Chapters 1 - 8 Flashcards
Depersonalization (230)
The treatment of people as objects
Derogation of target bias (240)
Individuals see those they wish to make (or have made) targets of aggressions as evil, immoral, or untrustworthy
Fight-or-flight response (221)
The biochemoical and bodily changes that represent a natural reaction to an environmental stressor
Hardiness (233)
Reduces the negative effects of a stressful event
Hardy personality (233)
The personality of a person with a cluster of characteristics that includes feeling a sense of commiment, responding to each difficulty as representing a challenge and an opportunity, and preceiving that one has control over one’s own life.
Harm model of aggression (244)
a continuum that ranges from harassment to aggression to rage to mayhem.
Hostile attribution bias (239)
the assumption that people tend to be motivated by the desire to harm others
Intimate partner violence (246)
refers to the rage committed by a spouse, ex-spouse, or current or former boyfriend/girlfriend
Job burnout (230)
refers to the adverse effects of working conditions under which strong stressors are perceived as unavoidable and relief from them is interpreted as unavailable.
Life stressors (227)
tensions, anxieties, and conflicts that stem from pressures and demands in people’s personal lives
Mobbing (242)
the ganging up by coworkers, subordinates, or superiors to force someone out of the workplace through rumpor, intimidation, humiliation, discrediting, and/or isolation
Post-traumatic stress disorder (229)
a psychological disorder brought on, for example, by horrible experiences in combat during wartime, acts of violence and terrorism, and the like.
Potency bias (239)
the assumption that interactions with others are contests to establish dominance versus submissiveness
Retribution bias (240)
individuals think that taking revenge (retribution) is more important that preserving relationships
Role ambiguity (224)
occurs when an employee is uncertain about assigned job duties and responsibilities.
Role conflict (224)
refers to differing expectations of or demands on a person at work that become excessive.
Role overload (223)
exists when the demands of the job exceed the capacity of the individual to meet all of the demands adequately.
Social discounting bias (240)
individuals believe that social customs reflect free will and the opportunity to satisfy their own needs
Stress (221)
the excitement, feeling of anxiety, and/or physical tension that occurs when the demands or stressors placed on an individual are thought to exceed the person’s ability to cope
Stress management (235)
refers to the actions and initiatives that reduce stress by helping the individual understand the stress response, recognize stressors, and use coping techniques to minimize the negative impacts of severe experienced stress
Type A personality (232)
refers to a person involved in a never-ending struggle to achieve more and more in less and less time.
Wellness program (238)
a health management initiative that incorporates the components of disease prevention, medical care, self-care, and health promotion
Type B personality (232)
refers to a person who tends to be easygoing and relaxed, patient, a good listener, and takes a long-range view of things.
Workplace aggression (239)
includes behaviors that are intended to have the effect of harming a person within or directly related to (e.g., customer, service representative, employee) the organization or the organization itself
Workplace bullying (240)
repeated and persistent negative actions directed toward one or more individuals that involve a power imbalance and create a hostile work environment
Workplace incivility (225)
refers to rudeness, lack of regard for one another, and the violation of workplace norms for mutual respect
Workplace violence (244)
is any act in which a person is abused, threatened, intimidated, or assaulted and that represents an explicit or implicit challenge to the person’s safety, wellbeing, or health at work.
Cafeteria-style benefit programs (209)
flexable benefit programs
Feedback (199)
provides information to the employee about how well he or she is doing
Flexible benefit programs (209)
allow employees to choose the benefits they want, rather than having management choose for them. Often called cafeteria-style benefit programs.
Goal clarity (195)
A goal must be clear and specific if it is to be useful in directing effort.
Goal commitment (197)
refers to an individual’s determination to reach a goal, regardless of whether the goal was set by that person or someone else
Goal difficulty (195)
a goal should be challenging by not impossible to achieve
Goal setting (192)
the process of specifying desired outcomes toward which individuals, teams, departments, and organizations will strive and is intended to increase organizational efficiency and effectiveness
Goals (192)
future outcomes (results) that individuals and groups desire and strive to achieve
Informal rewards (207)
rewards that result from interactions between people
Management by objectives (MBO) (195)
a management system that uses goal difficulty and goal clarity as its foundation for motivating employees
Profit-sharing programs (207)
provide employees with a portion of the company’s earnings
Skill-based pay programs (209)
based on the number and level of job-related skills that an employee has learned
Task complexity (199)
the cognitive process that is needed by a person to solve a task
Ability (159)
a person’s natural talent, as well as learned competencies, for performing goal-related tasks
Achievement motivation model (164)
states that individuals are motivated according to the strength of their desire either to perform in terms of a standard of excellence or to succeed in competitive situations
Affiliation needs (162)
the desire for friendship, love, and a feeling of belonging
Autonomy (171)
the extent to which the job provides empowerment and discretiion to an employee in scheduling tasks and in determining procedures to be used in carrying out those tasks
Contextual factors (173)
include cultural values, organizational policies, and administration, technical supervision, salary and benefit programs, interpersonal relations, travel requirements and work conditions (lighting, heat, safety, hazards, and the like).
