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Motivation

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The forces within a person that affect the direction, intensity, and persistence of voluntary behavior Motivated employees are willing to exert a particular level of effort (intensity), for a certain amount of time (persistence), toward a particular goal (direction)

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Employee Engagement

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Both emotional and cognitive motivation Focused, intense, persistent, purposive effort toward goals High level of absorption (focus) High self-efficacy

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Drives

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primary needs Hardwired brain activity (neural states) that energize individuals through generation of emotions to correct deficiencies and maintain equilibrium Prime movers of behavior -- activate emotions that put us in a state of readiness

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Needs

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Goal-directed forces that people experience. We channel emotional forces toward specific goals Goals formed by self-concept, social norms, and experience

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Maslow's Hierarchy of Needs

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a motivation theory of needs arranged in a hierarchy, whereby people are motivated to fulfill a higher need as a lower one becomes gratified problem with it a needs hierarchy is unique to each person, not universal

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Learned Needs Theory

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needs are amplified or suppressed through self-concept, social norms, and past experiences therefore needs can be learned and strengthened through reinforcement, learning, and social conditions

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Three Learned Needs

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Need for achievement = Want to accomplish reasonably challenging goals, Desire clear feedback, moderate risk tasks Need for affiliation = Seek approval from others, conform to others' wishes, avoid conflict Effective decision makers have low nAff Need for power = Desire to control one's environment Personalized versus socialized power

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Four Drive Theory

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Drive to acquire: seek, acquire, control, retain objects or experiences Drive to bond: form social relationships and develop mutual caring commitments with others Drive to comprehend: satisfy our curiosity, know and understand ourselves and the environment Drive to defend: protect ourselves physically and socially

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Expectancy Theory of Motivation

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Increasing E-to-P Expectancies: Hire, train, and match people to job requirements Provide role clarity and sufficient resources Provide behavioral modeling and coaching Increasing P-to-O Expectancies: Measure performance accurately Explain how rewards are linked to performance Explain how rewards are caused by past performance Increasing Outcome Valences: Ensure that rewards are valued Individualize rewards Minimize countervalent outcomes

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Social Cognitive Theory

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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

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SMARTER (Effective Goal Setting Feautures)

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Specific - What, how, where, when, and with whom the task needs to be accomplished Measurable - how much, how well, at what cost Achievable - challenging, yet accepted (E-to-P) Relevant - within employee's control Time-framed - due date and when assessed Exciting - employee commitment, not just compliance Reviewed - feedback and recognition on goal progress and accomplishment

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Characteristics of Effective Feedback

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Specific - connected to goal details Relevant - Relates to person's behavior Timely -links actions to outcomes Credible - trustworthy source Sufficiently frequent -Employee's knowledge/experience -Task cycle

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Distributive Justice

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Perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others

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Procedural Justice

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Perceived fairness of the procedures used to decide the distribution of resources

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Equity Theory

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theory explaining how people develop perceptions of fairness in the distribution & exchange or resources compare own ratio with others ratios (outcomes and inputs) -Outcome/input ratio inputs -- what employee contributes (e.g., skill) outcomes -- what employee receives (e.g., pay) -Comparison other person/people whom we compare our ratio not easily identifiable -Equity evaluation Compare ratio with the comparison other

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Employee engagement is often described in terms of: A) self-esteem. B) self-concept. C) self-efficacy. D) self-enhancement. E) self-verification.

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C. self efficacy

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Which of the following statements is true about the innate drives of people? A) Drives refer to the secondary needs of individuals. B) Emotions that energize individuals to act on their environment produce drives. C) Drives include only the basic physiological essentials of individuals. D) Drives are the secondary sources of employee motivation. E) Drives are innate and universal to human beings.

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E) Drives are innate and universal to human beings.

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Which of the following does Maslow's needs hierarchy theory include? A) Domination B) Frustration-regression C) Desire to know D) Aesthetic beauty E) Self-actualization

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E. self-actualization

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People with a high need for affiliation tend to: A) rely on persuasive communication. B) be more effective at allocating scarce resources. C) choose tasks with a moderate degree of risk. D) actively support others. E) be highly motivated by money.

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D. actively support others

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Which of the following does the expectancy theory explain about employees? A) They have different needs at different times. B) They can use personal expectations to reduce work-related stress. C) They can motivate themselves through power. D) They base their work effort on the performance level they expect. E) They compare their inputs and outcomes to other people.

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D) They base their work effort on the performance level they expect.

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According to expectancy theory, a skill-development training program would: A) have no effect on employee motivation. B) mainly increase the effort-to-performance expectancy. C) mainly increase the performance-to-outcome expectancy. D) mainly increase the valence of pay increases and other organizational outcomes. E) mainly alter the comparison other.

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B) mainly increase the effort-to-performance expectancy.

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The best reinforcement schedule for motivating employees is _____. A) a continuous reinforcement schedule B) a variable ratio schedule C) a fixed schedule D) extinction E) avoidance of consequence

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B. a variable ratio schedule

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Goal setting is most effective when: A) goals are measured in quantitative, qualitative, and cost terms. B) the goals do not stretch the employee's abilities and motivation. C) the goal statements are general rather than specific. D) the intensity of employee effort is minimal. E) it does not compel people to increase the persistence of their work effort.

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A) goals are measured in quantitative, qualitative, and cost terms.

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To learn about their progress towards goal accomplishment, employees usually prefer: A) nonsocial feedback sources. B) multisource feedback. C) customer surveys. D) nonverbal communication. E) positive feedback.

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A. nonsocial feedback sources

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The distributive justice rule employs the concept of: A) motivation. B) individual needs. C) equity. D) goal setting. E) performance feedback.

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C. equity

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