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Maslows Heirarchy of Needs |
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Definition
Physiological then Safety then Social then esteem then Self Actualization |
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Esteem(Maslows Heirarchy of Needs) |
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The need to be recognized. Respect. |
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Physiological (Maslows Heirarchy of Needs) |
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Sufficient living conditions. Breathing, food, water. |
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Social(Maslows Heirarchy of Needs) |
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Friendship, intimacy. gangs. |
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Safety(Maslows Heirarchy of Needs) |
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Health, personal security, financial security. |
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Self-Actualization(Maslows Heirarchy of Needs) |
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the full realization of one's potential |
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A set ofassumptions ofhow to manage individuals who re motivated y lower order needs |
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A set of assumptions of how to manage individuals who are motivatedby higher order needs |
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Motivation Hygeine Theory Job Disastisfaction |
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• Company policy and administration • Supervision • Interpersonal relations • Working conditions • Salary • Status • Security |
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Motivation Hygeine Theory Job Satisfaction |
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Achievement • Achievement recognition • Work itself • Responsibility • Advancement • Growth • Salary? |
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Employees weigh what they put into a job (input) against what they get from it (outcome) and then compare this ratio with that of a comparison other. |
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my Outcomes/inputs= your outcomes/inputs |
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my outcomes/inputs < your outcomes/inputs |
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my outcomes/inputs > your outcomes/inputs |
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Strategies for Resolution of Inequity |
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Definition
• Alter the person’s outcomes • Alter the person’s inputs • Alter the comparison other’s outputs • Alter the comparison other’s inputs • Change who is used as a comparison other • Rationalize the inequity • Leave the organizational situation |
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I prefer an equity ratio equal to that of my comparison other |
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I am comfortable with an equity ratio less than that of my comparison other |
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I am comfortable with an equity ratio greater than that of my comparison other |
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Expectancy (Expectancy Theory) |
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Definition
The higher the effort will lead to higher performance |
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Intrumentality (Expectancy Theory) |
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Definition
The higher I perform the greater the reward |
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Valence (Expectancy Theory) |
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Definition
How valuable is the reward to employee |
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3 Causes of Motivational Problems |
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Definition
• Belief that effort will not result in performance • Belief that performance will not result in rewards • The value a person places on, or the preference a person has for, certain rewards |
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Definition
If our behavior has positive consequences we are more likely to repeat it |
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If our behavior has negative consequences we are less likely to repeat it |
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–strengthen desirable behavior by either giving positive consequences (positive reinf.) or withholding negative |
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weaken undesirable behavior by either giving negative consequences or withholding positive consequences |
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the weakening of a behavior when there are no consequences to it |
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Definition
Self Evaluation Customer Manager Evaluation Evaluation Peer Reports Evaluation |
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Task-Specific Self-Efficacy |
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an individual’s beliefs and expectancies about his or her ability to perform a specific task effectively |
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Definition
Start off with positive, focus on behavior |
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Theoretical, look for meaning in material, holistic understanding, look for possibilities and interrelationships(Big picture oriented) |
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Prefer specific, empirical data, practical applications, master details, look for the realistic and doable(detail oriented) |
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Prefer data and information analysis, fair minded, evenhanded, seek logical and just conclusions, objective |
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Prefer interpersonal involvement, tenderhearted, harmonious, seek subjective, merciful results |
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Definition
Increase work motivation and task performance Reduce role stress associated with conflicting or confusing situations Improve accuracy and validity of performance evaluation |
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Management by Objectives (MBO) |
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Definition
a goal-setting program based on interaction and negotiation between employees and managers – Articulates what to do – Determines how to do it |
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the extent to which peers in the same situation behave the save way (are there complaints from about other employees) |
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the degree to which the person behaves the same way in other situations (is it only on this task or has it occured on past jobs) |
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to frequency of a particular behavior over time (have complains been coming in steadily) |
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Windows through which we interact with others that influence message quality, accuracy, clarity Include age, gender, values, beliefs, culture, experiences, needs |
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Listening carefully to the speaker and repeating back the message to correct misunderstandings |
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Communicator sends a message to someone & no questions or feedback |
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Communicator & receiver interact |
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Five Keys to Effective Supervisory Communication |
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• Expressive speaking • Empathetic listening • Persuasive leadership • Sensitivity to feelings • Informative management |
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Barriers to Communication |
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Definition
•Physical separation • Status differences •Gender differences • Cultural diversity • Language |
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Subordinate Defensiveness |
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–passive, submissive, withdrawing behavior |
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active, aggressive, attacking behavior |
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an individual’s use of space |
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Facial and Eye Behavior – |
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movements add cues for the receiver |
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variations in speech, such as pitch, loudness, tempo, tone, duration |
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– bands of space extending outward from the body; territorial space differs from culture to culture |
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two or more people with common interests, objectives, & continuing interaction |
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a group of people with complementary skills who are committed to a common mission, performance goals, and approach for which they hold themselves mutually accountable |
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standards that a group uses to evaluate the behavior of its members |
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: rank within a group. Can be hierarchical, egalitarian, or shared team leadership. |
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how strongly members identify with a group. Cohesive groups have… – Lower tension and anxiety – Less variation in productivity – Higher satisfaction, commitment, and communication |
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The greater the number of people working on a group task, the smaller the contribution of each member |
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official or assigned groups gathered to perform various tasks |
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groups that evolve in the work setting to satisfy needs not met by formal groups |
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Tuckman’s Five-Stage Model of Group Development |
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Forming Storming Norming Performing Adjourning |
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little agreement Unclear purpose Guidance and direction |
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conflict increased clarity of purpose Power struggles Coaching |
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agreement and consensus Clear roles and responsibilities Facilitation |
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Clear vision and purpose Focus on goal achievement Delegation |
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Task completion Good feeling about achievements Recognition |
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make decisions that were once reserved for managers |
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