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Organizational Behavior > Exam 3 > Flashcards

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

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2
Q

Extrinsic Motivation

A

desire to preform behavior in order to acquire material or social reward or avoid punishment.

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3
Q

People ____________ be both intrinsically and extrinsically motivated.

A

both

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4
Q
  1. learning new things
  2. doing something that makes them feel good about themselves
  3. accomplishing something worthwhile
  4. developing skills and abilities
A

Intrinsic factors

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5
Q
  1. amount of pay
  2. quality of fringe benefits
  3. the amount of praise from a supervisor
  4. having job security
A

extrinsic factors

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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.

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7
Q

if you would not enjoy doing that task without pay

A

pay will increase the motivation

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8
Q

tasks freely chosen without much reward increases

A

intrinsic motivation

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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

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10
Q

Rewards that actually seem like rewards and are a surprise can increase _________.

A

intrinsic motivation

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11
Q

how can you increase intrinsic motivation

A

autonomy

competency

relatedness

purpose/self-esteem

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12
Q

ways to increase intrinsic motivation autonomy

A

what can I do to give subordinates more independence

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13
Q

ways to increase intrinsic motivation competency

A

how can I help subordinates demonstrate their competence

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14
Q

ways to increase intrinsic motivation
relatedness

A

how can I help subordinates connect with others

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15
Q

ways to increase intrinsic motivation
purpose/self-esteem

A

how can I remind subordinates of their valuable contributions?

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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

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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

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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.

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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

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20
Q

distributive justice

A

fairness of outcomes

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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)

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22
Q

perceptions of unfairness does what?

A

-erode belief that effort will be rewarded
-increase counter productive work behaviors

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23
Q

perception of fairness positively correlates with _____________

A

job satisfaction.

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24
Q

What makes a job meaning full

A

Skill Variety
Task Significance

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25
Q

How to increase task significance

A

help employees see how their actions contribute to the greater purpose (experienced meaningfulness of the work)

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26
Q

according to the job characteristics model task significance is the degree to which

A

A job bears an impact on the lives or work of other people.

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27
Q

according to the job characteristics model autonomy is the degree to which

A

a job provides the worker freedom in scheduling work and determining its procedure.

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28
Q

according to the job characteristics model task identity is the degree to which

A

a job requires a whole and identifiable piece of work (Experienced responsibility for work outcomes)

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29
Q

according to the job characteristics model skill variety is the degree to which

A

The degree to which a job requires a variety of skills

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30
Q

according to the job characteristics model feedback is the degree to which

A

a job generates direct and clear information about performance (Knowledge of results)

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31
Q

high context cultures like Japan

A

the context really matters, who is speaking to whom,

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32
Q

low context cultures like USA -

A

people are more direct, there needs less context for communication

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33
Q

three psychological states that we hope to increase with job design are

A

meaningfulness
responsibility
knowledge of results

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34
Q

What are the 6 influence tactics?

A

reciprocity
scarcity
authority
consistency
liking
consensus

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35
Q

When a server leaves you a mint with the check, hoping for a tip they are practicing what influence tactic?

A

reciprocity

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36
Q

When I tell a prospective client that I can only handle one more buyer client I am using what influence tactic?

A

Scarcity

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37
Q

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?

A

Authority

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38
Q

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?

A

consistency

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39
Q

What are the 3 factors that contribute to liking

A

similarity
paying compliment
cooperation towards mutual goals

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40
Q

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?

A

consensus

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41
Q
A
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42
Q

Leadership is defined as

A

The ability to influence a group towards the achievement of a vision or a set of goals.

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43
Q

Trait theory in leadership provides a basis for _______________ leaders

A

selecting the right

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44
Q

behavioral theory of leadership implies that we can ___________________ leaders

A

train people to become

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45
Q

Behavioral Theory: two dimensions of leadership behavior

A

initiating structure
consideration

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46
Q

a leader who assigns tasks sets definite standards of performance and emphasizes deadlines is engaging in what kind of leadership behavior

A

Initiating Structure.

