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Org Beh Test 2
Stack #127938
| Question | Answer |
|---|---|
| Motivation | psychological processes that arouse and direct goal-directed behavior. |
| The two key categories of factors that influence motivation | individual inputs and job context |
| The job context includes these 6 things | physical environment, task design, rewards and reinforcement, supervisory support and coaching, social norms, organizational culture |
| Individual inputs include these 7 things | ability, job knowledge, dispositions and traits, emotions, moods, beliefs and values. |
| Focus | direction, what we do |
| Intensity | effort, how hard we try |
| Quality | task strategies, the way we do it |
| Duration | persistence, how long we stick to it |
| 3 aspects of motivational processes | Arousal, direction, and persistence |
| 4 motivated behaviors | focus, intensity, quality, duration |
| Needs | physiological or psychological deficiencies that arouse behavior |
| Maslow’s 5 basic needs | physiological, safety, love, esteem, self-actualization |
| McClelland’s Need Theory investigates the needs for 3 things: | achievement, affiliation, power |
| Need for achievement | desire to accomplish something difficult |
| Need for affiliation | desire to spend time in social relationships and activities |
| Need for power | desire to influence, coach, teach, or encourage others to achieve |
| Job design | changing the content and/or process of a specific job to increase job satisfaction and performance |
| A person who has a preference for tasks of moderate difficulty and situations in which performance is due to effort rather than other factors has a high need for | achievement |
| Top managers should have a high need for __________ coupled with a low need for ________. | power, affiliation |
| According to McClelland, people with a high achievement motivation- | are not best suited for top management positions. |
| McClelland supported training to increase this type of motivation. | achievement motivation |
| By creating challenging task assignments or goals the need for ____________ increases, positively influencing performance. | achievement |
| Job design | changing the context and/or process of a specific job to increase job satisfaction and performance. |
| Mechanistic job design is based on | Frederick Taylor’s principles of scientific management. |
| The problem w/mechanistic job design is that | simplified, repetitive jobs are demotivating. |
| Motivational job design | focused on improving job satisfaction, intrinsic motivation and performance, and reducing absenteeism and turnover. |
| 3 key motivational techniques | job enlargement, job enrichment, job characteristics model |
| Job enlargement | putting more variety into a job through horizontal loading |
| Job rotation | moving employees from one specialized job to another |
| Job enrichment is the practical application of | Herzberg’s motivator-hygeine theory. |
| Herzberg’s Motivator-Hygiene Model’s 4 levels of satisfaction | dissatisfaction, no dissatisfaction or satisfaction (zero point), and satisfaction |
| Motivators cause an individual to go from | no satisfaction to satisfaction |
| Positive hygiene factors cause an individual to go from | dissatisfaction to no dissatisfaction, or zero point. |
| Motivators | job characteristics associated with job satisfaction |
| Hygiene factors | job characteristics associated with job dissatisfaction |
| Job enrichment | building achievement, recognition, stimulating work, responsibility, and advancement into a job through vertical loading. |
| Horizontal loading | assigning workers additional tasks of similar difficulty |
| Vertical loading | giving workers more responsibility |
| Core job dimensions | job characteristics found to various degrees in all jobs |
| 3 core job characteristics that determine experienced meaningfulness of work | skill variety, task identity, task significance |
| Experienced responsibility is elicited by the job characteristic of | autonomy |
| Autonomy | the extent to which the job allows freedom to independently schedule and complete a task. |
| Feedback | the extent to which an individual receives info about how effectively he is performing the job. |
| Knowledge of results is fostered by the job characteristic of | feedback. |
| The job characteristics model was developed by | Hackman and Oldham |
| job design should be used when employee motivation is | from low to moderately high |
| Job design should be used when employees are | skilled and knowledgeable, making them capable of performing enriched tasks |
| job design should be used when job satisfaction is | average to high |
| Reengineering potentially leads to | negative work outcomes due to increasing job characteristics beyond reasonable levels. |
