Explain knowledge and idea of Maslow's

********** EMPLOYEES I *** ******* ** MOTIVATION Motivation ****** ** *** ****** ****** ****** ** ******** ** a ****** that ****** enthusiasm *** persistence ** ****** * ******* ****** ** ****** Employee ********** affects ************ *** **** of a *********** *** ** to ******* ********** ****** accomplishment ** organizational ***** *** ***** ** ********** ***** understand **** prompts ****** ** ******** ****** what ********** ***** choice ** ****** *** why they ******* ** that action **** ************ **** ***** needs **** as *** **** achievement ** ***** ***** ******** ******** ******** ******** ** ******* those ***** ******** ***** ****** ******* **** **** successful ** fulfilling ***** ***** If ** **** feel rewarded ** ***** **************** rewards are *** ************* a person ******** in the ******* of ********** * ********** ****** ********* ******* are ***** ** ******* ****** ********* * ******* *** ******* ********** *** ********* *** ***** ****** ********* ***** **** ** extra **** ******** ********** ** ********** ** **** ** *** **** ** behaviors that ******* **** *********** within ************* ******** have to **** *** right *********** ** ************ ********** *** rewards ** **** workers satisfied *** ********** in * ******* ** ************** **************** *** ERG ***** *** ********** need ********* *** similar ** **** are hierarchical and ******* individuals move up *** hierarchy *** **** ** * time The ***** contains a ************************ principle ********** **** ******* ** **** * higher‑order **** *** ******* ********** ** an ******* ********* ************* **** For example a worker *** ****** ******* a **** *** personal ****** may revert ** a ************* ****** **** *** redirect *** or *** efforts ****** ****** * lot of money *** *** model ******** **** *********** *** **** **** ** **** as ** the hierarchy ********* ** their ******* to ******* ****** **** companies **** that ******** * ****** **** environment **** ****** people ** achieve * ******* between **** *** ******** **** ** * ***** ********** ********* Making work *** ***** * **** ** creating **** ******* ** **** Having *** ** **** relieves stress and enables people to **** **** “whole”C * Two‑Factor ******** ** *********** Frederick Herzberg ******** **** **** *************** ********** **** *************** **** different **** those ********** ** ************ **** ******** the **** **** two different ******* ********** **** ********** and ** employee’s behavior ** **** ******* ** *** *********** of *** two-factor ******* ******* ******* ****** ** *********** needs *** ******* ****** **** ** ******* ********** pay *** ******** ******* ******** *********** *** ************* ************* When ******* ******* *** **** **** ** ************* **** hygiene factors remove *** *************** *** **** ** not cause ************ or ********** ******* employees *** neutral toward ***** ********** ****** ** higher-order ***** *** ******* ****** **** ** *********** recognition ************** the work ****** *** *** opportunity *** ******** ****** When ********** factors *** ******* ******* are ****** ********* and ********* *** ******* of ********** ******* ******* satisfaction *** **** *** ***** dissatisfaction ******* ********* are neutral toward ***** *** *********** **** is to ******* ******* factors to **** basic needs *** *** ********** ** meet ************** needs to propel ********* ****** *********** *** ***************** Acquired ****** ***** McClelland ********* ******** needs ****** ***** proposes that ******* ***** ** ***** *** acquired ** ******* ****** ** ************** lifetime ****** *** not **** with these ***** but *** ***** them ******* **** experiences McClelland ********* ***** ********** ** ****** **** *** ***************** ****** ** accomplish something ********* attain success ****** complex ***** and surpass ******* Need *** ***************** ****** to **** ***** ******** relationships avoid conflict and ********* warm friendshipsc **** *** power—the desire to influence ** ******* ****** ** *********** *** ****** *** **** ********* over *********** ******* ************ ** MOTIVATION Process theories ******* *** ********* ****** behaviors **** ***** ** meet ***** ***** and ********* if their ******* were successful The ***** ******* theories *** goal ******* ****** ****** and ********** ********* Goal ******** ************ theory ******** that ******** challenging ***** increase ********** *** *********** when *** ***** *** accepted by ************ *** ******* feedback ** indicate progress ****** **** *********** ************ ****** ******** **** *** componentsa **** ***************** ****** ** ***** ***** *** ******** ** unambiguousb Goal **************** notion that **** ***** *** more ********** **** **** ***** **** ********************** **** ****** ******* the goals *** ** ********* ** ***** ***************** get *********** about *** **** they *** ***** ** progressing ****** goal ************ **** ******* increases ********** because it enables people to ***** ***** energies ** *** ***** ********* People **** what ** **** toward ** **** *** ****** ***** efforts ****** the most ********* activities ** ********** *** ***** ***** ******** behavior ******* ****** **** compelled to ******* plans *** strategies ** accomplish *** ************* ****** ******* Equity theory ********* ** * ***** ***** focuses ** ************** *********** ** how fairly **** *** ******* ******** ** others ****** ******** equity ** * ***** ** inputs to ******** ****** ** * *** ******* **** things ** ********* ********** ****** *** ******* ******** **** * *** include such things ** *** *********** ******** *** promotions2 The ***** may ** ******** with ******* ****** ** *** **** ***** ** ** * perceived ***** ******* ** ****** perceive **** ***** input-to-outcome ratio ** ***** to **** of ***** ** **** they ******* themselves **** ******* ***** ********* ** **** *** ********* ****** exists when the ***** ** *** ****** ****** *** ***** of another ****** ******** ****** when ****** *** *** equal3 *** **** ****** methods *** ******** * perceived ******** *** **** ****** **** ****** **** ** ** decreasing *** level ** effort or increasing ************* change ******** such ** by obtaining * ****** increase or ***** ********** ******** or ******* ****** *********** **** ** ** ************ increasing the ****** attached ** ******* **** *** ***** *** *** if ****** ****** be restored ******* *** ** *** previous methods4 The *********** *** ******** ** **** employees ******** the ********* ****** ** ***** rewards compared to ****** An increase ** salary or ********* **** *** ******** if ** is perceived ** inequitable ******** ** ***** ********* Smart ******** *** ** **** ************ ******** ** ****** in ******* to keep their workforce ********** ********** ******* Expectancy ****** ********** with ****** ***** ******** that motivation depends ** ************** ************ ***** ***** ******* ** ******* ***** *** receive ******* ******* ** ******* on *** ******** ******* *********** *** ** obtain ******* ********** ****** ** ***** ** *** ************** ****** *********** and *** ************ of ******** ********** **** that ************ * ® P ********** involves *********** ******* ******* ****** **** * **** **** lead ** **** *********** The ********** must have the ******* ******** experience and ********* ********* *** *********** ** ******** * ® * ********** ******** *********** ******* successful *********** **** lead ** *** ******* ******* ** ** the belief that high *********** will **** to * ******* rewardc ******* ** *** ***** ** ******** ** ********** ** outcomes for *** individual ** ** ******** **** *** ***** *** ******** ********* from high effort and **** *********** ********** will ** *** ** ******** **** * **** ***** ********** **** be ****** ********** ****** ******** to ********* **** ***** *** rewards exist *** may ** different for every individual2 Managers’ responsibility ** ** **** ************ meet their ***** *** ** *** **** **** ****** ************** goals Managers try to **** * ***** between a *************** ****** and ********* *** ******* and ********* ******* ********* *** ********** theory ********** ** designing ********* ******* **** ******** organizational outcomes and **** ******** * chance for rewards *** trick ** ********* * system that **** **** ************ ********* *** ********* REINFORCEMENT *********** ** MOTIVATIONReinforcement ****** ***** at *** ************ ******* ******** and *** ************ The ***** ** on changing or ********* *** employees’ ************** ******** through *** *********** *** ** immediate rewards *** ************ ************* ****** Behavior ************ ** *** ********* by which ************* ****** is **** to ****** behavior *** basic ********** ********** behavior ************ is *** *** ** ****** ***** ****** that ******** **** is ********** ********** ***** ** be repeated and behavior **** ** not reinforced ***** *** ** be repeated Reinforcement is defined as ******** **** causes * ******* ******** to ** ******** ** ********* ***** *** **** common reinforcement ****** Positive ************* ** *** *********** of a ******** and ********* *********** ********* * ******* behavior ****** for a *** **** **** ********* *** ********** the ********* work behavior **** occur ***** ******* **** **** ******** ************* ******** performanceb ********* ******** ** *** removal ** ** unpleasant *********** following * desired ******** sometimes ****** negative ************* ********* learn to ** *** ***** ***** ** ******** ********** situations ** example would be **** a supervisor ***** *********** an ******** once *** ********* ******** *** ******** ********** ** the *********** ** unpleasant ************ ********* *********** ******** *** *** ** ********** ** ************* ** ************* ******* ** ***** to ******** *** ******* ******** ****** all managers **** *** **** ** ****** ********** ************ from ********** ** ******** *********** or ******** Extinction ** the ********** ** a ******** ****** following *********** ******** Extinction ******** withholding *** ****** ****** *** ***** ******** outcomes **** *** **** ** mind **** ********* **** *** not positively reinforced **** ** **** likely ** ***** ** the ********* SOCIAL ******** ************ ******** ****** is ******* to *** reinforcement *********** *** it ******** **** an ************** ********** *** ****** *** **** from ****** ********** ** ******* *** *********** *** **** **** *** person’s ******** *** ******* and his ** *** ************ of ***** ********** ********* ********* ******** or ************* learning ****** **** ** ********** **** ****** ******* ******* ********* *** *** rewarded *** ***** Self-reinforcement ** ************ ****** ** ** ********** ********** *** ** ******* by setting goals *** **** ** ******** **** *** **** ********* ******** reinforcement ** him or ******* **** goals are ********* ************* ** ** individual’s belief ***** *** ** *** ability ** ************ ********** * ******** **** ** outcome Managers ******** ************* ** ensuring **** ****** **** *** ******** ****** *** ********* they **** ** ******* well *** by expressing confidence *** trust ** employees’ abilities VI *** ****** *** *********** job ** ** ************ ** * **** of work that * ****** ******** ** *********** for ********** **** are important ******* performance of ***** ********** *** ******* ******* **** meet ************ needs *** ****** ** the application of ************ ******** ** *** ********* ** **** for ********* ************ *** satisfaction *** ********* are ********** ** *** ******* *** *********** Job ******** systematically ***** ********* **** *** *** to ******* ********** *** number ** ********* ***** an employee ******** *** enlargement ******** * ****** ** ***** into *** *** broader *** *** primary ***** ** ****** *** enrichment ***** ************ ************ ********** **** *** **** ********* job ************** *********** *** ************* *** ****** ******** *** achievement ********* **** ******* **** *** ********* ********* *** the *** **** ********* ** how ** ** *** work ********** personal growth and *** ***** *** **** pace *** ********** increases ************ motivation *** *** ************* *** *************** ****** ******* and Oldham’s research ******** **** ******** defined as ******** **** ** ******** **** the quality ** ************ **** ********** and their ************ The job *************** ***** comprises core *** dimensions ******** psychological ****** *** employee *********** ********* **** job ********** *** **** * job ******** ***** core characteristics the higher *** ********** ******* ** *********** *** satisfaction **** be A ******* motivational ********* includes:· Skill variety *** ****** ** ******* activities that compose * *** and *** ****** of ****** **** ** perform it· Task identity The degree ** ***** an ******** performs * total *** with * ************ beginning and ending· Task ************ *** ****** ** which a job ** perceived ** important *** ****** ** ****** ** *** ******* ** *********** Autonomy *** ****** ** ***** the ****** *** ******* ********** *** ******************** ** ******** *** ******** *** ******* ******** *** ****** to which doing *** job ******** information to *** ******** ***** his/her performanceb ******** ************* ****** This ***** ****** that **** *** ********** *** **** ********* when *********** experience ***** ************* ****** ** ******** to job ******** Meaningfulness ** **** *** **** itself ** satisfying *** ******** ********* rewards· Responsibility ******** ********** the ********** of **************** ********* of ****** results ******** provides information ***** results ********* **** how **** *** ********** *** can ****** **** *********** ** ******** desired ********* ******** *** **** ******** *** ****** ** *** five job *************** ** the ************* states ** *********** ************** ************** *** knowledge ** ****** ******* leads ** *** personal and work outcomes ** **** work ********** **** **** *********** high ************ *** *** *********** *** turnoverd ******** ************* ******** ******** growth-need ******** ** *** ***** ********* ** *** ***** It means that ****** **** ********* ***** *** growth *** *********** ** * person wants ** ******* low-level needs **** as ****** *** ************* the *** *************** model has **** ****** When * ****** *** * **** **** for ****** and *********** and *** ****** *** ******** ********* *********** *** *********** **** the ***** is effective· There *** ************** *********** in *** impact ** *** *************** ********* ******* **** ** ******** and ********* are ********** ** *** US; ******* **** *** ********** ****** ** ********** and satisfaction in a ******* **** as ******* *** might even **** ** ************ *** **** between ********* characteristics and *** motivation and ************ is ****** ** economically disadvantaged countries **** **** ************ social ******* systems and high ***** *************** INNOVATIVE IDEAS *** *********************** are increasingly using various ***** ** ********* ************ ** * *** ** motivate ********* to ****** ****** ** *********** ******** ************ *** ***** ** ***** ******* pay *** *** ************ tools *** *** becoming **** ****** than ***** ******** ** **** ********* *** programs *** ** ********* ** **** are used ************* *** ******** **** ************ ***** **** also ******* ********* ******* and **** ****** ***** *********** organizations **** ********* * ***** in *** *** *** ********* ******* *** ******** ***** increases ********** ** ********** ************ *********** ************ ******** that **** the greatest ****** typically ******* much **** **** ***** *** ****** ************ ****** *** empowering ********* and ******* work to **** ******* ********** Empowering People ** **** ****** ****** *********** ** ***** sharing *** delegation ** power ** ********* ** ************ ** ** ************ Increasing ******** ***** ********* ********** *** task accomplishment because ****** ******* ***** own ************* ******** how ** ** * task using their ********** Empowering employees means giving **** four ******** **** enable **** ** *** more ****** ** ********** ***** ***** information knowledge ***** and rewardsa ********* receive information ***** ******* *********** In ********* where ********* *** ***** ********* all ********* have access to all ********* and *********** ************ ********* **** ********* and ****** ** ********** ** ******* ***** ********* *** training ******** ** help employees ******* the ********* *** ****** **** need ** contribute ** ************** performancec ********* **** *** ***** to make substantive ********* ******* **** *** ********* ** ******** influence **** ********** *** organizational *********** often ******* ******* ******* ** self-directed **** ****** ********* *** ******** ***** on ******* *********** ************* **** ******* ******* ***** ****** **** based on the results ***** ** the company’s ****** line2 Empowerment *** mean encouraging ********** ***** ***** ******** ****** authority ** ** *** **** ********* **** *** ******* *** ***** to **** ********* *** ******** ********** ******* methods fall ***** * ********* **** ** discretion for ******* ** full *********** ***** ******* *********** ** *********** *********** ****** ******* ** Work ******* *********** Another *** ** meet higher-level ************ ***** *** **** people *** ********* ******* ** ** ******* * ***** ** ********** and meaningfulness *** ******* people who **** *** * ****** ***** ** ******* *** ***** more ****** ********* ******** ********** ***** **** people ***** ***** **** *** are ********* **** ***** **** ********** ********** **************** ** meeting **** and ************** ***** *** **** * ***** ** belonging *** ********** ** *** ************* Smart ******** *** **** ****** ******* ********* employees *** **** ** ** **** extrinsic ******* **** **** ********* ** environment ** ***** people *** ******** *** ******** of ******** ** what ***** *** ******* difference ** employee motivation and whether ********* ******** ** **** The *********** **** ** ** organize *** ********* ** **** * *** **** each ****** can ***** ********** and ***** ****** experience * ***** of ************** when **** ******* **** are ******* toward ********* ** ********** *** have * chance ** ********** ********* **** ******** **** value to the ****** ******* ********* feel ********* ** *** ******* ** *** ******* *** ** ***** ********* To ** ***** ******** people **** not **** ** **** **** they *** competent to handle **** ** ***** ** them *** also **** **** have *** ****** to ***** **** *** advance STUDY *************** ******** **** ******* ******** should be able ****** ****** ********** *** explain *** ********** between ********* and extrinsic ***************** ********* ** defined ** *** ******* ********* *** *********** of ******** The study ** motivation ******** ** **** ******* ****** ** ******** ****** what ********** ***** ****** ** ****** and *** **** ******* ** doing ** **** time ** the ****** behavior ** ********** *** person is rewarded ** *** ***** **** *** **** ** ************** Identify *** ******* process ******** of ***************** ******** of ********** explain *** workers select ********** ******* ** **** ***** ***** and ********* ******* ***** ******* were successful The two ***** ******* theories *** equity theory *** ********** theory ****** ****** ******* on individuals’ perceptions ** *** ****** **** *** ******* compared **** ****** ********** theory suggests **** ********** depends on ************** ************ about ***** ******* ** ******* ***** *** receive ******* ******* This ****** ** ***** ** *** ************ ***** the ************** ****** the ************** *********** *** *** ************ ** ******** ********** **** **** ************** ******** *** reinforcement perspective *** how ** can ** **** ** motivate ********************** theory ***** at *** relationship ******* ******** *** *** ************ ** ******* ** ******** or ********* *** ************ on‑the‑job ******** ******* *** *********** use ** immediate ******* *** punishments ******** ************ ******** ********** ** which reinforcement ****** ** used ** ****** ***** ******** ************* ** ******* ** ******** **** causes * ******* ******** to be ******** ** ************ ******* social learning ****** ********* *** ******** ** ********* ******** self-reinforcement *** ******************* learning ****** ** related to the ************* *********** *** ** ******** **** ** ************** ********** can ****** *** **** **** ****** ********** ** ******* *** *********** but **** **** *** ********** ******** *** beliefs *** *** ** *** ************ ** ***** ********** behavior Vicarious ******** or ************* learning ****** when ** individual sees ****** ******* certain ********* *** *** ******** *** ************************ ** self-control ****** ** ** individual ********** *** ** ******* by setting ***** *** ways of reaching them and **** ********* positive ************* ** *** ** ******* **** ***** *** achieved Self-efficacy ** ** individual’s ****** ***** his ** her ******* to ************ accomplish * ******** **** ** ******* Managers ******** ************* ** ******** **** ****** **** the ******** ****** *** ********* they **** ** perform **** *** by ********** ********** and ***** ** ************ *************

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