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Interpersonal Skills Exam #1 > Exam #1 > Flashcards

Exam #1 Flashcards

1
Q

Organizational Behavior:

A

The systematic study of people, groups, and structures in organizational environments

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2
Q

What is OB:

A
  1. Individual differences
  2. Motivation
  3. Leadership/management
  4. Communication
  5. Work-life balance
  6. Group dynamics/behavior
  7. Organizational culture
  8. Change management
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3
Q

The fields of OB:

A

Psychology, Economics, Political Science, and Sociology.

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4
Q

Levels of Analysis in organizational behavior:

A

Organization, group, and individuals and how they work with on another.

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5
Q

Tools for designing a study:

A
  1. Surveys
  2. Field studies
  3. Lab/experimental studies
  4. Case studies
  5. Meta-analysis
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6
Q

Individual Differences (IDs):

A

– Broad category used to collectively describe the vast number of attributes that describe a person

– Generally not focused on physical differences

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7
Q

Applying Knowledge about IDs:

A

– Some differences are relatively stable over time and across situations and are difficult to change

– Other differences are relatively flexible

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8
Q

What is Intelligence:

A

– Often considered in terms of an individual’s capacity for:
* Constructive thinking
* Reasoning
* Problem solving

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9
Q

Intelligence Facts:

A
  • Intelligence is not purely genetic
  • Intelligence can be altered or modified
  • Intellectual development can be damaged by organic
    factors (drugs, alcohol, poor nutrition)
  • Often the single strongest predictor of job performance
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10
Q

Multiple Intelligences (MI):

A
  • Logical-Mathematical
  • Linguistic
  • Spatial
  • Musical
  • Bodily-Kinesthetic
  • Interpersonal
  • Intrapersonal
  • Naturalist
  • Practical Intelligence
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11
Q

What is Personality?

A

– Combination of stable cognitive, behavioral, and emotional characteristics that give individuals their unique identities
– Product of interacting genetic and environmental influences

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12
Q

Myer’s Briggs or Big 5:

A

Big 5

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13
Q

Big Five Personality Dimensions

A
  • Openness to Experience
  • Conscientiousness
  • Extraversion
  • Agreeableness
  • Neuroticism/Emotional Stability
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14
Q

Openness to Experience

A

– tendency to be original, have broad interests, be open to a wide range of stimuli, be daring and take risks

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15
Q

People with Openness to Experience Usually are:

A
  • Nonconforming
  • Creative
  • Adapt well to change
  • More likely to benefit from training
  • More likely to quit
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16
Q

Conscientiousness

A

– tendency to be careful, diligent, and persevering

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17
Q

Conscientiousness Usually

A
  • has the strongest effect on job performance and job satisfaction
  • Achievement oriented
  • Desire status
  • May be overly detail-oriented
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18
Q

Agreeableness

A

– tendency to get along well with others

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19
Q

Extraversion

A

– tendency to experience positive emotions and moods and feel good about oneself and the rest of the world. Social, talkative, energetic.

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20
Q

People that have Extraverison Usually are:

A
  • Good at social interaction
  • Excitement-seeking
  • Proportion of extraverts in group related to performance in an inverted U shape
  • Is a stronger predictor of job performance than agreeableness
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21
Q

Neuroticism

A

– tendency to experience negative emotions and moods, feel distressed, and be critical of oneself and others

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22
Q

People with Neutroticism usually

A
  • More likely to experience burnout
  • Not best performers
  • High NA less likely to engage in citizenship behaviors
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23
Q

Situation Strength Strong:

A

Highly Influence behavior, suppress individual traits, most people responds the same way

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24
Q

Core Self-Evaluations (CSEs)?

A

– A broad personality trait comprised of four narrow and individual traits:

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25
Q

Situation Strength Weak:

A

Minimally influence behavior, allows individual traits to be expressed, people vary in the way in which they respond

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26
Q

Four Core Self Evalutations:

A
  • Generalized self-efficacy
  • Self esteem
  • Locus of control
  • Emotional stability
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27
Q

What is Self-Efficacy?

