3. Process perspectives on motivation (Connect, Perform) Read the short scenario below. Then use your understanding of expectancy theory to diagnose the particular employee's barrier to performance Management at Work You are a manager at a company with a written compensation plan that outlines how employees will be paid for performance. When employees get higher annual performance ratings, they will get larger increases in their base pay. Also, when the company achieves certain goals each year, such as hitting earnings per share and customer rating targets, employees will receive a bonus. Despite these incentives, your employees are not always motivated to work as hard as they could. Tara says, "More money is always nice, I guess, but what I really is more responsibility, and I don't feel as though I'm ever going to get that here, I feel stuck in my current job." In terms of expectancy theory, what is Tara's primary issue? O Performance-to-outcome expectancy Effort to performance expectancy Valence Equity theory is based on the idea that people are motivated to seek fairness in the rewards they receive for performance. Consider what you know about equity theory as you read the following scenario, and then fill in the blanks in the dialogue Management at Work Imagine you are hanging out on the sofa, enjoying a little TV. As you sit there, you think about your last conversation with your mom, She decided to set up a work schedule for you, your brother, and your sister, and now a "Household Chores" list hangs in the kitchen. Each person in your family will have a specific chore to do every week: doing the dishes, raking the lawn, taking out the garbage, and so forth Pretty soon your sister, Diana, walks into the room. She has a huge smile on her face. Imagine you are hanging out on the sofa, enjoying a little TV. As you sit there, you think about your last conversation with your mom. She decided to set up a work schedule for you, your brother, and your sister, and now a "Household Chores" list hangs in the kitchen. Each person in your family will have a specific chore to do every week: doing the dishes, raking the lawn, taking out the garbage, and so forth. Pretty soon your sister, Diana, walks into the room. She has a huge smile on her face YOU: Hey, Diana, what's up? Why are you so happy? DIANA: Did you see the chore list for this week? All I have to do is rake leaves. You have to do the dishes all weekl What a sweet deal YOU: What's so good about raking leaves? DIANA: Are you kidding? I get to be outside; it'll take an hour at the most; and I can have my friends over while I work. My are much lower than yours, and you know itAnd since I got the same allowance you do, our are inputs You outcomes Thanks for helping me to recognize how this situation is Apply your knowledge about process perspectives on motivation to identify the area of goal setting theory at the root of the problem. Goal Specificity Goal Difficulty Goal Acceptance Feedback Examples Vonda is frustrated with her manager, Glenda. Last week, when Vonda asked about Glenda's expectations, Glenda said, "Just do your best." But Vonda doesn't know exactly what to do, and as a result, she isn't very motivated. Lelani really likes her new boss. During a meeting last month, the boss outlined specific wwwwww she is o O YOU: Hey, Diana, what's up? Why are you so happy? DIANA: Did you see the chore list for this week? All I have to do is rake leaves. You have to do the dishes all week! What a sweet deal! YOU: What's so good about raking leaves? DIANA: Are you kidding? I get to be outside; it'll take an hour at the most; and I can have my friends over while I work. My are much lower than yours, and you know it! And since I get the same allowance you do, our equall are outcomes YOU: Wait, what? Thanks for helping me to recognize how this situation is! inputs Apply your knowledge about process perspectives on motivation to identify the area of goal-setting theory at the root of the problem. Goal Specificity Goal Difficulty Goal Acceptance Feedback Examples Vonda is frustrated with her manager, Glenda. Last week, when Vonda asked about Glenda's expectations, Glenda said, "Just do your best." But Vonda doesn't know exactly what to do, and as a result, she isn't very motivated. Lelani really likes her new boss. During a meeting last month, the boss outlined specific goals for Lelani to meet, which excited Lelani. But now Lelani isn't sure how well she is YOU: Wait, what? Thanks for helping me to recognize how this situation is! equitable inequitable Apply your knowledge about process perspectives on motivation to identity the area of goal-setting theory at the root of the problem. Goal Goal Specificity Difficulty Goal Acceptance Feedback O O O Examples Vonda is frustrated with her manager, Glenda. Last week, when Vonda asked about Glenda's expectations, Glenda said, "Just do your best." But Vonda doesn't know exactly what to do, and as a result, she isn't very motivated. Lelani really likes her new boss. During a meeting last month, the boss outlined specific goals for Lelani to meet, which excited Lelani. But now Lelani isn't sure how well she is doing in terms of meeting the goals, so she is not very motivated. o o O o Use the following research summary and your knowledge of goal setting theory to answer the questions that follow. RESEARCH STUDY According to recent research, only 35% of full-time students complete their university degrees in 4 years. Why is this? Could universities improve academic performance and completion rates simply through the use of goal setting? Dominique Morisano tested this idea in her dissertation research. For 4 months, Morisano followed 85 students who weren't doing very well in school. The entire group of students was similar in many ways (GPA, demographics, native language, and academic probation standing). Half of the students (the goal group) participated in an 8-week, intensive goal-setting program, while the other half (the control group) did not. The goal setting program helped students to set personal goals and to create detailed strategies for achieving them. Morisano found that students who received goal-setting training were less likely to withdraw from school than students in the control group. (Source: Morisano, D. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Use the following research summary and your knowledge of goal-setting theory to answer the questions that follow. RESEARCH STUDY According to recent research, only 35% of full-time students complete their university degrees in 4 years. Why is this? Could universities improve academic performance and completion rates simply through the use of goal setting? Dominique Morisano tested this idea in her dissertation research. For 4 months, Morisano followed 85 students who weren't doing very well in school. The entire group of students was similar in many ways (GPA, demographics, native language, and academic probation standing). Half of the students (the goal group) participated in an 8-week, intensive goal-setting program, while the other half (the control group) did not. The goal-setting program helped students to set personal goals and to create detailed strategies for achieving them. Morisano found that students who received goal-setting training were less likely to withdraw from school than students in the control group. (Source: Morisano, D. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied BARA What do the results of Morisano's study illustrate? O Training students in goal setting leads to an increase in achieving their objectives. O Having specific, difficult goals increases a student's GPA. goal acceptance O Students performed better in their second semester than they did in their first semest goal specificity O Students with higher GPAs are more likely to set goals. goal reciprocity than students whose goals Because students set their own goals in this experiment, they are likely to have a higher level of were set for them by professors. 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