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47
Q

Initiating structure is the extent to which a leader

A

defines and structures their role and those of their followers to facilitate goal attainment

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48
Q

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

A

consideration

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49
Q

consideration is the extent to which a leader

A

has job relationships characterized by mutual trust, respect for subordinates’ ideas, and regard for their feelings.

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50
Q

The Fielder Contingency Model is a theory that

A

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

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51
Q

according to the The Fielder Contingency Model, task-oriented leadership is favorable when there is

A

very favorable or very unfavorable leadership conditions

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52
Q

situational leadership theory suggests that a leader should use selling/ coaching when

A

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

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53
Q

situational leadership theory suggests that a leader should use telling / directing when

A

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

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54
Q

situational leadership theory suggests that a leader should use participating / supporting when

A

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.

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55
Q

situational leadership theory suggests that a leader should use delegate when

A

followers are competent and committed. delegate the task and then leave them alone.

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56
Q

Shared leadership theory suggest that

A

leadership can become an emergent state in which leadership roles are distributed across followers and all are capable of influencing one another.

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57
Q

leader participation model suggests that leaders should

A

determine the extent to which leadership problems involve participating and shared responsibility with followers

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58
Q

Key characteristics of charismatic leaders (Charisma theory)

A

Vision and articulation
Personal Risk
Sensitivity to followers’ needs
Unconventional behavior

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59
Q

Charismatic leadership theory

A

followers make attributions of heroic or extraordinary leadership abilities when they observe certain behaviors (value-driven, emotional, symbolic)

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60
Q

the full-range leadership model
Laissez-Faire leadership

A

the most ineffective leadership style. Abdicates responsibility and avoids making decisions.

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61
Q

the full-range leadership model
Transactional leaders

A

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
Q

management where leaders “put out fire” monitor for errors, and interact only when something is wrong is a form of _______________

A

transactional management by exception (passive transactional leadership)

63
Q

___________________ gives pre-determined rewards for employee effectors, which can be effective but will not encourage employees to go above and beyond.

A

contingent reward leadership, a transactional leadership style

64
Q

Transactional leadership: Management by exception (active) is when a leader

A

looks for deviations from rules or standards, and corrects them by punishing as needed.

65
Q

Transformational leaders are leaders who

A

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
Q

the full-range leadership model had three kinds of leaders

A

Laissez-Faire leadership
Transactional leaders
Inspirational leaders

67
Q

the 4 i’s result in better everything and are a result of transformational leadership.

A

Individualized consideration
Intellectual stimulation
Inspirational motivation
Idealized influence

68
Q

Charismatic leadership focusses on ___________________ while transformational leadership focuses on ______________

A

the way leaders communicate
what the leaders are communicating

69
Q

Transformational leadership is more important for ________________, _______________ and _________________ whereas transactional leadership is more important for _________, ________ and ______________________

A

group performance, OCB, satisfaction with the leader
leader effectiveness, job satisfaction and job performance

70
Q

transformation leadership is effective because of these reasons

A

affective/attitude
motivation
job identification
social exchange
justice enhancement

71
Q

social exchange mechanism is the most important factor of transformational leadership because

A

behaviors that improve the leader/ follower relationship improve all other aspects of follower behaviors and attitudes.

72
Q

What are the contingency theories of leadership

A

Fiedler Theory
Situational Leadership Theory
Leader Participation
Shared Leadership
Followership

73
Q

What are the 2 leader focused contingency theories

A

Fiedler Theory
Situational Leadership Theory

74
Q

What are the 3 follower focused contingency theories

A

Leader Participation
Shared Leadership
Followership

75
Q

Fiedler contingency model

A

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
Q

The three factors of the Fiedler contingency model

A

Task Structure
Position Power
Leader-Member Relations

77
Q

Fiedler contingency model
Task Structure

A

The degree to which tasks are controlled or uncontrolled

78
Q

Fiedler contingency model
Position Power

A

The degree of power a leader has over variables such as hiring, firing, compensation

79
Q

Fiedler contingency model
Leader-Member Relations

A

The degree of confidence, trust and respect followers have of the leader

80
Q

According to the Fiedler contingency model, leaders who are task oriented will do well in

A

very favorable or very unfavorable leadership conditions according to the three factors.

