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67 Cards in this Set
- Front
- Back
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What conditions make job performance possible in any organization? |
1. Capacity to perform 2. Opportunity to perform 3. Willingness to perform |
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Degree to which the employee possesses skills, abilities, knowledge and experiences relevant to his job |
Capacity to perform |
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Depend on the work environment provided to the employee |
Opportunity to perform |
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Degree in which an employee desires and is willing to exert to achieve the goals assigned to him |
Willingness to perform |
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Set of internal and external forces that cause a worker or employee to choose of action and engage in a certain behavior |
Motivation |
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Key elements of motivation |
1. Intensity 2. Direction 3. Persistence |
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Level of effort provided by the employee in the attempt to achieve the goal assigned to him |
Intensity |
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What an individual chooses to do when he is confronted with a number of possible choices |
Direction |
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Dimension of motivation which measures how long a person can maintain effort to achieve organizational goals |
Persistence |
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Focus on analyzing the wants and needs of an individual |
Content theories |
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Four better known content theories |
1. Hierarchy of needs theory (Abraham Maslow) 2. ERG theory (Clayton Alderfer) 3. Acquired needs theory (David L. McClelland) 4. Two-factor theory (Fredrick Herzberg) |
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Explain how people act in response to the wants and needs that they have |
Process theories |
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Hierarchy of five needs |
* by Abraham Maslow 1. Physiological 2. Safety 3. Social 4. Esteem 5. Self-actualization |
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Process theories |
1. Expectancy theory (Victor Vroom) 2. Equity Theory (J. Stacey Adams) 3. Goal setting theory (Edwin A. Locke) |
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Three set of needs under ERG theory |
1. Existence 2. Relatedness 3. Growth |
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Needs satisfied by such factors as food, air, water, pay |
Existence |
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Needs satisfied by meaningful social and interpersonal relationships |
Relatedness |
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Needs satisfied by an individual making creative or productive contributions |
Growth |
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Three fundamental needs under acquired needs theory: |
1. Need for achievement 2. Need for affiliation 3. Need for power |
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Desire to do something better or more efficiently, to solve problems |
Need for achievement |
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Desire to establish and maintain friendly and warm relations with others |
Need for affiliation |
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Desire to control others, to influence their behavior |
Need for power |
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Identifies job context as a source of job dissatisfaction and job content as the source of job satisfaction |
Two-factor theory |
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work setting relates more to the environment in which people work |
job context |
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relates more to what people actually do in their work |
job content |
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This theory sees people as choosing a course of action according towhat they anticipate will give them the greatest rewards |
expectancy theory |
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Three factors under expectancy theory: |
1. valence 2. Expectancy 3. Instrumentality |
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how much one wants a reward |
Valence |
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one’s estimate of the probability that effort will result in successfulperformance |
Expectancy |
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one’s estimate that performance will result in receiving the reward |
Instrumentality |
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theory that individuals compare job inputs and outcomes with those ofothers and then respond to eliminate inequities |
Equity theory |
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Two types of inequity |
1. over rewarded 2. under rewarded |
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theory that specific and difficult goals, with feedback lead to higherperformance |
Goal Setting Theory |
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specific target that an individual is trying to achieve |
Goal |
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What are the four motivational methods and programs are considered in this chapter? |
1.Motivation through job design 2.Organizational behavior modification 3.Motivation through recognition and pride 4.Motivation through financial incentives |
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defined as the way the elements in a job are organized |
job design |
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Three concepts important in designing jobs: |
1.Job enrichment 2.Job characteristics model 3.Job crafting |
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- refers to the practice of building motivation factors likeresponsibility, achievement, and recognition into job content - provides the worker with a more exciting job and it increases his jobsatisfaction and motivation |
Job Enrichment |
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which means employees receive immediate evaluation of their work |
Direct feedback |
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which means an employee is given a chance to serve an external orinternal client |
Client relationship |
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which means that the employeeacquires new knowledge while doing his work. |
New learnings |
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which means that the employee has some control over which method tochoose to accomplish a task |
Control over method |
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which means the employee has theability to schedule his work. |
Control over scheduling |
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which means the job has unique qualities or features, like theopportunity to communicate directly with people who use their output |
Unique experience |
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which means the job provides theemployee the opportunity to communicate directly with people who use theiroutput. |
Direct communication authority |
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which means the employee has somecontrol over resources such as money, material, or people. |
Control over resources |
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which means the employee isresponsible for his or her result. He accepts credits for doing a good job, andblame for a poor job. |
Personal accountability |
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refers to the method of job design that focuses on the task andinterpersonal demands of a job |
Job Characteristic Model |
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The five core job characteristics |
1. skill variety 2. Task identity 3. Task significance 4. Autonomy 5. Feedback |
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the degree to which there are manyskills to perform. |
skill variety |
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the degree to which one worker is able to do a complete job, frombeginning to the end, with the tangible and possible outcome |
Task identity |
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the degree to which the job has a substantial impact on the lives orwork of other people |
Task significance |
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the degree which the job gives the employee substantial freedom,independence, and discretion in scheduling the work and determining theprocedures used in carrying it out |
Autonomy |
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the degree to which a job provides directinformation about performance |
Feedback |
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refers to the physical and mental changes workers make in the task orrelationship aspect of their jobs |
Job crafting |
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It is actually the application of reinforcement theory in motivatingpeople at work |
organizational behavior modification (OB Mod). |
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defined as the contention that behavior is determined by itsconsequences |
Reinforcement theory |
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OB Modification program consist of: |
1. Identifying critical behaviors 2. Developing baseline data 3. Identifying behavioral consequences of performance 4. Development and implementing an intervention strategy 5. Evaluating performance improvement |
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They are monetary rewards paid to employees because of the output theyproduce, skills knowledge, and competencies or a combination of these factors |
Financial incentives |
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Forms of financial incentives: |
1.Time rates 2.Payment by results 3.Performance and profit related pay 4.Skill/competency based pay 5.Cafeteria or flexible benefits system |
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This type of monetary reward use the number of hours worked as a meansof determining rewards |
Time Rates |
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This scheme links pay to thequantity of the individuals output. |
Payment by Results |
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This scheme considers results or output plus actual behavior in the job |
Performance Related Pay |
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This is an organization wide scheme where pay is linked to companyprofits |
Profit Related Pay |
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is a financial incentive that gives employees the right to purchase acertain number of company shares at a specified price, generally the marketprice of the stock on the day the option is granted |
Stock option |
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Also known as competency based or knowledge-based pay, this is a payplan that sets pays levels on the basis of how many skills employees have orhow many jobs they can do |
Skill Based Pay |
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This is a benefit plan that allowseach employee to put together a benefit package individually tailored to his orher own needs and situation. |
Cafeteria or Flexible BenefitsSystem |
