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Organizational Behavior > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

organizational behavior

A

the study of what people think, feel and do in and around organizations

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2
Q

organizations

A

groups of people who work interdependently toward some purpose

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3
Q

why study ob?

A
  • need to understand and predict ones own behavior and the behavior of others
  • influence behavior of others
  • improves financial health
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4
Q

4 perspectives of organizational effectiveness

A

open systems
organizational learning
high-performance WP
stakeholder

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5
Q

open systems perspective

A

organizations are complex systems that “live” within and depend upon the external environment
effective organizations maintain a close fit with changing conditions, transform inputs to outputs with efficiency and flexibility, maintain corporate advantage
lays the foundation for the other 3 perspectives

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6
Q

organizational learning perspective

A

organizations capacity to acquire, share, use, and store valuable knowledge
considers both stock and flow of knowledge
stock : intellectual capital
flow: org learning process of acquisition, sharing, and use

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7
Q

intellectual capital

A

human capital - knowledge people posses and generate
structural capital -captured in systems and structures
relationship capital - value derived from satisfied customers, reliable suppliers, etc

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8
Q

organizational learning process

A

knowledge acquisition -> knowledge sharing -> knowledge use

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9
Q

organizational memory

A

store and preservation of intellectual capital
retained through: keeping knowledgeable employees, transferring knowledge to others, transferring human capital to structural capital
successful companies also unlearn - remove knowledge that no longer adds value

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10
Q

High performance work practices

A

internal systems and structures that are associated with successful companies

  1. employees are competitive advantage - people are the most important resource
  2. value of employees increased though specific practices - valuable when part of the solution and not the problem
  3. maximum benefit when org practices are bundled
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11
Q

HPWPs include…

A 
employee involvement - more involvement = more interest in achieving a good outcome 
job autonomy 
employee competence (training, selection, etc.)
performance-based rewards
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12
Q

stakeholder perspective

A

stakeholder - any entity who affects or is affected by the firm’s objectives and actions
personalizes the open systems perspective

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13
Q

5 types of individual behavior

A 
task performance
organizational citizenship
counterproductive work behaviors 
joining/staying with the organization
maintaining work attendance
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14
Q

task performance

A

goal-directed behaviors under a person’s control - to preform a task

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15
Q

organizational citizenship

A

cooperation and helpfulness beyond required job duties - assisting coworkers

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16
Q

counterproductive work behaviors

A

voluntary behaviors that potentially harm the organization - threats, abuse, avoidance

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17
Q

joining/staying with the organization

A

agreeing to the employment relationship - remaining in that relationship = loyalty

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18
Q

maintaining work attendance

A

attending work at required times - through situational factors, motivational factors

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19
Q

globalization

A

economic, social, and cultural connectivity with people in other parts of the world
How does this affect an individuals ability to perform a job within an organization?

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20
Q

effects of globalization on organizations

A

new structures
increasing diversity
increasing competitive pressures

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21
Q

increasing workforce diversity

A

surface level - observable demographic and other overt differences in people (race, ethnicity, gender, etc.)

deep level - differences in psychological characteristics - personalities, beliefs, values, attitudes

implications - leveraging diversity advantage
diversity challenges
ethical imperative of diversity

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22
Q

employment relationships

A

work/life balance - minimizing conflict between work and non work demands = number 1 indicator of career success - why?

virtual work - using IT to perform one’s job away from the physical work place
telework - issues of replacing face time, clarifying employment expectations. face time is more effective in communicating - why?

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23
Q

MARS model of individual behavior

A 
Motivation
Ability
Role Perceptions
Situational Factors 
= individual behavior and results

MARS is influenced by a persons’ values, personality, emotions, attitudes, stress, etc.