A

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

– Self-efficacy can be developed

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28
Q

Mechanisms of Self-Efficacy:

A

– Stems from several sources
– Predicts intensity of effort

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29
Q

What is Self-Esteem?

A

– General belief about Self-worth

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30
Q

What effects Self Esteem:

A

Personal Achievement and Praise Raise Self- Esteem
Prolonged Unemployment and Destructive Feedback Lower Self-Esteem

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31
Q

What is 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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32
Q

Internal Locus of Control:

A

You make things happen

– I make things happen
– Look what I can do
– I can determine my future
– Luck has nothing to do with it

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32
Q

External Locus of Control:

A

Things happen to you

– Why does everything happen to me?
– Why bother?
– There is nothing I can do about my
future
– Even good things result from luck

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33
Q

Emotional Stability:

A

Individuals With High Levels of Emotional Stability

  • Tend to be Relaxed, Secure, Unworried, Less Likely to Experience Negative Emotions Under Pressure
  • Have Higher Job Performance, More OCB, Fewer CWBs
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34
Q

Practical Considerations Regarding CSEs

A

– High CSEs is associated with higher job and life satisfaction, in-role and extra-role job performance, and positive perceptions of the work environment (e.g., job characteristics and fairness)

– The whole of CSE is greater than its parts

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35
Q

CSEs can be used for:

A
  • Employee selection
  • Training & development
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36
Q

Values:

A

are abstract ideals that guide one’s thinking and behavior across all situations

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37
Q

What is the importance of values:

A

– Fundamental part of who we are day-to-day
– Values are relatively stable
* Experiences, upbringing, religion
– Generational differences are a common challenge in workplaces

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38
Q

personal attitudes:

A

– Evaluations, feelings or opinions about people, places, and
objects
– Tend to be relatively consistent
– Range from positive to negative

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39
Q

Why are personal attitudes important

A

– Important because they impact behavior

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40
Q

How are personal attitudes different from values

A

Personal values tend to be global while attitude tend to specific

Personal values are broad and personal attitudes are not

Personal values tend affect behavior randomly and attitudes tend to affect behavior via intentions

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41
Q

Three Components of Attitudes

A
  1. Affective “I feel”
  2. Cognitive “I think”
  3. Behavioral “I intend”
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42
Q

Cognitive Dissonance:

A

Psychological discomfort experienced when
simultaneously holding two or more conflicting attitudes, cognitions (ideas, beliefs, values, emotions) or behaviors

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43
Q

Cognitive Dissonance is commonly caused by:

A

– Forced compliance behavior
– Decision making

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44
Q

Cognitive dissonance is reduced by

A

– Changing existing attitudes, behavior, or both
– Belittling the importance of the inconsistent behavior

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45
Q

What contributes to engagement?

A

– Person factors (personality, psychological capital)
– Job characteristics (skills, variety)
– Organization level factors (leadership, positive and inspiring climates

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46
Q

Why do we care about attitudes? (Theory of planned behavior)

A

– Attitudes affect behavior via intentions.

– Particularly when individuals believe they have control and when behaviors are
consistent with norms.

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46
Q

Employee Engagement

A

– The harnessing of organizational members’ selves to their work roles

– Where people employ and express themselves physically, cognitively, and emotionally during role performance (focus, intensity, enthusiasm)

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46
Q

Key Workplace Attitudes:

A

Employee Engagement, Perceived Organizational Support, Organizational Commitment, Job Satisfaction

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47
Q

Increase employee engagement by:

A

– Career and development opportunities
– Give employees meaningful work
– Empowering employees to be involved in decision making

48
Q

Perceived Organizational Support

A

– Reflects the extent to which employees believe that the organization

  • Values their contributions
  • Genuinely cares about their well-being
49
Q

When employees perceive organizational support:

