Industrial Organizational Psychology Flashcards

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1
Q

A leader, the best way to reach our group goals is by maximizing my authority in making decisions for the group. This line demonstrates what structural principle is under classical organizational theory.

A

Scalar principle

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2
Q

A set of propositions that explains or predicts how groups and individuals behave in varying organizational structures and circumstances.

A

Organizational theory

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3
Q

Product of Job analysis

A

Job Description

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4
Q

What are the two fundamental requirements of organizational structures?

A

Division of labor and coordination

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5
Q

The division of labor as well as the patterns of coordination, communication, workflow, and formal power that direct organizational activities

A

Organizational structure

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6
Q

Form of coordination

A

Informal communication
Formal Hierarchy
Standardization

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7
Q

Org. Structure in which employees are organized around geographic areas, outputs (products or services), or clients.

A

Divisional structure

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8
Q

Org structure built around self-directed teams that complete an entire piece of work.

A

Team-based structure

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9
Q

An org structure that has wide span of control, no formal leader, highly decentralized, low formalization because teams are given relatively few rules about how to organize their work.

A

Team-based

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10
Q

Org structure that overlays two structure (such as a geographic divisional and functional structure) in order to LEVERAGE the benefits of both. It is usually has two chains of command.

A

Matrix Structure

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11
Q

An alliance of several org for the purpose of creating a product or serving a client. This structure is more decentralized and more flexible than other structures.

A

Network structure

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12
Q

systematic process for collecting and analyzing information about a job.

A

Job Analysis

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13
Q

foundation of all human resource function

A

Job analysis

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14
Q

Line of authority from lowest to top

A

Scalar Chain

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15
Q

Emphasis on kindness and justice

A

Equity

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16
Q

Harmony and union among personnel is strength. Camaraderie

A

Esprit de corps

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17
Q

Importance of Job Analysis

A

Writing Job Description
Employee selection
Training
Person-power training
Performance appraisal
Job classification
Job Evaluation
Job Design
Compliance with Legal Guidelines
Organizational analysis

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18
Q

A written results of the job analysis

A

Job Description

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19
Q

A written summary of the tasks performed in a job, the conditions under which the job is performed, and the requirements needed to perform the job.

A

Job Descriptions

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20
Q

Worker Mobility

A

Personpower planning

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21
Q

Promoting employees until they reach their highest level of incompetence

A

Peter Principles

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22
Q

process of obtaining information about a job by talking to a person performing it.

A

Job Analysis Interview

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23
Q

Eight Sections of Job Description:

A

Job Title
Brief Summary
Work Activities
Tools and Equipment Used
Job Context
Work Performance
Compensation information
Job Competencies

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24
Q

KSAO’s represents as:

A

Knowledge, Skills, Ability and Other Characteristics

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25
Q

Steps in conducting Job Analysis:

A

Step 1: Identify Task Performed
Step 2: Write Task Statements
Step 3: Rate Task Statements
Step 4: Determine Essential KSAOs
Step 5: Selecting Test to Tap KSAO’s

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26
Q

A job analysis method in which a group or panel of job experts identifies the objectives and standards to be met by the ideal worker.

A

Ammerman Technique

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27
Q

A job analysis method in which the job analyst watches job incumbents perform their jobs.

A

Observing incumbents

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28
Q

A job analysis method in which the job analyst actually performs the job being analyzed

A

Job Participation

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29
Q

A proper written task statements must contain?

A

Action and Object

  • Action- what is done
    Object- to which the action is done
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30
Q

The process of determining the monetary worth of a job. Determining the Job worth.

A

Job Evaluation

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31
Q

Two Stages of Job Evaluation.

A

Internal pay equity and External Pay equity

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32
Q

A group of SMEs rate each task statement on the frequency and the importance

A

Task analysis

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33
Q

The extent to which employees within an organization are “Paid Fairly” compared with other employees within the same org.

A

Internal Pay Equity

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34
Q

A field of inquiry dedicated to the advancing knowledge
about the nature of groups, the law of their development
and their interrelations with individuals, other groups and
larger institutions.

A

Group dynamic

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35
Q

The extent to which employees within an organization are “Paid Fairly” compared with other employees outside the org.

A

External pay equity

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36
Q

Breaking down job into simple tasks. But it could result to boredom and negative attitudes, and fails to offer sense of accomplishments

A

Job simplification

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37
Q

Having employees perform different tasks. It reduces boredom and provides relief from repetitive movements

A

Job Rotation

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38
Q

Giving more responsibilities to employee. Combining two or more simplified jobs.

A

Job Enlargement (Horizontal)

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39
Q

the enhancement of employees’ interest in and attitude toward work tasks by improving their quality of life on the job. This methods include (a) reducing boredom by giving employees a variety of different tasks and (b) allowing employees to plan their own work activities.

A

Job Enrichment

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40
Q

“Job worth” How much employees in a position should be paid.

A

Job Evaluation

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41
Q

A questionnaire sent to other organization to see how much they are paying their employees in positions similar to those in the org sending the survey

A

Salary Survey

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42
Q

The process of attracting employees to an organization.

A

Recruitment

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43
Q

Steps in selecting employees:

A

Job Analysis
Selection of testing methods
Test Validation
Recruitment
Screening
Testing
Selecting
Hiring/Rejecting

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44
Q

Internal Recruitment: Types of promotion, that are not competitive type wherein their are career progression. Ex. Engr 1 to Engr

A

Noncompetitive Promotions

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45
Q

Internal Recruitment: Types of promotion, that is competitive, internal and and/or external applicants compete with one another for a limited number of higher positions.

A

Competitive Promotions

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46
Q

External Recruitment: Media Advertisements,____ typically ask the applicant to respond in four ways: respond by calling, Apply-in-person, Send-resume Ads, Blind box

A

Newspaper Ads

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47
Q

Types of external recruitment tool that org is anonymous because the company might fear having no applicants if they knew the name of the company. They want to hire 1st for replacement before termination.

A

Blind Box ads

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48
Q

Recruitment method in which help of “wanted” signs are placed so that they can be viewed by people who visit the org. Ex. Store windows, Bulletin Boards, restaurant placemats

A

Point of purchase methods

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49
Q

Send recruiters to college campuses

A

Campus Recruiters

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50
Q

Also called “Headhunters”. Recruiters that specialize in placing applicants in high paying-jobs. Expensive.

A

Executive Search Firms

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51
Q

An employment service operated by a state/ local government, designed to match applicants with job openings.

A

Public Employment Agencies

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52
Q

An organization that specializes in finding jobs for applicants and finding applicants for org looking for employees

A

Employment Agency

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53
Q

A method of recruitment in which a current employee refers a friend or family member for a job.

A

Employee Referral

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54
Q

Vrooms theory that motivation is a function of expectancy, instrumentality and valence

A

Expectancy Theory

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55
Q

Recruitment method in which several employers are available at one location so that many applicants can obtain information at one time

A

Job Fair

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56
Q

The process of determining the monetary worth of a job.

A

Job Evaluation

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57
Q

A method of performance appraisal in which employees are ranked from best to worst. Usually use when there are only few employees to rank. easiest and most common

A

Rank Order

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58
Q

A method a recruitment in which job applicants are told both positive and negative aspects of a job.

A

Realistic Job Preview (RJP)

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59
Q

A method of recruitment in which an organization sends out mass mailings of information about job openings to potential applicants.

A

Direct Mail

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60
Q

A group job analysis interview consisting of subject-matter experts (SMEs).

A

SME conference

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61
Q

A theory of leadership stating that effective leaders must adapt their style of leadership to fit both the situation and the followers.

A

Situational leadership theory

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62
Q

A type of structured-interview question designed to tap an applicant’s knowledge or skill.

A

Skill-level determiner

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63
Q

Newspaper advertisements run by applicants looking for jobs rather than by organizations looking for applicants.

A

Situation-wanted ads

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64
Q

An exercise designed to place an applicant in a situation that is similar to the one that will be encountered on the job.

A

Simulation

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65
Q

Interviews in which questions are based on a job analysis, every applicant is asked the same questions, and there is a standardized scoring system so that identical answers are given identical scores

A

Structured interviews

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66
Q

The listening style of a person who pays attention mainly to the way in which words are spoken.

A

Stylistic listening

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67
Q

Medium use of interview in which the applicant and interviewer are in the same room

A

Face-to-Face Interview

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68
Q

The extent to which an
employee wants to remain with an organization and
cares about the organization.

