Video Lecture Flashcards
1
Q
Needs analysis
A
- first step in developing training program
- to determine if training is needed and if so the goals, methods, and content of training
- Org. Analysis
- Job (tasks) analysis
- Person analysis
- Demographic analysis
2
Q
Org analysis
A
, to determine organizational goals and what is need to achieve these goals
3
Q
Task analysis
A
Determine the ksaos workers need to perform jobs
4
Q
Person analysis
A
Determine who which workers need training
5
Q
Demographic analysis
A
- determine training needs of certain groups of workers
6
Q
On the job training methods
A
- apprenticeship, coaching, mentoring, cross-training, and job rotation
7
Q
Cross training
A
- teach how to perform essential task of similar jobs so you can fill in
8
Q
Job rotation
A
- usually for manageal workers
- have performed each job that will be managing
9
Q
Pros of on the job training
A
- less costly
- maximize transfer of training
10
Q
Cons of on-the-job training
A
- potential for errors
- safety issues
- disruption of productivity
11
Q
Off the job training
A
Classroom discussion/lectures, technology-based learning, and simulation training
12
Q
Technology-Based learning
A
- video conference, webinars, and computer self-study
13
Q
Simulation training
A
- Festival training, and virtual reality training
- useful when on-the-job training is too expensive or dangerous
14
Q
Vestibule training
A
- allowed to acquire skills using actual work equipment
15
Q
Vr training
A
- create virtual reality situations that we’ll encounter on the job
16
Q
Pros of off the job training methods
A
- greater control of environment
- can train a large number of people
- reduced safety risks
17
Q
Cons of off the job training
A
- can be more expensive than on the job training
- limited transfer of training
18
Q
Full scope evaluation
A
- four types of evaluation: formative, summative, conformative, and meta
19
Q
Formative
A
- conducted while the training program is being developed to help determine changes needed to meet training goals
- having subject matter experts review content and trainees complete measures of attitude and learning after completing each component of the program
20
Q
Summative
A
- soon after the program is delivered
- used to determine the immediate effects of training
- assessing trainee’s reactions to training and the effectiveness of training for meeting goals
21
Q
Confirmative
A
Ongoing,
- months and sometimes even years after training is delivered
- evaluate the long-term effects of training
-) administering measures similar to those as part of summative evaluation
22
Q
Meta-
A
- quality control evaluation
- given during and after to assess the reliability and validity of formative, summative, and conformative evaluations
23
Q
Kirkpatrick’s four level evaluation
A
- four levels of criteria ordered from least to most informative
Reaction, learning, behavior, and results
24
Q
Reaction criteria
A
- trainees impressions of training
25
Learning criteria
- how well trainees learned information and skills from training
26
Behavior criteria
- degree training had a positive effect on trainees job performance
27
Results criteria
- effective training on organization outcomes, return on investment and customer satisfaction
- most useful but most difficult to assess if changes are due to training or other factors
28
Supers life space, lifespan career theory
- job a job that fits a person's self-concept leads to greater job satisfaction and success
- five stages: growth, expiration, establishment, maintenance, and disengagement
- each stage has a different set of developmental tasks
29
Self-concept
Super
- how a person perceives self and situations
- a result of biological characteristics, social roles, and how others react to and evaluate the person
- changes over time as a result of experiences
- major determinant of career decisions
30
Career maturity
Super
- ability to successfully accomplish the tasks of their stage
31
Life space
super
- various roles a person assumes at times and in different contexts
32
Life space
super
- various roles a person assumes at times and in different contexts
33
Life career rainbow
Super
- used in career counseling
- shows the relationship between life stages and major roles over their lifespan
34
Holland's theory of career choice
- six personality and work environment types
- congruence between a person's personality and the nature of the work environment lead to job satisfaction, persistence, and productivity especially in people with high degree of differentiation
R- realistic
I- investigative
A- artistic
S- social
E- enterprising
C- conventional
35
Holland's self-directed search
- assesses six personality types