81
Q

Leader-member exchange theory

A

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
Q

Trust is

A

mutual positive expectations between people. Both depend on one another and are genuinely concerned about each other well being.

83
Q

Servant leadership is when a leader

A

goes beyond their own self interests to help their followers grow and develop

84
Q

Neutralizers such as _________________________ make it impossible for a leader behavior to have any impact on follower outcomes.

A

indifference to rewards.

85
Q
A

substitutes / neutralizers

86
Q

Substitutes are

A

attributes- such as experience or training- that can replace the need for a leader’s support or ability to create structure

87
Q

The Least Preferred Coworker (LPC) Scale requires a person to

A

rate the one individual they would least want to work with

88
Q

A high LPC score indicates that the individual is a____________________, while a low LPC score suggests a _______________________.

A

relationship-oriented leader
task-oriented leader.

89
Q

The Vroom and Yetton Model

A

Guides leaders in determining the extent to which
subordinates should participate in decision-
making

89
Q

The problem with trait theory is that

A

Traits do a better job predicting the
emergence of leaders than they do at
distinguishing between effective and
ineffective leaders.

90
Q

the three aspects of the Vroom and Yetton Model

A
  1. Balancing authority with empowerment
  2. Maximize perceptions of justice
  3. Maximize acceptance of change
91
Q

An autocratic decision-making style is part of the ______________________ and is when the

A

Vroom and Yetton
the leader makes the decision without input from
subordinates.

92
Q

A consultative decision making style is part of the ______________________ and is when the

A

Vroom and Yetton
subordinates have some input but the leader makes
the decision.

93
Q

A group decision-making style is part of the ______________________ and is when the

A

Vroom and Yetton
the group makes the decision and the leader is just
another group member.

94
Q

The delegated decision-making style is part of the ______________________ and is when the

A

Vroom and Yetton
the leader gives exclusive responsibility to
subordinates.

95
Q

Path–goal theory assumes that

A

leaders are flexible and that they can change their style, as situations require.

96
Q

Path Goal theory proposes two contingency variables

A

such as environment and follower characteristics, that moderate the leader behavior-outcome relationship

97
Q

Organizational justice: 4 types

A

Distributive Justice
Procedural Justice
Informational Justice
interpersonal Justice

98
Q

equity theory

A

a theory of motivation that suggests that employee motivation at work is driven largely by their sense of fairness

99
Q

Procedural justice

A

The perceived fairness of the process used to determine the distribution of rewards

100
Q

Informational justice

A

The degree to which employees are provided truthful explanations of decisions.

101
Q

Interpersonal justice

A

The degree to which the person is treated with respect and dignity

102
Q

Distributive justice

A

Perceived fairness of the amount and allocation of rewards

103
Q

Expectancy Theory suggests that the

A

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
Q

Three aspects of the Expectancy Theory

A

Expectancy - effort/performance relationship
Instrumentality - performance/reward relationship
Valence -rewards/personal goals relationship

105
Q

Expectancy Theory:
Expectancy

A

If I put forth the effort, will it meet the performance requirements?

106
Q

Expectancy Theory:
Instrumentality

A

Will meeting performance standard result in rewards that I am promised

107
Q

Expectancy Theory:
Valence

A

Do I value this reward?

108
Q

Self-efficacy is one’s

A

beliefs that one has
the resources available to accomplish tasks

109
Q

Sources of self-efficacy (use these to increase it!)

A

Past performance
Vicarious modeling (coworkers success)
Verbal persuasion (you that you can do it)
Arousal (e.g., Racing heart)

110
Q

Social Cognitive Theory (Self Efficacy) describes

A

the influence of individual experiences, the actions of others, and environmental factors on individual health behaviors.

