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Mid Term Flashcards

1
Q

Frederick Taylor

A

the “father of scientific management,” was the first to use a precise analytic approach to the problem of increasing worker productivity.

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2
Q

Henri Fayoli

A

the “father of management,” was the first to state and widely publicize management principles.

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3
Q

Henri Fayoli

A

the “father of management,” was the first to state and widely publicize management principles.

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4
Q

Elton Mayo

A

and his colleagues were the first to conduct scientific research focusing on the effects of factory workers’ interpersonal interactions on their job production outcomes.

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5
Q

Louis Terman CC

A

conducted the most definitive studies of human relations in 1904 when he studied the behaviors of leaders in small groups

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6
Q

Kurt Lewin

A

developed the concept of field theory to conceptualize individual relationships in groups.

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7
Q

Kurt Lewin

A

developed the concept of field theory to conceptualize individual relationships in groups.

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8
Q

George Homans

A

made the insightful observation that when unrelated individuals were drawn together in a common activity, group norms emerged based partially on whether the team members liked or disliked one another. He also concluded that codes of behavior established by a group are often difficult for outsiders to comprehend.

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9
Q

N

A

N

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10
Q

Behaviorism

A

Focuses on observable behaviors and the ways they’re learned through conditioning. Education is seen as a process of shaping behavior through rewards and punishments.

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11
Q

Constructivism

A

Emphasizes active learning where students construct their own understanding and knowledge of the world through experiences and reflecting on those experiences.

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12
Q

Constructivism

A

Emphasizes active learning where students construct their own understanding and knowledge of the world through experiences and reflecting on those experiences.

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13
Q

Cognitivism

A

Centers on the mental processes involved in learning, such as thinking, memory, and problem-solving. Education involves understanding how learners acquire, process, and store information.

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14
Q

Cognitivism

A

Centers on the mental processes involved in learning, such as thinking, memory, and problem-solving. Education involves understanding how learners acquire, process, and store information.

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15
Q

Humanism

A

Highlights personal growth and self-actualization, promoting the idea that education should be student-centered, fostering creativity, critical thinking, and emotional development.

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16
Q

Humanism

A

Highlights personal growth and self-actualization, promoting the idea that education should be student-centered, fostering creativity, critical thinking, and emotional development.

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17
Q

Purpose of Education

A

The primary purposes of education include the transmission of knowledge, development of critical thinking and problem-solving skills, preparation for citizenship, fostering social cohesion, promoting personal development, and equipping individuals with skills for the workforce.

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18
Q

Purpose of Education

A

The primary purposes of education include the transmission of knowledge, development of critical thinking and problem-solving skills, preparation for citizenship, fostering social cohesion, promoting personal development, and equipping individuals with skills for the workforce.

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19
Q

Theoretical Foundations of Human Relations

A

Humanistic Psychology, Systems Theory, Social Exchange Theory

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20
Q

Theoretical Foundations of Human Relations

A

Humanistic Psychology, Systems Theory, Social Exchange Theory

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21
Q

Self-Concept

A

Refers to an individual’s perception of themselves, shaped by experiences, social interactions, and feedback from others.

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22
Q

Self-Concept

A

Refers to an individual’s perception of themselves, shaped by experiences, social interactions, and feedback from others.

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23
Q

Self-Actualization

A

A concept from Maslow’s hierarchy of needs, representing the realization of one’s potential, self-fulfillment, and personal growth.

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24
Q

Self-Actualization

A

A concept from Maslow’s hierarchy of needs, representing the realization of one’s potential, self-fulfillment, and personal growth.

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25
Q

Leadership Styles

A

Autocratic, Democratic,Transformational, Transactional

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26
Q

Leadership Styles

A

Autocratic, Democratic,Transformational, Transactional

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27
Q

Definition of Feminism

A

Feminism is a social and political movement advocating for the rights and equality of women, challenging gender-based discrimination and advocating for women’s empowerment in all areas of life, including political, economic, and social spheres.

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28
Q

Definition of Feminism

A

Feminism is a social and political movement advocating for the rights and equality of women, challenging gender-based discrimination and advocating for women’s empowerment in all areas of life, including political, economic, and social spheres.

29
Q

Frederick Taylor

A

Known as the father of scientific management, Frederick Taylor developed principles aimed at improving economic efficiency and labor productivity.

30
Q

Elton Mayo

A

A key figure in the human relations movement, Elton Mayo is best known for his Hawthorne Studies, which examined how social factors and workplace conditions affect productivity. The findings from the Hawthorne Studies (1924-1932) highlighted the importance of social interactions, employee morale, and the psychological aspects of work environments.