- congruence I personally typing job environment is predictive of job outcomes when a score profile indicates a high level of differentiation- high score on one type and low on others
36
Realistic
Holland
- jobs involving working with objects, machines, plants, tools, or animal/ working outside
- electrician veterinarian assistant or surveyor
37
Investigative
Holland
- prefer work that involves observing, learning, investigating, analyzing, evaluating and problem solving
- biologist, mathematician, or computer programmer
38
Artistic
Holland
- prefer work that is unstructured, and involves using creative abilities and intuition
- graphic designer, photographer, or cosmetologist
39
Social
Holland
. Prefer jobs that involve informing, inspiring, helping, training, and curing people
Child care worker, mental health counselor, and tour guide
40
Enterprising
- Holland
- work that involves influencing, persuading, leading, or managing people to achieve organizational goals/ for economic gain
- personnel recruiter, lawyer or marketing manager
41
Conventional
Holland
- jobs that involve explicit, systematic manipulation of data, attention to detail, and orderly routines
- accountant, statistician, or librarian
42
Dawis and loftquest theory of work adjustment
- The length of time person stays on the job( tenure) is primary indicator of work adjustment
- work adjustment is determined by satisfaction and satisfactoriness
43
Satisfaction
Dallas and loftquist
- employees satisfaction with the job
- depends on the correspondence of the person's needs and the rewards provided by the job
- determined whether or not person stays on the job
44
Satisfactoriness
- dawis and loftquist
- employer satisfaction with worker
- correspondence between worker skills and the skill requirements of the job
- determines whether or not the employer reattains the employee
45
Tiedman's career decision model
- career decision making is related to ego development
- two phases: anticipation and implementation
- each consist of different stages
46
Anticipation
- tiedman
- exploration, crystallization, choice, and the clarification
- person becomes familiar with different jobs, makes a tentative job choice and prepares to implement that choice
47
Implementation phase
Tiedman
- induction, Reformation, and integration stages
- begin chosen job, becomes proficient at it and achieve a balance between needs and the orgs demands
48
Krumboltz social learning theory of career decision making
- people are most likely to choose a particular occupation when they have a history of succeeding in tasks they believe are relevant to that occupation, have observed important person being reinforced performing tasks that are similar to those relevant to the occupation, and have developed positive associations with the occupation through direct or indirect messages
four factors contribute to career decision-making process: genetic endowment and special abilities, environmental conditions and events, learning experiences, and task approach skills
- optimal career decision making requires being exposed to a variety of career related learning experiences, regardless of race,ethnicity, or gender
49
Genetic endowment and special abilities
Krumboltz
- may support or limit a person's career choices
- gender, ethnicity, abilities and disabilities
50
Environmental conditions and events
Krumboltz
- beyond person's control
- nature and number of job training and job opportunities, family/social and financial resources and community resources
51
Learning experiences
- krumboltz
instrumental and associative learning
- effect A person's career related choices and behaviors and attitudes and beliefs about different occupations
52
Task approach skills
krumboltz
- A result of interactions between other 3 factors
- skills and standards person brings to work: decision making skills, performance standards, and work related values
53
Job analysis
Systematic procedure That serves several functions in orgs
- provides information needed to identify job selection and performance appraisal measures
- initial step in determining appropriate salary for a job(Job evaluation) and goals and content of training programs
54
Methods of job analysis
Observing employees while they perform the job
- interviewing employees and supervisors about the job
- having employees, supervisors and others familiar with the job completes surveys and questionnaires
55
Structure techniques of job analysis
- work oriented
- worker oriented
56
Work oriented
- task oriented job analysis
Focuses on the tasks that must be accomplished in order to get the desired job outcomes
Functional Job analysis
57
Functional job analysis
- used to identify what tasks a job involves and how those tasks are performed
58
Worker oriented job analysis
