OB

• the forces within a person that affect the direction, intensity and persistence of voluntary behavior
• exerting particular effort level (intensity) for a certain amount of time (persistence) toward a particular goal (direction)
• figure out the needs of others and entice them to get work done with little money

• emotional and cognitive motivation, a clear udnerstanding of one's role in the organization's vision and a belief that one has the resources to perform the job
• fulfill their needs and expectations, create org commitment and trust containually motivate them

• drives (primary needs, fundamental needs, innate motives, hardwired characteristics)
• -neural states that energize individuals to correct deficiencies or maintain an internal equilibrium
• -prime movers of behavior by activating emotion
• needs are goal directed forces that people experience, drive generated emotions directed toward goals, goals fromed by self-concept, social norms and experience

perceived environment contributes to emotional episodes and beliefs, feelings and behavioral intentions which affects behavior

• seven categories capture most needs
• give placed in hierarchy (loweest to highest): physiological, safety, belongingness, esteem, self-actualization
• need to know and need for beauty are the other needs
• lowest unmet need has strongest effect
• when lower need is satisfied, next higher need becomes the primary motivator
• self-actualization: a growth need b/c people more rather than less of it when satisfied

• people have different hierarchies-dont progress through needs in the same order (each person has unique needs hierarchy shaped by our self-concept)
• needs change more rapidly than maslow stated

• needs are amplified or suppressed through self-concept, social norms and past experience
• therefore, needs can be learned (i.e. strengthened or weakened through training)

• need for achievement (need to reach goals, take responsibility, want reasonably challenging goals)
• need for affilation (desire to seek approval, conform to others wishes and avoid conflict, effective executives have lower need for social approval)
• need for power (desire to control one's environment, personalized vx. socialized power)

• drive to acquire: drive to take/keep objects and experiences, basis of hierarchy and status
• drive to bond: drive for form relatinships and social commitments; basis of social identity
• drive to learn: drive to satisfy curiosit and resolve conflicting information
• drive to defend: need to protect ourselves, reactive (not proactive drive), basis of fight or flight

• innate and hardwired (everyone has them)
• independent of each other (no hierarchy of drives)
• complete set (no drives are excluded from the model)

social norms, personal values, experiences

effort is directly related to performance is related to outcomes 

• assuring employees they have competencies 
• person job matching
• provide role clarification and sufficient resources 
• behavioral modeling

• measure performance accurately
• more rewards for good performance
• explain how rewards are linked to performance

• ensure that rewards are valued 
• indivdualized rewards
• minmize countervalent outcomes
• know the needs then the rewards will fit
• expectation that reward will meet their needs

• process of motivating employees and clarifying their role perceptions by establishing performance objectives
• short, medium, and long term goals; hit career plans
• depends on how you implement them

• specific: measurable change within a time frame
• relevant: within employee's control and responsibilities
• challenging: raise level of effort
• accepted (commitment): motivated to accomplish the goal
• participative (sometiems): improves acceptance and goal quality
• feedback: information available about progress toward goal

• specific: connected to goal details
• relevant: relates to person's behavior
• timely: to improve link from behavior to outcomes
• sufficiently frequent: employee's knowledge/experience, task cycle
• credible: trustworthy source

• maximizing the person's potential by focusing on their strenghs rather than weaknesses
• motivational b/c
• -people inherently seek feedback about their strengths, not their flaws
• -person's interests, preferences and competencies stabilize over time

• 360 degree feedback
• -received from a full circle of people around the employee
• -provides more complete and accurate information

• goal setting has high validity and usefulness
• goal setting/feedback limitations:
• -focuses employeess on measurable performance
• -motivates employees to set easy goals (when tied to pay)
• goal setting interferes with learning process in new complex jobs

• distributive justice: perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others
• procedural justice: perceived fairness of the procedures used to decide the distribution of resources

• outcome/input ratio:
• inputs- what employee contributes
• outcomes- what employees receives
• comparison other:
• person/people against whom we compare our ratio
• not easily identifiable
• equity evaluation
• -compare outcom/input ratio with the comparison other