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MGT 331 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Motivation

A

Exaplains why people behave the way they do in organizations. The psychological forces that determine the direction of a person’s behavior in an organization, a person’s level of effort, and a person’s level of persistence.

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2
Q

Direction

A

Possible behaviors the individual could engage in.

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3
Q

Intrinsically motivated behavior

A

Behavior that is performed for its own sake. The sense of accomplishment of doing the work itself.

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4
Q

Extrinsically motivated behavior

A

The sense of motivation because of rewards odor to acquire material or to avoid punishment.

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5
Q

Prosocially motivated behavior

A

Behavior performed to help others

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6
Q

The motivation equation

A

This alignment between employees and organizational goals as a whole can be described
by the motivation equation

Also: Managers seek to ensure that people are
motivated to contribute important inputs to the organization, that these inputs are put to good
use or focused in the direction of high performance, and that high performance results in
workers’ obtaining the outcomes they desire.

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7
Q

Expectancy theory

A

The theory that motivation will be high when workers believe that high levels of effort lead to high performance and high performance leads to the attainment of desired outcomes.

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8
Q

Valence

A

How desirable each of the available outcomes from the job is to a person

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9
Q

Expectancy theory variables

A
  1. Effort—Expectancy
  2. Performance—Instrumentality
  3. Outcomes—Valence
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10
Q

Need theories

A

Theories of motivation that focus on what needs people are trying to satisfy at work and what outcomes will satisfy those needs.

Managers must determine what needs the worker needs and ensure that the worker receives them is performance is high.

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11
Q

Maslow’s hierarchy of needs

A

An arrangement of five basic needs that motivate behavior.

The lowest unmet need is the prime motivator. As well, as only one level of needs is motivational at a time.

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12
Q

Maslow’s Needs

A

Self actualization- By giving workers a chance to use their skills and talents to the fullest extent possible.

Self Esteem- Granting promotions, and recognizing accomplishments.

Belongingness- Organizing company social events to promote a more social environment.

Safety- Providing safe working conditions as well as benefits/plans.

Phsiological- Providing pay that can satisy food, shelter, and clothing.

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13
Q

Aldefer’s theory

A

Three universal needs, existence, relatedness, and growth.

Needs at more than one level can be motivational at the same time.

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14
Q

Need For achievement

A

The extent to which an individual has a strong desire to perform challenging tasks well and to meet personal standards for excellence.

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15
Q

Equity theory

A

A theory of motivation that focuses on people’s perceptions of the fairness of their work outcomes relative to their work inputs.

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16
Q

Underpayment Inequity

A

The inequity that exists when a person perceives that his or her own outcome–input ratio is less than the ratio of a referent.

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17
Q

Overpayment Inequity

A

The inequity that exists when a person perceives that his or her own outcome–input ratio is greater than the ratio of a referent

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18
Q

Distributive justice

A

A person’s perception of the fairness of the distribution of outcomes in an organization

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19
Q

Procedural Justice

A

A person’s perception of the fairness of the procedures that are used to determine how to distribute outcomes in an organization.

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20
Q

Goal Setting theory

A

A theory that focuses on identifying the types of goals that are most effective in producing high levels of motivation and performance and explaining why goals have these effects.

Must be specific and difficult.

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21
Q

Learning Theories

A

Theories that focus on increasing employee motivation and performance by linking the outcomes that employees receive to the performance of desired behaviors and the attainment of goals.

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22
Q

Operant Conditioning

A

People learn to perform behaviors that lead to desired consequences and learn not to perform behaviors that lead to undesired consequences.

Linking specific behaviors to the attainment of specific outcomes can motivate high performance and prevent behaviors that detract from organizational effectiveness.

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23
Q

Positive Reinforcement

A

Gives people outcomes they desire when they perform organizationally functionally behaviors
Negative Reinforcement

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24
Q

Negative Reinforcement

A

Eliminating or removing undesired outcomes when people perform organizationally functional behaviors

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25
Q

Punishment

A

Administering an undesired or negative consequence when dysfunctional behavior occurs

Manager administers an undesired consequence to worker (verbal reprimand, demotion, pay cut).

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26
Q

Side affects of punishment

A
  1. Downplay the emotional element involved
  2. Try to punish dysfunctional behaviors as soon a they occur.
  3. Try to avoid punishing in from of others
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27
Q

Organizational Behavior modification

A

The systematic application of operant conditioning techniques to promote the performance of organizationally functional behaviors and discourage the performance of dysfunctional behaviors.