- K. Identifies what knowledge, skills, abilities, and other characteristics are required to successfully perform job tasks
- position analysis questionnaire
59
Position analysis questionnaire
,- worker oriented
,- job in terms of the extent to which it requires certain behaviors
60
Job evaluation
- begins with a job analysis
- conducted to make decisions about worker compensation
I.e. establish comparable worth
61
Comparable worth
- equal pay for work of equal value
- jobs that require the same skills experiences, and responsibilities or are of comparable value to the employer should pay similar wages
- applied primarily to the gender gap in wages
62
Point system
- most common type of job evaluation
- determine the value of job by assigning points to job-related factors identified by job analysis and then summed up points to derive a total score which is used to determine the appropriate wage
63
Performance appraisals (criterion measures)
- information needed to provide employees with performance feedback, help with decisions about raises, promotions, training, and layoffs
Objective measures and subjective measures
64
Objective measures
- provide quantitative data
- include: direct measures of productivity and number of errors, absences, and accidents
Can provide important information but aren't available for some jobs, may not provide complete information about an employee's performance, can be affected by unexpected or uncontrollable events
65
Subjective measures
- rely on the judgment of the reader
- categorized as relative or absolute
Most commonly used criterion measures
66
Subjective measures
- rely on the judgment of the reader
- categorized as relative or absolute
Most commonly used criterion measures
67
Pros of subjective measures
- can provide information on aspects of performance that can't be evaluated with an objective measure
- allow raters to take into consideration situational factors that might affect performance
68
Con of subjective measures
- can be affected by rater biases
69
Relative measures
- compare performance of two or more employees
- paired comparison, technique and forced distribution method
70
paired comparison technique
- compare each employee to all other employees in pairs on each dimension of job performance
- indicate which employee's performance is best
71
Pro and con of paired comparison technique
- reduces rater biases
- can be time very consuming when there's many employees to rate
72
Forced distribution method
-
raters categorize employees on each dimension of job performance in terms of a specified distribution (can only give a certain percentage of employees a specific rating)
-
73
Forced distribution method
-
raters categorize employees on each dimension of job performance in terms of a specified distribution (can only give a certain percentage of employees a specific rating)
-
74
Pro and cons. Force distribution method
- alleviates rater biases
- provides inaccurate information when the performance does not match the pre-specified categories
75
Pro and cons. Force distribution method
- alleviates rater biases
- provides inaccurate information when the performance does not match the pre-specified categories
76
Absolute measures
- evaluate employees without considering performance of other employees
- critical incident technique, graphic rating scale, and behavioral anchored rating scales
77
Critical incident technique
- Job analysis and performance assessment
- identify certain behaviors that are associated with exceptionally poor and exceptionally good performance by observing employees where they work or interviewing people about the job
- list of critical incidences used to evaluate performance by checking those apply to the employee
78
Advantage of critical incident technique
- provides useful information for employee feedback because focus is on specific observable behaviors
79
Disadvantages of critical incident technique
- can be time consuming
- focuses on extreme. Not typical behaviors
- Job specific, new critical incidents must be identified for different jobs
80
Disadvantages of critical incident technique
- can be time consuming
- focuses on extreme. Not typical behaviors
- Job specific, new critical incidents must be identified for different jobs
81
Graphic rating scale
- rates an employee's job performance on each dimension of performance on a Likert type rating scale
82
Graphic rating scale
- rates an employee's job performance on each dimension of performance on a Likert type rating scale
83
Advantage and disadvantage of graphic rating scale
- easy to construct
- very vulnerable to rater biases
84
Advantage and disadvantage of graphic rating scale
- easy to construct
- very vulnerable to rater biases
85
Behaviorally anchored rating scales
- type of graphic rating scale.
