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Organisational Behavior > Week 2 > Flashcards

Week 2 Flashcards

1
Q

What is motivation?

A

The processes that account for an individual’s direction, intensity and persistence of effort toward attaining a goal.

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2
Q

Vroom’s expectancy theory (what is it)

A

Works towards organising other frameworks and theories

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3
Q

Force of motivation

A

Force of motivation = Σ (V x I x E)

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4
Q

Describe Vroom’s expectancy theory

A

Main premise: Tendency to act in a certain way depends on the expected outcome of the action and the value of this outcome (theory is about errors in between)

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5
Q

Bandura’s self efficacy theory (what is it)

A

an individual’s belief that they are capable of doing a task

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6
Q

Bandura’s self efficacy theory (main premise & implication)

A

Main premise: individuals who are more confident in their ability (in a task) will exert more effort in task

Implication: we can increase motivation by increasing employee’s self-efficacy

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7
Q

Where does self-efficacy come from?

A
  • Enactive mastery: first-hand experience
  • Vicarious modelling: second-hand experience
  • Verbal persuasion: pep-talk
  • Arousal: getting “psyched up”
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8
Q

Locke and Latham’s goal setting theory (Main premise)

A

Specific and difficult goals increase performance

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9
Q

Evidence and usefulness of Locke and Latham’s goal setting theory

A
  • One of the most accepted and best supported theories of work motivation (e.g., meta-analytic correlations between goal difficulty and performance between .25 and .38)
  • One of the most “practical” theories of work motivation
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10
Q

Locke and Latham’s goal setting theory visualised

A
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11
Q

McClelland’s theory of needs (main premise)

A

all people have three implicit motivating drivers; depending on culture and life experiences one of them is dominant.

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12
Q

What needs are there in McClelland’s theory of needs

A

-Need for achievement: drive to excel in relationship to a set of standards.
- Need for power: need to make others behave in a way they would have not otherwise.
- Need for affiliation: desire for friendly and close interpersonal relationships.

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13
Q

Intrinsic Motivation

A

based on needs for competency, autonomy and relatedness

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14
Q

Extrinsic Motivation

A

based on external controls

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15
Q

What do the Self-determination theory & cognitive evaluation theory claim?

A
  • Intrinsic motivation has stronger effects on work effort than intrinsic motivation
  • Extrinsic motivation (through external rewards) can decrease intrinsic motivation (cognitive
    evaluation theory).
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16
Q

Surface level diversity

A

easily perceivable (e.g. age, gender, race, ethnicity)

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17
Q

Deep level diversity

A

the difference in values and personality of each employee

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18
Q

What does it mean do discriminate?

A

making judgements about individuals based on stereotypes regarding their demographic group

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19
Q

Types of discrimination

A

-Discriminatory policies or practices
-Sexual harassment
-Intimidation
-Mockery and insults
-Exclusion
-Incivility

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20
Q

What is employment tenure?

A

The length of time that an employee has spent with the same employer.

(Seniority and productivity are positively related. Tenure and absenteeism/turnover rates are negatively related)

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21
Q

Ability (definition)

A

An individual’s capacity to perform various tasks within the context of a job

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22
Q

Physical capabilities

A

the capacity to do tasks that demand stamina, dexterity, strength and similar characteristics

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23
Q

General mental ability (GMA)

A

an overall factor of intelligence as suggested by the positive correlations among specific intellectual ability dimensions

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24
Q

Strength factors

A

Dynamic, trunk, static and explosive strength

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25
Q

Flexibility factors

A

Extent flexibility and dynamic flexibility

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26
Q

7 dimensions of intellectual ability

A

Number aptitude
Verbal comprehesnion
Perceptual speed
Inductive reasoning
Deductive reasoning
Spatial visualisation
Memory

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27
Q

Number aptitude

A

Being good with numbers & maths (e.g. solving an equation)

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28
Q

Verbal Comprehension

A

the ability to understand and make sense of words and language (e.g. answering questions about what you’ve read/heard)

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29
Q

Perceptual speed

A

how quickly you can recognise and understand visual information
(eg. looking at patterns and figuring out what comes next)

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30
Q

Inductive reasoning

A

finding patterns or trends based on specific examples (e.g. using the fact that one thing happens over and over again to make a general conclusion)

