chapter 7,8,9 exam 2

• Compare and contrast fixed and variable interval and ratio schedules of reinforcement

  Provide examples of each
• Motivation has 3 core qualities: Energizes actions, Directs towards goals, Sustains over time
• All jobs require motivation and are affected by many different factors
• People are motivated to attain universal needs
• Must satisfy basic needs before moving on to higher order ones
• Employees are primarily concerned with being paid, providing food, shelter, etc
• Employees may also want their work to offer satisfying relationships, give them a sense of pride, fulfill their "life's purpose"
• How a restaurant could help employees attain higher needs
• Mcclelland's achievement motivation theory: Need for achievement, Need for power, Need for affiliation
• People are motivated to different degrees by three basic needs
• 3 types of motivations: Need for achievement, Need for power, Need for affiliation
• Behavior-based theories: Reinforcement theory using consequences to shape behavior
• Utilizing rewards and punishments, can be positive or negative
• Reinforcement theory: Rewards usually work better than punishments for affecting workplace behavior
• Two basic types of motivation: Extrinsic motivation (e.g., money, status), Intrinsic motivation (e.g., enjoying a task, feeling accomplished)
• Experiment: Paying for good grades resulted in short-term gains in grades and number of books read, but gains were lost after
• Two basic types of motivation

  • Extrinsic motivation
  • Intrinsic motivation
• Extrinsic motivation

  • money
  • status
• Intrinsic motivation


  • enjoying a task
  • feeling accomplished
• Paying for good grades
• Experiment: pay students for good grades

  1. Some short term gains in grades, number of books read, etc

  2. Gains lost after program ended

  3. Students paid in high school performed worse in college
• Why did students paid in high school perform worse in college?

  Extrinsic rewards override intrinsic motivation
• Speaker: '“I don't get paid for good grades anymore?”'
• Extrinsic rewards should only be used as a last resort
• Intrinsic motivators

  • Autonomy
  • Mastery
  • Purpose
• Job characteristics model

  1. Focuses on what intrinsically motivates employees

  2. How can we design jobs around these motivators
• Skills variety

  • Keeps jobs interesting and challenging
  • Improves “Mastery”
• Task identity

  • Completing entire task
  • Gives sense of personal accomplishment
• Skills variety and task identity complement one another
• Autonomy gives a sense of freedom and being respected
• Knowledge of Results: Can employees see the fruits of their labor?
• When work lacks meaningful results, people get demotivated even those who normally enjoy the job
• Goals: Form realistic goals and work really hard to achieve them
• SMART Method: Specific, Measurable, Actions, Relevance, Timeline
• Accurate forecasting involves thinking about obstacles and having a backup plan
• College students perform better when they engage in the process of forecasting
• Employee Engagement: Related with intrinsic motivators like autonomy, skill variety, task identity
• Job satisfaction predicts the amount of effort employees put into their work
• Perceived fairness is an important factor in predicting job satisfaction
• When being graded on a team project, perceived fairness can be affected if the project is worth too few points for the work involved, rewards don't match work, losing points for minor mistakes, or reward is unfairly withheld