BA 350 Exam 3- SDSU

Power

The ability to influence another person

Influence

Process of affecting the thoughts, behavior, and feelings of another person

Ex) A person's ability to get something done the way he wants it done

4 Organizational Bases of Power

-Legitimate

-Reward

-Coercive

-Information

2 Personal Bases of Power

-Referent

-Expert

Legitimate power

Derives from the manager's position

Reward power

Derives from the manager's ability to tie positive outcomes to a subordinate's behavior

Coercive power

Derives from the efforts to affect the behavior of another person through the fear of punishment

Information power

Derives from the control and distribution of information in an organization

Referent power

Based on the personal liking a subordinate has for a manager

Expert power

Derives from the manager's technical knowledge and expertise

Motivation

Process of arousing and sustaining goal-directed behavior

(Latin root of motivation: "movere or to move" want to get people to move/do what you want them to do)

Motivation theories

-Endogenous process (internal)

-Exogenous causes (external)

Endogenous process

Things about the person, their personal attributes and characteristics

(internal)

Exogenous causes

External factors to the person (reinforcement theory)

Early theories of motivation

-Self interest

-Emotional needs

Self interest

For the purpose of economic and material gain (Smith, Taylor)

-we try to avoid pain (gives us pleasure)

-economic and social gain

-people work to make money and avoid pain

Emotional needs

People behave in ways that will gratify differing emotional needs (Freud, Maslow, Alderfer)

Maslow's Needs Hierarchy

Bottom to top:

-Physiological

-Safety & security needs

-Love (social) needs

-Esteem needs

-Self-actualization needs

Physiological needs

Fulfilling your need for survival (or earning enough money to meet your means) opportunities to eat, having lunch breaks, clean air in the building so you can breathe

Progression hypothesis

Point 1: Behavior is dominated by the level of the behavior that is current (or unfilled). Once that need is met/fulfilled, it is no longer motivating

Point 2: You always start at the basic levels and then work up, so if the bottom of the pyramid isn't fulfilled then you won't be able to reach any of your other needs until you do fulfill it

Safety and security needs

Self preservation, freedom from threat/danger/

deprivation

-Physical safety would be... no violence, no radiation in your area, lit parking lots interpersonal -Safety would be... sexual harassment, unfair practices, etc.

ex: Having security in your job

ex: Maslow says it's one need, some may say physical and security are two different needs

Love (social) needs

Desire for affiliation, belonging, love, etc.

-Open floor plan to increase communication

-Christmas parties, intramural sports, task forces

-Anything that involves group gatherings

ex: Satisfied through team bonding

Esteem Needs

Self esteem: self confidence, recognition, being respected for your work

ex: You want to feel confident about your work

ex: At work you can hand out promotions, recognize people, build up their confidence.

Self Actualization

-LEAST UNDERSTOOD, BUT ITS THE MOST POPULAR LEVEL

-Realizing your full potential, using all of your resources to get to be your best

-Satisfy at work by... Giving more challenging assignments, offer different career paths, make them work harder and branch out, you must be pushed out of your comfort zone if you ever want to leave your comfort zone

ex: the house keepers wanted English classes so they could advance up more in society

Flaw of Progression hypothesis

It doesn't talk about how you move up and down... Just gives you the levels

Self-Actualization

Mike is an account manager for Hernandez Advertising. He earns a decent salary and his family is well taken care of. Mike has been at his job for 10 years and is doing well. Mike has lots of friends at work and receives a lot of praise for the business that he brings in. where is he on Maslow's hierarchy pyramid?

What do workers want?

"Paper we did in class. Younger people vary from older people. Younger want more interesting, etc. Older wants job security, etc."

ERG theory (ALDERFER)

-Existence

-Relatedness

-Growth

Existence

Maslow's physiological & physical safety

Relatedness

Interpersonal safety, love and interpersonal esteem

Growth

Maslow's self-actualization and self-esteem

Regression hypothesis

If people can't make it to the next level, they get frustrated and focus on the level below it

Herzberg's 2-factor theory

Satisfying & dissatisfying are not on the same plane

-they are separate factors

Theory X

Appropriate assumptions for employees who are motivated by lower level needs (safety and security, physiological needs)

-lower level needs

-closer to the self interest needs

-work is distasteful

-people lack ambition

-people dislike responsibility

-people want to be controlled

-people work for money

ex: We think most people are X (working for money), but the majority of people are theory Y.