A

– They are willing to work hard and commit to the organization. This results in:
* Increased organizational commitment
* Job satisfaction
* Organizational citizenship behavior
* Task performancer
* Lower turnover

50
Q

Outcomes of organizational commitment

A

– Continued employment
– Greater motivation

51
Q

Job Satisfaction

A

– The extent to which an individual likes his or her job
– An affective or emotional response toward various facets of one’s job
* Can be measured as a “global” evaluation or a “dimensional” evaluation (e.g., work, pay, coworkers, supervisors)

52
Q

Causes of positive attitudes:

A

Need fulfulliment, met expectations, value attainment, equity, and disposition/genetic components

53
Q

Major Correlates and Consequences of Job Satisfaction Attitudes:

A

Attitudes
– Motivation (+)
– Job involvement (+)
– Withdrawal cognitions (-)
– Perceived stress (-)

54
Q

Major Correlates and Consequences of Job Satisfaction Behaviors:

A

– Job performance (+)
– Organizational citizenship behavior (OCB) (+)
– Counterproductive work behavior (CWB) (-)
– Turnover (-)

55
Q

Major Correlates and Consequences of Job Satisfaction Behaviors:

A

– Job performance (+)
– Organizational citizenship behavior (OCB) (+)
– Counterproductive work behavior (CWB) (-)
– Turnover (-)

56
Q

The Types of Communication

A
  1. Spoken or oral communication
  2. Written communication
    – e-mail, texts, letters, reports, manuals, and notes
  3. Non-verbal communication
    – Gestures, body language, facial expressions
57
Q

Increase organizational commitment by:

A

– Hiring people whose personal values align with the organization (choose companies that align with your personal values)

– Making sure management does not breach psychological contracts

– Enhancing the level of trust and treating employees fairly

58
Q

Noise

A

– Physical noise (background noise, poor microphone quality, etc.)
– Semantic noise (language barriers or unfamiliar jargon)
– Psychological noise (preexisting beliefs, stereotypes, emotional states)
– Cultural noise (variance in cultural norms, values, and customs)

59
Q

What is involved in Competent Communication?
Knowledge of what to say or do

A

– With a given person, in a given context
* Motivation to enact this knowledge
– Value of outcomes (looking good, building relationships)
– Impulse control, biting your tongue
* Skills to translate knowledge into behavior
– Not stumbling or putting your foot in your mouth
– Staying calm

60
Q

Skills involved in effective interpersonal communication:

A
  • Correct usage of words
  • Attentiveness, memory
  • Congruent body language
  • Empathy
  • Altercentrism – envisioning/paying attention to the states of others
  • Managing the interaction
  • Adapting (situations, audiences)
  • Active Listening
61
Q

The keys to active listening:

A

Paraphrase, Ask Questions, Express Empathy, Body Language, Avoid Judgement.

62
Q

Motivation

A

– The force acting on or within a person that causes the person to behave in a specific, goal-directed manner

62
Q

Types of Motivation: Intrinsic Motivation

A
  • Results from internal feelings
63
Q

Extrinsic Motivation:

A
  • Results from external rewards/avoiding punishment
64
Q

What motivates” theories (content theories)

A

– Maslow’s needs hierarchy
– McClelland’s acquired needs theory

65
Q

Performance =

A

𝑓(ability x motivation x opportunity)
– AMO model of performance.
– Ability and opportunity are not sufficient absent motivation

66
Q

“Process” of motivation theories (process theories)

A

– Equity theory
– Expectancy theory
– Goal setting

67
Q

Maslow’s Needs Hierarchy (Needs (high to low)

A
  1. Self-actualization (self-fulfillment)
  2. Esteem (achievement, self-worth, respect)
  3. Affiliation (friendship, love, belonging)
  4. Security (safety, stability, absence of pain)
  5. Physiological (food, water, air)
    * Must satisfy lower levels needs before higher levels become important
68
Q

McClelland’s Acquired Needs Theory-

A

Achievement, Affiliation, Power

69
Q

Achievement:

A
  • Prefers working on challenges
  • Situations in which performance is due to effort and ability
  • Prefers to work with other high achievers
70
Q

Affiliation

A
  • Likes to work in teams in with cooperation and
    collegiality
  • Tends to avoid conflict
  • Likes to be praised in private
71
Q

Power

A
  • Likes to be in charge
  • Likes to be in control of people and events
  • Appreciates being recognized
72
Q

Theories that focus on how the person and the situation interacts to influence motivation

A
  1. Equity/Justice theory
  2. Expectancy theory
  3. Goal setting
73
Q

Equity/Justice Theories

A
  • Focus is on an individual’s feelings of how fairly he or she is treated in comparison with others
  • Key ratio:
    – Individual inputs
    – Individual outcomes
  • Comparison/referent other
74
Q

Inequity exists:

A

when a person’s inputs are more/less or outcomes are more/less than the referent other

75
Q

Inputs (I)

A
  • What a person perceives they are putting into their job
76
Q

Outputs (O)

A
  • What a person perceives they are getting out of their job
77
Q

Comparison

A
  • How does a person’s I/O ratio compare with relevant others’ I/O ratio
78
Q

Interactional justice

A

– perceived when people treat others respectfully and explain decisions adequately

79
Q

Distributive justice

A

– the extent to which individuals believe that the outcomes they receive are just/fair

79
Q

Procedural justice

A

– the degree to which processes used to reach a distribution are perceived as fair

79
Q

Consequences of Inequity

A
  • Can decrease or increase inputs
  • Can try to change outcomes
  • Change referent other
  • Leave the organization
80
Q

Expectancy Theory

A
  • People are motivated to work/act in a certain way when they believe they can get what they want from their job/situation
  • Maximize individual utility function
81
Q

Three main components of Expectancy Theory

A

– E – P (Expectancy)
– P – O (Instrumentality)
– Value (Valence )

82
Q

Using Equity and Justice Theories

A

– Employee perceptions are what count
– Employees want a voice in decisions that affect them
– Employees should be given an appeals process
– Leader behavior matters
– A climate for justice makes a difference
– If the process is fair and just, make sure this is communicated to
employees

83
Q

Expectancy :

A

What are by chances of reaching my performance goal

84
Q

Expectancy Theory Focuses on:

A

predicting decisions, behaviors, and the level of effort

85
Q

Instrumentality:

A

What are the chance of receiving various outcomes if I achieve my performance goals

86
Q

Valence:

A

How much do I value the outcomes I will receive by achieving my performance goal

87
Q

Key goal characteristics

A

– Difficulty (hard vs. easy)
– Clarity (specific vs. vague)

88
Q

Key moderating factor in goals

A

– Goal commitment

89
Q

How Does Goal-Setting Theory Work?

A
  1. Goals direct attention.
  2. Goals regulate effort.
  3. Goals increase persistence.
  4. Goals foster task strategies and actions plans.
90
Q

Goal Setting Theory

A
  • The process of developing, negotiating, and establishing targets that challenge the individual
91
Q

Good goals are SMART:

A

Specific
Measurable
Attainable
Relevant
Time-Bound

92
Q

What is Job Design?

A

– Any set of activities that involves:
* Alteration of specific or interdependent systems of jobs
* Intent of improving the quality of employee job experience and on-the-job productivity

93
Q

What is the goal of job design:

A

The goal of job design is to structure jobs and the tasks needed to complete them in away that creates intrinsic motivation.

