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WOP & SP DTI > WOP lecture 4,5,6,7 > Flashcards

WOP lecture 4,5,6,7 Flashcards

1
Q

emoties definitie

A

psychological, behavioural, and physiological episodes, experienced toward something, creating a state of action-readiness

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2
Q

2 features of emotions

A

valence (pos/neg)
activation (hoeveel energie/effort)

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3
Q

attitudes vs emoties

A

attitudes: judgements, stable, conscious
emotions: experiences related to an attitude object, unconscious, quick

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4
Q

emotions, attitude and behaviour model

A

perceived environment
- beliefs <- emotions
- feelings
- behavioural intentions

behaviour

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5
Q

wat zit er tussen beliefs and feelings

A

valence

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6
Q

wat zit er tussen feelings en behaivoural intentions

A

contingencies (self concept, personal experience)

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7
Q

wat zit er tussen behavioural intention and behaviour

A

situation

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8
Q

Emotional labor is higher in jobs requiring:

A

*Frequent or lengthy emotional displays
*Variety of emotional displays
*Intense emotional displays

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9
Q

culture differences in emotional display

A

*Expressed emotions discouraged: Ethiopia, Japan
*Expressed emotions allowed or expected : Cuba, Spain

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10
Q

emotional labour

A

Difficult to accurately display expected emotions and to hide true emotions

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11
Q

which method of acting leads to more stress

A

surface acting

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12
Q

what does deep acting require

A

emotion regulation

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13
Q

emotional intelligence hierarchy

A

manage others
know others
manage our own
know our own

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14
Q

emotional intelligence outcomes

A

*Better teamwork
*Better emotional labor
*Effective leadership
*Decisions involving others
*Positive mindset in creativity

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15
Q

EVLN: responses to dissatisfaction

A

exit
voice
loyalty
neglect

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16
Q

waarom is de associatie tussen satisfaction en performance niet sterk

A
  • attitudes niet goede predictor of behaviour
  • employees have little control over performance
  • performance often is not rewarded
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17
Q

hoe zorgt job satisfactorn voor profitability

A
  • satisfied employees: positive
  • satisfied employees: minder turnover, consistent en quality
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18
Q

difference affective & continuance commitment

A
  • afffective: emotional attachment
  • continuance: calculative (ook lower turnover!)
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19
Q

eustress =

A

normaal

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20
Q

4 workplace stressors

A
  1. organizational constraints
  2. interpersonal conflict
  3. work overload
  4. low task control
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21
Q

dingen die minder stress geven in individuals

A
  • physical health
  • coping
  • personality
  • positive self concept
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22
Q

job burnout 3 stappen

A

exhaustion - cynicism - reduced personal accomplishment

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23
Q

work behaviour through motivation model

A

drive/need/emotion + rewards
expectancy theory + goals setting & feedback
job design + equity

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24
Q

drives are..

A

hardwired brain activity, that corrects deficiencies
innate & universal
produce emotions (met appraisals)

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25
Q

drives, needs and behaviour model

A

drives & emotions
needs <- social norms, self-concept, past experiences
behaviour

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26
Q

four drives theory: 4 drives

A
  • drive to acquire
  • drive to bond
  • drive to comprehend
  • drive to defend
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27
Q

hoe gaat de four drive theory verder

A

drives ABCD -> mental skill set: channels emotional forces created by drives (influenced by social norms, self-concept, past experiences) -> goal directed choice and effort

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28
Q

3 stappen van four drive theory

A
  1. drives tag emotions to sensory info
  2. become aware of emotions when they are strong or in conflict
  3. mental skill set is influenced by social norms, self-concept, personal values, past experience and personality -> goal directed effort and choices
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29
Q

needs hierarchy theory

A

self-actualisation
esteem
belonginess
safety
physiological

+ need to know and need for beauty

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30
Q

voorbeelden van maslow @ work

A

self-actualisation - creative, challenging work
esteem - praise
social needs - friendly coworkers
safety needs - safe working place
physiological needs - rest, comfort

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31
Q

criticism maslow

A
  • little empirical support
  • needs hierarchy is not universal, kan ook per cultuur verschilen
  • needs change faster than maslow predicts
32
Q

learned needs theory concept

A

needs are increased or decreased via self-concept, social norms and past experience. training can change needs via reinforcement and altering self-concept

33
Q

mclellands learned needs 3 soorten

A
  • need for achievement nAch
  • need for affiliation nAff: approval
  • need for power nPow: personalized or socialized power
34
Q

successful entepreneurs have a…

A

strong nAch

35
Q

money motivates those with

A

low nAch

36
Q

decision makers should have

A

low to moderate nAff (not me)

37
Q

effective leaders should have

A

need for socialized power nPow

38
Q

needs can be learned!!

A

oke

39
Q

intrinsic motivation

A
  • Seeking need fulfillment from doing the activity itself, not as a means to some other outcome.
  • Anchored in innate drives for competence and autonom
40
Q

extrinsic motivation

A
  • Motivated to receive something for instrumental reasons,
    fulfills needs indirectly.
  • Different forms of extrinsic motivation (most notably rewards)
41
Q

relationship between extrinsic and intrinsic motivation?