31
Q

Elton Mayo

A

A key figure in the human relations movement, Elton Mayo is best known for his Hawthorne Studies, which examined how social factors and workplace conditions affect productivity. The findings from the Hawthorne Studies (1924-1932) highlighted the importance of social interactions, employee morale, and the psychological aspects of work environments.

32
Q

Fritz Roethlisberger and William Dickson

A

Collaborators in the Hawthorne Studies, Roethlisberger and Dickson expanded on Mayo’s work to further explore the relationship between workers and their environment.

33
Q

Chester Barnard

A

Contributions: Barnard was a pioneer in organizational theory and is known for his concepts of cooperation and the informal organization.
Key Works: His book, The Functions of the Executive (1938), introduced key ideas about the roles of executives, decision-making, and the importance of organizational culture and communication.
Impact: Barnard emphasized that organizations are systems of cooperative effort and that effective leadership involves understanding and managing human behavior within these systems.

34
Q

Chester Barnard

A

Contributions: Barnard was a pioneer in organizational theory and is known for his concepts of cooperation and the informal organization.
Key Works: His book, The Functions of the Executive (1938), introduced key ideas about the roles of executives, decision-making, and the importance of organizational culture and communication.
Impact: Barnard emphasized that organizations are systems of cooperative effort and that effective leadership involves understanding and managing human behavior within these systems.

35
Q

Douglas McGregor

A

Contributions: McGregor is best known for his theories on human motivation in the workplace, particularly Theory X and Theory Y.

36
Q

Theory X

A

assumes that employees are inherently lazy and need strict supervision and control.

37
Q

Theory X

A

assumes that employees are inherently lazy and need strict supervision and control.

38
Q

Theory Y

A

posits that employees are self-motivated and thrive on responsibility and creative input

39
Q

Theory Y

A

posits that employees are self-motivated and thrive on responsibility and creative input

40
Q

Max webber

A

In his book, The Protestant Ethic and the Spirit of Capitalism, he described the relationship of organized Protestantism to the development of capitalism. He argued that capitalism requires a particular kind of commitment, one in which people are willing to work hard, innovate, save their money and reinvest it in business enterprises.

41
Q

C. Wright Mills

A

Mills major contribution was his concept of total control over social change by small groups. He characterized the power elite in terms of military-industrial complex supported by government representatives. In Mills view, these men and women held positions that enabled them to rise above ordinary or average people. Their positions also allowed them to make decisions that affected national and international outcomes.
Mills further described the elite as simply those individuals who had the most of what there was to have to be socioeconomically successful, which included money, power and prestige. He delineated three distinct and general kinds of power: (1) authority that is accepted by obedient people; (2) manipulation that is wielded unknown to the victims; and () coercion that comes from forcible action.
An essential point that Mills made is that power is not a facility for the performance of functions on behalf of the society as a system, but it is interpreted exclusively as a facility for getting what one group, the holder of power, wants by preventing another group, the “outs” from getting what it wants.

42
Q

C. Wright Mills

A

Mills major contribution was his concept of total control over social change by small groups. He characterized the power elite in terms of military-industrial complex supported by government representatives. In Mills view, these men and women held positions that enabled them to rise above ordinary or average people. Their positions also allowed them to make decisions that affected national and international outcomes.
Mills further described the elite as simply those individuals who had the most of what there was to have to be socioeconomically successful, which included money, power and prestige. He delineated three distinct and general kinds of power: (1) authority that is accepted by obedient people; (2) manipulation that is wielded unknown to the victims; and () coercion that comes from forcible action.
An essential point that Mills made is that power is not a facility for the performance of functions on behalf of the society as a system, but it is interpreted exclusively as a facility for getting what one group, the holder of power, wants by preventing another group, the “outs” from getting what it wants.

43
Q

Floyd Hunter

A

Floyd Hunter approached the study of power from the community level rather than from national and international levels. Hunter believe that small community power structures were similar to the power structures he found in large urban communities.

44
Q

, Stokely Carmichael and Charles Hamilton

A

black power. Carmichael and Hamilton’s black power referred to a process that they called “political modernization. Political in nature

45
Q

, Stokely Carmichael and Charles Hamilton

A

black power. Carmichael and Hamilton’s black power referred to a process that they called “political modernization. Political in nature

46
Q

Francis Parker

A

believed it to be the function of the normal school to help teachers learn to use the methods of democracy so that they could “set the souls of children free.” He reorganized his teacher education program so that the students became the center of interest. He encouraged spontaneous expressions on the part of the students. He believe that teaching students to live effectively in the present was the best preparation for their future living; and he demonstrated that competence in the use of basic skills could be achieved by emphasizing their use in meaningful practical situation.

