WAM

Attitude

a relatively stable evaluative disposition toward a specific person, situation, or other entity which varies in intensity and favorability. Tends to guide an individual’s response to that object. Ex: job satisfaction. Evaluations of one’s job that express one’s feelings toward, beliefs about, and attachment to one’s job

Attitude has what 3 components?

• Affective component: feeling object arouses

• Cognitive Component: beliefs about object

• Behavioral component: likelihood to act a certain way toward an object

Trait Like attitude

stable individual differences

• Positive affect trait like: Consistent experience positive emotions (energetic, alert, active)

• Negative affect trait like: Consistent feelings of negative emotions (anger, guilt, fear)

State like attitude

within-individual variation - difference in morning, afternoon, evening (momentary)

• Positive affect state like (momentary)

• Negative affect state like (momentary)

 30-50% of variation in job satisfaction is within-individual variation (state like). Work attitudes can fluctuate throughout the day

Why do attitudes matter?

because work attitudes influence behavior, but relationship is not direct

• they go through mechanisms (intentions, goals, norms, perceived control), and depend on contextual factors (resources, autonomy)

• they are a mechanism to take action

Multiple mediators, moderators, and contextual inputs shape how attitudes translate into behavior

• they don’t directly affect behavior. they only affect intentions. Intentions affect behavior

Theory of Reasoned Action (TRA)

• Behavior is rational and reasoned.

  • Behavior is based on intentions.

  • Intentions depend on attitudes (abt behavior) and subjective norms (what people think they should do)

• Intention is a mediator where attitude/norms affect intention which affects behavior

  • Moderator changes relationship between IV and DV (stronger/weaker relationship)

  • IV: attitude and subjective norms

  • DV: behavior

• posits that voluntary behavior is directly determined by the intention to perform it, which is driven by attitudes toward the behavior and subjective norms (social pressure). It assumes people are rational, using available information to weigh consequences and social expectations

Theory of Planned Behavior

• Adds perceived behavioral control as IV (intention depends on perceived ability to act) because even if someone wants to and feels socially supported, they may not act without time, ability, or resources

• IV: attitude, subjective norms, and perceived behavioral control

Theory of Reasoned Goal Pursuit

• Expands the previous models of Theory of Reasoned Action and Theory of Planned Behavior by adding goals and dynamic processes where people act because of attitudes, norms, control AND goals to pursue

• Behavior FEEDS back as it updates future goals, attitudes, and intentions

Social Info Processing Theory

Attitudes are partly constructed from social cues (norms, language, feedback, frames, comparison processes), and info in the environment rather than only from internal preferences 

• Use this theory for interventions by creating social cues, simple but very powerful. Example: CWBs at work

• Cognition driven formation: beliefs and interpretations are socially shaped. Attitudes can shift even when task conditions don’t change

• Social context determines salience of attitudes, meaning, and evaluation

• Social Info Processing Theory is important for work attitudes because coworkers and supervisors provide interpretive cues. Norms and climate guide what is “appropriate” to feel or express. Contextual signals shape evaluations of job, organization, or role

Affective Events Theory

Attitudes and behaviors are shaped by emotions from daily events and long terms evaluations of the job. Short term emotion reactions can build up and contribute to longer-term evaluations

• Emotion-driven behaviors (short term/immediate)

  • Events trigger affect, Affect triggers behavior. Example: Anger causes CWB. Anxiety causes avoidance. Irritation causes withdrawal. 

• Judgement-driven behaviors (long-term/planned)

  • Events causes affect. Affect causes job attitudes, Job attitudes cause Intentions. Intentions cause behavior. Ex: jow job satisfaction causes turnover intentions which then causes the actual turnover. 

  • Longer term behaviors need attitude accessibility (how quickly an attitude can come to mind where the more it does, the more likely it influences behavior) and attitude stability (attitude remains consistent over time/situations and likely support long-term continuation of a behavior)

Attitude Measurement

• Explicit Measures: evaluations. Not perceptions, intentions, or motivations. 

