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OB > Ch 1-7, Mental Models - slideshow > Flashcards

Ch 1-7, Mental Models - slideshow Flashcards

Definitions

1
Q

mental model

A

Deeply ingrained assumptions, inferences, ideas, etc. that make up how a person sees the world

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2
Q

ladder of inference

A

Metaphor that shows how quickly we can leap to knee-jerk conclusions with little data and no intermediate thought process

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3
Q

three ways to implement the ladder of inference

A

Reflection (on your own beliefs), advocacy (for your beliefs), and inquiry (about others beliefs)

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4
Q

what we say

A

espoused theories

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5
Q

what we do

A

theories-in-use

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6
Q

using the left-hand column

A

Articulating what we normally do not say

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7
Q

left-hand column

A

A technique to “see” how our mental models operate in particular situations

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8
Q

What does the left-hand column do?

A

Reveals ways we manipulate situations to avoid dealing with how we really think and feel

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9
Q

What is the point of mental models?

A

Balance inquiry and advocacy, slow down for self-reflection

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10
Q

organizational behavior

A

Academic discipline focused on understanding and managing people at work

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11
Q

Three levels of OB

A

Individual, group/team, organizational

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12
Q

contingency perspective

A
  • The belief that there is no one best way to manage people, teams or organizations
  • The best/ most effective course of action depends on the situation
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13
Q

ethical dilemma

A

Situations with two choices, neither of which resolves the situation in an ethically acceptable manner and no clear ethical resolution arises

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14
Q

person factors

A

Characteristics that give individuals their unique identities

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15
Q

situation factors

A

Elements outside us that influence what we do, the way we do it, and the ultimate results of our actions

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16
Q

the three parts of the organizing framework for understanding and applying OB

A
  • Input, processes, and outcomes.
  • Inputs to processes. Outcomes separate, with arrows to both inputs and processes.
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17
Q

the inputs of the organizing framework of understanding and applying OB

A

Personal factors and situation factors

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18
Q

the levels of the processes and outcomes of the organizing framework of understanding and applying OB

A

Individual level, group/ team level, and organizational level

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19
Q

values

A

Abstract ideals that guide one’s thinking and behavior across all situations, relatively stable

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20
Q

personal attitudes

A

Representations of our feelings or opinions about people, places, and objects, and range from positive to negative

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21
Q

the three things attitudes are comprised of

A

ABC model:
- Affective (“I feel…”)
- Behavioral (“I intend…”)
- Cognitive (“I believe…”)

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22
Q

cognitive dissonance

A

The psychological discomfort a person experiences when simultaneously holding two or more conflicting cognitions

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23
Q

Ajzen’s Theory of
Planned Behavior

A

[ Attitude toward the behavior ⇔ Subjective norm ⇔ Perceived behavioral control (⟹ Behavior) ] ⟹ Intention ⟹ Behavior

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24
Q

the four key workplace attitudes

A

Organizational commitment, employee engagement, perceived organizational support, job satisfaction

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25
Q

organizational commitment

A

The extent to which an employee identifies with an organization and is committed to its goals

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26
Q

employee engagement

A

The extent to which employees give it their all to their work roles, “in the zone”

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27
Q

perceived organizational support

A

The extent to which employees believe that the organization values their contributions and genuinely cares about their well-being

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28
Q

job satisfaction

A

The extent to which an individual likes his or her job, an affective or emotional response toward various aspects of one’s job

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29
Q

counterproductive workplace behaviors (CWBs)

A

Behaviors that harm other employees, the organization as a whole, or organizational stakeholders such as customers and shareholders

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30
Q

relative stability of individual differences (most stable to most malleable)

A
  • Intelligence
  • Cognitive abilities
  • Personality
  • Core self-evaluations (self-efficacy, self-esteem, locus of control, emotional stability)
  • Attitudes
  • Emotions
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31
Q

individual differences

A

A broad category used to collectively describe the vast number of attributes like traits and behaviors that describe a person

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32
Q

personality

A

The combination of stable physical, behavioral, and mental characteristics that give individuals their unique identities

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33
Q

core self-evaluations (CSEs)

A

A broad personality trait comprised of four narrow and positive individual traits:
self-efficacy, self esteem, locus of control, emotional stability

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34
Q

self-efficacy

A

A person’s belief about his or her chances of successfully accomplishing a specific task

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35
Q

self-esteem

A

A general belief about your self-worth

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36
Q

locus of control

A

Relatively stable personality characteristic that describes how much personal responsibility someone takes for their behavior and its consequences

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37
Q

emotional stability

A

Stable (tend to be relaxed, secure, unworried, and less likely to experience negative emotions under pressure) or neurotic (prone to anxiety and tend to view the world negatively).