- each point on the scale for each dimension of performance is anchored with the description of a specific behavior
- behaviors represent levels of performance ranging from very ineffective to very effective
- Have employee supervisors and subject matter. Experts identify essential dimensions of job performance and specific behaviors for each dimension that represent good, average and poor performance
86
Advantages of behavioral anchored rating scales
- behavioral anchors describe specific behaviors which provides information that's useful for employee feedback and helps reduce rater biases
87
Advantages of behavioral anchored rating scales
- behavioral anchors describe specific behaviors which provides information that's useful for employee feedback and helps reduce rater biases
88
Disadvantages of behavioral anchored rating scales
- Job specific
- take a lot of time to construct
89
Distributional biases
- raider consistently uses one part of the rating scale
- central tendency, leniency, and strictness bias
90
Central tendency bias
- rater consistently gives all employers average ratings regardless of performance
91
Central tendency bias
- rater consistently gives all employers average ratings regardless of performance
92
Leniency and strictness bias
- rater consistently gives all employees either High ratings or low ratings, regardless of actual performance
93
Halo bias
- AKA Halo error and Halo effect
- raiders rating of an employee on one dimension of job performance affects how the rater rates that employee on all other unrelated dimensions
- can be positive or negative
94
How to reduce rater biases?
- using relative rather than absolute measures
- anchoring points on a graphic rating scale with descriptions of specific job behaviors
- adequate training: frame reference training
95
How to reduce rater biases?
- using relative rather than absolute measures
- anchoring points on a graphic rating scale with descriptions of specific job behaviors
- adequate training: frame reference training
96
Frame of reference training
- designed to increase the accuracy of ratings And comparability of ratings by different raters
-making sure raters understand the multi-dimensional nature of job performance, can distinguish between different levels of performance, and have opportunities to practice assigning ratings and receive feedback about the accuracy of their ratings
97
Employee selection techniques
-- also known as predictors
- commonly used: interviews, general mental ability, test, integrity tests, biographical information, work samples, and assessment centers
98
Employee selection techniques
-- also known as predictors
- commonly used: interviews, general mental ability, test, integrity tests, biographical information, work samples, and assessment centers
99
Interviews
- most commonly used selection techniques
- unstructured or structured
100
Structured interviews
- most valid because questions ask for information that has been found to be related to job performance
- same questions are asked of all applicants
- responses can be scored using the scoring key
- behavioral and situational interviews
101
Behavioral interviews
- ask interviewees how they respond to specific job specific situations in the past
.
- higher validity
102
Situational interviews
- questions that ask interviewees how they would handle situations? They're likely to encounter on the job
103
General mental ability tests
- cognitive ability test
- among the mostfrequently used selection techniques
most valid predictor across different jobs, job settings, and different criterion measures
-
104
Disadvantage of mental ability tests
- greater risk to unfairly discriminate against members of some racial and ethnic minority groups
105
Integrity test
- used to predict whether applicants are likely to engage in counter productive behavior
,- Don't discriminate and good predictors of counterprotective behaviors and to a somewhat lesser degree job performance
- overt integrity tests and personality based integrity tests
106
Overt integrity test
-ask about attitudes towards and previous engagement in counterproductive behaviors
107
Overt integrity test
-ask about attitudes towards and previous engagement in counterproductive behaviors
108
Personality based integrity test
personality characteristics that have been found to predict the risk for engaging in counterproductive behaviors
109
Biographical information
- based on the assumption past behavior is The best predictor of future behavior
- most useful when requested information has been found to correlate with job performance
- biographical information blanks: empirically derived and used multiple choice/ other formats that are easily scored
- ask about education , job history, and other information found to predict job performance like health, hobbies and social relationships
- may lack face validity
110
Biographical information
- based on the assumption past behavior is The best predictor of future behavior
- most useful when requested information has been found to correlate with job performance
- biographical information blanks: empirically derived and used multiple choice/ other formats that are easily scored
- ask about education , job history, and other information found to predict job performance like health, hobbies and social relationships
