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SNCOA - BAM > BAM - 04. Human Behavior > Flashcards

BAM - 04. Human Behavior Flashcards

1
Q

Five Influences of Behavior

A
  • Aspirations
  • Personality
  • Self-Concept
  • Self-Efficacy and Locus of Control
  • Attitudes and Values
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2
Q

A lack of something necessary or desirable.

A

Needs

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3
Q

The objective toward which effort is directed.

A

Goals

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4
Q

To act in a specific way.

A

Behaviors

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5
Q

Return of information about the result of a process.

A

Feedback

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6
Q

Things blocking our goal achievement.

A

Barriers

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7
Q

Examples of External Barriers

A

Environment, other people, etc.

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8
Q

Examples of Internal Barriers

A

Physical, mental, or emotional limitations (real or perceived)

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9
Q

A key aspect of _____ is the person using them is usually not aware he or she is using them.

A

Defense Mechanisms

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10
Q

This provides a degree of protection against a world that isn’t always what we’d like it to be.

A

Coping Behavior

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11
Q

Two Forms of Coping Behaviors

A
  • Becoming obsessed with the need

- Adjustment or Defense Mechanisms

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12
Q

Common Defense Mechanisms

A
  • Rationalization
  • Projection
  • Repression
  • Suppression
  • Withdrawal
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13
Q

One of the most dominant factor in our choice of behavior is what we learned in the _____.

A

Past

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14
Q

States that a person can be conditioned to respond to a given stimulus. Also known as stimulus-response.

A

Classical Conditioning Theory

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15
Q

Based on the connection between a behavior and its consequences. When consequences are good, something pleasant happens or something unpleasant is removed, and behavior is reinforced. Conversely, when something unpleasant happens or something pleasant is removed, the behavior has resulted in punishment.

A

Operant Conditioning

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16
Q

States that we tend to imitate what we see others do. The concept of being a good or poor example is based on this theory.

A

Observational Learning

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17
Q

The “why” of behavior.

A

Motivation

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18
Q

Internal states that lead to the instigation, persistence, energy, and direction of behavior.

A

Motivation

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19
Q

A process that both energizes and direct goal-oriented behavior.

A

Motivation

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20
Q

Theories of motivation can be placed into two categories:

A
  • Universalistic

- Contingency

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21
Q

Attempt to posit widespread applicability to the work environment.

A

Universalistic Theories

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22
Q

Focus on individual differences that influence motivation levels.

A

Contingency Theories

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23
Q

Two Universalistic Theories

A
  • Herzberg’s Two-Factor Theory

- McClelland’s Achievement Motivation Theory

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24
Q

Asserts job satisfaction and dissatisfaction are caused by different work-related factors.

A

Two-Factor Theory

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25
Q

Factors that lead to job satisfaction are labeled _____.

A

Motivators

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26
Q

Examples of Motivators

A
  • Achievement
  • Recognition (awards, rewards, etc)
  • Advancement
  • The Work Itself
  • Possibility of Growth and Responsibility
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27
Q

Factors that influence work performance and cause dissatisfaction when they are lacking.

A

Hygiene Factors

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28
Q

Examples of Hygiene Factors

A
  • Company Policy and Administration
  • Technical Supervision
  • Interpersonal Relations
  • Salary
  • Working Conditions
  • Training Needed to Perform the Job
  • Status
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29
Q

Contends that three critical needs may be fulfilled through the organization.

A

Achievement Motivation Theory

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30
Q

Three Critical Needs of Achievement Motivation Theory

A
  1. Power
  2. Affiliation
  3. Achievement
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31
Q

The satisfaction derived from controlling others.

A

Power

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32
Q

The satisfaction derived from social and interpersonal activities.

A

Affiliation

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33
Q

The satisfaction derived from reaching one’s goals.

A

Achievement

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34
Q

Theories centered on individual differences.

A

Contingency Theories

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35
Q

Two Prominent Contingency Theories

A
  • Adams’ Equity Theory

- Vroom’s Expectancy Theory

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36
Q

Assumes people want to be treated with equity on their jobs.

A

Equity Theory

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37
Q

Four Key Concepts of Equity Theory

A
  • Person for whom the equity exists or doesn’t exist
  • Comparison Other
  • Inputs
  • Outcomes
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38
Q

The person or group used by the Person as a comparison regarding inputs and outputs.

