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Organizational Behavior > OB - Part 2 > Flashcards

OB - Part 2 Flashcards

0
Q

Expectancy theory

A

Concerned with how employees make choices among alternative behaviors and levels of work

Asks two equations:

  1. Does individual believe his inputs will result in a given level of performance
  2. Does individual believe that performing at chosen level will lead to desired outcomes

Motivation requires “yes” to both questions

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1
Q

Need theory

A

Staff will be motivated to satisfy needs

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2
Q

Two motivation theorists

A

Maslow hierarchy

Alderfer ERG theory

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3
Q

Motivation vs performance

A

Performance is the end result of work and motivation may be a factor to performance

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4
Q

Theories of work motivation

A

Need theory
Expectancy theory
Equity theory
Org. Justice theory

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5
Q

3 elements of motivation

A

Direction of behavior
Level of effort
Level of persistence

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6
Q

Direction of behavior

A

Which behaviors a person choose to perform

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7
Q

Level of effort

A

How hard do they work to perform chosen behavior

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8
Q

Level of persistence

A

When faced with obstacles, how hard do they keep trying

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9
Q

What is motivation equation

A

Inputs —- performance —- outputs

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10
Q

Maslow’s hierarchy

A 
Physiological
Safety
Belonging
Esteem
Self-actualization
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11
Q

Adlerfer’s ERG theory

A

Existence needs
Relatedness needs
Growth needs

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12
Q

Valence

A

How desirable is a particular outcome? (Part of expectancy theory)

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13
Q

Instrumentality (expectancy theory)

A

Connection between performance and outcomes)

Perception about the extent to which a performance will lead to attainment of particular outcome

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14
Q

High Instrumentalities =

A

High motivation

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15
Q

3 components of expectancy theory

A
  1. Valences (desirability of outcome)
  2. Instrumentality (correlation between performance and outcomes) -1 to +1
  3. Expectancy - correlation between effort and performance 0 to 1
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16
Q

According to expectancy theory, In order for employee to be motivated, the following must occur

A

High Valence - they want outcome
High instrumentality - they must believe that have to perform at high levels in order to achieve outcome
High expectancy - they must believe they are capable of the high level of performance that is required

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17
Q

Effort —- performance —– outcomes (as it related to expectancy theory)

A
  1. Effort must produce high performance
  2. Performance must produce outcomes
  3. Outcomes must be desirable
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18
Q

Equity theory ( J. Stacy Adams)

A

Perceived correction between outcomes and her inputs

This is not actual, objective correlation, but perceived correlation compared to another person

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19
Q

Referent (equity theory)

A

Person being compared to

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20
Q

Outcome/income ration

A

What someone gets compared to what they give

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21
Q

Two types of inequity

A

Overpayment

Underpayment

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22
Q

How to restore equity

A
  1. Change inputs or outcomes
  2. Change referent’s inputs or outcomes
  3. Change perceptions of inputs and outcomes
  4. Change Referent
  5. Chanfe jobs
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23
Q

Org. Justice theory

A

Perception of overall fairness in organization (are assessments of input/outcomes fair?

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24
Q

4 types of org. Justice

A
  1. Distributive justice
  2. Procedural justice
  3. Interpersonal justice
  4. Informational justice
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25
Q

Distributive justice (equity theory)

A

Perception of equitable distribution of outcomes

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26
Q

Procedural justice

A

Perceived fairness of procedures used to make decisions about the distribution of outcomes

How performance levels are evaluated
How grievances are handled
How outcomes are distributed

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27
Q

Interpersonal justice

A

Perceived fairness of interpersonal treatment staff receives from distributors of outcomes

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28
Q

Informational justice

A

Perceived justice on how decisions are made, how decisions are made etc.

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29
Q

Frederick Taylor approach to job design

A

Scientific management

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30
Q

Job design - early approaches

A

What tasks each role performs

  1. Scientific mgt.
  2. Job enlargement and enrichment
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31
Q

Scientific mgt

A

Principles and practices designed to increase performance of staff by stressing job simplification and specialization

Job simplification
Job specialization
Time and motion studies

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32
Q

Job simplification

A

Breaking up work to smallest identifiable tasks

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33
Q

Job specialization

A

Assignment for staff to perform small, simple tasks

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34
Q

Job design - job characteristics model

A
  1. Core job dimensions
  2. Motivating potential score
  3. Critical psychological states
  4. Work and personal outcomes
  5. Individual differences in response to job design
  6. Research evidence
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35
Q

Job design - social information process

A

Salancik & Pfeffer
The way people respond to their jobs is influenced by social information and by own past behaviors

Role of social environment
Role of past behaviors

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36
Q

Job enlargement

A

Increasing the number of tasks an employee performs but keeping task at same level of difficulty and responsibility (horizontal job loading)

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37
Q

Job enrichment

A

Increasing employees responsibility and control over his work (vertical job loading) - goal of increasing intrinsic motivation

Examples - allow employees to
plan work schedules
Determine how job should be performed
Check their own work
Learn new skills
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39
Q

Job characteristics model (purpose) - hackman & oldman

A

Job design that aims to identify characteristics that make jobs intrinsically motivating

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39
Q

Job crafting

A

When staff can change their job as needed

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40
Q

Core job dimensions - Job Characteristics model

A

Skill variety - use different skills
Task identity - doing job from beginning to end
Task significance - does task impact lives or work of others
Autonomy - degree of freedom
Feedback - clear feedback about performance etc.