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24
Q

employee motivation

A

internal forces that affect a person’s voluntary choice of behavior
direction, intensity, persistence

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25
Q

employee ability

A

natural aptitudes and learned capabilities required to successfully complete a task
competencies - personal characteristics that lead to superior performance
person-job matching
selecting, developing, redesigning

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26
Q

role perceptions

A

beliefs about what behavior is required to achieve the desired results
understanding what tasks to perform
understanding relative importance of tasks
understanding preferred behaviors to accomplish tasks

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27
Q

situational factors

A 
environmental conditions beyond the individuals short term control that constrain or facilitate behavior
time
people
budget
work facilities
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28
Q

defining personality

A

relatively enduring pattern of thoughts, emotions, and behaviors that characterize a person, along with the psychological processes behind those characteristics
external traits - observable factors
internal states - thoughts, values, inferred from behaviors
some variability - adjust to the situation

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29
Q

nature v nurture of personality

A

nature - hereditary explains about 50 percent of behavioral tendencies and 30 percent of temperament
influenced by nature - socialization, life experience, learning effect personality
personality isn’t stable at birth, stabilizes throughout adolescent
self concept steers our personality and behavior

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30
Q

self concept

A

an individual’s self-beliefs and self-evaluations
Who am I? How do I feel about myself?
guides individual decisions and behaviors
helps us make sense of the world and how we make sense of it

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31
Q

4 selves of self concept

A

self enhancement - promoting/protecting our positive self view

self verification - affirming our existing self-concept (good and bad elements)

self-evaluation - evaluating ourselves through self esteem, self efficacy - persons own belief that they can complete a task

social self - defining ourselves in terms of group membership

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32
Q

self enhancement

A

drive to promote/protect a positive self-view
strongest in common/important situations
outcomes:
better personal adjustment and mental/physical health
inflates personal causation and probability of success

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33
Q

self verification

A

motivation to verify/maintain our existing self concept
outcomes:
ignore/reject info inconsistent with self-concept
interact more with those who affirm/reflect self-concept

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34
Q

self evaluation

A

self esteem
self efficacy - belief in one’s ability, motivation, role perceptions to complete a task successfully
locus of control - general belief about personal control over life events

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35
Q

social self

A

social identity theory - defining ourselves in terms of groups to which we belong or have an emotional attachment
we identify with groups that have high status - why? - aids self enhancement

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36
Q

values in the workplace

A

stable, evaluative beliefs that guide our preferences
define right and wrong, good or bad decision making
value system - hierarchy of values, individualized

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37
Q

values across cultures - individualism v. collectivism

A

collectivism - degree that people value duty to their group
individualism - independence and person uniqueness

different countries have different values - each manage differently

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38
Q

individualism

A

degree to which people value personal freedom, self-sufficiency, control over themselves, being appreciated for unique qualities

high: US, Italy
low: Taiwan

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39
Q

collectivism

A

degree to which people value their group membership and harmonious relationships within the group

high: Italy, Taiwan
low: US

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40
Q

power distance

A

high: value obedience to authority, comfortable receiving commands from superiors, prefer formal rules and authority to resolve conflict
Malaysia
Venezuela

low: expect relatively equal power sharing, view relationships with boss as interdependence not dependence
Denmark, Israel

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41
Q

Uncertainty Avoidance

A

high: feel threatened by ambiguity and uncertainty, value structured situations and direct communication
Greece, Japan

low: tolerates ambiguity and uncertainty
Singapore

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42
Q

achievement nurturing

A

high achievement: assertiveness, competitiveness, materialism
Japan

high nurturing: relationships, others well being

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43
Q

3 ethical principles used in guidance

A

utilitarianism - greatest good for the greatest people
individual rights - fundamental entitlements in society - such as free speech, fair trial
distributive justice - people who are similar should receive similar beliefs

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44
Q

supporting ethical behavior within organizations

A

ethical code of conduct
ethics training
ethics hotlines
ethical leadership and culture

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45
Q

perception

A

process of receiving information about and making sense of the world around us
what to notice
how to categorize it
how to interpret it

46
Q

selective attention

A

filtering information through senses influences

47
Q

confirmation bias

A

screen out information contrary to our beliefs/values

48
Q

perceptual organization/interpretation

A

categorical thinking - non conscious process of organizing people/things
perceptual grouping principles: similarity/proximity, closure - filling in the missing pieces, perceiving trends
interpreting incoming information