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31
Q

Deductive reasoning

A

using general rules or principles to figure out specific situations
(starting with a big idea to understand and predict smaller details)

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32
Q

Spatial visualisation

A

the ability to picture things in your mind (e.g. imagining how objects would look from different angles or how they fit together in space)

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33
Q

Memory

A

remembering things (e.g. remembering facts and details)

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34
Q

Attitudes

A

Evaluative statements about objects, people or events

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35
Q

Three components of attitude

A
  • Cognition: feeling about the way things are & opinions/beliefs (reality）
  • Affect: the emotional segment
  • Behaviour: intention for a certain behaviour towards something or someone
36
Q

Cognitive dissonance

A

the incompatibility between two or more attitudes or between behaviour and attitudes
(e.g. preaching a healthy attitude but eating unhealthy food)

37
Q

Moderating variables in attitudes-behaviour relationship

A

Either strengthen or weaken the connection between attitudes and behaviour

38
Q

Job satisfaction

A

A positive feeling about a job due to an evaluation of its characteristics

39
Q

Job involvement

A

The degree to which people identify psychologically with their job and their performance level is important for self-worth

40
Q

Psychological empowerment

A

the degree to which people believe that they can influence their work environment, the meaningfulness of their job and the perceived autonomy

41
Q

Three components of organisational commitment

A
  • Affective commitment (an emotional commitment and belief in the values of an organisation)
  • Continuance commitment (the way in which economic value of staying with the company is compared to leaving it)
  • Normative commitment (when someone stays with the company due to moral or ethical reasons)
42
Q

Perceived organisational support (POS)

A

An employees subjective perception of how much their organisation values their contributions and cares about their well-being.

43
Q

Employee engagement

A

An individual’s involvement with, satisfaction with and enthusiasm for the work they do

44
Q

The single global rating method

A

asks employees to answer a question about the degree of his/her job satisfaction

45
Q

Summation of job facets

A

asks employees to complete a questionnaire and express their thoughts on different job elements

46
Q

What causes job satisfaction?

A

-different factors
-when employees enjoy their work (usually: challenging & stimulating work preferred over routine work)

47
Q

Core self-evaluations

A

how a person generally feels about themselves and their abilities

48
Q

Exit-voice-loyalty-neglect-framework

A
  • Exit: leaving the company
  • Voice: attempts to improve conditions
  • Loyalty: passively waiting for conditions to improve
  • Neglect: passively allowing for conditions to worsen
49
Q

Implications of job satisfaction on a global level

A

people from different cultures may judge job satisfaction differently –> there cannot be a single framework governing job satisfaction globally

50
Q

Personality

A

the ways in which an individual reacts to and interacts with others

51
Q

Personality traits

A

when someone is displaying certain characteristics in many situations

52
Q

Heredity factors

A

determined at conception. The personality of an individual is determined by genes in the chromosomes

53
Q

Myer-Briggs Type Indicator (MBTI)

A
  • Extroverted vs introverted
  • Sensing vs intuitive
  • Thinking vs feeling
  • Judging vs perceiving
54
Q

The big five personality model

A

-extraversion (comfort level regarding relationships and social skills)
-agreeableness (an individual’s propensity to defer to others)
-conscientiousness (the reliability of a person –> organised, dependable & persistent)
-emotional stability (the ability to withstand stress)
-openness to experience (the degree of imagination, sensitivity and curiosity of an individual)

55
Q

Core self-evaluation

A

the degree to which people like/dislike themselves

56
Q

Machiavellianism

A

the degree to which a person is pragmatic, maintains emotional distance and believes that ends can justify the means

57
Q

Narcissism

A

extreme sense of self-importance, need for excessive admiration, sense if entitlement and arrogant

58
Q

Self-monitoring

A

the ability to adjust behaviour to external, situational factors

59
Q

Risk taking

A

degree of willingness to take on risks

60
Q

Type A/B personality

A

Type A: willing to achieve more in less time. Always on the move, very impatient, cannot cope with free time

Type B: can relax without guilt and is not hurries by a sense of time urgency

(Type A perform better than Type B at job interviews)

