Motivation-Mgt

Front 1

What are the five needs in Maslow’s hierarchy of needs?

Back 1

Maslow believed that people are motivated to satisfy five categories of needs:

1) Physiological-need for food, water, air, and sex.
2) Safety-need for security, stability, and freedom from fear or threat.
3) Social-need for friendship, affection, acceptance, and interaction with others.
4) Esteem-need for personal feelings of achievement, self-esteem, and recognition and respect from peers.
5) Self-actualization-a feeling of self-fulfillment or the realization of one’s potential. MAXIMUM PERSONAL MOTIVATION, THE NEED FOR GROWTH AND DEVELOPMENT, BE ALL THAT YOU CAN BE.

Front 2

According to Maslow, what motivates your behavior?

Back 2

According to Maslow, people are motivated by the lowest unsatisfied need in the hierarchy.

Front 3

What does Maslow believe about satisfied needs?

Back 3

According to Maslow, satisfaction of a need triggers dissatisfaction at the next higher level

Front 4

What needs are typically unsatisfied in most organizations? Why is this the case? What would help satisfy these needs?

Back 4

Esteem and self-actualization needs are often unsatisfied in organizations

Front 5

What need is the highest level of personal motivation? How many people reach this level? Is it ever fully satisfied or fulfilled?

Back 5

• Maslow thought that the drive for self-actualization was Universal, but he also thought that it was rarely if ever achieved and never fully fulfilled. Maslow used Einstein, Bach, Lincoln, and Jefferson as examples of self-actualization.

Front 6

What does the research say about Maslow’s hierarchy of needs?

Back 6

There is very little evidence to support Maslow’s need-hierarchy theory.

There is very little evidence to support Maslow’s need-hierarchy theory.

Front 7

How would you apply Maslow’s theory of motivation if you were a manager?

Back 7

1) Managers should keep in mind that motivation is generally determined by multiple needs. The belief that only one factor accounts for motivation is usually an oversimplification.
2) Managers must identify most important needs and link need satisfaction to good performance. So, according to this theory, an organization must be flexible and tailor the incentives to individual employees, if they are striving to maximize employee contributions. Very difficult and time consuming to accomplish.
3) Managers need to realize needs change from time to time and from situation to situation. People will be at different levels at different times.
4) Managers need to create a climate in which an employee can maximize his/her potential.
5) Failure to provide work-related opportunities for need satisfaction is likely to lead to employee frustration, reduced output, and increased turnover.
6) The theory implies that since most employees are motivated by higher-level needs, their jobs should be designed to allow these higher-level needs to be satisfied at work. This runs counter to the recent emphasis on simplification of jobs.

Front 8

What are the three needs in ERG theory that can motivate behavior?

Back 8

1. Existence Needs – similar to Maslow’s physiological and safety needs.
2. Relatedness Needs – similar to Maslow’s social and self-esteem needs.
3. Growth Needs – similar to Maslow’s self-actualization need.

Front 9

13. What does Alderfer’s ERG theory say about a satisfied need?

Back 9

• The major difference between the two approaches (Maslow’s and Alderfer’s):
1) Maslow and Alderfer both agree on “fulfillment progression”-once a need is satisfied, you move up the hierarchy (Maslow) or the continuum (Alderfer).
2) Alderfer however postulates “frustration-regression”. This is the unique contribution of Alderfer’s theory. Alderfer feels that when higher level needs aren’t satisfied, the individual regresses and tries to gain additional gratification at lower levels of needs.

Front 10

What does Herzberg say is the opposite of job satisfaction? The opposite of job dissatisfaction?

Back 10

• He suggests that the opposite of job satisfaction is not job dissatisfaction, but no job satisfaction. He also suggested that the opposite of job dissatisfaction is no job dissatisfaction.

Front 11

What is a motivator factor and what is it related to in 2-factor theory? (be able to recognize what are motivators on the job). Motivators are like what needs in Maslow’s hierarchy?

Back 11

• These factors produced job satisfaction. He thought that these were directly related to job content, reflecting a need for personal fulfillment. Motivators include achievement, recognition, and work itself, responsibility, advancement, and personal growth. Motivators are roughly equivalent to the two upper level needs of Maslow’s hierarchy of needs. INTRINSIC FACTORS

Front 12

17. What is a hygiene factor and what is it related to in 2-factor theory? (be able to recognize what are hygienes on the job). Hygienes are like what needs in Maslow’s hierarchy?

