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Section Headers use them college standard and aparequirement
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Personal Thinking Styles
Impact on Management Styles
Genesis of personal Styles
Conclusion and Reflection
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Spelling / Grammar/ Syntax
Incorrect font not double spaced
Fail to tie styles to each of four functions
in impact section
Fail to tie styles to genesis
Missed requirements
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U se of belief statements
U nsupported claims
Too vague too short no depth
Too repetitive.too long (exceeds 8
pages)
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W hat is motivation?
W hat can we learn from the needs theories of
motivation?
W hat is the equity theory of motivation?
W hat are the insights of the expectancy
theory of motivation?
W hat is the goal-setting theory of motivation?
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MotivationIndividual forces that account for thedirection, level, and persistence of a
persons effort expended at work.Direction - an individuals choice whenpresented with a number of possiblealternatives.Leve l - the amount of effort a person putsforth.P ersistence - the length of time a person stickswith a given action.
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Types of m otivation th e ori es
C ont e nt th e ori es
Focus on individual needs that is, physiological or
psychological deficiencies that individuals feel a
compulsion to reduce or eliminate.
P roc ess th e ori es
Focus on the thoughts, or cognitive processes, thattake place within the minds of individuals and that
influence their behavior.
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Motivation Acro ss Cul tu res
Motivation theories are largely developed from
a North American perspective.
They are subject to cultural limitations and
contingencies.
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Ma slow s H ie rarch y of Needs T h e or y
Identifies five levels of individual needs.
Assumes that some needs are more
important than others and must be satisfied
before the other needs can serve as
motivators.
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Ex iste nc e:D esire for
physiological andmaterial well-being
Rel at ed n ess:D esire for satisfying
interpersonalrelationships
G rowth :D esire for
continuedpersonal growth
and development.
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Alderfers ERGTheory of Motivation
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Acq u ired n eeds th e or y
Need for achievement (nAch).
The desire to do something better or more efficiently, to solve
problems, or to master complex tasks.
Need for affiliation (nAff).
The desire to establish and maintain friendly and warm
relations with others.
Need for power (nPower).The desire to control others, to influence their behavior, or to
be responsible for others.
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Two-Factor Th e or y
Identifies two different factors as primary
causes of job satisfaction and job
dissatisfaction.
Also known as the m otivator-h yg ie n e theory.
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Hyg ie n e factor s
Sources of job dissatisfaction associated with
job context.
Job dissatisfaction results when hygiene
factors are poor.
Improving the hygiene factors only
decreases job dissatisfaction.
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Motivator factor s
Sources of job satisfaction related to job
content.
Presence or absence of motivators is the key
link to satisfaction.
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Copy ri t 2010 ohn il y ons , Inc . 5- 18
P o lici esSa lar ySupe rvisionWork con d ition sRelation shipsStat us
H ygiene
Factors
Achi e veme ntRe co g nitionMe anin g ful work Resp on sibi lityAd vanc eme ntG rowth
Motivator Factors
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Eq u ity Th e or y
Any perceived inequity
becomes a motivating state
of mind.
People are motivated to behave in ways thatrestore equity in situations.
Foundation of equity is social comparison.
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Individual Outcomes
Individual Efforts
Others Outcomes
Others Efforts=
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Eq u ity th e or y p red iction :
Negative inequity.
Individual feels he/she has received relatively
less than others in proportion to work inputs.
Positive inequity.Individual feels he/she has received relatively
more than others in proportion to work inputs.
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Eq u ity res toration b e havior s.
Change work inputs.
Change the outcomes received.Leave the situation.
Change the comparison person.
Psychologically distort the comparisons.Take actions to change the inputs or outputs of
the comparison person.
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Steps for managing equity dynamicsRecognize that equity comparisons are inevitable in theworkplace.
Anticipate felt negative inequities when rewards aregiven.
Communicate clear evaluations for any rewards given.
Communicate an appraisal of performance on which the
reward is based.
Communicate comparison points that are appropriate in
the situation
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Yo u regul ar ly work lon ge r ho u rs than an yon e else in yo u r dep art me nt . Ye t, yo u d o not feel that yo u ar eb e ing a de q u at ely re co g niz ed or re war ded.
Accor d ing to e q u ity th e or y , yo u wi ll m o st lik ely .
1 . Increase your efforts by working longer
hours.
2. Ask for a raise or bonus.
3. Reduce your efforts by decreasing hours.
4. Frame the situation as a learning experience
and beneficial for your future career.
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O rg anizationa l jus tic e
H ow fair and equitable people view the
practices of their workplace.
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D istrib u tive jus tic e - degree to which all people are
treated the same under a policy, regardless of race,
ethnicity, gender, age or any other demographic
characteristic.Int e ractiona l jus tic e - degree to which the people
affected by a decision are treated with dignity and
respect.
P roc edu ra l jus tic e , degree to which the rules and
procedures specified by policies are properly
followed.
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A persons motivation is a multiplicative
function of expectancy, instrumentality,and valence (M = E x I x V).
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Ex pe ctanc y
effort will yield acceptable performance
In strume nta lity
performance will be rewarded
V a le nc e
value of the rewards is highly positive
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Motivational implications of expectancy
theory.
Motivation is sharply reduced when,expectancy, instrumentality, or valence
approach zero or are negative.
Motivation is high when expectancy andinstrumentality are high and valence is strongly
positive.
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C opyright 2010 John Wiley & Sons, Inc. 5-31
ImproveExpectancy
Employees mustpossess the skills
for task
Providenecessary
training
Assignreasonable
tasks and goals
ImproveInstrumentality
Tie reward toperformance
Observe andrecognize
D eliver aspromised
ImproveValence
Assure thatreward is
meaningful
Give rewardsthat have value
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G oa l se ttin g
The process of
developing,
negotiating, andformalizing the
targets or objectives
that a person is
responsible for accomplishing.
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Re a sonab ly D ifficul t g oa ls are more likely
to lead to higher performance than are
less difficult ones.
Spe cific g oa ls are more likely to lead to
higher performance than vague or verygeneral ones.
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Ta sk feed back is likely to motivate people
toward higher performance by encouraging
the setting of higher performance goals.Goals are most likely to lead to higher
performance when people have the abilities
and the feelings of sel f-e fficac y required toaccomplish.
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Goals are most likely to motivate people
toward higher performance when they
are acc ep ted by the individual, and
there is commitment to them.
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Mana geme nt b yO b je ctiv es (MBO)
Process of joint
goal setting
between a
supervisor and a
subordinate.
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