A

extrinsic motivators may undermine intrinsic motivation, but have minimal effect and often no effect

42
Q

different types of rewards

A
  • money
  • membership
  • job based
  • competency
  • performance
43
Q

improving reward effectiveness

A
  • link rewards to performance
  • relevant rewards
  • team rewards
  • valued rewards (echt waard voor de persoon)
  • beware of unintended consequences
44
Q

2 theories based on goal oriented motivation

A
  • expectancy theory
  • goal setting and feedback
45
Q

Vroom’s expectancy theory

A

work effort is directed towards behaviours that people believe will lead to desired outcomes

46
Q

expectancy theory

A

e-p expectancy: p(effort - performance)
p-o expectancy: p(performance-outcome)
outcome +/-: valence (anticipated satisfaction)

47
Q

doorlezen:

A

Increasing E-to-P Expectancies:
¡Hire/train staff and adjust job duties to skills.
¡Provide sufficient time and resources.
¡Provide coaching/behavioral modeling to build self-efficacy.

Increasing P-to-O Expectancies:
¡Measure performance accurately.
¡Explain how rewards are linked to performance.
¡Provide examples of coworkers rewarded for performance.

Increasing Outcome Valences:
¡Ensure that rewards are valued.
¡Individualize rewards.
¡Minimize countervalent outcomes.

48
Q

ABCs of behaviour modification

A

how people learn expectancy beliefs:

antecedents - behaviour - consequence

49
Q

4 OB moderation consequences

A
  • positive reinforcement: consequence -> behaviour increases
  • punishment: consequence -> behaviour decreases
  • extinction: geen consequence -> geen behaviour
  • negative reinforcement: consequence weggehaald -> behaviour increases
50
Q

how do people learn expectancy beliefs

A
  • learning behaviour outcomes (by watching others)
  • behaviour modeling
  • self regulation
51
Q

goal-setting theory

A

motivating employees and clarifying role perceptions via goals.

SMARTER

specific
measurable
achievable
relevant
time-framed
exciting
reviewed

52
Q

feedback is…

A

Specific
Relevant
Timely
Sufficiently frequent
Credible

SSRTC

53
Q

3 forms of organizational justice

A
  1. distributive justice: burden/benefit
  2. procedural justice: rules bij decision
  3. interactional justice: persons are treated fairly
54
Q

equity theory

A

own outcome-input ratio vs others outcome-input ratio: inequity or equity?

55
Q

job design

A
  • balance between efficiency and motivation (many tasks: low E, high M; few tasks: high E, low M)
  • job specialization: division of tasks and short cycle time
56
Q

frequent job rotation means…

A
  • higher motivation, better knowledge, better health, but lower task performance
57
Q

job enlargement

A

meer taken krijgen

58
Q

job enrichment

A

meer responsibility voor bv planning
- natural grouping
- client-employee relationships

59
Q

two main elements of rational choice

A
  • calculating best alternative
  • decision process
60
Q

rational choice decision process

A
  1. indentify problem/opportunity
  2. decision making process: (un)programmed
  3. alternatives
  4. choose best
  5. implement
  6. evaluate
61
Q

5 problem identification challenges

A
  1. solution focused (niet nadenken over oorzaak)
  2. decisive leadership (snel beslissing willen maken)
  3. stakeholder framing (werknemers geven alles al weg, op zo’n manier dat het heel overtuigend is en alle info al gemaakt is)
  4. perceptual defense (coping: geen bad news zien)
  5. mental models (door mental models geen opp of problemen zien)
62
Q

identifying these problems

A
  1. Be aware of problem identification biases
  2. Resist temptation to look decisive
  3. Develop a norm of “divine discontent”
  4. Discuss the situation with colleagues
63
Q

herbert simon: rationality is bounding…

A
  • access to limited info
  • limited info processing
  • people satisficing instead of maximizing
64
Q

3 biased decision heuristics

A
  1. anchoring and adjustment; anchoring about certain value (opening bid)
  2. representitaveness: based on similarity to other things
  3. availability: hoe available het is
65
Q

—When estimating numerical values, we tend to
anchor on reference points and then not adjust
sufficiently
¡Asking prices of cars, houses
—Anchors affect subsequent judgments even when we
know the anchors are meaningless
¡Last 2 digits of cell phone number

A

oke (pay for concert based on telephone number)

66
Q

dus huizenvoorbeeld =

A

anchoring and adjustment

67
Q

murder vs slipping =

A

availability heuristic

68
Q

AI vs law =

A

representative heuristics

69
Q

escalation of commitment =

A

steeds meer investeren in een bad decision

70
Q

causes of escalation of commitment

A
  1. self-justification
  2. self-enhancement
  3. sunk cost
  4. prospect theory
71
Q

creativity=

A

development of original ideas that have a social contribution

72
Q

creative process

A

preparation - incubation - illumination - verification

73
Q

4 characteristics of creative people

A
  • independent imagination
  • cognitive and practical iq
  • subject knowledge
  • persistence
74
Q

situational factors of creativity

A
  • learning orientation: does the company allow mistakes?
  • open communication
  • intrinsically motivating work
  • support
75
Q

4 creative activities

A
  • redefine the problem
  • associative play
  • cross pollination
  • design thinking (prototype)

WOP & SP DTI (17 decks)

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