Chapter 5 WOP

Question 1

motivation determines… 3 things

Answer 1

the direction, intensity and duration (persistence) of voluntary behaviour

Question 2

employee engagement

Answer 2

• emotional motivation
• cognitive motivation
• belief that they can get the job done
• self-efficacy

Question 3

characteristics of drives/motivators

Answer 3

• innate
• universal
• they are formed by emotions, and affect motivation
  emotion -> drive -> motivation

Question 4

ook cognition leidt tot motivatie, maar vooral emotie.

Answer 4

oke

Question 5

needs are emotions we eventually become aware of

Answer 5

oke

Question 6

everyone has the same drives, but not the same needs and behaviour -> why?

Answer 6

because of the influence of:
- social norms
- past experience
- self-concept

(influence needs and therefore influence behaviour and decisions)

Question 7

four drive theory: de 4 drives

Answer 7

• drive to acquire (achievement, status, self-esteem)
• drive to bond
• drive to comprehend
• drive to defend (defend ourselves physically, physiologically and psychologically)

ABCD!!!!

Question 8

four drive theory notes

Answer 8

• drives are equal, no hierarchy!
• universal
• innate
• ABC zijn proactive (we try to fulfull them) and D is reactive (triggered)

Question 9

four drive theory: emotions linked to these drives?

Answer 9

the drives decide which emotional markers are tagged to incoming stimuli

Question 10

four drive theory: influence of mental skill set

Answer 10

mental skill set = personal values (self-concept), social norms, past experience.

these mental skill sets channel the emotions that our drives created, and therefore lead to motivation.

drives tag emotions -> mental skill set channels -> motivation created

Question 11

implications of four drive theory

Answer 11

• people should be able to balance all 4 drives in the workplace: not one too much etc.
• motivation komt niet alleen door drives, ook door human cognition etc (mental skill set)

Question 12

criticism four drive theory

Answer 12

• experts: meer drives toevoegen
• mental skill set is niet uitgebreid genoeg

Question 13

maslows needs hierarchy theory

Answer 13

self-actualisation
esteem
belonginess
safety
physiological

need to know
need for beauty

(strongest source of motivation is the lowest unsatisfied need)

physiological - esteem: deficiency needs
self-actualization: growth needs

Question 14

criticism maslow

Answer 14

not everyone has the same hierarchy of needs. needs are influenced by self-concept, personal values and personality.

Question 15

why should we know?

Answer 15

• everyone knows it
• needs should be studied together, not alone
• motivation can be shaped by human thought
• positive view on motivation

Question 16

extrinsic motivation is door…

Answer 16

instrumental reasons

Question 17

2 hypotheses on the relationship between intrinsic and extrinsic motivation

Answer 17

1. additive view: if someone is already intrinsically motivated, extrinsic motivation can make them even more motivated (bonus bij leuke baan)
2. contrasting hypothesis: extrinsic motivation can reduce intrinsic motivation

Question 18

when does extrinsic motivation not undermine intrinsic motivation?

Answer 18

• when the extrinsic motivation is unexpected
• when the extrinsic is low value compared to intrinsic
• when the extrinsic is not contingent on specific behaviour

Question 19

mclelland 3 learned needs

Answer 19

needs can be strenghtened or weakened through learning.
3 needs:

need for achievement nAch: moderately challenging tasks, duidelijke feedback, recognition of success, prefer working alone

need for affiliation nAff: seek approval from others, lastig met beslissingen maken.

need for power nPow: 2 types.
- personalized power (voor jezelf)
- socialized power (to make things better for others)

Question 20

what types of needs should leaders have?

Answer 20

• high nAch
• low/moderate nAff
• high socialized nPow, low personalized nPow

Question 21

when people write stories about achievements and played games with achievements…

Answer 21

their achievement motivation increased, changed their self-concepts

Question 22

expectancy theory

Answer 22

proposes that an individual will behave or act in a certain way because they are motivated to select a specific behavior over others due to what they expect the result of that selected behavior will be

dus dat mensen zich gedragen omdat ze iets verwachten (dudh)

which behaviour has the highest probability to achieve the desired outcomes

Question 23

expectancy theory 3 expectancies

Answer 23

• effort-to-performance: hoeveel effort zou leiden tot betere performance (1= geloven dat het je sowieso gaat lukken, 0= sowieso niet)
• performance-to-outcome: zal de performance leiden tot de gewenste uitkomst (1= accomplishing performance will lead to outcome, 0= performance will have no effect on the outcome)
• outcomes-valence: how satisfied are you with the outcome? (ranges from negative to positive)