| Reengineering causes negative outcomes due to 2 things | requiring a wider variety of skills from employees, and downsizing or understaffing for the short term. |
| the biological approach to job design focuses on | designing a work environment to reduce physical strain and health problems. |
| the perceptual-motor approach to job desgin emphasizes | the reliability of work outcomes by examining error rates, accidents, and workers’ feedback about facilities and equipment. |
| The amount of businesses using biological or perceptual-motor redesign is | increasing. |
| Job satisfaction | an affective or emotional response toward various facets of one’s job. |
| Which countries have the most and least job satisfaction? | Most: Denmark, Least: Hungary |
| 5 models of job satisfaction used to specify its causes | need fulfillment, discrepancy, value attainment, equity, dispositional/genetic components |
| Need fulfillment model | satisfaction is determined by the extent to which the characteristics of a job allow an individual to fulfill his or her needs. |
| Discrepancy model | satisfaction is a result of met expectations. |
| Value attainment model | satisfaction results from the perception that a job allows for fulfillment of an individual’s important work values. |
| Equity model | satisfaction is a function of how “fairly” an individual is treated at work. |
| Dispositional/genetic model | satisfaction is partly a function of both personal traits and genetic factors. |
| Motivation vs Job Satisfaction | moderate positive relationship |
| Job Involvement vs Job Satisfaction | moderate positive relationship |
| Organizational Citizenship Behavior vs Job Satisfaction | moderate positive relationship |
| Organizational Commitment vs Job Satisfaction | strong positive relationship |
| Absenteeism vs Job Satisfaction | weak negative relationship |
| Turnover vs Job Satisfaction | moderate negative relationship |
| Perceived Stress vs Job Satisfaction | strong negative relationship |
| Job Performance vs Job Satisfaction | weak positive relationship |
| w/f relationships: compensation effect | job and life satisfaction are negatively related (not supported by data) |
| w/f relationships: segmentation hypothesis | job satisfaction and life satisfaction are independent- on doesn’t influence the other. (not supported by data) |
| w/f relationships: spillover model | job satisfaction or dissatisfaction spills over into one’s personal life and vice versa. |
| w/f relationships: work-family conflict | the roles we assume for work and family domains are mutually incompatible. (supported by data) |
| equity theory | holds that motivation is a function of fairness in social exchanges |
| equity theory is based on Leon Festinger’s | cognitive dissonance theory |
| a cigarette smoking who sees a heavy-smoking relative die of lung cancer may be motivated to quit based on | cognitive dissonance theory |
| applied the equity principle to the workplace | Adams |
| 2 primary components involved in the employee-employer exchange | inputs and outcomes |
| People make equity comparisons to | friends, or people in similar work- not dissimilar others. |
| Negative inequity | inequity in favor of the comparitive other. |
| Positive inequity | inequity in your favor |
| Equity sensitivity | a person’s tolerance for inequity |
| Benevolents | people who have a higher tolerance for negative inequity (they’re altruistic) |
| Equity sensitives | adhere to a strict norm of reciprocity and are quickly motivated to resolve inequity in either direction |
| Entitleds | have no tolerance for negative inequity, and actually expect greater outputs than others. |
| Organizational justice | reflects the extent to which people perceive that they are treated fairly at work |
| 3 components of organizational justice | distributive, procedural, interactional |
| Distributive justice | the perceived fairness of how resources and rewards are distributed |
| Procedural justice | the perceived fairness of the process and procedures used to make allocation decisions |
| To encourage distributive and procedural justice, it is important that your employees have a | voice. |
| Interactional justice | the perceived fairness of the decision maker’s behavior in the process of decision-making. |
| 8 practical applications of equity theory | 1)attitudes 2)emp. perception of fairness 3) voice 4)let emp. appeal decisions 5)emp. Will support fairly implemented, equitable change 6)equity encourages teamwork 7)inequity can mean lawsuits 8)pay attention to climate for justice |
| Expectancy theory | people are motivated to behave in ways that produce valued outcomes |
