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| Given to people by the boss, the company, or some other person. |
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| A reward derived directly from performing the job itself. Includes an interesting project, an intriguing subject that is fun to study, and a completed job all can make people feel that they have done something well. |
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| Changing from one task to another to alleviate boredom. |
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| Giving people additional tasks at the same time to alleviate boredom. |
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| Changing a task to make it inherently more rewarding, motivating, and satisfying. |
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| Herzberg's theory describing two factors affecting people's work motivation and satisfaction |
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| Characteristics of the workplace, such as company policies, working conditions, pay, and supervision, that can make people dissatisfied. |
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| Factors that make a job more motivating, such as additional job responsibilities, opportunities, for personal growth and recognition, and feelings of achievement. |
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| The leader with legitimate power has the right to tell others what to do. People comply with the legitimate leader because they are obligated to do so. |
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| The leader who has reward power influences others because she controls valued rewards. People comply with the leader's wishes to receive those rewards. |
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| The leader with coercive power has control over punishments. People comply with orders to avoid these punishments. |
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| The leader with referent power has personal characteristics that appeal to others. People comply because of this admiration, personal liking, a desire for approval, or a desire to be like them. |
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| Leaders with expert power have certain expertise or knowledge. People comply because they believe in the leader, can learn from them, or gain other things from them. |
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| Trait approach, behavioral approach, and the situational approach. |
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| Includes drive, leadership motivation, integrity, self-confidence, and knowledge of the business. |
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| A leadership perspective that attempts to identify what good leaders do. That is, what behaviors they exhibit. |
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| Leadership perspective proposing that universally important traits and behaviors do not exist, and that effective leadership behavior varies from situation to situation. |
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| Leader-member exchange theory: Highlights the importance of leader behaviors not just toward the group as a whole but toward individuals on a personal basis. |
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| A form of leadership in which the leader makes decisions on his or her own and then announces those decisions to the group. |
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| A form of leadership in which the leader solicits input from subordinates. |
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| Group maintenance behaviors |
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| Actions taken to ensure the satisfaction of group members, develop and maintain harmonious work relationships, and preserve the social stability of the group. Includes a focus on people's feelings and comfort, appreciation, and stress reduction. |
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| Actions taken to ensure that the work group or organization teaches its goals. Includes a focus on work speed, quality and accuracy, quantity of output, and following the rules. |
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| In corporations the owners are stockholders. The stockholders elect a board of directors to oversee the organization. The board is led by the chair and makes decisions that affect the organization. Boards 1. Select/assess/reward/replace CEO 2. Determine the firm's strategic direction 3. Ensure ethical and legal conduct. |
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| CEOs share their authority with other key members of the top management team. Top management teams typically consist of the CEO, president, COO, CFO, and other key executives. They make decisions as a unit. |
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| The number of subordinates who report directly to an executive or supervisor. |
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| Narrow spans build a tall organization that has many reporting levels. Wide spans create a flat organization with fewer levels. The optimal span of control maximizes effectiveness because it is 1. Narrow enough to permit managers to maintain control but 2. Not so narrow that it leads to overcontrol and too many managers. |
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| Optimal span of control depends on different factors. The span should be wider when 1. Work is clearly defined 2. Subordinates are highly trained 3. Manager is highly capable and supportive 4. Jobs are similar and performance measures are comparable 5. Subordinates prefer autonomy to close supervisory control. |
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| The key to true job satisfaction and motivation to perform lies in the motivators. |
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| His theory highlights the important distinction between extrinsic rewards (from hygiene factors) and intrinsic rewards (from motivators). Second, it reminds managers to not rely on extrinsic rewards alone and to focus on intrinsic rewards as well. Third, it set the state for later theories. |
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| The Hackman and Oldham Model of Job Design |
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| Well designed jobs lead to high motivation, high quality performance, high satisfaction, and low absenteeism and turnover. These outcomes occur when people experience three critical psychological states: |
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| The Hackman and Oldham Model of Job Design |
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| These outcomes occur when people experience three critical psychological states: 1. The believe they are doing something meaningful 2. They feel personally responsible for how the work turns out 3. They learn how well they perform their jobs. |
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| The Hackman and Oldham Model of Job Design - Five core job dimensions |
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| 1. Skill variety 2. Task identity 3. Task significance 4. Autonomy 5. Feedback |
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| A theory stating that people assess how fairly they have been treated according to two key factors: outcomes and inputs. |
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| An organization in which high level executives make most decisions and pass them down to lower levels for implementation. |
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| Decentralized organization |
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| An organization in which lower level managers make important decisions. |
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| Subdividing an organization into smaller subunits. Three basic approaches are functional, divisional, and matrix. |
