Work behavior

Question 1

Define creativity.

Answer 1

The production of new and useful ideas concerning products, processes, and procedures (Zhou, 1998; Zhou and Shalley, 2011).

Question 2

Componential theory of creativity

Answer 2

(Amabile, 1996)
For people to exhibit high levels of creativity, three components must be present:
(1) they should possess domain-relevant knowledge and skills,
(2) they need to have creativity-relevant skills and strategies and
(3) they need to be intrinsically motivated to work on the task.

Question 3

Define intrinsic motivation within the context of the componential theory of creativity, and describe why it’s important for creativity

Answer 3

Intrinsic motivation is the type of motivation that results from individuals’ interest and involvement in, curiosity about, satisfaction with, or positive challenge from the task itself.” (Amabile, 1996)

It’s essential in creativity bc no matter how much domain knowledge one has or how skillful one is in thinking outside the box, if one isn’t internally motivated by the task itself, one will not engage and persist in creative activities. (Zhou and Shalley, 2011)

Question 4

Describe cognitive evaluation theory and its role in creativity

Answer 4

This is a motivation theory by
Deci & Ryan (1985) that holds that whether a contextual factor boosts or diminishes intrinsic motivation depends on whether the factor is informational or controlling. If informational, people likely to feel competent and self-determining, so intrinsic motivation likely high. If controlling, likely to feel pressured or constrained by external forces rather than being self-determining, so IM likely to be low.

Thus, a motivational approach to creativity posits that contextual factors that are informational will enhance creativity, and contextual factors that are controlling with restrict creativity. (Zhou and Shalley, 2011)

Question 5

What are some findings regarding leadership and creativity?

Answer 5

As noted by Zhou and Shalley (2011), employee creativity is associated with transformational leadership and informational feedback behaviors (in contrast to controlling), both of which can be attributed to enhanced intrinsic motivation.

Question 6

What are some findings regarding creativity and goal setting?

Answer 6

As noted by Zhou and Shalley (2011), the type of goals set for employees impacts their creativity; when creativity goals are set, creativity is enhanced, but when productivity goals are set, creativity is lower.

Question 7

What are some findings regarding creativity and feedback?

Answer 7

As noted by Zhou and Shalley (2011), the type of feedback employees receive impacts their creativity, with controlling feedback restricting creativity and informational feedback enhancing it.

Question 8

What are some findings regarding creativity and job complexity?

Answer 8

As noted by Zhou and Shalley (2011), employees with more complex jobs are likely to have higher levels of intrinsic motivation, which in turn leads to higher levels of creativity.

Question 9

What is creative cognition?

Answer 9

Creative cognition: certain creativity-relevant skills and processes that facilitate creativity and help produce creative thoughts. It involves generating a number of ideas about problems or work processes, combining ideas, evaluating them as to their merit, and selecting those that need further consideration and expansion (Zhou and Shalley, 2011)

Question 10

How does creativity work from a cognitive perspective?

Answer 10

Individuals use and apply certain cognitive processes, their memory systems, and cognitive structures. They search within and across knowledge for diverse info that can be used to creatively explore problems, link ideas from multiple sources, and seek out new ways of working on a task. (Zhou & Shalley, 2011)

Question 11

What are the stages of the creative thought process and what role does creative cognition play?

Answer 11

Wallas’ (1926) classic model described four stages of creative thinking: preparation (e.g., examination of the problem and goals for addressing it), incubation (e.g.,
suspending conscious work on the problem but unconsciously working on it), illumination (e.g., the solution presents itself—the aha effect), and verification (e.g., use of logic and knowledge to evaluate the idea and refine it so that it is an appropriate solution). It’s an iterative process, and creative cognition moves an idea through the stages. (Zhou & Shalley, 2011)

Question 12

How does the incubation stage work and what promotes this stage?

Answer 12

Incubation is unconsciously working on an idea, but not consciously. Breaks provide a time for non-taxing or mindless work in which the individual can think of non–task-related
thoughts. Creativity could be enhanced by designing workdays to include
hours of cognitively challenging, high-pressure work interspersed with some hours of mindless work. (Zhou and Shalley, 2011)

Question 13

What are some personal characteristics affect creative cognition?