| Expectancy theory can be used to predict behavior in any situation in which | a choice between two or more alternatives must be made. |
| Vroom’s Expectancy Theory | the strength of a tendency to act a certain way depends on the expectancy and value of the consequence |
| Vroom: Expectancy | belief that effort leads to a specific level of performance |
| An expectancy of zero indicates | effort has no anticipated impact on performance |
| An expectancy of one indicates | performance is totally dependent on effort |
| Expectancy perceptions are influenced by | self esteem, self efficacy, previous success, help received, information, materials and equipment |
| Vroom: Instrumentality | a person’s belief that a particular outcome is contingent on accomplishing a specific level of performance. |
| Vroom: Valence | the value of a reward or outcome. |
| An instrumentality of 1.0 indicates | attainment of a particular outcome is dependent on task performance. |
| An instrumentality of zero indicates | there is no relationship between performance and outcome. |
| An instrumentality of -1.0 indicates | that high performance reduces the chance of obtaining an outcome while low performance increases the chance. |
| The more time you spend studying to get an A on an exam (high performance) the less time you have for fun things. This is an instrumentality of | -1.0 |
| Management by objectives (MBO) | management system incorporating participation in decision making, goal setting, and feedback. |
| 4 motivational mechanisms of goal setting | goals direct attention, regulate effort, increase persistence, and foster strategies and action plans. |
| Difficult goals lead to | higher performance |
| goal specificity | quantifiability of a goal (“sell 9 cars” versus “do your best”) |
| if a task is very complex, the specificity of the goal | should not be too high |
| compare the effectiveness of participative, assigned, and self-set goals | they are equally effective |
| people are more likely to commit to difficult goals when they have high | self-efficacy about successfully accomplishing their goals |
| pay should not be linked to goal achievement unless (3 things): | 1)performance goals are under the employees’ control. 2)goals are quantitative. 3)frequent, large payments are made for performance achievement. |
| Goals should be (acronym) | SMART: specific, measurable, attainable, results-oriented, and time-bound |
| For complex tasks, managers should encourage employees to develop a | performance action plan. |
| 2 types of goal orientation | learning and performance |
| A difficult goal should be of interest to a person of this goal orientation | learning |
| Feedback | the objective information about an individual or collective performance shared with those in a position to improve the situation |
| Objective feedback requires | hard data- units sold, dollars saved, etc. |
| 2 Functions of feedback | Instructional (advice), Motivational (promising reward) |
| 3 sources of feedback received | Others, Task, Self |
| The need for feedback is | variable. |
| This kind of feedback is more accurately recalled. | Positive |
| This kind of feedback has a positive motivational affect. | Negative |
| Feedback is evaluated based on | accuracy, credibility, fairness of the system, performance |
| Goal setting gives behavioral direction, increases effort, and | fosters persistence |
| Resistance | feedback that fail perceptual and cognitive evaluation tests breed resistance |
| Upward feedback and 360 degree feedback involve | multiple sources of feedback. |
| Nontraditional feedback systems are growing. Six reasons? | 1.current dissatisfaction 2.more team based organizations 3.multiple rater systems add validity 4. computers allow multiple raters 5. bottom up feedback goes w/participative mgt 6. coworkers know more about manager strengths and limits than their boss |
| Upward feedback | employees evaluate their boss |
| Upward feedback had positive performance on | low to moderate performers |
| 360 degree feedback | comparison of anonymous feedback from ones superior subordinates, and peers with self-perceptions |
| Recommendations | favor anomyminity of evaluation and discourage use for pay and promotion |
| Six reasons why feedback often fails | 1.used as punishment 2.seenn as irrelevant to work 3.provided too late 4.relates to matters out of employee control 5.complain about wasting time w/feedback data 6.feedback too complex to understand |
| Extrinsic rewards | financial, material or social rewards from the environment (money or praise) |
| Intrinsic rewards | self granted psychic rewards (derives pleasure from the task, receives sense of competence, pride or self determination) |
| 3 Distribution Criteria | results, actions, nonperformance considerations |
