Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Org B Final
All Final Terms
| Term | Definition |
|---|---|
| Rule of 1/8th | Only 12% of businesses work to prioritize their employees through positive work place changes |
| Theory | defined as a collection of assertions |
| Hypothesis | written predictions that specify relationships between variables |
| Verification | Requires: correlation, temporal precedence (a must happen before b) and elimination of alternative explanations |
| Causal Inference | establishing that one variable really does cause another |
| Meta-Analysis | takes all of the correlations found in studies of a particular relationship and calculates a weighted average |
| Task Performance | refers to employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces |
| Routine | well-known responses to demands that occur in a normal, routine, or otherwise predictable way |
| Adaptive | involves employee responses to task demands that are novel, unusual, or, at the very least, unpredictable |
| Creative | refers to the degree to which individuals develop ideas or physical outcomes that are both novel and useful |
| Citizenship Behavior | defined as voluntary employee activities that may or may not be rewarded but that contribute to the organization by improving the overall quality of the setting or context in which work takes place |
| Voice | involves speaking up and offering constructive suggestions regarding opportunities to improve unit or organizational functioning or to address problems that could lead to negative consequences for the organization |
| Civic-Virtue | refers to participating in the company’s operations at a deeper-than-normal level |
| Boosterism | means representing the organization in a positive way when out in public, away from the office, and away from work |
| Helping | involves assisting coworkers who have heavy workloads, aiding them with personal matters, and showing new employees the ropes when they first arrive on the job |
| Courtesy | refers to keeping coworkers informed about matters that are relevant to them |
| Sportsmanship | involves maintaining a good attitude with coworkers, even when they’ve done something annoying or when the unit is going through tough times |
| Counterproductive Behavior | defined as intentional employee behaviors that hinder organizational goal accomplishment |
| Management By Objectives | management philosophy that bases an employee’s evaluations on whether the employee achieves specific performance goals |
| Behaviorally Anchored Rating Scale | measure performance by directly assessing job performance behaviors |
| 360 Degree Feedback | approach involves collecting performance information not just from the supervisor but from anyone else who might have firsthand knowledge about the employee’s performance behaviors |
| Forced Ranking | Managers were required to rank all of their subordinates, and the rankings were used to place employees in one of three categories |
| Relationship between organizational commitment and withdrawal | The less an employee wants to withdrawal the more likely they are to be committed. |
| Affective Commitment | defined as a desire to remain a member of an organization due to an emotional attachment to, and involvement with, that organization |
| Continuous Commitment | defined as a desire to remain a member of an organization because of an awareness of the costs associated with leaving it |
| Normative Commitment | defined as a desire to remain a member of an organization due to a feeling of obligation |
| Progression Model of Withdrawal | argues that the various withdrawal behaviors are positively correlated: The tendency to daydream or socialize leads to the tendency to come in late or take long breaks, which leads to the tendency to be absent or quit |
| Psychological Contracts | reflect employees’ beliefs about what they owe the organization and what the organization owes them |
| Transactional Contracts | based on a narrow set of specific monetary obligations |
| Relational Contracts | based on a broader set of open-ended and subjective obligations |
| Perceived Organizational Support | reflects the degree to which employees believe that the organization values their contributions and cares about their well-being |
| Value-Percept Theory | argues that job satisfaction depends on whether you perceive that your job supplies the things that you value |
| Job Characteristics Theory | describes the central characteristics of intrinsically satisfying jobs |
| Variety | degree to which the job requires a number of different activities that involve a number of different skills and talents |
| Identity | degree to which the job requires completing a whole, identifiable, piece of work from beginning to end with a visible outcome |
| Significance | degree to which the job has a substantial impact on the lives of other people, particularly people in the world at large |
| Autonomy | degree to which the job provides freedom, independence, and discretion to the individual performing the work |
| Job Enrichment | such that the duties and responsibilities associated with a job are expanded to provide more variety, identity, autonomy, and so forth |
| Job Crafting | where employees shape, mold, and redefine their jobs in a proactive way |
| Affective Events Theory | workplace events can generate affective reactions—reactions that then can go on to influence work attitudes and behaviors |
| Emotional Labor | the need to manage emotions to complete job duties successfully |
| Emotional Contagion | shows that one person can “catch” or “be infected by” the emotions of another person |
| Relationships between job performance and job satisfaction | Job satisfaction has a moderate positive effect on job performance |
| Transactional Theory of Stress | explains how stressors are perceived and appraised, as well as how people respond to those perceptions and appraisals |