Answer 13

• focus on gains rather than losses
• have a more innovative cognitive style
• have higher creative self-efficacy
• have a creative role identity
• feel others see their creative identity,
• Have higher identity integration (two social IDs are compatible, like women programmers with women audiences)
• have a creative personality (broad approach, persistent about developing new ideas, recognize divergent opinions) are more creative (Zhou and Shalley, 2011).

Question 14

What are some other factors (coworkers/supervisors) that impact creativity?

Answer 14

-Perceived expectations of leaders, customers, and family were associated with self-expectations for creativity, which were associated with creative involvement at work.
-perceptions that the org values creative work predicted creativity.
-social networks: weak ties facilitated the generation of alternatives and encourage
autonomous thinking.
- presence of creative role models (Zhou & Shalley, 2011)

Question 15

What role does planning to be creative play in actual creativity

Answer 15

theory of planned action - having an intention to be creative was positively related to actual creativity. This is less due to conscious decision making than unconscious thought processes, bc unconscious thought is divergent which leads to novel ideas. (Zhou & Shalley, 2011)

Question 16

What are some findings regarding teams and creativity?

Answer 16

The highest creativity was found in teams that had creative members and high levels of creativity-relevant processes. Also, a moderate frequency of communication was best for creativity among teams, because members could share ideas but not be overloaded by the amount of information. (Zhou & Shalley, 2011)

Question 17

What is brainstorming and what does the research say about group brainstorming’s value in terms of creativity?

Answer 17

Brainstorming involves the
generation of novel ideas related to a particular problem, and creativity is expected to arise due to the statistical advantage of having a lot of ideas that can be culled and combined to form new ones.

Advantages:
-people exposed to diverse and new knowledge
-ideas can stimulate others to think of related ideas
(Zhou & Shalley, 2011)

Question 18

What impact does team diversity have on creativity?

Answer 18

The research indicates this is a complex relationship. One would think that diverse backgrounds would lead to more creativity, but some research have not found main effects. Instead, it depends on context. It seems that only when faultlines are activated is creativity negatively impacted by diversity (due to emotional conflict).
(Zhou & Shalley, 2011)

Question 19

What is the relationship between affect and creativity?

Answer 19

Positive affect leads to creativity directly and through cognitive flexibility. However, negative affect, as well as the interaction between the two, can lead to creativity in certain conditions. Negative affect can lead to creativity under certain conditions, such as when used as an expression of voice (giving feedback), and when negative moods are activating and increase persistence. Creativity is useful in stressful times when new solutions are needed.

Positive and negative affect can interact to improve creativity above the impact of each separately, especially in supportive contexts (Zhou and Shalley, 2011). Negative moods alert employees to problems, cause the employees to focus on the current situation
rather than their preexisting assumptions, and motivate them to exert high levels of effort to make improvements. Positive moods allow employees to be playful with ideas and willing to take risks and explore novel ways of doing things and facilitate divergent thinking. (Zhou & Shalley, 2011)

Question 20

What is the difference between task and contextual performance?

Answer 20

Borman and Motowidlo, 1997
Task performance is the effectiveness with which employees perform activities that contribute to the org’s products or services directly (e.g., selling widgets, etc).

Contextual performance activities are ones that contribute to the organizational, social, and psychological context in which work is performed, and which serves as a catalyst for the work (e.g., volunteering or helping others)

Question 21

What is the definition of OCB?

Answer 21

Organizational citizenship behavior is extra-role discretionary behavior intended to help others in the organization or to demonstrate conscientiousness in support of the organization (Borman and Motowidlo, 1997; originally Smith et al, 1983). Key is EXTRA-ROLE.

Also called contextual performance.

Question 22

What is prosocial organizational behavior and what are two differences between org citizenship behavior and prosocial behavior?