| Performance results | tangible outcomes such as individual group or org performance, qty or qlty of performance |
| Performance actions or behaviors | teamwork cooperation risk taking creativity |
| Nonperformance considerations | where the type of job, nature of work, equity, tenure, etc are rewarded |
| Today, the trend is toward what type of distribution criteria? | performance criteria |
| Desired outcome of a good reward system | should attract talented people and motivate and statisfy once they have joined the org |
| Pay for Performance | term for monetary incentives linking at least some portion of the paycheck directly or indirectly to results or accomplishments. |
| 4 reasons why rewards often fail to motivate | 1.Too much emphasis on monetaery rewards 2.Rewards lack appreciation effect 3.Extensive benefits become entitlements 4.Counterproductive behavior is rewarded (pizza delivery rewarding reckless driving) |
| Positive Reinforcment | helps managers to achieve needed discipline and desired effect when providing feedback and granting rewards |
| Thorndikes law of effect | behavior with favorable consequences is repeated, behavior with unfavorable consequences disappears |
| Skinners Operant Conditioning Model became known as | behaviorism, because it dealt with observable behavior |
| Respondent behavior | unlearned, stimulus-response reflexes |
| Operant behavior | learned, consequence shaped, response-stimulus behavior |
| Contigent Consequences control behavior in 4 ways | positive reinforcement, negative reinforcement, punishment, extinction |
| Positive reinforcement | making behavior occur more often by contigently presenting something positive |
| Negative Reinforcement | making behavior occur by withdrawing something negative |
| Punishment | making behavior occur less by presenting something negative or with drawing something positive |
| Extinction | making behavior occur less often by ignoring or not reinforcing it (getting rid of ex gf by not returning calls) |
| Continuous Reinforcement | reinforcing every instance of a behavior (TV is turned on and works correctly, rewarded with a picture) |
| Intermittent Reinforcment | reinforcing some but not all behavior |
| Reinforcement in ratio schedules is contingent on | the number of responses emitted. |
| Interval reinforcement is tied to | the passage of time |
| 4 types of intermittent reinforcement: | 1.Fixed ratio 2.Variable Ratio 3.Fixed Interval 4.Variable Interval |
| Fixed Ratio | Reward based on a number of units sold |
| Variable Ratio | slot machine pays off after a variable numer of lever pulls |
| Fixed Interval | hourly pay, annual salary |
| Variable Interval | random supervisory praise after doing a good job |
| Proper scheduling of reinforcement is important because | work org typically rely on weakest schedule- variable ratio and interval reinforcement produce strongest behavior that is most resistant to extinction |
| Shaping behavior with positive reinforcement | reinforcing closer and closer approximations to a target behavior. |
| Group | two or more freely interacting people with shared norms and goals and a common identity |
| Formal group | formed by the organization (work group, team, comitee, task force) |
| Informal Group | formed by friends |
| 6 Organizational functions of Formal Groups | 1.accomplish complex tasks 2.generate ideas 3.coordinate departments 4.provide problem-solving mechanism 5.implement decisions 6.socialize and train new workers |
| 5 Individual functions of the Formal Group | 1.satisfy need for affiliation 2.improve self-esteem and sense of identity 3.opportunity to test and share perceptions of social reality 4.reduce anxiety over powerlessness 5.provide problem-solving mechanism |
| 5 stages of Tuckman’s theory of group development | 1.forming 2.storming 3.norming 4.performing 5.adjourning |
| Tuckman: Forming | Members unsure and anxious about their roles, who is in charge, and the group’s goals. Low trust. |
| Tuckman: Storming | test leaders’ policies as they try to determine how they fit into the power structure, subgroups form and rebel, politics stop progress, roles still uncertain, fighting over leadership and task assignment |
| Tuckman: Norming | a respected member other than the leader challenges the group to resolve its power struggle so something can be accomplished, bringing out team spirit and group cohesiveness |
| Tuckman: Performing | solving task problems, get work done without hampering others, open communication and cooperation, constructive conflict resolution |
| Tuckman: Adjourning | work is finished, and some members feel sense of loss and need help w/transition |
| Roles | expected behaviors for a given position |
| Task roles | enable work group to define clarify and pursue a common purpose |
