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COM 220 > Chapter 2 > Flashcards

Chapter 2 Flashcards

1
Q

Personality

A

The relatively stable set of characteristics that influence the way an individual interacts with his or her environment.

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2
Q

Dispositional approach

A

Individuals possess stable traits or characteristics that influence their attitudes or behaviours

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3
Q

Situational approach

A

Characteristics of the organization environment influence people’s attitudes and behaviours

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4
Q

Interactionist approach

A

Individual’s attitudes and behaviour are a product of both dispositions and the environment

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5
Q

“strong” situation

A

A situation in which there is a clear expectation of expected behaviour.

  • defined rules
  • personality is less important
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6
Q

“weak” situation

A

A situation in which it is not always clear how one should behave

  • few defined rules
  • weak reward/punishment
  • roles are loosely defined
  • personality takes over
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7
Q

Does personality have the most impact in strong or weak situations?

A

Weak situations

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8
Q

Trait activation theory

A

Personality traits lead to certain behaviours only when the situation makes the need for the trait salient

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9
Q

Five Factor Model of Personality

A
  • Extraversion (social/talkative vs withdrawn/shy)
  • Emotional stability (stable/confident vs anxious/depressed)
  • Agreeableness (Tolerant/cooperative vs cold/rude)
  • Conscientiousness (Dependable/responsible vs careless/impulsive)
  • Openness to experience (Curious/original vs dull/unimaginative)
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10
Q

Positive affectivity

A
  • Viewing the world in a positive light

- Cheerful, enthusaistic, sociable, energetic

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11
Q

Negative affectivity

A
  • View the world in a negative light

- Unhappy, stressed, depressed

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12
Q

Pro-active personality

A
  • People who take initiative

- driven by desire to improve one’s circumstances by behaving proactively

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13
Q

Self-efficacy

A

Belief in one’s ability to be successful. Develops over years.

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14
Q

Learning

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A relatively permanent change in behaviour potential that occurs due to practice or experience

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15
Q

Practical skills (give example)

A

job-specific skills, knowledge, tech competence

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16
Q

Intrapersonal skills (give example)

A

problem solving, critical thinking, risk taking

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17
Q

Interpersonal skills (give example)

A

Communication, teamwork, conflict resolution

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18
Q

Operant learning theory

A

Learning by which the subject learns to operate the environment to achieve certain consequences. Specifically, the subject learns the connection between behaviour and consequence.

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19
Q

Reinforcement

A

The process by which stimuli strengthen behaviours (or rather, strengthens probability of behaviour occurring)

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20
Q

Positive reinforcement

A

The application or addition of a stimulus that increases or maintains the probability of some behaviours. Think “carrot”

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21
Q

Negative reinforcement

A

The removal of a stimulus that in turn increases or maintains the probability of some behaviour. Think “car buzzer that goes off until you put your seatbelt on”

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22
Q

What are three errors involving reinforcement?

A
  1. Disconnected rewards
    Awards need to be connected explicitly by time
  2. Neglecting diversity in preferences for reinforcers
    Not everyone wants the same thing
  3. Neglecting important sources of reinforcement
    Don’t underestimate the value of feedback
23
Q

Performance feedback

A

Providing quantitative or qualitative information on past performance for the purpose of changing or maintaining performance in specific ways.

24
Q

Social recognition

A

Informal acknowledgement, attention, praise, approval, or genuine appreciation for work well done form one individual or group to another

25
Q

What strategies should a manager use when reinforcing for fast aquisition of a behaviour?

A

Use immediate and continuous reinforcement. However, behaviour will stop when reinforcement does.

26
Q

What strategies should a manager use when reinforcing for persistence of a behaviour?

A

Use partial and delayed reinforcement. However, acquisition is slower.

27
Q

What strategies should a manger use when reinforcing for fast aquisition and persistence of a behaviour?

A

TRICK QUESTION! That’s impossible given current research and methods.

