Chapter 14 Flashcards
Organizational Behavior
study of actions of people at work
three major areas of OB
Individual, group behavior, organizational aspects
Area which looks at attitudes, personality, perception, learning, motivation (psychologists)
individual behavior
Area which includes norms, roles, team building, leadership, and conflict (sociologists)
group behavior
Area which includes structure, culture, and HR policies and practices
organizational aspects
Goals of organizational behavior
explain, predict, influence behavior
Employee productivity
performance measure of efficiency and effectiveness
failure to show up for work
absenteeism
turnover
voluntary and involuntary permanent withdrawal from an organization
Organizational Citizenship Behavior
discretionary behavior that’s not an employee’s formal job requirements but promotes effective functioning of an organization
Job Satisfaction
general attitude toward a job
Workplace misbehavior
intentional behavior that is potentially harmful to the organization (deviance, aggression, antisocial behavior, violence)
Attitudes
evaluative statements concerning objects, people or events
components of attitudes
cognition, affect, behavior
cognitive component
beliefs, opinions, knowledge, or information
affective component
emotional or feeling part
behavioral component
intention to behave in a certain way toward someone or something
Job Involvement
degree to which an employee identifies with his job
Organizational Commitment
degree to which an employee identifies with a particular organization
Perceived Organizational Support
belief that their organization values their contribution and cares about their well-being
Employee engagement
being connected, satisfied with, and enthusiastic about one’s job
Cognitive Dissonance
incompatibility or inconsistency between attitudes and behaviors
Attitude surveys
surveys that elicit responses from employees through questions about how they feel about their jobs
Personality
unique combination of emotional, thought, and behavioral patterns that affect how a person reqcts to situations and interacts with others
MBTI
Myers Briggs Type Indicator
Big Five Model
personality trait model which includes Extraversion, Agreeableness, Conscientiousness, Emotional staibility, Openness to experience
Extraversion
degree to which someone is sociable, talkative, comfortable in relationships with others
Agreeableness
degree to which someone is good-natured, cooperative, and trusting
Conscientiousness
degree to which someone is reliable, responsible, dependable, persistent, and achievement oriented
Emotional staibility
degree to which someone is calm, enthusiastic, and secure or tense, nervous, depressed
Openness to experience
degree to which someone has a wide range of interests and is imaginative
Locus of control
extent to which people believe they control their own fate
internal - people believe they control their own destiny
external - people believe their lives are controlled by outside forces
Machiavellianism
degree to which a person is pragmatic, maintains emotional distance, and believe that ends justify the means
Self-Esteem
degree to which a person likes or dislikes himself
Self-Monitoring
ability to adjust behavior to external factors
Risk-taking
willingness to take chances
Proactive Personality
people who identify opportunities, show initiative, take action, and persevere until change occurs
Resilience
individual’s ability to overcome challenges and turn them into opportunities
Emotions
intense feelings that are directed at someone or something
Six universal emotions
anger, fear, sadness, disgust, surprise, happiness
Emotional Intelligence
ability to notice and to manage emotional cues and information
Five dimensions of EI
Self-awareness, self-management, self-motivation, empathy, social skills
John Holland
an employees satisfaction with his job as well as likelihood of leaving depends on the degree to which his personality matches the job environment
Holland’s Personality-Job Fit
Realistic - prefers physical activities
Investigative- prefers thinking activities
Social - prefers activities that involve helping others
Conventional - prefers rule-regulated activities
Enterprising- prefers verbal activities that offer opportunities to influence others
Artistic- prefers ambiguous activities
Perception
process by which we give meaning to our environment by organizing and interpreting sensory impressions
Factors that influence perception
perceiver, target, situation
Attribution theory
when we observe an individual’s behavior, we attempt to determine whether it was internally or externally caused
3 factors of Attribution theory
Distinctiveness, consensus, consistency
Fundamental Attribution Error
tendency to overestimate internal factors and underestimate external factors
Self-serving bias
tendency to attribute our successes to internal factors
Assumed similarity
assumption that others are like oneself
stereotyping
judging a person on the basis of one’s perception of a group to which he belongs
Halo effect
general impression on an individual based on a single characteristic
Learning
relatively permanent change in behavior that occurs as a result of experience
Operant conditioning
behavior is a function of its consequences
Social Learning Theory
view that we can learn both through observation and direct experience
People learn from a model when they are attractive or seen similar
Attentional processes
influence depends on how well the individual remembers the model’s action
retentional processes
individual can actually do the modeled activities
Motor reproduction processes
individuals will be motivated to exhibit the behavior if positive incentives are provided
Reinforcement processes
Shaping Behavior
process of guiding learning in graduated steps through reinforcement or lack of reinforcement
rewarding a response by eliminating something unpleasant
negative reinforcement
penalizing undesirable behavior
punishment
eliminating any reinforcement that is maintaining a behavior
extinction
