MGMT exam 4 - Study Guide exam 4 PDF

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Principles of Management (MGMT 3361) Study Guide for Exam 4 Motivation (Ch 13): 1) What is motivation? What are the three elements of motivation? - Motivation: The set of forces that initiates, directs, and makes people persist in their efforts to accomplish a goal. o Effort and performance o Need satisfaction o Extrinsic and intrinsic rewards o How to motivate with the basic model of motivation - Initiation, direction, persistence = performance 2) What is the relationship between effort and performance? - Motivation x ability x situation constraints - Motivation: in this formula, is effort, the degree to which someone works hard to do the job well - Ability: is the degree to which workers possess the knowledge, skills, and talent needed to do a job well. - Situational constraints: are factors beyond the control of individual employees, such as tools, policies, and resources that have an effect on job performance. 3) What are the 5 needs that are part of Maslow’s Hierarchy of Needs? What are the key points of this theory? - Maslow’s theory: needs are arranged in a hierarchy from low to high; people are motivated by their lowest unsatisfied needs 1. Self- actualization 2. Esteem 3. Social 4. Safety 5. physiological 4) How does Alderfer’s ERG theory modify Maslow’s need structure? - Alderfer’s ERG theory: people can be motivated by more than one need at a time o Growth o Relatedness o existence 5) Describe the 3 needs that are part of McClelland’s Theory of Needs. Which needs are most/least beneficial for managers? - McClelland’s theory: the degree to which particular needs motivate varies from person to person  Need for Achievement (nAch) o Drive to excel  Need for Power (nPow) o Need to make others behave in a way they would not have behaved otherwise  Need for Affiliation (nAff) o Desire for friendly and close interpersonal relationships - Motivating needs o Find out what needs workers have o Satisfy lower order needs first o Realize that needs may change o Create opportunities for employees to satisfy higher-order needs 6) What are the roles of extrinsic and intrinsic rewards in motivating workers.

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Extrinsic rewards: tangible and visible to others and are given to employee’s contingent on the performance of specific tasks or behaviors - Intrinsic rewards: the natural rewards associated with performing a task or activity for its own sake - Motivating with the basics • Start by asking people what their needs are • Satisfy lower-order needs first • Expect peoples’ needs to change • As needs change and lower-order needs are satisfied, create opportunities for employees to satisfy higher-order needs 7) Equity Theory: What are inputs and outcomes? What are some examples of each? How do our inputs and outcomes affect our perceptions of equity? What does it mean to be over or underbenefitted? How do we respond to inequity? How can mangers use equity theory to motivate employees? - Equity theory: People will be motivated at work when they perceive that they are being treated fairly. In particular, equity theory stresses the importance of perceptions. So, regardless of the actual level of rewards people receive, they must also perceive that, relative to others, they are being treated fairly.

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Under-reward – when you are getting fewer outcomes relative to your inputs than the referent • Over-reward – when you are getting more outcomes relative to your inputs than the referent • Decreasing or withholding inputs Reacting to inequality… • Increasing outcomes • Rationalize or distort inputs to outcomes • Changing the referent • Employees may leave Motivating with equity theory… • Look for and correct major inequities • Reduce employees’ inputs • Make sure decision-making processes are fair

8) Expectancy theory: Define expectancy, instrumentality, and valence, and explain the role each plays in determining whether we are motivated. How can managers use expectancy theory to motivate employees? - Expectancy theory: People will be motivated to the extent to which they believe that their efforts will lead

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to good performance, that good performance will be rewarded, and that they will be offered attractive rewards. Expectancy: is the perceived relationship between effort and performance. When expectancies are strong, employees believe that their hard work and efforts will result in good performance, so they work harder. Instrumentality is the perceived relationship between performance and rewards. When instrumentality is strong, employees believe that improved performance will lead to better and more rewards, so they choose to work harder. Valence is simply the attractiveness or desirability of various rewards or outcomes. Motivating with expectancy theory… o Systematically gather information to find out what employees want from their jobs o Take specific steps to link rewards to individual performance in a clear and understandable way

o Empower employees to make decisions if management really wants them to believe that their hard work and effort will lead to good performance

9) Reinforcement Theory: How do reinforcers in our environment influence our motivation? Distinguish between: positive reinforcement, negative reinforcement, punishment, and extinction. Give an example of each of these reinforcement processes. How can managers use reinforcement theory to motivate? - Reinforcement theory: Behavior is a function of its consequences, behaviors followed by positive consequences will occur more frequently, and behaviors followed by negative consequences, or not followed by positive consequences, will occur less frequently.

o Positive reinforcement strengthens behavior (i.e., increases its frequency) by following behaviors with desirable consequences. o Negative reinforcement strengthens behavior by withholding an unpleasant consequence when employees perform a specific behavior. Negative reinforcement is also called avoidance learning because workers perform a behavior to avoid a negative consequence. o punishment weakens behavior (i.e., decreases its frequency) by following behaviors with undesirable consequences. o Extinction is a reinforcement strategy in which a positive consequence is no longer allowed to follow a previously reinforced behavior. By removing the positive consequence, extinction weakens the behavior, making it less likely to occur. - Motivating with reinforcement theory… o Identify, measure, analyze, intervene, evaluate o Don’t reinforce the wrong behaviors o Correctly administer punishment at the appropriate time o Choose the simplest and most effective schedule of reinforcement 10) Goal-setting Theory: What are goals? What goals are most effective at motivating us? What is goal acceptance? Why is performance feedback performance important in this process? How can managers motivate with goal-setting theory? - Goal setting theory: People will be motivated to the extent that they accept specific, challenging goals and -

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receive feedback that indicates their progress toward goal achievement. Goal: A goal is a target, objective, or result that someone tries to accomplish.

