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Work, Health and Motivation EXAM AWORK, HEALTH AND MOTIVATION EXAM A.....................................................................................1
WEEK 1: INTRODUCTION...............................................................................................................1
LECTURE 1: INTRODUCTION TO HEALTH AND MOTIVATION ..............................................................................................2
MARKUS (2016)................................................................................................................................................. 4
WARR (2013)..................................................................................................................................................... 5
EREZ (2008)....................................................................................................................................................... 7
CHAPTER 9: EMPLOYEE MOTIVATION......................................................................................................................... 12
CUNNINGHAM (2021)....................................................................................................................................... 17
WEEK 2: MONEY AND MOTIVATION..............................................................................................21
LECTURE 2: MONEY AND MOTIVATION....................................................................................................................... 21
KAHNEMANN ET AL. (2006).............................................................................................................................. 23
VOHS, MEAD & GOODE (2006)........................................................................................................................ 25
GERHART & FANG (2014)................................................................................................................................ 26
JUDGE ET AL. (2010)........................................................................................................................................ 29
MITRA ET AL. (1998)........................................................................................................................................ 31
WEEK 3: REWARDS AND PUNISHMENT.........................................................................................32
LECTURE 3: REWARDS AND PUNISHMENT..................................................................................................................32
CERASOLI ET AL. (2014).................................................................................................................................. 35
GAGNE & DECI (2005)...................................................................................................................................... 39
PODSAKOFF ET AL. (2010)............................................................................................................................... 43
WEEK 4: GOALS AND SELF-REGULATION......................................................................................47
LECTURE 1: GOALS AND SELF-REGULATION...............................................................................................................47
CURY ET AL...................................................................................................................................................... 50
FERGUSON & SHELDON................................................................................................................................... 53
KLEINGELD ET AL............................................................................................................................................. 56
LOCKE & LATHAM............................................................................................................................................ 58
SIJBOM ET AL................................................................................................................................................... 61
Week 1: Introduction
1
, Lecture 1: Introduction to Health and Motivation
Learning objectives
What is motivation and why is it important?
What is culture and why is it important for understanding motivation?
Which types of people tend to be more motivated?
What are the basic assumptions of the person-by-situation interaction model?
How does the person-by-situation interaction model inform the culture motivation relationship
for employees?
How are others perspectives/models of motivation informed by culture (lectures 2-5 and self-
study)
How and why is motivation important for health/well-being?
What is motivation and why is it important?
Motivation is related to success; it allows people to strive for it.
1. It activates, directs behavior and sustains behavior
Approximately 30 years (1/3 of your life) is spent working. As such it is important that
this work is good, and need to understand what motivates people to work well.
Research suggests that when employees are forced to work, they have less
motivation, and more motivation only when they are allowed to choose
themselves.
Link: Work motivation Job satisfaction & Job performance
What is culture and why is it important for understanding motivation?
Culture : a set of attitudes, behaviours, and symbols shared by a large group of
people, and usually communicated from one generation to the next.
It is a pair of glasses that we are constantly looking through – a schema to help
us evaluate and organize information.
The majority of the population is not western, educated, industrialized, rich or democratic
(WEIRD) yet 96% of psychological samples come from countries with only 12% of the
world’s population. for instance, only 7% of the population is open to higher education.
Cultural values Hofstede
SEE EREZ BELOW (only does not include Indulgence vs restraint) for the image, dark red
= high score on individualism and yellow = low score
SEE MARKUS BELOW
Which types of people tend to be more motivated?
Employees will be motivated if (PEVGFRFM):
They have a personality that predisposes them to be
motivated
Their expectations have been met
The job and organization are consistent with their values
The employees have been given achievable goals
The employees receive feedback on their goal attainment
The organization rewards them for achieving their goals
The employees perceive they are being treated fairly, and
Their co-workers demonstrate a high level of motivation
What are the basic assumptions of person-by-situation interaction model? &
How does the person-by-situation interaction model inform the culture motivation
relationship for employees?
