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Management 3103 > Midterm > Flashcards

Midterm Flashcards

1
Q

Organizational Behavior

A

is a field of study devoted to understanding, explaining, and ultimately improving the attitudes and behaviors of individuals and groups in organizations.

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2
Q

Three Levels of Analysis

A

Individual, Group, and Organization.

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3
Q

Performance

A

motivation x ability x environment

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4
Q

Motivation

A

Psychological processes that arouse and direct goal-directed behavior

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5
Q

Maslow’s Need Hierarchy Theory

A
  1. physiological
  2. safety
  3. love
  4. esteem
  5. self-actualization
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6
Q

Herzberg’s Two-Factor Theory

A
  1. Hygiene Factors

2. Motivators

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7
Q

Hygiene Factors

A

Extrinsic and Related to Dissatisfaction

Company policies, salary, and work conditions

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8
Q

Motivators

A

Intrinsic and Related to Satisfaction

Growth, responsibility, and achievement

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9
Q

Contemporary Theories of Motivation

A

Equity Theory
Expectancy Theory
Goal-Setting Theory

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10
Q

Equity theory

A

Holds that motivation is a function of fairness in social exchanges

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11
Q

Negative inequity

A

Comparison in which another person receives greater outcomes for similar inputs

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12
Q

Positive inequity

A

Comparison in which another person receives lesser outcomes for similar inputs

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13
Q

Equity Sensitivity

A

People respond differently to same level of inequity due to an individual difference (Benevolents, Sensitives, Entitleds)

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14
Q

Distributive Justice

A

Fairness of outcome

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15
Q

Procedural Justice

A

Fairness of outcome process

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16
Q

Interactional Justice

A

Being treated with dignity and respect

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17
Q

Organizational Justice

A

Distributive Justice, Procedural Justice, and Interactional Justice

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18
Q

Expectancy Theory

A

Expectancy, Instrumentality, and Valence (All 3 are required for positive motivation. If one is missing then the individual will not be motivated!)

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19
Q

Expectancy

A

(Effort) Will my effort lead to high performance?

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20
Q

Instrumentality

A

(Performance) Will performance lead to outcomes?

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21
Q

Valence

A

(Rewards) Do I find the outcomes desirable? To what extent will they satisfy my personal goals?

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22
Q

Expectancy examples

A

Make sure employees have proper skills, abilities, and knowledge
Ensure that the environment facilitates performance
Encourage employees so they believe their effort makes a difference

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23
Q

Instrumentality examples

A

Reward employee performance
Inform people in advance about the rewards
Try to eliminate non-performance influence over rewards

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24
Q

Valence examples

A

Find rewards that are desirable to employees
Make sure that rewards are viewed as fair
Give employees choice over rewards

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25
Q

Goal

A

What an individual is trying to accomplish

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26
Q

Goal setting theory

A

is one of the most influential and practical methods of motivation. It has been rated as the most important (of 73 theories), supported in over 1,000 studies, and is used by thousands of organizations.

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27
Q

SMART Goals

A 
S - Specific
M - Measurable
A - Actionable
R - Realistic or Responsible Person
T - Time-bound
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28
Q

Why are SMART goals motivating?

A

Goals direct attention
Goals regulate effort
Goals increase persistence
Goals foster the development and application of task strategies and action plans

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29
Q

Management by Objectives (MBO)

A

MBO is a systematic way to utilize goal-setting. Example:

Corporate goals are broken down into smaller, more specific goals at each level of organization.

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30
Q

Four common ingredients to MBO programs:

A

Goal specificity
Participative decision making
Explicit time period
Performance feedback

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31
Q

Job Design

A

Changing the content and/or process of a specific job to increase job satisfaction and performance.

Motivational Approaches
Job Enlargement
Job Enrichment
Job Rotation
The Job Characteristics Model
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32
Q

Alternatives to Job Specialization

A

Job rotation, job enrichment, and job enlargement.

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33
Q

Job Rotation

A

Moving employees from job to job at regular intervals

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34
Q

Job Enrichment

A

Allowing workers more control over how they perform tasks

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35
Q

Job Enlargement

A

Expanding the tasks performed by employees to add more variety

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36
Q

The Job Characteristics Model

A

Tried to determine how work can be structured so that employees are internally (or intrinsically) motivated.

