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organizational behavior > midterm > Flashcards

midterm Flashcards

1
Q

Organizational Development

A

Development of people, processes and strategies in an organization that makes up organizational leadership.

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2
Q

Organizational Behavior

A

Management skills, attitudes, processes and actions that make up how we get work done.

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3
Q

Organization

A

group of (2 or more) people, who
share a common set of goals & meet regularly.
norms for working, which dictate
what constitutes proper behavior and processes for
getting work done.

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4
Q

Behavior is contingent…

A

People and organizations are complex

To understand the science of Organizational Behavior (OB), systematic study considers cause & effect

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5
Q

What is Organizational Behavior Theory?

A

The study of human behavior in the workplace
 The study of interaction between people and the
organization, with the intent to understand and
predict human behavior.
 A study of the interpersonal skills needed to pursue a
successful career in today’s diverse world.
 Systematic study relies on scientific studies, not
intuition.
-(Psychology, Sociology, Social Psychology, Political
Science, Anthropology)

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6
Q

Why OB is important!

A

Explain Behavior
Predict Behavior
Influence Behavior

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7
Q

Four Functions of Management

A

Planning- Gap analysis, goals, strategies, identifies
resources

Organizing- Allocation of resources to meet goals

Leading- Motivating and communicating so goals can be
met

Controlling- Monitoring performance & milestones, and
taking corrective or preventative action

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8
Q

Challenges of OB

A 
Diversity
 Motivation & motivators
 Leadership & Decision-making styles
 Communication style & information exchange
 External environment & Constraints
 Stress & Coping ability
 Conflict & Negotiation tactics
Power & Politics
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9
Q

OB Skills

A

 Technical Skills
 Emotional Intelligence (Social Skills)
 Conceptual Skills
 Critical Thinking Skills

Manage Human Capital (Core Competence)
 Value – harnessing willingness/ability to create strategic
advantage
 Rareness – level of exceptional skill/ability/talent
 Inimitability – can behavior/performance be emulated?

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10
Q

Critical Thinking Skills of OB

A 
 OBSERVE --recognize the 
behavior
 INTERPRET --understand 
the cause and effect of 
behavior
 ANALYZE --investigate the 
causes and effects of behavior
 EVALUATE --assess 
consequences of behavior
 EXPLAIN --justify behavior
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11
Q

Research in OB

A 
Theory
Models
Independent Variable
Dependent Variable 
Hypothesis
Correlation
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12
Q

Examples of OB research

A 
 Open Systems Theory
 Contingency Theory
 Evidence-Based 
Management
 Value Change
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13
Q

Systems Analysis =

A

OB + Systematic Study

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14
Q

(2) Stages of group development

A

Forming-Not a group yet, just individuals
Storming-stage of conclict, roles not clear
Norming-establishing norms and patterns, roles are confirmed
Performing-optimum performance level
Dorming-progress become static
Mourning-end of projects when a team dissolves, a sense of loss is experienced by team members

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15
Q

(2) Diversity

A

anything that makes you unique

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16
Q

(2) Workplace Diversity

A

Degree to which
organization INCLUDES people from different
backgrounds.

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17
Q

(2)Surface-level Diversity

A

Diversity you can
see…

Race: Identifying biological characteristics
Ethnicity: sociological characteristics such as
culture

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18
Q

(2)Deep-level Diversity

A

VABEs (non-
verbal/hidden

V- values
A- Assumptions
B- Beliefs
E- Expectations

..morals, hobbies (would have to converse w a person to find out)

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19
Q

(2)Diversity Training

A 
 Reducing Bias
 Hiring Tests
 Grievance Procedures
 Positive Promotion of Diversity
 Managing Cross-cultural Diversity
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20
Q

Developmental Model of

Intercultural Sensitivity

A

 Denial: don’t believe differences exist
 Defense/Reversal: recognize but are threatened
 Minimization: recognize, but focus on similarities
 Acceptance: recognize and appreciate cultures
 Adaptation: can anticipate cultural nuance
 Integration: deep understanding of other cultures
-Intercultural competence
 Cultural metacognition: conscious cultural
awareness in cross cultural interactions

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21
Q

(2)Three Factors Defining

“Person”

A

Personality: individual, distinctive qualities
responsible for one’s identity; the sum total of ways
an individual reacts to and interacts with others.
Ability: capacity to do something, but not action
responsible for doing it.
Learning Style: manner in which we actively
attempt to make a relatively permanent change in
behavior as a result of information or experience.

