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MGT 502
| Question | Answer |
|---|---|
| Motivation determines the direction, intensity, and persistence of effort. | true |
| Self‑efficacy: the belief that a person has the capabilities needed to execute the behaviors required for task success | Past accomplishments Vicarious experiences Verbal persuasion Emotional cues |
| Value‑percept theory | job satisfaction depends on whether you perceive that your job supplies the things that you value |
| Job characteristics theory | Variety, Identity, Significant, Autonomy, Feedback |
| Identity (Job characteristic) | Identity: the degree to which the job requires completing a whole, identifiable, piece of work from beginning to end with a visible outcome |
| Feedback (Job characteristic) | Feedback: the degree to which carrying out the activities required by the job provides employees with clear information about how well they're performing |
| Stress | Stress is defined as a psychological response to demands that possess certain stakes for the person and that tax or exceed the person's capacity or resources |
| Stressors | Stressors: the demands that cause people to experience stress |
| Strains | the negative consequences that occur when demands tax or exceed a person's capacity or resources |
| Stress depends on | Stress depends on both the nature of the demand and the person who confronts it |
| Transactional theory of stress | Hindrance stressors, Challenge stressors |
| Coping | Coping refers to the behaviors and thoughts that people use to manage both the stressful demands they face and the emotions associated with those stressful demands |
| Problem.focused coping | Problem.focused coping refers to behaviors and cognitions intended to manage the stressful situation itself |
| Emotion.focused coping | Emotion.focused coping refers to the various ways in which people manage their own emotional reactions to stressful demands |
| Motivation | Motivation is defined as a set of energetic forces that originates both within and outside an employee, initiates work.related effort, and determines its direction, intensity, and persistence |
| Expectancy theory | Expectancy theory describes the cognitive process that employees go through to make choices among different voluntary responses Effort-(Expectancy)->Performance-(Instrumentality)-Outcome (Valence) |
| Expectancy | Expectancy represents the belief that exerting a high level of effort will result in the successful performance of some task |
| Self‑efficacy | Self‑efficacy: the belief that a person has the capabilities needed to execute the behaviors required for task success |
| Self‑efficacy (4ways) | Past accomplishments Vicarious experiences Verbal persuasion Emotional cues |
| Instrumentality | Instrumentality represents the belief that successful performance will result in some outcomes |
| Valence | Valence reflects the anticipated value of the outcomes associated with performance |
| Psychological empowerment | Psychological empowerment reflects an energy rooted in the belief that work tasks contribute to some larger purpose Meaningfulness Self‑determination Competence Impact |
| Organizational behavior | a field of study devoted to understanding, explaining, and ultimately improving the attitudes and behaviors of individuals and groups in organizations |
| Job performance | The value of the set of behaviors that contribute (either positively or negatively) to organizational goal accomplishment |
| Organizational commitment | A desire on the part of an employee to remain a member of an organization |
| Task performance | Employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces |
| Routine task performance | involves well‑known responses to demands that occur in a normal, routine, or otherwise predictable way (flight attendant robotically demonstrate how to insert the seatbelt) |
| Adaptive task performance | involves employee responses to task demands that are novel, unusual, or unpredictable (Handling emergencies or crisis situations, Handling work stress) |
| Creative task performance | refers to the degree to which individuals develop ideas or physical outcomes that are both novel and useful |
| Citizenship behavior | Voluntary activities that may or may not be rewarded but that contribute to the organization by improving the quality of the setting where the task work occurs (Helping, Courtesy, sportsmanship) |
| Organizational citizenship behavior | voice, civic virtue, Boosterism |
| Boosterism | representing the organization in a positive way when out in public, away from the office, and away from work |
| civic virtue | participating in the company's operations at a deeper‑than‑normal level by attending voluntary meetings and functions, reading and keeping up with organizational announcement, and keeping abreast of business news that affects the company |
| Counterproductive behavior | Employee behaviors that intentionally hinder organizational goal accomplishment (Property deviance, Production deviance,Political deviance, Personal aggression) |
| Property deviance | Sabotage: the purposeful destruction of physical equipment, organizational processes, or company products. Theft |
| production deviance | Production deviance is also directed against the organization but focuses specifically on reducing the efficiency of work output. Wasting resources, Substance abuse: if employees abuse drugs or alcohol while on the job or shortly before coming to work |
| Political deviance | refers to behaviors that intentionally disadvantage other individuals rather than the larger organization, Gossiping, Incivility |
| Affective commitment | an employee's desire to remain a member of an organization due to a feeling of emotional attachment |
| erosion model | suggests that employees with fewer bonds will be most likely to quit the organization |