A

Affective commitment

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69
Q

In path–goal theory, a
leadership style in which the leader sets challenging
goals and rewards achievement.

A

Achievement-oriented style

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70
Q

The conflict style of a person
who tends to respond to conflict by giving in to the
other person.

A

Accommodating style

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71
Q

A performance appraisal system in which feedback is obtained from multiple sources such as supervisors, subordinates, and peers.

A

360-degree feedback

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72
Q

A basic capacity for performing a wide range of different tasks, acquiring knowledge, or developing a skill.

A

Ability

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73
Q

The fourth and final stage of emotional reaction to downsizing, in which employees accept that lay-offs will occur and are ready to take steps to secure their future.

A

Acceptance stage

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74
Q

one applicant and one interviewer

A

one-on-one interview

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75
Q

series of one-on-one interview. Ex. hr-dept head- CEO

A

serial interview

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76
Q

multiple interviewers asking questions and evaluating answers of the same applicant at the same time

A

Panel interview

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77
Q

In path–goal theory, a leadership style in which the leader allows employees to participate in decisions

A

Participative style

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78
Q

Have multiple applicants answering questions during the same interview

A

Group interview

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79
Q

One could put together several combinations of interview type

A

serial-panel-group interview

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80
Q

Similar with serial with differ in passing time between the first and subsequent interview. Ex. Hr- After a week- CEO

A

Return Interview

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81
Q

Medium use of interview in which the interview conducted virtually

A

Video Conference

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82
Q

Medium use of interview in which often used to screen applicants but do not allow the use of visual cues. Preliminary interview.

A

Telephone interview

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83
Q

Medium use of interview in which an applicant answering the series of written questions and then sending the answers back through regular mail or email.

A

Written Interview

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84
Q

Interviews in which questions
are based on a job analysis, every applicant is asked the same questions, and there is a standardized scoring system so that identical answers are given identical scores.

A

Structured interviews

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85
Q

An interview in which applicants are not asked the same questions and in which there is no standard scoring system to score applicant answers.

A

Unstructured interview

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86
Q

Problems with unstructured interview:

A

*Poor Intuitive Ability
*Lack of Job relatedness
*Primacy Effects
*Contrast Effect
*Negative-Information Bias
*Interviewer-Interviewee Similarity
*Interviewee Appearance
*Nonverbal Cues

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87
Q

Interviewers often base their hiring decisions on “gut reactions” or intuition which is inaccurate predictors of a variety of factors ranging from future employees success.

A

Poor Intuitive Ability

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88
Q

Interviewer conduct interviews base on questions that are not related to any particular jobs (competencies)

A

Lack of Job relatedness

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89
Q

The fact that information presented early in an interview carries more weight than information presented later. “First Impressions”

A

Primacy effect

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90
Q

A pattern of grapevine communication in which a message is passed randomly among all employees.

A

Probability grapevine

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91
Q

When the performance of one applicant affects the perception of the performance of the next applicant.

A

Contrast effect

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92
Q

A type of rating error in which the rating of the performance level of one employee affects the ratings given to the next employee being rated.

A

Contrast error

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93
Q

The extent to which employees believe they must remain with an organization due to the time, expense, and effort they have already put into the organization.

A

Continuance commitment

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94
Q

The effort employees make to get along with their peers, improve the organization, and “go the extra mile.”

A

Contextual performance

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95
Q

The fact that negative information receives more weight in an employment decision than does positive information.

This seems to occur only when the interviewers aren’t aware of job requirements

The applicants are afraid to be honest for the fear that one negative info might cost them their job opportunities

A

Negative information bias

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96
Q

An interviewee receive a higher score base on the similarity in personality, attitude, gender or race of interviewer.

A

Interviewer-Interviewee Similarity

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97
Q

A computer-based employee communication network used exclusively by one org.

A

Intranet

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98
Q

A type of structured interview question that clarifies info on the résumé or application.
Ex. You joined the annual summer fair. What is that?

A

Clarifier

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99
Q

A type of structured interview question in which a wrong answer will disqualify the applicant from further consideration.

Ex. Are you available to work in weekends? or Do you have a psychometrician license?

A

Disqualifier

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100
Q

A type of structured-interview question designed to tap an applicant’s knowledge or skill.

Ex. You listed that you are proficient in excel, can you create a pivot table? or You listed that you are fluent in spanish, (ask the applicant in spanish)

A

Skill-level determiner

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101
Q

Proficiency to perform a particular task

A

Skill

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102
Q

A type of structured interview question in which applicants are given a situation and asked how they would handle it. (situational question)

Ex. how would you handle an angry customer?

A

Future-focused question

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103
Q

A type of structured-interview question that taps an applicant’s experience. Better predictors of high-level positions than future-focused approach.

A

Past-focused question

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104
Q

A type of structured-interview question that taps how well an applicant’s personality and values will fit with the organizational culture.

A

Organizational fit questions

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105
Q

A method of scoring interview
questions in which the answer is either right or wrong. Scored on the basis of correctness (e.g., What is the legal drinking age in Phil.?)

A

Right/wrong scoring

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106
Q

A method of scoring interview answers that compares an applicant’s answer with benchmark answers.

A

Typical-answer approach

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107
Q

Standard answers to interview questions, the quality of which has been agreed on by job experts.

A

Benchmark answers

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108
Q

A method of scoring interview answers that provides points for each part of an answer that matches the scoring key.

A

Key-issues approach

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109
Q

CONDUCTING THE STRUCTURED INTERVIEW

A
  1. Build Rapport
  2. Explain the Interview process
  3. Ask Interview Questions
  4. Provide Information about the Job and the Organization
  5. Answer Questions applicants might have
  6. End the interview on a pleasant note
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110
Q

An assessment center exercise
designed to simulate the types of information that daily come across a manager’s or employee’s desk in order to observe the applicant’s responses to such information.

A

In-basket technique

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111
Q

The listening style of a person who cares about only the main points of a communication.

A

Inclusive listening

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112
Q

A theory of leadership that states that there are six styles of leadership (informational, magnetic, position, affiliation, coercive, and tactical) and that each style will be effective only in one of six organizational climates.

A

IMPACT theory

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113
Q

An organizational climate in which important information is not available.

A

Ignorance

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114
Q

Leaders use available information to make a decision without consulting their subordinates.

A

Autocratic I strategy

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115
Q

Leaders obtain necessary information from their subordinates and then make their own decision.

A

Autocratic II strategy

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116
Q

The conflict style of a person who reacts
to conflict by pretending that it does not exist. “ignore the conflict”

A

Avoiding style

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117
Q

A method of selection involving application
blanks that contain questions that research has shown will predict job performance.

A

Biodata

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118
Q

A method of performance appraisal involving the placement of benchmark behaviors next to each point on a graphic rating scale.

A

Behaviorally anchored rating scales (BARS)

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119
Q

A method of performance appraisal in which supervisors rate the frequency of observed behaviors.

A

Behavioral observation scales (BOS)

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120
Q

Leaders share the problem on an individual basis with their subordinates and then make a decision that may or may not be consistent with the thinking of the group.

A

Consultative I strategy

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121
Q

Leaders share the problem with the group as a whole and then make a decision that may or may not be consistent with the thinking of the group.

A

Consultative II strategy

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122
Q

A type of rating error that occurs when
raters allow either a single attribute or an overall impression of an individual to affect the ratings they make on each relevant job dimension.

A

Halo error

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123
Q

When employees change their behavior due solely to the fact that they are receiving attention or are being observed.

A

Hawthorne effect

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124
Q

Conflict between an individual and the other members of a group.

A

Individual–group conflict

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125
Q

An exercise, usually found in assessment centers, that is designed to simulate the business and marketing activities that take place in an
organization.

A

Business game

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126
Q

A method of selecting employees in which applicants participate in several job-related activities, at least one of which must be a simulation,
and are rated by several trained evaluators.

A

Assessment center

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127
Q

A selection technique, usually found in assessment centers, in which applicants meet in small groups and are given a problem to solve or an issue to discuss.

A

Leaderless group discussion

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128
Q

The intentional placement of untrue information on a résumé

A

Résumé fraud

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129
Q

A method of selecting employees in which an applicant is asked to perform samples of actual job-related tasks.