47
Q

Francis Parker

A

believed it to be the function of the normal school to help teachers learn to use the methods of democracy so that they could “set the souls of children free.” He reorganized his teacher education program so that the students became the center of interest. He encouraged spontaneous expressions on the part of the students. He believe that teaching students to live effectively in the present was the best preparation for their future living; and he demonstrated that competence in the use of basic skills could be achieved by emphasizing their use in meaningful practical situation.

48
Q

John Dewey

A

regarded education as a social process that could help children to share in the inherited resources of their society and to use their knowledge for positive social ends. He also believed that education must begin with insight into each student’s capacities, interest and habits. Additionally, he emphasized the social side of education. Dewey taught that the only true education was that which stimulated the students’ abilities to survive in the social situations where they were located. In other words, Dewey regarded the school as an integral part of each person’s life.

49
Q

John Dewey

A

regarded education as a social process that could help children to share in the inherited resources of their society and to use their knowledge for positive social ends. He also believed that education must begin with insight into each student’s capacities, interest and habits. Additionally, he emphasized the social side of education. Dewey taught that the only true education was that which stimulated the students’ abilities to survive in the social situations where they were located. In other words, Dewey regarded the school as an integral part of each person’s life.

50
Q

Perennialism

A

Perennialism is an educational philosophy that emphasizes the importance of enduring ideas and universal truths. It advocates for a curriculum centered around classical literature, philosophy, and the humanities

51
Q

Essentialism

A

Overview: Essentialism is rooted in the belief that there is a core body of knowledge and skills that all students must learn to function effectively in society. It focuses on essential subjects, including reading, writing, mathematics, science, and history.
Key Beliefs:
The primary purpose of education is to transmit essential knowledge and skills to students.

52
Q

Essentialism

A

Overview: Essentialism is rooted in the belief that there is a core body of knowledge and skills that all students must learn to function effectively in society. It focuses on essential subjects, including reading, writing, mathematics, science, and history.
Key Beliefs:
The primary purpose of education is to transmit essential knowledge and skills to students.

53
Q

Reconstructionism.

A

Reconstructionism advocates for education as a means of addressing social issues and promoting social change. It emphasizes the importance of teaching students to critically analyze society and work towards a better future.
Key Beliefs:
Education should help students understand and confront social injustices and inequalities.

54
Q

Progressivism

A

iew: Progressivism emphasizes experiential learning and the importance of student interests and experiences in the educational process. It promotes a hands-on, inquiry-based approach to learning.
Key Beliefs:
Education should be relevant to students’ lives and address their interests and needs.
Learning is best achieved through active engagement, collaboration, and real-world experiences.

55
Q

Progressivism

A

iew: Progressivism emphasizes experiential learning and the importance of student interests and experiences in the educational process. It promotes a hands-on, inquiry-based approach to learning.
Key Beliefs:
Education should be relevant to students’ lives and address their interests and needs.
Learning is best achieved through active engagement, collaboration, and real-world experiences.

56
Q

Jean-Paul Sartre

A

declared that there is no reality other than action or inaction. Human being are the sum of their actions; we are what our life is. According to Sartre, some people have but one resource to sustain them in their misery, and that is to think that circumstances are against them. Most people believe they are worthy of being something much better than what they are. There is in all of us, Sartre believed unequivocally, a wide range of abilities and potentialities that are unused but still viable. Sartre’s existentialism is not a pessimistic doctrine. Sartre’s humanism characterizes each of us as being our own masters; we exist, we invent ourselves, and we can assume complete responsibility for our lives.

57
Q

Fyodor Dostoevsky

A

presented the theater of the mind – self-sufficient, conscious of its every infirmity, and yet resolved to exploit the mind. He portrayed individuality as wretched and revolting but nonetheless a virtuous person.

58
Q

Franz Kafka

A

in his writings, illustrates that an individual’s life lends itself to many different interpretations. He portrayed the absurdity of modern men and women by questioning whether there can be a positive way to resolve this tension. Human existence means suffering, and suffering is positive and necessary for progression.

59
Q

Franz Kafka

A

in his writings, illustrates that an individual’s life lends itself to many different interpretations. He portrayed the absurdity of modern men and women by questioning whether there can be a positive way to resolve this tension. Human existence means suffering, and suffering is positive and necessary for progression.

60
Q

Friedrich Nietzsche

A

held no fixed philosophical positions, doctrines, or unquestionable conceptions of the world. He questioned the viability of philosophies that tried to communicate the whole truth. Knowledge, like thought, is interpretation, and for Nietzsche, who argued his points without using pompous language, existence is capable of infinite interpretation.