| social influence model | The social influence model suggests that employees who have direct linkages with "leavers" will themselves become more likely to leave |
| Continuance commitment | : an employee's desire to remain a member of an organization due to an awareness of the costs of leaving |
| Normative commitment | an employee's desire to remain a member of an organization due to a feeling of obligation |
| Exit ‑ Voice ‑ Loyalty ‑ Neglect | Loyalty: a passive response where the employee remains supportive while hoping for improvement Neglect: interest and effort in the job is reduced |
| Apathetics | Apathetics possess low levels of both organizational commitment and task performance and merely exert the minimum level of effort needed to keep their jobs |
| Withdrawal behavior | employee actions that are intended to avoid work situations |
| Psychological withdrawal (neglect) | Psychological withdrawal (neglect) daydreaming, socializing, looking busy, moonligghting, cyberloafing |
| Physical withdrawal (exit) | Physical withdrawal (exit) tardiness, long breaks, missing meetings, absenteeism, quitting |
| Organization job performance evaluation system | Management by Objectives (MBO), 360‑degree feedback, Social networking systems,Forced rankings Performance App (GE) |
| Behaviorally anchored rating scales (BARS) | also called "critical incidents" Measures performance by directly assessing job performance behaviors |
| Performance App (GE) | Performance App (GE): continue doing something; consider changing something |
| Disposition.based trust | Trust propensity: a general expectation that the words, promises, and statements of individuals and groups can be relied upon |
| Cognition.based trust | Trustworthiness: the characteristics or attributes of a trustee that inspire trust |
| Affect.based trust | feelings toward trustee |
| Informational justice | the perceived fairness of the communications provided to employees from authorities |
| Trust has a moderate positive effect on job performance | true |
| Trust has a strong positive effect on organizational commitment | true |
| Corporate social responsibility | Economic responsibility Legal responsibility Ethical responsibility Discretionary responsibility |
| Explicit knowledge | knowledge is easily communicated and available to everyone |
| Tacit knowledge | what employees can typically learn only through experience |
| Learning orientation | building competence is deemed more important than demonstrating competence |
| Performance.prove orientation: | focus on demonstrating their competence so that others think favorably of them |
| Performance.avoid orientation | focus on demonstrating their competence so that others will not think poorly of them |
| Intuition | an emotional judgment based on quick, unconscious, gut feeling |
| Decision.making problems | Limited information Faulty perceptions Faulty attributions Escalation of commitment |
| Learning has a moderate positive effect on job performance | true |
| Learning has a weak positive effect on organizational commitment | true |
| Behavior modeling training: | employees have the ability to observe and learn from those in the company with significant amounts of tacit knowledge |
| Communities of practice | groups of employees who work together and learn from one another by collaborating over an extended period of time |
| Accomplishment striving | a strong desire to accomplish task‑related goals as a means of expressing personality |
| Communion striving | a strong desire to obtain acceptance in personal relationships as a means of expressing personality |
| Neurotic people tend to hold an external locus of control that they often believe that the events that occur around them are driven by luck, chance, or fate | true |
| Status striving: | a strong desire to obtain power and influence within a social structure as a means of expressing personality |
| Myers‑Briggs Type Indicator (MBTI) | Extraversion versus Introversion Sensing versus Intuition Thinking versus Feeling Judging versus Perceiving |
| Project GLOBE | Gender Egalitarianism Assertiveness Future Orientation Performance Orientation Humane Orientation |
| Inductive reasoning: | the ability to consider several specific pieces of information to generate a hypothesis and a plausible solution |
| Spatial ability | associated with visual and mental representation and manipulation of objects in space |
| Competing value frameworks | Hierarchy Culture, Market Culture,Clan Culture, Adhocracy Culture |
| Work specialization | the way in which tasks in an organization are divided into separate jobs |
| Chain of command | answers the question "Who reports to whom?" and signifies formal authority relationships |
| span of control | A manager's span of control represents how many employees he or she is responsible for in the organization |
| Multi‑divisional structures | Product structures, Geographic structures, Client structures |
| Restructuring | small negative effect on task performance, more significant negative effect on organizational commitment |
| Observable artifacts are | the manifestations of an organization's culture that employees can easily see or talk about Symbols, Physical structures, Language, Stories, Rituals (daily or weekly planned routines that occur in an organization) Ceremonies |
| Espoused values | the beliefs, philosophies, and norms that a company explicitly states (company's vision or mission statement) |
| Basic underlying assumptions | the taken‑for‑granted beliefs and philosophies that are so ingrained that employees simply act on them rather than questioning the validity of their behavior in a given situation |
| Networked cultures | employees are friendly to one another, but everyone thinks differently and does his or her own thing |