A

Work sample

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130
Q

A leadership theory that focuses on the interaction between leaders and subordinates

A

Leader–member exchange (LMX) theory

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131
Q

Communication among employees in an organization that is not directly related to the completion of an organizational task

A

Informal communication

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132
Q

The process of confirming the accuracy of résumé and job application information.

A

Reference check

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133
Q

A letter expressing an opinion regarding an applicant’s ability, previous performance, work habits, character, or potential for success.

A

Letter of recommendation

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134
Q

The expression of an opinion, either orally or through a written checklist, regarding
an applicant’s ability, previous performance, work habits, character, or potential for future success.

A

Reference

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135
Q

Leadership power that exists when followers can identify with a leader and the leader’s
goals

A

Referent power

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136
Q

Poorly substantiated information that is passed along the grapevine

A

Rumor

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137
Q

A variation on top-down selection in which the names of the top three applicants are
given to a hiring authority who can then select any of the three.

A

Rule of three

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138
Q

Recruitment ads in which applicants are instructed to call rather than to apply in person or send résumés.

A

Respond by calling ads

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139
Q

The first step in organizational change, in which employees look for practices and policies that waste time and are counterproductive

A

Sacred cow hunt

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140
Q

The conflict style of a person who responds to conflict by always trying to win.

A

Forcing style

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141
Q

A series of studies, conducted at the Western Electric plant in Hawthorne, Illinois, that have come to represent any change in behavior when people react to a change in the environment.

A

Hawthorne studies

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142
Q

A state of mind in which a group is so concerned about its own cohesiveness that it ignores important information.

A

Groupthink

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143
Q

A person who screens potential communication for someone else and allows only the most important information to pass through.

A

Gatekeeper

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144
Q

When high self-expectations result in
higher levels of performance.

A

Galatea effect

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145
Q

A group incentive system in which employees are paid a bonus based on improvements in group productivity

A

Gainsharing

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146
Q

Leaders share the problem with the group and let the group reach a decision or solution

A

Group I strategy

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147
Q

In Herzberg’s two-factor theory, job-related elements that result from but do not involve the job itself.

A

Hygiene factors

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148
Q

In path–goal theory, a leadership style in which the leader plans and organizes the activities of employees.

A

Instrumental style

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149
Q

A method of performance appraisal that involves rating employee performance on an interval or ratio scale.

A

Graphic rating scale

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150
Q

The shared values, beliefs, and traditions that exist among individuals in an org.

A

Organizational culture

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151
Q

The job analysis system used by the federal government that has replaced the Dictionary of Occupational Titles (DOT).

A

Occupational Information Network (O*NET)

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152
Q

The process of determining the organizational factors that will either facilitate or inhibit training effectiveness.

A

Organizational analysis

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153
Q

In equity theory, what employees get from
their jobs.

A

Outputs

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154
Q

A theory that postulates that if employees perceive they are being treated fairly, they will be more likely to be satisfied with their jobs and motivated to do well.

A

Organizational justice

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155
Q

Unnecessary paperwork generated within
organizations out of force of habit.

A

Paper cow

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156
Q

A form of ranking in which a group of employees to be ranked are compared one pair at a time.

A

Paired comparison

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157
Q

Also called cross-functional teams, they
consist of representatives from various departments (functions) within an organization.

A

Parallel teams

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158
Q

In path–goal theory, a leadership style in which the leader allows employees to participate in decisions.

A

Participative style

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159
Q

The idea that organizations tend to promote good employees until they reach the level at which they are not competent—in other words, their highest level of incompetence.

A

Peter Principle

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160
Q

A theory of leadership stating that leaders will be effective if their behavior helps subordinates achieve relevant goals.

A

Path–goal theory

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161
Q

A meeting between a supervisor and a subordinate for the purpose of discussing performance appraisal results.

A

Performance appraisal review

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162
Q

A system in which employees are paid on the basis of how much they individually produce.

A

Pay for performance

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163
Q

The idea that reinforcement is relative both within an individual and between
individuals.

A

Premack Principle

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164
Q

The perceived fairness of the methods used by an organization to make decisions

A

Procedural justice

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165
Q

A leadership style in which the leaders
influence others by virtue of their appointed or elected authority; most effective in a climate of instability

A

Position style

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166
Q

A group incentive method in which employees get a percentage of the profits made by an organization.

A

Profit sharing

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167
Q

Groups formed to produce one-time outputs such as creating a new product, installing a new software system, or hiring a new employee.

A

Project teams

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168
Q

Research method in which the experimenter either does not manipulate the independent variable or in which subjects are not randomly assigned to conditions.

A

Quasi-experiment

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169
Q

A type of sexual harassment in which the granting of sexual favors is tied to an employment decision.

A

Quid pro quo

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170
Q

Employee groups that meet to propose changes that will improve productivity and the quality of work life.

A

Quality circles

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171
Q

An exercise, usually found in assessment
centers, that is designed to simulate the business and marketing activities that take place in an organization.

A

Business game

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172
Q

A leadership style in which the individual
leads by controlling reward and punishment; most effective in a climate of crisis

A

Coercive style

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173
Q

the real backbone of the assessment center because they observe an applicant “in action”. Exposed in actual equipment.

A

Simulation

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174
Q

Predicting Employee performance: Knowledge and Ability: Abilities involving the knowledge and use of information such as math and grammar

A

Cognitive ability

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175
Q

A type of rating error in which a rater consistently rates all employees in the middle of the scale, regardless of their actual levels of performance

A

Central tendency error

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176
Q

A person who enjoys change and makes
changes for the sake of it. “if ain’t broke, break it”.

A

Change agent

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177
Q

A person who is not afraid of change but makes changes only when there is a compelling reason to do so. “if ain’t broke, leave it alone; if it’s broke, fix it”.

A

Change analyst

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178
Q

A person who hates change and will do anything to keep change from occurring. ““It may be broken, but it’s still better than the unknown”.

A

Change resister

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179
Q

A person who is willing to change. “If it’s broke, I’ll help fix it”.

A

Receptive Changer

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180
Q

A person who will initially resist change but will eventually go along with it. “are you sure it’s broken?”.

A

Reluctant changer

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181
Q

The conflict style of a person who wants a conflict resolved in such a way that both sides get what they want.

A

Collaborating style

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182
Q

An aim or purpose shared by members
of a group.

A

Common goal

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183
Q

A style of resolving conflicts in which an individual allows each side to get SOME of
what it wants. “give and take” tactics

A

Compromising style

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184
Q

A method of resolving conflict in which two sides get together to discuss a problem and arrive at a solution.

A

Cooperative problem solving

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185
Q

The psychological and behavioral reaction to a perception that another person is either keeping you from reaching a goal, taking away your right to behave in a particular way, or violating the expectancies of a relationship.

A

Conflict

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186
Q

An event that affects one member of a group will affect the other group members.

A

Corresponding effects

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187
Q

Predicting Employee performance: Knowledge and Ability:

  • Measure of facility with such processes as spatial relations and form perception
A

Perceptual ability

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188
Q

Predicting Employee performance: Knowledge and Ability:

-Tests that measure an applicant’s level of physical ability required for a job.

A

Physical ability tests

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189
Q

Predicting Employee performance: Knowledge and Ability:

-Measure of facility with such processes as finger dexterity and motor coordination.

A

Psychomotor ability

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190
Q

A person who is willing to change

A

Receptive changer

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191
Q

Letter of recommendation issues: An organization’s failure to meet its legal duty to supply relevant information to a prospective employer about a former employee’s potential for legal trouble.

A

Negligent reference

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192
Q

A psychological assessment designed to measure various aspects of an applicant’s
personality

A

Personality inventory

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193
Q

A type of honesty test that measures personality traits thought to be related to antisocial behavior.

A

Personality-based integrity test

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194
Q

The fourth and final stage of the team process, in which teams work toward accomplishing their goals.

A

Performing

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195
Q

A psychological test designed to identify vocational areas in which an individual
might be interested.

A

Interest inventory

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196
Q

The perceived fairness of the interpersonal treatment that employees receive.

A

Interactional justice

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197
Q

Also called an honesty test; a psychological test designed to predict an applicant’s tendency to steal.

A

Integrity test

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198
Q

A style of leadership in which the leader is concerned with neither productivity nor the well-being of employees

A

Impoverished leadership

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199
Q

A letter from an organization to an applicant informing the applicant that he or she will not receive a job offer.