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22
Q

(2)Why Bother Studying Personality?

A

 Leader, Know Thyself!
-Understand your own personality and use this
information to adjust your behavior.
 Accept Differences!
-Avoid making value judgments about others’ personalities based on assumptions and your own
personality.
 Analyze & Assess for Need!
-Systematically assess organization’s overall
leadership and staffing strengths and weaknesses to
get the right people in right jobs.

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23
Q

(2)the 3 abilities?

A

 Intellectual Ability: capacity to do mental activities
—–Cognitive ~ what you know, perceive, and figure out
—–Social ~ how well you work with others and groups
——Emotional ~ how well we recognize & control emotions
——-Cultural ~ how culturally competent & tolerant we are
 Physical Ability: capacity to do physical activities
——–Fit-to-lead ~ stress management; energy; health
 Job-Ability Fit: the fit between a person’s abilities
and the requirements of an activity. A good fit leads
to satisfaction, higher performance, and success.

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24
Q

(2) Learning is a form

of Conditioning

A

Classical Conditioning (Pavlov): Passive
conditioning, through repetition
Operant Conditioning (Skinner): Active
conditioning, through earned rewards &
punishments
Social Learning: Learning through experience,
based on own perception and analysis

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25
Q 
Learning Styles (Gardner)
*leaders can use multiple
A

 Bodily-Kinesthetic: active, experiential learning
 Study in groups, apply material, move, act out, use
flash cards, teach to others
 Visual-Spatial: remember what they see
 Diagram, use & organize notes, draw arrows, color-
code
 Verbal-Linguistic: remember what they hear & say
 Talk it out, recite, read text/notes out loud, tape
lectures
 Logical-Mathematical: reflect on concepts
 Study in quiet, stop & reflect, don’t just memorize,
write summaries of what material means

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26
Q

(2)MBTI *8

A
  • Introversion
  • Extroversion
  • iNtuitive
  • Thinking
  • Judging
  • Sensing
  • Feeling
  • Perceiving
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27
Q

(3) Stakeholders

A 
 Customers
 Employees
 Peers
 Suppliers
 Competitors
 Communities
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28
Q

(3) Ethical Conduct in

Organizations are based on…

A

How we treat
(or behave
toward)
stakeholders

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29
Q

(3) Unethical Behavior-6

A

 Favoring: individual or organization to detriment of other stakeholders
 Rewarding wrong thing: reward &
punishment
 Separate standards: inconsistency in rules, rewards and punishments
 Abuse of power: structural or overlooking
behavior
 Unethical managerial values: groupthink & groupshift
 Lack of Transparency: easy to hide or feign

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30
Q

(3)Ethics

A

The discipline dealing with what is good
or bad and with moral duty and
obligation… the principles of conduct
governing an individual or group

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31
Q

(3)Components of Ethics-5

A

 Discipline: guidance; corporate governance
 Good v. Bad: choice and consequences
 Obligation: pressure for action or choice
 Principles: standards; level of discipline one has
 Governing: active counsel, making sure people follow by conversing

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32
Q

ETHICAL

DILEMMAS

A 
ARE CONFLICTS 
BETWEEN 2 OR 
MORE MORALLY 
UNPLEASANT 
ALTERNATIVES
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33
Q

(3)Sources of Ethics 4

A

 Individual: personal ethics & integrity
——Conscience
 Group or Sub-group: similar/dissimilar
to dominant group ethics
——Friends v. parents
 Industry: professional standards
——Self-regulatory codes of conduct
 Societal: laws and culture
——Intercultural & regional differences

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34
Q

Ethical Relativism

A

Who’s to judge what’s “right or

wrong

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35
Q

Ethical Pluralism

A

we need multiple perspectives in determining ethical

behavior

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36
Q

Ethical Philosophies 4

A

 Moral: do what’s right no matter what according to
universal obligation to duty to God
 Justice: equal rights determined from outside the
‘veil of ignorance’; Strive for FAIRNESS in:
—-Distributive Justice: outcomes or distribution
—-Procedural Justice: process for determining outcome
—-Informational Justice: interpersonal respect
 Utilitarian: greatest good for the greatest number of
people
 Caring/Altruism: love thy neighbor
 Rights: respect universal human rights