- may lack face validity
111
Work samples
- require job applicants to perform tasks that they would complete while on on the job to evaluate current level of performance
-
- among the most valid predictors of job performance
112
Realistic job preview
- includes work sample
- providing job applicants with accurate information about the job so they have realistic job expectations and as a result are satisfied with their jobs and at lower risk for quitting
113
Realistic job preview
- includes work sample
- providing job applicants with accurate information about the job so they have realistic job expectations and as a result are satisfied with their jobs and at lower risk for quitting
114
Assessment centers
- used to select, promote, and train managerial level applicants and incumbents
- multiple raters rate candidates unessential dimensions of job performance using multiple methods
- general mental ability test, structured interviews, and situational judgment test
115
Assessment centers
- used to select, promote, and train managerial level applicants and incumbents
- multiple raters rate candidates unessential dimensions of job performance using multiple methods
- general mental ability test, structured interviews, and situational judgment test
116
In basket test
- situational judgment test commonly used
- assess decision-making skills and requires participants to respond to memos, reports and other communications that are similar to those likely to encounter on the job
117
In basket test
- situational judgment test commonly used
- assess decision-making skills and requires participants to respond to memos, reports and other communications that are similar to those likely to encounter on the job
118
Leaderless group discussion
- evaluate leadership potential
- group of five to six members that work together to solve a work-related problem without an assigned leader
119
Steps in evaluating predictors and criteria
1 Conduct a job analysis- what task in ksaos required to perform the task
2 select/develop the predictor and criterion measure- using results of job analysis
3. Determine the reliability and validity predictor and criterion measure
4. If measures are not new and reliability and validity exist, unnecessary, if new or haven't been used before in similar circumstances, obtain the information needed to evaluate the reliability and validity then
Check for the adverse impact
5. Evaluate incremental validity
120
Steps in evaluating predictors and criteria
1 Conduct a job analysis- what task in ksaos required to perform the task
2 select/develop the predictor and criterion measure- using results of job analysis
3. Determine the reliability and validity predictor and criterion measure
4. If measures are not new and reliability and validity exist, unnecessary, if new or haven't been used before in similar circumstances, obtain the information needed to evaluate the reliability and validity then
Check for the adverse impact
5. Evaluate incremental validity
121
Incremental validity
- the degree to which use of the predictor increases decision-making accuracy
122
Incremental validity
- the degree to which use of the predictor increases decision-making accuracy
123
Evaluating predictors and criteria
- reliability and validity they used to determine the adequacy and predictors and criterion measures
124
Evaluating predictors and criteria
- reliability and validity they used to determine the adequacy and predictors and criterion measures
125
Reliability
- the degree to which to predictor or criterion measure is unaffected by measurement (random) error
- provides consistent scores
126
Reliability
- the degree to which to predictor or criterion measure is unaffected by measurement (random) error
- provides consistent scores
127
Reliability coefficient
0-+1
- The closer the coefficient is the plus one, the less the effect of measurement error and the greater the consistency of scores
128
Validity
- The degree to which predictor a criterion measure assesses what it was designed to
- content, construct,and criterion related validity
129
Criterion related validity
- most important for hiring decisions
- correlating the scores obtained by a sample of individuals on the predictor and the criterion measure to obtain a criterion related validity coefficient
130
Criterion related validity
- most important for hiring decisions
- correlating the scores obtained by a sample of individuals on the predictor and the criterion measure to obtain a criterion related validity coefficient
131
Adverse impact
- A use of selection, test or other employment procedure results in unfair discrimination against elite members of a legal protected group
132
Causes of adverse impact
- differential validity
- unfairness
133
Differential validity
- predictor has different validity coefficients for different groups
-
134
Test unfairness
- Members of legally protected group consistently obtain scores on a selection test or other employment procedures and members of the majority group, but the score difference is not reflected in group differences in scores on job performance measures
135
80% rule
- used to determine whether a selection test is having an adverse impact
- hiring rate of majority group is multiplied by 80% to determine the minimum hiring rate for a legally protected group
136