A

Rejection letter

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200
Q

REJECTING AN APPLICANT, To do list:

A

~ Personally addressed and signed letter
~ Appreciation for applying for a position
~ Compliment the Applicant’s Qualifications
~ Comment about the high qualification of other applicants and the individual who was actually hired
~ A wish of good luck in future endeavors
~ Promise to keep the applicant resume on file

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201
Q

An incentive plan in which employees receive pay bonuses based on performance appraisal scores.

A

Merit pay

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202
Q

A statistical procedure in which the scores from more than one criterion-valid test are weighted according to how well each test score predicts the criterion.

A

Multiple regression

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203
Q

Selection practice of administering one test at a time so that applicants must pass that test before being allowed to take the next test.

A

Multiple-hurdle approach

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204
Q

A selection strategy in which applicants must meet or exceed the passing score on more than one selection test.

A

Multiple-cutoff approach

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205
Q

A performance appraisal strategy in which an employee receives feedback from sources (e.g., clients, subordinates, peers) other than just his/her supervisor.

A

Multiple-source feedback

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206
Q

Three needs theory (David McClelland): According to trait theory, the extent to which a person desires to be successful.

A

Need for achievement

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207
Q

Three needs theory (David McClelland): The extent to which a person desires to be around other people

A

Need for affiliation

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208
Q

Three needs theory (David McClelland): According to trait theory, the extent to which a person desires to be in control of other people.

A

Need for power

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209
Q

A leadership style in which a person leads through organization and strategy; most effective in a climate of disorganization.

A

Tactical style

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210
Q

A potential source of conflict that arises when the completion of a task by one person affects the completion of a task by another person.

A

Task interdependence

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211
Q

Selecting applicants in straight rank order of their test scores.

A

Top-down selection

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212
Q

The variable in Fiedler’s contingency model that refers to the extent to which tasks have clear goals and problems can be solved.

A

Task structuredness

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213
Q

Visionary leadership in which the leader changes the nature and goals of an organization.

A

Transformational leadership

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214
Q

The extent to which behavior learned in training will be performed on the job.

A

Transfer of training

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215
Q

Leadership style in which the leader focuses on task-oriented behaviors.

A

Transactional leadership

216
Q

A planned effort by an organization to facilitate the learning of job-related behavior on the part of its employees.

A

Training

217
Q

Organizational behaviors or practices that convey messages to employees.

A

Symbols

218
Q

In path–goal theory, a leadership style
in which leaders show concern for their employees.

A

Supportive style

219
Q

Employees who retain their jobs following a
downsizing.

A

Survivors

220
Q

A group member who intentionally provides an opposing opinion to that expressed by the leader or the majority of the group.

A

Devil’s advocate

221
Q

Communication within an organization in which the direction of communication is from management to employees.

A

Downward communication

222
Q

The perceived fairness of the decisions made in an organization

A

Distributive justice

223
Q

Employees who receive much grapevine information but who seldom pass it on to others.

A

Dead-enders

224
Q

The fourth step in Maslow’s hierarchy, concerning the individual’s need for recognition and success.

A

Ego needs

225
Q

The listening style of a person who cares primarily about the feelings of the speaker. Most likely to pay attention to nonverbal cues.

A

Empathic listening

226
Q

A theory of job satisfaction stating that employees will be satisfied if their ratio of effort to reward is similar to that of other employees.

A

Equity theory

227
Q

Aldefer’s needs theory, which describes
three levels of satisfaction: existence, relatedness, and growth.

A

ERG theory

228
Q

Conflict that keeps people from working together, lessens productivity, spreads to other areas, or increases turnover.

A

Dysfunctional conflict

229
Q

The extent to which employees feel an obligation to remain with an organization.

A

Normative commitment

230
Q

A method of resolving conflicts in which a neutral third party is asked to choose which side is correct but in which either party may appeal the decision.

A

Nonbinding arbitration

231
Q

Those who seek leadership positions because they will result in personal gain.

A

Noncalculative motivation

232
Q

The listening style of a person who cares about only information that is consistent with his or her way of thinking. This type of listener doesn’t agree to the speaker, they tend to not listen to what the speaker say. Unless, they consider the speaker to be strong or having authority.

A

Nonconforming listening

233
Q

A method of resolving conflict in which two sides use verbal skill and strategy to reach an agreement.

A

Negotiation and bargaining

234
Q

A theory based on the idea that employees
will be satisfied with jobs that satisfy their needs.

A

Needs theory

235
Q

The idea that people behave in ways consistent with their self-image.

A

Self-fulfilling prophecy

236
Q

The fifth step in Maslow’s hierarchy, concerning the need to realize one’s potential.

A

Self-actualization needs

237
Q

The third step in Maslow’s hierarchy, concerning the need to interact with other people.

A

Social needs

238
Q

The second step in Maslow’s hierarchy, concerning the need for security, stability, and physical safety.

A

Safety needs

239
Q

The first step in Maslow’s needs hierarchy, concerning survival needs for food, air,
water, and the like.

A

Basic biological needs

240
Q

Power that individuals have because they
have knowledge.

A

Expert power

241
Q

The extent to which employees within an organization are paid fairly compared with
employees in other organizations

A

External equity

242
Q

In Herzberg’s two-factor theory,
job-related elements that result from but do not involve the job itself. Ex. benefits, pay, relations to coworker, physical working conditions, status, security etc.

A

Hygiene factors

243
Q

In Herzberg’s two-factor theory, elements of a job that concern the actual duties performed by the employee. Ex. Level of responsibility, the amount of job control, level of autonomy or discretion, interest of the work hold by the employee, opportunities for creativity

A

Motivators

244
Q

One of the big five personality categories
(the opposite of emotional stability), a description of people who are anxious, tense, and worried.

A

Neuroticism

245
Q

Working more than one job.

A

Moonlighting

246
Q

Job Characteristics Theory (Oldham & Hackman): Using wide range of skills and abilities in your work

A

Skill Variety

247
Q

The theory proposed by Hackman and Oldham that suggests that certain characteristics of a job will make the job more or less satisfying, depending on the particular needs of the worker.

A

Job characteristics theory

248
Q

Job Characteristics Theory (Oldham & Hackman): Feeling your work has an impact on others

A

Task Significance

249
Q

Job Characteristics Theory (Oldham & Hackman): Getting clear information on your performance.

A

Feedback

250
Q

Job Characteristics Theory (Oldham & Hackman): Having control over how you perform your work

A

Autonomy

251
Q

Job Characteristics Theory (Oldham & Hackman): Completing a whole and meaningful piece of work

A

Task Identity

252
Q

The conflict style of a person who reacts to conflict by pretending that it does not exist.

A

Avoiding style

253
Q

A method of increasing performance in
which employees are given specific performance goals to aim for. (Edwin Locke & Gary Latham)

A

Goal Setting (Theory)

254
Q

What are the goal setting theory qualities:

A

Difficulty- difficult goals are more motivating than easier goal

Acceptance- It hinges on a person belief that a goal is attainable

Specificity- Specifying a particular level of performance is more motivating

Feedback- on the goals should be considered

Commitment- goals need to be accepted by the individual

255
Q

In expectancy theory, the perceived
probability that a particular level of performance will result in a particular consequence. Belief that good performance will be rewarded.

A

Instrumentality

256
Q

In expectancy theory, the perceived desirability of a consequence that results from a particular level of performance.

If an employee is rewarded, the reward must be something they value.

A

Valence

257
Q

The extent to which an employee identifies with and is involved with an organization.

A

Organizational commitment

258
Q

A theory of leadership that concentrates on helping a leader choose how to make a decision

A

Vroom-Yetton Model

259
Q

A theory that postulates that if employees perceive they are being treated fairly, they will be more likely to be satisfied with their jobs and motivated to do well.

A

Organizational justice

260
Q

The field of study that investigates the behavior of employees within the context of an organization

A

Organizational psychology

261
Q

The process whereby new employees learn the behaviors and attitudes they need to be successful in an organization.

A

Organizational socialization

262
Q

Such personal factors as personality, willingness, and interest that are not knowledge, skills, or abilities.

A

Other characteristics

263
Q

In equity theory, what employees get from
their jobs.

A

Outputs

264
Q

An attendance policy in which all paid vacations, sick days, holidays, and so forth are combined.

A

Paid time off (PTO)

265
Q

A formal method of downward communication in which an organization’s rules and procedures are placed in a manual; legally binding by courts of law

A

Policy manual

266
Q

A system in which part-time employees who work only during peak hours are paid at a higher hourly rate than all-day, full-time employees.