Components of goal setting theory o Goal specificity is the extent to which goals are detailed, exact, and unambiguous. Specific goals, such as “I’m going to have a 3.0 average this semester,” are more motivating than general goals, such as “I’m going to get better grades this semester.” o Goal difficulty is the extent to which a goal is hard or challenging to accomplish. Difficult goals, such as “I’m going to have a 3.5 average and make the Dean’s List this semester,” are more motivating than easy goals, such as “I’m going to have a 2.0 average this semester.” o Goal acceptance, which is similar to the idea of goal commitment discussed in Chapter 4, is the extent to which people consciously understand and agree to goals. o Performance feedback is information about the quality or quantity of past performance and indicates whether progress is being made toward the accomplishment of a goal. Motivating with goal setting theory… o Assign employees specific, challenging goals o Make sure workers truly accept organizational goals

o Provide frequent, specific, performance-related feedback Leadership (Ch. 14): 1) What is leadership? How do leaders and managers differ? - Leadership is the process of influencing others to achieve group or organizational goals. Leaders:

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Doing the right thing “What should we be doing?” Vision, mission, goals, objectives Challenge the status quo Long-term view Expand people’s options and choices Inspire and motivate people to find their own solutions Concerned with ends, what gets done

Managers: • • • • • • • •

Doing things right “How can we do what we’re already doing better?” Productivity and efficiency Preservers of status quo Short-term view Limit others’ choices Sole problems so that others can do their work More concerned with means, how things get done

2) What is the trait theory of leadership? What traits do leaders have that distinguish them from non-leaders? • - Trait theory o effective leaders possess a similar set of traits or characteristics • Leaders are different from followers in: o drive o desire to lead o honest/integrity o self-confidence o emotional stability o cognitive ability o knowledge of the business 3) What behaviors do leaders perform? Define and give examples of initiating structure and consideration behaviors. - Initiating structure: is the degree to which a leader structures the roles of followers by setting goals, giving -

directions, setting deadlines, and assigning tasks. A leader’s ability to initiate structure primarily affects subordinates’ job performance. Consideration behaviors: is the extent to which a leader is friendly, approachable, and supportive and shows concern for employees. Consideration primarily affects subordinates’ job satisfaction.

4) Describe the main components of Fiedler’s Contingency Model. What are the two types of leadership styles? How is leadership style measured? Can leaders change their style easily? What are the three dimensions on which Fiedler characterizes different leadership situations? How do these dimensions combine to create favorable and unfavorable situations for leaders? What type of situations are each of the two leadership styles best suited for? - Fiedler’s contingency theory: In order to maximize work group performance, leaders must be matched to the right leadership situation.

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o Leaders are effective when the work group they lead performs well. o Leaders are generally unable to change their leadership styles, and they will be more effective when their styles are matched to the proper situation. o The favorableness of a situation permits the leader to influence the behavior of group members. Leadership style: the way that leaders generally behave toward their followers. o Are tied to leaders underlying needs and personalities o Relationship oriented o Task oriented

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Situational favorableness: The degree to which a particular situation either permits or denies a leader the chance to influence the behavior of group members.

o leader-member relations, which refers to how well followers respect, trust, and like their leaders. When leader-member relations are good, followers trust the leader and there is a friendly work atmosphere. o Task structure is the degree to which the requirements of a subordinate’s tasks are clearly specified. With highly structured tasks, employees have clear job responsibilities, goals, and procedures. o Position power is the degree to which leaders are able to hire, fire, reward, and punish workers. The more influence leaders have over hiring, firing, rewards, and punishments, the greater their power. - Leaders and situations: o Fiedler assumes leaders to be incapable of changing their leadership styles. o The key − matching leaders to situations… o …or teaching leaders how to change situational favorableness 5) What are the main assumptions of the Path Goal Theory? What are the 4 leadership styles in this model? What types of behaviors are associated with each style? What situational and subordinate characteristics determine whether each style will be effective? According to this theory, are leaders flexible enough to adjust their style to different situations? - Path goal theory: Leaders can increase subordinate satisfaction and performance by clarifying and clearing the paths to goals and by increasing the number and kinds of rewards available for goal attainment.