  • Global (Overall, I am satisfied) or FAcet (pay satisfaction, supervisor satisfaction)

  • Likert scales, experience-samping (daily writing your mood)

• Implicit Measures: Implicit Association Test, Evaluating Priming Task (prime participants with image or words and ask them to sort images or words into categories

• The correlations between explicit and implicit measures are not always high. This is because of dual (or multiple) attitude representations. 

  • APE model (associative evaluations - automatic. Implicit) (Propositional reasoning - judgement - explicit)

Job Satisfaction

overall evaluation of job including affective component (feel everyday), cognitive component (beliefs), and behavioral component. (If job satisfaction is low, attitudes are probably low)

Job Characteristics approach:

characteristics of the job like skill variety, task identity, task significance, autonomy, feedback affect job satisfaction. These characteristics are also related to motivation. 

Social Info Processing

job satisfaction is shaped more by social cues than by internal needs. Example: when leaders frame the work as important, employees tend to value it more. But link between needs and outcomes is relatively weak (need satisfaction and satisfaction has limited explanatory power)

Adaptation Theory

People can adjust to stimuli aka an intervention (pos and neg) but will eventually return to baseline of emotions/cognitions. High values tend to be followed by subsequent decreases and low values by increases. Attitudes do not change in one direction; rather, fluctuate and gradually converge toward a baseline set point. Interventions are meaningful but providing only on intervention is probably less meaningful. “Each people have a set point” of job satisfaction

The speed of adaptation though is affected by:

• Valence (pos / neg events). Negative events affect attitudes more than positive. Instrumentality can accelerate adaptation as for example, even for negative events.

When an unpleasant experience is seen as a means to a valued outcome, employees adapt faster. Example: A demanding assignment may be tolerated—and adapted to—if it is perceived as necessary for promotion or career growth.

• Uncertainty: high uncertainty slows adaptations like unclear evaluation criteria

• Norms: accelerate adaptions (everyone goes through this)

• Positive Work Experience like promotions can increase job satisfaction but their effects tend to fade over time because of adaptation

• To slow adaptation to positive events:

  • Awareness: encourage employees to notice and savor the positive experience

  • Expectation Management: lower expectations for immediate additional gains, preventing a “what’s next?” mindset

Job Satisfaction fluctuates with.. and …

Honeymoons (increase in job satisfaction) and Hangovers (decline as person is more settled and situation normalizes)

Job Satisfaction leads to outcomes such as

• Motivation

• Performance (task performance, supervisor ratings)

• OCB (altruism, civic virtues, compliance)

• Physical and Psychological well-being and stress (strain, emo exhaustion)

• Withdrawal cognitions and behaviors (absenteeism, lateness,s intent to leave)

Job Satisfaction to Performance is not a straightforward relationship because…

In weak situations, satisfaction enhancing practices likely increase performance. Strong situations, performance may depend more on structure and training and incentives than on satisfaction

Employee Engagement

bringing all aspects of themselves (cognitive,emotional, and physical) to the performance of their work role. Aka investing hands, head, and heart into performance

• Assessed through Job Engagement Scale (JES)

4 characteristics of engagement

Attentive, Connected (feeling emotionally and cognitively engaged with role), Integrated (alignment between values/identity and role), and focused (deep concentration)

3 psychological conditions related to degree of engagement

• Psychological availability (resources available to do job)

• Psychological meaningfulness (feels work is appreciated and consequential)

• Psychological safety (express self without fear)

Engagement

a positive, fulfilling work-related psychological state that is characterized by vigor (high energy/mental resilience), dedication (enthusiasm/pride), and absorption (fully concentrated). There is trait, state, and behavioral engagement. MORE STRONGLY linked to health indicators (fatigue, exhaustion) than org commitment, job satisfaction, or job involvement, emphasizes investment of energy while performing job (beyond evaluative attitudes of just liking your job)

job engagement is not universally beneficial as high engagement can foster defensive and exclusionary behaviors, particularly when accompanied by strong psychological ownership