Answer 22

Prosocial behavior is behavior performed with the intention of promoting welfare of individuals or groups to whom the behavior is directed. (Borman and Motowidlo, 1997)

(1) Prosocial behaviors can either be role-prescribed or extra-role, but OCBs are inherently extra-role. (2) Prosocial behaviors can be negative for the organization and good for individuals, but OCBs cannot (e.g., helping a coworker with a project but missing a deadline).
(Borman and Motowidlo, 1997)

Question 23

What are the five categories of contextual (citizenship) performance?

Answer 23

1) Persisting with enthusiasm and extra effort to complete own task activities
2) Volunteering for extra-role activities
3) Helping and cooperating with others
4) Following org rules and procedures
5) Endorsing, supporting and defending org objectives
(Borman and Motowidlo, 1997)

Question 24

What are three ways in which contextual (citizenship) performance is different from task performance?

Answer 24

1) Task activities vary a lot across jobs, whereas contextual activities do not.
2) Task activities more likely than contextual to be role-prescribed
3) KSAOs more likely predict task performance but personality likely predicts citizenship/contextual
(Borman and Motowidlo, 1997)

Question 25

What is an implication for selection with regards to contextual (citizenship) performance?

Answer 25

When contextual performances dimensions are included as criteria, personality predictors are more likely to be successful correlates.

This also means can rely less on cognitive ability as a predictor/test (reducing adverse impact).

In practice, if you measure contextual components of overall performance separately, you’ll be able to use personality predictors more (the validities will be higher).
(Borman and Motowidlo, 1997)

Question 26

What was Project A?

Answer 26

Project A was a large-scale test validation research effort conducted in the U.S. Army (Campbell, 1990).

Question 27

Why is contextual (citizenship) performance important in the modern workplace?

Answer 27

Several reasons:

• Downsizing continues to make adaptability and willingness to put in extra effort more of a necessity
• customer service is increasingly emphasized
• team based orgs become more popular (more interdependence)
• globalization increases need for employees to exert more effort to complete

Question 28

To what degree do supervisors weigh contextual (citizenship) performance in overall ratings?

Answer 28

As Borman and Motowidlo (1997) point out, supervisors consider contextual performance on the part of subordinates when making overall performance ratings and that they weight it approximately as highly as task performance in making overall judgements. (Podsakoff et al, 2000)

Question 29

How does contextual (citizenship) performance help explain research findings about personality’s relationship to performance?

Answer 29

Borman and Motowidlo (1997) established that although past research found personality to be predictive of overall performance, this was due to personality actually predicting contextual performance dimensions of those ratings. This may help explain past research findings that conscientiousness, for example, predicted overall performance – it is likely that trait predicts contextual performance.

Question 30

What is the relationship between OCBs and CWBs?

Answer 30

A meta-analysis by Dalal (2005) found that OCBs and CWBs have a modest negative relationship and that they are relatively distinct and not opposite poles of the same latent factor.

Question 31

What are antecedents of OCBs and CWBs?

Answer 31

job satisfaction, perceptions of organizational justice, positive affectivity, negative affectivity, conscientiousness and organizational commitment. Dalal (2005) found they more strongly predict CWBs than OCBs, however.

Question 32

What three categories make up the (updated) taxonomy of OCBs?

Answer 32

Borman, 2004

1) Personal support (helping and cooperating with others; being courteous)
2) Org support (repping the org nicely; supporting the mission)
3) Conscientious initiative (persisting with extra effort; develop one’s skills)

Question 33

What is the most consistent predictor of citizenship performance (personality wise)?

Answer 33

Conscientiousness (Borman, 2004)

Question 34

How can organizations enhance levels of OCBS?

Answer 34

-Set group goals
-Demonstrate high degree of procedural justice (have procedures that are seen as fair)
-Design jobs to be intrinsically satisfying
-Leaders who provide a supportive environment and who themselves exhibit OCBs
(If an org does NOT have these things, it OCBs are not likely to occur).
(Borman, 2004)

Question 35

What two features do Griffin et al 2007 say are pervasive in the modern work environment, and what impact do they have on roles?

Answer 35

Interdependence and Uncertainty

Interdependence:
Occurs when components of a system (people within a work group) need to cooperate to achieve shared goals. Embeddedness impacts the ability of an individual to impact effectiveness of team. (proactivity dimension)

Uncertainty:
Occurs when inputs, processes or outputs of work systems lack predictability. Created by new competition, changing tech, evolving customer demands.

