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Human Behavior > Midterm > Flashcards

Midterm Flashcards

1
Q

The process of influencing and supporting other to work enthusiastically toward achieving objectives

A

Leadership

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2
Q

Leading people towards a main goal

A

Leadership

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3
Q

Three important elements in the definition

A

Goal achievement
Influence/Support
Voluntary effort

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4
Q

They achieve results by directing the activities of others

A

Managers

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5
Q

They create vision and inspire others to achieve this vision to stretch themselves beyond their normal caoabilities

A

Leaders

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6
Q

Traits of effective leaders

A

Physical
Intellectual
Personality

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7
Q

Height, body sizes and shapes and personal attractions

A

Physical

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8
Q

Intelligences, ambition, and aggressiveness

A

Intellectual

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9
Q

Characteristics

A

Personality

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10
Q

Two Types of Leadership Traits

A

Positive leadership traits

Negative leadership traits

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11
Q

Positive Leadership traits

A

Primary and Secondary traits

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12
Q

Primary traits

A

Personal drive and energy
Desire to lead
Honesty and integrity
Self-confidence

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13
Q

Secondary traits

A 
Cognitive ability
Charisma
Flexibility
Adaptiveness
Positive effectivity
Knowledge of business
Creativity\Originality
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14
Q

Narcissism and alpha dogs

A

Negative leadership traits

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15
Q

In this view, successful leadership depends more on appropriate behavior, skills and action and less on personal traits

A

Leadership behavior

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16
Q

Three broad types of skills leaders use

A

Technical Skills
Human Skills
Conceptual Skills

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17
Q

Refers to a person’s knowledge and ability in any type of process and technique

A

Technical Skills

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18
Q

Ability to work effectively with people and to build teamwork

A

Human Skills

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19
Q

Ability to think in terms of plan

A

Conceptual skills

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20
Q

Ability to do manual labor

A

Technical skills

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21
Q

Low type of skill

A

Technical Skills

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22
Q

High type of skills

A

Conceptual skill

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23
Q

Successful leadership requires behavior that unities and stimulates followers toward defined objectives in specific situations

A

Situational flexibility

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24
Q

Refers to a role held by certain individuals in an organization, team or group.

A

Followership

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25
Q

Specifically, it is the capacity of an individual to actively follow a leader

A

Followership

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26
Q

Pattern of explicit and implicit leaders actions as seen by employees

A

Leadership styles

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27
Q

Approach emphasizes rewards, economic and supportive approach

A

Positive leadership

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28
Q

Emphasis is placed on threats, fear, harshness, intimidation and penalties

A

Negative leadership

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29
Q

Styles and the Use of Power

A

Autocratic leaders
Consultative leaders
Participative leaders

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30
Q

Centralizes power and decision making in themselves

A

Autocratic leaders

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31
Q

Approach one or more employees and ask them for inputs prior to making a decision

A

Consultative leaders

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32
Q

Decentralized authority

A

Participative leader

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33
Q

Concerned about the human needs of the employees

A

Consideration or Employee orientation

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34
Q

Believe that they get results by keeping people constantly busy, monitoring employee actions, ignoring their personal issues and emotions, and urging them to produce at ever-higher level

A

Structure or Task orientation

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35
Q

Managerial Grid

A

Robert R. Blake

Jane S. Mouton

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36
Q

5 different leadership styles

A
  1. 1 Management
  2. 9 Management
  3. 5 Management
  4. 1 Management
  5. 9 Managment
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37
Q

Have low concern for people and production

A

1.1 Management

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38
Q

High concern for people, low concern for production

A

1.9 Management

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39
Q

Balance and compromise

A

5.5 Management

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40
Q

Overly concerned in production to the exclusion of employees needs

A

9.1 Management

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41
Q

High concern is paid to both people and production

A

9.9 Management

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42
Q

Concern for people

A

Y-axis

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43
Q

Concern for Production

A

X-axis

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44
Q

Attention to needs of people for satisfying relationship leads to comfortable friendly org

A

1.9 Management

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45
Q

Work accomplishments is from committed people, Interdependence through a common state in org leads to trust and respect