Trait Engagement

employees own characteristics on generally how they have positive/proactive views of work. Relatively stable (diff to change so use many interventions but on other hand, focus on trait engagement if you want a more stable change)

State Engagement

day to day feel of engagement. Fluctuate within one day

Behavioral Engagement

behaviors because of engagement that are above and beyond typ performance (OCB)- outcomes

Antecedents of Engagement

Task variety, employee support, task significance, transformational leadership, work-role fit, value congruence, core self-evaluations and roles of managers are extremely important!!

Are group-based or individual -based interventions better?

Group-based interventions were associated with stronger effects than individual based bc of increased social support and greater influence in decision making and shared problem solving

Organizational commitment

feelings/behav tendencies of employees toward their organization

Affective Commitment

Want to” psychological or emotional attachment to organizations

Antecedents: personal characteristics, work experiences, justice

buffers stress. Well-being (health, satisfaction, engagement) increases, stress/strain (burnout/anxiety) lowers. Through need satisfaction and autonomous motivation. Provides coping resources and meaning

Strongest relationship to attitudinal outcomes (satisfaction, involvement).

negatively related to turnover, related to higher performance

Continuance Commitment

“Need to” costs of leaving organization

Antecedents: personal characteristics, investments

Amplifies stress. well-being (satisfaction) decreases, stress/strain (tension, exhaustion) increases. Through feeling trapped. Increases vulnerability

negatively related to turnover, associated with long term retention

Normative Commitment

“Ought to” feeling ought to remain with organization

Antecedents: personal characteristics, socialization experiences, org incentives

well-being and stress/strain depends because of moral duty is healthy or unhealthy . depends on interpretations

negatively related to turnover

Measures of organizational commitment

1. Self-Report Scales. Widely used. 

2. Three Dimensions of Org Commitment Treated Separately (affective, continuance, and normative) 

3. Commitment Profiles: good for providing appropriate dimension for each group. Analysis and interpretation often focus on combinations of multiple types of commitment (profiles) rather tahn simply the strength of a single dimension

4. Multiple Dimensions and Foci of Commitment: commitment is multi-faceted with various foci (org, job, supervisor) and types (affective, normative, and continuous)

5. Confusion with Other Concepts: unclear whether commitment can be measured as an independent construct as items often include aspects no limited to commitment like satisfaction, org identification and turnover intention

6. Growing Attention to Cross-Cultural Commitment: commitment varies across different countries and cultures

Work Values

prioritized, trans-situational, and guiding beliefs that you hold about end states or behaviors. values expressed in work domain. Diff than preferences. 

3 bipolar dimensions to compare culture values.

• Harmony vs mastery: flow of society/nature or take control/make changes/dominate

• Hierarchy vs egalitarianism: people adhere to norms or accept unequal distribution of power and resource

• Embeddedness vs autonomy

7 value domains of cultural values

• Intellectual autonomy: free thinking, curiosity, creativity

• Affective autonomy: positive experiences full of pleasure/excitment

• Egalitarisim

• Hierarchy

• Harmony

• Mastery

• Embeddedness: identification with collective/shared goals/group harmony

Rank-order stability regarding values

person who values security more than others, 10 years later still values security more than others

Mean-level change regarding values

after entering the workforce, people value job security more. Environment matters. Education and maturation cause mean shifts. Generational effect: stability of environments like economic conditions, disasters, social instability

Work Values changes based on

Acclimation: importance of values change based on life/work conditions, prioritize values that are easily accessible/supported by environment, de-emphasizing ones difficult to achieve. Example: Setting that fosters autonomy may strengthen importance of self-direction values

Compensation: more importance on values NOT provided by environment. Ex: working in unstable job then prioritize security and stability

Major life transitions (family/work) only have limited effects on work values

Work values are already fairly solidified by young adulthood

Cross-nationally consistent indiv diff along background characteristics of gender and family SES. could be genetically influenced. Higher family SES related to lower extrinsic work values: compensation process