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28
Q

Social Learning Theory

A

A theory that takes into account how learning and motivation are influenced by people’s thoughts and beliefs and their observations of other people’s behavior

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29
Q

Vicarious learning (Observational Learning)

A

Occurs when a person becomes motivated to perform a behavior by watching another person perform the behavior and be positively reinforced for doing so

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30
Q

Self-efficacy

A

A persons belief about his or her ability to perform a behavior successfully.

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31
Q

Pay as a motivator

A

Expectancy: Instrumentality, the association between performance and outcomes, must be high for motivation to be high.

Need Theory: pay is used to satisfy many needs.

Equity Theory: pay is given in relation to inputs.

Goal Setting Theory: pay is linked to attainment of goals.

Learning Theory: outcomes (pay), is distributed upon performance of functional behaviors.

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32
Q

Merit Pay plan

A

A compensation plan that bases pay on based on individual, group and/or organization performance.

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33
Q

Piece Rate pay

A

Pay is calculated by how many units an employee produces

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34
Q

Commission Pay

A

Pay is distributed by percentage of sales the employee makes

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35
Q

Organization based merit plans

A

Scanlan plan- reduced expenses or cutting costs

Profit plan- organization shares some their profits

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36
Q

Employee Stock Option

A

Motivate high level managers and employee performance through ownership in the firm

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37
Q

Leadership

A

The process by which a person exerts influence over others and inspires, motivates and directs their activities to achieve group or organizational goals.

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38
Q

Personal Leadership Style

A

specific ways in which a manager chooses to influence others
shapes the way that manager approaches the other principal tasks of management.

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39
Q

Distinctions between managers and leaders

A

Managers establish and implement procedures to ensure smooth functioning
Leaders look to the future and chart the course for the organization

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40
Q

Servant Leader

A

A leader who has a strong desire to serve and work for the benefit of others.

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41
Q

Sources of managerial power

A

legitimate, reward, coercive, expert, and referent power

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42
Q

Legitimate Power

A

The authority that a manager has by virtue of his or her position in an organization’s hierarchy.

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43
Q

Reward power

A

The ability of a manager to give or withhold tangible and intangible rewards.

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44
Q

Coercive Power

A

The ability of a manager to punish others
Overuse of coercive power can even result in dangerous working conditions.
Examples: verbal reprimand, pay cuts, and dismissal

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45
Q

Expert Power

A

Power that is based on special knowledge, skills, and expertise that the leader possesses.
Tends to be used in a guiding or coaching manner

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46
Q

Referenet Power

A

Power that comes from subordinates’ and coworkers’ respect , admiration, and loyalty
Possessed by managers who are likable and whom subordinates wish to use as a role model

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47
Q

Empowerment

A

The process of giving employees at all levels in the organization the authority to make decisions, be responsible for their outcomes, improve quality, and cut costs

Empowerment increases a manager’s ability to get things done
Empowerment increases workers’ involvement, motivation, and commitment
Empowerment gives managers more time to concentrate on their pressing concerns

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48
Q

Trait Model

A

Study shows certain management comes with certain traits

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49
Q

Behavioral Model

A

Identifies the two basic types of behavior that many leaders engaged in to influence their subordinates
Consideration, initiating structure

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50
Q

Contingency model

A

Whether or not a manager is an effective leader is the result of the interplay between what the manager is like, what he does, and the situation in which leadership takes place

51
Q

Fiedlers Model

A

Effective leadership is contingent on both the characteristics of the leader and of the situation.
Leader style is a manager’s characteristic approach to leadership

52
Q

Task Oriented Style

A

leaders whose primary concern is to ensure that subordinates perform at a high level so the job gets done.

53
Q

Task Structure

A

extent to which the work to be performed is clear-cut so that a leader’s subordinates know what needs to be accomplished and how to go about doing it

54
Q

Position power

A

amount of legitimate, reward, and coercive power that a leader has by virtue of his or her position in an organization
determinant of how favorable a situation is for leading

55
Q

House’s Path goal Theory

A
  1. Find out what outcomes your subordinates are trying to obtain from their jobs and the
    organization.
  2. Reward subordinates for high performance and goal attainment with the outcomes they
    desire.
  3. Clarify the paths to goal attainment for subordinates, remove any obstacles to high performance,
    and express confidence in subordinates’ capabilities.
56
Q

Directive behaviors

A

setting goals, assigning tasks, showing subordinates how to complete tasks, and taking concrete steps to improve performance.