A

9.9 Management

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46
Q

Adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at satisfactory level

A

5.5 Management

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47
Q

Exertion of minimum effort to get work done is appropriate to sustaining org membership

A

1.1 Management

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48
Q

Efficiency of operations results from arranging conditions of work in such a way that human elements interfere to a minimum degrees

A

9.1 Management

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49
Q

These models state that the most appropriate style of leadership depends on an analysis of the nature of the situation facing the leader

A

COntingency approaches

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50
Q

The contingency model of leadership was developed by ___

A

Fred Fiedler

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51
Q

This model builds upon the previous distinction between task and employee orientation and suggests that the most appropriate leadership style depends on whether the overall situation is favorable, unfavorable or in an intermediate stage of favorability to the leader

A

Fiedler’s Contingency Model

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52
Q

Fiedler shows that a leader’s effectiveness is determined by the interaction of employee orientation with 3 additional variables that relate to the followers, the task and the organization:

A

Leader-member relations
Task Structure
Leader Position

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53
Q

They are determined by the manner in which the leader is accepted by the group

A

Leader-member relations

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54
Q

reflects to the degree to which one specific way is required to do the job.

A

Task structure

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55
Q

Types of Task Structure

A

Clear and Structured

Vague or Unstructured

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56
Q

describes the organizational power that goes with the position the leader occupies.

A

Leader position

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57
Q

Examples are power to hire and fire, status symbols and power to give pay raises and promotions.

A

Leader position

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58
Q

They are shown on the vertical scale

A

High and low employee orientation

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59
Q

They are shown on the horizontal scale

A

Eight distinct combinations

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60
Q

Eight distinct combinations

A 
Good (Structured and Strong)
Good (Structured and Weak)
Good (Unstructured and Strong)
Good (Unstructured and Weak)
Moderately Poor (Structured and Strong)
Moderately Poor (Structured and Weak)
Moderately Poor (Unstructured and Strong)
Moderately Poor (Unstructured and Weak)
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61
Q

Short for the situational leadership (or life-cycle) model

A

Hersey and Blanchard’s Situational Leadership

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62
Q

Situational analysis model was developed by __

A

Paul Hersey and Kenneth Blanchards

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63
Q

The model states the most important factors affecting the selection of a leader’s best style is the development (maturity) level of the subordinate.

A

Hersey and Blanchard’s Situational Leadership Model

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64
Q

Task specific combination of an employee’s task competence and motivation to perform (commitment) Managers assess development level by examining an employee’s level of job, knowledge, skill, and ability, as well as their willingness to take responsibility and their capacity to act independently.

A

Development level

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65
Q

The Hersey-Blanchard Situational Leadership Theory has two pillars: ___(Also called ___) orientations to create four major styles:

A

Guidance and Supportive
Task and Relationship

Telling
Selling
Participating
Delegating

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66
Q

The model is simple and intuitively appealing and accents an important contingency factor

A

Hersey and Blanchard Situational Analysis Leadership model

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67
Q

High directiveness and low supportiveness

A

Telling

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68
Q

High directiveness and high supportiveness

A

Selling

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69
Q

Low directiveness and high supportiveness

A

Participating

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70
Q

Low directiveness and low supportiveness

A

Delegating

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71
Q

The most direct form of leadership.

A

Telling

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72
Q

The leader of the group simply tells each member what to do, and how they would like them to do it.

A

Telling

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73
Q

When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled.

A

Telling

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74
Q

The employees have a desire to work independently but they are not capable of doing this yet.

A

Selling (Coaching)

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75
Q

They are employees who have not reached full maturity and are hindered by circumstances. By explaining his decision-making and by listening to the employee and giving him undivided attention, the leader is guiding him

A

Selling (Coaching)

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76
Q

At this level of situational leadership, the employees are capable but (temporarily) unwilling.

A

Participating (Supporting)

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77
Q

They are qualified workers but because of the number of tasks, they might get the idea that they are being inundated with work. This can make them insecure and reluctant. To take away this insecurity, it is important that the leader confers with the employees and supports them in their work.

A

Participating (Supporting)

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78
Q

By having employees participate in the decision-making process, acceptance will increase and the employees will be able to work independently again.

