Exam 3 Flashcards
1
Q
Intrinsic motivation
A
desire to perform behavior for its own sake, giving a sense of accomplishment and achievement, belief that the work is worthwhile
2
Q
Extrinsic Motivation
A
desire to preform behavior in order to acquire material or social reward or avoid punishment.
3
Q
People ____________ be both intrinsically and extrinsically motivated.
A
both
4
Q
- learning new things
- doing something that makes them feel good about themselves
- accomplishing something worthwhile
- developing skills and abilities
A
Intrinsic factors
5
Q
- amount of pay
- quality of fringe benefits
- the amount of praise from a supervisor
- having job security
A
extrinsic factors
6
Q
your learning to play the guitar for fun and are intrinsically motivated, and then I start paying you $10 for every time you practice, when I remove the $10 then we can expect ________________
A
a decrease in intrinsic motivation.
7
Q
if you would not enjoy doing that task without pay
A
pay will increase the motivation
8
Q
tasks freely chosen without much reward increases
A
intrinsic motivation
9
Q
rewards that are built into the task tend to reduce ________________-
EX: being paid $10 to learn guitar, when you would otherwise want to learn, will decrease
A
intrinsic motivation
10
Q
Rewards that actually seem like rewards and are a surprise can increase _________.
A
intrinsic motivation
11
Q
how can you increase intrinsic motivation
A
autonomy
competency
relatedness
purpose/self-esteem
12
Q
ways to increase intrinsic motivation autonomy
A
what can I do to give subordinates more independence
13
Q
ways to increase intrinsic motivation competency
A
how can I help subordinates demonstrate their competence
14
Q
ways to increase intrinsic motivation
relatedness
A
how can I help subordinates connect with others
15
Q
ways to increase intrinsic motivation
purpose/self-esteem
A
how can I remind subordinates of their valuable contributions?
16
Q
overpayment inequity
A
When I work 40 hours a week and get paid $100K when my college works 40 hours a week and gets $90K
17
Q
underpayment inequity
A
When I work 40 hours a week and get paid $90K when my college works 40 hours a week and gets $100K
18
Q
equity in payment:
A
If I am paid $100K for 40 hours a week and my colleague is paid $50K for a 20 hours week that is equitable.
19
Q
ways to restore equity
A
-change inputs/outputs
-change other people’s inputs/outputs
-change perceptions of inputs (justifications- I’ve been here longer which is why I am paid better)
-Change the referent (compare yourself to equals, not subordinates or managers)
-Leave the job
20
Q
distributive justice
A
fairness of outcomes
21
Q
perceived fairness is a function of
A
procedures (someone else got the promotion because they are better)
interpersonal treatment (even though I didn’t get the promotion, my boss treated me with respect)
informational justice (explanation why someone else got the job, with feedback on how to get the promotion next time)
22
Q
perceptions of unfairness does what?
A
-erode belief that effort will be rewarded
-increase counter productive work behaviors
23
Q
perception of fairness positively correlates with _____________
A
job satisfaction.
24
Q
What makes a job meaning full
A
Skill Variety
Task Significance
25
How to increase task significance
help employees see how their actions contribute to the greater purpose (experienced meaningfulness of the work)
26
according to the job characteristics model task significance is the degree to which
A job bears an impact on the lives or work of other people.
27
according to the job characteristics model autonomy is the degree to which
a job provides the worker freedom in scheduling work and determining its procedure.
28
according to the job characteristics model task identity is the degree to which
a job requires a whole and identifiable piece of work (Experienced responsibility for work outcomes)
29
according to the job characteristics model skill variety is the degree to which
The degree to which a job requires a variety of skills
30
according to the job characteristics model feedback is the degree to which
a job generates direct and clear information about performance (Knowledge of results)
31
high context cultures like Japan
the context really matters, who is speaking to whom,
32
low context cultures like USA -
people are more direct, there needs less context for communication
33
three psychological states that we hope to increase with job design are
meaningfulness
responsibility
knowledge of results
34
What are the 6 influence tactics?
reciprocity
scarcity
authority
consistency
liking
consensus
35
When a server leaves you a mint with the check, hoping for a tip they are practicing what influence tactic?
reciprocity
36
When I tell a prospective client that I can only handle one more buyer client I am using what influence tactic?
Scarcity
37
When a receptionist tells prospective clients "You want to buy a home? I'll connect you with Peter, who has 20 years of experience selling homes" What influence tactic is being used?
Authority
38
seeking small voluntary, active and public commitments from prospective clients- for example asking prospective health care patients to write their own appointment reminder cards is what influence tactic?
consistency
39
What are the 3 factors that contribute to liking
similarity
paying compliment
cooperation towards mutual goals
40
When a hotel uses a card that says "75% of people who stayed in this room re-used their towels" they are practicing what influence tactic?
consensus
41
42
Leadership is defined as
The ability to influence a group towards the achievement of a vision or a set of goals.