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37
Q

Applying Ethical Pluralism

A

 Ethics of Purpose: Agent’s final end purpose
is ethical… If the end goal is “good” proposal is
“right”; if end goal is “bad” or inhibits “good”, it is
“wrong”
 Ethics of Principle: Purpose and Process
show respect for others
 Ethics of Consequence: Actual acts
associated with purpose are ethical… If acts
have positive effect on stakeholders they are
“right”; if acts have negative effect, they are
“wrong”

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38
Q

Four-Part Moral Compass (Paine)

A 
Lens 1:  Is this action worthwhile?
Lens 2: does this action comply 
with company principles?
Lens 3: What impact does this 
action have on others?
Lens 4:  Had this action been 
approved by the right authority?
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39
Q

The Foursquare Protocol (Goldman)

A

 Protocol Element 1: Gathering all the facts
 Protocol Element 2: Reflecting on past
experiences
 Protocol Element 3: Identifying the
differences between the past and present
 Protocol Element 4: Analyzing the Situation

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40
Q

How to determine if ethical?

A

 Conscience & Personal Integrity: Am I worthy of
being imitated and respected? Does my conscience
bother me? How do I feel about this? Would I want to
be treated this way?
 Laws: Will laws, rules or regulations be broken? Is
the action just/equitable? Is it legal?
 Norms & Expectations: What would my
mom/friends think? Is it consistent with past practice?
Would I want newspaper to print action? Would I be
able to discuss this with company leaders and
stakeholders?
 Transparency: Do I need to lie? Do actions need
to be hidden? Has someone warned me not to

41
Q

Ethical Checkpoints (Kidder)

A
  1. Recognize there is a problem
  2. Determine the actors (stakeholders)
  3. Gather the relevant facts
  4. Test for right v. wrong issues (stench test
    questions)
  5. Test for right v. wrong values (eg. truth v.
    loyalty)
  6. Apply the ethical standards/perspectives
  7. Look for a third way (dissatisfaction with
    either/or)
  8. Make the decision
  9. Revisit and reflect on the decision
    (consequences)
42
Q

Six Pillars of

Character

A 
TRUSTWORTHINESS
RESPECT
RESPONSIBILITY
FAIRNESS
CARING
CITIZENSHIP
43
Q

Corporate Social Responsibility

A 
CSR is a business approach that 
delivers economic, social and 
environmental benefits to stakeholders 
in order to contribute to sustainable 
development.
Economic Responsibility
Legal Responsibility
Ethical Responsibility
Discretionary Responsibility
44
Q

Developing Ethical Groups

A

 Resist Groupthink
—-Watch for signs of overconfidence, close-
mindedness, and group pressure
 Avoid False Agreements
—–Watch for majority rule decision-making only or
single perspectives of analysis
 Practice Enlightened Dialogue
—–Seek dialogue, critical listening and support
 Utilize Effective Argumentation
—–Ensure conflict is productive & not avoided

45
Q

Biases & Heuristics 6

A

 Social Proof Bias ~ “Everybody does it!”
 Obedience to Authority Bias ~ “I am just
following orders.”
 Over-optimism Bias ~ “It can’t be that bad.”
 Self-Serving Bias ~ “I’m just looking out for
myself.”
 Utility Bias ~ “The ends justify the means.”
 Autonomy Bias ~ “I am not responsible for
other people.”

46
Q

(4) Values

A

The basic notions about what is
right and wrong

-Genetics and environment

47
Q

2 values?

A

• Terminal Values: end states that you hope to achieve
• Instrumental Values: means of
achieving the terminal values

48
Q

Diversity & how it shapes Values 7

A

• Intergenerational (age): History and experience
• Geographic (regional): The context of life in
different regions
• Socioeconomic (status): A person’s access to the
society’s wealth
• Gender, sexuality: community & bias
• Race (cultural & historical): Cultural differences
• Religion: spiritual beliefs and traditions
• Differently-abled (disability): accommodation &
discrimination

49
Q

Attitude v. Values

A

• Values are deeper, more simple
assessment of what is right or wrong, often
influenced by attitude.
• Attitude is more complicated behavior,
which can be changed…
–Cognitive: how values shape what you think
–Affective: how you feel about something
–Behavioral: what you are prepared to do
about what you think and feel

50
Q

change attitude

A
  • Ability: What you’re capable of doing…
  • Motivation: When you do it…
  • Attitude: How well you do it…
51
Q

(6)Emotions in OB

A

 Affects: The range of feelings in the form of
emotions and moods that people experience.
 Emotions: Intense feelings directed at a
specific object or person.
 Mood: Generalized positive or negative
feelings of the mind.
 Positive/Negative Affect: mood dimensions
consisting of +/- moods.