Theory Y

Appropriate for higher order needs (self actualization, esteem needs, love needs)

-higher level needs

-closer to the modern theories

-workers want to contribute

-people have ambition

-people want responsibility

-people want autonomy

-workers need intrinsic fulfillment

Important in decision/group decision making process:

1. Clarity of purpose

2. Clear strategy

3. Listen to/incorporate everybody's input

4. Be willing to voice your opinion

5. Everyone has a different skill set to capitalize on

6. Work as a group

7. Caution of the Abilene Paradox

8. Caution of group polarization

9. Correct answer=> individual > group

10. Probability/estimate=> group > Individual

11. Small group=> faster decisions, sometimes lower quality

ex: Bigger group has more creative ideas as long as not redundant with one another

Hygiene (Job dissatisfaction)

-We feel dissatisfied when these factors are not there or are insufficient. They're contextual factors of the job. Don't affect motivation. Centered around your discomfort

ex: salary is only important up to a certain point, after that they don't really matter anymore. If you're making $100,000 compared to $110,000 it's not a huge difference anymore

Motivators (Job Satisfaction)

-Growth needs. About CONTENT. About the work itself, which leads to better performance. Leads to a lack of satisfaction, not dissatisfaction. THIS IS THE MORE IMPORTANT FACTOR.

Criticisms:

1. Some people don't think it's on two planes (not convinced it's dichotomous)

2. Doesn't account for individual differences

3. Criticisms about how he collected the data for this theory (using critical incidence)

Hygiene

You are dissatisfied with how your boss treats you at work. According to Herzberg's theory, this is a ________ factor.

Theory X vs. Y

It is assumed under both sets of assumptions that management's responsibilities remain the same. The responsibilities include "organizing the elements of a productive enterprise- money, materials, equipment, people, in the interest of economic ends"

Internal locus of control

What personality variable is related to expectancy?

Tertiary prevention

Amy decides to go on vacation after a stressful period at work. This is an example of:

Behavioral problem

James starts drinking when his workload increases. This is an example of a:

McClelland's Manifest Need theory

-need for achievement

-need for power

-need for affiliation

-need for autonomy

Need for achievement

-Excellence, competition, persistence

Need for power

-Desire to influence & impact others

-To be in charge, in control, influence people

Need for affiliation

- Establishing & maintaining warm & close relationships with others

- Desire to be a part of the group to be included

Need for autonomy

-Do work alone, minimum supervision/structure

-Extra one

-You want to be able to decide how to do something, its structure, etc

Strategies for the Resolution of Inequity

-Alter your outcomes (Ask for more money)

-Alter your inputs (Work less hours. Put less effort in. Be late more.)

-Alter the comparison other's outcomes (Tell the boss that they should get less money so it's even. Toughest one.)

-Alter the comparison other's inputs (Try to get them to work more hours.)

-Change who is used as a comparison other (Pick someone who has a lower salary than you)

-Rationalize the inequity (Say, "Well they were here before me....")

-Leave the organizational situation (Find a different job, transfer, etc. to where you think you'll get more money.)

Altering one's inputs.

(If you're overpaid, you're going to end up working harder.)

If a person is overpaid, s/he is likely to work harder, this is an example of:

Equity Theory

Receive more or less than what you think you should get. Inequity can be on any of the 4 squares.

-You can have both positive and negative inequity

Negative inequity

self < other

Positive inequity

When you get more than the comparative other

What's wrong with the equity theory?

1. Doesn't talk about how we're motivated in times of equity, ONLY talks about inequity.

2. We don't know how inputs and outcomes are weighted by different individuals.

(For someone to feel an inequity, they have to feel it be there. it's subjective.)

Equity theory (types of individuals)

-Benevolents

-Equity sensitives

-Entitleds

(want it to be fair, no motivation)

Benevolents

- Those people who are comfortable with an equity ratio less than their comparison other

- They're fine with getting the shorter end of the stick.

Equity Sensitives

- Those people who prefer equity

- They want equity in all ways. No more, no less.

Entitleds

- Those people who are comfortable with an equity ratio greater than their comparison other

- They feel like they deserve more for the same amount of work. THE TAKERS

Expectancy theory of Motivation (cognition)

-Expectancy

-Instrumentality

-Valence

Expectancy

The belief that effort leads to performance.

ex. If I study hard, I'll get a good grade. If you work hard, you'll do better.

Instrumentality

The belief that performance is related to rewards.

ex. -If I perform better, I'll get more pay.

ex:-If I do better on the test, I'll have a higher GPA and I'll get the job.

Valence

The value or importance one places on a particular reward.

ex. Does that reward have value to you????

-could be money, time off, recognition, etc, but does it have value to you?

Work Stressors

-Task demands

-Role demands

-Interpersonal demands

-Physical demands

Task demands

Unrealistic goals, unrealistic deadlines, not enough resources, new technology, change

Role demands

Overtime, role conflict, role ambiguity

Interpersonal demands

Harassment, other employees, other coworkers who suck, shitty bosses, bad customers

Physical demands

Dangerous workplace, physical requirements, snow and ice (weather), etc.