Occupational-Selection Model

individuals choose their jobs based on own values and interests (like attraction-selection-attrition model). Assume there’s a match between person’s values and values prominent in their chosen field/job

• Could be beneficial bc turns out work values are already fairly fixed by adulthood

Occupational-Socialization Model

person’s values are shaped and influenced by their occupation over time. People adapt and align values according to norms/culture/expectations of occupational environment

Affect

umbrella broad term that includes emotions, moods, and dispositional (trait) affect

emotion

short, targeted event

Mood

 last longer, vague event

Positivity offset

tendency of most individuals to experience a mildly positive mood at zero input

Emotional Labor

regulating emotions at part of one’s job role

Display Rules

organizations prescribe what emotions to show, when to show them, to whom. 

• Surface Acting: fake the emotion, change expression only

• Deep Acting: change what you actually feel

Emotional Intelligence

ability to recognize, understand, and manage emotions in oneself and others. People differ in IQ and how they process emotions

Ability Model

Emotional skills are a type of cognitive ability. It can be measured like intelligence and have more empirical support and are more theoretically sound. 

• 4 branches: perceiving emotion, using emotion in thinking, understanding emotion, and managing emotion. 

• Characteristics: right vs wrong answers, related to cognitive ability, increases with age, stronger scientific support

Mixed model

emotional intelligence ability is broader where it incorporates emotional skils, personality, and motivation. More about “success in life”. Includes self-confidence, optimism, motivation, interpersonal style, and popular but broader than intelligence

Emotional Contagion

people’s emotions are caused by the emotions of others. Emotions spread from one person to another

• Automatically and unconsciously mimic facial expressions, copy tone of voice, mirror possure. Emotions spread out. Important concept

• Mimicry leads to an internal feelings which leads to a shared mood. This means mimicking feeds back to your brain and you end up believing it

• In organizations, leaders mood shapes the group mood

  • Positive leader: more positive team mood. 

  • Negative leader: more negative team mood

• Emotions are social transmitted in addition to individually experienced

• Employees shape emotional environments in addition to performing tasks. Ex: cooperation, trust, team climate, customer reactions

Six universal emotions

happiness, sadness, anger, fear, surprise, disgust

Expression Differences

people display emotions differently across cultures. Nonverbal accents: subtle differences in facial expressions and gestures. Observers can identify nationalist from expressions

Regulation Differences

cultures differ in managing emotions. East Asian cultures: more suppression. Western cultures: more expression.

Experience Differences

people can experience emotions differently. Emotional complexity: feeling positive and negative emotions at the same time. More common in collectivist cultures

Do positive emotions directly cause behavior?

No, instead it builds resources

• Emotions lead to an internal changes which leads to resources accumulate and then leads to outcomes

• Positive emotions help build resources that enable good outcomes

• Positive emotions does not guarantee success

Emotions change our..

• Cognitions: changes how we process info. Negative emotion -> threat detection mode. Narrow attention, error avoidance. Positive emotion -> exploration mode, broad attention, integration, flexibility

• Behavior: emotion changes behavioral tendencies. Increases likelihood of future resource gain. Negative emotion -> protect/avoid/conserve. Positive Emotion-> approach/explore/invest

• Affect: positive emotion spreads and reinforces itself. Means safer interactions, more positive responses from others, more interaction frequency. Results in trust, relationships, support

• Physiology: positive emotion support recovery. Means faster recovery, reduced physiological strain, less fatigue accumulation. Builds energetic capacity for sustained performance

Emotions are Dynamic

emotions are processes, not states. Average positive emotion can be misleading. Warning signs often overlooked: large ups and downs (variability), sharp drops after small stressors (reactivity), slow recovery from negative states (inertia). So survey averages may hide risk