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37
Q

KSAO

A

Knowledge, skill, ability, others

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38
Q

Knowledge

A

A body of information (typically of a factual or procedural nature) that required for successful completion of a task.  “How you know what you know”

Various engineering fields and terms.
DOT regulations

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39
Q

Skill

A

An individual’s level of competency or proficiency in performing a specific task. Usually be expressed in numerical terms.  “How well you do what you do”

Typing 50 words per minute without error.
Basic PC operations including email.

40
Q

Ability

A

A more general, enduring trait or capability an individual possesses when he or she first performs a task.  “how you do what you do”

Writing and edit business correspondence.
Interviewing clients for marketing information.

41
Q

Others

A

physical or mental characteristics that do not fall into one of the other categories

personality characteristics, self-efficacy, self monitoring, locus of control, emotional intelligence

42
Q

What is Personality?

A

The sum total of ways in which an individual reacts and interacts with others, the measurable traits a person exhibits

43
Q

The Myers-Briggs Type Indicator

A

Most widely used instrument in the world.

Participants are classified on four axes to determine one of 16 possible personality types, such as ENTJ.

44
Q

The Big Five Model of Personality

A 
Extroversion
Agreeableness
Conscientiousness
Emotional Stability
Openness to Experience
45
Q

Proactive Personality

A

An action-oriented person who shows initiative and perseveres to change things

46
Q

Personality and Job Performance

A

Conscientiousness has the strongest positive correlation with job performance and training performance

Individuals with low scores on conscientiousness tend to have more accidents both on and off the job

Extraversion is associated with success for managers and salespeople

47
Q

Self-Efficacy

A

a person’s belief about his/her chances of successfully accomplishing a specific task

48
Q

Self-monitoring

A

extent to which a person observes their own self-expressive behavior and adapts it to the situation

There are two types of self-monitors:
High self-monitors
Low self-monitors

Positive relationship between high self-monitoring and career success

49
Q

Locus of Control: Self or Environment?

A

Individuals vary in terms of how much personal responsibility they take for their behavior and its consequences

50
Q

Internal locus of control

A

People who believe they control the events and consequences that affect their lives

51
Q

External locus of control

A

those who believe their performance is the product of circumstances beyond their immediate control

52
Q

Emotional Intelligence

A

ability to manage oneself one’s relationships in mature and constructive ways

53
Q

How to build Emotional Intelligence

A

Be aware of emotions

Regulate emotions

54
Q

Person-Organization Fit

A

The degree to which a person’s values, personality, goals, and other characteristics match those of the organization.

55
Q

Person-Job fit

A

The degree to which a person’s skill, knowledge, abilities, and other characteristics match the job demands.

56
Q

Comparing fit to job characteristics in importance

A

Useful to see how fit compares to more traditional organizational inducements

57
Q

Three main types of organizational characteristics

A

Perceived rewards: pay, benefits, promotions
Perceived image: image, supervisors, type of work
Perceived security: job security, location

58
Q

You Can’t Please All the People All the Time!

A

The research clearly shows that people differ in what they want, and matching things up can improve satisfaction
The research also suggests that organizations will tend to attract people who are a lot like the people already there.

59
Q

Research the Job and the Organization

A

Go to the business unit’s website-learn about the business unit’s mission, goals, structure, etc.

Study the position description

Talk to People-find out the inter-workings of the office and position

60
Q

Determine the KSAOs for the Job

A

Know what the KSAOs are for the vacant position

Compare the KSAOs on the vacancy announcement with the position description

61
Q

Evaluate Your Strengths…

A

Identify your major accomplishments
What is something that you did well
What is something that you enjoyed
What is something where you solved a problem
What is something about which you are proud

What skill sets are involved

Identify your KSAOs sets
Take a look at what you identified as accomplishments
List the KSAOs that went into making the accomplishments happen

Separate your accomplishments by KSAOs (Is it knowledge, a skill, an ability, or others?)

62
Q

Relate your Strengths to the Job or the Organization

A

As you prepare your paperwork for a job, consider that you are selling a product…….YOU

The application is a chance to make a sale and must focus on what the customer seeks (the KSAOs)

63
Q

Attitudes

A

Evaluative statements or judgments concerning objects, people, or events.