2
,Person-by-situation interaction model
This model assumes that individual traits moderate situational outcomes and that situations moderate
individual trait outcomes. Culture is crucial situational factor explaining the motivational effects of certain
managerial practices. Motivation, that is, what moves people to action, depends on cultural context SEE
EREZ & MARKUS BELOW
Need for achievement (McClelland)
This means to strive for success, work hard, do well in uncertainty, and seek novel and creative
solutions to problems. However, this is stronger for individualistic cultures than collectivistic cultures
Collectivists do not seek to accomplish too much personally as they want to maintain group harmony
How and why is motivation important for health/well-being?
Approximately 25-33% have chronic problems at work: ¼ have health issue at work both mental and
physical health
Motivation and health
Why people engage in certain behavior is important for health and well-being.
How managers motivate employees is related to how their sense of self and their
psychological health are related.
The employee’s cultural background is important for which motivational strategies would
enhance their health and well-being.
The employee’s health status has an impact on motivation and engagement at work
Theoretical evidence how motivation and health are related
Job characteristic model
Job demands resources model burnout = The model states that when job demands are high and
job resources/positives are low, stress and burnout
increase.
Occupational health psychology
… an applied science
… evidence-driven
… oriented towards problem solving
… multidisciplinary
… participatory
… focused on intervention, particularly primary prevention.
o Primary job design; management; organization of work
o Secondary worker’s responses (e.g. coping)
o Tertiary effects/outcomes; remedial support when there already is damage
Psychosocial hazards
Psychosocial hazards : those aspects of work design and the organization and management of work,
and their social and organizational contexts, which have the potential for causing
psychological harm?
New forms of employment contracts and job insecurity;
The ageing workforce;
Work intensification;
High emotional demands at work;
Poor work–life balance
Measures: what can be done?
The hurdles that people face include the reluctancy of wanting to talk about health. Some measures include
reorganization of work in order to reduce job demands and work pressure, confidential counselling for
employees or training in conflict resolution.
From theory to practice
3
, Needs assessment: Identify a specific topic of attention (through assessment)
Theory and evidence: What is needed to address the topic/issue m/What is likely to work?
Challenge: Multiple forces at play
Research on OHP
well-being and health – how to choose our measurement instruments?
Measurement:
operational
Theory:
definition
Conceptual Operationalization
- questionnaire
definition
- observed behavior
- proxy
Example burnout
Conceptual definition: exhaustion?
Options for operationalization:
Maslach Burnout Inventory-GS (MBI): Emotional exhaustion, cynicism, reduced professional
efficacy
Oldenburg Burnout Inventory (OLBI): Emotional exhaustion, disengagement
Copenhagen Burnout Inventory (CBI): Personal burnout, work-related burnout, client related
burnout.
MARKUS (2016)
WHAT MOVES PEOPLE TO ACTION? CULTURE AND MOTIVATION
Motivation is theorized as that which moves people to action. The study of motivation asks and answers the
question why do people initiate, terminate and persist in specific actions in particular situations?
An example of one study, showing the effects of culture showed that Asian American students attempted and solved more items after
thinking and writing about their mothers, whilst European American students solved more problems after thinking and writing about
themselves.
People in Asian contexts tend to underscore the motivational power of others; those in European
contexts stress the force of individual thoughts and feelings.
Where does the motivation come from?
In the individualist West, especially in the middle-class college educated north America, the motivation for
good actions (persistent productive performance) is commonly understood from inside the person.
So for WEIRD individuals, the answer is I chose to do that because I wanted to, needed to and it
mattered to me
However, 75% of the world’s population is not WEIRD. That which moves people to action stems directly from
their relationships to others and their concern with these others and with what is commonly thought to
be the appropriate or right way to behave.
The answer is I did it because I should, because it is what people do or because it was right and
proper or expected of me.
Diversity in models of agency
One source of these differences in the location of agency is historically derived commitments from religion,
politics and philosophy about what is a person and what is good or moral behavior.
When a person is understood as an independent (stable, separate, autonomous) actions are thought to
emanate from the expression of these attributes.
4
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