Traditional Stress Model

• Stressor: part of the work environment and events that trigger stress

• Strain: person’s response to stressor. Include physical responses (higher blood pressure, rapid heartbeat), psychological responses (feeling sad), and behavioral responses (eat too much, alcohol use). Sometime effects of stress are positive

Limitations

• Assumes removing stressors improves health, when in reality, if bored/unmotivated attitudes can become worse

  • Low stress does NOT always mean a healthy employee. Ex: no growth opportunity can lead to burnout

• Ignores daily fluctuations. Traditional research- annual surveys, monthly questionnaires. Reality: well-beign changes within a single day, so trad model ignores daily fluctuations

• Treats well-being as an outcome

  • Treats well-being as a stable personal conditions.

  • Daily experience looks different (morning - energized, after meeting -frustreated)

  • Well-being is not a fixed state

  • Treats as if well-being and stress are on opposite sides of the continuum but in reality, well-being is a process 

Demands-Control Model

• Highest occupational stress: people with heavy work demands, but little control over their work

• Links with health and physiological outcomes

• High job demands and high job control is the best        

• High job satisfaction and lower levels of burnout: manage workload effectively and have sense of autonomy and control over one’s work

• Low job demands: work is too easy or routine: may cause boredom, lack of motivation, job dissatisfaction, and disengagement  

Job Demands-Resources Model

explains how workplace characteristics affect employee well-being, burnout, and job performance. The model sorts work conditions into two main groups: job demands and job resources

Job Demands: Aspects of work that require ongoing physical or mental effort. They cause stress or exhaustion when they are too high

Job Resources: Aspects of work that help you reach goals, lower stress, or grow personally

Employee well-being and performance are shaped by Health Impairment Process: High, unchecked demands drain energy and lead to chronic stress and burnout.

• Motivational Process: Strong resources spark work engagement, high performance, and dedication.

• Buffering Effect: Plentiful job resources can soften the negative impact of tough job demands.

Conservation of Resources Theory

People are motivated to build resources. Actual or threatened loss of resources creates stress. Resource loss is more salient than a gain (strong emphasis on downward spirals). Continual resources loss leads to loss spirals. Resource gain leads to resource caravans where resources are interconnected and tend to accumulate together. Primary Contribution: dynamic nature of resource loss and gain over time

Person-Environment Fit Model

interaction between personal and situational/org characteristics leads to occupational stress. 

• Multiple forms of misfit: demands-abilities/skills, person-org

• Limitation: measures of orgs (compared to measurement of people)

Effort-Reward Imbalance Model

recent but influential model: especially in europe. 

• Stress happens when there’s a discrepancy between efforts and rewards

• Imbalance more likely for overcommitted employees

Hedonic Well-being

feelings good, satisfaction, low strain. focuses on maximizing pleasure and minimizing pain

Eudaimonic Well-being

meaning, growth, functioning. focuses on finding meaning, purpose, and self-realization

Job crafting

employees’ intentional changes to their tasks, relationships or perceptions of work to make the job more meaningful and better fitting to themselves

Modern view of well-being

well-being is a personal resource and stress and well-being is a reciprocal cycle. 

• well-being as a personal resource. Your current mental state dictates how you perceive and behave at work, which then creates your "next" work experience.

• High stress jobs break people and people who are already breaking down experience work negatively and the job itself deteriorates as well. 

• Burnout reshapes the job characteristics. For example, it could be the same job but experience it as challenging or unfair

• Consequences of poor well-being. (backlog accumulation and increased workload)

Role Stressors

set of behaviors person expected to display in org. Role info is verbal/written/formal/informal. 

• 3 types of role stressors: ambiguity, conflict, and overload. Overload role stressor example are daily hassles like accumulated paperwork. 

• Role Stressors is linked to job performance, OCBs, and strain experiences (stress is cumulative)

Work-Family Conflict

demands between work and family are mutually incompatible. Based on scarcity hypothesis where we have finite amount of resources. 

• Bi-direction where work can interfere with family and family interferes with work. 