57
Q

Supportive behaviors

A

expressing concern for subordinates and looking out for their best interests.

58
Q

Leader substitutes model

A

Leadership is not necessary

59
Q

Transformational Leadership

A

Makes subordinates aware of their own needs for personal growth, development, and accomplishment
Motivates workers to work for the good of the organization, not just for their own personal gain or benefit

60
Q

Charasmatic Leader

A

An enthusiastic, self-confident transformational leader able to clearly communicate his vision of how good things could be

Being excited and clearly communicating excitement to subordinates.

61
Q

Intellectual Stimulation

A

Behavior a leader engages in to make followers be aware of problems and view these problems in new ways, consistent with the leader’s vision.

62
Q

Developmental Consideration

A

Manager supports and encourages subordinates, giving them opportunities to enhance their skills and capabilities and to grow and excel on the job

63
Q

Transactional Leaders

A

Leadership that motivates subordinates by rewarding them for high performance and reprimanding them for low performance.

64
Q

Men vs women leaders

A

Stereotypes suggest women are supportive and concerned with interpersonal relations. Similarly, men are seen as task-focused.

65
Q

Group vs Team

A

Group (Two or more people interact with each other to accomplish a goal)

Team(a group where members intensely work on a task)

66
Q

Command groups

A

Also known as a department, a group composed of subordinates that report to the same manager.

67
Q

Task Forces

A

Group of mangers who group together from various departments to solve a specific task.

68
Q

Task Interdependence

A

degree to which the work performed by one member of the group influences the work performed by other members

69
Q

pooled Task Interdependence

A

Members make separate, independent contributions to group such that group performance is the sum of each member’s contributions

70
Q

Sequential Task Interdependence

A

Exists when group members must perform specific tasks in a predetermined order.

71
Q

Reciprocal Task Interdependence

A

Exists when the work performed by each group member is fully dependent on the work performed by other group members.

72
Q

Stages of group development

A

Forming, storming, norming, performing, adjourning

73
Q

Conformity and deviance

A

Members conform to norms to obtain rewards, imitate respected members, and because they feel the behavior is right.
When a member deviates, other members will try to make them conform, expel the member, or change the group norms to accommodate them.

74
Q

Social Loafing

A

The tendency of individuals to put forth less effort in a group than individually.

75
Q

Communication

A

Increased efficiency in new technologies and skills
Improved quality of products and services
Increased responsiveness to customers
More innovation through communication

76
Q

The communication phase

A

Sender – person wishing to share information with some other person
Message – what information to communicate
Encoding – sender translates the message into symbols or language
Noise – refers to anything that hampers any stage of the communication process

Receiver – person or group for which the message is intended
Medium – pathway through which an encoded message is transmitted to a receiver
Decoding - critical point where the receiver interprets and tries to make sense of the message

77
Q

Perception

A

process through which people select, organize, and interpret sensory input to give meaning and order to the world around them
Influenced by people’s personalities, values, attitudes and moods as well as their experience and knowledge

78
Q

Biases

A

systematic tendencies to use information about others in ways that can result in inaccurate perceptions

79
Q

Stereotypes

A

simplified and often inaccurate beliefs about the characteristics of particular groups of people
can interfere with the encoding and decoding of messages

80
Q

Information Richness

A

Face to face
Spoken communication(Electronically)
Personally addressed written communication
Interpersonal written communication

81
Q

Type of communication network depends on

A

The nature of the group’s tasks

The extent to which group members need to communicate with each other to achieve group goals.

82
Q

Grapevine

A

An informal network carrying unofficial information throughout the firm

83
Q

Intranet

A

A company wide system of computer networks

84
Q

Groupware

A

Computer software that enables members of groups and teams to share information with each other to improve their communication and performance

85
Q

Conflicts in an organization

A

interpersonal, intragroup, intergroup, and

inter-organizational

86
Q

Sources of conflict

A

different
goals and time horizons, overlapping authority, task interdependencies, different evaluation
or reward systems, scarce resources, and status inconsistencies

87
Q

Acommodation

A

An ineffective conflict-handling approach in which one party, typically with weaker power, gives in to the demands of the other, typically more powerful, party

88
Q

Avoidance

A

An ineffective conflict handling approach in which the parties try to ignore the problem and do nothing to resolve their differences.

89
Q

Mediaters

A

facilitates negotiations but no authority to impose a solution

90
Q

Arbitrator

A

can impose what he thinks is a fair solution to a conflict that both parties are obligated to abide by

91
Q

Distributive Negotiation

A

Adversarial negotiation in which the parties in conflict compete to win the most resources while conceding as little as possible.