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38
Q

emotional intelligence

A

The ability to monitor one’s own emotions and those of others, to discriminate among them, and to use this information to guide one’s thinking and actions

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39
Q

emotions

A

Complex, relatively brief responses aimed at a particular person, information, experience, or event

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40
Q

anger

A

“Backward-looking” or retrospective

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41
Q

fear

A

“Forward looking” or prospective

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42
Q

perception

A

A cognitive process that enables us to interpret and understand
our surroundings

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43
Q

intentions

A

how personal attitudes affect behavior

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44
Q

the three characteristics perceptions are based on

A

The perceiver, the target, and the situation

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45
Q

stage 1 of the Model of Perception

A

Selective attention/ comprehension

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46
Q

stage 2 of the Model of Perception

A

Encoding and simplification

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47
Q

stage 3 of the Model of Perception

A

Storage and retention

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48
Q

stage 4 of the Model of Perception

A

Retrieval and response

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49
Q

the three characteristics of personal perception

A

Characteristics of the target, characteristics of the perceiver, characteristics of the situation

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50
Q

stereotype

A

An individual’s set of beliefs about the characteristics or attributes of a group, may or may not be accurate

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51
Q

the four steps in which stereotypes form?

A
  1. Categorization
  2. Inferences
  3. Expectations
  4. Maintenance
52
Q

causal attributions

A

Suspected or inferred causes of behavior

53
Q

Kelley’s model of attribution says that behavior can be attributed either to
________ factors or ________ factors?

A

Internal (within a person, such as ability),
external (within the environment, such as a difficult task)

54
Q

the three dimensions of behavior that are used to make causal attributions (Kelly’s model)

A

Consensus, distinctiveness, consistency

55
Q

consensus

A

Compares an individual’s behavior with that of peers

56
Q

distinctiveness

A

Compares a person’s behavior on one task with their behavior on other tasks

57
Q

consistency

A

Compares an individual’s performance on a given task over time

58
Q

What are attributional tendencies?

A

Errors or biases in one’s judgement concerning causal attribution

59
Q

fundamental attribution bias

A

A tendency to attribute another person’s behavior to his or her personal characteristics, as opposed to situational factors

60
Q

self-serving bias

A

One’s tendency to take more personal responsibility for success than for failure

61
Q

diversity

A

The multitude of individual differences and similarities that exist among people

62
Q

demographics

A

The statistical measurements of populations and their qualities over time

63
Q

the four layers of diversity

A

Personality, internal dimensions, external dimensions, organizational dimensions

64
Q

the internal dimensions of diversity?

A

Age, gender, sexual orientation, physical ability, ethnicity, race

65
Q

the external dimensions of diversity

A

Income, personal habits, recreational habits, religion, educational background, work experience, appearance, parental status, marital status, geographic location

66
Q

the organizational dimensions of diversity

A

Functional level/ classification, work content/ field, division/ department/ unit/ group, seniority, work location, union affiliation, management status

67
Q

discrimination

A

When employment decisions about an individual are due to reasons not associated with performance or are not related to the job

68
Q

the glass ceiling

A

An invisible but absolute barrier or solid roadblock that prevents women (and other minority groups) from advancing to higher-level positions

69
Q

ethnocentrism

A

The feeling that our cultural rules and norms are superior to or more appropriate than the rules and norms of another culture

70
Q

motivation

A

The psychological processes “that underlie the direction, intensity, and persistence of behavior or thought,” it is either intrinsic or extrinsic

71
Q

intrinsic motivation

A

When an individual is inspired by the positive internal feelings that are generated by doing well

72
Q

extrinsic motivation

A

The potential or actual receipt of external
rewards such as recognition, money, or a promotion

73
Q

content theories

A

Identify internal factors such as needs and satisfaction that energize employee motivation

74
Q

process theories

A

Explain the process by which internal factors and situational factors influence employee motivation

75
Q

McGregor’s Theory X

A

Pessimistic view of employees

76
Q

McGregor’s Theory Y

A

Positive and modern set of assumptions about employees

77
Q

Maslow’s hierarchy of needs

A
  1. self-actualization
  2. esteem
  3. love
  4. safety
  5. physiological needs
78
Q

Alderfer’s ERG Theory needs

A

(E)xistence, (R)elatedness, (G)rowth

79
Q

McClellan’s Acquired Needs theory needs

A

Achievement, Affiliation, Power

80
Q

Self-determination theory needs

A

Autonomy, competency, relatedness

81
Q

factors of Herzberg’s Motivator -Hygiene Theory

A

motivating factors (No Satisfaction - Satisfaction) and hygiene factors (No dissatisfaction - Dissatisfaction)

82
Q

Herzberg’s Motivator -Hygiene Theory motivators

A

type of work (content)

83
Q

Herzberg’s Motivator -Hygiene Theory hygiene factors

A

where the work is done (context)