Nonwork Stressors

-Marital Expectations

-Child rearing - lack of sleep

-Transportation

-Traumatic Events

-Health issues

-Multiple roles

-Financial Problems

-Home Changes / Moving

-Parental Care

Organizational Prevention/Help

-Job redesign

-EAP Programs - employee assistance programs

-Social Support Programs

-Role Negotiations / goal setting

-Child Daycares

-Health clubs, gym in the office

-Free food

-Paid time off

Individual Prevention/Help

-Learned optimism (fake it til you make it, like faking a smile)

-Time Management

-Leisure Activities

-Exercise

-Healthy diets

-Taking meds, vitamins, etc.

*GET SLEEP, YOU NEED 7 HOURS

Situational variables

If you have 2 bosses, boss A gives you a reward if you do good. boss B doesn't, there's going to be different perceptions.

Effort to Performance link

Put in effort, get performance

Performance to Reward

Instrumentality - if i work hard, i'll get the gpa

Reward

If I give you a company pen you'll be like "omg yay"

Reinforcement

-desirable behavior

ex: when someone does something right

2 things you can do if they do something right (reinforcement)

-apply positive consequences

ex. give them a bonus, reward

-withhold negative consequences

ex. won't get yelled at for being late

Punishment

-undesirable behavior

ex:trying to weaken or eliminate that behavior

2 things you can do if they do something wrong (punishment)

-apply negative consequences

ex. employee steals from you, you fire them

-withhold positive consequences

ex. withhold a bonus for poor work

Extinction

-you extinguish by attaching no consequences to the behavior

-you're ignoring the behavior

works best if you couple it with positive reinforcement

ex. if your child throws a tantrum, ignore the tantrum, don't pay it any attention

ex. when the baby does something right, you reward it

ex. at work, you have a complainer, whining, just ignore that worker, then when they do something right, reward them and compliment them

Redirection

-you show them what you want them to do

-use punishment when there is danger or seriously undesirable behavior (ex. unethical behavior)

2 guidelines for punishment

-praise in public, punish in private

-if you tell someone what not to do then you also need to tell them/show them what the alternative is

Common rewards used in organizations

-Material rewards

-Supplemental benefits

-Status symbols

-Social rewards

-Rewards from task

Material rewards

-pay, stock, bonuses, expense accounts

Supplemental benefits

-health, child care, health spa, company cars

Status symbols

-large offices, paintings, rings, private lounges

Social rewards

-praise, invitations to lunch, awards

Rewards from task

-achievement, responsibility, important task, autonomy

Positive reinforcement principles

-"behavior that is rewarded gets repeated" -skinner

ex. training your dog to sit by giving it a treat

- rewarding A while hoping for B

ex. i'm rewarding quantity when i actually wanted quality

- Do not reward all employees the same.

- Feedback should be immediate (or as close to the behavior as possible)

Bandura's Social Learning Theory

-learn via observations of other people and then model their behavior.

-observers learn faster

Self Efficacy

Confidence to accomplish the specific task

ex. you're belief that you can do a certain task.

ex. if you watch someone else do that task and do it well, you will feel like you will be able to do it as well.

ex. fear factor

Personality and learning

-Introverts/Extroverts: alone vs with others

-N(Intuition)/Sensing: theory, interrelations vs data, practical application

-Thinkers/Feelers: analysis, logic vs interpersonal involvement, subjective

-Judging/Perceiving: organized vs flexible

Goal setting

SCMART:

-Specific: goals need to be specific- tell people how to go about it

-Challenging: need a stretch; higher goals higher attainment

-Measurable: did I complete this? See progress

-Accepted: I want to achieve this

-Realistic: attainable, able to reach it, if not people give up

-Time-bounded: ending goal or else not motivating

ex: lose 10 lbs in one month? ← yes

Consequences of Goal Setting

-Increased work motivation and performance

-Reduced role conflict and role ambiguity

-Improved accuracy of performance review

Management-By-Objectives (MBO)

-goal setting program based on negotiations between employees and their managers (goal setting works for everyone)

-Development plan becomes basis for performance review.

ex: "goals and controls"- purex; "work planning and review" -G.E.

Performance management

A process of defining, measuring, appraising, providing feedback on, and improving performance

Performance management steps

-define performance in behavioral terms

-measure and assess performance

-feedback for goal setting and planning

-improved performance

360 Degree Feedback

Everyone around you in the organization can give you feedback (peers, manager, customer, self, reports)

Performance appraisal

The evaluation of a person's performance

-Provides feedback to employees

-Identifies employees' developmental needs

-Decides promotion & rewards

-Decides demotions & terminations

-Develops info about the organization's selection

and placement decisions

Distress/strain

(-the headache is the consequence of the exams

-Stressor: the exams

-the stress response: crying like a baby)

Alex has 5 exams tomorrow. He has a terrible headache, this is known as:

Develop People and Enhance Careers (supervisor)

-Coach and develop employees

-Be vulnerable and open to challenge

-Maintain a position of responsibility

-Listen empathetically

-Encourage employee to talk about hope and aspirations