43
Trait theory in leadership provides a basis for _______________ leaders
selecting the right
44
behavioral theory of leadership implies that we can ___________________ leaders
train people to become
45
Behavioral Theory: two dimensions of leadership behavior
initiating structure
consideration
46
a leader who assigns tasks sets definite standards of performance and emphasizes deadlines is engaging in what kind of leadership behavior
Initiating Structure.
47
Initiating structure is the extent to which a leader
defines and structures their role and those of their followers to facilitate goal attainment
48
a leader who helps employees with personal problems behaves in a friendly and approachable manner, treats all employees as equal, and expresses appreciation and supper is engaging in what kind of leadership behavior
consideration
49
consideration is the extent to which a leader
has job relationships characterized by mutual trust, respect for subordinates' ideas, and regard for their feelings.
50
The Fielder Contingency Model is a theory that
a groups effectiveness depends on a proper match between a leader's style of interacting with subordinates and the degree to which the situation gives control and influence to the leader
51
according to the The Fielder Contingency Model, task-oriented leadership is favorable when there is
very favorable or very unfavorable leadership conditions
52
situational leadership theory suggests that a leader should use selling/ coaching when
followers have demonstrated some competence but are not quite committed or motivated to do a task (they have low motivation because they realize how far they have to go)
Specific instruction is still required, but so is feedback, emotional support, and encouragement to convince the employees that the task is worthwhile
53
situational leadership theory suggests that a leader should use telling / directing when
followers are not quite competent but are committed to the task. The leader gives clear directions on what to do and how to do it
54
situational leadership theory suggests that a leader should use participating / supporting when
are competent but show variable commitment to the task. (they worry about additional responsibility). depending on the employee's competency the leader should step back and not be as direct but still give support and encouragement.
55
situational leadership theory suggests that a leader should use delegate when
followers are competent and committed. delegate the task and then leave them alone.
56
Shared leadership theory suggest that
leadership can become an emergent state in which leadership roles are distributed across followers and all are capable of influencing one another.
57
leader participation model suggests that leaders should
determine the extent to which leadership problems involve participating and shared responsibility with followers
58
Key characteristics of charismatic leaders (Charisma theory)
Vision and articulation
Personal Risk
Sensitivity to followers' needs
Unconventional behavior
59
Charismatic leadership theory
followers make attributions of heroic or extraordinary leadership abilities when they observe certain behaviors (value-driven, emotional, symbolic)
60
the full-range leadership model
Laissez-Faire leadership
the most ineffective leadership style. Abdicates responsibility and avoids making decisions.
61
the full-range leadership model
Transactional leaders
guide their followers towards goals by clarifying tasks and roles, reward and punish as needed and actively or passively intervene when the situation calls for it
62
management where leaders "put out fire" monitor for errors, and interact only when something is wrong is a form of _______________
transactional management by exception (passive transactional leadership)
63
___________________ gives pre-determined rewards for employee effectors, which can be effective but will not encourage employees to go above and beyond.
contingent reward leadership, a transactional leadership style
64
Transactional leadership: Management by exception (active) is when a leader
looks for deviations from rules or standards, and corrects them by punishing as needed.
65
Transformational leaders are leaders who
Inspire, act as role models, and intellectually stimulate, develop, or mentor their followers. Often these leaders have a profound and extraordinary impact on their followers.
66
the full-range leadership model had three kinds of leaders
Laissez-Faire leadership
Transactional leaders
Inspirational leaders
67
the 4 i's result in better everything and are a result of transformational leadership.
Individualized consideration
Intellectual stimulation
Inspirational motivation
Idealized influence
68
Charismatic leadership focusses on ___________________ while transformational leadership focuses on ______________
the way leaders communicate
what the leaders are communicating
69
Transformational leadership is more important for ________________, _______________ and _________________ whereas transactional leadership is more important for _________, ________ and ______________________
group performance, OCB, satisfaction with the leader
leader effectiveness, job satisfaction and job performance
70
transformation leadership is effective because of these reasons
affective/attitude
motivation
job identification
social exchange
justice enhancement
71
social exchange mechanism is the most important factor of transformational leadership because
behaviors that improve the leader/ follower relationship improve all other aspects of follower behaviors and attitudes.
72
What are the contingency theories of leadership
Fiedler Theory
Situational Leadership Theory
Leader Participation
Shared Leadership
Followership
73
What are the 2 leader focused contingency theories
Fiedler Theory
Situational Leadership Theory
74
What are the 3 follower focused contingency theories
Leader Participation
Shared Leadership
Followership
75
Fiedler contingency model
effective groups depend on a proper match between a leader's style of interacting and the degree the situation gives control and influence to the leader
76
The three factors of the Fiedler contingency model
Task Structure
Position Power
Leader-Member Relations
77
Fiedler contingency model
Task Structure
The degree to which tasks are controlled or uncontrolled
78
Fiedler contingency model
Position Power
The degree of power a leader has over variables such as hiring, firing, compensation
79
Fiedler contingency model
Leader-Member Relations
The degree of confidence, trust and respect followers have of the leader
80
According to the Fiedler contingency model, leaders who are task oriented will do well in
very favorable or very unfavorable leadership conditions according to the three factors.