61
Q

Friedrich Nietzsche

A

held no fixed philosophical positions, doctrines, or unquestionable conceptions of the world. He questioned the viability of philosophies that tried to communicate the whole truth. Knowledge, like thought, is interpretation, and for Nietzsche, who argued his points without using pompous language, existence is capable of infinite interpretation.

62
Q

Henry David Thoreau

A

was an isolationist, but his writings encouraged others to be aware of injustices and to act on their own principles instead of letting other people descend for them what is right and wrong. His most famous essay was “Civil Disobedience.” He argued for ignoring or violating unjust laws. He felt that most people blindly obeyed laws, not because they believed it was right but because they did not want to be punished. Thoreau had no difficulty perceiving for whom laws worked and for whom they did not work. They worked to the advantage of the affluent; therefore, justice was never so blind that she could not be bought with adequate money.

63
Q

Henry David Thoreau

A

was an isolationist, but his writings encouraged others to be aware of injustices and to act on their own principles instead of letting other people descend for them what is right and wrong. His most famous essay was “Civil Disobedience.” He argued for ignoring or violating unjust laws. He felt that most people blindly obeyed laws, not because they believed it was right but because they did not want to be punished. Thoreau had no difficulty perceiving for whom laws worked and for whom they did not work. They worked to the advantage of the affluent; therefore, justice was never so blind that she could not be bought with adequate money.

64
Q

Sidney Jourard

A

helpers of his time tried to construct theoretical diagnoses when working with their clients rather than facilitating their effort to self-disclose by allowing clients to describe their feelings (affection, anger, anxiety, guilt) and then framing those disclosures into cognitive content (memories, perceptions, thoughts). Clients’ wants, needs, and wishes, as they are disclosed, are integral components of their real selves. Through these disclosures, a person’s real self is uncovered.

65
Q

Sidney Jourard

A

helpers of his time tried to construct theoretical diagnoses when working with their clients rather than facilitating their effort to self-disclose by allowing clients to describe their feelings (affection, anger, anxiety, guilt) and then framing those disclosures into cognitive content (memories, perceptions, thoughts). Clients’ wants, needs, and wishes, as they are disclosed, are integral components of their real selves. Through these disclosures, a person’s real self is uncovered.

66
Q

Carl Rogers defined

A

Group therapy is for the person who is already hurting, has problems, and needs help. Encounter groups are for those who are functioning normally but want to improve their capacity to live within their own relationships.”
When focusing on relationships and the crises that develop in groups, the encounter was a method of self-exploration and self-discovery. It was also a process to overcome the superficial ways in which people interacted with one another in everyday life. In many aspects, the encounter group was an emotional reeducation experience; the emphasis was on personal and interpersonal growth and development.
Rogers’ philosophy of helping stressed an existential belief that each of us chooses our own fate. Rogers believed that the basis for a healthy personality is healthy interpersonal relationships. To facilitate the personal growth process, Rogers listed three prerequisites: (1) genuineness – being aware of one’s own feelings and communicating them honestly to other people, (2) unconditional positive regard – accepting other people as they are; and (3) empathy – understanding others.

67
Q

Carl Rogers defined

A

Group therapy is for the person who is already hurting, has problems, and needs help. Encounter groups are for those who are functioning normally but want to improve their capacity to live within their own relationships.”
When focusing on relationships and the crises that develop in groups, the encounter was a method of self-exploration and self-discovery. It was also a process to overcome the superficial ways in which people interacted with one another in everyday life. In many aspects, the encounter group was an emotional reeducation experience; the emphasis was on personal and interpersonal growth and development.
Rogers’ philosophy of helping stressed an existential belief that each of us chooses our own fate. Rogers believed that the basis for a healthy personality is healthy interpersonal relationships. To facilitate the personal growth process, Rogers listed three prerequisites: (1) genuineness – being aware of one’s own feelings and communicating them honestly to other people, (2) unconditional positive regard – accepting other people as they are; and (3) empathy – understanding others.

68
Q

Frequently used OD strategies

A

ree components: (1) data collection, (2) feedback to key persons, and (3) action planning based on the feedback. Commonly used OD processes included team building, intergroup meetings, confrontation meetings, goal-setting and planning, third-party facilitation, and consulting teams.

69
Q

Frequently used OD strategies

A

ree components: (1) data collection, (2) feedback to key persons, and (3) action planning based on the feedback. Commonly used OD processes included team building, intergroup meetings, confrontation meetings, goal-setting and planning, third-party facilitation, and consulting teams.

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