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98 Cards in this Set
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- Back
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Individual emotional and cognitive motivation, particularly a focused intense, persistent and purposive effort toward work related goals. |
Employee Engagement |
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Top 8 drivers of employee engagement |
Employee rewards Employee wellness Empowered employee Workplace culture Career growth Brand alignment Workforce data Social relations |
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Drivers of employee engagement |
Goal setting Employee involvement Organizational justice Organizational comprehension Employee development opportunities Sufficient resources An appealing company vision and mission |
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- hardwired characteristics of the brain that correct deficiencies or maintain an internal equilibrium by producing emotions to energize individuals.- produce emotions that energize us to act on our environment. - innate and universal, which means that everyone has them and they exist from birth. - starting point of motivation because they generate emotions, which put people in a state of readiness to act on their environment.both words (emotion and motivation) originate from the same Latin word, movere, which means “to move.”
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Drives (primary needs) |
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- goal-directed forces that people experience. - motivational forces of emotions channeled toward particular goals to correct deficiencies or imbalances. - emotions we eventually become consciously aware of.
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Needs
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- developed by psychologist Abraham Maslow in the 1940s - a motivation theory of needs arranged in a hierarchy, whereby people are motivated to fulfill a higher need as a lower one becomes gratified. - a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid |
MASLOW’S NEEDS HIERARCHY THEORY
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Maslow organized these categories into a hierarchy that, from lowest to highest, are:
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1.physiological 2.safety 3.belongingness/love 4.esteem 5.self-actualization |
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(need for food, air, water, shelter, etc.) |
Physiological |
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(need for security and stability) |
Safety |
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(need for interaction with and affection from others) |
Belongingness/love |
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(need for self-esteem and social esteem/status) |
Esteem |
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(need for self-fulfillment, realization of one’s potential) |
Self-actualization |
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- arise due to deprivation and are said to motivate people when they are unmet. - they become activated when unfulfilled - the motivation to fulfill such needs will become stronger the longer the duration they are denied; “the longer a person goes without food, the hungrier they will become.”
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Deficiency Needs (D-needs)
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- is considered a pioneer in positive organizational behavior. |
Abraham Maslow |
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- do not stem from a lack of something, but rather from a desire to grow as a person. |
Growth/Being Needs (B-needs) |
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- highest level to reach once these growth needs have been reasonably satisfied. |
Self-actualization |
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– biological requirements for human survival, ex: air, food, drink, shelter, clothing, warmth, sex, sleep. If these needs are not satisfied, the human body cannot function optimally. Maslow considered physiological needs as the most important as all other needs become secondary until these needs are met. |
Physiological needs |
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– the need for security and safety become salient; people want to experience order, predictability and control in their lives. - can be fulfilled by family and society. |
Safety needs |
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– is the 3rd level of human needs as social and involves feelings of belongingness. human emotional need for interpersonal relationships, affiliating, connectedness, and being part of the group. |
Love and belongingness needs |
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– include self-worth, accomplishment and respect. |
Esteem needs |
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– realization of person’s potential, self-fulfillment, seeking personal growth and peak experiences. - the desire to accomplish everything that one can, to become the most that one can be. |
Self-actualization needs |
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– air, food, drink, shelter, clothing, warmth, sex, sleep. |
Biological and physiological needs |
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– protection from elements, security, order, law stability, freedom from fear. |
Safety needs |
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– friendship, intimacy, trust and acceptance, receiving and giving affection, and love. Affiliating, being part of a group (family, friends, work). |
Love and belongingness needs |
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– (i) esteem for oneself: dignity, achievement, mastery, independence: (ii)the need to be accepted and valued by others: status, prestige. |
Esteem needs |
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– knowledge and understanding, curiosity, exploration, need for meaning and predictability. |
Cognitive needs |
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– appreciation and search for beauty, balance, form etc. |
Aesthetic needs |
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– realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. A desire to accomplish everything that one can, to become the most that one can be. |
Self-actualization needs |
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- a person is motivated by values which transcend beyond the personal self: mystical experiences and certain experiences with nature, aesthetic experiences, sexual experiences, service to others, the pursuit of science, religious faith, etc. |
Transcendence needs |
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- motivation controlled by the individual and experienced from the activity itself. |
INTRINSIC MOTIVATION |
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- when people are motivated to receive something that is beyond their personal control for instrumental reasons. |
EXTRINSIC MOTIVATION |
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- further investigated the idea that need strength can be altered through social influences. - recognized that a person’s needs can be strengthened or weakened through reinforcement, learning, and social conditions. - examined three “learned” needs: achievement, affiliation, and power.