52
Q

Stress is the way

A

we react to demands
when the outcome is both Uncertain
& Important.

53
Q

stress reactions

A

 Physical & Physiological reactions: 75% of all medical
complaints are stress-related. Stress weakens immune system &
exacerbates disease and illnesses.
 Emotional & Behavioral reactions: Decreases morale
& productivity. Increases absenteeism, turnover & errors.
 Psychological reactions: Increases tension, dissatisfaction,
fear, anxiety & irritability.

54
Q

Emotion/Stress Connection

A

 Emotional Contagion: A phenomenon in
which emotions experienced by a few people
are spread to others
› Group Shift & The Grapevine
 Emotional Labor: Managing your feelings
to present emotions contrary to your actual
feelings
› Emotional Dissonance & Surface Acting
 Display Rules: Norms that govern which
emotions should be displayed/suppressed

55
Q

Stressors

A

Strain: physiological/psychological
reaction to prolonged stress
 Challenge Stressors: associated with
workload, job demands, job complexity, and
deadlines.
 Hindrance Stressors: anything that inhibits
progress toward objectives, such as role
conflict, ambiguity, organizational politics

56
Q

Attitude & Stress

A

 Cognitive Appraisal: sum of a person’s
underlying beliefs
› “Chevy cars are reliable” or “Volleyball is the best Sport”
 Affective Evaluation: sum of a person’s
overall feelings
› “I’m a Chevy girl!” or “I am obsessed with Olympic Volleyball”
 Behavioral Intentions: likelihood that
someone will behave in a particular way
› “I will always buy Chevy” or “I never miss an opportunity to play or
watch volleyball.”

57
Q

Reactions to stress

A 
Avoid: using denial or substance abuse 
to pretend stress doesn’t exist is 
destructive
Resist: antagonistic, defensive 
responses increase stress levels
Confront/Adapt: goal is to identify 
cause of stress and adapt to or change 
situation causing it
58
Q

why people thrive on stress

A

 Perception: perceptions of reality is reality ~ stress lies
in an individual’s interpretation of the factors in a given
situation
 Locus-of-Control: high external LOC people feel they
have no control; high internal LOC feel they can control
their destiny
 Experience: experience and tenure reduce stress and
increase coping mechanisms
 Social Support: social support moderates stress
 Personality Type: People who are quick to anger,
hostile & cynical feel more stress

59
Q

Emotional Intelligence

A

 Self-Awareness: ability to recognize and
articulate own emotional states and triggers
 Self-Regulation: ability to control and
manage own emotions
 Social-Awareness: ability to recognize and
articulate other people’s emotions and
emotional triggers and anticipate emotional
responses
 Relationship Management: ability to
respect other’s emotions and behave in
socially acceptable emotional behaviors

60
Q

Perception is

A

a process by which
individuals organize and interpret their
sensory impressions to give meaning
to their environment.

People’s behavior is based on how they
perceive reality, not reality itself.
 We tend to think everyone perceives
the world the same way we do.

61
Q

Understanding Others, Behavior

A

To understand a person’s behavior,
we must first understand how that
person perceives a situation.

Perception is influenced by three factors:
 Perceiver: who is trying to get information
 Target: object of interest
 Environment: context(s) for observations and
predictions

62
Q

Projection (perceptual bias)

*think of cases

A

Selective Perception: interpreting what they see based on their interest, experience, values, attitudes.
 Stereotyping: attributing trait to person based on characteristics of the group the person belongs.
 Contrast Effect: ranking person against self or others, based on single characteristic.
 Halo Effect: overall impression assigned because of a single positive characteristic.
 Primacy Effect: first impressions
 Horn Effect: overall impression assigned because of a single negative characteristic.

