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Motivatie & Arbeidsgedrag (Deel B (Work design (Job design research…
Motivatie & Arbeidsgedrag
Deel A
Deel B
Work design
Job design research and theory
(Oldham & Fried, 2016 – tot p.26)
Herzberg's two factors theory
Hygiene factors (working conditions, coworker relations, policies and rules. supervisor quality, base salary). Acting on these factors helps to avoid job dissatisfaction
Motivational factors (achievement, recognition, work itself, responsibilities, advancement, personal growth). Acting on these factors helps to improve job satisfaction.
Job Characteristics Model (JCM)
core work elements (skill variety, task identity, task significance)
psychological state (experienced meaningfulness)
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if these elements are well managed, result is visible on performance, satisfaction, motivation and low absenteeism
core work element (autonomy)
psychogical state (experienced responsibility)
#
core work element (feedback)
psychological state (knowledge of results)
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The future of work design
(Parker, Wall & Cordery, 2001)
work changed regarding structure, context, relations with colleagues. Especially team work is now taken into consideration
Apart from the before mentioned job characteristics in this research they used more e.g. » Cognitive demands
» Physical demands
» Social contact
» Emotional demands
» Role conflict
» Opportunity for skill acquisition
» Group level characteristics
An extension of the work design literature
(Humphrey, Nahrgang, & Morgeson, 2007)
JCM model statistically tested (positive significant) and implemented with extra characteristics, in bold the characteristics statistically important after the analysis.
task characteristics
autonomy now subdivided in 3 (schedule, methods, decision making) autonomy
task variety
cognitive demands (
information processing
,
job complexity
, specialisation, problem solving)
social characteristics
» Task Interdependence
» Feedback from others
» Social support
» Interaction outside the organization
context characteristics
» Physical demands
» Work conditions
» Ergonomics
Job crafting and I-deals (vedi fotocopia)
Satisfaction & performance
Satisfaction and task performance
(Judge, Thoresen, Bono, & Patton, 2000)
Satisfaction and OCB (Organ & Ryan, 1995)
Values and task performance/OCB
(Ng, Sorensen, & Yin, 2009)
Goals & motivation II
Self‐regulation at Work
(Lord et al., 2010)
Ideal self-regulation cycle: goal setting (specific/difficult etc.) ---> planning ---> goal striving (GDP-feedback, self-efficacy, velocity, selective attention) ---> goal evaluation
Influence on SE through Social Cognitive Theory (Bandura): enactive mastery, situational factors, conception of ability (entity/incremental implicit theories and internal/external causal attributions), modeling/vicarious learning, verbal persuasion, physiological arousal
Achievement goals: a 2 x 2 framework
(Elliot 2005)
achievement motivation (valence) : approach or avoidance motivation
Results:
mastery approach many positive outcomes
mastery avoidance not fully researched
performance approach many positive and few negative outcomes
performance avoidance negative outcomes
achievement goals (definition): performance (interpersonal) or mastery (intrapersonal) achievement goals
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Leader’s achievement goals
(Sijbom, Janssen & Van Yperen, 2015)
Leader achievement goals influence their receptiveness about creative ideas from subordinates
performance approach leaders have a worse receptiveness than mastery approach leaders
Moreover: the way a new creative idea is presented influences its receptiveness.
Present an idea together with the presentation of a problem has a bad effect on performance leaders, whereas only presenting a creative idea has a better effect on performance leaders.
Adopting achievement goals
(Cury, Elliot, Da Fonseca & Moller, 2006)
Implicit theories (that can be seen as definition) and perceived competence (valence) influence achievement goals.
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• Entity theory ‐> performance goals
• Incremental theory ‐> mastery goals
• Perceived Competence ‐> approach/avoidance goals
Commitment & turnover
Antecedents for turnover
(Griffeth, R. W., Hom, P. W., & Gaertner, S., 2000)
Three components of commitment and turnover
(Culpepper, R. A., 2011)
Antecedents of affective commitment (Morrow, P. C. 2011)
Antecedents/predictors of turnover (Allen, D. G. et al., 2009)
Goals & motivation I
The role of feedback, causal attributions, and self
efficacy in goal revision
(Tolli & Schmidt, 2008)
feedback (+ or -) and causal attributions (internal or external) interact on self efficacy that in turn affects goal revision. GDP is an important mechanism in this relationship
#
positive feedback + internal attribution high SE
negative feedback + internal attr. low SE
positive feedback + external attr. no effect on SE
negative feedback + external attr. low SE
In turn these results affect goal revision. In general it is important to increase SE but also influencing attribution might be useful
Should goal strivers think how or why to strive?
(Ferguson and Sheldon, 2010)
Important mechanism: internalisation (move motivation from external towards internal factors)
Internalisation can be fostered through need satisfaction, perception of autonomy and meaningful connection with the goal (Action Identification Theory)
In conclusion: to improve motivation for a goal it depends on the skill levels of the person and the difficulty of the task. Difficult task focus on the how (steps to follow). Easy task focus on the why (reasons)
Groups and goals (Kleingeld, Van Mierlo and Arends, 2011)
Goal setting theory also works for group goals, specific and difficult goals improve outcomes, e.g. performance
Moderators: task complexity, task interdependence and participation. They do not influence the relationship group-goals.
Egocentric group goals lead to low group performance, but high individual performance. Group-centric group goals improve performance.
Introduction to goal setting theory
(Locke & Latham, 2002)
goal core: specific, difficult, performance/mastery goal // goal mechanisms: choice/direction, effort, persistance, strategies
goal setting moderators
goal commitment (goal importance + self-efficacy)
high commitment and high goal setting has a positive influence on outcomes
it is possible to raise commitment, for self set goals with GDP, for outside set goals through support, shared decision making, training for self efficacy, through explanation of goal importance
feedback
it is most effective when related to the actual goal progression, other aspects interfere on this aspect
task complexity
it weakens the effect of goal setting on performance, it is a different element than goal difficulty. Difficult and specific goals strengthen the aforementioned relationship