92
Q

Integrative Bargaining

A

Cooperative negotiation in which the parties in conflict work together to achieve a resolution that is good for them both.

93
Q

negotiation Strategies for Integrative bargaining

A 
Emphasize superordinate goals.
• Focus on the problem, not the people.
• Focus on interests, not demands.
• Create new options for joint gain.
• Focus on what is fair.
94
Q

Superordinate goals

A

goals that both parties agree to regardless of the source of their conflict

95
Q

Organizational Politics

A

The activities managers engage in to increase their power and to use power effectively to achieve their goals or overcome resistance or opposition.

96
Q

Political Strategies

A

Tactics that managers use to increase their power and to use power effectively to influence and gain the support of other people while overcoming resistance or opposition.

97
Q

Formal Groups

A

Formal groups are established to achieve organizational goals.

98
Q

Which of the following statements is true about the types of groups in an organization?

A

Formal groups are established to achieve organizational goals.

99
Q

????? task interdependence exists when the work performed by each group member is fully dependent on the work performed by other group members; group members have to share information, intensely interact with one another, and coordinate their efforts in order for the group to achieve its goals.

A

Recipricol

100
Q

Which stage of group development applies only to groups that eventually are disbanded?

A

Adjourning

101
Q

In promoting innovation, the manager’s role is to:

A

provide guidance and coaching

102
Q

Task forces that are relatively permanent are called:

A

Standing Committees

103
Q

task interdependence exists when certain tasks have to be performed before others, and what one group worker does affects the work of others.

A

Sequential

104
Q

Command groups, task forces, and virtual teams are all different types of

A

Formal groups

105
Q

The level of group performance is highest when conformity is _____ and deviance is _____.

A

Moderate;Moderate

106
Q

Which of the following statements is true of synergy in an organization?

A

To take advantage of the potential for synergy in groups, managers need to make sure that groups are composed of members who have complementary skills and knowledge relevant to the group’s work.

107
Q

Which of the following cases would most likely involve pooled task interdependence?

A

A group of teachers who are required to teach a particular batch of students

108
Q

is an individual-based merit pay plan based on a percentage of sales made.

A

Commission pay

109
Q

Which of the following is true of intrinsic motivation?

The source of motivation lies in actually performing the behavior.
It is behavior that is performed to escape punishment and censure.
It is behavior that is performed to acquire material or social rewards.
The source of motivation lies in the consequences of the behavior.
It is behavior performed specifically to comply with social and cultural norms.

A

source of motivation lies in actually performing the behavior.

110
Q

Which of the following is a psychological force that determines the direction of a person’s behavior and explains why people behave the way they do?

A

Motivation

111
Q

The expectancy theory was formulated by _____.

A

Victor H. Vroom

112
Q

Managers can curtail the performance of dysfunctional behaviors by eliminating whatever is reinforcing the behaviors. This process is called _____.

A

Extinction

113
Q

_____ proposes that motivation results not only from direct experience of rewards and punishments but also from a person’s thoughts and beliefs.

A

Social Learning theory

114
Q

Which of the following theories suggests that need frustration at a certain level will cause a person to focus more intently on satisfying a lower-level need?

A

Alderfers Theory

115
Q

Prosocially motivated behavior is that which is performed:

A

To benefit or help others

116
Q

_____ exists when a person perceives that his or her own outcome–input ratio is less than that of a referent.

A

Underpayment Inequity

117
Q

_____ is behavior that a leader engages in to make followers aware of problems and view these problems in new ways, consistent with the leader’s vision.

A

Intellectual Stimulation

118
Q

Empowerment is a process that:

A

expands employees’ knowledge, tasks, and decision-making responsibilities.

119
Q

_____ may enable leaders to develop a significant identity for their organization and instill high levels of trust and cooperation throughout the organization.

A

Emotional intelligence

120
Q

_____ is behavior a leader engages in to support and encourage followers and help them develop and grow on the job.

A

Developmental consideration

121
Q

Men and Women as managers

A

Tend to be equally effective as leaders

122
Q

A manager uses _____ power to hire new employees, monitor their work, and appraise their performance.

A

Legitamite

123
Q

According to the trait model of leadership, which of the following helps managers discover ways to increase efficiency and effectiveness?

A

Knowledge and expertise

124
Q

What is true about house goal path theory?

A

It states that managers should have the reward power required to distribute desired outcomes to subordinates.

MGT 331 (2 decks)

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