When uncertainty is high, external control on roles (prescriptions) is less appropriate bc it is not possible to anticipate all contingencies and to formalize task requirements. Thus, greater requirement for role flexibility. (adaptivity dimension)

Question 36

Describe role theory

Answer 36

Katz and Kahn (1966) state that the assignment of work-roles prescribes the behavior that employees are expected to comply with so that they are able to perform their specified tasks and duties effectively.

Role conflict occurs when there are incompatible demands placed upon a person relating to their job or position. Persons experience role conflict when they find themselves pulled in various directions as they try to respond to the many statuses they hold.

Role ambiguity is the extent to which one’s work responsibilities and degree of authority are unclear.

Role conflict and ambiguity lead to turnover, decreased commitment, and job strain (Kahn et al., 1964)

Question 37

Describe Griffin et al (2007) new model of work performance

Answer 37

In Griffin et al (2007) new model of work performance, the authors put forth a 3 x 3 matrix (9 behaviors total) of positive work behaviors. They sought to encompass newer forms of work performance including adaptability, contextual performance, and proactivity to create a unifying theoretical model. The dimensions are 3 (behavior: meeting the requirements; proactivity; adaptability) x 3 (level: individual, team, organization), recognizing that there is not a one-size fits all approach and different org factors would necessitate different performance standards. They found empirical support for their model.

Question 38

In what ways does being civil lead to positive outcomes for individuals?

Answer 38

Porath et al (2015) found that being civil in the workplace lends several benefits to individuals, including: increasing the likelihood others want to work with you, having broader networks, which leads to increased exposure to information and opportunities; being sought out for advice (because they are trusted and people feel psychologically safe with them); greater support and influence; being seen as having leadership potential, and career opportunities and progression.

Porath et al (2015) found that civility doesn’t just benefit individuals but also colleagues. Employees of leaders who are civil were 55% more engaged.

Question 39

What recommendations do you have for leaders to enhance civility in their workplaces?

Answer 39

Porath et al (2015) recommend enhancing civility for individuals by improving self-awareness and working on improvements, as well as working with a coach and enlisting others to help keep them accountable. They recommend organizations hire for civility, create norms and ground rules for civility, and appraise and reward civility (and don’t tolerate incivility).

Question 40

What can leaders and organizations do to support employees’ being more proactive at work?

Answer 40

Wu and Parker (2017) found that employees were more likely to exhibit proactive behaviors when leaders were available, encouraging, and did not interfere. This is explained by role breadth self-efficacy (employees felt more confident they could expand their roles and take action because they felt supported, which led to proactive behaviors). This was especially true for individuals who were high in attachment anxiety.

Ellis et al (2017) found that newcomers are more likely to take proactive steps to seek information and master tasks when their managers are supportive toward those specific behaviors, and that managers were more likely to be supportive when they perceived the newcomers to be committed to adjusting.

Bindl and Park (2011) proposed an integrative framework of proactive behaviors that includes antecedents, motivational processes, outcomes, and moderators. They argue that it is increasingly important that employees take charge of their careers and work environments, and suggest that leaders can shape employee proactivity through designing work structures, leader behaviors, and work climates that foster employees’ confidence, activate challenging goals, and promote positive affect. They also note that ALL levels of leadership need to be supportive and open to change in order for real proactivity to occur.

Question 41

What is the relationship like between one’s OCB behaviors and well-being?

Answer 41

Some research suggests that OCBs can contribute to role overload, job stress, work-family conflict, and burnout, but Lam et al (2016) found that when individuals performed OCBs on a given day, they experienced higher levels of meaningfulness, which in turn was associated with more vigor at the end of the workday. This suggests positive well-being outcomes for people who exhibit OCBs. Also, this association was stronger when role ambiguity is high.

Question 42

Define proactivity in the workplace.

Answer 42

Self-starting, future-oriented behavior that aims to bring about change in one’s self of the situation (Grant and Ashford, 2008) or cite Bindl and Parker 2011

Question 43

Why is proactivity at work increasingly important?

