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| An interpersonal process of sending and receiving symbols with messages attached to them |
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| Occurs when the intended meaning of the sender is identical to the interpreted meaning of the receiver; occurs at a minimum resource cost |
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| sources for noise in communication |
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Poor choice of channels.
Poor written or oral expression.
Failure to recognize nonverbal signals.
Physical distractions.
Status effects |
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Are simple and easy to convey.
Require extensive dissemination quickly.
Convey formal policy or authoritative directives. |
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Are complex or difficult to convey where immediate feedback is needed.
Attempt to create a supportive, even inspirational, climate. |
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| takes place through gestures, facial expressions, body posture, eye contact, and use of interpersonal space |
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| occur when a person’s words and nonverbal signals communicate different things. |
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| Occur when an organization’s hierarchy of authority creates a barrier to effective communication. |
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| the intentional distortion of information to make it appear favorable to the recipient |
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| The process of taking action to help someone say exactly what he or she really means |
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| The process of telling others how you feel about something they did or said, or about the situation in general |
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| regarding goals and tasks, allocation of resources, distribution of rewards, policies and procedures, and job assignments |
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| arising from feelings of anger, distrust, dislike, fear, and resentment, as well as personality clashes |
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Moderately intense conflict.
Constructive and stimulates people toward greater work efforts, cooperation, and creativity |
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low-intensity and very high-intensity conflict.
Destructive and hurts task performance |
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| is the desire to satisfy the other party’s needs and concerns |
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| is the desire to satisfy one’s own needs and concerns |
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| the process of making joint decisions when the parties involved have different preferences |
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Concerned with outcomes.
Tied to the “content” issues of negotiation |
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Concerned with processes.
Tied to the way people work together |
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Issues of substance are resolved.
Working relationships are maintained or improved |
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| Negotiating a “wise” agreement that is truly satisfactory to all sides |
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| Negotiating efficiently, using minimum resources and time. |
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| Negotiating in a way that fosters interpersonal relationships |
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| Involves a neutral third party who tries to improve communication between negotiating parties and keep them focused on relevant issues |
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| Involves a neutral third party who acts as a judge and issues a binding decision |
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Having a clear understanding of what is to be accomplished; how able, willing and confident followers are in performing tasks; Having the necessary authority
Having the required resources needed to do the job |
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| Being properly motivated to deliver peak performance-includes personal discipline! |
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| Possessing the intellectual knowledge, physical skills, and other personal attributes required to accomplish the job |
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Quantitative and qualitative measures of output
Getting the job done
ReadinessxWillingnessxAbility |
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focus on human needs and the things that meet those needs—the “content” or “what” of motivationHierarchy of needs theory
ERG theory
Two-factor theory
Acquired needs theory |
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| focus on the way motivation works—the “process” or “how” of motivation |
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| the forces within the individual that account for the level, direction, and persistence of effort expended at work |
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Unfulfilled physiological and psychological desires of an individual.
Explain workplace behavior and attitudes.
Create tensions that influence attitudes and behavior |
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| Hierarchy of Needs Theory |
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Lower-order and higher-order needs affect workplace behavior and attitudes
Developed by Abraham Maslow |
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Physiological, safety, and social needs.
Desires for physical and social well being |
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Esteem and self-actualization needs.
Desire for psychological growth and development |
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| A satisfied need is not a motivator of behavior |
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| A need at one level does not become activated until the next lower-level need is satisfied |
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Three need levels: Existence, Relatedness, Growth
Developed by Clayton Alderfer
Any/all needs can influence behavior at one time.
Frustration-regression principle |
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| desires for physiological and material well-being |
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| desires for satisfying interpersonal relationships |
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| desires for continued psychological growth and development |
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| frustration-regression principle |
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| An already satisfied lower-level need becomes reactivated when a higher-level need is frustrated |
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Developed by Frederick Herzberg.
Hygiene factors
Satisfier factors |
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Elements of the job context.
Sources of job dissatisfaction |
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Elements of the job content.
Sources of job satisfaction and motivation |
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Definition
Developed by David McClelland.
People acquire needs through their life experiences.
Needs that are acquired:
Need for Achievement (nAch)
Need for Power (nPower)
Need for Affiliation (nAff) |
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| Need for Achievement (nAch) |
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| Desire to do something better or more efficiently, to solve problems, or to master complex tasks |
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Desire to control other persons, to influence their behavior, or to be responsible for other people.
Personal power versus social power |
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| Need for Affiliation (nAff) |
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| Desire to establish and maintain friendly and warm relations with other persons |
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| process theories of motivation |
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Definition
How people make choices to work hard or not.
Choices are based on:
Individual preferences.
Available rewards.
Possible work outcomes.
Types:
Equity theory.
Expectancy theory.
Goal-setting theory….and several others |
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Definition
Developed by J. Stacy Adams.
When people believe that they have been treated unfairly in comparison to others, they try to eliminate the discomfort and restore a perceived sense of equity to the situation.