| Communal cultures | Communal cultures: friendly employees who all think alike |
| Hierarchy Culture | Stability/Control; Internal Focus/Integration) Values the role of senior executives to lead the organization, its goal is to keep everyone aligned and under control (General Motors; Bureaucratic) |
| Market Culture | (Stability/Control; External Focus/Differentiation) Values individual and organizational performance and strives for effectiveness and efficiency in reaching goals (General Electric; Competitive) |
| Clan Culture | (Flexibility/Discretion; Internal Focus/Integration) Team-Based Cohesive People-Focused (patagonia) |
| Adhocracy Culture | Adhocracy Culture: (Flexibility/Discretion; External Focus/Differentiation) Innovative, Agile, Risk-Taking Entrepreneurial-Focused (Google) |
| IPO heuristic | Input, process, output |
| Punctuated equilibrium | sequence of team development during which not much gets done until the halfway point of a project, after which teams make necessary changes to complete the project on time |
| Task interdependence | refers to the degree to which team members interact with and rely on other team members for the information, materials, and resources needed to accomplish work for the team |
| Disjunctive tasks | tasks with an objectively verifiable best solution for which the member with the highest level of ability has the most influence on team effectiveness |
| Conjunctive tasks | tasks for which the team's performance depends on the abilities of the team's weakest link |
| Additive tasks: | tasks for which the contributions from every member add up to determine team performance |
| Similarity‑attraction approach | A theory explaining that team diversity can be counterproductive because people tend to avoid interacting with others who are unlike them |
| Task interdependence | moderate positive effect on team performance, weak relationship with team commitment |
| Hybrid outcome interdependence | Members receive rewards that are dependent on both their team's performance and how well they perform as individuals |
| Boundary spanning | Ambassador activities, Task coordinator activities, Scout activities |
| Scout activities | refer to things team members do to obtain information about technology, competitors, or the broader marketplace |
| Task coordinator activities | coordinate task‑related issues with people or groups in other functional areas |
| Ambassador activities | refer to communications that are intended to protect the team, persuade others to support the team, or obtain important resources for the team |
| Taskwork process | Taskwork processes are the activities of team members that relate directly to the accomplishment of team tasks |
| Teamwork processes | Teamwork processes refer to the interpersonal activities that facilitate the accomplishment of the team's work, but do not directly involve task accomplishment itself |
| Team states | refer to specific types of feelings and thoughts that coalesce in the minds of team members as a consequence of their experience working together |
| Team states (types) | Cohesion, Potency, Mental models, Transactive memory |
| Potency | The degree to which members believe that the team can be effective across a variety of situations and tasks |
| Transactive memory | How specialized knowledge is distributed among members in a manner that results in an effective system of memory for the team |
| Positional rotation | Positional rotation: gives members actual experience carrying out the responsibilities of their teammates |
| Initiating | task behavior (directive) |
| consideration | relationship behavior (supportive) |
| Follower readiness | leader directed R1: unready R2: unready but willing to Follower directed R3: Able but unwilling, R4: able and willing and confident |
| R1 to R4 | bell-shaped curve: telling (high task, low relationship) , selling (high,high), participating (low task, high relationship), delegating (low low) |
| Managers cope with | complexity |
| Leaders cope with | change |
| Transformational Leadership | The ability to motivate followers to work for the collective good of the team or organization. |
| Transformational Leadership (4 Is) | Idealized influence, Inspirational motivation, Intellectual stimulation, Individualized consideration |
| Organizational power | Legitimate power, Reward power, Coercive power |
| Personal Power | Expert power, Referent power |
| Contingency factors of power | Substitutability, centrality, discretion, visibility |
| visibility | other know the leader and the resource he or she can use |
| discretion | the leader has the freedom to make his or her own decision without being restrained by organizational rules |
| Consultation | occurs when the target is allowed to participate in deciding how to carry out or implement a request |
| Ingratiation | is the use of favors, compliments, or friendly behavior to make the target feel better about the influencer |
| Avoiding | lose lose |
| Accommodating | Accommodating (low assertiveness, high cooperation) occurs when one party gives in to the other and acts in a completely unselfish way (lose‑win |
| Autocratic style: | the leader makes the decision alone without asking for the opinions or suggestions of the employees in the work unit |
| Consultative style: | the leader presents the problem to individual employees or a group of employees, asking for their opinions and suggestions |
| Facilitative style: | the leader presents the problem to a group of employees and seeks consensus on a solution, making sure that his or her own opinion receives no more weight than anyone else's |
| Delegative style | the leader gives an individual employee or a group of employees the responsibility for making the decision within some set of specified boundary conditions |
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