| Primary Appraisal | occurs as people evaluate the significance and the meaning of the stressor they’re confronting |
| Secondary Appraisal | after people appraise a stressful demand, they ask themselves, “What should I do?” and “What can I do?” to deal with this situation |
| Role Ambiguity | refers to an absence of role clarity, or the lack of information, about what needs to be done in a role, as well as unpredictability regarding the consequences of performance in that role |
| Role Conflict | which refers to conflicting expectations that other people may have of us |
| Role Overload | occurs when the number of demanding roles a person holds is so high that the person simply cannot perform some or all of the roles effectively |
| Coping | efers to the behaviors and thoughts that people use to manage both the stressful demands they face and the emotions associated with those stressful demands |
| Behavioral Coping | involves the set of physical activities that are used to deal with a stressful situation |
| Cognitive Coping | refers to the thoughts that are involved in trying to deal with a stressful situation |
| Problem-Focused Coping | refers to behaviors and cognitions intended to manage the stressful situation itself |
| Emotion-Focused Coping | refers to the various ways in which people manage their own emotional reactions to stressful demands |
| Social Support | refers to the help that people receive when they’re confronted with stressful demands |
| Instrumental Support | refers to the help people receive that can be used to address the stressful demand directly |
| Emotional Support | refers to the help people receive in addressing the emotional distress that accompanies stressful demands |
| Expectancy Theory | describes the cognitive process that employees go through to make choices among different voluntary responses |
| Three parts of expectancy theory | Expectancy, instrumentality and valence |
| Expectancy | represents the belief that exerting a high level of effort will result in the successful performance of some task |
| Instrumentality | represents the belief that successful performance will result in some outcome(s) |
| Valence | reflects the anticipated value of the outcomes associated with performance (abbreviated V) |
| Self-Efficacy | defined as the belief that a person has the capabilities needed to execute the behaviors required for task success |
| Intrinsic Motivation | motivation that is felt when task performance serves as its own reward |
| Extrinsic Motivation | motivation that is controlled by some contingency that depends on task performance |
| Goal-Setting Theory | views goals as the primary drivers of the intensity and persistence of effort (specific and difficult goals are best) |
| Goal Difficulty and its effect on task performance | To easy, moderate or impossible levels of goal difficulty decrease task performance |
| Equity Theory | acknowledges that motivation doesn’t just depend on your own beliefs and circumstances but also on what happens to other people |
| Psychological Empowerment | reflects an energy rooted in the belief that work tasks contribute to some larger purpose |
| Four beliefs of psychological empowerment | Meaningfulness, Self-Determination, Competence, and Impact |
| Disposition Based Trust | your personality traits include a general propensity to trust others |
| Trust Propensity | a general expectation that the words, promises, and statements of individuals and groups can be relied upon |
| Cognitive Based Trust | rooted in a rational assessment of the authority’s trustworthiness. |
| Ability | defined as the skills, competencies, and areas of expertise that enable an authority to be successful in some specific area |
| Benevolence | defined as the belief that the authority wants to do good for the trustor, apart from any selfish or profit-centered motives |
| Integrity | defined as the perception that the authority adheres to a set of values and principles that the trustor finds acceptable |
| Affect Based Trust | more emotional than rational trust |
| Distributive Justice | reflects the perceived fairness of decision-making outcomes |
| Procedural Justice | reflects the perceived fairness of decision-making processes |
| Interpersonal Justice | reflects the perceived fairness of the treatment received by employees from authorities |
| Informational Justice | reflects the perceived fairness of the communications provided to employees from authorities |
| Ethical Decision Making Model | argues that ethical behaviors result from a multistage sequence beginning with moral awareness, continuing on to moral judgment, then to moral intent, and ultimately to ethical behavior |
| Moral Awareness | occurs when an authority recognizes that a moral issue exists in a situation or that an ethical code or principle is relevant to the circumstance |
| Moral Judgement | reflects the process people use to determine whether a particular course of action is ethical or unethical |
| Moral Intent | reflects an authority’s degree of commitment to the moral course of action |
| Whistleblowing | occurs when former or current employees expose illegal or immoral actions by their organization |
| Positive Reinforcement | occurs when a positive outcome follows a desired behavior |
| Negative Reinforcement | occurs when an unwanted outcome is removed following a desired behavior |
| Punishment | occurs when an unwanted outcome follows an unwanted behavior |
| Extinction | occurs when there is the removal of a consequence following an unwanted behavior |
| Goal Orientation | captures the kinds of activities and goals that people prioritize |
| Learning Orientation | where building competence is deemed more important than demonstrating competence |
| Performance-Avoid Orientation | focus on demonstrating their competence so that others will not think poorly of them |
| Performance-Prove Orientation | focus on demonstrating their competence so that others think favorably of them |