Deficiency needs (163)
the three lowest categories of needs – physiological, security, and affiliation (social)
Equity model (180)
focuses on an individual’s feelings of how fairly she is treated in comparison with others
Esteem needs (162)
the desires for feelings of achievement, self-worth, and recognition or respect
Expectancy (176)
the belief that a particular level of effort will be followed by a particular level of performance
Expectancy model (175)
states that individuals are motivated to work when they believe that they can achieve things they want from their jobs
Extrinsic factors (169)
factors external to the job
First-level outcomes (176)
results of behaviors associated with doing the job itself, including level of performance, amount of absenteeism, and quality of work
Goal (160)
a specific result that an individual wants to achieve
Growth-need strength (173)
the extent to which an individual desires the opportunity for self-direction, learning, and personal accomplishment at work
Growth needs (163)
esteem and self-actualization needs
Hygiene factors (169)
include company policy and administration, technical supervision, salary, fringe benefits, working conditions, job security, and interpersonal relations
Inequity (181)
causes tension within and among individuals
Inputs (181)
represent what an individual contributes to an exchange
Instrumentality (176)
the relationship between first-level outcomes and second-level outcomes
Intrinsic factors (169)
directly related to the job and are largely internal to the individual
Job characteristics model (170)
involves increasing the amounts of skill variety, task identity, task significance, autonomy, and feedback in a job
Job feedback (171)
the extent to which carrying out job-related tasks provides direct and clear information about the effectiveness of an employee’s performance
Motivating potential score (MPS) (171)
an overall measure of job enrichment
Motivation (158)
the forces acting on or within a person that cause the person to bahave in a specific, goal-directed manner
Motivator factors (169)
include the work itself, recognition, advancement, and responsibility
Motivator-hygiene model (169)
proposes that two sets of factors - motivators and hygienes - are the primary causes of job satisfaction and job dissatisfaction
Need for achievement (163)
behavior toward competition with a standard of excellence
Need for affiliation (164)
the desire to be liked and to stay on good terms with others
Need for power (163)
the desire to influence individuals and events
Needs (159)
deficienceies that a person experiences at a particular time
Needs hierarchy model (161)
individuals have a complex set of exceptionally strong needs, that can be arranged in a hierarchy
Organizational citizenship behavior (184)
exceeds formal job dutities and is often necessary for the organization’s survival, including its image and acceptance
Outcomes (181)
what an individual receives from an exchange
Physiological needs (162)
the desire for food, water, air, and shelter
Second-level outcomes (176)
the rewards (either positive or negative) that first-level outcomes are likely to produce
Security needs (162)
the desire for safety, stability, and the absence of pain, threat, or illness
Self-actualization needs (162)
individuals realizing their full potential and becoming all that they can become
Skill variety (171)
the extent to which a job requires a variety of employee competencies to carry out the work
Task identity (171)
the extent to which a job requires an employee to complete a whole and identifiable piece of work, that is, doing a task from beginning to end with a visible outcome
Task significance (171)
the extent to which an employee perceives the job as having a substantial impact on the lives of other individuals, whether those individuals are within or outside the organization
Thematic Apperception Test (TAT) (165)
a test that uses unstructured pictures that may arouse many kinds of reactions ni the person being tested.