28
Q

Extinction

A

The gradual dissipation of behaviour following the termination of reinforcement. Works best when substitute behaviour is reinforced.

29
Q

Punishment

A

The application of an aversive stimulus following some behaviour designed to decrease the probability of that behaviour. It’s used to eliminate unwanted behaviour.

30
Q

What is the difference between Punishment and Negative Reinforcement?

A

Negative reinforcement TAKES AWAY the aversive (read: annoying) stimulus following the exhibiting of a DESIRED behaviour.

Punishment APPLIES the aversive stimulus following the exhibiting of an UNDESIRED behaviour.

31
Q

Problems with punishment

A
  • It doesn’t demonstrate the behaviour that should replace the unwanted behaviour
  • It only temporarily suppresses the behaviour
  • It can provoke a strong emotional reaction from the punished individual.
32
Q

What does effective punishment entail? (3 points)

A
  • Provide alternative behaviour
  • Limit emotions involved in punishment
  • Punish immediately following the undesired behaviour
33
Q

Social Cognitive Theory

A

Emphasizes the role of cognitive process in learning and in the regulation of people’s behaviour

34
Q

Triadic reciprocal causation

A

Personal factors and environmental factors work together to influence people’s behaviour.

35
Q

3 part of Social Cognitive theory (define them in seperate cards)

A
  1. Observational Learning
  2. Self-efficacy beliefs
  3. Self-regulation
36
Q

Observational Learning (SCT)

A

The process of observing and imitating the behaviour of others.

37
Q

Self-efficacy beliefs (SCT)

A

Beliefs people have about their ability to successfully perform a specific task

38
Q

What is the difference between self-efficacy and self-efficacy beliefs (SCT)?

A

Self efficacy is an individual’s perceived self-efficacy OVERALL, whereas self-efficacy beliefs are an element of Social Cognitive Theory that refers to an individual’s perceived self-efficacy about a specific task.

39
Q

Self-regulation (SCT)

A

The use of learning principles to regulate one’s own behaviour

  • Observes one’s own behaviour
  • Compares it with a standard
  • Rewards one’s self when the standard is met
40
Q

Discrepency Production

A

Individuals set higher goals for themselves when the current ones are met. This reduces the need for external control.

41
Q

Organizational Behaviour Modification (OBMod)

A

The systematic use of learning principles to influence organizational behaviour.

42
Q

Employee Recognition Programs

A

Formal organizational programs that publicly recognize and reward employees for specific behaviours

43
Q

Peer recognition programs

A

Formal programs in which employees can publicly acknowledge, recognize and reward their co-workers for exceptional work and performance

44
Q

Training

A

Training is planned organizational activities that are designed to:

  1. facilitate knowledge and skill acquisition
  2. to change behaviours
  3. improve performance on one’s current job
45
Q

Development

A

Development focuses on future job responsibilities. It includes an assessment of interests, skills, and abilities, and development of career goals and plans.

46
Q

Behaviour modelling training (BMT)

A

One of the most widely used and effective methods of training, involving five steps based on the observational learning component of social cognitive theory.

47
Q

Locus of Control

A

A set of beliefs about whether one’s behaviour is controlled mainly by internal or external forces.

48
Q

Self-monitoring

A

The extent to which people observe and regulate how they appear and behave in social settings and relationships

49
Q

Self-esteem

A

The degree to which a person has a positive self-evaluation

50
Q

Behavioural plasticity theory

A

People with low self-esteem tend to be more susceptible to external and social influences than those who have high self-esteem

51
Q

Proactive behaviour

A

Taking initiative to improve current circumstances or creating new ones

52
Q

General self-efficacy (GSE)

A

A general trait that refers to an individual’s belief in his or her ability to perform successfully in a variety of challenging situations

53
Q

Core self-evaluations

A

A broad personality concept that consists of more specific traits that reflect the evaluations people hold about themselves and their self-worth

COM 220 (9 decks)

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