A

Comparison Other

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39
Q

Subjective perceptions of the Person about the characteristics individuals possess.

A

Inputs

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40
Q

The subjective perceptions of the Person about the things one receives from the job.

A

Outcomes

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41
Q

_____ is a product of the comparison between the Person’s inputs and outcomes and the Comparison Other’s inputs and outcomes.

A

Motivation

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42
Q

When _______ exists, the person is motivated to act so that equity is achieved.

A

Inequity

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43
Q

Using Equity Theory, motivation to perform would _____ if an individual believed they were working harder than others yet were receiving similar compensation.

A

Decrease

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44
Q

______ theory focuses on not only previous experiences, but on anticipation of future events.

A

Expectancy

45
Q

Three Components of Expectancy Theory

A
  1. Expectancy
  2. Instrumentality
  3. Valence
46
Q

The activity will lead to a given outcomes.

A

Expectancy

47
Q

The belief that a person will receive a reward if the performance expectation is met.

A

Instrumentality

48
Q

The value the individual places on the rewards based on their needs, goals, values and Sources of Motivation

A

Valence

49
Q

For motivation to be _____, a person must believe effort will lead to effective performance and performance will lead to a reward. The reward must be valued.

A

Strong

50
Q

To have a fervent hope or ambition.

A

To Aspire

51
Q

The driving force in personalities.

A

Aspirations

52
Q

By measuring the distance between a desired level of aspiration and the level reached up to now, a _____ can be established… one can thus discover whatever gap exists, as for instance between professional skill attained and the one desired.

A

Motivational Differential

53
Q

Levels of growth and performance we desire to attain.

A

Aspirations

54
Q

An individual’s characteristic pattern of behavior, thought, and emotion.

A

Personality

55
Q

Two Theories to Explain Personality

A
  • Trait Theory

- Type Theory

56
Q

Relies on specific descriptive tendencies.

A

Trait Theory

57
Q

Relatively enduring descriptive characteristics of a person… a ____ is a single continuous dimension of personality.

A

Trait

58
Q

Terms such as generous, ambitious, aggressive, shy, and anxious are all examples of _____.

A

Traits

59
Q

A more complex pattern of characteristics that serves as a model for categorizing people.

A

Type Theory

60
Q

The _____ approach is popular among laypersons because it simplifies understanding commonalities and individual differences.

A

Type

61
Q

Examples of the _____ approach are classifying people as type A/B and categorizing people as extroverted, sensing, and judging.

A

Type

62
Q

Based on what we think and feel about ourselves and from feedback from external sources, we form a picture of ourselves.

A

Self-Concept

63
Q

A self-image including assessment of abilities, attributes, and values.

A

Self-Concept

64
Q

Aspects to our Self-Concept

A
  1. Personal self-concept

2. Social self-concept

65
Q

Descriptive attributes or behavioral characteristics as seen from one’s personal perspective.

A

Personal Self-Concept

66
Q

Self-descriptive attributes or behavioral characteristics as one thinks they are seen by others.

A

Social Self-Concept

67
Q

In relation to personal self-concept, _____ are conceptions of what a person wants to be like, and in relation to social self-concept, they are how a person would like others to see them. They can range from general to very specific.

A

Self-Ideals

68
Q

“I’d like to be a better technician” is an example of?

A

Personal Self-Ideals

69
Q

“I want others to see me as more intelligent” is an example of?

A

Social Self-Ideals

70
Q

_____ and _____ are terms used to categorize the amount of control people believe they have.

A

Self-Efficacy, Locus of Control

71
Q

A sense of competence and self-control.

A

Self-Efficacy

72
Q

People’s beliefs in the capability to exercise control over their own functioning and over environmental demands.

A

Self-Efficacy

73
Q

Someone who believes they control their own behavior has _____.

A

High Self-Efficacy

74
Q

Someone who believes his or her behavior is not within his or her control, but is determined by external influences in their environment has _____.

A

Low Self-Efficacy

75
Q

It doesn’t matter whether an outcome is attainable, the _____ determines if one will try to attain it.

A

Perception of Control

76
Q

The extent to which individuals believe that they can control events that affect them

A

Locus of Control

77
Q

Whenever reinforcements (positive or negative) are perceived by the individual as being the result of his or her own behavior, efforts, or relatively permanent characteristics.