81
Leader-member exchange theory
leaders and followers have unique relationships that cause the formation of in-groups and out-groups. Those with in-group status have higher performance, lower turnover, greater job satisfaction
82
Trust is
mutual positive expectations between people. Both depend on one another and are genuinely concerned about each other well being.
83
Servant leadership is when a leader
goes beyond their own self interests to help their followers grow and develop
84
Neutralizers such as _________________________ make it impossible for a leader behavior to have any impact on follower outcomes.
indifference to rewards.
85
substitutes / neutralizers
86
Substitutes are
attributes- such as experience or training- that can replace the need for a leader's support or ability to create structure
87
The Least Preferred Coworker (LPC) Scale requires a person to
rate the one individual they would least want to work with
88
A high LPC score indicates that the individual is a____________________, while a low LPC score suggests a _______________________.
relationship-oriented leader
task-oriented leader.
89
The Vroom and Yetton Model
Guides leaders in determining the extent to which
subordinates should participate in decision-
making
89
The problem with trait theory is that
Traits do a better job predicting the
emergence of leaders than they do at
distinguishing between effective and
ineffective leaders.
90
the three aspects of the Vroom and Yetton Model
1. Balancing authority with empowerment
2. Maximize perceptions of justice
3. Maximize acceptance of change
91
An autocratic decision-making style is part of the ______________________ and is when the
Vroom and Yetton
the leader makes the decision without input from
subordinates.
92
A consultative decision making style is part of the ______________________ and is when the
Vroom and Yetton
subordinates have some input but the leader makes
the decision.
93
A group decision-making style is part of the ______________________ and is when the
Vroom and Yetton
the group makes the decision and the leader is just
another group member.
94
The delegated decision-making style is part of the ______________________ and is when the
Vroom and Yetton
the leader gives exclusive responsibility to
subordinates.
95
Path–goal theory assumes that
leaders are flexible and that they can change their style, as situations require.
96
Path Goal theory proposes two contingency variables
such as environment and follower characteristics, that moderate the leader behavior-outcome relationship
97
Organizational justice: 4 types
Distributive Justice
Procedural Justice
Informational Justice
interpersonal Justice
98
equity theory
a theory of motivation that suggests that employee motivation at work is driven largely by their sense of fairness
99
Procedural justice
The perceived fairness of the process used to determine the distribution of rewards
100
Informational justice
The degree to which employees are provided truthful explanations of decisions.
101
Interpersonal justice
The degree to which the person is treated with respect and dignity
102
Distributive justice
Perceived fairness of the amount and allocation of rewards
103
Expectancy Theory suggests that the
The strength of the tendency to act is dependent on the strength of the expectation that the act will be rewarded and the value of the reward
104
Three aspects of the Expectancy Theory
Expectancy - effort/performance relationship
Instrumentality - performance/reward relationship
Valence -rewards/personal goals relationship
105
Expectancy Theory:
Expectancy
If I put forth the effort, will it meet the performance requirements?
106
Expectancy Theory:
Instrumentality
Will meeting performance standard result in rewards that I am promised
107
Expectancy Theory:
Valence
Do I value this reward?
108
Self-efficacy is one’s
beliefs that one has
the resources available to accomplish tasks
109
Sources of self-efficacy (use these to increase it!)
Past performance
Vicarious modeling (coworkers success)
Verbal persuasion (you that you can do it)
Arousal (e.g., Racing heart)
110
Social Cognitive Theory (Self Efficacy) describes
the influence of individual experiences, the actions of others, and environmental factors on individual health behaviors.
111
4 aspects of management by objective
goal specificity
participation in decision-making
explicit time period
performance feedback
112
McClelland's Theory of needs uses what thee aspects to explain motivation
achievement
power
affiliation
113
Need for Achievement
the need to achieve a set of standards
114
Need for Power
the need to make others behave a certain way
115
Need for affiliation
the need to establish c=friendly relationships
116
Self-determination theory suggests that all humans have three basic psychological needs
autonomy, competence, and relatedness
117
Job Engagement Theory
The investment of physical, cognitive and emotional energy into job performance
118
Psychological states leading to intrinsic motivation
-Experienced meaningfulness of the work ( Employees feel their jobs are important)
-Purpose and Relatedness (Experienced responsibility for work outcomes)
-Knowledge of results
119
What are 3 Typical Ways to Redesign Jobs to increase motivating potential score
Job Enlargement
Job Enrichment
Job rotation
120
Job enlargement (horizontal job loading)
Increasing the number of tasks an employee
performs but keeping all of the tasks at the same
level of difficulty and responsibility.