| Maintenance roles | foster supportive and constructive interpersonal relationships |
| Norms | shared attitudes, opinions, feelings or actions that guide social behavior |
| Norms are more encompassing than roles. They help determine | right from wrong and good from bad |
| Ostracism | rejection by other group members |
| 4 ways norms are developed | 1.stated plainly 2.precedent established by group history 3.primacy- first behavior pattern that emerges in a group sets group expectations 4.carryover behaviors from past situations |
| Norms are enforced when they (4 things): | 1.help the org survive 2.clarify and simplify behavioral expectations 3.help avoid embarrassing situations 4.clarify the group org central values and unique identity |
| Team | small group with complimentary skills who hold themselves mutually accountable for common purpose goals and approach |
| A group becomes a team when (5 things): | 1.leadership is shared 2.accountability shifts from strictly ind. to both ind. and collective 3.group forms a mission or purpose 4.problem solving becomes a way of life 5.effectiveness is measured by the group’s collective outcomes |
| Because of conflicts over power and authority and unstable relations many work groups never qualify as | a real team. |
| Essence of a team is | common commitment |
| Skills and competencies need to be both taught and | role modeled |
| Team Building | experiential learning aimed at better internal functioning of groups. |
| 3 goals of team building | greater cooperation, better communication and less dysfunctional conflict |
| Experiential learning focuses on how groups | get the job done rather than on the task itself |
| Trust | reciprocal faith in others intentions and behavior |
| Overall trust | expecting fair play, the truth, and empathy |
| Emotional trust | having faith that someone will not misrepresent you to others or betray a confidence |
| Reliableness | belief that promises and appointments will be kept and commitments met |
| 6 Ways to build trust: | communication, support, respect, fairness, predictability, and competence. (can’t stop running from police cars) |
| trust: communication | keeping people informed explaining policies and decisions and providing feedback |
| trust: support | be available and approachable, provide help and advice coaching and support member’s ideas |
| trust: respect | delegation in the form of real decision making authority is the most important expression of managerial aspect, and actively listening |
| trust: fairness | be quick to give credit and recognition |
| trust: predictability | consistent and predictable in daily affairs |
| trust: competence | enhance credibility by demonstrating good business sense, tech ability and professionalism |
| Self Managed Teams | groups of employees granted admin. oversight for their work |
| 4 Indirect tactics for Self-Managed Teams: | 1.relating 2.scouting 3.persuading 4.empowering |
| SMT indirect tactics: Relating | understanding org power structur, building trust showing concern for ind team members |
| SMT indirect tactics: scouting | seeking outside info, diagnosing problems, facilitating group prob solving |
| SMT indirect tactics: persuading | gathering outside support and resources influencing teams to be more effective and pursue org goals |
| SMT indirect tactics: empowering | delegating decision making authority, facilitating team decision making process and coaching |
| Managerial Resistance to SMT | see self managed teams as a threat to their job security |
| SMT Cross functionalism | team made of technical specialists from different areas |
| most delegated task in a SMT | scheduling and dealing directly with outside customers |
| least delegated task in a SMT | hiring and firing |
| most self-managed teams are at the shop floor level in factory settings and predict | growth in the managerial ranks and service operations |
| SMT has a positive effect on both | productivity and specific attitudes relating to self management |
| SMT has no effect on | general attitudes or absenteeism |
| Virtual Teams | info technology allows group members in different locations to conduct business |
| Virtual teams follow group development process like | face to face groups |
| Chat rooms create more work for virtual teams and yield poorer decisions than | face to face or telephone conferences |
| In order for virtual teams to make good use of groupware, they need | training and hands on experience |
| Groupthink | cohesiveness in group’s unwillingness to realistically view alternatives |
| Symptoms of groupthink: invulnerability | excessive optimism and risk taking |
| Symptoms of groupthink: inherent morality | ignore ethical implications |
| Symptoms of groupthink: rationalization | protects pet assumptions |