Valence (177)
is an individual’s preference for a particular second-level outcome
Vertical loading (173)
the delegation to employees of responsibilities and tasks that were formerly reserved for management or staff specialists
Anteccedent (135)
preceedes and is a stimulus to a bahavior (instructions, rules, goals, and advice from others that help individuals to know which behaviors are acceptable and which are not, and the consequences of such bahaviors)
Aversive events (135)
undesireable, or displeasing, to the employee
Classical conditioning (133)
the process by which individuals learn to link the information from a neutral stimulus to a stimulus that causes a response
Consequence (135)
the result of a behavior, which can be either positive or negative in terms of goal or task accomplishment
Contingency of reinforcement (135)
the relationship between a behavior and the preceeding and following environmental events that influence that behavior
Continuous reinforcement (145)
means that the behavior is reinforced each time it occurs and is the simplest schedule of reinforcement
Empowerment (151)
giving employees the authority, skills, and self-control to perform their tasks
Escape learning (140)
an unpleasant event that occurs until an employee performs a behavior or terminates it
Extinction (140)
the removal of all reinforcing events
Fixed interval schedule (146)
a constant amount of time must pass before a reinforcer is provided
Fixed ratio schedule (147)
the desired behavior must occur a specified number of times before it is reinforced
Forethought (149)
the individual planning his or her actions based on the level of performance he or she desires
Intermittent reinforcement (145)
a reinforcer being delivered after some, but not every, occurrence of the desired bahavior
Interval schedule (145)
reinforcers are delivered after a certain amount of time has passed
Kaizen (139)
a suggestion that results in safety, cost, or quality improvements
Learning (132)
a relatively permanent change in knowledge or observable behavior that results from practice or experience
Negative reinforcement (139)
when an unpleasant event that precedes the employee behavior is removed when the desired behavior occurs.
Operant conditioning (134)
a process by which individuals learn voluntary behavior
Positive events (135)
desireable or pleasing to the employee
Positive reinforcement (136)
presenting a pleasant consequence after the occurrence of a desired bahavior
Primary reinforcer (137)
an event for which the individual already knows the value
Principle of contingent reinforcement (138)
states that the reinforcer must be administered only if the desired behavior is performed
Principle of immediate reinforcement (138)
states that the reinforcer will be most effective if administered immediately after the desired behavior has occurred
Principle of reinforcement depreivation (139)
states that the more an individual is deprived of the reinforcer, the greater effect it will have on the future occurrence of the desired behavior
Principle of reinforcement size (139)
states that the larger the amount of reinforcer delivered after the desired bahavior, the more effect the reinforcer will have on the frequency of the desired behavior
Punishment (141)
an unpleasant event occurring following a behavior and decreasing that behaviors frequency
Ratio schedule (145)
reinforcers are delivered after a certain number of behaviors have been performed
Reinforcement (136)
a behavioral contingency that increases the frequency of a particular behavior that it follows
Reward (136)
an event that an individual finds desirable or pleasing
Secondary reinforcer (137)
an event that once had neutral value but has taken on some value (positive or negative) for an individual because of past experience
Self-control (150)
the individual selecting his or her own goals and ways of reaching them to learn new behaviors
Self-efficacy (151)
the individual’s estimate of his or her own ability to perform a specific task in a particular situation
Social learning theory (149)
refers to knowledge acquisition through the mental processing of information by observing and imitating others
Symbolizing (149)
the process of creating a mental image to guide an individual’s behavior
Variable interval schedule (147)
represents changes in the amount of time between reinforcers
Variable ratio schedule (148)
a certain number of desired behaviors must occur before the reinforcer is delivered, but the number of behaviors varies around some average
Vicarious learning (150)
the individual observing the behavior of others and the consequences of that behavior
Attribution process (119)
the ways in which people come to understand the causes of their own and others’ behaviors
Expatriates (113)
employees who live and work outside of their home country
Feng shui (106)
the belief that space needs to be in harmony with the environmnet
Fundamental attribution error (122)
the tendancy to underestimate the influence of situational factors and to overestimate the influence of personal factors in evaluating someone else’s behavior
Golem effect (116)
the loss in performance that results from low expectations by the manager
Halo effect (116)
when one positive or negative characteristic dominates the way that a person is viewed by others
Implicit personality theory (111)
a person’s beliefs about the relationships between another’s physical characteristics and personality
Impression management (117)
an attempt by an individual to manipulate or control the impressions that others form about them
Perception (104)
the process by which the individual selects, organizes, interprets, and responds to information
Perceptual defense (115)
the tendency for people to protect themselves against ideas, objects, or situations that are threatening
Perceptual set (110)
an expectation of a particular interpretation based on the person’s past experience with the same of a similar object
Person perception (111)
the process by which the individual attributes characteristics or traits to other people
Pollyanna principle (110)
people process pleasant events more efficiently and accurately than they do unpleasant events
Projection (117)
the tendency for individuals to see their own traits in other people
Pygmalion effect (116)
holding high expectations of another tends to improve the individual’s performance
Selective screening (107)
the process by which people filter out most information so that they can deal with the most important matters
Self-fulfilling prophecy (116)
the tendency for someone’s expectations about another to cause that individual to behave in a manner consistent with those expectations