Sometimes allows an employee to become responsible for work from start to finish
Sometimes just doing a larger variety of repetitive
tasks
121
Job Enrichment (vertical job loading)
Provide opportunities for employee growth by giving
employees more responsibility and control
122
Motivating potential score
In order for a job to be high on motivating potential it must be:
High on at least one factor
task significance, task identity, skill variety
and high on autonomy and feedback
123
Participative Management
a process through which subordinates share a significant amount of decision-making power with their managers.
124
relational job design
designing jobs so that employees see the impact they make on the lives of others through their work (increases intrinsic motivation)
125
Variable Pay Program (extrinsic motivation)
extrinsically motivating a person by paying them based on performance
126
what are 3 types or variable pay programs
Merit Based Pay
Profit Sharing Plan
employee stock ownership plans
127
what are two plans to increase employee motivation
Employee Recognition Program
Benefits
128
communication is the
transfer and understanding of meaning
129
130
Encoding:
Transforming an idea into symbols or
language so that it can be transmitted
131
Decoding:
Transforming sender’s messages back
into the ideas
132
communication channel
The pathways over which
messages are transmitted (e.g., telephone lines,
mail, email)
133
Feedback:
Knowledge about the impact of
messages on receivers
134
Noise:
Factors capable of distorting the clarity of
messages at any point during the communication
process.
-Multi-tasking, distractions, daydreaming
135
What can create difficulties in communication across cultures:
136
ENGAGING IN EFFECTIVE CROSS-CULTURAL COMMUNICATION
Before the interaction
Know yourself.
Foster a climate of mutual respect & fairness
137
ENGAGING IN EFFECTIVE CROSS-CULTURAL COMMUNICATION
During the interaction
Consider the other person’s viewpoint.
Learn from misunderstandings.
138
ENGAGING IN EFFECTIVE CROSS-CULTURAL COMMUNICATION
after the interaction
Proactively maintain the identity and culture of the
group.
Learn from all intercultural interactions.
139
In-person meetings are important when you need to
* set structure, assumptions, or expectations for the entire team on a certain issue.
* evaluate as a group obstacles or hurdles that may come up in an upcoming task.
* discuss an issue that will involve others’ emotions or convey feelings that could be misinterpreted.
* discuss conflict, performance goals and milestones, or behavioral issues.
* collaborate in a way that will require a back-and-forth exchange of information.
* gauge the receptivity to an idea, persuade others about the utility of the idea, and work toward making the idea better.
.
140
PHONE CALLS ARE APPROPRIATE
WHEN . . .
* You need something done or answered in the next thirty minutes (during working hours unless it is absolutely critical).
* Your question or idea requires a lot of verbal explanation.
* Your message needs to be carefully conveyed, but certain obstacles present you from managing impressions effectively in person (e.g., under emotional labor).
141
TEXTS OR INSTANT MESSAGES ARE
APPROPRIATE WHEN . . .
* You need to share a thought on a task that has already been started.
* You have a quick, noncritical question multiple people are capable of answering.
* You have brief, additional information (e.g., “by the ways” or “for your information”) you need to notify your team about.
* You are sharing information (e.g., a document or link) that multiple people need to collaborate or work on in real-time.
* You are asking whether another person is available for an in-person or phone meeting
142
E-MAILS ARE APPROPRIATE WHEN
You need to relay a message to multiple people on your team.
* You need to confirm expectations or get on the same page after a meeting.
* You are sharing formal documentation.
*You are giving your official approval or endorsement on a plan or decision.
*You are outlining procedures, strategies, or steps others need to follow.
143
What are the barriers to effective communication
-poor listening
-lack of feedback
-rumors and the grapevine
-workforce diversity
-filtering and information distortion
-differences in linguistic styles
144
strategies to overcome barriers to effective communication
-For important messages, use multiple channels (e.g.,
written and oral messages)
active listening- repeat what you heard
Face to face may be more appropriate for ambiguous messages (allows for more feedback)
People remember what is repeated
Eliminate distractions
145
Downward communication is a type of communication where
information flows from superiors to subordinates.
146
Upward communication is the process by which company employees
communicate and share their thoughts and feedback with higher level management
147
Automatic v Controlled Processing
Controlled processing is something that takes conscious effort. People have to actually try to control their thinking and attention with certain types of tasks. Automatic processing often occurs unconsciously. People often process information without even paying attention.
148
Persuasive communications
Persuasive communications contain a variety of attributes intended to enhance persuasion, which could include an attractive source, a message containing convincing arguments, or efforts to make the topic seem personally relevant to the audience.
149