Answer 43

Organizations are increasingly decentralizing, change is fast, and there is demand for innovation and operation uncertainty is greater than ever, all trends that mean employees need to use their initiative and be proactive (Bindl andParker, 2011; Griffin et al 2007)

Bindl and Park (2011) proposed an integrative framework of proactive behaviors that includes antecedents, motivational processes, outcomes, and moderators. They argue that it is increasingly important that employees take charge of their careers and work environments, and suggest that leaders can shape employee proactivity through designing work structures, leader behaviors, and work climates that foster employees’ confidence, activate challenging goals, and promote positive affect.

Question 44

What are INDIVIDUAL level outcomes of proactive behavior at work?

Answer 44

Superior performance
Overall supervisor rated performance 
Better job crafting 
Job satisfaction
(Bindl and Parker, 2011)

Question 45

What are TEAM level outcomes of TEAM level proactive behavior at work?

Answer 45

Team proactivity linked to:

• customer service and team production
• team effectiveness
• team learning, team performance, and instructor ratings of team
• org commitment
• team commitment

(Bindl and Parker, 2011)

Question 46

What are three situations in which proactive behavior leads to negative outcomes?

Answer 46

1. Speaking up about concerns led to neg career outcomes (Bindl & Parker, 2011)
2. Low in situational judgment led to lower supervisor ratings (Bindl & Parker, 2011) (can act out of turn)
3. Low political skill led to lower supervisor ratings (Sun et al (2014))

Question 47

What are the INDIVIDUAL LEVEL predictors of prosocial behavior?

Answer 47

Age - depends on type of behavior
Education level
Cog ability
Proactive personality
Conscientiousness
Job control, complexity, control ("hand in hand" with proactivity) 
Time pressure - U shaped rx

Bindl and Parker, 2011

Question 48

What are the TEAM LEVEL predictors of prosocial behavior?

Answer 48

Psych safety

Participative leadership

Transformational leadership (bc it leads toward motivating employees to go beyond standard expectations)

Leader-member exchange

Need ALL management levels to be open to change and supportive in order for “real” proactivity to occur.

• coworker support
• satisfaction with word group
• good relationships with coworkers

Bindl and Parker, 2011

Question 49

How do close relationships at work impact creativity and innovation?

Answer 49

Findings from Lu et al. (2017) indicate that close interpersonal romantic and non-romantic relationships predict important creative outcomes such as entrepreneurship and workplace innovation.

Question 50

Define thriving

Answer 50

Thriving is a psychological state in which individuals experience both a sense of vitality and learning. It varies across time points as the work environment changes, and will vary across work and non-work referents (Porath et al., 2012).

Question 51

How is thriving related to key work outcomes?

Answer 51

Thriving is:
-positively related to job performance
-negatively related to burnout 
-positively related to health
-positively related to career development initiative
(Porath et al., 2012)

Question 52

What is a psychological contract?

Answer 52

A psychological contract represents an employee’s perception of a reciprocal obligation between themselves and the organization
(Morrison and Robinson, 1997; Rousseau, 1995).

Question 53

What is the relationship between turnover intentions and OCBs/CWBs, particularly for employees who are still at the organization but contemplating leaving?

Answer 53

Mai et al. (2016) found that employees who are thinking about leaving the organization tend to decrease OCBs and increase CWBs. This seems to be due to them having a “transactional” (shorter-term, economic-based) orientation toward the organization and weaker relational (longer-term) contract orientation. This is particularly problematic when the organization is perceived to be responsible for the potential exit (i.e., injustice issues, changes they don’t agree with, etc).

Question 54

Define counter productive work behaviors (CWBs).

Answer 54

CWB is a broad umbrella construct that captures “behavior that has a detrimental effect on organizations and their members.” These acts can be self-, other-, or org-directed) (Marcus, 2016)

Does not assume that harm-doing is intentional even if the acts themselves were. (Marcus, 2016)

Question 55

What behaviors fall under the CWB domain?