Self-serving bias (124)
individuals attributing their success to internal factors (ability or effort) and attributing their failure to external factors (task difficulty or luck)
Stereotyping (115)
the belief that all members of a specific group share similar traits and behaviors
Agreeableness (79)
a person’s ability to get along with others
Anticipatory emotions (93)
the emotions that individuals believe they will feel after achievement of or failure to reach their goal
Attitudes (85)
relatively lasting feelings, thoughts, and behaviors aimed at specific individuals, groups, ideas, issues, or objects
Collectivism (73)
the tendency of individuals to emphasize their belonging to groups and to look after each other in exchange for loyalty
Conscientiousness (80)
self-discipline, acting responsibly, and directing our behavior
Emotional Intelligence (83)
how well an individual handles oneself and others rather than how smart or how capable the individual is in terms of technical skills
Emotional stability (79)
the degree to which a person is calm, secure, and free from persistent negative feelings
Emotions (93)
the complex patterns of feelings toward an object or person
External locus of control (82)
belief that chance, fate, or other individuals primarily determine what happens to them
Extraversion (80)
the degree to which a person seeks the company of others
Gender role orientation (74)
the extent to which a society reinforces, or does not reinforce, traditional notions of masculinity versus feminity
Goal (93)
what an individual is trying to accomplish
Hope (87)
a person’s mental willpower (determination) and waypower (road map) to achieve goals
Individual differences (70)
the physical, personality, attitudinal, and emotional attributes that vary from one person to another
Individualism (73)
the tendency of individuals to look after themselves and their immediate families
Internal locus of control (82)
belief that their own behavior and actions primarily, but not necessarily totally, determine many of the events in their lives
Job satisfaction (88)
the extent to which individuals find fulfillment in their work
Locus of control (82)
the degree to which individuals believe that they can control events affecting them
Long-term orientation (74)
the extent to which the society embraces the virtues oriented toward future rewards
Openness (80)
describes imagination and creativity
Organizational commitment (91)
the strengh of an employee’s involvement in the organization and identification with it
Personality (70)
the overall profile or combination of stable psychological attributes that capture the unique nature of a person
Personality trait (77)
the basic components of personality
Power distance (73)
the extent to which individuals in a society accept status and power inequalities as a normal and functional aspect of life
Reliability (80)
how consistently a measure gets the same results
Self-awareness (83)
recognizing one’s emotions, strengths and limitations
Self-esteem (81)
the extent to which an individual believes that he or she is a worthwhile and deserving individual
Self-motivation (84)
being results oriented and pursuing goals beyond what is required
Social empathy (83)
sensing what others need in order for them to develop
Social skills (84)
the ability of an individual to influence others
Uncertainty avoidance (74)
the extent to which individuals rely on procedures and organizations (including government) to avoid ambiguity, unpredictability, and risk
Validity (80)
how important a measure is to other things that are important
Concentration of effect (39)
the inverse function of the number of people affected by a decision
Disclosure principle (41)
you act on the basis of how the general public would likely respond to the disclosure of the rationale and facts related to the decision
Distributive justice principle (41)
you act on the basis of treating an individual or group equitably rather than on arbitrarily defined characterists (e.g. gender, race, age)
Employment at will (44)
an employment relationship in which either party can terminate the employment relationship at will with no liability if there was not an express contract for a definite term governing the employment relationship
Ethical intensity (38)
the degree of moral importance given to an issue
Generation (50)
an identifiable group that shares years of birth and significant historical and social life events at critical stages of their development
Golden rule principle (41)
you act on the basis of placing yourself in the position of someone affected by the decision and try to determine how that person would feel
Harassment (52)
verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of that person’s race, skin color, religion, gender, national origin, age, or disability
Hedonist principle (40)
you do whatever is in your own self-interest
Hostile work environment (52)
when an employee is subjected to comments of a sexual nature, offensive sexual materials, or unwelcome physical contact as a regular part of the work environment.
Interactional justice (46)
the quality of interpersonal treatment individuals receive during the use of organizational procedures
Magnitude of consequences (38)
the harm or benefits accruing to individuals affected by a decision or behavior
Means-end principle (41)
you act on the basis of whether some overall good justifies a moral transgression
Might-equals-right principle (40)
you do whatever you are powerful enough to impose on others without respect to socially acceptable behaviors
Moral intelligence (36)
the mental capacity to determine how universal human principles that cut across the globe should be applied to personal values, goals, and actions
Organization interests principle (40)
you act on the basis of what is good for the organization
Organizational culture (49)
the shared and learned values, beliefs, and attitudes of its members
Probability of effect (38)
the liklihood that if a decision is implemented it will lead to the harm or benefit predicted
Procedural justice (46)
the perceived fairness of the rules, guidelines, and processes for making decisions
Professional standards principle (41)
you act on the basis of whether the decision can be explained before a groupd of your peers
Proximity (39)
the sense of closeness (social, cultural, psychological, or physical) that the decision maker has for victims or beneficiaries of the decision
Sexual harassment (52)
unwelcome sexual advances, requiests for sexual favors, and other verbal or physical conduct of a sexual nature.
