TREBALL SOBRE EL NF DE MOTIVACIÓ

1.- Explica en què consisteix el cicle motivacional. 

 2.- Senyala a quin nivell de l’escala de Maslow corresponen les següents necessitats: . 

a. Protecció contra els accidents laborals. 
b. Estabilitat a la feina. 
c. Tenir amics al treball. 
d. Ser acceptat pels companys. 
e. Reconeixement per part dels caps. 
f. Respecte dels altres. 
g. Realització de projectes personals. 
h. Desenvolupament del potencial propi. 
i. Jornada flexible. 

3.- Diferències entre factors higiènics i motivacionals segons Herzberg. Posa'n exemples. 

4.- Creus que un augment de sou i una millora en l’ambient físic de treball contribueixen a un augment permanent de la satisfacció a la feina? Per què? 

5.- Què és el que postula la teoria de McGregor sobre la motivació? 

6.- Esmenta i explica quins creus que són els 2 mètodes millors per diagnosticar i avaluar la motivació.

7.- Esmenta tots els factors que coneguis que poden influir positivament en la 
motivació i la satisfacció dels treballadors. 

8.- Què és l’absentisme conciliador?


9.- Sobre quins punts solen preguntar les enquestes sobre clima laboral?

10.- Segons la teoría de McClelland indica quins tipus de necessitats poden motivar els següents professionals:

a. Comercial que cobra primes per vendes. 
b. Un director general.
c. Director d'un departament comercial que cobra per objectius acomplerts.
d. Professor d'educació primària.
e. Administratiu que treball en atenció al client.
f. Alcalde d'una petita localitat.
g. Ministre.
h. Cirurgià cardiovascular. 

11.- A quin graó de la piràmide de Maslow es troben les següents persones?:

a. Treballador a qui agrada acudir a la feina diàriament perquè se sent apreciat i valorat pels seus companys. 
b. Immigrant que abandona el seu país i arrisca la seva vida per passar l'estret de Gibraltar en una pastera.
c. Persona que treballa sense contracte. 
d. Persona que treballa per un sou, per tenir assegurança mèdica i prestació per atur. 
e. Cap de taller amb gran confiança en si mateix que és respectat pels seus companys i caps. 
f. Artista de reconegut prestigi. 
g. Una persona que col·labora de forma desinteressada amb una ONG. 

12.- Explica amb paraules entenedores en què consisteix la teoria de Stacy Adams sobre la motivació. 


13.- Translate into Catalan or Spanish:

Intrinsic and extrinsic motivation

"Motivation can be divided into two types: intrinsic (internal) motivation and extrinsic (external) motivation.

Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for reward. Intrinsic motivation has been studied since the early 1970s.The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior. In these studies, it was evident that the organisms would engage in playful and curiosity driven behaviors in the absence of reward. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development. Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities. Students are likely to be intrinsically motivated if they:

• attribute their educational results to factors under their own control, also known as autonomy
• believe they have the skills to be effective agents in reaching their desired goals, also known as self-efficacy beliefs
• are interested in mastering a topic, not just in achieving good grades

Extrinsic motivation

Extrinsic motivation refers to the performance of an activity in order to attain an outcome, whether or not that activity is also intrinsically motivated. Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards (for example money or grades) for showing the desired behavior, and the threat of punishment following misbehavior. Competition is in an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to win a trophy are also extrinsic incentives.

Comparison of intrinsic and extrinsic motivation

Social psychological research has indicated that extrinsic rewards can lead to overjustification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition. However, another study showed that third graders who were rewarded with a book showed more reading behavior in the future, implying that some rewards do not undermine intrinsic motivation. While the provision of extrinsic rewards might reduce the desirability of an activity, the use of extrinsic constraints, such as the threat of punishment, against performing an activity has actually been found to increase one's intrinsic interest in that activity. In one study, when children were given mild threats against playing with an attractive toy, it was found that the threat actually served to increase the child's interest in the toy, which was previously undesirable to the child in the absence of threat.

For those children who received no extrinsic reward, self-determination theory proposes that extrinsic motivation can be internalized by the individual if the task fits with their values and beliefs and therefore helps to fulfill their basic psychological needs."