Samenvatting
Summary Endterm Organisational Behaviour
- Instelling
- Universiteit Van Amsterdam (UvA)
Summary for the endterm of the course Organisational Behaviour. Includes chapters 8 till 11.
[Meer zien]Voorbeeld 3 van de 12 pagina's
Voorbeeld 3 van de 12 pagina's
In winkelwagengesponsord bericht van onze partner
Gekoppeld boek
Titel boek:
Auteur(s):
- Uitgave:
- ISBN:
- Druk:
Voorbeeld van de inhoud
Chapter 8 Motivation: Core conceptsGrit: the ability to stick to a goal and not give up even in the face of adversity
Motivation: what a person does (direction), how hard a person works (intensity), and how long a
person works (persistence).
● Energizing behavior: activating underlying needs and drives
● Directing behavior: towards goals that are important to the employee and the organization
● Sustaining behavior: provision of rewards that employees value.
● Feedback: knowledge of results of a person’s efforts. Is needed so that the processes of
energizing and directing behavior stay on track.
Maslow’s hierarchy of needs:
1. Psychological needs (e.g. hunger, sex, and other bodily needs)
2. Safety needs (protection from physical harm)
3. Social needs (belongingness and friendship)
4. Self-actualization: the drive to meet our fullest capacity (e.g., growth and feeling fulfilled as
a person)
Pro’s → simplicity and intuitive appeal; has received wide recognition, particularly among practicing
managers.
Con’s → research does not generally validate the theory. Little evidence that needs are structured or
operate in the way that is described.
McClelland’s need theory:
● Need for achievement (nAch): the drive to succeed at high levels
● Need for power (nPow): the need to influence others to do what you want
● Need for affiliation (nAff): the need for close personal relationships
Pro’s → has received more research support than other need theories.
Con’s → the application is limited because these needs are believed to be learned at a young age (it
may not be possible to increase an adult’s nAch).
Herzberg’s two-factor theory: relates to lower- and higher-order needs, and relates them to job
satisfaction. Also called the motivator-hygiene theory.
● Hygienes: things like supervision, pay, company policies, and the working conditions
● Motivators: factors that satisfy workers when they think about their job, such as
advancement, recognition, and achievement
Pro’s → Herzberg’s theory has been quite influential, known by many managers.
Con’s → not well supported. Methodology is questioned. Both factors maymotivate.
‘SMART’ Goals: for goals to motivate they need to be SMART
● Specific: a specific goal is more motivating than a ‘do your best’ goal.
● Measurable: concrete criteria for measuring progress.
● Attainable: needs to be challenging but also realistic.
● Relevant: the goal should support or be in alignment with other goals
● Time based: a specific time frame
,Management By Objectives (MBO): a performance appraisal program where leaders meet with their
direct reports and set specific performance objectives jointly
Regulatory Goal Focus (RFT): an alternative approach to understanding how individuals strive to
meet their goals. People may set different types of goals depending on their regulatory focus.
● Promotion-focused: a need for achievement, focus on advancement, and set learning goals
○ are oriented toward growth and development
○ Tend to have a learning goal orientation (LGO): they want to learn new things at
work and see themselves as adaptable.
● Prevention-focused: a tendency to aim for getting to an end because of a fear of an
undesirable alternative
○ are oriented toward the things that feel that have to do and focus on their job
responsibilities
Job Characteristics Theory (JCT): the work itself may have characteristics that have the potential to
motivate people to higher levels of performance.
● Skill variety: the extent to which people use different skills and abilities at work.
● Task identity: the task is one that people experience from beginning to end.
● Task significance: the degree to which the job is seen as having an impact on others.
● Autonomy: the employee has the freedom to plan and perform his or her own work.
● Feedback: the job provides information on how effective the employee’s work is.
→ Motivating jobs must be autonomous, provide feedback, have one of the three meaningful factors.
→ Growth need strength: refers to a person’s need to learn new things, grow, and develop from
working.