Incremental validity
- increase in decision making accuracy. That occurs when a new predictor is added to the existing selection procedure
- Taylor Russell tables are used to determine increment validity when the predictors criterion related validity coefficient, selection ratio, and base rater known
137
Criterion related validity coefficient
- indicates the correlation between predictor and criterion measure
- larger the coefficient, the greater the incremental validity
- predictors with low to moderate validity coefficients can have adequate incremental validity as long as the selection ratio is low and the base rate is moderate
138
Selection ratio
-0-1(out of 10)
ratio of job applicants to job openings
- lower the selection ratio, the greater the incremental validity, because have a better pool of candidates and increases the likelihood that the employer has good applicants to choose from
139
Selection ratio
-0-1(out of 10)
ratio of job applicants to job openings
- lower the selection ratio, the greater the incremental validity, because have a better pool of candidates and increases the likelihood that the employer has good applicants to choose from
140
Base rate
- percentage of current employees who are considered successful And hired without the new predictor
Ranges from 0 to 100%
- incremental validity is greatest when base rate is moderate (near 50%): when face rate is high, adding a new predictor won't have much effect and when base rate is low something other than the hiring procedure is at fault
141
Maslow's need hierarchy theory
- we have five biological And instinctive needs that are the primary source of motivation
- emerge in a hierarchical order from basic to most complex
- The lowest unfulfilled need is the highest motivator and once it's fulfilled we'll move on to the next except for self-actualization equals never fulfilled The lowest unfulfilled need is the highest motivator and once it's fulfilled we'll move on to the next except for self-actualization-never completely satisfied
- physiological, safety, social, esteem and self-actualization
142
Self-Actualization
Maslow
- The need to fulfill one's potential
- never completely satisfied
143
Criticisms of Maslow theory
-- not supported by research
144
Harrisburg's two-factor theory
- theory of satisfaction and motivation
- factors that contribute to job satisfaction and motivation differ than those that contribute to job dissatisfaction
-
145
Hygiene factors (job context)
+ pay, benefits, work conditions, and coworker relationships
- fulfill lower order needs
- cause dissatisfaction when not adequate but don't cause satisfaction or motivation when they're adequate
146
Motivator (job content) factors
- interesting work conditions, opportunities for responsibilities, challenge, and job advancements
- fulfill higher order needs
- when adequate cause satisfaction and motivation when inadequate don't cause dissatisfaction
147
Job enrichment
Herzberg
- developed two design jobs to provide motivator factors
- can be applied to different jobs but the effects depend on certain worker characteristics
- most effective for younger, more educated, and workers with the high need for achievement
148
Goal setting theory
- most important contributor to workers motivation to achieve goals is the acceptance and commitment to goals
- levels of goal, acceptance and commitment are greatest when goals are specific, moderately difficult, and workers are provided with regular and frequent feedback about goal progress
149
Workers participation in goal setting
- goals tend to be more difficult than gold. Supervisors would have set for them
150
Equity theory
- worker motivation is due to comparisons between your own inputs and outputs and the input and outputs of workers doing same or similar jobs
151
Inputs
- knowledge, skills, experience, and effort
152
Outputs
- compensation, benefits, recognition, and satisfaction
153
Equity
- if input output ratio matched out of others, workers are motivated to maintain current job performance
154
Inequity
- if feel ratio differs, act in ways to establish equity
- especially if inputs are greater than the outputs
- motivated to decrease quantity or quality of work or attempt to obtain better outcomes
155
Expectancy theory
- motivation is related to expectancy, instrumentality, and valance
- workers motivation will be high when all three factors are positive
156
Expectancy
- belief that exerting certain level of effort will lead to successful job performance
157
Instrumentality
- belief that successful job performance lead to certain outcomes
158
Valence
- the value of the outcomes to the worker
159
Fidler's contingency theory
- two leadership styles. Most effective style depends on situational favorableness
- status on three factors of situational favorableness combined to produce a very favorable, moderately favorable or unfavorable situation
160
Situational favorfulness
Fiedler
- amount of influence that a leader has on subordinates
- depends on leader-subordinate relations( range from poor to good ), task structure. (Range from low to high) And leaders position power (range from weak to strong)
161
Least preferred coworker scale up in (LPC)
- used to assess leadership style, , believed leaders were either task or person oriented