41
Q

Motivation potential score measures what core job characteristics

A

Skill variety
Task identity
Task significance

Equal to average of all three

42
Q

Job diagnostic survey - Job Characteristics model

A

Hackman and Oldman (1970)

Produces motivational potential score (mps)

44
Q

Critical psychological states - job characteristics model

A
  1. Experience meaningfulness of work - how important does job feel
  2. Experienced responsibility for outcomes - how personally responsible for work does staff feel?
  3. Knowledge of results - do staff know they are performing well on a continuous basis.
45
Q

Personal & work outcomes - job characteristics model

A

High intrinsic motivation
High job performance
High job satisfaction
Low absenteeism and turnover

45
Q

Social identity theory

A

How individuals use the groups and org. they are members of to define themselves

46
Q

three key mediating factors that determined what the effects of the core job dimensions were likely to be on an employee. - job characteristics model

A
  1. Growth need - how much job should contribute to personal growth
  2. Knowledge and skills - have skills necessary to perform at level expected
  3. Satisfaction with work context - how happy are they with extrinsic outcomes
47
Q

Combine tasks so that a worker is responsible for doing a piece of work from start to finish. - what core job dimension

A

Skill variety
Task Identity
Task Significance

48
Q

Group tasks into natural work units so that workers are responsible for performing an entire set of important organizational activities rather than just part of them. - what core job dimension

A

Task Identity

Task Significance

49
Q

Allow workers to interact with customers or clients, and make workers responsible for managing these relationships and satisfying customers. - what core dimensions

A

Skill
Autonomy
Feedback

50
Q

Vertically load jobs so that workers have more control over their work activities and higher levels of responsibility. - what core dimension

A

Autonomy

51
Q

Open feedback channels so that workers know how they are performing their jobs - what core dimension

A

Feedback

52
Q

three aspects of the Job Characteristics model

A

core job dimensions
critical psychological states
work and personal outcomes

53
Q

Hertzberg Motivation-hygiene theory of job satisfaction

A

effects of certain Job Facets on job satisfaction: motivation needs & hygiene needs

can be satisfied and dissatisfied at the same time

54
Q

Motivation needs: Hertzberg

A

refer to the actual work, how challenging, interesting, autonomy, responsibility, etc.

55
Q

Hygiene needs: Hertzberg

A

physical and psychological context in which work is performed

57
Q

Hertzberg: motivation needs: (work content) intrinsic

A

when they are met, employees will be satisfied

57
Q

Discrepancy Model of Job Satisfaction

A

employees compare their job to their ideal job

58
Q

Hertzberg: hygiene needs (work context)

A

when they are met, employees will not be dissatisfied

59
Q

Steady State Model

A

employees have a steady state of satisfaction which may adjust situationally, changes in work should be evaluated for whether they will have a temporary or long lasting impact on job satisfaction - move the “steady” bar up permanently or just a spike that will fall back to equilibrium

60
Q

Mobley’s Model of Turnover process

A

job dissatisfaction experience — thinking of quitting — cost/benefit analysis — intention to search for alternatives —search for alternatives — evaluation of alternatives — comparison of alternatives to present job — intentions to quit/stay —- quit/stay

61
Q

Organization Citizenship behavior (OCB)

A

behavior above and beyond the call of duty - job satisfaction may highly impact org. citizenship

62
Q

Potential consequences of job satisfaction

A

Absenteeism (missing work)
Turnover (withdrawal from org)
Org. Citizenship (willingness to go above & beyond)
Employee well-being (happy health & prosperous)

63
Q

Job Satisfaction

A

Feelings and beliefs employees have about specific jobs

64
Q

Organizational Commitment

A

Feelings and beliefs employees have about the org. as a whole

65
Q

Affective Commitment

A

when employees are happy to be members of the org. - highly related to org. citizenship although not necessarily job performance. high affective commitment means lower turnover

66
Q

Continuance Commitment

A

commitment that exists when employees don’t necessarily stay because they want to be there, but because it is too costly to leave (golden handcuffs) etc.

67
Q

values (personal convictions about what one should strive for in life and how one should behave)

A

high determinant of on the job behavior

68
Q

two kinds of work values that impact org. behavior

A

work values

ethical values

69
Q

work attitudes

A

more specific and less long lasting than values - collection of feelings, beliefs and thoughts that people have about how they to behave

70
Q

work moods and emotions

A

more transitory than values and attitudes - peoples feelings at the time they actually perform their job

71
Q

two broad types of work values: personal convictions about what outcomes they should expect from work and how they should behave

A

intrinsic - values related to the work itself (doing something interesting and challenging or have a sense of accomplishment

extrinsic - values related to the consequences of work, such as family security or status in the community

72
Q

3 types of ethical values - convictions about what is right and wrong

A

Utilitarian - decisions should produce greatest good for greatest amount of people

Moral Rights - decisions should protect the fundamental rights and privileges of the people affected

Justice - decisions should be made in ways that allocate benefit and harm among those affected in a fair, equitable or impartial manner.