93
Q

Core Job Characteristics

A

Skill Variety, Task identity, Task Significance, Autonomy, and Feedback from Job

94
Q

Skill Variety

A

– The degree to which a job requires a variety of different activities in carrying out the work, involving the use of a number of different skills and talents of the person

95
Q

Task Identity

A

– The degree to which a job requires completion of a “whole” and identifiable piece of work, that is, doing a job from beginning to end

96
Q

Task Significance

A

– The degree to which the job has a substantial impact on the lives of other people, whether those people are in the immediate organization or in the world at large

97
Q

Autonomy

A

– The degree to which the job provides substantial freedom, independence, and discretion to the individual in scheduling the work and in determining the procedures to be used in carrying it out

98
Q

Feedback from the job

A

– The degree to which carrying out the work activities required by the job provides the individual with the direct and clear information about the effectiveness of his or her performance

99
Q

What are Emotions?

A

– Complex, relatively brief, affective responses associated with a particular target:
* Person, Information, Experience, Environment

100
Q

Emotions change:

A

psychological and/or physiological states

101
Q

Emotions can influence:

A

attitudes and behaviors
– Emotions are contagious

102
Q

Emotions as Reactions to Goal Achievement

A

– Positive emotions such as joy, contentment, relief, and gratitude result from the satisfactory achievement of goals
– Negative emotions such as fright, anger, anxiety, guilt, sadness, envy, and disgust are triggered by frustration and/or failure when pursuing goals
– Mixed emotions can result from achieving a goal that also includes negative consequences

103
Q

Emotional labor refers:

A

to the regulation of feelings and expressions for organizational purposes.

104
Q

Organizations have emotion display:

A

norms, or rules that dictate which types of emotions are expected and appropriate for their members to show.
– Often these emotion displays are in contrast with the emotions actively being felt (e.g., cognitive dissonance

105
Q

Stress includes:

A

– the psychological perception of pressure; and
– the body’s response to the pressure.

106
Q

Stress Triggers:

A

hormones, including adrenaline and cortisol, which increases heartbeat and bloodflow, focuses attention and energy, prepares body to adapt and respond (evolutionary function)

107
Q

Sources of chronic stress:

A
  1. Emotional labor
  2. Academic pressure
  3. Financial stress
  4. Heavy workload
  5. Time management
  6. Peer pressure
  7. Lack of sleep
  8. Relationships/social comparison
108
Q

Primary (short-term) outcomes of stress:

A

Fear (Physological), Cortisol Level Increase (Physiological), Sleep Distisubance (Psychosomatic)

109
Q

Secondary (medium-term)

A

outcomes of chronic stress: Immune system, Cardiovascular, and metabolic system

110
Q

Tertiary (long-term)

A

outcomes of chronic stress: Diseases, Phychological Disorder, death

111
Q

Tips for managing stress:

A
  1. Cut out non-essential sources of hindrance stressors
  2. Plan and organize your time effectively
  3. Practice relaxation techniques such as deep breathing and mindfulness
  4. Reframe stressors to focus on the personal growth opportunities they are creating
  5. Create time to recover
112
Q

Mindfulness:

A

Receptive attention to and awareness of present events and experience

113
Q

Mindfulness positively influences attention:

A
  • Stability, control, efficiency
114
Q

Mindfulness Enhances:

A
  • Cognition (increases cognitive capacity & flexible cognition)
  • Emotion (more positive emotional tone, reduced reactivity to positive and negative stimuli)
  • Behavior (superior self-regulation - e.g., changing addictive behaviors)
  • Physiology (dampened stress reactions, slows brain deterioration from aging)
115
Q

Challenge stressors refer to:

A

Situations or stressors that, while demanding and potentially stressful, are viewed as opportunities for growth and development

116
Q

Hindrance stressors:

A

are stressors that are perceived as obstacles or barriers that hinder personal growth and well-being.

117
Q

Recovery Strategies

A
  1. Detach psychologically from dominant
    stressors.
    * Simply thinking about a stressor (school, work, etc.) detracts from your ability to recover from it.
    * Detachment leads to better recovery and even improvements in work- related outcomes, such as performance and engagement (counterintuitive).
  2. Consider your preference for recovery activity
  3. Prioritize high-effort recovery activities
  4. Harness the power of micro-breaks during the workday.
  5. Connect with nature

Interpersonal Skills Exam #1 (1 decks)

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