A

Participating (Supporting)

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79
Q

The employees can and want to carry out their tasks independently, they have a high level of task maturity as a result of which they need less support.

A

Delegating

80
Q

___ have further developed a path-goal view of leadership initially presented by ___ which is derived from the expectancy model of motivation

A

Robert House and Others

Martin Evans

81
Q

It states that the leader’s job is to use structure, support and rewards to create a work environment that helps employees reach the organization’s goals

A

Path-goal leadership

82
Q

The two major roles of Path-Goal Model of Leadership

A

Create goal orientation

Improve the goals so they would be attained

83
Q

Provide a balance of both of the Path-goal leadership support

A

Task Support

Psychological Support

84
Q

It is when they help assemble the resources, budgets, power and other elements that are essential to get the job done

A

Task Support

85
Q

Leaders must stimulate people to want to do the job and attend to their emotional nneds

A

Psychological support

86
Q

The Path-Goal Leadership Process

A

Leader identifies employee needs
Appropriate goals are established
Leader connects rewards with goals
Leader provides assistance on employee path toward goals
Employees become satisfied and motivated and may accept the leader
Effective performance occurs
Both employees and organization are better able to reach their goals

87
Q

Four types of Leadership alternatives:

A

Directive leadership
Supportive leadership
Achievement-Oriented leadership
Participative leadership

88
Q

Directive leadership

A

Telling

89
Q

Supportive leadership

A

Selling and Participating

90
Q

The leader focuses on clear task assignments, standards of successful performance and work schedules

A

Directive leadership

91
Q

The leader demonstrates concern for employees’s well-being and needs, while trying to create a pleasant work environment

A

Supportive leadership

92
Q

The leader sets high expectations for employees, communicates confidence in their ability to achieve challenging goals, and enthusiastically models the desired behavior

A

Achievement-oriented leadership

93
Q

The leader invites employees to provide input to decisions, and seriously seeks to use their suggestions as final decisions are made

A

Participative leadership

94
Q

The leader informs her followers on what is expected of them, such as telling them what to do, how to perform a task, and scheduling and coordinating work.

A

Directive leadership

95
Q

It is most effective when people are unsure about the task or when there is a lot of uncertainty within the environment.

A

Directive leadership

96
Q

This includes giving them schedules of specific work to be done at specific times. Rewards may also be increased as needed and role ambiguity decreased (by telling them what they should be doing).

A

Directive leadership

97
Q

the leader makes work pleasant for the workers by showing concern for them and by being friendly and approachable. It is most effective in situations in which tasks and relationships are physically or psychologically challenging.

A

Supportive leadership

98
Q

This includes increasing the follower’s self-esteem and making the job more interesting. This approach is best when the work is stressful, boring or hazardous.

A

Supportive leadership

99
Q

Setting challenging goals, both in work and in self-improvement (and often together).

A

Achievement-oriented leadership

100
Q

High standards are demonstrated and expected. The leader shows faith in the capabilities of the follower to succeed. This approach is best when the task is complex.

A

Achievement-oriented leadership

101
Q

The leader consults with his followers before making a decision on how to proceed. This approach is best when the followers are expert and their advice is both needed and they expect to be able to give it.

A

Participative leadership

102
Q

Directive leadership

A

Telling

103
Q

Supportive leadership

A

Selling and Participating

104
Q

Achievement-oriented leadership

A

Delegating

105
Q

Participative

A

Participating

106
Q

3 significant variables of the Path-Goal Model

A

Locus of control
Willingness to accept the influence of others
Self-perceived task ability

107
Q

Alternative beliefs about whether an employee’s achievements are the product of his or her own efforts or the result of outside forces

A

Locus of control

108
Q

Types of Locus Control

A

Internal Locus

External Locus

109
Q

Which is more compatible with a participative style

A

Internal Locus

110
Q

Which is more receptive to a directive approach

A

External Locus

111
Q

If this variable is high, a directive approach will be more successful, if it’s low, a participative style is more appropriate

A

Willingness to accept the influence of others

112
Q

Employees who have high confidence in their potential will react most favorably to a supportive leader. Alternatively, employees lacking a perception of their own task ability will likely embrace an achievement-oriented leader