61
Q

Situation Strength Theory main premise

A

the way personality translates into behaviour depends on strength of situation

Strong situations pressure –> exhibit right behaviour & discourage wrong behaviour

Weak situation: freer to express personality in behaviour

62
Q

Situation strength theory (four elements)

A

Clarity - degree to which employees understand their roles
Consistency - how far work is compatible with one another
Constraints - how far an individual’s freedom is affected by forces outside their control
Consequences - the degree to which decision have implications for the organisation

63
Q

Trait activation theory

A

Some situations and events activate a trait more than others
(e.g. commission-based compensation plan would prefer extroverts)

64
Q

Terminal values

A

the ultimate goals or end states that individuals strive to achieve in life (e.g. happiness, inner peace, wisdom)

65
Q

Rokeach Value Survey

A

survey consisting of two sets of values: terminal and instrumental

66
Q

Instrumental values

A

the means or methods individuals use to achieve their terminal values (e.g. honesty, perseverance)

67
Q

Personality-job fit theory

A

used to match job requirements with personality characteristics

68
Q

Geert Hofstede’s five value dimensions

A
  1. Power distance
  2. Individualism vs collectivism
  3. Masculinity vs femininity
  4. Uncertainty avoidance
  5. Long-term vs short term orientation
69
Q

Motivation

A

3 key elements:
1. Intensity: the effort to achieve something
2. Direction: effort should benefit the organisation and work towards achieving goals
3. Persistence: the period that a person can maintain their efforts to achieve a goal

70
Q

State and describe the stages in Maslow’s hierarchy of needs

A

Self-actualisation (achieving one’s potential)
Esteem (self-respect & status)
Social (affection & sense of belonging)
Safety (protection from physical and emotional harm)
Physiological (bodily needs)

71
Q

Describe McClelland’s theory of needs

A

Need for achievement (nAch)
Need for power (nPow)
Need for affiliation (nAff)

72
Q

Self-concordance

A

The degree to which an individual’s reasons for pursuing goals are consistent with their interests and core values

73
Q

Describe the difference between promotional and prevention focus

A

Promotional focus: self-regulation strategy involving striving for goals through advancement and accomplishment

Prevention focus: striving for goals by finishing duties and obligations

74
Q

Management by objectives

A

promotes development of specific goals that are tangible, verifiable and measurable

75
Q

4 ways to increase self-efficacy

A
  1. Enactive mastery (experience)
  2. Vicarious modelling (seeing someone else perform the task)
  3. Verbal persuasion (someone else ensures you have the skills)
  4. Arousal (hype someone up)
76
Q

Pygmalion effect

A

self-efficacy is increased by communicating to teacher/supervisor that a person has high abilities

77
Q

Galatea effect

A

expectations should be directly communicated to an employee to raise their performance

78
Q

Expectancy theory

A

the strength to act in a certain way depends on the strength of the expected outcome and the attractiveness of that outcome to the individual

79
Q

According to McClelland’s theory of needs, which people make the best managers?

A

People with a high need for power and a low need for affiliation often make the best managers

80
Q

What are the core dimensions of the job characteristics model?

A
  • SKILL VARIETY (how big variety of different activities in a job is)
  • TASK IDENTITY (degree to which a job requires completion of a whole & identifiable piece of work)
  • TASK SIGNIFICANCE (degree of impact of job on people’s lives)
  • AUTONOMY (how much freedom and independence the job has)
  • FEEDBACK (degree to which clear & direct information of performance of individuals is provided)
81
Q

Job rotation

A

Employees periodically switch between different roles or tasks within an organization. It helps broaden their skills and experiences.

82
Q

Job enrichment

A

Enhancing a job by adding more meaningful tasks, responsibilities, or challenges. It aims to increase job satisfaction and motivation.

83
Q

Flexitime

A

Employees have flexibility in setting their work hours, usually with core hours to be present. It allows for a better work-life balance.

84
Q

Job sharing

A

Two or more employees share the responsibilities and hours of a full-time position. It provides flexibility for employees and continuity for the employer.

85
Q

Teleworking

A

Employees work remotely, often from home, using technology to connect with colleagues and complete their tasks. It offers flexibility in the work location.

86
Q
A

Organisational Behavior (2 decks)

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