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77 Cards in this Set
- Front
- Back
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Motivation |
The forces within a person that affect his or her direction, intensity, and persistence of voluntary behaviour |
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Employee Motivation |
Goal setting, open-book feddback, reward, and various social bonding events -maintain and improve this |
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3 Theories on drives and needs |
Maslow's needs hieratchy McClelland's Learned need theory Four-drive theory |
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Employee Engagement definiton |
Individual's emotional and cognitive motiviation, particulary a focused, intense, persistent and purposive effort toward work-related goals |
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Employee Enagagement AKA
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Emotional involvement in commitment o Statisfaction with the work high level of absorption in work |
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EE and beyond the work |
-experience of focusing intensely on the task -limited awarness of events beyond that work |
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Self-Efficacy |
The belief that you have -the ability -role clarity -resources to get the job done |
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EE |
-reports suggest strong effect on employee and owrk performance -not sure if it makes the company successful OR if a successful company makes the employee engaged |
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Challeges of org leader |
-most employees aren't very engages In Canada generally -20% are hight engages -60% are somewhat engage -reaining low engage |
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Actively Disengaged empoyees |
-be disruptive at work - |
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Countries and EE |
Serveal Asian andf few Euro have the lowest US, Brazil and Idian hightest |
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Drivers of EE |
Goal setting Employee Involvement Organizational Justice Communication abut the business Employee development opportunities Sufficient resources Applealing compny vision |
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How to create Engaged Employee |
-understand the motivational forces -starting poit is drives -define needs |
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Drives Definitions |
-Hardwired characteristics of the brain -Correct deficiencies -Maintain an internal equilibrium by producing emotions to energize individuals -Drives are innate |
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Drivers overview |
-accompish this by producing emotions that energie us to act on our enviroment -neuroscience reseach highls the role of eotion in human decision and behaviour |
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Characteristics of drivers |
-are innate and universal -born with them -everyone has them |
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Prime Movers |
Of behaviour as they generate emoition Emotions put people in a state of readiness to act |
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Motivation and emotion |
-emotion are central to motivation -both words orginate from the same latin world |
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Needs Definition |
-Goals directed forces that people experience -Needs are shpaed, amplifed or suppressed through self concept, social norm and past expereince |
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Example of drive, emotion, need and behavour |
-get to work and stranger is at your desk -this situation products emotions -motivate you to act -emotions generated from drivers -drive to defend/drive to know -if the drive is enough you will find out who it is |
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Individual difference in needs |
-everyone has the same drivers; hardwired -the type and intensity of emotion for a particular situaion varies |
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Drives, needs and behaviour |
SEE 5.1 Drive--------> Need------>Decision & behaviours primary Secondary Self concept, social norms and past expereince effect between drive and need and need and decision |
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Self concept, social norms and past experience |
-Regulates a person's motivated decision and behaviour |
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Maslow's needs hierarchy theory |
A motiiation theory fo needs arranged i a hierarchery, whereby people are motivated to fulfull a higher need as a lower one become gratified |
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Maslow's needs |
Self-Actualization-need for self-fulfillment, realization of one's potential Esteem-need for self-esteem and social esteem/status Belongingness-need for interaction with and affection from others Safety-security and stability Physiological-need for food, water, shelter |
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Limitation of Maslow |
-people don't progress through the hierarchy as predicted -also HOW quick someone takes to move through |
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Contribution of Maslow's |
Holistic perspective Humanistic perspective Positive perseptive |
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Holistic Perspective |
-various needs should be studied together (holistically) -human behaviour is inititiated by more than one need at a time -previously motivation experts compartmentalized each drive/needs and study in isolation |
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Humanistic perspective |
-the idea that higer-order needs arei nfluced by personal and social influences, not just insticts -he was first to recognize human thoughts play a role -previous experts almost entirely on human instincts w/o considering motivatin could be shaped by human though |
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Positve perspctive |
-popularized concept of self-actualization -people are naturally motived to reach their potentiall -positive view contrasted witht he dominant positive that needs become activated by deficiences such as hunger - |
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What's wrong with needs hierarchy |
-failed to explain human nature -one size fits all hierarchy -people have different hierarchies -some people place different items at that top -Connection between values |
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Learned Needs Theory |
-need strong and alters through social influences -person needs can be strengthened through -reinforcement -learning -social condition |
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McCleland 3 Learned Needs Theory |
Need for -Acheivement (nAch) -Affiliations (nAff) -Power(nPow) |