84
Q

Adam’s Equity Theory

A

people strive for fairness and justice in social exchanges or give-and-take relationships

85
Q

elements of equity theory

A

outputs, inputs, and how the ratio between them (O/I) compares to relevant others’ ratios

86
Q

Organizational justice/ Justice Theory

A

The extent to which people perceive that they are treated fairly at work

87
Q

the three types of justice

A

distributive, procedural, interactional

88
Q

Expectancy theory

A

People are motivated to behave in ways that produce desired combinations of expected outcomes

89
Q

job design

A

Alteration of specific or interdependent systems of jobs or intent of improving the quality of employee job experience and on-the-job productivity

90
Q

examples of top-down job designs

A

job enlargement, job enrichment, scientific management, job rotation

91
Q

example of bottom-up job design

A

job crafting

92
Q

job crafting

A

employees’ attempts to proactively shape their work characteristics

93
Q

idiosyncratic deals (i-deals)

A

the employment deals individuals negotiate for themselves, top-down bottom-up job design

94
Q

performance management (PM)

A

A set of processes and managerial behaviors that involve defining, monitoring, measuring, evaluating, and providing consequences for performance expectations

95
Q

the three primary functions of PM processes

A
  • Make employee-related decisions
  • Guide employee development
  • Signal desired employee behavior
96
Q

the steps of the effective PM system

A
  1. Define performance
  2. Monitor & evaluate performance
  3. Review performance
  4. Provide consequences
97
Q

the two types of goals

A

learning and performance goals

98
Q

SMART goals

A

Specific, measurable, attainable, results oriented, and time bound goals

99
Q

the goal implementing process

A

A - set a SMART goal
B - promote goal attainment
C - provide support and feedback
D - create action plans

100
Q

task/ project goals

A

Goals for jobs that are dynamic, but in which nearer-term activities and milestones can be defined

101
Q

objective goals

A

goals for jobs that are dynamic, but in which nearer-term activities and milestones can be defined

102
Q

halo effect

A

Forming an overall impression about a person and using that to help evaluate their performance

103
Q

leniency

A

Consistently evaluating other people in an extremely positive fashion while evaluating performance

104
Q

central tendency

A

Avoiding all extreme judgements and rating people averagely while evaluating performance

105
Q

regency effect

A

Over-relying on the most recent information to evaluate performance

106
Q

contrast effect

A

Evaluating people by comparing them with characteristics of recently observed people when evaluating performance

107
Q

feedback

A

Information about individual or collective performance shared with those in a position to improve the situation

108
Q

coaching

A

A customized process between two or more people with the intent of enhancing learning and motivating change

109
Q

key factors in organizational rewards

A
  1. Types of rewards
  2. Distribution criteria
  3. Desired outcomes
110
Q

extrinsic rewards

A

rewards that come from the environment

111
Q

intrinsic rewards

A

self-granted rewards

112
Q

pay for performance

A

Pay for performance is a system that involves monetary incentives linking at least some portion of one’s pay directly to results or accomplishments.

113
Q

Thorndike’s Law of Effect

A

favorable behavior is repeated and unfavorable behavior is not because of the consequences of each

114
Q

Skinner’s theory

A

respondent behavior - automatic reactions to stimuli, and operant behavior - learned behavior when we “operate” on the environment to get desired outcomes

115
Q

positive OB (POB)

A

POB involves the study and application of positively oriented human resource strengths and the psychological capacities that can be measured, developed, and effectively managed for improvement performance in today’s workplace

116
Q

the structure of the framework of POB

A

(Positive emotions. Mindfulness. Psychological capital and signature strengths) ⟹ Positivity from person factors ⟹ Positive outcomes

Organizational culture and climate ⟹ Positivity from situational factors ⟹ Positive outcomes

117
Q

the benefits of POB

A

Positive deviance and conscious capitalism

118
Q

psychological capital (PsyCap)

A

Hope (H), efficacy (E), resilience (R), optimism (O)

119
Q

hope?

A

Having a goal and the determination to achieve it (willpower), and seeing one or more alternative paths to achieve the goal, even when faced with adversity (waypower)

120
Q

What is resilience?

A

The capacity to consistently bounce back from adversity and to sustain oneself when confronted with challenges

121
Q

What is optimism?

A

Optimism is when people view successes as due to their personal, permanent, and pervasive causes, and negative events as due to external, temporary, and situation - specific ones

122
Q

What is virtuousness?

A

What individuals and organizations aspire to be when they are at their very best

123
Q

What five elements is well-being comprised of (PERMA)?

A

P - Positive emotions
E - Engagement
R - Relationships
M – Meaningfulness
A - Achievement

124
Q

What is flourishing?

A

The extent to which our lives contain PERMA

125
Q
A

OB (3 decks)

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