A

Internal Belief

78
Q

Involve perceptions that reinforcements occur as the result of luck, chance, fate, ore the interventions of powerful others.

A

External Belief

79
Q

Beliefs about _____ can fall anywhere along a dimension marked by external beliefs at the one extreme and internal ones a the other.

A

Locus of Control

80
Q

A person with _____ will attribute the failure to meet a desired goal to poor personal preparation.

A

Internal Locus of Control

81
Q

A person with _____ will attribute the failure to circumstances beyond the individuals control.

A

External Locus of Control

82
Q

A key difference between locus of control and self-efficacy is that while _____ deals with who or what controls behavior, _____ deals with control over the outcomes of behavior.

A

Self-Efficacy, Locus of Control

83
Q

An enduring belief that a specific principle, standard, or quality is regarded as worthwhile or desirable.

A

Value

84
Q

A disposition to respond favorably or unfavorably to an object, person, institution, or event.

A

Attitude

85
Q

An _____ is more specific than a _____.

A

Attitude, Value

86
Q

_____ are more general and abstract than _____.

A

Values, Attitudes

87
Q

Love of freedom is an example of?

A

Value

88
Q

Enjoying flag ceremonies is an example of?

A

Attitude

89
Q

_____ range from shallow, changeable opinions to major convictions…. a _____ is a more central and basic motivating belief, reflecting the goals and ideals that are important to a person.

A

Attitudes, Values

90
Q

Attitudes and values are _____ predictors of behavior.

A

Poor

91
Q

Why should we as leaders be concerned about the attitudes and values of our people?

A
  • To help us understand why someone has behaved a certain way
  • To help us understand what we must overcome when trying to change behavior
92
Q

This person may be good at:

  • Getting results
  • Being in charge
  • Causing action
  • Making decisions
  • Taking authority
A

Dominant Style

93
Q

This person is not good at:

  • Weighing pros and cons
  • Using caution
  • Researching facts
A

Dominant Style

94
Q

To motivate a dominant person and make them successful

A
  • Give them difficult assignments from time to time

- Help them pace themselves and relax

95
Q

This person is good at:

  • Following standards, instructions, and directives
  • Enforcing standards
  • Values quality and accuracy
  • Like to demonstrate expertise
  • May ask why questions to ensure they have all the details
  • Like to be in charge so the can enforce the standards
A

Compliance Style

96
Q

This person may not be good at:

  • Delegating important tasks and using teamwork; “If you want it done right, do it yourself”
  • Making good decisions
  • Encouraging teamwork
A

Compliance Style

97
Q

To motivate a compliance person and make them successful

A
  • Give them time to plan
  • Give them specific instructions
  • Help them value the work of others
98
Q

This person is good at:

  • Consistent, predictable tasks
  • Patience
  • Show loyalty and help others
  • Maintain the status quo
  • Do not like conflict
  • Being a team player
A

Steady Style

99
Q

This person may not be good at:

  • Reacting quickly to change; tend to resist change
  • Being optimistic
  • Prioritizing work
A

Steady Style

100
Q

To motivate a steady person and make them successful

A
  • Give them plenty of notice about change
  • Reinforce their value to the team
  • Help them prioritize work by providing task lists and due dates
101
Q

This person may be good at:

  • Generating excitement
  • Contacting people
  • Public relations
  • Supervising lots of people
  • Making favorable impressions
  • Customer service positions
A

Influential Style (Outgoing)

102
Q

This person may not be good at:

  • Speaking bluntly
  • Working alone
  • Dealing logical with some issues
  • Easily distracted at times
A

Influential Style (Outgoing)

103
Q

To motivate an influential (outgoing) person and make them successful

A
  • Assist them with time management skills

- Give them opportunities for social interaction

104
Q

Four Behavior Traits

A
  • Dominant
  • Steady
  • Compliance
  • Influential
105
Q

Best motivational environment is when the demands of the job match the person’s ______.

A

Behavioral Trait

106
Q

When the demands of the job do not match the behavioral traits of the person

A

A Job Mismatch

107
Q

Questions on Pages 25-31

A

Questions on Pages 25-31

108
Q

A sense of competence and self-control.

A

Self-efficacy

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