64
Q

Three components of an attitude

A

The opinion or belief segment of an attitude

The emotional or feeling segment of an attitude

An intention to behave in a certain way toward someone or something

65
Q

Cognitive Dissonance

A

Any incompatibility between two or more attitudes or between behavior and attitudes

Individuals seek to reduce this uncomfortable gap, or dissonance, to reach stability and consistency
changing the attitudes, modifying the behaviors, or through rationalization

66
Q

How people reduce dissonance

A

Changing your attitude or behavior, or both
Belittling the importance of the inconsistent behavior
Finding consonant elements that outweigh the dissonant ones

67
Q

Predicting Behavior from Attitudes

A

Important attitudes have a strong relationship to behavior.
The closer the match between attitude and behavior, the stronger the relationship:
Specific attitudes predict specific behavior
General attitudes predict general behavior
The more frequently expressed an attitude, the better predictor it is.
High social pressures reduce the relationship and may cause dissonance.
Attitudes based on personal experience are stronger predictors.

68
Q

Globalization

A

Globalization is a modern term used to describe the changes in societies and the world economy that result from dramatically increased international trade and cultural exchange

69
Q

Diversity

A

the host of individual differences that make people different from and similar to each other

70
Q

Layers of Diversity

A

Deep Level Diversity, Surface Level Diversity

71
Q

Deep level diversity

A

(less observable attributes)
Values
Attitudes
Beliefs

72
Q

Surface level diversity

A 
(observable attributes)
Gender
Race
Age
Physical Abilities
73
Q

Faultline

A

is an attribute along which a group is split into subgroups.

74
Q

Diversity can be both positive and negative

A

Positive effect: (1) attract and retain the best available human talent, (2) enhance marketing efforts, (3) promote creativity, Innovation, and (4) enhance organizational flexibility

Negative effect: (1) resist to change, (2) be less cohesive, (3) conflicts can also arise because of miscommunication, (4) decision making process can be slowed down

75
Q

Similarity-Attraction phenomenon

A

the tendency to be more attracted to individuals who are similar to us.

76
Q

Stereotypes

A

generalizations about a particular group of people

77
Q

Culture

A

values, beliefs, and customs that exist in a society

78
Q

The Hofstede Study

A 
Identified and validated four independent dimensions of national culture differences: 
Power Distance
Individualism-collectivism 
Masculinity-femininity 
Uncertainty Avoidance
79
Q

Low Power Distance

A

A society that views an unequal distribution of power as relatively unacceptable

80
Q

High Power Distance

A

A society that views an unequal distribution of power as relatively acceptable

81
Q

Individualism

A

Cultures in which people define themselves as individuals and form looser ties with their groups

82
Q

Collectivism

A

Cultures where people have stronger bonds to their groups and group membership forms their self identity

83
Q

Masculinity

A

Cultures where individuals value achievement, competitiveness, as well as acquisition of money and other material objects.

84
Q

Femininity

A

Cultures where individuals value maintaining good relationships, quality of life, and caring for the weak

85
Q

Low Uncertainty Avoidance

A

Cultures where individuals are comfortable in unpredictable situations and have a high tolerance for ambiguity

86
Q

High Uncertainty Avoidance

A

Cultures where individuals prefer predictable situations and have a low tolerance for ambiguity

87
Q

Ethnocentrism

A

Believing that ones country, culture, language, and modes of behavior are superior to all others

88
Q

Dealing with Ethnocentrism

A

international experience
education
greater cross-cultural awareness
a conscious effort to value cultural diversity

89
Q

Cultural intelligence

A

ability to interpret ambiguous cross-cultural situations correctly

90
Q

Taylorism

A

One best way

91
Q

McGregor’s Theory X

A

pessimistic
negative,
typical of how managers traditionally perceived employees

92
Q

McGregor’s Theory Y

A

believed managers could accomplish more through others by viewing them as self-energized, committed, responsible, and creative beings

93
Q

TQM

A

(Total Quality Management) Continuous, customer-centered, employee-driven improvement

94
Q

85-15 rule (Deming)

A

When things go wrong, 85% chance of the failure is due to the system (including management, machinery, and rules) while only 15% of the failure is the individual employee’s fault.

95
Q

Contingency approach

A

Use management concepts and techniques in a situationally appropriate manner
(NOT “ONE BEST WAY”)

Management 3103 (1 decks)

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