Answer 55

There are 11 types/facets of CWBs (Gruys and Sackett, 2003):

1. Theft
2. Destruction of property
3. Misuse of information
4. Misuse of time and resources
5. Unsafe behavior
6. Poor attendance
7. Poor quality work
8. Alcohol use
9. Drug use
10. Inappropriate verbal actions
11. Inappropriate physical actions

Marcus et al (2016) found they load onto one factor.

Question 56

How do CWBs factor into supervisor ratings?

Answer 56

Managers’ perceptions of employees’ overall performance is strongly affected by CWBs (Rotundo and Sackett, 2002)

Question 57

Define incivility in the workplace

Answer 57

Low-intensity deviant behavior that violates workplace norms for mutual respect and may or may not be intended to harm the target (Pearson and Porath, 2005)

Question 58

What do we mean by “low-intensity” behavior with regards to incivility at work?

Answer 58

Verbal rather than physical
Passive rather than active
Indirect rather than direct. (Pearson and Porath, 2005)

Question 59

Why is incivility a dilemma for workplaces right now?

Answer 59

(Pearson and Porath, 2005)

It’s not illegal like other forms of harassment like sexual harassment, which is overt

Employees are not always trained to recognize and deal with uncivil behaviors

Many companies fail to even recognize incivility when it occurs

Most managers are ill equipped to deal with it (and it’s very time consuming for managers to deal with interpersonal conflicts between coworkers)

And it’s on the rise!

Question 60

What are outcomes of incivility for individuals?

Answer 60

Decreased:

• Productivity
• Performance
• Motivation
• Creativity
• OCBs/helping behaviors
• Org commitment/loyalty

Increased:
-Turnover intentions
-Actual (delayed) turnover - up to a year later
-Withdrawal - leading up to turnover
-CWBs - reciprocal incivility, theft, etc.
(Pearson and Porath, 2005)

Question 61

In what ways is incivility dangerous in terms of how it occurs?

Answer 61

It is ambiguous in intent, which causes rumination/distraction for targets and makes it harder for managers to manage

Studies show that incivility can spiral upward, resulting in increased aggression and more purposeful efforts to harm each other (Pearson and Porath, 2015)

It is also more likely to spread than other forms of aggression like SH, bc it is not illegal.

It is also more likely to also be returned by target. This is recriprocal incivility and is a incivility SPIRAL.

It can leave no trail because actual turnover is usually delayed and so the memory and connection of it being tied to incivility is lost. Post-departure interviews should help (once they’re in new roles).

Less likely to be reported, so less likely orgs will be aware of it.
(Pearson and Porath, 2015)

Question 62

What can leaders do to manage incivility?

Answer 62

• Set zero-tolerance expectations (company policy including how to treat each other with respect) - sets the norm
• Take an honest look at company culture and how people treat each other. Look at leaders first.
• Select for civility (ask in references, bc it could be a pass the trash situation)
• Train for civility
• Listen (360 feedback, bc instigators usually great at managing upwards)
• Act immediately when reported - don’t let it fester
• Listen to warning signs - climates that don’t really take input from employees is a risk factor; concerns about not taking reports seriously
• Don’t make excuses for those in power
• Do exit/post-departure interviews

(Pearson and Porath, 2005)

Question 63

Who is more likely to be uncivil?

Answer 63

Pearson and Porath (2005) note that individual antecedents to instigating incivility include greater status and men. Those with greater status have more ways to be uncivil and get away with it.

Age and tenure do not matter.

Question 64

What are incivility spirals and cascades?

Answer 64

Incivility spirals: reciprocal incivility

Incivility cascades: spillover to coworkers and also non-work people
Pearson and Porath, 2005

Question 65

Who is more likely to be a target of incivility and how do targets react differently?

Answer 65

Men and women just as likely to be targets.

But men more likely to engage directly, and have overt retribution, women more likely to rely on coping strategies, turn to social networks, and be passive aggressive. When both instigator and target are men, the spiral will intensify faster.

(Pearson and Porath, 2005).

Question 66

What is the self-reinforcing cycle of top down incivility?

