Exam 2 Flashcards
1
Q
Why is motivation important
A
Improves performance, lowers compensation costs, increases retention
2
Q
Motivation affects behavior
A
Direction, intensity, and persistence
3
Q
Content theories
A
What motivates us
4
Q
Process theories
A
How are we motivated
5
Q
Maslows hierarchy of needs
A
Basic level needs must be met before meeting higher level needs and reaching self actualization
6
Q
Herzbergs two factor model
A
Hygine factors: if missing will lead to dissatisfication
Motivators: needed for motivation
7
Q
Expectancy theory
A
Expectancy, instrumentality, valence
8
Q
Expectancy
A
Effort will lead to performance. If i study hard ill know the material
9
Q
Instrumentality
A
Performance will lead to an outcome. If i know the material ill get an A on the exam
10
Q
Valence
A
The outcome is meaningful. I want an A on the exam to 4. the class
11
Q
Expectancy can be hindered by
A
Low self confidence, lack of necessary KSAOs, lack of training, lack of resources, lack of supportive leadership
12
Q
Instrumentality can be hindered by
A
Poor methods for measuring performance, inability to provide outcomes, use of policies that reward things besides perforamce, time delays in doling out rewards
13
Q
Goal setting theory
A
Use goals to motivate. Make them specific and challenging
14
Q
Goal setting SMART
A
Specific, measurable, attainable, relevant, timely
15
Q
Reinforcement theory
A
Behavior is a function of consequence
16
Q
Change behavior through
A
Positive reinforcement, negitive reinforcement, punishment
17
Q
Equity theory
A
Compare our outcome/input ratio to others
18
Q
Equity theory outcomes may include
A
Pay/promotions, praise, better working conditions
19
Q
Equity theory inputs may include
A
Job performance/effort, seniority, training and education
20
Q
Equity
A
Maintain the status quo
21
Q
Over rewarded
A
Cognitive justification work harder
22
Q
Under rewarded
A
Demotivation CWB withdrawal
23
Q
Types of compensation
A
Merit pay, incentive pay, profit sharing, gain sharing, ownership, skill based, benefits, signing bonuses, stipends
24
Q
Developing compensation
A
Market pressure, matching pay to strategy, rate changes and pay grades, job evaluation
25
Product market compensation
Upper bound market pressure
26
Labor market compensation
Lower bound market pressure
27
What are the different types of commonly studied needs in OB
Existence, relatedness, control, esteem, meaning
28
Existence
The need for the food, shelter, safety, and protection required for human existence
29
Relatednesse
The need to create and maintain lasting, positive, interpersonal relationships
30
Control
The need to be able yo predict and control ones future
31
Esteem
The need to hold a high evaluation of oneself and to feel effective and respected by others
32
Meaning
The need to perform tasks that one cares about and that appeals to ones ideals and sense of purpose
33
What are strategies for fostering goal commitment
Rewards, publicity, support, participation, resources
34
Rewards
Tie goal achievement to the recipt of monetary or nonmonetary rewards
35
Publicity
Publicize the goal to significant others and coworkers to create some social pressure to attain it
36
Support
Provide supportive supervision to aid employees if they struggle to attain the goal
37
Participation
Collaborate on setting the specific proficency level and due date for a goal so that the employee feels a sense of ownership over the goal
38
Resources
Provide the resources needed to attain the goal and remove any constraints that could hold back task efforts
39
Training
A planned effort to facilitate the learning of job related knowledge skills and behaviors. Focuses on current job/mandatory
40
Development
The acquisition of knowledge skills and behaviors that improve an employees ability to meet changes in job requirements and in client and customer demands. Future roles and careers/voluntary
41
Traditional career
Stick with one career
42
Boundaryless career
Switch between many careers throughout lifetime
43
Explicit knowledge
Info that is easily comminicated understood and explained. Can be learned without firsthand experience
44
Tacit knowledge
Info that is difficult to articulate or express. Generally gained through experience
45
Steps in training design
Select method, create a learning environment, ensure transfer of training, evaluate the training program, needs assesment, ensure readiness
46
Team types
Work, management, parallel, project, action
47
Advantages of using teams
Increase creativity and performance, better decisions, fewer errors, increased commitment;social beloning
48
Disadvantages to teams
Conflict, loss of individual creativity, compounded failure, social loafing, lack of individual recongnition
49
Inputs: external conditions
Organizational influence/external leadership, reward system, comminication structure, proximity
50
Inputs task type
Disjunctive, additive, conjunctive
51
Disjunctive
The strongest performer drives success
52
Additive
Average performance drives success
53
Conjunctive
The weakest performer drives success
54
Inputs task decomposition
Divisional and functional
55
Divisional
Each group member finds one article and makes a slide on it
56
Functional
One group members finds articles, one summarizes, one creates powerpoint, one gives presentation
57
Inputs task interdependece
How closely must team members work together
58
Inputs goal interdependence
Do group members share the same goal
59
Inputs outcome interdependence
Will all group members share the same outcome
60
Inputs team composition
Member roles, member ability, member personality, team size, team diversity
61
Process gain
Getting more from the team than you would expect based on idividual capabilities
62
Process loss
Getting less from the team than you would expect based on individual capabilities
63
Why do we have process losses
Coordination issues, groupthink, social loafing, conformity
64
What causes process gains?