Back 12

• These factors are related to job dissatisfaction. Presence of these leads to no job dissatisfaction, whereas absence of these factors led to job dissatisfaction. He thought that these were directly related to job context (work setting). Hygienes include company policies and administration, supervision, relations with one’s supervisors and peers, working conditions, and pay. Hygienes are roughly equivalent to the three lower level needs in Maslow’s hierarchy of needs. EXTRINSIC FACTORS

Front 13

What are the problems with Herzberg’s 2-factor theory?

Back 13

1) Some people’s hygienes (pay, etc.) are other people’s motivators.
2) The sample Herzberg based his theory on (Accountants and Engineers) is not representative of the total work force. Research has shown differences in work preferences of professional and nonprofessional employees.
3) The manner (interviews using the critical incidents technique) in which Herzberg gathered information for his theory was faulty. People attribute success to their own achievements (job content-motivator factors) and failure to factors beyond their control (job context-hygiene factors). This is known as the self-serving bias.
4) It is a one best-way theory of motivation. It assumes that all employees will be motivated by job enrichment.

Front 14

What is the basic premise behind goal setting theory?

Back 14

Goal setting theory is a cognitive model that assumes that there is a direct relationship between our intentions (goal) and our behavior (performance/motivation).

Front 15

How does participation in goal setting increase performance?

Back 15

• Concerning participation in goal setting, research has shown that participation in goal setting can have a positive effect on effort and performance when this participation leads to greater goal acceptance (STEP 1) and this greater goal acceptance, in turn, leads to improved performance (STEP 2). Thus, participation in goal setting is characterized by a two-step model.

Front 16

When does participation in goal setting not work?

Back 16

• This is especially true when the organizational climate is distrustful, when management and labor do not trust each other, when participation does not fit the manager’s style, and when the employee does not want to participate.

Front 17

What is the autocratic tell-sell method of goal setting? When do you use it?

Back 17

• The answer is that the autocratic manager must not only tell the subordinates what their goals are but she must also sell them to these goals, 2) the importance of the goals in terms of the subordinates performance, the work-units’ performance, and the overall organization’s performance, and 3) the value of these goals to the subordinate. Through the use of tell and sell, the autocratic manager can increase goal acceptance.

Front 18

In reinforcement theory, what is Thorndike’s law of effect?

Back 18

• This principle states that behaviors that are followed by positive consequences tend to be repeated whereas behaviors that are followed by negative or no consequences will tend not to be repeated. Thus, the consequence or the effect of the behavior determines the behavior’s frequency.

Front 19

What is positive reinforcement? What does it do to the frequency of the behavior?

Back 19

Positive Reinforcement: providing a positive consequence when a behavior occurs. This increase the likelihood that the behavior will be repeated in the future. It increases frequency of that behavior

Front 20

What is negative reinforcement? What does it do to the frequency of the behavior?

Back 20

• Negative Reinforcement: (avoidance learning)-the taking away of a negative consequence when a behavior occurs. This increases the likelihood that the behavior will be repeated in the future. The person learns by avoiding something negative. It increases the frequency of the behavior.

Front 21

What is extinction? What does it do to the frequency of the behavior?

Back 21

Extinction: no consequence (i.e. withhold positive consequences) is provided when a behavior occurs. “If you ignore it long enough it will go away.” This decreases the likelihood that this behavior will be repeated in the future. It decreases the frequency of the behavior.

Front 22

What is an extinction spike?

Back 22

The problem with extinction is that there is usually an increase in frequency of the undesirable response/behavior for a period of time soon after extinction has begun. This is called an extinction spike.

Front 23

What is punishment? What does it do to the frequency of the behavior?

Back 23

Punishment: providing negative consequences when a behavior occurs. This will reduce the likelihood that the behavior will be repeated in the future. This will decrease the frequency of the behavior.

Front 24

What are the problems with punishment?

Back 24

Problems with punishment are that it doesn’t replace the bad behavior with a good behavior; it may result in aggression against the punisher, negative feelings, apathy on the part of the worker, etc.;

Front 25

What is the leave-alone zap trap? What does the manager do when you perform well? What does the manager do when you perform poorly or make a mistake?