A

Peak-time pay

267
Q

Leadership power that exists to the
extent that the leader has the ability and authority to provide rewards.

A

Reward power

268
Q

A training technique in which employees act out simulated roles.

A

Role play

269
Q

Procedures in which employees participate to become “one of the gang.”

A

Rituals

270
Q

The extent to which an employee’s roles and expectations are unclear.

A

Role ambiguity

271
Q

The extent to which an employee’s role and expected role are the same.

A

Role conflict

272
Q

The extent to which an employee is able to psychologically handle the number of roles and tasks assigned.

A

Role overload

273
Q

The fact that individuals in a group often exert less individual effort than they would if they were not in a group.

A

Social loafing

274
Q

States that the addition of a group member has the greatest effect on group behavior when the size of the group is small.

A

Social impact theory

275
Q

The negative effects that occur when a person performs a task in the presence of others.

A

Social inhibition

276
Q

States that employees model their levels of satisfaction and motivation from other employees.

A

Social learning theory

277
Q

The tendency for organizations to require employees to work faster and produce work sooner than needed.

A

Speed cow

278
Q

The listening style of a person who cares about only facts and details.

A

Technical listening

279
Q

The second stage in group formation in which group members disagree and resist their team roles.

A

Storming

280
Q

A leadership style in which the leader
is concerned with both productivity and employee well-being.

A

Team leadership

281
Q

Employees who lose their jobs due to a layoff

A

Victims

282
Q

A job fair held on campus in which students can “tour” a company online, ask questions of recruiters, and electronically send résumés

A

Virtual job fair

283
Q

A method of absenteeism control in which employees are paid for their unused
sick leave.

A

Well pay

284
Q

An approach to handling conflict in which one side seeks to win regardless of the
damage to the other side.

A

Winning at all costs

285
Q

An approach to handling conflict in which one of the parties removes him/ herself from the situation to avoid the conflict.

A

Withdrawal

286
Q

A person who always thinks the worst is going to happen.

A

Worrier

287
Q

(Behavioral Approach) Organizational Behavior Modification: Increases the target behavior by adding something desirable to the employee.

A

Positive Reinforcement

288
Q

(Behavioral Approach) Organizational Behavior Modification: Increase the target behavior by taking away something adverse.

A

Negative Reinforcement

289
Q

(Behavioral Approach) Organizational Behavior Modification: It involves the addition of adverse stimulus to decrease behavior.

A

Positive Punishment

290
Q

(Behavioral Approach) Organizational Behavior Modification: Involves the removal of a desirable stimulus to decrease behavior.

A

Negative Punishment

291
Q

An exact amount of time passes between each reinforcement. Ex. Getting the paycheck every two weeks.

A

Fixed-interval schedule

292
Q

A varying amount of time passes between each reinforcement. Ex. Check-ins of Management

A

Variable-interval Schedule

293
Q

Reinforcement occurs after a fixed number of responses. Ex. Commission-Based Scales

A

Fixed-Ratio Schedule

294
Q

Reinforcement occurs after varying a number of responses. Ex. Employee of the month program with varying criteria.

A

Interval-ratio schedule

295
Q

A method of resolving conflict in which a neutral third party is asked to help the two parties reach an agreement. High process of control but Low in Decision control.

A

Mediation

296
Q

Situational Leadership Theory: Employee is Unable and Unwilling (insecure)

A

Directing Leadership

297
Q

Third party intervention Strategies: A method of resolving conflicts in which a position in authority in the company dominates the intervention process as well as make a binding decision. High in process control and high in decision control.

A

Inquisition

298
Q

A method of resolving conflicts in which a neutral third party is asked to choose which side is correct. Low in process control but high in decision control.

A

Arbitration

299
Q

____ Used to distinguish which factors within a situation or organization drive a person towards or away from a desired state, and which oppose the driving forces. These can be analyzed in order to inform decisions that will make change more acceptable.

A

Lewin’s force field analysis

300
Q

Situational Leadership Theory: Employee is able and but unwilling.

A

Supporting Leadership

301
Q

Situational Leadership Theory: Employee is unable but willing.

A

Coaching Leadership

302
Q

Situational Leadership Theory: Employee is able and willing

A

Delegating Leadership

303
Q

A leadership theory that focuses on the INTEACTION between leaders and subordinates. (Graen & Uhl-Bien)

A

Leader–member exchange (LMX) theory

304
Q

Leader–member exchange (LMX) theory: Characterized by a high-quality relationship with the leader.

A

In-goup

305
Q

Leader–member exchange (LMX) theory: Characterized by low-quality relationship with the leader

A

out-group

306
Q

Impact Theory (Greier, Downey & Johnson): A style of leadership most effective in a climate of ignorance.

A

Information/Informational style

307
Q

A style of leadership in which the leader
has influence because of his or her charismatic
personality; most effective in a climate of despair.

A

Magnetic style

308
Q

Impact Theory (Greier, Downey & Johnson): A style of leadership that is most effective in a climate of despair.

A

Magnetic/Magnetic style

309
Q

Impact Theory (Greier, Downey & Johnson): A style of leadership that is most effective in a climate of instability.

A

Position style

310
Q

Impact Theory (Greier, Downey & Johnson): A style of leadership that is most effective in a climate of anxiety.

A

Affiliation style

311
Q

Impact Theory (Greier, Downey & Johnson): A style of leadership that is most effective in a climate of crisis.

A

Coercive style

312
Q

Impact Theory (Greier, Downey & Johnson): A style of leadership that is most effective in
a climate of disorganization.

A

Tactical style

313
Q

____ looks at the relationship between the org and environment in which they are involved. This focus reflects on org ability to adapt to changes in environment conditions

A

Open System Theory

314
Q

Four System theory (Rensis Likert): Having no trust and No communication to the employee. The type of organization was similar to theory X because it is characterized as having little trust in employees. Scant communication between employees and management, very centralized decision making, and control achieved in a very “top-down” manner.

A

Exploitative Authoritarian (System 1 of Management)

315
Q

Four System theory (Rensis Likert): Little Trust and Have little communication. In short, employees are still treated in a largely authoritative manner, but the organization is a bit nicer to them.

A

Benevolent Authoritative (System 2 of Management)

316
Q

Four System theory (Rensis Likert): have trust and communication is combination of top-down and bottom-up. There is more overall communication and much more of it flows from the bottom up. However, decision making is still primarily in the hands of those at higher organizational levels, but the manner in which this authority is exerted is different than in the System 1 & 2 organizations.

A

Consultative (System 3 of Management)

317
Q

Four System theory (Rensis Likert): Full trust and open communication. A company have a good performance. In this type of organization, managers have completely trust in subordinates and, as a result, always seek their input before making decisions.

A

Participative (System 4 of Management)

318
Q

___ is primarily concerned with the growth and development of organizations human resources. Ex. Career Development, Performance Management, Employee Training, Creating programs, Empowerment, Employee Engagement, Learning

A

Human Resource Development

319
Q

____ task such as creating training program, training manuals, survey employees, manage budgets related to training and development. ___ task related to payroll specialist, benefits manager, recruitment, Staffing, Manpower planning, managing and maintaining relationships, monitoring.

A

HRD:HRM

320
Q

____ is focused on broader set of functions related to managing the employee lifecycle within an organization

A

Human Resource Management

321
Q

____ focuses on improving the organization overall health and effectiveness.

A

Organizational Development

322
Q

Involves in Strategic planning, Organizational Culture change, process re-engineering.

A

Organizational Development

323
Q

Overlaps in functions such leadership development, change management, team building

A

Both HRD and OD

324
Q

Overlaps in functions such as Performance Appraisal, Talent Management Training

A

Both HRD and HRM

325
Q

____ Focuses specifically on improving job-related skills and knowledge

A

Employee Training

326
Q

A stress-prone person who is competitive, impatient, and hurried.

A

Type A personality

327
Q

An employee discusses a conflict with a third-party such as a friend or supervisor. In doing so, the employee hopes that the third party will talk to the second party and that the conflict will be resolved without the need for the two parties to meet.

A

Triangling

328
Q

A non–stress-prone person who is relaxed and agreeable.

A

Type B personality

329
Q

A method of making decision in which a high score on a test can compensate for low score on another test. For example, a high GPA might compensate for a low GRE score.

A

Compensatory Approach

330
Q

Selecting applicants in straight “rank order” of their test scores. Staring from high scores and moving down until all opening have been filled.