Synergy, development, resources pooling, cooperation
65
Decision making practices
Set goals and plan, gather info before judging, assign roles, use visial aids and keep track of info
66
Diverity upsides
Legally required, company image and reputation, larger application pool, broader array of info and experience, increased team level creativity, decreased groupthink
67
Downsides to diversity
Lead to discrimination
68
Perceptions
Process of receiving info to make sense of the world around us
69
Proximity
The assumption that two or more things are alike because they are positioned close to each other
70
Similarity
The assumption that two or more things are alike because they share similar qualities
71
Closure
The tendency to percieve a complete picture with only limited information
72
Primacy effect
The tendency to remember the first or last info we recieve about something and use that info to make judgements
73
Halo/horns bias
The assumption that if a person is good or bad at one thing then he or she is good or bad at lots of things
74
Similar to me bias
If the person shares characteristics with the evaluator he or she is evaluated more positively
75
Sterotyping
Assigning characteristics of a group to every individual in that group
76
Attribution bias
The tendency to overestimate the role of the person and underestimte the role of the situation
77
Discrimination
Differential treatment based on membership in a particular groupdis
78
Disparate treatment
Intended mistreatment
79
Plaintiffs burden; McDonnell Douglas Test
Belong to protected group, applied for a job, rejected dispite being qualified, employer continued the job search or hired someone similarly or less qualified
80
Defendants rebuttal
Hire someone better, show characteristic is a BFOQ
81
Disparate impact
Facially neutral practice that adversly impacts particular groups
82
Disparate impact plaintiff burden
The practice in question disproportionally affects a protected group relative to majority group. 4/5th rule. Show other employment practices could sufficiently meet the employers goal
83
Disparate impact defendants rebuttal
Show employment practice is a business necessity. Analysis of the job shows it to be critical, good criterion related validity
84
Quid pro quo
A benefit or punishment is contingent upon employee submitting to sexual advances
85
Hostile working environment
Behavior makes it difficult for someone of a particular sex to work
86
Courts have established
Subordinates can sexually harras supervisors, can occur between same sex, can occur in absences of sexual desire, still occur even in victim volunteers to engage in certain acts
87
Establising company policy
Handbook defining harassment, mandatory training, reminder materials posted, counseling for those harassed, take swift action in possible occurrences, knowing about it and doing nothing is punishable
88
Equal employment opportunity
The governments attempt to ensure all individuals have an equal chance for employment regardless of a protected class
89
Civil rights act of 1964
Illeagle to hire or fire or discriminate against anyone based on race, color, religion, sex, or national origin
90
Additions to the original Title VII
Equal pay act, pregnancy discrimination act, age discrimination in employment act, american with disabilities act
91
Civil rights act and EEOC
Decrease discrimination
92
Affirmative action
Redress discrimination
93
Under OSHA employees have the right to
Request an inspection, have a representative at an inspection, have hazard identified, be infromed about exposure to hazards, and have access to accurate records regarding exposure, have employer violations posted
94
Manging diversity and discrimination
Communicate with you employees, make sure follow appropriate laws, see a problem address it, consistent processes for everyone, keep thorough records
95
Team development predictable sequence
Forming, storming, norming, performing, adjourning
96
Team development in less linear fashion
Forming and pattern creation, inertia, process revision, intertia
97
Types of interdependence and coordination requirments
Comprehensive, reciprocal, sequential, pooled. Need more degree of coordination required increases up the list
98
Cohension
Members of teams can develop strong emotional bonds to other members lf their team and team itself
99
Potency
The degree to which members believe that the team can be effective across a variety of situations and tasks
100
Mental models
The level of common understanding among team members with regard to important aspects of the team and its task
101
Transactive memory
How specialized knowledge is distributed among members in a manner that results in an effective system of memory for the team
102
Work team
Produce goods or provide services
103
Management team
Integrate activities of subunits across business functions
104
Parallel teams
Provide recommedations and resolve issues
105
Project teams
Produce a one time output
106
Action team
Perform complex tasks that vary in duration and take place in highly visable or challenging circumstances
107
Declarative knowledge
Factual knowledge and info a person knows
108
Procedural knowledge
Knowing how to perform certain activities
109
Codification
Knowledge that is transmittible in formal systematic language