63
Q

Attribution Effect:

A

judgments/values
based on perception of behavior
(especially when there is conflict) THAT
ATTRIBUTE cause (reason why)…

We look for causes of behavior
The more unique an attribute, the more likely it will be noticed and will alter the perceiver’s perception

  • *thoery about how people explain things
  • *way people try to understand behabior of others or interpret events around them
64
Q

locus of control

A

one way to attribute reasonwhy behavior occured

65
Q

Attribution: Internal (high) LOC:

A

people believe they

control their own destiny…

66
Q

Attribution: External (low) LOC

A

people believe that

external factors control them…

67
Q

Additional attribution applications

A

 Consensus: everyone who faces a situation will
exhibit the same behavior

 Consistency: people show the same behavior in
the same situation all the time

 Distinctiveness: people show different
behaviors in different situations

 Self-serving Bias: thinking good things are
result of internal factors and bad things are result
of external factors

 Fundamental Attribution Error: attributing
control (internal) to factors that are outside the
person’s control (external)

68
Q

Perception is shaped by learning

A

 Classical conditioning: Repetition

 Operant conditioning: law of effect (method of learning that employs rewards and punishments for behavior.)
**subjects learns behavior by asscociating it w consuquences

 Reinforcement theory:
Stimulus – Response — Consequence ——-
We learn these lead to future consequences
(positive behavior = positive consequences, negative = negative)

 Social cognitive theory: imitating others

 Self-efficacy: confidence building

 Vicarious learning: shared learning

69
Q

(M) Content-Oriented

A

Explain why people have different needs at different times and how these motivate behavior.

(Maslow, Alderfer,
McClelland, Herzberg)

70
Q

(M) Process-Oriented

A 
Describe the 
cognitive 
processes by which 
needs are 
translated into 
behavior.

(Equity, Expectancy, Goal-
setting theories)

71
Q

Needs Theory

A

◦ Maslow’s Hierarchy of Needs
◦ Alderfer’s ERG Model
◦ Herzberg’s Motivation-Hygiene Theory
◦ McClelland’s Needs Theory

72
Q

MOTIVATION 4

A

DEF: the willingness to exert effort to
satisfy needs & wants

Needs theory
Equity Theory
Expectancy Theory
Hybrid Theory

73
Q

Motivation process

A

expectancy- make sure you have skills, encouragemnt, envioment check **could accomplis if i want

Instrumentality- reward, inform ths, eliminate non performance influence over rewards
**do i have time, resources

Valence- find rewards that are desirable, fair?, give choices for rewards

*need tension (i want to do this, but am not there yet)

74
Q

Maslow’s Hierarchy of Needs

A
  • lower order needs need to be met
  • —–external loc will have extrinsic motivators(money)

-intriscic loc= intrinsic motivation (growth needs)

  • self actualization(few people)
  • —vows of silence, monks

**five categories of human needs dictate an individual’s behavior. Those needs are (physical)physiological needs, safety/security needs, love and belonging needs (social belonging), (ego)esteem needs, and self-actualization needs.

75
Q

self-actalization and ego/esteem

A

Growh need

76
Q

social/belonging

A

relatedeness need

77
Q

safety/secuity

physical

A

existence needs

78
Q

(needs) mcClennad needs in organizations 3

A

Need for Achievement
◦Drive to accomplish challenging goals.
Need for Power
◦Desire to control others, to influence others’
behavior according to your own wishes.
Need for Affiliation
◦Desire for close relationships with others.

usually ony want 2 more than other

79
Q

Hertzberg’s Motivation-Hygiene Theory

A

Motivate & Maintain approach to meet needs
Satisfaction & Dissatisfaction are independent (not opposites)

**motivate people, meet peoples needs, AND MAINTAIN IT

**induce higher performance

80
Q

Hertzberg’s Motivation-Hygiene Theory (CONT)

A

Hygience factors: bare minimum expectaions, if needs are not met then dissatisfaction
(lower), not dissafied but not satisfied on higher scale

Motivation scale: above hygiene, neutral on one scale not really satified, if thye do then higher performance

81
Q

Equity Theory

A

People are motivated to eliminate actual AND perceived inequities

  • as individulas what we input, we need equal oupit if not more
  • in groups, compare efforts to others and what we each get in return
82
Q