Answer 66

It has to do with power and repurcussions (lack of). Top-down incivility can start a self-reinforcing cycle where lower-level employees don’t speak out so it is allowed to continue. Instead they find ways to retaliate in less aggressive ways, such as try to spoil their reputation (spread rumors, belittle) or botch tasks important to them (withhold important info; delay actions).

If the instigator seems too powerful, the individual may instead just enact behaviors that harm the organization rather than the individual. Withdrawal/decrease effort, work quality reductions. (Pearson and Porath, 2005)

Question 67

What are the three potential outcomes for the instigator and target when incivility occurs

Answer 67

1) tit for tat behavior (escalation): escalate the intensity of the behavior
2) continue to be uncivil through reciprocal exchange
3) either party can walk away

Even if intensity does not build, usually targets will spread the news about the experience. This leads to spillover to people who were not involved. 70% vent to family and friends outside workplace! Can increase WTF conflict
(Pearson and Porath, 2005)

Question 68

Define ostracism at work

Answer 68

The extent to which an individual perceives they are being ignored or excluded by others (Ferris et al., 2017). E.g. being avoided, having calls go unanswered, withholding interaction)

Question 69

What do incivility and ostracism have in common?

Answer 69

Low intensity
Ambiguous intent
Counter to norms of respect

Ostracism is thus viewed as a form of incivility and measures of incivility have included items about ostracism (Cortina et Al 2001)

Ferris et al, 2017

Question 70

What are the differences between ostracism and other forms of incivility?

Answer 70

Ostracism is non-interactive, which is different from other forms of incivility (Ferris et al., 2017). Ostracism can be especially aversive because it threatens basic human needs for belonging, self esteem, control and having a meaningful life (Ferris, 2017). Need to belong is Baumeister and Leary 1995

Question 71

What are antecedents of ostracism?

Answer 71

Antecedents of ostracism are having a competitive mindset, being unpopular, being uncivil to colleagues (Ferris et al, 2017)

Question 72

How is gossip defined and how is it classified in org psych literature?

Answer 72

Brady et al (2017) define workplace gossip as “informal and evaluative talk from one member of an org to one or more members of the same org about another member of the org who is not present - and it can be positive or negative.” Factual info only is not considered gossip.

Question 73

What are outcomes of negative workplace gossip?

Answer 73

CWBs (+)
Turnover intentions (+) 
Job-search behaviors (+) 
(Could be a tool used by individuals to evaluate others’ behavior (e.g. supervisors) before deciding to quit.) 
Brady et al 2017

Question 74

What are positive aspects of gossip?

Answer 74

Brady et al (2017) notes that gossip can be seen as prosocial in that even if negative, it can protect group members from harm or exploitation.

Question 75

What is social undermining and what are some example behaviors?

Answer 75

Social undermining is behavior intended to hinder, over time, the ability to establish and maintain positive interpersonal relationships, work-related success, and favorable reputation (Duffy et al, 2002; cited by Greenbaum et al, 2012).

Example behaviors are: delaying the work of coworkers to make them look bad or slow them down; competing with coworkers for status and recognition, and giving coworkers incorrect or misleading information about hte job/tasks. (Greenbaum et al, 2012)

Question 76

What are outcomes of social undermining?

Answer 76

Employees who are socially undermined are more likely to experience somatic complaints, depression, and reduced self efficacy (Duffy et al, 2002).

Victims are also more likely to engage in CWBs and decreased job performance (Greenbaum, 2012).

Question 77

What are reasons why employees engage in socially undermining their coworkers?

Answer 77

Greenbaum found that a reason employees engage in social undermining is how they view priorities at work; specifically, when employees held a bottom line mentality (winner take all), they were more likely to socially undermine coworkers. Bottom line mentality is a frame of mind that revolves around there being only one relevant outcome. They found that when supervisors had that frame of mind, their employees adopted it, and became more competitive. This is more likely to happen when employees’ core self-evaluations and conscientiousness are low.

Question 78

How are uncivil or rude behaviors “contagious”?

Answer 78

Across three studies, Foulk et al. (2016) demonstrated that low-intensity negative behaviors can be contagious, and this occurs because targets will tend to notice more rude cues in the environment due to activation of the rudeness-related associative network.