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LEARNED NEEDS THEORY David McClelland |
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- a learned need in which people want to accomplish reasonably challenging goals and desire unambiguous feedback and recognition for their success. |
Need for achievement (nAch) |
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- a learned need in which people seek approval from others, conform to their wishes and expectations, and avoid conflict and confrontation. |
Need for affiliation (nAff)
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- a learned need in which people want to control their environment, including people and material resources, to benefit either themselves (personalized power) or others (socialized power). |
Need for power (nPow) |
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- a motivation theory based on the innate drives to acquire, bond, learn, and defend that incorporates both emotions and rationality. |
FOUR-DRIVE THEORY |
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- regularly activated by our perceptions to seek fulfillment. |
Proactive |
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- This is the drive to seek out, take, control, and retain objects and personal experiences. It is a variation of the need for achievement, competence, status and self-esteem, and to some extent self-actualization. The drive to acquire also motivates competition. |
Drive to acquire and achieve |
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- This drive is a variation of the need for belonging and affiliation described by Maslow and McClelland. It explains why our self-concept is partly defined by associations with social groups. It may also explain why people who lack social contact are more prone to serious health problems. The drive to bond motivates people to cooperate and, consequently, is essential for organizations and societies. |
Drive to bond and belong |
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- This is similar to Maslow’s primary need to know. People are inherently curious and need to make sense of their environment and themselves. They are motivated to discover answers to unknown as well as conflicting ideas. To some degree, the drive to comprehend is related to self-actualization. |
Drive to comprehend and challenge |
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– is triggered by threat. |
Reactive |
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- This is the drive to protect ourselves physically, psychologically, and socially. Probably the first drive to develop, it creates a fight-or-flight response in the face of threat to our physical safety, our possessions, our self-concept, our values, and the well-being of others. |
Drive to define and defend |
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- a motivation theory based on the idea that work effort is directed toward behaviors that people believe will lead to desired outcomes. - offers more detail by predicting the goal-directed behavior where employees are most likely to direct their effort. - work effort is directed toward performance that people believe has the overall highest probability of achieving the desired outcomes. |
EXPECTANCY THEORY OF MOTIVATION |
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- individual’s perception that his or her effort will result in a particular level of performance |
E-to-P expectancy |
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- perceived probability that a specific behavior or performance level will lead to a particular outcome.
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P-to-O expectancy |
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- A valence is the anticipated satisfaction or dissatisfaction that an individual feel toward an outcome. |
Outcome valences |
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- are influenced by the individual’s belief that he or she can successfully complete the task – by assuring employees that they have the necessary skills and knowledge, clear role perceptions, and necessary resources to reach the desired levels of performance. |
Increasing E-to-P Expectancies |
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- measure employee performance accurately and distribute more valued rewards to those with higher job performance.
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Increasing P-to-O Expectancies
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- One size does not fit all when motivating and rewarding people. - individualize rewards by allowing employees to choose the rewards of greatest value to them.
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Increasing Outcome Valences |
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- explain how people learn probabilities of successful performance (E-to-P expectancies) as well as probabilities of various social cognitive theory outcomes from that performance (P-to-O expectancies). |
ORGANIZATIONAL BEHAVIOR MODIFICATION AND SOCIAL COGNITIVE THEORY |
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- a theory that explains employee behavior in terms of the antecedent conditions and consequences of that behavior. |
Organizational Behavior Modification (OB Mod) |
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- dominant paradigm about managing individual behavior. |
Behaviorism |
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- OB Mod attempts to change behavior (B) by managing its antecedents (A) and consequences (C). |
A-B-Cs of OB Mod |
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- events following a particular behavior that influence its future occurrence. |
Consequences |
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- events preceding the behavior, informing employees that a particular action will produce specific consequences |
Antecedents |
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– are the 4 types of consequences. |
Contingencies of reinforcement |
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- occurs when the introduction of a consequence increases or maintains the frequency or future probability of a specific behavior. |
Positive reinforcement |
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- occurs when a consequence decreases the frequency or future probability of a specific behavior occurring. |
Punishment |
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- occurs when the target behavior decreases because no consequence follows it. |
Extinction |
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- occurs when the removal or avoidance of a consequence increases or maintains the frequency or future probability of a specific behavior. |
Negative reinforcement |
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- frequency and timing of reinforcers. |
Schedules of Reinforcement |
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- providing positive reinforcement after every occurrence of the desired behavior. |
Continuous reinforcement |
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- employee behavior is reinforced after a variable number of times. |
Variable ratio schedule |
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- a theory that explains how learning and motivation occur by observing and modeling others as well as by anticipating the consequences of our behavior. - states that much learning occurs by observing and modeling others as well as by anticipating the consequences of our behavior. |
SOCIAL COGNITIVE THEORY |
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- People learn the consequences of behavior by observing or hearing about what happened to other people, not just by directly experiencing the consequences. |
Learning Behavior Consequences |
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- people learn by imitating and practicing their behaviors.