A

Unadjusted Top-Down

331
Q

A variation on top-down selection in which the names of the top three applicants are given to a hiring authority who can then select any of the three. A technique often used in a public sectors.

A

Rule of three / (Rule of Five)

332
Q

The minimum test score that an applicant must achieve to be considered for hire

A

Passing score

333
Q

A statistical technique based on the standard error of measurement that allows similar test scores to be grouped. Attempts to hire the top test scorers while still allowing some flexibility for affirmative action

A

Banding

334
Q

A meeting between a supervisor and a subordinate for the purpose of discussing performance appraisal results

A

Performance appraisal review

335
Q

Determine the reason for EEP, are the ff;

A

Providing employee feedback and training
Determining Salary Increase
Making Promotion Decisions
Making Termination Decisions
Conducting Organizational Research

336
Q

Determine Who will evaluate performance:

A
  • Supervisor- (common source) “they do see the end results”
  • Peer- often see the actual behavior (co-worker)
  • Subordinates -upward feedback
  • Self Appraisal
  • Customer
337
Q

Also called upward feedback

A

Subordinates

338
Q

A performance appraisal system in which feedback is obtained from multiple sources such as supervisors, subordinates and peers.

A

360 degree feedback

339
Q

A performance appraisal strategy in which an employee receives feedback from sources (e.g., clients, subordinates, peers) other than just his/her supervisor.

A

Multiple-source feedback

340
Q

Concentrates on such employee attributes such as dependability, honest and courtesy. But it provide poor feedback and thus will not result in employee development and growth.

A

Trait-Focused Performance Dimensions

341
Q

Concentrates on employees KSAOs. Ex. Report-writing skills, driving, knowledge of the law, etc. It advantage is, it is easy to provide feedback and suggest the steps necessary to correct deficiencies.

A

Competency-Focused Performance Dimensions

342
Q

Through organized by the similarity of tasks that are performed. This often easier to evaluate performance than with other dimension but its more difficult to offer suggestions for how to correct deficiency.

A

Task-focused performance Dimensions

343
Q

Appraised on the basis of goals to be accomplished by the employee. Advantage is that the employee has easier way to understand why certain behaviors are expected.

A

Goad-focused performance dimensions

344
Q

Appraised base on prosocial organizational behaviors. Advantage: The effort of an employee makes to get along with peers, improve organization and “GO THE EXTRA MILE”

A

Contextual Performance

345
Q

Easily used when there are only few employees and most common methods of comparing employee performance.

A

Rank Order

346
Q

A form of ranking in which a group of employees to be ranked are compared one pair at a time. Comparing each possible pair of employees and choose which is better.

A

Paired comparison

347
Q

A performance appraisal method in which a predetermined percentage of employees are placed into a number of performance categories. Also called as “Rank and Yank” or “Stack Ranking”

A

Forced distribution method

348
Q

Four types of objective measures used to measure job performance:

A

Quantity of Work
Quality of work
Attendance
Safety

349
Q

A type of objective criterion used to measure job performance by comparing a job behavior with a standard.

A

Quality of work

350
Q

A type of objective criterion used to measure job performance by counting the number of relevant job behaviors that occur.

A

Quantity of work

351
Q

A common method for objectively measuring one aspect of an employee’s performance is by looking at attendance. Three criteria: Absenteeism, tardiness, and tenure

A

Attendance

352
Q

Ratings of performance: Tools for rating employee performance

A

Graphic rating Scale
Behavioral Checklist
Comparison with others
Frequency of Desired behavior
Extent to which expectations were met

353
Q

The effect when an individual working on a task compares his or her performance with that of another person performing the same task.

A

Comparison

354
Q

A method of performance appraisal involving the placement of benchmark behaviors next to each point on a graphic rating scale.

A

Behaviorally anchored rating scales (BARS)

355
Q

A type of rating error that occurs when raters allow either a single attribute or an overall
impression of an individual to affect the ratings they make on each relevant job dimension.

A

Halo error

356
Q

Gives a negative rating based inly on the single negative attributes of an employee

A

Horn Error

357
Q

A type of rating error in which a rater consistently gives all employees high ratings,
regardless of their actual levels of performance.

A

Leniency error

358
Q

A type of rating error in which a rater consistently gives all employees low ratings, regardless of their actual levels of performance.

A

Strictness error

359
Q

A type of rating error in which a rater consistently rates all employees in the middle of the scale, regardless of their actual levels of performance.

A

Central tendency error

360
Q

A type of rating error in which raters base their rating of an employee during one rating period on the ratings the rater gave during a previous period.

Ex. Previous rating is excellent, next rating is still excellent even thought the performance of the employee deteriorate.

A

Assimilation

361
Q

A type of rating error in which a rating made on one dimension influences the rating made on the dimension that immediately follows it on the rating scale

A

Proximity error

362
Q

A type of rating error in which the rating of the performance level of one employee affects the ratings given to the next employee being rated.

A

Contrast error

363
Q

Rating Error: The tendency for supervisors to recall and place more weight on recent behaviors when they evaluate performance.

A

Recency effect

364
Q

Rating error: The idea that supervisors do not see most of an employee’s behavior.

A

Infrequent observation

365
Q

Rating error: The amount of stress under which a supervisor operates also affects their performance ratings

A

Emotional State

366
Q

Raters who like the employees being rated may be more lenient and less accurate in their ratings than would raters who neither like or dislike their employees.

A

Bias

367
Q

Legal Causes For termination of employees:

A

Just Cause : Serious Misconduct, Willful Disobedience, Gross and Habitual Neglect of Duties, Fraud, and Willful Breach of Trust

Authorized Cause: Redundancy, Retrenchment to prevent losses, and Closure or Cessation of Operation

368
Q

Legal Process of termination:

A

Written Notice
Hearing
Written Notice

369
Q

The employer must furnish the workers to be dismissed with two written notices before termination of employment can be effected.

A

Twin Notice Rule

370
Q

A planned effort by an organization to facilitate the learning of job-related behavior on the
part of its employees.

A

Training

371
Q

The process of determining the training needs of an organization

A

Needs analysis

372
Q

Three types of need analysis:

A

Organizational Analysis
Task Analysis
Person Analysis

373
Q

The process of determining the organizational factors that will either facilitate or inhibit training effectiveness.

If the organization may able to fund the expenses of the training

A

Organizational Analysis

374
Q

The process of identifying the employees who need training and determining the areas in which each individual employee needs to be trained.

A

Person Analysis

375
Q

The process of identifying the tasks for which employees need to be trained.

A

Task Analysis

376
Q

A noninteractive training method in which
the trainer transmits training information over the Internet.

A

Webcast

377
Q

Short for “web seminar”, an interactive
training method in which training is transmitted over the Inernet.

A

Webinar

378
Q

Types of training methods:

A

Classroom training
Distance learning
On-the-Job Training

379
Q

Types of Classroom Training:

A

Lecturer
Case Study
Simulation
Role Play
Behavior Modeling
Video

380
Q

Types of Distance Learning:

A

Printed Materials
Video/DVD
Interactive Video
Podcast
Mobile Learning
Webinar
Webcast
Chat rooms and Discussion Boards

381
Q

Types of On-the-Job Training:

A

Modeling
Job Rotation
Apprentice training
Coaching
Mentoring
Performance Appraisal

382
Q

A training technique in which an employee is presented with a videotaped situation
and is asked to respond to the situation and then receives feedback based on the response.

A

Interactive video

383
Q

Allow employees to learn material at their own pace, at a time and place that is convenient to them.

A

Distance Learning

384
Q

A training technique in which employees,
usually in a group, are presented with a real or hypothetical workplace problem and are asked to propose the best solution

A

Case study

385
Q

Ensuring transfer of training: Practicing a task even after it has been mastered in order to retain learning.

A

Overlearning

386
Q

Ensuring transfer of training: Concentrating learning into a short period of time.

A

Massed practice

387
Q

A method of evaluating training in which employees are asked their opinions of a
training program.

A

Employee reactions

388
Q

Evaluating the effectiveness of a training program by measuring how much employees learned from it.

A

Employee learning

389
Q

A method of evaluating the effectiveness of training by determining whether the goals of the training were met.

A

Business impact

390
Q

The amount of money an organization makes after subtracting the cost of training or other interventions

A

Return on investment (ROI)

391
Q

Measurement of the effectiveness of training by determining the extent to which an employee apply the material taught in a training program.