Question 24

dus kort de 3 aspecten van expectancy theory

Answer 24

effort - performance - outcome

Question 25

expectancy theory in practice

Answer 25

E-P: increase belief of competency P-O: increase belief of performance leading to an outcome O valence: increase their expected satisfaction with an outcome

Question 26

2 theories that complement the expectancy theory

Answer 26

by showing how people learn what to expect from their actions: - organizational behaviour modification - social learning

Question 27

essence of OB mod theory

Answer 27

we attempt to change Behaviour via managing its Antecendents and Consequences A + C -> B antecendents zijn cues that are signals, events preceding the behaviour phone ring (antecendent) -> look at message (behaviour) -> new message with new info (consequence)

Question 28

4 contingencies of reinforcement

Answer 28

- positive reinforcement - punishment - extinction - negative reinforcement

Question 29

positive reinforcement

Answer 29

consequence increases prob. of behaviour

Question 30

punishment

Answer 30

consequence decreased the prob. of behaviour

Question 31

extinction

Answer 31

no consequence, therefore decreased prob. of behaviour (niemand lacht om grap)

Question 32

negative reinforcement

Answer 32

removal of the consequence increases behaviour (dus complete opposite van punishment)

Question 33

which one of the contingencies of reinforcement is preferred

Answer 33

positive reinforcement

Question 34

schedules of reinforcement =

Answer 34

the frequency and timing of these reinforcements

Question 35

2 types of schedules of reinforcement

Answer 35

- continuous reinforcement: na elke keer behaviour -> goed voor learning new task - variable ratio schedule: na varying times -> goed voor motivation, kan bijna geen extinction plaats vinden

Question 36

gamification

Answer 36

reinforcing behaviour through games in which employees earn rewards -> vooral positive reinforcement and extinctions

Question 37

OB mod limitations

Answer 37

- rewards may become entitlement - variable ratio: niet goed voor formal rewards, ook niet goed voor mensen die niet van gokken houden - geen rekening met social aspect

Question 38

social cognitive theory

Answer 38

we learn by observing others and anticipating consequences of our behaviour.

Question 39

social cognitive theory 3 delen

Answer 39

- learning behaviour consequences (bijv. collega die ontslagen werd voor stelen) - behaviour modeling (leren via kijken naar anderen, bijvoorbeeld taken (zorg: ADL of ziekenhuis: AKK invoeren) - self-regulation: eigen doelen stellen

Question 40

welke twee expectancies behandelen OB mod en social cognitive theory

Answer 40

E-P and P-O expectancies

Question 41

effective goals afkorting

Answer 41

SMARTER specific measurable achievable relevant time framed exciting reviewed (feedback)

Question 42

feedback characteristics

Answer 42

SSRTC specific relevant timely (ZSM) credible (accurate, complete) sufficiently frequent

Question 43

hoe heet het als je als coach op de positieve dingen let

Answer 43

strenghts-based coaching/appreciative coaching

Question 44

2 verschillende soorten feedback

Answer 44

nonsocial feedback: niet in het echt, bv via laptop multisourcing feedback: bv van baas, supervisor en klant

Question 45

+ en - punten van multisource feedback

Answer 45

+ meer info + goed voor hierarchy als lower level employees ook feedback kunnen geven op de baas - expensive - time - conflicting info door verschillende meningen - peers geven soms geen echte feedback - heftigere emotionele reacties als je van veel mensen fb krijgt

Question 46

nonsocial sources zijn beter als...

Answer 46

- mensen moeten leren van goal progress - negatieve feedback komt minder hard aan en is accurater

Question 47

goal setting nadelen

Answer 47

- focus on narrow scope - als het financieel is: mensen gaan makkelijke doelen stellen - unethical behaviour als het moeilijke goals zijn - difficult goals are stressful - goal setting gaat tegen learning process in van nieuwe complexe jobs

Question 48

3 vormen van organizational justice

Answer 48

- distributive justice: hoe resources worden verdeeld - procedural justice: of iedereen een zegje had in decision making - interactional justice: hoe met iedereen om wordt gegaan

Question 49

3 principles van distributive justice

Answer 49

- equality principle: iedereen hetzelfde - needs principle: those in need should receive more - equity principle: what you receive should be based on your contribution

Question 50

outcome-input ratio

Answer 50

outcome values/input values van jou equity=gelijk lower=underrewarded higher=overrewarded

Question 51

inequity tension

Answer 51

negative emotions if the outcome-input ratio is not equity. leidt tot motivation to reduce tension

Question 52

equity theory + en -

Answer 52

+ duidelijk in hoe mensen zich unfairly rewarded voelen - lastig te meten wat bv input is en output - naast distributive justice is procedural en interactional justice ook heel belangrijk