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o Leader behavior must be a source of immediate or future satisfaction for followers. o Leaders must complement, not duplicate the characteristics of followers’ work environments. 4 leadership styles: o Directive leadership involves letting employees know precisely what is expected of them, giving them specific guidelines for performing tasks, scheduling work, setting standards of performance, and making sure that people follow standard rules and regulations. o Supportive leadership involves being approachable and friendly to employees, showing concern for them and their welfare, treating them as equals, and creating a friendly climate. Supportive leadership is very similar to considerate leader behavior. Supportive leadership often results in employee satisfaction with the job and with leaders. This leadership style may also result in improved performance when it increases employee confidence, lowers employee job stress, or improves relations and trust between employees and leaders. o Participative leadership involves consulting employees for their suggestions and input before making decisions. Participation in decision making should help followers understand which goals are most important and clarify the paths to accomplish them. Furthermore, when people participate in decisions, they become more committed to making them work. o Achievement-oriented leadership means setting challenging goals, having high expectations of employees, and displaying confidence that employees will assume responsibility and put forth extraordinary effort. Subordinate contingencies o Perceived ability is simply how much ability subordinates believe they have for doing their jobs well. Subordinates who perceive that they have a great deal of ability will be dissatisfied with directive leader behaviors. o Experience o Locus of control is a personality measure that indicates the extent to which people believe that they have control over what happens to them in life. o Internals believe that what happens to them, good or bad, is largely a result of their choices and actions.

o Externals, on the other hand, believe that what happens to them is caused by external forces beyond their control. Accordingly, externals are much more comfortable with a directive leadership style, whereas internals greatly prefer a participative leadership style because they like to have a say in what goes on at work. 6) What are strategic leaders? Visionary leaders? - Strategic leaders: is the ability to anticipate, envision, maintain flexibility, think strategically, and work with others to initiate changes that will create a positive future for an organization. - Visionary leaders: Creates a positive image of the future that motivates organizational members and provides direction for future planning and goal setting. 7) What are charismatic leaders? What are their main qualities? Does the evidence suggest that they are “born” or “made”? How do charismatic leaders influence organizational outcomes? Distinguish between ethical and unethical charismatic leaders? - Charismatic leaders: The behavioral tendencies and personal characteristics of leaders that create an exceptionally strong relationship with followers. o Articulate a clear vision for the future that is based on strongly held values or morals o Model those values by acting in a way consistent with the vision o Communicate high performance expectations to followers o Display confidence in followers’ abilities to achieve the vision - Ethical charismatics provide developmental opportunities for followers, are open to positive and negative feedback, recognize others’ contributions, share information, and have moral standards that emphasize the larger interests of the group, organization, or society. - Unethical charismatics control and manipulate followers, do what is best for themselves instead of their organizations, want to hear only positive feedback, share information that is only beneficial to themselves, and have moral standards that put their interests before everyone else’s. 8) What are transformation leaders? How do they differ from transactional leaders? - Transformation leaders: Generates awareness and acceptance of a group’s purpose and mission and gets employees to see beyond their own needs and self-interests for the good of the group. • Charismatic leadership or idealized influence means that transformational leaders act as role models for their followers. Because transformational leaders put others’ needs ahead of their own and share risks with their followers, they are admired, respected, and trusted, and followers want to emulate them. Thus, in contrast to purely charismatic leaders (especially unethical charismatics), transformational leaders can be counted on to do the right thing and maintain high standards for ethical and personal conduct. • Inspirational motivation means that transformational leaders motivate and inspire followers by providing meaning and challenge to their work. By clearly communicating expectations and demonstrating commitment to goals, transformational leaders help followers envision the future, as one must to do from the organizational vision or mission. • Intellectual stimulation means that transformational leaders encourage followers to be creative and innovative, to question assumptions, and to look at problems and situations in new ways even if their ideas are different from the leader’s. • Individualized consideration means that transformational leaders pay special attention to followers’ individual needs by creating learning opportunities, accepting and tolerating individual differences, encouraging two-way communication, and being good listeners. Communication (Ch. 15) – Note: exam will not cover section 1 on “Perception” 1) What is communication? Describe the components and steps of the interpersonal communication model (e.g., encoding, decoding, feedback, noise). - Communication: is the process of transmitting information from one person or place to another. While some bosses sugarcoat bad news, smart managers understand that

effective, straightforward communication between managers and employees is essential for success. 1. Noise: Anything that interferes with the transmission of the intended message. a. b. c. d. e.

The sender isn’t sure what message to communicate. The message is not clearly encoded. The wrong communication channel is chosen. The message is not received or decoded properly. The receiver doesn’t have the experience or time to understand the message.

2. Encoding 3. Decoding 4. Feedback: feedback back to the sender. Responding to an announcement/email. Doesn’t always happen but this step is important because you need to know if you correctly understand the message. 2) Distinguish between formal and informal channels of communication. - Formal communication channel: The system of official channels that carry organizationally approved messages and information.

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Informal communication channel: Transmission of messages from employee to employee outside of formal channels. It emerges when a situation is important, ambiguity exists, and situation causes anxiety. 3) Distinguish between (and give examples of): upward, downward, and horizontal communication. What are the problems associated with each type? What recommendations can be made to organizations to improve formal communication? • Downward communication: flows from higher to lower levels in an organization. D...