employees inherently dislike work and must therefore be directed or even coerced into performing it (thus assuming that lower-order needs dominate) |
Theory X |
|
|
Managers assume employees can view work as being as natrual as rest or play, and therefore the average person can learn to accept, and even seek, responsibility (thus assuming that higher-order needs motivate) |
Theory Y |
|
|
Herzberg's theory - Also called Motivation-Hygiene Theory |
Two-Factor Theory |
|
|
Quality of supervision, pay, company policies, physical working conditions, relationships with others, and job security |
Hygiene Factors |
|
|
David McClelland's theory |
McClelland's Theory of Needs |
|
|
Three Needs in McClelland's Theory of Needs |
Need for Achievement, Need for Power, Need for Affiliation
|
|
|
Proposes that people prefer to feel they have control over their actions, so antyhing that makes a previously enjoyed task feel more like an obligation rather than a freely chosen activity will undermine motivation |
Self-Determination Theory
|
|
|
A complementary theory that hypothesizes that extrinsic rewards will reduce intrinsic interest in a task |
Cognitive Evaluation Theory
|
|
|
Considers how strongly people's reasons for pursuing goals are consistent with their interests and core values
|
Self-Concordance
|
|
|
Reveals impressive effects of goal specificity, challenge, and feedback on performance
|
Goal-setting Theory
|
|
|
Strive for advancement and accomplishment, and approach conditions that move them closer toward desired goals
|
Promotion Focus
|
|
|
Strive to fulfill duties and obligations and avoid conditions that pull them away from desired goals
|
Prevention Focus
|
|
|
Emphasizes participatively set goals that are tangible, verifiable, and measurable
|
Management by Objectives |
|
|
Social cognitive theory, or social learning theory, refers to an individual's beliefe that he is capable of performing a task |
Self-efficacy Theory
|
|
|
Employees compare what they get from their jobs (pay, promotions, recognition) to what they put into it (effort, experience, education) |
Equity Theory |
|
|
Fairness in the workplace |
Organizational Justice |
|
|
Concerned with the fairness of the outcomes, such as pay and recognition that employees receive |
Distributive Justice
|
|
|
Examines how outcomes are allocated |
Procedural Justice
|
|
|
Reflects whether managers provide employees with explanations for key decisions and keep them informed of important organizational matters |
Informational Justice
|
|
|
Relevant to the interactions between managers and employees |
Interpersonal Justice
|
|
|
One of the most widely accepted explanations of motivation - By Victor Vroom |
Expectancy Theory
|
|
|
Three relationships in the Expectancy Theory |
Effort-Performance Relationship, Performance-Reward Relationship, Rewards-Personal Goals Relationship
|
|
|
The investment of an employee's physical, cognitive, and emotional energies into job performance |
Job Engagement
|
|
|
Suggest that the way the elements of a job are organized can influence employee effort |
Job Design
|
|
|
Developed by J. Richard Hackman and Greg Oldham, this model describes jobs by five core dimensions |
Job Characteristics Model
|
|
|
5 dimensions of the Job Characteristics Model
|
Skill variety, task identity, task significance, autonomy, feedback
|
|
|
Periodic shifting of an employee from one task to another with similar skill requirements at the same organizational level
|
Job Rotation, also called cross-training
|
|
|
Expands jobs by increasing the degree to which the worker controls the planning, execution, and evaluation of the work |
Job Enrichment
|
|
|
Employees must work a specific number of hours per week but may vary their hours of work within limits |
Flextime, short for flexible work time |
|
|
Allows two or more individuals to split a traditional forty-hours-a-week job |
Job Sharing
|
|
|
Working at home at least two days a week on a computer linked to the employer's office |
Telecommuting
|
|
|
Participative process that uses employees' input to increase their commitment to organizational success |
Employee Involvement
|
|
|
Subordinates share a significant degree of decision-making power with their immediate supervisors. For this to be effective, followers must have trust and confidence in their leaders. This has at times been considered a panacea for poor morale and low productivity |
Participative Management
|
|
|
Redistributes power within an organization, putting labor on a more equal footing with the interests of management and stockholders by letting workers be represented by a small group of employees who participate in decision making |
Representative Participation |
|
|
Piece-Rate, Merit-based, skill-based, profit sharing, gain-sharing, and employee stock ownership plans are all forms of this |
Variable-Pay Program
|
|
|
Long been popular as a means of compensating production workers with a fixed sum for each unit of production |
Piece-Rate Pay Plan |
|
|
Pays for individual performance based on performance appraisal ratings |
Merit-Based Pay Plan |
|
|
Significant component of total compensation for many jobs |
Bonus
|
|
|
Alternative to job-based pay that centers pay levels on how many skills employees have or how many jobs they can do |
Skill-based Pay
|
|
|
Distributes compensation based on some established formula designed around a company's profitability |
Profit-Sharing Plan
|
|
|
Formula-based group incentive plan that uses improvements in group productivity from one period to another to determine the total amount of money allocated |
Gainsharing
|
|
|
Company-established benefit plan in which employees acquire stock, often at below-market prices, as part of their benefits |
Employee Stock Ownership Plan
|
|
|
Individualize rewards by allowing individuals to choose the compensation package that best satisfies his current needs and situation |
Flexible Benefits
|
|
|
Defined by the organization's structure, with designated work assignments establishing tasks. the behavior team members should engage in are stipulated by and directed toward organizational goals. |
Formal Group
|
|
|
Neither formally structured nor organizationally determined. This meets the need for social contact. |
Informal Group
|
|
|
Characterizes groups as proceedings through the distinct stages of forming, storming, norming, performing, and adjourning. |
Five-Stage Group-Development Model |
|
|
Characterized by uncertainty about the group's purpose, structure, and leadership. Members determine acceptable behavior for themselves in the group by trial and error. this stage is complete when members have begun to think of themselves as part of the group. |
Forming Stage
|
|
|
One of intragroup conflict. Members accept the group but resist the constraints it imposes on individuality. There is conflict over who will control the group. |
Storming Stage
|
|
|
Close relationships develop and the group demonstrates cohesiveness. There is a strong sense of group identity and camaraderie. |
Norming Stage
|
|
|
The structure is now fully functional. Group energy has advanced from understanding each other to performing the task at hand. |
Performing Stage
|
|
|
The stage for wrapping up activities and preparing to disband. This stage only applies to committees, teams, task forces, and similar groups that have a limited scope of work.