A

Training Application

392
Q

A group incentive method in which employees are given the option of buying stock in the future at the price of the stock when the options were granted.

A

Stock options

393
Q

A group incentive method in which employees get a percentage of the profits made by an
organization

A

Profit sharing

394
Q

An incentive plan in which employees receive pay bonuses based on performance appraisal scores

A

Merit pay

395
Q

A group incentive system in which employees are paid a bonus based on improvements in group productivity.

A

Gainsharing

396
Q

The idea that people behave in ways consistent with their self-image. We behave based on our self-image.

Ex. If the person believes he is intelligent, he should do well in test, but if he thinks he is dumb, he should do poorly.

A

Self-fulfilling prophecy

397
Q

The extent to which an employee identifies with and is involved with an organization.

A

Organizational commitment

398
Q

The attitude employees have toward their jobs

A

Job satisfaction

399
Q

A form of upward communication in which a survey is conducted to determine employee attitudes about an organization.

A

Attitude Survey

400
Q

A form of upward communication in which employees are asked to place their suggestions in a box.

A

Suggestion box

401
Q

The transmission of business-related information among employees, management, and customers.

A

Business communication

402
Q

A method of downward communication in which informal or relatively unimportant written information is posted in a public place.

A

Bulletin board

403
Q

A formal method of downward communication in which an organization’s rules and procedures are placed in a manual; legally binding by courts of law.

A

Policy manual

404
Q

A method of downward communication typically used to communicate organizational feedback and celebrate employee success

A

Newsletters

405
Q

Types of Business communication:

A

Memos
Telephone calls
Email and voice mails
Business meetings

406
Q

Communication among employees in an organization that is not directly related to the completion of an organizational task

A

Informal communication

407
Q

Type of Informal comm: Poorly substantiated information and insignificant information that is primarily about individuals. The content of the message lacks significance to the people gossiping

A

Gossip

408
Q

Type of Informal comm: Poorly substantiated information that is passed along the grapevine. The information has significant to the lives of those communicating the message and can be about individuals or other topics such as job security, personnel changes, the external reputation of the org.

A

Rumor

409
Q

An unofficial, informal communication
network.

A

Grapevine

410
Q

Types of upward communication:

A

Attitude Surveys
Focus Groups and Exit Interviews
Suggestion Boxes
Third-Party Facilitators

411
Q

A pattern of grapevine communication in which a message is passed to a select group of people who each in turn pass the message to a few select others.

A

Cluster Grapevine

412
Q

A pattern of grapevine communication
in which a message is passed to only a select group of individuals

A

Gossip grapevine

413
Q

A pattern of grapevine communication in which a message is passed randomly among all employees.

A

Probability grapevine

414
Q

A pattern of grapevine communication in which a message is passed in a chainlike fashion from one person to the next until
the chain is broken.

A

Single-strand grapevine

415
Q

Categories of Grapevine: An employee who receives less than half of all grapevine information

A

Isolate

416
Q

Deviation from a standard of quality; also a
type of response to COMMUNICATION OVERLOAD that involves processing all information but processing some of it incorrectly.

A

Error

417
Q

Categories of Grapevine: Employees who receive much grapevine information but who seldom pass it on to others.

A

Dead-enders

418
Q

A response to communication overload in which the employee leaves the organization to reduce the stress.

A

Escape

419
Q

Reaction to information overload: A person who screens potential communication for someone else and allows only the most important information to pass through.

A

Gatekeeper

420
Q

A strategy for coping with communication overload in which an organization reduces the amount of communication going to one person by directing some of it to another person.

A

Multiple channels

421
Q

A response to communication overload that involves the conscious decision not to process certain types of information.

A

Omission

422
Q

A method of coping with communication overload that involves organizing work into an order in which it will be handled.

A

Queuing

423
Q

A part of trait theory that postulates that certain types of people will BECOME leaders and certain types will not.

A

Leader emergence

424
Q

A part of trait theory that postulates that certain types of people will be BETTER leaders than will other types of people.

A

Leader performance

425
Q

Three aspects of motivation to lead: Those who seek leadership positions because they will result in personal gain.

A

Noncalculative motivation

426
Q

Three aspects of motivation to lead: The motivation to lead as a result of a desire to be in charge and lead others.

A

Affective identity motivation

427
Q

Three aspects of motivation to lead: The desire to lead out of a sense of duty or responsibility.

A

Social-normative motivation

428
Q

Model of group socialization:

A

*Investigation Stage (recruitment/reconnaissance)
*Socialization Stage (accommodation/assimilation)
*Maintenance Stage (Role Negotiation)
*Resocialization Stage (accommodation/assimilation)
*Remembrance Stage (tradition/Reminiscence)

429
Q

Reasons for joining the groups:

A

*Assignment
*Physical Proximity
*Affiliation
*Identification
*Emotional Support
*Assistance or Help
*Common Interest
*Common Goals

430
Q

An aim or purpose shared by members of a group.

A

Common goal

431
Q

Roles within group:

A

Knowledge Contributor
Process Observer
People Supporter
Challenger
Listener
Mediator
Gatekeeper
Take-Charge Leader

432
Q

Factors affecting Group Performance:

A

Group Think
Group roles
Individual dominance
Communication Structure
Presence of others
Group Cohesiveness

433
Q

The manner in which members of a group communicate with one another.

A

Communication structure

434
Q

When one member of a group dominates the group.

A

Individual dominance

435
Q

The positive effects that occur when a person performs a task in the presence of others.

A

Social facilitation

436
Q

The negative effects that occur when a person performs a task in the presence of
others.

A

Social inhibition

437
Q

___ That social loafing occurs when a group member notice that other members are not working hard and thus are “playing him for a sucker”. To avoid the situation, the individual lower their performance to match those of the other members.

A

Sucker Effect

438
Q

___ That social loafing, a group member does not working hard as should if he were alone.

A

Free-Loader Effect/ Free-Rider Theory

439
Q

The effect on behavior when two or more people are performing the same task in the presence of each other

A

Coaction

440
Q

The effect on behavior when one or more people passively watch the behavior of another person.

A

Audience effects

441
Q

Factors affecting Group Cohesiveness:

A

Stability
Outside Pressure
Group Status
Group Size
Isolation
Group homogeneity

442
Q

The esteem in which the group is held by people not in the group. The higher the group status, the more cohesive.

A

Group status

443
Q

The number of members in a group. The smaller the group, the more cohesive.

A

Group size

444
Q

Types of communication structure:

A

Chains
Circles
Centralized
Open

445
Q

The psychological and behavioral reaction to a perception that another person is either keeping you from reaching a goal, taking away your right to behave in a particular way, or violating the expectancies of a relationship.

A

Conflict

446
Q

Conflict that keeps people from working together, lessens productivity, spreads to other areas, or increases turnover.

A

Dysfunctional conflict

447
Q

Conflict that results in increased performance or better interpersonal relations.

A

Functional conflict

448
Q

Potential problems within group:

A

Changing Membership
Social Loafing
Group Polarization
Group Think

449
Q

Types of Teams:

A

Work Teams
Parallel Teams
Project Teams
Management Teams

450
Q

Groups of employees who manage themselves, assign jobs, plan and schedule work, make work-related decisions, and solve work-related problems.

A

Work teams

451
Q

Also called cross-functional teams, they consist of representatives from various departments (functions) within an organization.

A

Parallel teams

452
Q

Groups formed to produce one-time outputs such as creating a new product, installing a new software system, or hiring a new employee.

A

Project teams

453
Q

Teams that coordinate, manage, advice, and direct employees and teams.

A

Management teams

454
Q

The extent to which team members treat each other in a friendly, informal manner.

A

Social distance

455
Q

What is work teams:

A

Identification
Interdependence
Power Differentiation
Social Distance
Conflict Management Process
Negotiation Process

456
Q

The extent to which team members have the same level of power and respect.

A

Power differentiation

457
Q

The extent to which team members need and rely on other team members.

A

Interdependence

458
Q

Types of conflict:

A

Interpersonal Conflict
Group-Group Conflict
Individual-Group Conflict

459
Q

Conflict between two people.

A

Interpersonal conflict

460
Q

Conflict between an individual and the other members of a group.

A

Individual–group conflict

461
Q

Conflict between two or more groups.

