The Human Side of Enterprise

McGregor, Douglas

doi:10.1016/b978-0-12-054752-4.50008-7

Cited by 1,040 publications

(1,320 citation statements)

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“…This research focused on wages, improving worker skills, and organizing for higher productivity. In the 1930s, the focus shifted for a while to the results of the Hawthorne studies, and then to the content (need) theories of motivation, such as McGregor's (1960) Theory Y and McClelland's need for achievement (e.g., 1961). These theories posit that employees are motivated for an action because they have a need (psychological or physiological deficiency) for it.…”

Section: Has Core Confidence Been Considered? Review Of 30 Theoriesmentioning

confidence: 99%

Development of a core confidence-higher order construct.

Stajković

2006

Journal of Applied Psychology

249

189

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The author develops core confidence as a higher order construct and suggests that a core confidencehigher order construct-not addressed by extant work motivation theories-is helpful in better understanding employee motivation in today's rapidly changing organizations. Drawing from psychology (social, clinical, and developmental) and social anthropology, the author develops propositions regarding the relationships between core confidence and performance, attitudes, and subjective well-being. The core confidence-higher order construct is proposed to be manifested by hope, self-efficacy, optimism, and resilience. The author reasons that these four variables share a common confidence core (a higher order construct) and may be considered as its manifestations. Suggestions for future research and implications of the work are discussed.

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Section: Has Core Confidence Been Considered? Review Of 30 Theoriesmentioning

confidence: 99%

Development of a core confidence-higher order construct.

Stajković

2006

Journal of Applied Psychology

249

189

View full text Add to dashboard Cite

show abstract

“…We made the items regarding the reasons the nursing students wanted to become registered nurses with reference to the study concept of job satisfaction and our previous study of professional nurses' job satisfaction (Maslow 1954;Herzberg et al 1959;McGregor 1960;Robbins 2004;Kudo et al 2010). We assumed that the facets of these reasons were: "Living stability," "Desire for companionship," "Lack of enthusiasm for becoming a registered nurse," "Social appraisal," "Professional commitment," and "Self-actualization."…”

Section: Reasons Nursing Students Wanted To Become Registered Nursesmentioning

confidence: 99%

“…Regarding these reasons, we made the items with reference to the concept of job satisfaction (Maslow 1954;Herzberg et al 1959;McGregor 1960;Robbins 2004). In these studies, the contents of job satisfaction were generally classified into intrinsic (those intrinsic to the nature and experience of working) and extrinsic facets.…”

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Learning Motivation Toward Technical Knowledge and Their Ethics Regarding Patients’ Rights

Kudo

Hayashi

Yoshimura

et al. 2013

Tohoku J. Exp. Med.

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Nursing students must develop their abilities to provide appropriate nursing services. They need to acquire the level of nursing knowledge to pass the national examination according to Japanese law. Moreover, even if the awareness of the rights of people who receive nursing services increases, students must not have a sense of resistance toward those rights. Therefore, we investigated the factors associated with students' motivation to pass their examination and such a sense of resistance. We produced items related to reasons students wanted to become registered nurses with reference to job satisfaction and their learning environment (e.g., teachers' manners and school events unrelated to the examination). There were 3,417 female nursing students analyzed in 29 vocational schools that allow graduation after a 3-year study period (average age, 21.93 years [standard deviation, 5.44]). Older and third-year students had a stronger motivation to pass the examination and a weaker sense of resistance to people's rights compared with younger and first-to second-year students. Students who answered a "Lack of enthusiasm for becoming a registered nurse" had a weakened motivation and a strengthened sense of resistance. Factors enhancing students' motivation to pass their examination were "Professional commitment," "Desire for companionship," and "School events unrelated to the national examination." Factors strengthening students' sense of resistance to people's rights were "Living stability" and "Social appraisal." Teachers must develop methods to teach ethics so that their students respect the rights of people who receive nursing services and to ensure that they acquire the necessary nursing knowledge.

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“…In fact this is two theories, they are theories of human motivation developed by Douglas McGregor at the MIT Sloan School of Management that have been used in organization studies like human resource management (HRM), and organizational development. They explain two very different attitudes toward employees' motivation [15]. The theory posits that a company follows either first or the second approach.…”

Section: Results -Theories Usedmentioning

confidence: 99%