49
Q

mental models in perceptions

A

broad world views/theories in use
help us to quickly make sense of situations - fill in missing pieces, help to predict events

problem with mental models - may block recognition of new opportunities/perspectives

50
Q

three social identity process

A

categorization - compare characteristics of our group with other groups

homogenization - similar traits within a group, different traits across groups

differentiation - develop less favorable images of people in groups other than our own

51
Q

stereotyping

A

assigning traits to people based on their membership in a social category

occurs because:
categorical thinking
innate drive to understand/anticipate others behavior
enhances our self concept

52
Q

stereotyping issues

A

overgeneralizes
basis of discrimination

overcoming:
difficult to prevent stereotype activation
possible to minimize stereotype application

53
Q

perceptual errors

A

halo effect - one trait forms a general impression

primacy effect - first impressions

recency effect - most recent information dominates perceptions

false consensus effect - overestimate the extent to which others have beliefs and characteristics similar to our own

54
Q

strategies to improve perceptions

A
  1. awareness of perceptual bias
  2. improving self awareness
  3. meaningful interaction - close, frequent interaction toward a shared goal, equal status, engaged in a meaningful task
55
Q

learning

A

relatively permanent change in behavior (or behavior tendency) that occurs as a result of a person’s interaction with the environment

56
Q

explicit v. tacit knowledge

A

explicit - knowledge that is articulated through language, such as documents

tacit - knowledge acquired through observations and direct experience

57
Q

behavior modification

A

we “operate” on the environment
alter behavior to maximize positive and minimize adverse consequences

takes the extreme view that learning is viewed as completely dependent on the environment

58
Q

ABCs of behavior modification

A

Antecedents - what happens before behavior
Behavior - what a person says/does
Consequences - what happens after behavior

ex: warning light flashes, machine operator turns off power, co-workers thank operator

59
Q

contingencies of reinforcement

A

see chart from slides

consequence introduced, no consequence, consequence removed

v.

behavior increased/maintained
behavior decreases

60
Q

social learning theory

A

behavioral modeling - observing and modeling behavior of others
learning behavior consequences - observing consequences that others experience
self-reinforcement - reinforcing our own behavior with consequences within our control

61
Q

learning through experience

A

most tacit knowledge and skills are acquired through experience and observation

experiential learning steps:
engagement with environment
reflecting on experience
experimenting 
our reflection learning/writing in class allows you to think beyond the obvious
62
Q

developing a learning orientation

A

value the generation of new knowledge
reward experimentation
recognize mistakes as part of learning
encourage employees to take reasonable risks

63
Q

organizational learning = organization effectiveness

A

knowledge acquisition
knowledge sharing
knowledge use

64
Q

knowledge acquisition

A

extracting information and ideas from the external environment as well as through insight

65
Q

knowledge sharing

A

distributing knowledge to others across the organization

66
Q

knowledge use

A

applying knowledge in ways that adds value to the organization and its stakeholders

67
Q

emotions

A

psychological, behavioral, and physiological episodes experienced towards an object, person, or event that create a state of readiness

occur without our awareness
moods - lower intensity emotions without any specific target source

68
Q

attitudes v emotions

A

attitudes
judgements about an object
based mainly on rational logic
usually stable for days or longer

emotions
experiences related to an attitude object
based on innate and learned responses to environment
usually experienced for seconds or less

69
Q

traditional model of attitudes

A

cognitive approach
beliefs: established perceptions of attitude object
feelings: calculation of good or bad based on beliefs about the attitude object
behavioral intentions: motivation to act in response to the attitude object

problem: ignores important role of emotions in shaping attitudes

70
Q

how emotions influence attitudes

A
  1. feelings are shaped by cumulative emotional episodes (not just evaluation of beliefs)
  2. we listen in on our emotions when determining our attitude toward something

emotional also directly affect behavior - ex facial expression

71
Q

cognitive dissonance

A

state of anxiety that occurs when an individual’s beliefs, feelings, and behaviors are inconsistent with one another

ex: doing something you think you have to do, but don’t want to

72
Q

emotional labor

A

effort, planning, and control needed to express organizationally desired emotions during interpersonal transactions

emotional labor is higher when job requires:

  • frequent and long duration display of emotions
  • displaying a variety of emotions
  • displaying more intense emotions
73
Q

emotional labor across cultures

A

displaying or hiding emotions carries across cultures
minimal - Korea, Japan, Austria
encouraged - Kuwait, Russia, Egypt

74
Q

emotional labor challenges

A

difficult to display expected emotions accurately and to hide true emotions

75
Q

emotional dissonance

A

conflict between true and required emotions
potentially stressful with surface acting
less stress through deep acting

showing the emotion you’re supposed to show, not what you feel
ex: dealing with mentally unstable children, have to remain positive even though you feel shitty about it

76
Q

emotional intelligence

A

ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion and regulate emotion in oneself and others

77
Q

model of emotional intelligence (low to high)

A

self awareness - perceiving and understanding the meaning of your own emotions and mental models
self management - managing our own emotions
social awareness - perceiving and understanding the meaning of other’s emotions
relationship management - managing other peoples emotions and influencing behavior

have to have the first before you can move up the line

78
Q

improving emotional intelligence

A

set of competencies, aptitudes, skills
can be learned, especially through coaching
EI increases with age - maturity

79
Q

job satisfaction

A

a person’s evaluation of his or her job and work content

collection of attitudes about specific facets of the job

80
Q

EVLN: responses to dissatisfaction

A

Exit: leaving the situation, transfer, quitting
Voice: changing the situation, problem solving, complaining
Loyalty: patiently waiting for the situation to improve
Neglect: reducing work effort/quality, increasing absenteeism

goal: decrease turnover rate

81
Q

organizational commitment

A

building it lowers turnover rate

affective commitment - emotional attachment to, identification with, and involvement in an organization

continuance commitment - calculative attachment – stay because its too costly to quit

82
Q

building affective commitment

A

justice/support - apply humanitarian values, support employee wellbeing
shared values - values congruence
trust - employees trust org leader, job security supports trust
organizational comprehension - know firms past/present/future, open and rapid communication
employee involvement - employees feel part of company, involvement demonstrates trust

83
Q

stress

A

adaptive response to a situation that is perceived as challenging or threatening to the person’s well-being

physiological and psychological condition that prepares us to adapt to hostile or noxious environmental conditions

eustress (healthy stress) v. distress (unhealthy stress)

84
Q

consequences of distress

A

physiological - cardiovasc disease, headache, hypertension

behavioral - work performance, absenteeism, accidents, aggression, poor decisions

psychological - dissatisfaction, moodiness, depression, emotional fatigue

85
Q

job burnout process

A 
interpersonal and role related stressors -->
emotional exhaustion -->
cynicism -->
reduced personal accomplishment -->
consequences
86
Q

stressors

A

causes of stress - any environmental condition that places a physical or emotional demand on the person

ex: harassment, overload, low task control

87
Q

managing work related stress

A 
remove the stressor
withdraw from the stressor
change stress perceptions - positive self-concept, humor
control stress consequences 
receive social support
88
Q

Motivation

A

forces within a person that affect the direction, intensity, and persistence of voluntary behavior

exerting a particular effort level (intensity), for a certain amount of time (persistence), towards a particular goal (direction)

89
Q

employee engagement

A

emotional and cognitive motivation, clear understanding of one’s role in the organization’s vision and a belief that one has the resources to perform the job

how do employees stay engaged?
fulfill their needs and expectations, create organizational commitment and trust, continually motivate them

90
Q

drives

A

drives = primary needs

neutral states that energize individuals to correct deficiencies or maintain an internal equilibrium
prime movers of behaviors by activation emotions

self concept, social norms, past experience influence in between drives and needs and needs and decisions/behavior
drives –> needs –> decisions/behavior

