Ch05 11th Ed Week 2

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    Section Headers use them college standard and aparequirement

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    Personal Thinking Styles

    Impact on Management Styles

    Genesis of personal Styles

    Conclusion and Reflection

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    Spelling / Grammar/ Syntax

    Incorrect font not double spaced

    Fail to tie styles to each of four functions

    in impact section

    Fail to tie styles to genesis

    Missed requirements

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    U se of belief statements

    U nsupported claims

    Too vague too short no depth

    Too repetitive.too long (exceeds 8

    pages)

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    W hat is motivation?

    W hat can we learn from the needs theories of

    motivation?

    W hat is the equity theory of motivation?

    W hat are the insights of the expectancy

    theory of motivation?

    W hat is the goal-setting theory of motivation?

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    MotivationIndividual forces that account for thedirection, level, and persistence of a

    persons effort expended at work.Direction - an individuals choice whenpresented with a number of possiblealternatives.Leve l - the amount of effort a person putsforth.P ersistence - the length of time a person stickswith a given action.

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    Types of m otivation th e ori es

    C ont e nt th e ori es

    Focus on individual needs that is, physiological or

    psychological deficiencies that individuals feel a

    compulsion to reduce or eliminate.

    P roc ess th e ori es

    Focus on the thoughts, or cognitive processes, thattake place within the minds of individuals and that

    influence their behavior.

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    Motivation Acro ss Cul tu res

    Motivation theories are largely developed from

    a North American perspective.

    They are subject to cultural limitations and

    contingencies.

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    Ma slow s H ie rarch y of Needs T h e or y

    Identifies five levels of individual needs.

    Assumes that some needs are more

    important than others and must be satisfied

    before the other needs can serve as

    motivators.

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    Ex iste nc e:D esire for

    physiological andmaterial well-being

    Rel at ed n ess:D esire for satisfying

    interpersonalrelationships

    G rowth :D esire for

    continuedpersonal growth

    and development.

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    Alderfers ERGTheory of Motivation

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    Acq u ired n eeds th e or y

    Need for achievement (nAch).

    The desire to do something better or more efficiently, to solve

    problems, or to master complex tasks.

    Need for affiliation (nAff).

    The desire to establish and maintain friendly and warm

    relations with others.

    Need for power (nPower).The desire to control others, to influence their behavior, or to

    be responsible for others.

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    Two-Factor Th e or y

    Identifies two different factors as primary

    causes of job satisfaction and job

    dissatisfaction.

    Also known as the m otivator-h yg ie n e theory.

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    Hyg ie n e factor s

    Sources of job dissatisfaction associated with

    job context.

    Job dissatisfaction results when hygiene

    factors are poor.

    Improving the hygiene factors only

    decreases job dissatisfaction.

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    Motivator factor s

    Sources of job satisfaction related to job

    content.

    Presence or absence of motivators is the key

    link to satisfaction.

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    Copy ri t 2010 ohn il y ons , Inc . 5- 18

    P o lici esSa lar ySupe rvisionWork con d ition sRelation shipsStat us

    H ygiene

    Factors

    Achi e veme ntRe co g nitionMe anin g ful work Resp on sibi lityAd vanc eme ntG rowth

    Motivator Factors

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    Eq u ity Th e or y

    Any perceived inequity

    becomes a motivating state

    of mind.

    People are motivated to behave in ways thatrestore equity in situations.

    Foundation of equity is social comparison.

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    Individual Outcomes

    Individual Efforts

    Others Outcomes

    Others Efforts=

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    Eq u ity th e or y p red iction :

    Negative inequity.

    Individual feels he/she has received relatively

    less than others in proportion to work inputs.

    Positive inequity.Individual feels he/she has received relatively

    more than others in proportion to work inputs.

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    Eq u ity res toration b e havior s.

    Change work inputs.

    Change the outcomes received.Leave the situation.

    Change the comparison person.

    Psychologically distort the comparisons.Take actions to change the inputs or outputs of

    the comparison person.

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    Steps for managing equity dynamicsRecognize that equity comparisons are inevitable in theworkplace.

    Anticipate felt negative inequities when rewards aregiven.

    Communicate clear evaluations for any rewards given.

    Communicate an appraisal of performance on which the

    reward is based.

    Communicate comparison points that are appropriate in

    the situation

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    Yo u regul ar ly work lon ge r ho u rs than an yon e else in yo u r dep art me nt . Ye t, yo u d o not feel that yo u ar eb e ing a de q u at ely re co g niz ed or re war ded.

    Accor d ing to e q u ity th e or y , yo u wi ll m o st lik ely .

    1 . Increase your efforts by working longer

    hours.

    2. Ask for a raise or bonus.

    3. Reduce your efforts by decreasing hours.

    4. Frame the situation as a learning experience

    and beneficial for your future career.

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    O rg anizationa l jus tic e

    H ow fair and equitable people view the

    practices of their workplace.

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    D istrib u tive jus tic e - degree to which all people are

    treated the same under a policy, regardless of race,

    ethnicity, gender, age or any other demographic

    characteristic.Int e ractiona l jus tic e - degree to which the people

    affected by a decision are treated with dignity and

    respect.

    P roc edu ra l jus tic e , degree to which the rules and

    procedures specified by policies are properly

    followed.

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    A persons motivation is a multiplicative

    function of expectancy, instrumentality,and valence (M = E x I x V).

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    Ex pe ctanc y

    effort will yield acceptable performance

    In strume nta lity

    performance will be rewarded

    V a le nc e

    value of the rewards is highly positive

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    Motivational implications of expectancy

    theory.

    Motivation is sharply reduced when,expectancy, instrumentality, or valence

    approach zero or are negative.

    Motivation is high when expectancy andinstrumentality are high and valence is strongly

    positive.

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    ImproveExpectancy

    Employees mustpossess the skills

    for task

    Providenecessary

    training

    Assignreasonable

    tasks and goals

    ImproveInstrumentality

    Tie reward toperformance

    Observe andrecognize

    D eliver aspromised

    ImproveValence

    Assure thatreward is

    meaningful

    Give rewardsthat have value

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    G oa l se ttin g

    The process of

    developing,

    negotiating, andformalizing the

    targets or objectives

    that a person is

    responsible for accomplishing.

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    Re a sonab ly D ifficul t g oa ls are more likely

    to lead to higher performance than are

    less difficult ones.

    Spe cific g oa ls are more likely to lead to

    higher performance than vague or verygeneral ones.

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    Ta sk feed back is likely to motivate people

    toward higher performance by encouraging

    the setting of higher performance goals.Goals are most likely to lead to higher

    performance when people have the abilities

    and the feelings of sel f-e fficac y required toaccomplish.

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    Goals are most likely to motivate people

    toward higher performance when they

    are acc ep ted by the individual, and

    there is commitment to them.

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    Mana geme nt b yO b je ctiv es (MBO)

    Process of joint

    goal setting

    between a

    supervisor and a

    subordinate.

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