|
Adjourning Stage
|
|
|
1) The first meeting sets the group's direction
2) The first phase of group activity is one of inertia and thus slower progress 3) A transition takes place exactly when the group has used up half its allotted time 4) This transition initiates major changes 5) A second phase of inertia follows the transition 6) The group's last meeting is characterized by markedly accelerated activity |
Punctuated - Equilibrium Model |
|
|
Our view of how we're supposed to act in a given situation |
Role Perception
|
|
|
A set of expected behavior patterns attributed to someone occupying a given position in a social unit
|
Role
|
|
|
The way others believe you should act in a given context |
Role Expectation
|
|
|
When compliance with one role requirement may make it difficult to comply with another
|
Role Conflict
|
|
|
Acceptable standards of behavior shared by their members that express what they ought and ought not to do under certain circumstances
|
Norms
|
|
|
Providing explicit cues about how hard members should work, how to do the job, what level of tardiness is appropriate, and the like
|
Performance Norm
|
|
|
Dress codes, unspoken rules about when to look busy
|
Appearance Norms
|
|
|
With whom to eat lunch, whether to form friendships on and off the job
|
Social Arrangement Norms |
|
|
Assignment of difficult jobs, distribution of resources like pay or equipment |
Resource Allocation Norms |
|
|
People conform to the important groups to which they belong or hope to belong. It's a group in which a person is aware of other members, defines himself as a member or would like to be a member, and feels group members are significant to him. |
Reference Groups
|
|
|
Also called antisocial behavior or workplace incivility, this is voluntary behavior that violates significant organizational norms and, in doing so, threatens the well-being of the organization or its members. |
Deviant Workplace Behavior
|
|
|
A socially defined position or rank given to groups or group members by others |
Status
|
|
|
1) The power a person wields over others 2) A person'a ability to contribute to group goals 3) An individual's personal characteristics |
Three Sources of status according to the Status Characteristics Theory
|
|
|
The tendency for individuals to expend less effort when working collectively than alone |
Social Loafing
|
|
|
The degree to which members are attracted to each other and motivated to stay in the group |
Cohesiveness
|
|
|
The degree to which members of the group are similar to, or different from, one another |
Diversity
|
|
|
Perceived divisions that split groups into two or more subgroups based on individual differences such as sex, race, age, work experience, and education |
Faultlines
|
|
|
Relates to norms and describes situations in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views |
Groupthink |
|
|
Describes the way group members tend to exaggerate their initial positions when discussing alternatives and arriving at a solution |
Groupshift |
|
|
Members meet face to face and rely on both verbal and nonverbal interaction to communicate |
Interacting Groups
|
|
|
This can overcome the pressures for conformity that dampen creativity by encouraging any and all alternatives while withholding criticism. |
Brainstorming
|
|
|
This restricts discussion or interpersonal communication during the decision-making process |
Nominal Group Technique
|
|
|
A group that interacts primarily to share information and make decisions to help each member perform within that member's area of responsibility |
Work Group
|
|
|
Generates positive synergy through coordinated effort |
Work Team
|
|
|
Rarely have the authority to unilaterally implement any of their suggestions, but if their recommendations are paired with implementation processes, some significant improvements can be realized |
Problem-Solving Teams
|
|
|
Groups of employees who perform highly related or interdependent jobs; these teams take on some supervisory responsibilities |
Self-Managed Work Teams
|
|
|
Made up of employees from about the same hierarchical level but difference work areas who come together to accomplish a task |
Cross-Functional Teams
|
|
|
Use computer technology to unite physically dispersed members to achieve a common goal
|
Virtual Teams
|
|
|
Collections of two or more interdependent teams that share a superordinate goal
|
Multiteam Systems
|
|
|
Suggest that diversity in attributes such as age or the date of joining should help us predict turnover
|
Organizational Demography
|
|
|
When teams reflect on and adjust their master plan when necessary |
Reflexivity |
|
|
Organized mental representations of the key elements within a team's environment that team members share |
Mental Models |
|
|
Important source of increasing self-efficacy, that is, gaining relevant experience with the task or job |
Enactive Mastery
|
|
|
Becoming more confident because you see someone else doing the task |
Vicarious Modeling |
|
|
Becoming more confident because someone convinces you that you have the skills necessary to be successful |
Verbal Persuasion |
|
|
Leads to an energized state, so the person gets "psyched up" and performs better |
Arousal |
|
|
The best way for a manager to use verbal persuasion is through this effect. Form of self-fulfilling prophecy in which believing something can make it true |
The Pygmalion or Galatea Effect |
