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Performance Enhancement > Final > Flashcards

Final Flashcards

1
Q

Burnout is a multi-dimensional stress syndrome

A

1) Emotional exhaustion
2) Depersonalization (Cynicism, Mental Distancing)
3) Reduced personal accomplishment

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2
Q

Burnout is a psychological condition that is

A

Rooted in a specific historial and socio-cultural context

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3
Q

Work engagement

A

1) Vigor
2) Dedication
3) Absorption

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4
Q

It is important to consider simultaneously both negative (burnout) and positive (work engagement) states at work

A

The effect of one measure cannot be reduced to that of the other one

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5
Q

Experiences at work

A

Are particularly important for the individual’s overall level of well-being and mental health in the long-term

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6
Q

Depersonalization

A

Characterizes a distant and callous attitude toward one’s job. The individual is demotivated and withdraws from his/her work.

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7
Q

Diversity

A

Distribution of differences among the members of a unit with respect to a common attribute

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8
Q

Diversity consists of

A

1) Separation
2) Variety
3) Disparity

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9
Q

Separation outcomes

A

Reduced cohesiveness, more interpersonal conflict, distrust, decreased task performance

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10
Q

Variety outcomes

A

Greater creativity, innovation, higher decision quality, more task conflict, increased unit flexibility

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11
Q

Disparity outcomes

A

More within-unit competition, resentful deviance, reduced member input, withdrawal.

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12
Q

The unit is an informational processing instrument for the organization

A

The unit senses, evaluates, and responds in ways that are designed to be adaptive to the environment

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13
Q

Separation reflects

A

Stand point or position

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14
Q

Variety reflects

A

Information

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15
Q

Disparity reflects

A

Possession

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16
Q

Upper echelons theory (UET)

A

Directors differ in their cognitive frames, and these cognitive frames, in turn, influence firm outcomes

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17
Q

Diverse groups outperform homogeneous groups

A

Due to their tendency to engage in deep discussions of disparate knowledge and information, and to integrate this knowledge and information

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18
Q

Goal accomplishment

A

This perception is important in determining how well a team will make use of feedback-related catalysts for collective cognition

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19
Q

Negative feedback from leaders, even if accurate, can produce

A

Dissatisfaction and frustration in this situation

20
Q

Constructive conflict

A

Prompts examination activities (negotiating, interpreting, and evaluating knowledge) and enables consensus (agreement within the team) which results in better integration of knowledge into action (accommodation activities)

21
Q

Decision-making roles (Autonomy)

A

When roles are clearly defined, each member understands where expertise, responsibility, and accountability lie within the team.

22
Q

If the team is not aware of its responsibilities (believing it has less autonomy)

A

This may result in inaction on the part of the team, which should pose a greater hindrance to team performance

23
Q

Leader-team perceptual distance

A

Differences between a leader and a team in perceptions of he same social stimulus

24
Q

Individual differences

A

Variations in experience, personality, and cognitive complexity

25
Q

The perceptual process influences

A

1) Interests
2) Values
3) Mental scripts

26
Q

Phases of collective cognition

A

1) Accumulation
2) Interaction
3) Examination
4) Accomodation

27
Q

Accumulation

A

Acquire

28
Q

Interaction

A

Structuring

29
Q

Examination

A

Negotiate

30
Q

Accomodation

A

Decide

31
Q

Catalysts

A

Feedback received about performance, recognition of conflict among members, and clarification of decision-making roles

32
Q

A leader can assist a team in making use of catalysts

A

But if the leader and the team do not have common perceptions of relevant phenomena, they are unlikely to take advantage of them

33
Q

Content issues

A

Include such substantive concerns as incompatible goals and priorities, differences about appropriate means to achieve ends, and the sharing of scarce resources

34
Q

Emotional issues

A

Involve feelings such as anger, frustration, or hurt that often arise from normative expectations and judgments about the other person’s behavior

35
Q

Key variables:

1) Importance
2) Urgency of the impacts

A

In terms of:

1) Abilities to solve conflicts
2) Motivation to resolve it and implement the appropriate solutions

36
Q

Sources of conflicts

A

1) Information
2) Goals
3) Values

37
Q

Types of conflict

A

1) Task-based conflict
2) Relationship conflict
3) Process conflict

38
Q

Direct use of power side effects

A

1) Negative feelings toward the leader
2) People temporarily hide their true opinions
3) Disrupting group cohesion

39
Q

Benefits of indirect power

A

1) The group tends to make better decisions and in general to have a higher quality interaction
2) Direct power displays by leaders tent to create a negative interpersonal atmosphere in the group

40
Q

Strategies for indirect power

A

1) Structuring the group
2) Directing an inclusive group process
3) Managing external boundaries

41
Q

The challenge for leaders is

A

To facilitate beneficial task conflict while minimizing harm to the interpersonal relationships between group members

42
Q

Individual strategies

A

Represents methods or plans that people choose to achieve a goal or solve a problem

43
Q

Coping

A

Changing cognitive and behavioral efforts developed for managing the specific external and/or internal demands judged as exceeding or surpassing the individual’s own resources

44
Q

Recovery strategies

A

1) Psychological Detachment
2) Relaxation
3) Social activities

45
Q

Selective Optimization with Compensation (SOC)

A

Selecting the goals to pursue
Optimizing and using goal-relevant means
Using compensatory means

Performance Enhancement (14 decks)

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