Back 25

Often times, managers manage by exceptions or by leave-alone zap. That is, when you perform well, they leave you alone, do nothing. They give you no consequence (EXTINCTION) for high performance. This is the most frequent consequence the leave-alone zap manager uses. However, when you make a mistake, the manager zaps you-punishes you in order to get you to stop the undesired behavior.

Front 26

What kind of work climate is created by the leave-alone zap manager?

Back 26

This creates an atmosphere based on avoidance and fear. Employees become alienated and frustrated. They start avoiding the manager and hide problems from them. An unproductive work climate is born!

Front 27

How do you overcome the leave-alone zap trap as a manager?

Back 27

In order to avoid this trap, managers need to manage by walking around (MBWA) and through monitoring behavior, catch people doing things right and provide positive consequences for good behavior.

Front 28

How many positive consequences to every negative consequence does it take for your subordinate not to perceive you as a punisher, in general?

Back 28

The critical number of “atta-boys or atta-girls” to “awh, craps!” has been shown to be 4 to 1!

Front 29

What is the jelly bean motivation trap? How does it affect motivation and performance? How do you overcome it? Rewards are only meaningful when they are tied to what?

Back 29

You need to avoid this trap that across the board incentives will motivate behavior! Everybody gets the same positive consequence, regardless of their performance. Thus, the positive consequence has no meaning (it’s not special) because it’s not tied to performance. It does not improve performance.

Front 30

What is the rewarding on assumed needs trap? What do you turn a reward into when you fall into this trap? How do you avoid this trap?

Back 30

To have a productive and satisfying work environment, you need to make a contract between yourself and your employee upfront, that if the employee helps you to achieve the company goals then you will provide him with things that will satisfy his needs. One of the problems you run into in organizations is that supervisors often think they can figure out what motivates their employees by themselves. One of the things that we need to do in order to avoid this trap is to ask the people (people are unique) what it takes to get them motivated.

Front 31

What is the concern of equity theory?

Back 31

This theory is concerned with defining what individuals in our society consider to be equitable (fair) and their reactions to being in situations they perceive as unfair.

Front 32

What are the four basic postulates or tenants of equity theory?

Back 32

1) Individuals strive to create and maintain a state of equity.
2) When a state of inequity is perceived, it creates tension which the individual is motivated to reduce or eliminate it.
3) The greater the magnitude of perceived inequity, the greater is the motivation to act to reduce the state of tension.
4) Individuals should perceive an unfavorable inequity (e.g., receiving too little pay) more readily than a favorable one.

Front 33

What is the difference between equity and equality?

Back 33

A state of equity exists when the ratios are equal. Equality exist when numbers are equal.

Front 34

What is more important in equity theory: perception or reality?

Back 34

It is perceived not actual equity.

Front 35

What is favorable inequity? Unfavorable inequity?

Back 35

There are two types of inequity: unfavorable (one that hurts you) and favorable (one that benefits you).

Front 36

When faced with unfavorable inequity, what are the different ways one can use to restore equity?

Back 36

Equity Theory suggests several ways to restore unfavorable inequity to a state of equity:
1) Reduce quantity of work.
2) Reduce quality of work.
3) Convince boss to give you a raise.
4) Convince your co-worker (comparison other) to reduce his inputs/outcomes.
5) Quit your job.
6) Select a different comparison other (one that gives you a state of equity).
7) Distort your inputs or outcomes.
8) Distort inputs and/or outcomes of your comparison other.

Front 37

When faced with unfavorable inequity, how do people normally restore equity? (behaviorally or cognitively)

Back 37

Thus, for most people when they underpaid they will try to restore equity through behavioral means.

Front 38

When faced with favorable inequity, how do people normally restore equity? (behaviorally or cognitively)

Back 38

In contrast, for most people then they are overpaid they will try to restore equity through cognitive means.

Front 39

What are the problems with equity theory?

Back 39

1) Little is known about how people decide with whom to compare themselves (there are a number of different referents available to individuals: professions, co-workers, internal standards, etc…). Different comparison others lead to different perceptions of equity/inequity.
2) Difficult to define inputs and outcomes. What do people consider these to be? For example, one person’s outcome (increased responsibility on the job) may be another’s input. Changing an input to an outcome or an outcome to an input can change one’s perceptions of equity/inequity.
3) Selection of means to reduce inequity is troublesome to predict. There are many different ways to restore equity-person may do it behaviorally or cognitively. The trouble with equity theory is predicting what way the person will chose to reduce the inequity.