| Bounded Rationality | notion that decision makers simply do not have the ability or resources to process all available information and alternatives to make an optimal decision |
| Satisficing | results when decision makers select the first acceptable alternative considered |
| Selective Perception | tendency for people to see their environment only as it affects them and as it is consistent with their expectations |
| Projection Bias | people project their own thoughts, attitudes, and motives onto other people |
| Social Identity Theory | people identify themselves by the groups to which they belong and perceive and judge others by their group memberships |
| Stereotype | occurs when assumptions are made about others on the basis of their membership in a social group |
| Availability Bias | tendency for people to base their judgments on information that is easier to recall |
| Anchoring Bias | The tendency to rely too heavily, or “anchor,” on one trait or piece of information when making decisions even when the anchor might be unreliable or irrelevant |
| Framing Bias | The tendency to make different decisions based on how a question or situation is phrased |
| Fundamental Attribution Error | argues that people have a tendency to judge others’ behaviors as due to internal factors |
| Self-Serving Bias | occurs when we attribute our own failures to external factors and our own successes to internal factors. |
| Situational Strength | suggests that “strong situations” have clear behavioral expectations, incentives, or instructions that make differences between individuals less important, whereas “weak situations” lack those cues |
| Big 5 Dimensions (CANOE) | five personality dimensions include conscientiousness, agreeableness, neuroticism, openness to experience, and extraversion |
| Hofstede's 5 Dimensions | include individualism–collectivism, power distance, uncertainty avoidance, and masculinity–femininity. A subsequent study added a fifth dimension to the taxonomy: short-term vs. long-term orientation |
| Team Development | Either Forming, Storming, Norming, Performing and Adjourning or the Punctuated Equilibrium model |
| Punctuated Equilibrium | Members realize that they have to change their approach to the task to complete it 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 |
| Outcome Interdependence | exists when team members share in the rewards that the team earns, with reward examples including pay, bonuses, formal feedback and recognition, pats on the back, extra time off, and continued team survival |
| Goal Interdependence | exists when team members have a shared vision of the team’s goal and align their individual goals with that vision as a result |
| Similarity Attraction Model | people tend to be more attracted to others who are perceived as more similar. |
| Team Viability | refers to the likelihood that the team can work together effectively into the future |
| Process Gain | Getting more from the team than you would expect according to the capabilities of its individual members |
| Process Loss | getting less from the team than you would expect based on the capabilities of its individual members |
| Coordination Loss | members have to work to not only accomplish their own tasks, but also coordinate their activities with the activities of their teammates, consuming time and energy |
| Motivation Loss | loss in team productivity that occurs when team members don’t work as hard as they could |
| Social Loafing | feelings of reduced accountability, in turn, cause members to exert less effort when working on team tasks than they would if they worked alone on those same tasks |
| Task Conflict | refers to disagreements among members about the team’s task |
| Relationship Conflict | refers to disagreements among team members in terms of interpersonal relationships or incompatibilities with respect to personal values or preferences |
| Noise | interferes with the message being transmitted |
| Information Richness | amount and depth of information that gets transmitted in a message |
| Cohesion | members of teams can develop strong emotional bonds to other members of their team and to the team itself |
| Group Think | drive toward conformity at the expense of other team priorities |
| 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 |
| Potency | refers to the degree to which members believe that the team can be effective across a variety of situations and tasks |
| Mental Modes | refer to the level of common understanding among team members with regard to important aspects of the team and its task |
| Transactive Memory | refers to how specialized knowledge is distributed among members in a manner that results in an effective system of memory for the team |
| Power | defined as the ability to influence the behavior of others and resist unwanted influence in return |
| Organizational Power | derives primarily from a person’s position within the organization |
| Legitimate Power | derives from a position of authority inside the organization and is sometimes referred to as “formal authority.” |
| Reward Power | exists when someone has control over the resources or rewards another person wants |
| Coercive Power | exists when a person has control over punishments in an organization |
| Personal Power | provides people with additional capabilities to influence others |
| Expert Power | derives from a person’s expertise, skill, or knowledge on which others depend |
| Referent Power | exists when others have a desire to identify and be associated with a person |
| Contingency of Power | certain situations in organizations that are likely to increase or decrease the degree to which leaders can use their power to influence others |
| Substitutability | degree to which people have alternatives in accessing resources |
| Discretion | degree to which managers have the right to make decisions on their own |