73
Q

Two important work attitudes:

A

Job Satisfaction - collection of feelings and beliefs that a people have about their current job

Organizational Commitment - collection of feelings and beliefs that people have about their organization as a whole

74
Q

Three components of work attitude

A

Affective (how they feel about their job)
Cognitive (what they believe about their job)
Behavioral (what they think about how to behave at work)

75
Q

Emotional labor

A

when a employee must control their expression of moods and emotions on the job

76
Q

Job Satisfaction is determined by (attitude in org behavior)

A

personality
values
work situation
social influence

77
Q

3 models that are useful for understand the job satisfaction attitude

A

Facet
Discrepancy
Steady-state

78
Q

Salancik and Pfeffer’s Social Information Processing model two important factors that shape, or influence, an employee’s perceptions of the characteristics of his or her job.

A

1) the perceptions and attitudes of other employees regarding what aspects of the job one should pay attention to, and how job characteristics should be evaluated;
2) the employee’s own past behavior and experience.

our evaluation is not just objective but based on perceptions of the situation as well.

79
Q

5 Job Design Approaches

A

Scientific Mgt. -
Work Simplification,
Specialization,
Time and motion studies, Piece-rate-pay
Job Enlargement -
horizontal job loading (increase number of tasks without
increasing difficulty or responsibility)
Job Enrichment -
vertical job loading (increasing responsibility)
Job Characteristics Model -
Core job dimensions:
Critical psychological states:
Work and personal outcomes:
Social Informational Processing - social environment,
past behaviors

80
Q

self-serving attribution - Possible result of Social Information Processing Model (Salancik)

A

internalize the causes of success and externalize the causes of failure - mirror theory (good to great)

81
Q

cognitive dissonance and attribution theory as it relates to self-serving attribution and Social Information Processing Model

A

They help us understand why people often differ so greatly in how they evaluate the same situation. Specifically, the more we freely committed ourselves to a course of action the more likely we will be to “perceive” the job in more favorable terms. In contrast, the less committed we are to the new job, or less personally responsible we feel for making the actual career choice the less inclined we will be to perceive the job favorably when it actually is not.

82
Q

How to design jobs that stimulated intrinsic motivation to perform at higher levels

A

build more ‘motivator’ characteristics into employees’ jobs.

83
Q

Connection between motivation equation and job design and goal setting:

A
  1. job design and goal setting are tools that an organization can use to influence in a positive way many types of employee “inputs” into the work situation.
  2. , some form of performance evaluation must then follow to assure that there is employee accountability, and some basis for making soundly-based decisions about the equitable allocation of rewards.
  3. pay and other career opportunities are two general types of outcome that recipients can assess in terms of their valence, value or attractiveness When considered along with an assessment of their Effort-Performance expectancies, and Performance-Outcome instrumentalities, employees will make decisions regarding the motivation to behave in organizationally desirable ways.
84
Q

Effort-Performance expectancies

A

expectancy theory

86
Q

Performance-Outcome instrumentalities

A

expectancy theory

87
Q

why people form groups

A

task related
economic/political
social psychological

88
Q

what is important about groups

A

1) groups are fundamental to organizational life
2) people form and participate in them for many reason, some of which go well beyond the fact that we formally are assigned to groups and teams on the job;
3) groups will form in organizations whether we want them
4) groups are often the vehicles by which both organizations and individuals achieve their goals.

89
Q

How groups help organizations

A
  1. make more resources available to organizations
  2. can facilitate creativity and innovation
  3. satisfaction and quality of work life
90
Q

Types of Groups

A

Formal & Informal

91
Q

Formal Groups

A

command, task and teams

92
Q

informal groups

A

friendships, interest

93
Q

Temporary vs. permanent groups

A

task force, project based groups

94
Q

Command Group:

A

A collection of subordinates who report to a common superior. This is most commonly referred to as a department or division. (subunit)

95
Q

Task Force:

A

A collection of people who are brought together to accomplish a specific goal, after which, the group disbands.

96
Q

Team:

A

A formal work group in which there is a high level of interaction among group members who work intensely together to achieve a common goal.

97
Q

Self-managed Work Team:

A

A team that is held responsible for all aspects of its operation, including tasks that are usually considered managerial in nature.

98
Q

Four types of groups

A

Command, Task force, Team, Self-managed teams

99
Q

The Tuckman model of group development (5 stages)

A

forming,
storming,
norming
performing adjourning

100
Q

relationship-oriented group leadership.

A

leaders that understand the emotional element of groups

101
Q

shared informal responsibility

A

sharing leadership roles in teams

Organizational Behavior (2 decks)

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