Work redesign: load jobs with more of the core characteristics that have been shown to motivate
Job enrichment: redesigning jobs so that they are more challenging to the employee and have less
repetitive work
This job loading may be:
● Horizontal: adding different tasks at the same level
○ Job rotation: involves cross-training or allowing workers to do different jobs
○ Combining tasks: creating natural work units by putting tasks together to create a
more challenging and complex work assignment
● Vertical: adding decision-making responsibility
○ Prosocial motivation: new concept of motivation that assesses the degree to which
employees behave in a way that benefits society as a whole
○ Work may be redesigned so employees have more autonomy: ability to work alone
without supervision
Job crafting: the extent to which individuals can demonstrate initiative in designing their own work.
● Task crafting is about retooling the activities included in your job
● Relational crafting is about revamping your interactions with others
● Cognitive crafting is about reframing how you view your tasks and relationships
, Equity theory: a theory that looks at how people compare their inputs to their outcomes
→ Distributive justice: perceived fairness of how rewards are distributed
● Underpayment inequity: the perception that a person’s outcomes are not fair compared to
another person’s outcomes, given their inputs
● Overpayment inequity: the perception that a person’s outcomes are greater than they
deserve compared to another person’s outcomes, given their inputs
Organizational justice: overall perception of what is fair in an organization
● Distributive justice: perceived fairness of how rewards are distributed
● Procedural justice: perception of how fair the process was in making decisions that affect
employees
● Interpersonal justice: refers to how employees are treated by their leaders, including respect
and propriety
● Informational justice: refers to the perceived fairness of the communications made by
leaders during a process
→ May result in moral outrage: severe reaction to perceived injustice
Expectancy theory:
You will be motivated to exert a high level of effort when you believes that:
● E → P = Expectancy
○ If I put effort in, I will perform well
○ “I can do this.”
● P → O = Instrumentality
○ If I perform well, I get good outcomes
○ “I will receive a reward.”
● Valences
○ I value my obtained outcomes
Self-efficacy: an individual’s belief in his or her capacity to execute the behaviors necessary to
produce specific performance levels
Pygmalion effect: perceptions of performance expectations play a significant role in improving
performance
Galatea effect: when an individual sets high expectations for himself or herself and then performs to
these expectations
Golem effect: when an individual sets low expectations for himself or herself and then performs to
these expectations
Motivation to lead (MTL): an individual differences construct that affects a leader’s or
leader-to-be’s decisions to assume leadership training, roles, and responsibilities and that affect his or
her intensity of effort at leading and persistence as a leader. Different reasons for wanting to be a
leader:
● Affective-identity MTL: the natural tendency to lead others
● Social-normative MTL: the tendency to lead because of a sense of duty or responsibility
● Noncalculative MTL: where people agree to lead without calculating the costs and benefits
of assuming leadership
Voordelen van het kopen van samenvattingen bij Stuvia op een rij:
Verzekerd van kwaliteit door reviews
Stuvia-klanten hebben meer dan 700.000 samenvattingen beoordeeld. Zo weet je zeker dat je de beste documenten koopt!
Snel en makkelijk kopen
Je betaalt supersnel en eenmalig met iDeal, creditcard of Stuvia-tegoed voor de samenvatting. Zonder lidmaatschap.
Focus op de essentie
Samenvattingen worden geschreven voor en door anderen. Daarom zijn de samenvattingen altijd betrouwbaar en actueel. Zo kom je snel tot de kern!
Veelgestelde vragen
Wat krijg ik als ik dit document koop?
Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.
Tevredenheidsgarantie: hoe werkt dat?
Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.
Van wie koop ik deze samenvatting?
Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper jtimmermans. Stuvia faciliteert de betaling aan de verkoper.
Zit ik meteen vast aan een abonnement?
Nee, je koopt alleen deze samenvatting voor €2,99. Je zit daarna nergens aan vast.
Is Stuvia te vertrouwen?
4,6 sterren op Google & Trustpilot (+1000 reviews)
Afgelopen 30 dagen zijn er 67474 samenvattingen verkocht
Opgericht in 2010, al 14 jaar dé plek om samenvattingen te kopen