| Centrality | represents how important a person’s job is and how many people depend on that person to accomplish their tasks |
| Visibility | how aware others are of a leader’s power and position |
| Influence | use of an actual behavior that causes behavioral or attitudinal changes in others |
| Rational Appeals | use of logical arguments and hard facts to show the target that the request is a worthwhile one |
| Inspirational Appeals | tactic designed to appeal to the target’s values and ideals, thereby creating an emotional or attitudinal reaction |
| Consultation | occurs when the target is allowed to participate in deciding how to carry out or implement a request |
| Collaboration | attempting to make it easier for the target to complete the request |
| Ingratiation | use of favors, compliments, or friendly behavior to make the target feel better about the influencer |
| Personal Appeals | occur when the requestor asks for something based on personal friendship or loyalty |
| Apprising | occurs when the requestor clearly explains why performing the request will benefit the target personally |
| Pressure | use of coercive power through threats and demands |
| Coalition | occur when the influencer enlists other people to help influence the target |
| Exchange Tactics | used when the requestor offers a reward or resource to the target in return for performing a request |
| Organizational Politics | actions by individuals that are directed toward the goal of furthering their own self-interests |
| Political Skill | ability to effectively understand others at work and use that knowledge to influence others in ways that enhance personal and/or organizational objectives |
| Competing | occurs when one party attempts to get their own goals met without concern for the other party’s results |
| Avoiding | occurs when one party wants to remain neutral, stay away from conflict, or postpone the conflict to gather information or let things cool down |
| Accommodating | occurs when one party gives in to the other and acts in a completely unselfish way |
| Compromise | occurs when conflict is resolved through give-and-take concessions |
| Collaborating | occurs when both parties work together to maximize outcomes. |
| Leader Member Exchange Theory | describes how leader–member exchange (LMX) relationships develop over time on a dyadic basis |
| Autocratic | leader makes the decision alone without asking for the opinions or suggestions of the employees in the work unit |
| Consultive | leader presents the problem to individual employees or a group of employees, asking for their opinions and suggestions before ultimately making the decision themself |
| Facilitative | leader presents the problem to a group of employees and seeks consensus on a solution, making sure that their own opinion receives no more weight than anyone else’s |
| Delegative | leader gives an individual employee or a group of employees the responsibility for making the decision within some page 473set of specified boundary conditions |
| Initiating Structure | reflects the extent to which the leader defines and structures the roles of employees in pursuit of goal attainment |
| Consideration | reflects the extent to which leaders create job relationships characterized by mutual trust, respect for employee ideas, and consideration of employee feelings |
| Laissez-Faire Leadership | avoidance of leadership altogether |
| Transformational Leadership | involves inspiring followers to commit to a shared vision that provides meaning to their work while also serving as a role model who helps followers develop their own potential and view problems from new perspectives |
| Idealized Influence | involves behaving in ways that earn the admiration, trust, and respect of followers, causing followers to want to identify with and emulate the leader |
| Inspirational Motivation | involves behaving in ways that foster an enthusiasm for and commitment to a shared vision of the future |
| Intellectual Stimulation | involves behaving in ways that challenge followers to be innovative and creative by questioning assumptions and reframing old situations in new ways |
| Individualized Consideration | involves behaving in ways that help followers achieve their potential through coaching, development, and mentoring |
| Organizational Structure | formally dictates how jobs and tasks are divided and coordinated between individuals and groups within the company. |
| Span of Control | represents how many employees they are responsible for in the organization |
| Centralization of Authority | reflects where decisions are formally made in organizations |
| Chain of Command | essentially answers the question “Who reports to whom?” |
| Work Specialization | he way in which tasks in an organization are divided into separate jobs. |
| Formalization | when there are many specific rules and procedures used to standardize behaviors and decisions |
| Simple Form | most common form of organizational design, primarily because there are more small organizations than large ones. |
| Functional/Divisional Form | groups employees by the functions they perform for the organization |
| Matrix Form | complex designs that try to take advantage of two types of structures at the same time. |
| Observable Artifacts | manifestations of an organization’s culture that employees can easily see or talk about |
| Espoused Values | beliefs, philosophies, and norms that a company explicitly states. |
| Basic Underlying Assumptions | 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 |
| ASA Framework | holds that potential employees will be attracted to organizations whose cultures match their own personality, meaning that some potential job applicants won’t apply due to a perceived lack of fit |
| Two ways to change company culture | Changes in leadership and mergers/acquisitions |
| Person-Organization Fit | degree to which a person’s personality and values match the culture of an organization |
Created by:
Erika.Meakins
Popular Management sets