• Negative consequences for individuals, work, and family lmao everything

• Lower levels of general well-being, lower levels of job satisfaction, higher levels of burnout, more alcohol use and poorer health

Work-Family Enrichment

work and family enhance one another. Similarly bi-directional - credit domain where benefits come from. Interpersonal capitalization - sharing experiences helps highlight resources

Challenge stressors

perceived as useful for growth or accomplishment as it can energize and engage employees. Associated with performance and learning

Hindrance Stressors

seen as pointless, uncontrollable or offering no learning value. Act as obstacle to successful performance. Unlikely to overcome through increased effort. Lead to strain and depletion

Difference between spillover and work/family conflict

• Experiences in one life domain transfer to another. Emotions and beahviors developed at work can carry over to home and vice versa. Resources gained in one domain may benefit the other (positive spillover). Strain accumulated in one domain may impair the other (negative spillover)

• This is related to work family conflict/enrichment where conflict/enrichments are SPECIFIC outcomes of that process. It describes what is caused. For example: role demands cause time pressure and fatigue. Or experiences improve functioning across domains like positive mood and skills

• Spillover on the other hand describes what transfers

• Spillover is the action (the carry-over), while Conflict and Enrichment are the labels we give to the impact that carry-over has on our lives.

Prevention Hierarchy for stressors

Primary Prevention, Secondary Prevention, and Tertiary Prevention

Primary Prevention

create a work environment where stressors are minimized. Change the job itself (job redesign) like adjusting workload, increase autonomy, clarify roles. 

• Large Effect Size, Long-term durability, high cost, difficult implementation . High cost but lasts longer. Usually org approach

Secondary Prevention

Prevent breakdown even when stressors exist. Change the person, not the job like stress management training and mindfulness programs. 

• Moderate effect size, moderate duration. Low cost. Easy implementation. Usually individual approach

Tertiary Prevention

recovery after problems have already occurred. Examples: counseling, employee assistance programs.

• Individual level effect, limited org impact, necessary but not preventative

Workplace Mental Health Program Model

• Prevention: reduce the sources of strain- job redesign, flexible work arrangements, support systems

• Intervention (Awareness and Support)- mental health edu, manager training, stigma reduction

• Accomodation- return to work support, just adjustments, flexible scheduling

Nonverbal accents

facial expressions are subtle variations in facial muscle movements that convey emotions and social signals, often influenced by cultural factors.

Which of the following statements regarding values' characteristics is TRUE

The values’ relative importance guides one’s actions.

Which of the following statements about the Schwartz Value Survey (SVS) is TRUE?

The circular structure of values indicates that adjacent values are motivationally compatible, whereas opposing values are in conflict.

Which of the following statements about emotional labor is MOST theoretically accurate?

Emotional labor involves regulating emotional expressions to conform to organizationally defined display rules.

 Which of the following statements about work attitude characteristics is TRUE?

Work attitudes easily fluctuate at the within-individual level.

Which of the following statements accurately describes the conservation of resources (COR) theory?

Psychological stress occurs when there is an actual or threatened loss of resources.

 Which of the following is a psychological condition related to degree of engagement?

Psychological meaningfulness

Match each of the three components of the three‐component model on the left with one of the antecedents on the right. Please note that each antecedent can be used only once.

1. normative commitment-> Socialization experiences

2. affective commitment-> Organizational justice

3. continuance commitment-> Job opportunities at other organizations

1. C -> Judgement-driven behaviors

2. B -> Affect-driven behaviors

3. A -> Affective reactions

Describe two examples of social cues according to social information processing theory to explain how attitudes develop in individuals over time

Peer Social Cues (Horizontal Cues)	Coworkers regularly staying late, collaborating enthusiastically, and celebrating small wins together.	Fosters high organizational commitment and job satisfaction via peer norm reinforcement.
Environmental/Structural Cues (Contextual Signals)	A company's physical office layout features locked, opaque manager doors while employees work in crowded, windowless cubicles.	Signals a strict, low-trust hierarchy, causing employees to feel undervalued and guarded.