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Need for Achievement nACH |
-Wantto accomplish reasonably challenging goals -Desireclear feedback, moderate risk tasks |
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Need for affiliation nAFF |
-Seekapproval from others, conform to others’ wishes, avoid conflict -Effectivedecision makers have low nAff |
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Need for power nPow |
-Desireto control one’s environment -Personalizedversus socialized power |
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Learning Needs |
-Needs can be learned -Utilize training programs -Increased achievement motivation by altering |
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Four Drive Theory |
-A motivation theory -Innate drives to acquire, bond, learn, and defend, and that incorporate both emotions and rationality |
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4 drives |
Acquire Bong Learn Defend |
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Drive to acquire |
seek acquire control retain objects or experiences |
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Drive to bond |
formsocial relationships and develop mutual caring commitments with others |
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Drive to learn/comprehend |
satisfy our curiosity know andunderstand ourselves and the environment |
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Drive to defend |
protectourselves physically and socially |
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4 drivers |
-what emotions are triggered to incoming stimuli -although it is new base on data from 30 years -explains why needs vary from one person to another -satisfies 2 of maslow's stuff; avoids the assumption of the same hierarch |
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How Drives influence employee Motivation |
-4 drives determine which emotion are tagged to incoming stimuli |
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Emoitonal Intelligence and 4 drive |
high EI-more senstive to competting demands from the 4 drive -better able to avoid impulsive behaiour form thos drive -can judge the best way to act to fulfull those drive demands in a social context |
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Practical Implication of 4 drive Recommendation |
Ensure that individuals jobs & workplace provide a balanced opportunity The 4 must be kept in balance |
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Intensity |
level or effort |
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Persistance |
Amount of time effort is exerted |
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Direction |
Goal towards effort is directed Intrinsic vs Extrinsic |
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Expectany Theory |
-work effort is dreicted toward behaviour -peole believe will lead to desirec outcome |
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E-to-P Expectancy |
Probability a specific effort level will result in a specificlevel of performance |
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P-to-O Expectancy |
Probability a specific performancelevel will result in specific outcomes |
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Valence |
Anticipated satisfaction (value) from the outcome |
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Organizational Behaviour practical Theory |
-explains employee behaviour -ABC |
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OB Theory and ABC |
Antecedents-what happens before Behaviour-what the persons says or does Consequence-what happens after example-A,B,C and warning light |
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Social Cognitive Theory |
-explains how learning and moitivation occure - by observing & modeling others as well as by anticipating the consequences of our behaviour |
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3 SCT of employ motiviation |
Learning Behaviour Outcomes Behaviour Modelling Self Regulation |
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Learning Behaviour Outcome |
observnig or caring about what happend |
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Behaviour Modelling |
Learn not only observing By imitating & practising these behaviours |
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Self Regulation |
-set goals & engage in other forms of intentional purpossvie actin -short term objective -self regulating by engaging in self reinforcement Goal setting-process of motivating employees |
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Characteristics of Goal settin SMARTER |
Specific Measurable Achievable Relevant Time Framed Exciting Reviewed |
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Specific |
– What, how, where, when, and with whom the task needs to be accomplished |
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Measurable |
– how much, how well, at what cost |
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Achievable |
– challenging, yet accepted (E-to-P) |
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Relevant |
– within employee’s control |
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Time-framed |
– due date and when assessed |
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Exciting |
– employee commitment, not just compliance |
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Reviewed |
– feedback and recognition on goal progress and accomplishment artpage.com |
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Balanced Score Card |
-Organizational-levelgoal setting and feedback -Usuallyfinancial, customer,internal (operations),and learning/growthprocess goals |
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Characteristicsof Effective Feedback |
Specific– connected to goal details Relevant– Relates to person’s behaviour Timely–links actions to outcomes Credible– trustworthy source Sufficientlyfrequent -Employee’sknowledge/experience -Taskcycle |
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Strengths-BasedCoaching |
-Builds on employee’s strengths ratherthan trying to correct weaknesses |
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Strengths-Based Coaching and Motivation |
Peopleinherently seek feedback about their strengths, not their flaws |
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OrganizationalJustice |
Distributive justice Proceduraljustice |
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Distributivejustice |
-Perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others |
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Proceduraljustice |
Perceived fairness of the procedures used to decide the distribution of resources |
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Equity Theory |
-Perception of equallity -Your OwnOutcome/Input Ratio -Compareown ratio with Other’s ratio -Comparison Other’sOutcome/Input Ratio |