A

Self-perceived task ability

113
Q

Stereotypically, they have a stronger internal locus of contol, an unwillingness to accept the influence of superiors, and a strong image of their own task competence, capacity to learn, and ability to act independently

A

Generation Y employees

114
Q

Consequently, this suggests that they are more successful under a participative leadership style

A

Generation Y Employees

115
Q

It has made a contribution by identifying additional contingency variables, as well as broadening the range of leader behaviors to choose from

A

The Path-Goal Model of Leadership

116
Q

It is also pragmatic since it explicitly relates leadership style to an underlying motivational model

A

Path-Goal Model of Leadership

117
Q

A useful decision-making model for selecting among various degrees of leadership style (autocratic to participative)

A

Victor H. Vroom

118
Q

They recognized that problem-solving situations differ, so they developed a structured approach for managers to examine the nature of those differences and to respond appropriately

A

Victor H. Vroom
Philip Yetton
Arthur Jago

119
Q

Include cost consideration and the availability of information and whether or not the problem is structured

A

Decision-quality dimensions

120
Q

Include the need for their commitment, their prior approval, the congruence of their goals with the organization’s objectives and the likelihood of conflict among the employees

A

Employee-acceptance dimension

121
Q

Five Consultative approaches

A 
Autocratic I
Autocratic II
Consultative I
Consultative II
Group II
122
Q

Leader indvidually solves the problem using the information already available

A

Autocratic I

123
Q

Leader obtains data from subordinates and then decides

A

Autocratic II

124
Q

Leader explains problem to individual subordinates and obtains ideas from each before deciding.

A

Consultative I

125
Q

Leaders meet with group of subordinates to share the problem and obtain inputs, and then decides.

A

Consultative II

126
Q

Leader shares problems with group and facilitates a discussion of alternatives and a reaching of group agreement on a solution.

A

Group II

127
Q

Styles of Autocratic I & II

A

Autocratic

128
Q

Styles of Consultative I & II

A

Consultative

129
Q

Style of Group II

A

Collaborative

130
Q

You use the information you already have and make the decision

A

Autocratic I

131
Q

Set of favorable and unfavorable feelings and emotions with which employees view their work

A

Job satisfaction

132
Q

It is an affective attitude

A

Job satisfaction

133
Q

Three dimensions of attitude

A

Feelings
Thoughts
Intensions

134
Q

Refer to job-related feelings such as boredom, anxiety, acknowledgement, and excitement

A

Feelings

135
Q

Pertains to beliefs regarding one’s job whether it is respectable, mentally demanding/ challenging and rewarding

A

Thoughts

136
Q

Include people’s actions in relation to their work such as tardiness, working late, faking illness in order to avoid work

A

Intensions

137
Q

Example: “I enjoying having a variety of task to do.”

A

Feelings

138
Q

Example: “My work is quite complex.”

A

Thoughts

139
Q

Example: “I plan to quit this job in three months.”

A

Intensions

140
Q

Ultimate purpose why employees are discovering

A

Job satisfaction

141
Q

What can make employees stay especially front of the house (customer-based interaction)

A

Job satisfaction

142
Q

It is a group satisfaction

A

Morale

143
Q

According to effects of employee attitudes, (Farrell 1983), employees’ response to dissatisfaction with the workplace can take from the others on two dimensions:

A

Active vs Passive

Constructive vs Destructive

144
Q

The Four responses(Dissatisfied employees)/Effects of employee attitudes:

A

Exit
Voice
Loyalty
Neglect

145
Q

It refers to the behavior aimed at leaving the company, such as looking for a new job

A

Exit

146
Q

It is a destructive and active response

A

Exit

147
Q

Refers to the employee initiative to improve conditions in the organization

A

Voice

148
Q

For example, offering ideas on how to improve the business

A

Voice

149
Q

It is an active and constructive response

A

Voice

150
Q

Refers to employee’s attitude of trust toward the organization

A

Loyalty

151
Q

It can manifest itself as a passive but optimistic hope for improvements to come about

A

Loyalty

152
Q

It is passive and constructive

A

Loyalty

153
Q

It occurs when an employee shows absenteeism, shows up late for work and puts less effort at work

A

Neglect

154
Q

By performing inadequately at work, the employee is allowing conditions to deteriorate