91
Q

Needs

A

goal-directed forces that people experience
drive-generated emotions directed towards goals
goals formed by self-concept, social norms, experience

92
Q

Maslow’s hierarchy of needs

A

Self-actualization Need to know
Esteem Need for beauty
Belongingness
Safety
Physiological

lowest unmet need has strongest effect
when lower need is satisfied, next higher need becomes primary motivator

93
Q

self-actualization

A

a growth need because people desire more rather than less of it when satisfied

94
Q

Criticisms Maslow’s hierarchy

A

people have different need hierarchies, don’t progress through needs in the same order

needs change more rapidly than Maslow stated

95
Q

What is wrong with needs hierarchy models?

A

wrongly assume that everyone has the same needs hierarchy (i.e. universal)

we have our own unique needs hierarchy - shaped by our own values, identity, self-concept

96
Q

learned needs theory

A

needs are amplified or suppressed through self-concept, social norms, and past experience

needs can be “learned” - strengthened/weakened through training

97
Q

3 learned needs

A

Achievement - need to reach goals, take responsibility
want reasonably challenging goals

Affiliation - desire to seek approval, conform to others wishes, avoid conflict
effective executives have lower need for social approval

Power - desire to control one’s environment
personalized v. socialized power

98
Q

4 Drive Theory

A

Acquire = take/keep objects and experiences, basis of hierarchy and status

Bond - form relationships and social commitments, basis of social identity

Learn - satisfy curiosity and resolve conflicting information

Defend - protect ourselves, reactive not proactive drive, basis of flight or fight

social norms, personal values, and experience transform drive-based emotions into goal-directed choice and effort

99
Q

features of 4 drives theory

A

innate and hardwired - everyone has them
independent of each other - no hierarchy
complete set - no drives excluded

100
Q

Expectancy theory of motivation

A

effort –> performance –> outcome 1/2/3

101
Q

Increasing E to P expectancies

Expectancy theory of motivation

A

assuring employees they have competencies
person-job matching
provide role clarification and sufficient resources
behavioral modeling

102
Q

Increasing P to O expectancies

Expectancy theory of motivation

A

measure performance accurately
more rewards for good performance
explain how rewards are linked to performance

103
Q

increasing outcome variance (expectancy theory of motivation)

A

ensure that rewards are valued
individualize rewards
minimize countervalent outcomes

104
Q

goal setting

A

process of motivating employees and clarifying their role perceptions by establishing performance objectives

105
Q

effective goal setting characteristics

A

specific - measurable change within a time frame
relevant - within employee’s control and responsibilities
challenging - raise level of effort
accepted (commitment) - motivated to accomplish the goal
participative (sometimes) - improves acceptance and goal quality
feedback - informational available about progress toward goal

106
Q

effective feedback characteristics

A

specific - connected to goal details
relevant - relates to person’s behavior
timely - to improve link from behavior to outcomes
sufficiently frequent - employee’s knowledge/experience, task cycle
credible - trustworthy source

107
Q

feedback through strength based coaching

A

maximizing person’s potential by focusing on their strengths rather than weaknesses

motivational:

  • people inherently seek feedback about their strengths, not their flaws
  • persons’ interest, preferences, and competencies stabilize over time
108
Q

multi source feedback (360 degree feedback)

A

received from a full circle of people around the employee

provides more complete and accurate information

109
Q

evaluating goal setting and feedback

A

has high validity and usefulness

limitations:
focuses employees on measurable performance
motivates employees to set easy goals (when tied to pay)
goal setting interferes with learning process in new, complex jobs

110
Q

organizational justice

A

distributive - perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others

procedural justice - perceived fairness of the procedures used to decide the distribution of resources

111
Q

Equity theory

A

outcome/input ratio
input - what employee contributes (ex skill)
outcomes - what employee receives (ex pay)

comparison other
people against whom we compare our ratio
not easily identifiable

equity evaluation
compare outcome/input ratio with the comparison other

Organizational Behavior (2 decks)

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