1. Direct Verbal/Evaluative Cues (Explicit Statements)

• Mechanism: Direct informational statements or explicit evaluations made by peers, leaders, or veterans that directly label an environment, task, or organization.

• Example: During onboarding, a senior colleague directly tells a new hire, "Don't stress too much about the quarterly deadlines; management never enforces them anyway."

• Impact on Attitude: The new employee adopts a relaxed, lower-urgency attitude toward deadlines because a trusted source directly framed the organizational expectations and norms for them.

2. Direct Non-Verbal/Behavioral Cues (Observed Actions & Modeling)

• Mechanism: Observable physical actions, body language, or task-oriented behaviors performed by others that signal unwritten social norms without explicit verbal statements.

• Example: An employee notices that every time the department head presents a new project initiative, experienced team members visually roll their eyes, check their phones, and lean back with crossed arms.

• Impact on Attitude: Without anyone saying a word, the employee infers that new management initiatives are viewed as useless or temporary fads, leading them to develop a skeptical or disengaged attitude toward new proposals

Some researchers (e.g., Solinger et al., 2008; Klein et al., 2014) have criticized Meyer and Allen's (1990) three-component model of organizational commitment. Which of the following statements regarding such critiques is TRUE?

It is difficult to empirically separate normative commitment from affective commitment.

What is the primary difference between the Ability Model and Mixed Model for Emotional Intelligence?

The Ability Model views emotional intelligence as a set of cognitive abilities separate from personality traits, while the Mixed Model integrates emotional intelligence with personality factors.

Some researchers (e.g., Schaufeli et al., 2002) define employee engagement as a positive, fulfilling, work-related state of mind that is characterized by dedication, absorption and vigor. Match each of the three components of engagement on the left with one of the definitions on the right.

1. absorption-> Being fully concentrated and happily engrossed in one’s work, whereby time passes quickly and detaching from work is difficult.

2. dedication-> Experiencing a sense of significance, enthusiasm, inspiration, pride, and challenge in one’s work.

3. vigor-> Displaying high levels of energy and mental resilience while working, and persisting even in the face of difficulties.

Which of the following statements regarding job satisfaction is TRUE?

Job satisfaction is relatively strongly correlated with organizational commitment.

Motivation

factors or events that energize, channel, and sustain human behavior over time

Key elements: motivation influences direction (what people choose to do), intensity (how hard they try), and persistence (how long they continue)

Work Motivation

a set of energetic forces that originate both within as well as beyond an individual’s being, to initiate work-related behaviors, and to determine its form, direction, intensity, and duration

Content-based Approaches

What you think of when you think of motivation. How is each person motivated (different between people so motives within each person)

• Key ideas:

  • Motivation originates within the individual

  • Psychological traits, motivates, and orientations shape behavior

  • These factors create stable preferences for certain goals and actions 

4 Content-Based Approaches

1. Universal Motives

2. Trait-based motives

3. Regulatory Focus Theory

4. Learning and Performance Goal Orientations

Types of Universal Motives regarding Content-based approaches

1. Need fulfillment

2. Intrinsic Motivation

3. Justice Motives

Needs Based Theories

people are motivated to obtain what they need

Maslow’s Hierarchy of Needs

ERG Theory (Existence, Relatedness, and Growth)

Need for Achievement Theory

Maslow’s Hierarchy of Needs

Universal theory to explain the motivation of purpose-driven behaviors in terms of several needs

• Physiological safety, love, and belonging, esteem, and self-actualization

• Rigid progression up the hierarchy beginning with basic needs is most often proposed

• Although research has not fully supported this hierarchy, the value of this theory is highlighted

ERG Theory (Existence, Relatedness, Growth)

• No strict hierarchical progression is built into this model

• Research has not strongly supported this explanation of motivation, but ERG has led to additional theories based on need satisfaction

• ERG condenses Maslow’s hierarchy and does not have to go in order (starving artist)