COMM 105 Ch5

Chapter 5 Review

employee engagement

individual’s emotional and cognitive motivation

associated w self-efficacy

employee motivation

forces within a person that affect direction, intensity, persistence of effort

drives

primary needs, hardwired characteristics of the brain that try to keep us in balance by correcting deficiencies

• social interaction

• competence

• understand

• defend

drives affect motivation

energize us to act on environment

generate emotions that put us in a state of readiness

Four-Drive Theory

ABCD

drive a

acquire: seek, take, control, retain objects and personal experiences

motivates competition

drive b

bond: produces need for belonging and affiliation

motivates cooperation

drive c

comprehend: curiosity about our environment and ourselves

motivates curiosity and need to reach knowledge potential

drive d

defend: protect ourselves physically, psychologically, socially

motivates fight/flight response

drives affect motivation

determine which emotions are tagged to incoming stimuli

Maslow’s Hierarchy

• physiological

• safety

• belongingness

• esteem

• self-actualization

deficiency needs motivate to acquire

growth need motivates to become better

intrinsic motivation

fulfill needs autonomously with an internal motivator (the self)

feel motivated when self-initiated

extrinsic motivation

fulfill needs with something beyond their control

feel motivated when there is a perceived reward

learned needs theory

• nAch: choose medium difficulty, money is weak motivator for high

• nAff: seek approval from others, cultivating relations

• nPow: want to exercise control over others, personalized (self) v socialized power (to help others)

expectancy theory

rational decision makers are motivated to choose goals that result in best outcomes

• EP: perception that effort will result in performance

• PO: perception that performance will lead to an outcome

• Outcome Valence: anticipated satisfaction or dissatisfaction from outcome

OB Mod - ABC

A: what happens before the behaviour — B: what the person says/does — C: what happens after the behaviour

generate a reaction based on an event

social cognitive theory

learning occurs by observing and modelling others, also anticipating consequences

Effective goal setting - SMARTER

• specific

• measurable

• achievable

• relevant

• time-framed

• exciting

• reviewed

effective feedback

• specific

• relevant

• timely

• credible

  • sufficiently frequent

strength based coaching

focuses on building and leveraging employee’s strengths rather than correcting weaknesses

equity theory

benefits should be in proportion to contribution

procedural justice

appropriate procedures have occurred

interactional justice

appropriate rules have been applied

justices with motivation

fairness

may motivate to do better

may feel less motivated bc perceived preference