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| Departmentalization around specialized activities such as production, marketing, and human resources. |
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| Advantages of Functional Organization |
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| 1. Economies of scale can be realized 2. Monitoring of the environment is more effective 3. Performance standards are better maintained 4. People have greater opportunity for specialized training 5. Technical specialists are relatively free of administrative work 6. Decision making and lines of communication are simple and clear. |
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| Disdvantages of Functional Organization |
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| People may care more about their own function than about the company as a whole, and their attention to functional tasks may make them lose focus on overall product quality. |
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| Departmentalization that groups units around products, customers, or geographic regions. |
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| An organization composed of dual reporting relationships in which some employees report to two superiors - a functional manager and a divisional manager. |
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| A set of perceptions of what employees owe their employers, and what their employers owe them. |
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| The assignment of new or additional responsibilities to a subordinate. |
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| Effective delegation leverages the manager's energy and talent and those of their subordinates. It allows managers to accomplish much more than they would be able to on their own. |
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| How should managers delegate? |
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| First, define the goal. Then, select a person who is capable of performing the task. The person should be given authority, time, and resources to be successful. The manager and subordinate should work together throughout the delegation process. Communication. |
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| The expectation that employees will perform a job, take corrective action when necessary, and report upward on the status and quality of their performance. |
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| The assignment of a task that an employee is supposed to carry out. |
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| Coordination and integration |
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| The way all parts of the organization will work together. |
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| Leaders - five key behaviors |
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| 1. Challenge the process 2. Inspire a shared vision 3. Enable others to act 4. Model the way 5. Encourage the heart |
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| A leader is one who influences others to attain goals. Outstanding leaders combine good strategic substance and effective interpersonal processes to formulate and implement strategies that produce results and sustainable competitive advantage. |
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| A mental image of a possible desirable future state of the organization. |
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| Behavior that provides guidance, support, and corrective feedback for day-to-day activities. |
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| Behavior that gives purpose and meaning to organizations, envisioning and creating a positive future. |
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| The ability to influence other people; this influence often means get things done or accomplish one's goals despite resistance from others. |
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| Applying a positive consequence that increases the likelihood that the person will repeat the behavior that led to it. |
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| Removing or withholding an undesirable consequence. |
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| Administering an aversive consequence. |
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| Withdrawing or failing to provide a reinforcing consequence. |
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| A theory proposing that people will behave based on their perceived likelihood that their effort will lead to a certain outcome and on how highly they value that outcome. |
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| Employee's perception of the likelihood that their efforts will enable them to attain their performance goals. |
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| A consequence a person receives for their performance. |
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| The perceived likelihood that performance will be followed by a particular outcome. |
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| The value an outcome holds for the person contemplating it. |
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| A conception of human needs organizing needs into a hierarchy of five major types: 1. Physiological (bottom) (food, water sex, shelter) 2. Safety or security (protection against threat) 3. Social (friendship, affection, love) 4. Ego (independence, achievement, freedom, status) 5. Self-actualization (top)(realizing one's full potential)People are motivated to satisfy the lower needs before they try to satisfy the higher needs. |
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| A human needs theory postulating that people have three basic sets of needs that can operate simultaneously. |
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| The most important needs for managers are the needs for achievement, affiliation, and power. |
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| A person who is dominant, self confident, convinced of the moral righteousness of their beliefs, and able to arouse a sense of excitement and adventure in followers. |
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| Leaders who motivate people to transcend their personal interests for the good of the group. |
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| Leaders who manage through transactions, using their legitimate, reward, and coercive powers to give commands and exchange rewards for services rendered. |
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| Forces that energize, direct, and sustain a person's efforts. Managers must motivate people to 1. Join the organization 2. Remain in the organization 3. Come to work regularly 4. Perform 5. Exhibit good citizenship. |
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| A motivation theory stating that people have conscious goals that energize them and direct their thoughts and behaviors toward a particular end. |
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| Establishing common routines and procedures that apply uniformly to everyone. |
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| An aspect of the organization's internal environment created by job specialization and the division of labor. |
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| A process in which different individuals and units perform different tasks. |
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| The procedures that link the various parts of an organization for the purpose of achieving the organization's overall mission. |
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| The legitimate right to make decisions and to tell other people what to do. |
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