111
Q

4 aspects of management by objective

A

goal specificity
participation in decision-making
explicit time period
performance feedback

112
Q

McClelland’s Theory of needs uses what thee aspects to explain motivation

A

achievement
power
affiliation

113
Q

Need for Achievement

A

the need to achieve a set of standards

114
Q

Need for Power

A

the need to make others behave a certain way

115
Q

Need for affiliation

A

the need to establish c=friendly relationships

116
Q

Self-determination theory suggests that all humans have three basic psychological needs

A

autonomy, competence, and relatedness

117
Q

Job Engagement Theory

A

The investment of physical, cognitive and emotional energy into job performance

118
Q

Psychological states leading to intrinsic motivation

A

-Experienced meaningfulness of the work ( Employees feel their jobs are important)
-Purpose and Relatedness (Experienced responsibility for work outcomes)
-Knowledge of results

119
Q

What are 3 Typical Ways to Redesign Jobs to increase motivating potential score

A

Job Enlargement
Job Enrichment
Job rotation

120
Q

Job enlargement (horizontal job loading)

A

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
Q

Job Enrichment (vertical job loading)

A

Provide opportunities for employee growth by giving
employees more responsibility and control

122
Q

Motivating potential score
In order for a job to be high on motivating potential it must be:

A

High on at least one factor
task significance, task identity, skill variety
and high on autonomy and feedback

123
Q

Participative Management

A

a process through which subordinates share a significant amount of decision-making power with their managers.

124
Q

relational job design

A

designing jobs so that employees see the impact they make on the lives of others through their work (increases intrinsic motivation)

125
Q

Variable Pay Program (extrinsic motivation)

A

extrinsically motivating a person by paying them based on performance

126
Q

what are 3 types or variable pay programs

A

Merit Based Pay
Profit Sharing Plan
employee stock ownership plans

127
Q

what are two plans to increase employee motivation

A

Employee Recognition Program
Benefits

128
Q

communication is the

A

transfer and understanding of meaning

129
Q
A
130
Q

Encoding:

A

Transforming an idea into symbols or
language so that it can be transmitted

131
Q

Decoding:

A

Transforming sender’s messages back
into the ideas

132
Q

communication channel

A

The pathways over which
messages are transmitted (e.g., telephone lines,
mail, email)

133
Q

Feedback:

A

Knowledge about the impact of
messages on receivers

134
Q

Noise:

A

Factors capable of distorting the clarity of
messages at any point during the communication
process.
-Multi-tasking, distractions, daydreaming

135
Q

What can create difficulties in communication across cultures:

A
136
Q

ENGAGING IN EFFECTIVE CROSS-CULTURAL COMMUNICATION

Before the interaction

A

Know yourself.

Foster a climate of mutual respect & fairness

137
Q

ENGAGING IN EFFECTIVE CROSS-CULTURAL COMMUNICATION

During the interaction

A

Consider the other person’s viewpoint.

Learn from misunderstandings.

138
Q

ENGAGING IN EFFECTIVE CROSS-CULTURAL COMMUNICATION

after the interaction

A

Proactively maintain the identity and culture of the
group.

Learn from all intercultural interactions.

139
Q

In-person meetings are important when you need to

A
  • 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
Q

PHONE CALLS ARE APPROPRIATE
WHEN . . .

A
  • 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
Q

TEXTS OR INSTANT MESSAGES ARE
APPROPRIATE WHEN . . .

A
  • 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
Q

E-MAILS ARE APPROPRIATE WHEN

A

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
Q

What are the barriers to effective communication

A

-poor listening
-lack of feedback
-rumors and the grapevine
-workforce diversity
-filtering and information distortion
-differences in linguistic styles

144
Q

strategies to overcome barriers to effective communication

A

-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
Q

Downward communication is a type of communication where

A

information flows from superiors to subordinates.

146
Q

Upward communication is the process by which company employees

A

communicate and share their thoughts and feedback with higher level management

147
Q

Automatic v Controlled Processing

A

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
Q

Persuasive communications

A

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
Q
A

Organizational Behavior (5 decks)

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