Employee Engagement |
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MARS Model |
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a model that outlines the 4 factors that influence an employee's voluntary behavior & resulting performance |
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Elements of the MARS Model |
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motivation, ability, role perceptions, & situational factors |
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Motivation |
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the forces w/in a person that affect his or her direction, intensity & persistence of voluntary behavior. |
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Ability |
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consist of both the natural aptitudes & learned capabilities required to successfully complete a task/ |
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Role Perceptions |
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they understand the specifics, importance, & preferred behaviors of the tasks. |
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Situational Factors |
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includes conditions beyond the employee's immediate control that constrain/facilitate his behavior & performance. |
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Motivating Employees Process |
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(1)drives & needs, (2) goals, expectations, & feedback, (3) extrinsic & intrinsic rewards |
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Drives |
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instinctive tendencies to seek particlar goas/maintain internal stability. |
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Needs |
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Mostly conscious deficiencies that energize/trigger behaviors to satisy those needs. |
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Maslow's needs hierarchy theory |
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a motivation theory of needs arranged in a hierarchy, whereby pple are motivated to fulfill a higher need as a lower one becomes gratified. |
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Self-actualization |
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the need for self-fulfillment in reaching one's potential. |
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Maslow's Needs Hierarchy |
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physiological, safety, belongingness, esteem, self-actualization |
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Physiological |
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work hours, nourishment, air quality, temperature |
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Safety |
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job security, employee benefits, safe workplace |
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Belongingness |
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human interaction, being accepted as team member |
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Esteem |
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job status, recognition, mastering the job |
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Self-Actualization |
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challenging tasks, freedom to try new ideas |
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Management Implications of maslow's Theory |
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E have diff needs @ diff times, E have sev interdependent needs, E want to achieve their full P, E needs are influenced by V & norms. |
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Learned Needs Theory |
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need for achievement, need for affiliation, need for power |
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Four-Drive Theory of Motivation |
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drive to acquire, drive to bond, drive to learn, and drive to defend |
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Drive to acquire |
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this the drive to seek, take, control, & retain ojbects & personal experiences. |
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Drive to bond |
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drive to form social relationships & develop mutual caring commitments w/others. |
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Drive to learn |
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this is the drive to satisfy our curiosity, to know & understand ourselves & the environment around us. |
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Drive to defend |
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creates a fight or flight response in the face of personal danger. realationships, acquisitions, and belief system. |
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Need for achievement |
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a want to accomplish reasonably challenging goals through their own efforts. |
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Need for affiliation |
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a desire to seek approval from others, conform to their wishes & expectations, & avoid conflict & confrontation. |
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Need for power |
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a want to exercise control over others & are concerned about maintaining their leadership positions. |
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Management Implications of 4 Drive Theory |
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ensure that individual jobs & workplaces provide a balance opportunity to fulfill the drives to acquire, bond, learn, & defend |
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Goal Setting |
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The process of motivation employees & clarifying their role perceptions by est. performance objectives. |
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Elements of Goal Setting |
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precise & measureable, specify a time period, important objectives, challenging yet realistic |
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Expectancy Theory |
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a motivation theory, work effort is directed toward behaviors that pple believe will lead to desired outcomes. |
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Elements of Expectancy Theory |
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E-to-P expactancy, P-to-0 expectancy, outcome valences |
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E-to-P expectancy |
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refers to the individual's perception that his effort will result in a particular level of performance. |
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P-to-O expectancy |
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perceived probability that a specific behavior/performance level will lead to particular outcomes. |
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Outcome valences |
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is the anticipated satisfaction or dissatisfaction that an individual feels toward an outcome. |
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Extrinsic Reward |
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anything received from another person that the recipient values & is contingent on his behavior /results. |
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Intrinsic Reward |
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a positive emotional experience resulting directly & naturally from the individual's behavior/results. |
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Feedback |
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should be precise & measurable, timely, sufficiently frequent, and credible |
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Types of Extrinsic Rewards |
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membership/seniority-based rewards, job status-based rewards, competency-based rewards, performance-based rewards |
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Membership/Seniority-bases Rewards |
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represent the largest part of most paychecks, attract job applicants, and reduce turnover, but do not motivate job performance. |
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Job Status-based Rewards |
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used to rate the worth/status of ea. job, w/higher pay rates going to jobs that require more skill/effort, creates competition. |
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Comptency-based Rewards |
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pay increase based on how well employees meet the job's skill and knowledge requirements. Improves workforce flexibility by motivating. |
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Performance-based Rewards |
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pay increases w/ sales volume. |
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Peice Rate System |
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systems that reward employees based on the number of units produced. |
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Performance Appraisal |
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a systematic process of evaluating an employee's performance. |
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Gainsharing Plan |
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a reward system in which team members earn bonuses for reducing costs and increasing labor efficiency in their work process. |
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Profit-Sharing Plan |
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a reward system that pays bonuses to employees based on the pervious year's level of corporate profits. |
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Stock Options |
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a reward system that gives employees the right to purchase company stock at a future date at a predetermined price. |
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Employee Stock Ownership Plans |
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reward systems that encourage employees to buy company stock. |
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Balanced Scorecard |
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a reward system that pays bonuses for improved results on a composite of financial, customer, internal process, & emplyee factors. |
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360-Degree Feedback |
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performance feedback received from a full circle of pple around an employee. |
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Equity Theory |
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a theory that explains how pple develop perceptions of fairness in the distribution/exchange of resources. |
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Underreward |
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occurs when pple realize they are paid less than others w/the same inputs. |
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Overrewared |
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occurs when pple realize they are paid more than others w/ the same inputs or recieved the similar outcomes w/lower inputs. |
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Appropriate Reward |
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occurs when a pple realize they are paid equal to others with the same inputs. |
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Example of Non-Financial Rewards |
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promotions, recognition, office w/ a window |
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Ways to change Inequity Feelings |
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change inputs, change outcomes, change perceptions, leave the situation |
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Job Characteristic Model |
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a job design model that relates the motivational properties of jobs to specific personal & organizational consequences of those properties |
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Job Enrichment |
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a job design practices in which employees are given more responsibilty for scheduling, coordinating, & planning their own work. |
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Empowerment |
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a psychological concept represented by 4 diminsions: self-determination, meaning, competence, & impact of the individual's role in the org. |
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Self-determination |
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feeling of freedom, independence, and disecretion over their work activities. |
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Meaning |
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employees care about their work and believe that what they do is important. |
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Comptence |
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confident about their ability to perform the work well and have a capacity to grow w/new challenges. |
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Impact |
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employees view themselves as active participants in the org. |
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