A

Group–group conflict

462
Q

Cause of Conflict:

A

Belief
Task Interdependence
Communication Barriers
Personality
Jurisdictional Ambiguity
Competitions for Resources

463
Q

Physical, cultural, and psychological obstacles that interfere with successful communication and create a source of conflict.

A

Communication barriers

464
Q

A cause of conflict that occurs when the demand for resources is greater than the resources available.

A

Competition for resources

465
Q

Conflict caused by a disagreement about geographical territory or lines of authority.

A

Jurisdictional ambiguity

466
Q

Relatively stable traits possessed by an individual.

A

Personality

467
Q

A potential source of conflict that arises when the completion of a task by one person affects the completion of a task by another person.

A

Task interdependence

468
Q

Five stages of employees go through org changes:

A

Denial
Defense
Discarding
Adaptation
Internalization

469
Q

The first stage in the emotional reaction to change or layoffs, in which an employee denies that an organizational change or layoff will occur.

A

Denial

470
Q

The second stage of change, in which employees accept that change will occur but try to justify the old way of doing things

A

Defense

471
Q

The third stage of change, in which employees accept that change will occur and decide to discard their old ways of doing things.

A

Discarding

472
Q

The fourth stage of change, in which employees try to adapt to new policies and procedures.

A

Adaptation

473
Q

The fifth and final stage of organizational change, in which employees become comfortable with and productive in the new system.

A

Internalization

474
Q

Strategies for minimizing resistance to change:

A

Communication
Learning
Employee Involvement
Stress Management
Negotiation
Coercion

475
Q

Four Approaches to Org. Change:

A

Action Research Process
Appreciative Inquiry Approach
Large-Group Intervention
Parallel Learning Structure Approach

476
Q

Four-D Model of Appreciative Inquiry:

A

Discovery
Dreaming
Designing
Delivering

477
Q

Four-D Model of Appreciative Inquiry: Identifying the positive element of the observed events or org. “What is”

A

Discovery

478
Q

Four-D Model of Appreciative Inquiry: Envisioning what might be possible in an ideal org. “What might be”

A

Dreaming

479
Q

Four-D Model of Appreciative Inquiry: Engaging in dialogue about “what should be”. It involves the process of dialogue, in which participants listen with selfies receptivity to each other’s models and assumptions and eventually for, a collective model for thinking within the team.

A

Designing

480
Q

Four-D Model of Appreciative Inquiry: Developing objectives about “what will be”. Participants establish specific objectives and direction for their own org. on the basis of their model of what will be.

A

Delivering

481
Q

12 types of large scale org. change:

A

Transformational Change
Incremental Change
Developmental Change
Remedial Change
Process and System Change
People and Culture Change
Structural Change
Merger and Acquisition Change
De-merger Change
Downsizing Change
Relocation Change
Rebranding Change

482
Q

Org. change: Fundamentally shifts how an org. operates, requiring deep commitment.

A

Transformational Change

483
Q

Org. change: Small, gradual improvements to organizational systems for better efficiency.

A

Incremental Change

484
Q

Org. change: Improving org. by building on what already exists.

A

Developmental Change

485
Q

Org. change: Making org. run smoother by improving existing systems and workflows.

A

Process and System Change

485
Q

Org. change: Streamlining operations and achieving better results through problem-solving.

A

Remedial Change

486
Q

Org. change: People and culture change transform work environments to be more efficient and effective.

A

People and Culture Change

486
Q

Org. change: Reshaping an organization to improve efficiency and effectiveness.

A

Structural Change

487
Q

Org. change: Combining org. for growth and synergy.

A

Merger and acquisition change

488
Q

Org. change: Breaking up org. mergers to boost agility and efficiency

A

De-merger Change

489
Q

Org. change: Refreshing organizational image to stay relevant and competitive.

A

Rebranding Change

489
Q

Org. change: Moving an organization for better efficiency, cost and markets.

A

Relocation Change

490
Q

Org. change: Smooth-running an organization by reducing the workforce.

A

Downsizing change

491
Q

Six elements of Org. Structure:

A

Work Specialization
Departmentalization
Chain of command
Span of control
Centralization and Decentralization
Formalization

492
Q

___ the degree to which org. standardize behavior through rules, procedures, formal training and related mechanisms.

A

Formalization

493
Q

Companies become_____ as they increasingly rely on various forms of standardization to coordinate work.

A

formalized

494
Q

Refers to the number of people directly reporting to the next level in the hierarchy.

A

Span of control

495
Q

___ is characterized by a narrow span of control and high degree of formalization and centralized when making decision.

A

Mechanistic Structure

496
Q

___ is characterized by wide span of control, little formalization and decentralized decision making.

A

Organic Structure

497
Q

A type of broad structure that work better in a rapidly changing environment because they are more flexible and responsive to the changes. Task are fluid, adjusting to new situations and org. needs. (complex work)

A

Organic structure

498
Q

A type of broad structure that operates better in a stable environments because they rely on efficiency and routinary tasks.

A

Mechanistic Structure

499
Q

What environments suitable for mechanistic structure:

A

Stable, Simple, Integrated, and Munificent

500
Q

What environments suitable for organic structure:

A

Dynamic, Complex, Diverse and Hostile Environment

501
Q

Scarcity in resources and more competition in the market.

A

Hostile environment

502
Q

The process by which the individuals learn the values, expected behaviors, and social knowledge necessary to assume their roles in the org.

A

Organizational Socialization

503
Q

Values Framework in Org. Culture. (Cameron and Quinn)

A

Clan
Adhocracy
Hierarchy
Market

504
Q

Collaborative. Do things together.

A

Clan

505
Q

Create. Do things first

A

Adhocracy

506
Q

Control. Do things right

A

Hierarchy

507
Q

Compete. Do things Fast

A

Market

508
Q

Cultural Models: Low feedback and low degree of risk

A

Work hard- pay hard culture

509
Q

Cultural Models: High feedback and low degree of risk

A

Process Culture

510
Q

Cultural Models: Low feedback and High degree of risk

A

Tough-Guy Macho Culture

511
Q

Cultural Models: high feedback and high degree of risk

A

Bet-your company culture

512
Q

Four stages of employee go through being laid off:

A

Denial
Anger
Fear
Acceptance

513
Q

The second stage of emotional reaction to downsizing, in which employees become angry at the organization.

A

Anger stage

514
Q

The third emotional stage following the announcement of a layoff, in which employees worry about how they will survive financially.

A

Fear stage

515
Q

The fourth and final stage of emotional reaction to downsizing, in which employees accept that lay-offs will occur and are ready to take steps to secure their future.

A

Acceptance stage

516
Q

Employees who lose their jobs due to a layoff.

A

Victims

517
Q

Employees who retain their jobs following a downsizing.

A

Survivors

518
Q

Work schedules in which 40 hours are worked in less than the traditional five-day workweek.

A

Compressed workweeks

519
Q

Working more than one job.

A

Moonlighting

520
Q

A work schedule that allows employees to choose their own work hours

A

Flextime

521
Q

A flextime schedule in which employees have flexibility in scheduling but must schedule their work hours at least a week in advance.

A

Flexitour or Modified flexitour

522
Q

Flextime components: The part of a flextime schedule in which employees may choose which hours to work.

A

Flexible hours

523
Q

A shift schedule in which employees never change the shifts they work.

A

Fixed shift

524
Q

Flextime components: The total number of potential work hours available each day

A

Bandwidth

525
Q

Flextime components: The hours in a flextime schedule during which every employee must work.

A

Core hours

526
Q

A flextime schedule in which employees can choose their own hours without any advance notice or scheduling. (most flexible schedules)

A

Gliding time

527
Q

A system in which part-time employees who work only during peak hours are paid at a higher hourly rate than all-day, full time employees.

A

Peak-time pay

528
Q

A work schedule in which two employees share one job by splitting the work hours

A

Job sharing

529
Q

Working at home rather than at the office by communicating with managers and coworkers via phone, computer, fax machine, and other offsite media.

A

Telecommuting

530
Q

A shift schedule in which employees periodically change the shifts that they work.

A

Rotating shift

531
Q

A chart made for each employee that shows what level of input the employee has for each task.

A

Empowerment chart

532
Q

Levels of employee input: High to lowest level of trust and responsibility.

A

Absolute- has sole responsibility

Shared/participative/team- has equal vote in decision making

Advisory- make recommendations, new ideas and provide inputs

Ownership of own products- responsible for own quality

Following- work is closely check/approved by others.