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Behavior Modeling |
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- human beings set goals and engage in other forms of intentional, purposive action. They establish their own short- and long-term objectives, choose their own standards of achievement, work out a plan of action, consider backup alternatives, and have the forethought to anticipate the consequences of their goal-directed behavior. |
Self-Regulation |
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- reinforcement that occurs when an employee has control over a reinforcer but doesn’t “take” it until completing a self-set goal. |
self-reinforcement |
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- the process of motivating employees and clarifying their role perceptions by establishing performance objectives. |
Goal setting |
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SMARTER |
Specific Measurable Achievable Relevant Time-framed ExcitingReviewed |
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- Goals lead to better performance when they are specific. Specific goals state what needs to be accomplished, how it should be accomplished, and where, when, and with whom it should be accomplished. |
Specific |
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- Goals need to be measurable because motivation occurs when people have some indication of their progress and achievement of those goals. This measurement ideally includes how much (quantity), how well (quality), and at what cost the goal was achieved. |
Measurable |
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- One of the trickiest aspects of goal setting is developing goals that are sufficiently but not overly challenging. Easy goals - performance that is well below the employee’s potential. Goals that are too challenging - to reduced effort if employees believe there is a low probability of accomplishing them (i.e., low E-to-P expectancy). |
Achievable |
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- Goals need to be relevant to the individual’s job and within his or her control. For example, a goal to reduce waste materials would have little value if employees don’t have much control over waste in the production process. |
Relevant |
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- Goals need a due date. They should specify when the objective should be completed or when it will be assessed for comparison against a standard. |
Time-framed |
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- Goals tend to be more effective when employees are committed to them, not just compliant. Challenging goals tend to be more exciting they are more likely to fulfill a person’s growth needs when the goal is achieved. |
Exciting |
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- The motivational value of goal setting depends on employees receiving feedback about reaching those goals. Effective feedback requires measurement, but it also includes reflecting or discussing with others your goal progress and accomplishment. |
Reviewed |
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- information that lets us know whether we have achieved the goal or are properly directing our effort toward it—is a critical partner with goal setting. |
FEEDBACK |
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- information should refer to specific metrics. |
Specific and relevant |
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- information should be available soon after the behavior or results occur so that employees see a clear association between their actions and the consequences. |
Timely |
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- employees are more likely to accept this information from trustworthy and believable sources. |
Credible |
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– (1) employee’s knowledge and experience with the task; (2) how long it takes to complete the task. |
Sufficiently frequent |
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- a positive organizational behavior approach to coaching and feedback that focuses on building and leveraging the employee’s strengths rather than trying to correct his or her weaknesses.
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Strengths-based coaching (appreciative coaching)
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- information about an employee’s performance collected from a full circle of people, including subordinates, peers, supervisors, and customers.
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Multisource (360-degree) feedback |
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2 FORMS OF Organizational Justice: |
Distributive justice Procedural justice |
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- perceived fairness in the individual’s ratio of outcomes to contributions relative to a comparison other’s ratio of outcomes to contributions.
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Distributive justice |
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- perceived fairness of the procedures used to decide the distribution of resources. |
Procedural justice |
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- a theory explaining how people develop perceptions of fairness in the distribution and exchange of resources. - employees determine feelings of equity by comparing their own outcome–input ratio to the outcome–input ratio of some other person. |
EQUITY THEORY |
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- when we believe that everyone in the group should receive the same outcomes. |
Equality principle |
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- when we believe that those with the greatest need should receive more outcomes than others with less need. |
Need principle |
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- people should be paid in proportion to their contribution. |
Equity principle |
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- is the value of the outcomes you receive divided by the value of the inputs you provide in the exchange relationship. |
Outcome–input ratio |
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- include things such as skill, effort, reputation, performance, experience, and hours worked. |
Inputs |
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– are what employees receive from the organization such as pay, promotions, recognition, interesting jobs, and opportunities to improve one’s skills and knowledge. |
Outcomes |
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- people believe that their outcome–input ratio is similar to the ratio of the comparison other. |
Equity |
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- people believe their outcome–input ratio is lower than the comparison other’s ratio. |
Underreward inequity |
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- people believe their ratio of outcomes–inputs is higher than the comparison other’s ratio.
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Overreward inequity |
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- negative emotions experienced when people believe they are under- or overrewarded. |
Inequity tension |