Perceived inequity.
Perceived equity. |
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Definition
Developed by Victor Vroom.
Key variables:
Expectancy
Instrumentality
Valence
M = E x I x V |
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| belief that working hard will result in desired level of performance |
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| belief that successful performance will be followed by rewards |
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| value a person assigns to rewards and other work related outcomes |
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Developed by Edwin Locke.
Properly set and well-managed task goals can be highly motivating.
Motivational effects of task goals:
Provide direction to people in their work.
Clarify performance expectations.
Establish a frame of reference for feedback.
Provide a foundation for behavioral self-management. |
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A person’s belief that he or she is capable of performing a task
Capability directly affects motivation |
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| person gains confidence through positive experience |
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| learning by observing others |
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| encouragement from others that one can perform a task |
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| high stimulation or energy to perform well in a situation |
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focuses on the impact of external environmental consequences on behavior.
Law of effect
Operant conditioning |
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| impact of type of consequence on future behavior |
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Developed by B.F. Skinner.
Applies law of effect to control behavior by manipulating its consequences |
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| Increases the frequency of a behavior through the contingent presentation of a pleasant consequence |
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| Increases the frequency of a behavior through the contingent removal of an unpleasant consequence |
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| Decreases the frequency of a behavior through the contingent presentation of an unpleasant consequence |
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| Decreases the frequency of a behavior through the contingent removal of an pleasant consequence |
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| Law of contingent reinforcement |
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| Reward delivered only if desired behavior is exhibited |
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| Law of immediate reinforcement |
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| More immediate the delivery of a reward, the more reinforcement value it has. |
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| the creation of a new behavior by positive reinforcement of successive approximations to it |
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| The process of inspiring others to work hard to accomplish important tasks |
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| Ability to get someone else to do something you want done or make things happen the way you want |
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Based on things managers can
offer to others
Reward Power
Coercive Power
Legitimate Power |
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Definition
Based on the ways managers are
viewed by others
Expert Power
Reference Power |
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Term
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Definition
| recurring patterns of behaviors exhibited by leaders |
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| authority-obedience management |
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| Efficiency in operations result from arranging conditions of work in such a way that human elements interfere to a minimum degree |
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Definition
| Thoughtful attention to the needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo |
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| Work accomplishment is from committed people interdependent through a “common stake” in an organizational purpose which leads to relationships of trust and respect |
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| Exertion of minimum effort to get required work done is appropriate to sustain organization membership |
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| middle of the road management |
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| Adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level |
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| Hersey-Blanchard situational leadership model |
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Definition
| Leaders adjust their styles depending on the readiness of their followers to perform in a given situation |
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| A future that one hopes to create or achieve in order to improve upon the present state of affairs |
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| A leader who brings to the situation a clear and compelling sense of the future as well as an understanding of the actions needed to get there successfully |
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| 5 principles of visionary leadership |
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| challenge the process, be enthusiastic, help others to act, set the example, celebrate achievements |
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Followers more important than leader.
“Other centered” not “self-centered”.
Power not a “zero-sum” quantity.
Focuses on empowerment, not power.
Commitment to serving others |
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| The process through which managers enable and help others to gain power and achieve influence |
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| Someone who directs the efforts of others through tasks, rewards, and structures |
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| transformational leadership |
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| Someone who is truly inspirational as a leader and who arouses others to seek extraordinary performance accomplishments |
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| The ability of people to manage themselves and their relationships effectively |
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Definition
The process of measuring performance and taking action to ensure desired results.
Has a positive and necessary role in the management process.
Ensures that the right things happen, in the right way, at the right time.
Organizational learning and after-action review |
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Definition
Employed before a work activity begins.
Ensure that:
Objectives are clear.
Proper directions are established.
Right resources are available.
Focus on quality of resources |
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Focus on what happens during work process.
Monitor ongoing operations to make sure they are being done according to plan.
Can reduce waste in unacceptable finished products or services |
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Take place after work is completed.
Focus on quality of end results.
Provide useful information for improving future operations |
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| Allows motivated individuals and groups to exercise self-discipline in fulfilling job expectations |
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| Occurs through personal supervision and the use of formal administrative systems |
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| influences behavior through authority, policies, procedures, job descriptions, budgets, and day-to-day supervision |
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| influences behavior through norms and expectations set by the organizational culture |
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| Measure performance results in terms of quantity, quality, cost, or time |
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| Measure effort in terms of amount of work expended in task performance |
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| the act of influencing behavior through reprimand |
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ties reprimands to the severity and frequency of the employee’s infractions.
seeks to achieve compliance with the least extreme reprimand possible |
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| a performance measure of economic value created in respect to profits being higher than the cost of capital |
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| a performance measure of stock market value relative to the cost of capital |
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| The ability to generate cash to pay bills |
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| The ability to earn more in returns than the cost of debt |
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| The ability to use resources efficiently and operate at minimum cost |
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| The ability to earn revenues greater than costs |
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