A

Neglect

155
Q

It is passive and destructive

A

Neglect

156
Q

The performance-satisfaction-Effort loop

A

Performance- Rewards - Perception of equity in rewards (Fair or Unfair)- Satisfaction or Dissatisfaction- Greater or lesser commitment- Greater or lesser effort

157
Q

Job Satisfaction is

A 
Overall
Multi-dimensional
Job context
Capability of Job Satisfaction
JOB SATISFACTION = LIFE SATISFACTION
158
Q

Important to monitor

A

Effects of Employee Attitudes

159
Q

Organization’s effects

A 
Turnover
Absenteeism 
Tardiness
•Presenteeism
Theft
•Rule Bending
Violence
Poor organizational citizenship
160
Q

Labor Turnover

A

Positive effects

Negative effects

161
Q

Negative effects

A 
Separation costs
Training costs for new employees 
Vacancy cost
Replacement cost
Morale effects
162
Q

Positive effects

A

Opportunities for internal promotions
Welcome/Removal Disruptive employees
Infusion of expertise from newly-hired employees

163
Q

Mutual relationships

A

Employee and Employer

164
Q

Should I stay or Should I leave?

A

Labor turnover

165
Q

Short type of absenteeism

A

Tardiness

166
Q

Sick, depression, emotions of not wanting to work (Habitual)

A

Presenteeism

167
Q

Not limited to items but time

A

Theft

168
Q

Bend their rules to make it fair

A

Rule bending

169
Q

Extreme measures caused by work, stress (PTSD)

A

Violence

170
Q

Also known as Pro-Social Behavior

A

Organizational Citizenship

171
Q

Feelings and beliefs that determine how employees will perceive their environment, commit themselves and ultimately behave

A

Attitudes

172
Q

Behavior that is particularly stable across time (Permanent)

A

Attitudes

173
Q

Form of mental sets that affect how we view something else

A

Attitudes

174
Q

Types of attitudes

A

Positive affectivity

Negative Affectivity

175
Q

Optimistic, upbeat, cheerful and courteous

A

Positive affectivity

176
Q

Pessimistic, downbeat, irritable and abrasive

A

Negative affectivity

177
Q

Employee’s feeling to their job that are both diffused and highly dynamic

A

Work moods

178
Q

They reflect overall views and can change within a day, hour, or minutes

A

Work moods

179
Q

Both diffuse and dynamic/ change within a day or hour

A

Work moods

180
Q

A degree to which employees immerse themselves in their jobs, invest time and energy and view work as a central part of their overall lives

A

Job involvement

181
Q

This is is similar to Organizational identification

A

Job involvement

182
Q

Employees blend in so well and fit the organization’s ethics (principles and values) and expectations and they experience sense of oneness with the firm

A

Organizational identification

183
Q

Results to seldom absent, willing to work long hours and attempt to be high performers

A

Job involvement

184
Q

Other term for Organizational commitment

A

Employee loyalty

185
Q

Employee’s willingness to remain with the firm in the future, being strongly connected and engaged with the organization

A

Organizational commitment

186
Q

Usually stronger to those long-term employees

A

Organizational commitment

187
Q

Three forms of Organizational commitment

A

Continuance commitment
Affective commitment
Normative commitment

188
Q

Like a magnet attracting

A

Organizational commitment

189
Q

In which an employee want to exert effort and choose to remain with the organization

A

Affective commitment

190
Q

The choice to stay because of the strong cultural ethics that drive them to do so

A

Normative commitment

191
Q

Encourages employees to stay because of the high “investments” in the organization

A

Continuance Commitment

192
Q

Factors that inhibit and stimulate employee commitment

A

Inhibiting factors

Stimulating factors

193
Q

Feels not to be commited

A

Inhibiting factors

194
Q

Motivated, feel committed

A

Stimulating factors

195
Q

Inhibiting factors

A

Insincere gratitude
Failure to follow through
Inflated egos and bullying
Excessing blaming

196
Q

Stimulating factors

A 
Clarity of rules and policies
Respects and appreciation of efforts
Investment employees training
Making employees feel valued
Providing support

Human Behavior (4 decks)

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