Small numbers bias (51)
the tendency to view a few incidents, cases, or experiences with individuals as representative of a larger population
Social consensus (38)
the amount of public agreement that a proposed decision is bad or good
Stages of moral development (34)
stages through which individuals evolve, ranging from the lowest stage (obedience and punishment orientation) to the highest stage (universal ethical principles)
Stakeholder responsibility (55)
leaders and other employees have obligations to identifiable groups that are affected by or can affect the achievement of an organization’s goals
Stakeholders (55)
individuals or groups that have interests, rights, or ownership in an organization and its activities
Sustainable development (58)
a pattern of resource use that strives to meet current human needs without compromising the ability of future generations to meet their own needs
Temporal immediacy (39)
the length of time that elapses between making a decision and when the consequenes of that decision are known
Utilitarian principle (41)
you act on the basis of whether the harm from the decision is outweighed by the good in it - that is, the greatest good for the greatest number
Across cultures competency (17)
the knowledge, skills, and abilities to recognize and embrace similarities and differences among nations and culture
Active listening (20)
the process of integrating information and emotions in a search for shared meaning and understanding
Career (13)
a sequence of work-related experiences occupied by person during a lifetime
Career development (14)
making decisions about an occupation and engaging in activities to attain career goals.
Career plan (14)
the individual’s choice of occupation, organizatoin, and career path
Change competency (23)
the knowledge, skills, and abilities to recognize and implement needed adaptations or entirely new transformations in the people tasks, strategies, structures, or technologies
Communication competency (19)
the knowledge, skills, and abilities to use all the modes of transmitting, understanding, and receiving ideas, thoughts, and feelings - verbal, listening, nonverbal, and written - for accurately transferring and exchanging information
Competency (8)
an interrelated cluster of knowledge, skills, and abilities needed by an individual, team, or organization for effective performance.
Cultural values (17)
those deeply held beliefs that lead to general preferaences and behaviors and views of what is right and wrong
Culture (17)
the dominant pattern of living, thinking, feeling, and believing that is developed and transmitted by people consciously or unconsciously, to subsequent generations
Describing skill (19)
identifying concrete, specific examples of behavior and its effects
Diversity competency (14)
the knowledge, skills, and abilities to value unique individual, group, and organizational characteristics, embrace such characteristics as potential sources of strength, and appreciate the uniqueness of each
Empathizing skill (20)
detecting and understanding another person’s values, motives, and emotions
Ethical dilemma (10)
when a decision must be made that involves multiple values
Ethics (10)
the values and principles that distinguish right from wrong
Ethics competency (10)
the knowledge, skills, and abilities to incorporate values and principles that distinguish right from wrong when making decisions and choosing behaviors
Global mind-set (18)
viewing the environment from a worldwide perspective, always looking for unexpected trends that may create threats or opportunitieis for a unit or an entire organization
Leader (4)
a person who exhibits the key attributes of leadership - ideas, vision, values, influencing others, and making tough decisions.
Leadership (4)
the process of developing ideas and a vision, living by the values that support those ideas and that vision, influencing others to embrace them in their own behaviors, and making hard decisions about human and other resources.
Manager (5)
directs, controls, and plans the work of others and is responsible for results
Nonverbal communication (20)
facial expressions, body movemens, physical contact, and symbols that are often used to send messages
Organizational behavior (4)
the study of individuals and groups withing an organizational context, and the study of internal processes and practices as they influence the effectiveness of individuals, teams, and organizations.
Questioning skill (20)
the ability to ask for information and opinions in a way that gets relevent, honest, and appropriate responses.
Self competency (12)
the knowledge, skills, and abilities to assess personal strengths and weaknesses, set and pursue professional and personal goals, balance work and personal life, and engage in new learning
Teams competency (21)
the knowledge, skills, and abilities to develop, support, and lead groups to achieve goals.
Verbal communication (20)
presenting ideas, information and emotions to others, either one to one, between teams, or between organizations
Written communication (20)
the ability to transfer data, information, ideas, and emotions by means of reports, letters, memos, notes, and email.