| Symptoms of groupthink: stereotyped views of opposition | underestimate opponents |
| Symptoms of groupthink: self censorship | stifles critical debate |
| Symptoms of groupthink: Illusion of unanimity | silence interpreted as consent |
| Symptoms of groupthink: peer pressure | loyaly of dissenter is questioned |
| Symptoms of groupthink: mind guards | self appointed protectors against adverse information |
| Social Loafing | decrease in individual efforts as group size increases |
| 4 Explanations for social loafing | 1.equity of effort 2.loss of personal accountability 3.motivational loss due to sharing of rewards 4.coordination loss as more people join the task |
| Social loafing occurs when (3 things): | 1.tasks perceived as unimportant 2.ind. output not identifiable 3.expected group members to loaf |
| Are individualists or collectivists more prone to social loafing? | individualists |
| Social loafing usually does not occur if | the task is challenging and perceived as important and individuals are held accountable for a portion of group tasks |
| Bounded rationality | decision makers are bounded or restricted by a variety of constraints when making decisions |
| compare/contrast the rational model of decision making and Simon’s normative model | the rational model, (identify a problem, evaluate possible solutions, choose one, and evaluate the solution) ignores what Simon recognized- people have bounded rationality, and decision-making is characterized by limited information processing, the use of |
| According to Simon’s’ normative model, decision-making is characterized by 3 things: | limited information processing, the use of judgmental heuristics, and satisficing. |
| judgmental heuristics | rules of thumb or shortcuts that people use to reduce information processing demands. |
| satisficing | choosing a solution that meets a minimum standard of acceptance |
| Knowledge management involves the implementation of systems and practices that increase | the sharing of knowledge and information throughout an organization. |
| There are two types of knowledge that impact the quality of decisions: | tacit knowledge and explicit knowledge. |
| Organizations use computer systems to share what type of knowledge? | explicit knowledge. |
| Tacit knowledge is shared by | observing, participating, or working with experts or coaches. |
| The model of decision-making styles is based on the idea that styles vary along two different dimensions: | value orientation and tolerance for ambiguity. |
| When different levels of value orientation and tolerance for ambiguity are combined, they form four styles of decision making: | directive, analytical, conceptual, and behavioral. People with a directive style have a low tolerance for __________ and are oriented toward ___________________. |
| ____________ have a higher tolerance for ambiguity and are characterized by a tendency to overanalyze a situation. | Analytics |
| People with a conceptual style have a high threshold for ambiguity and tend to focus on | people or social aspects of a work situation. |
| The behavioral style is the most __________ of the four styles. | people-oriented |
| There are five stages of the creative process: | preparation, concentration, incubation, illumination, and verification. (Please cover it in Vicks!) |
| Although research shows that groups typically outperform the average individual, managers need to use a ________________ when determining whether to include others in the decision-making process. | contingency approach |
| Participative management reflects the extent to which | employees participate in setting goals, making decisions, solving problems, and making changes in the organization. |
| Participative management is expected to increase motivation because it helps employees fulfill three basic needs: | (a) autonomy, (b) meaningfulness of work, and (c) interpersonal contact. |
| Participative management does not work in all situations. The design of work and ___________________________ influence the effectiveness of participative management. | the level of trust between management and employees |
| Name 4 group problem-solving techniques that facilitate better decision making within groups. | brainstorming, nominal group technique, Delphi technique, computer-aided decision making |
| nominal group technique | assists groups both to generate ideas and to evaluate and select solutions. |
| Delphi technique | a group process that anonymously generates ideas or judgments from physically dispersed experts. |
| The purpose of computer-aided decision making is | to reduce consensus roadblocks while collecting more information in a shorter period of time. |
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sweetjezka