- you at least preferred coworker on setup bipolar adjectives, (friendly/ unfriendly, and sincere/ sincere, rejecting/accepting)
162
Low LPC
- task oriented
- describe lpc in negative terms because focus on task performance
- most effective in extreme situations. (Very favorable or very unfavorable)
163
High LPC
- person-oriented)
- describe LPC in positive terms because can separate personal characteristics from task performance
- most effective and moderately favorable situations
164
Leaders according to fiedler
,- It's very difficult for leaders to change their styles
- in order to be effective, must alter work situation to match their styles
165
Hershey and blanchards situational leadership theory
- there's four leadership styles that differ on levels of task and relationship orientation
- most effective leadership style depends on job maturity( willingness to assume responsibility, and ability to perform job)
166
Hershey and blanchards situational leadership theory
- there's four leadership styles that differ on levels of task and relationship orientation
- most effective leadership style depends on job maturity( willingness to assume responsibility, and ability to perform job)
167
Telling leader
- Hershey and Blanchards
- High task & low relationship orientation
- provide specific instructions and close supervision
- best for employees low in both willingness and ability
168
Selling leader
- Hershey & Blanchard
High task, high relationship orientation
- directive but explains decisions to employee
- Best floor employees high in willingness and low in ability
169
Participating
Hershey and blanchards
- low in task and high-end relationship orientation
- provides assistance and encourages involvement in decision making
Best for low and willingness and high in ability
170
Delegating leader
Hershey and blanchards
- low and task, low in relationship orientation
Encourages employees to assume responsibility and provides minimum supervision
- best for employees high in both willingness and ability
171
House's goal path theory
+ effective leaders act as facilitators that help employees achieve work and personal goals
- they adopt one of four styles and the most effective style depends on characteristics of the employee and the employee's task
172
Directive
House
- best if the employee is dogmatic or authoritarian and the task is ambiguous or complex
173
Achievement-oriented
House
- employee has a high need to excel and the task is ambiguous /complex /challenging
174
Supportive
House
- employee has low job satisfaction and high need for affiliation, & the task is repetitive, mundane, or unchallenging
175
Participative
House
- house employee has a high need for autonomy or control and the task is ambiguous or unstructured
176
Vroom-yetton-jago contingency model
- leadership is a decision-making process
- there's decision making matrices that help identify optimal decision making strategy for different situations
- using matrices requires leader to consider series of different conditions that include leaders, level of expertise, employees, level of expertise, and the importance of employees commitment to a chosen course of action
- based on leaders, ratings of high or low importance, matrix indicates what strategy to adopt
- five strategies that range from highly autocratic to highly democratic
177
Rational (economic) model
- decision makers choose optimal alternative after identifying and evaluating all possible alternatives in an objective, deliberate, and orderly way
- maximizing and optimizing
178
Bounded rationality model
- rational decision making is limited by individual organization factors
- limited time, limited information acts as, cognitive abilities of decision maker
- decision makers consider alternatives until they find a minimally acceptable alternative (satisfying)
179
Organizational process model
_ decisions at an organization are made by multiple individuals or in a group
Constrained by the orgs rules and standard operating procedures that make decisions somewhat predictable
180
Groupthink
- suspension of critical thinking that can occur in a highly cohesive group with a strong directive leader, that is isolated from outside opinion and must make a important decision quickly
181
Symptoms of group think
- illusions of invulnerability and unanimity
- belief in the inherent morality of the group
- pressure to perform
- self-censorship
+ Self-appointed mind guards that shield the group from contradictory information
182
Outcomes of group think
- failure to identify alternative solutions to the problem or failure to consider potential risks of the chosen solution
183
Strategies to reduce groupthink
- assuring that the group leader refrains from expressing their opinion at the beginning of the decision making process
- encouraging group members to be critical and express their opinions
- appointing someone to play the devil's advocate by challenging the group's favorite solutions
- bringing in outside opinions
184
Risky shift
Tendency of groups to make riskier decisions than individual group members would make alone
185
Group polarization
- tendency for groups to make more extreme decisions. (Risky or cautious) Than individuals would make alone
- The direction of the decision depends on The direction that most group members were leaning towards before they began discussing the problem