Expectancy theory

A

Motivation results from deliberate choices
to engage in activities to achieve
worthwhile outcomes:
Goal is to “satisfy an individual need”
BUT
Motivation is valued reward
◦ Stage 1: Effort to Performance —–EXPECTANCY
◦ Stage 2: Performance to Reward — INSTRUMENTALITY
◦ Stage 3: Reward to Need (Value) —VALENCE
**do i have any resonable expectations, is the reward important, ballerina

83
Q 
Expecation theory (CONT.)
Mcgregor
A

Perception that managers or leaders, have of their employees

 Theory X ~ Managers: pessimistic about workers’
capabilities and motivations…
Workers:
Lazy & seek to avoid responsibility
Dislike work & have no ambition
Must be supervised closely
 Theory Y ~ Managers: optimistic about workers’
capabilities and motivations…
Workers:
Accept responsibility
Self-regulate & exercise self-control
Can innovate & want to contribute
Enjoy work as part of balance of life

84
Q

Goal-Setting Theory (HYBIRD)

A

you have end goal, but you have to see path way to get to it(usea ll theories to make plan for that goal, how (be specific)

-stepping stones

85
Q

hybird- Needs Theory

A

◦ People need specific & challenging goals

Ego/growth need

86
Q

hybrid- Equity Theory

A

◦ People must feel they were represented and that

goals, path & rewards are fair

87
Q

hybrid- Expectancy Theory

A

◦ People need feedback to know that their
performance is meeting expectations and will result
in desired rewards at end

88
Q

Uses Equity & Expectancy Theories with

Operant Conditioning

A

 Organizational Justice
◦ Outcomes are fair (Distributive)
◦ How outcomes are determined is fair (Procedural)
◦ Communication is fair (Informational)

 Reinforcement Theory (is operant theory)
◦ Positive Reinforcement: positive response for desired
behavior
◦ Negative Reinforcement: removal of negative response for
desired behavior
◦ Punishment: negative response for undesired behavior
◦ Extinction: removing rewards for undesired behaviors

89
Q

operant conditioning

A

reward or punishement, some behavior some outcome

90
Q

Reinforcement Theory (4)

A

◦ Positive Reinforcement: positive response for desired
behavior
◦ Negative Reinforcement: removal of negative response for
desired behavior
◦ Punishment: negative response for undesired behavior
◦ Extinction: removing rewards for undesired behaviors (teacher example w kids)

91
Q

Locus–of-Control high (motivation)

A

(high internal loc, makes them feel good, for own benefit bc control over it) Intrinsic Motivation ~ Feel-Good Factor
◦ Need for competenceJob Design (enlargement, rotation, enrichment)
◦ Need for self-determination
Job-Characteristics Model (skill variety, task identity, task significance, autonomy)
Psychological Empowerment: + impact & meaningfulness

92
Q

Locus–of-Control

A

Extrinsic Motivation◦ Desire for salary, bonus, benefitsPerformance-based pay
◦ Desire for public recognition
Incentivized Factor

93
Q

INSTRINSIC AND EXTRINSICN

A

DO THIS YOU GET THAT- EXTRINSIC

could be both, but at some point more intrinsic

94
Q

Management by Objectivesmotivational program based on goal setting

A

Goals must be SMART
S = Specific & Mutually agreed
M = Measurable & followed with feedback
A = Achievable & Challenging (difficult, but
achievable)
R = Results-oriented & Meaningful
T = Time-related (over explicit time period)

95
Q

Recognition Programs

A

Spontaneous Private- informal thank you
voicemail message

Formal organization- clear award standards
annual/monthly awards

96
Q

Variable Pay Programs

A

• Piece work: paid fixed sum for each “piece”
• Commission: percentage of income base on sales
• Skill-based pay: higher competence = higher wage
• Wage incentives/bonus: extra pay for meeting or
exceeding objectives
• Gain-sharing: rewarding productive behavior
• Profit-sharing: formula for distributing profits

97
Q

Job Redesign

A 
• Scheduling: flextime, job-sharing, 
telecommuting
• Job Rotation: cross-training
• ***Job Enlargement: increasing diversity of tasks
• **Job Enrichment: increasing control
98
Q

escalation of commitment

A

describes our tendency to remain committed to our past behaviors, particularly those exhibited publicly, even if they do not have desirable outcomes.

organizational behavior (1 decks)

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