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Bus 160 - Fundamentals Management and Organizational Behavior > Midterm > Flashcards

Midterm Flashcards

1
Q

method of experience

A

people stick to believe because of own experience

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2
Q

method of intuition

A

people stick to believe because it seems obvious

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3
Q

method of authority

A

people stick to believe because a respected official has said so

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4
Q

method of science

A

people stick to believe because scietific studies have replicate result

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5
Q

what is a theory

A

model how different concepts interact to produce a outcome

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6
Q

what is a concept

A

abstraction, category representing behavior that go together

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7
Q

key elements of studies

A

need to be reliable, valid and randomly assigned

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8
Q

what is organizational behavior

A

study of principles underlying human behavior

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9
Q

what does organizational behavior allow us to do

A

understand, describe and analyze behavior in organization

managers: improve or change work behaviors

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10
Q

frederick taylor´s 4 principles (mechnistic view of organizational behavior)

A

study the way employees perform their tasks
put new methods of performing tasks into written rules and standarts
select employees whose skill match the needs of taks and train them
extablish acceptabnle level of performance for a task -> develop a pay system (include bonuses)

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11
Q

different views of organizational behavior

A

mechanistic view

humanistic view

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12
Q

mary parker follett - humanistic view of operational behavior

A

management must consider human side
employees involved in job analysis
person with knowledge should be in control of work process
cross - functioning teams

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13
Q

organizational behavior theory X

A

most people are lazy and only work hard when they are forced to

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14
Q

organizational behavior theory Y

A

under right circustances people work productively and accepting responsibility

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15
Q

types of learning

A

operant conditioning

vicarious learning

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16
Q

operant conditioning

A

learned associations between actions and outcomes through personal experience

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17
Q

vicarious learning

A

learned associations between actions and outcomes through observing experience

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18
Q

what is used to increase desired behavior

A

positive/negative reinforcement

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19
Q

positive reinforcement

A

giving rewards for doing good things - improve desired behavior

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20
Q

negative reinforcement

A

remove negative consequence when desired behavior occurs - increase desired behavior

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21
Q

reinforcement schedules

A

continous

partial

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22
Q

partial reinforement

A 
fixed interval (always in the same timely manner)
variable interval (interval of rewards changes)
fixed ratio (reward always after same unit of action)
variable ratio (rewards always after different units of action)
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23
Q

what is shaping

A

reinforcement of successive and closer approximations to a desired behavior

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24
Q

what is used to decrease undesired behavior

A

extinction

punishment

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25
Q

extinction

A

eliminate reinforcement

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26
Q

punishment

A

adminsitering a negative consequence when undesired behavior occurs

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27
Q

components of the social cognitive theory

A

vicarious learning
self-control
self-efficacy

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28
Q

ceativity

A

process of producing novel and useful ideas

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29
Q

three basic components of creativity

A

domain relevant skills
creativity relevant skills
intrinsic task motivation

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30
Q

domain relevant skills

A

know about a kind of business

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31
Q

creativity relevant skills

A

take different perspectives

think beyond common definitions

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32
Q

intrinsic motivation

A

creative because of personal satisfaction

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33
Q

model of the creative process

A 
recognition of problem or opportunity
gather information
production of creative ideas
selection of creative ideas
implementation of creative ideas
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34
Q

what influences behavior

A

situational influence

dispositional influences

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35
Q

personality

A

pattern of relatively enduring ways that a person feels, thinks, and behaves

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36
Q

what influences personality

A

nature (bilogical heritage)

nurture (life experiences)

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37
Q

how do you measure personality

A

questionnaires and surveys

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38
Q

the big 5 dimensions of personality

A 
Openness to experience
conscientiousness
extraversion
agreeableness
neuroticism
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39
Q

extraversion

A

degree to which individuals are gregarious, assertive, and sociable

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40
Q

opposite of extraversion

A

introversion

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41
Q

neuroticism

A

degree to which individuals are insevure, anxious, depressed and emotional unstable

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42
Q

opposite of neuroticism

A

emotional stable

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43
Q

openess to experience

A

extend to which an individual is curious, willing to take risks, has broad interests…

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44
Q

conscientiousness

A

describes to which extend a person is careful, disciplined, and perserving

45
Q

agreeableness

A

captures the destinction between individuals that get along well and those who don´t

46
Q

what is self - efficacy

A

one´s belief that one has the resources available to accomplish tasks

47
Q

elements of self - efficacy

A

magnitude
strength
generality

48
Q

sources of self - efficacy

A

past performance
vicarious experience
verbal persuasion
reading

49
Q

what does high self - monitors strive for

A

socially acceptable behavior

good impression management

50
Q

what are low self - monitors drive by

A

their own attitude

not concerned what others think

51
Q

ability

A

what a person is capable of doing

52
Q

types of ability

A

cognitive ability
physical ability
emotional intelligence

53
Q

what are attitudes

A

collections of feelings, believes and thoughts about behavior

54
Q

what does work attitude reflect

A

feelings, beliefs, and thoughts about behaiors that people hold about their jobs and organizations

55
Q

components of attitude

A

cognitive - thoughts
affective - feelings
behavioral - action

56
Q

what attitudes are hard to change

A

emotion - based attitudes

57
Q

when do attitudes influence behavior

A

when the situation is weak and the attitudes is strong

58
Q

what are types of work attitudes that are studied

A

job satisfaction
job engagement
organizational commitment

59
Q

ways to measure and predict job satisfaction

A

steady - state theory
facet model
herzberg´s motivator-hygience theory
discrepany model

60
Q

what is the steady state theory

A

typical or chronic level of job satisfaction

move up or down but will end at the same level of job satisfaction

61
Q

what does the facet model say

A

sum of satisfaction with facets or charactersitics of job and workplace environment form job satisfaction

62
Q

what does herzberg´s motivator-hygience theory say

A

everyone has two sets of needs (motivator and hygiene)
focuses on effects of vertain types of job facets
employee can be satisfied and dissatisfied with job at the same time

63
Q

example for herzberg´s motivator-hygience theory

A

motivator needs - interest level in work, responsibility

hygience needs - working condition, pay

64
Q

what does the discrepancy model explain

A

satisfaction comes from comparison of actual and ideal job

65
Q

what are values

A

conviction about what one should strive for in life and how to behave

66
Q

difference between intrinsic and extrinsic work values

A

instrinsic values -> motivators needs (interesting work…)

extrinsic values -> hygiene needs ( pay, security…)

67
Q

what is work mood

A

how people feel while performing jobs

68
Q

what influences work mood

A

gender, exercise

not weather

69
Q

what is emotional intelligence

A

identify own and others´ emotions
use emotions
regulate emotions

70
Q

what is emptional labor

A

employee´s expression of organizationally desired emotions during interpersonal transactions at work

71
Q

what is emotional dissonance

A

inconsistency between emotions we feel and express

72
Q

what is emotional contagion

A

picking up moods from others

transfer mood to others

73
Q

what is stress

A

experience of opportunities or threats that people perceive as important

74
Q

what causes stress

A

uncertainty
resources < requirements
low self efficacy

75
Q

opportunity and threat

A

opportunity: potential for sth good to happen
threat: opportunity for sth bad to happen

76
Q

sources of stress

A

people
work-life balance
job responsibilities
environmental uncertainty

77
Q

job related stressors

A 
role conflict
role ambiguity
overload
underload
challenging assignments
economic well being and job security
78
Q

role conflict

A

when asked to do contradictory things in job or parts of life

79
Q

subdivisions of role conflict

A

time-based conflict
stress-based conflict
behavior-based conflict

80
Q

role ambiguity

A

appears when not sure what is expected from you

within one domain of life

81
Q

what are overload and underload known as

A

load related stressors
overload - too many tasks to perform
underload - not enough work to do

82
Q

what are challenign assignments and threats to economic well-being and job security known as

A

other job related stressors

83
Q

group and organizational related stressors

A

cultural differences

bad/unsafe working conditions

84
Q

how does personality influence stress

A

comes from perception of opportunities and threats

personality traits alter perception and evaluation

85
Q

stress spillover

A

stress can spillover between different roles in life

86
Q

what is stress management important for

A

to relieve stress and being able to succeed

87
Q

prolonged stress

A

burnout

88
Q

stress coping strategies for individuals

A

problem focused

emotion focused

89
Q

examples for individuals problem focused stress coping

A

time management
mentoring
role negotiation

90
Q

examples for individuals emotion focused stress coping

A

exercise
meditation
social support
clinical counseling

91
Q

examples for proplem focused stress coping for organizations

A 
job redesign
job rotation
uncertainty reduction
job security
...
92
Q

what is perception

A

your reality (even though they might not be real)

93
Q

schema

A

cognitive cource of bias

94
Q

charcterisitcs of schema

A

based on past experience and knowledge
resisant to change
give us “roadmaps”

95
Q

what are stereotypes

A

schemas about people

96
Q

important knowledge about stereotypes

A

everybody has them
we can be aware of them
we can attempt to correct them

97
Q

contrast effect

A

perceiver´s perception of other influence the perception of a target

98
Q

similar-to-me effect

A

we see others that belong to our groups more positively

99
Q

why do percptions matter

A

the way i think about a person can change a person´s behavior

100
Q

what does the self-fulfilling prophecy say

A

the expectations I have towards another person can cause that person to behave similar to the expectations

101
Q

what is social status

A

person´s real or perceived position in society guides how they are perceived

102
Q

dispositional/internal attribution

A

sth about a person is primarily responsible of outcome

e.g. personality, motivation…

103
Q

situation/external attribution

A

sth about situation is primarily responsible for outcome

e.g. task difficulty, luck

104
Q

parts of attributional biases

A

fundamental attribution error
actor-observer effect
self-serving attribution

105
Q

fundamental attribution error

A

explains other person´s behavior

internal attribution lead for other´s behavior

106
Q

actor-observer effect

A

explains own behavior

external attribution lead to own behavior

107
Q

self-serving attribution

A

explains own and other´s behavior

internal attribution caused success, external attributions caused failure

108
Q

ambiguity

A

quality to be open for more than one interpretation

Bus 160 - Fundamentals Management and Organizational Behavior (3 decks)

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