Term
|
Definition
| what energizes and drives behaviors |
|
|
Term
| True or False: according to lecture, content theories focus on what motivates us |
|
Definition
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|
Term
| How we became motivated, is what type of theory? |
|
Definition
a. content theory
b. process theory
c. expectancy theory
d. all of the above
e. none of the above |
|
|
Term
| According to lecture, why is motivation important? |
|
Definition
a. need to have employees do discretionary behaviors that make a difference to strategic objectives
b. co. will win by not just having smarter pp, but ppl that are motivated
c.goal is to get the worker to go above and beyond
d. all of the above
e. none of the above
f. ab or bc or ac |
|
|
Term
| True or False: according to the text, content theories describe, explain, and analyze how behavior is energized, directed, sustained, and stopped. |
|
Definition
|
|
Term
| According to the text, process theories: |
|
Definition
a. focus on factors within the person that energize, direct, sustain, and stop behaviors.
b. are factors that can only be inferred
c. describe, explain & analyze how behaviors is energized, directed, sustained & stopped.
d. all of the above
e. none of the above |
|
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Term
| True or False: Goal-setting theory, expectancy theory, equity theory, and reinforcement theory have their theoretical base in content theory. |
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Definition
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Term
| True or False: five level need hierarchy, ERG, hygiene motivators, and 3 learned needs acquired from culture (ach, aff, pow) all focus on factors within the person (content). |
|
Definition
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|
Term
| According to the text, mngrs. needing to be aware of an individual's unique needs, desires, and goals is part of what theory? |
|
Definition
a. Expectancy
b. Process
c. Content
d. all of the above
e. none of the above |
|
|
Term
| according to the text, mngrs. needing to understand the process of motivation and how individuals make choices based on proferences, rewards & accomplishments is part of what theory? |
|
Definition
a. five level hierarchy
b. process
c. content
d. all of the above
e. none of the above
f. ab or cb or ac |
|
|
Term
| According to lecture, Maslow need hierarchy is important because: |
|
Definition
A) different ppl have different needs and those needs drive behavior
B) the same thing can satisfy different needs for different ppl such as $ work
C) 5 levels of need are arranged in a hierarchy that start at the bottom and work up - e.g. is linear
D) all of the abvoe
E) none of the above
F) two of the above: AB OR AC OR BC |
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Term
| True or False: the 3 levels of need of ERG theory are similar to Maslow's 5 levels of hierarcy. |
|
Definition
|
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Term
| True or False: in ERG theory, ppl move back and forth between their needs, which is exactly like Maslow's need hierarchy. |
|
Definition
|
|
Term
| According to the text, motivation has to do with: |
|
Definition
A) The direction of the behavior
B) By the strength of the response (i.e. effort) once an employee chooses to follow a course of action
C)The persistence of the behavior, or how long the person continues to behavior in a particular manner
D)all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: According to the text, Motivation is a universal concept that does not have to be aligned with the context and cultural background. |
|
Definition
|
|
Term
| True or False: according to the text, motivation results from events and processes that are internal or external to the individual |
|
Definition
|
|
Term
| True or False: according to the text, High levels of motivation are significant contributors to exceptional performance. |
|
Definition
|
|
Term
| True or False: only one single approach to motivation works best. |
|
Definition
|
|
Term
| True or False: Motivational process is GOAL directed – accomplishing desired goals can result in a significant reduction in needs deficiencies. |
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Definition
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Term
| True or False: according to content theory, you should assume that a person’s need deficiencies will repeat themselves in a regular pattern. Ppl change because of experiences, life events, aging, cultural & environmental changes & other factors. |
|
Definition
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|
Term
| True or False: According to McClelland, our needs are learned. |
|
Definition
|
|
Term
| True or False: according to learned need theory, our needs are learned from the culture of a society and a person w/ strong needs will use appropriate behaviors to satisfy them. |
|
Definition
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|
Term
| True or False: Achievemen, Affiliation, & power are all part of McClelland's Learned Needs Theory. |
|
Definition
|
|
Term
| True or False: According to lecture, high n Ach persons prefer nonchallenging goals. |
|
Definition
|
|
Term
| According to lecture High Ach ppl: |
|
Definition
A) need closeness with others
B) Are driven by beating task & like to take new challenges
C) are motivated by the achievement in and of itself
D) all of the above
E) none of the above
F) tw of the above: AB or AC or BC |
|
|
Term
| True or False: According to lecture, high n Pow persons prefer immediate & reliable performance feedback. |
|
Definition
|
|
Term
| According to lecture, high n Pow ppl: |
|
Definition
A) like to be in control
B) like to be responsible for solving problems
C) are ppl that are really driven by the task itself
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, High n Aff ppl: |
|
Definition
A) prefer immediate & reliable feedback
B) teams are important for them
C) are into work for the relationships
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| According to lecture, the thematic apperception test: |
|
Definition
A) give a person ambigous stimuli & ask ppl to project it
B) is unreliable to score because its subjective
C) measures n Ach needs
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: According to McClelland, a good manager is high n Achievement/ n power |
|
Definition
|
|
Term
| According to lecture, McClelland encourages managers to: |
|
Definition
A) provide peridiodic feedback on performance, point out models of achievement to employees, introduce realism to all work-related topics
B) get two seperate lists and list satisfiers/dissatisfiers
C) work w/ employees to improve their self-image
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
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|
Term
| True or False: Herzberg's Two factor theory states that the opposite of safisfaction is no stisfaction and the the opposite of dissatisfaction is no satisfaction. |
|
Definition
|
|
Term
| According to lecture, satisfiers are: |
|
Definition
A) also known as motivators & intrinsic factors
B) also know as hygiene & extrinsic facotrs
C) the things that make you motivated if you have them
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: According to lecture, the two factor theory states if you are not satisfied you are not motivated. |
|
Definition
|
|
Term
| True or False: satisfiers impact turnover & absenteeism |
|
Definition
|
|
Term
| According to lecture, dissatisfiers are: |
|
Definition
A) pay, supervision, equipment
B) characteristics of work that Herzberg says motivate ppl
C) impact turnover & abseenteism
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, why should we study Herzberg? |
|
Definition
A) enrich jobs by making them more satisfied
B) make work interesting & how will you get motivated ppl
C) blame others for what made them sad & themselves for what makes them happy
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| true or false: problem with two factor theory is that its method bound. |
|
Definition
|
|
Term
| According to lecture, who's theory would be a proponent of employee engagement? |
|
Definition
A) Herzberz two factor theory
B) McClelland's Learneed Needs Theory
C) Maslows need hierarcy
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, Equity theory: |
|
Definition
A) Is a process theory
B) states that we compare our outcomes/outputs to inptu ratio to that of a comparison other
C)if ratios are equle, we maintain our behavior
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
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|
Term
| True or False: in equity theory, outcomes/outputs are things like knowledge, experience, time, effort; while inputs are money, recognition, status, ability to work w/ others. |
|
Definition
|
|
Term
| True or False: negative equity = less than comparison in equity theory; which means you will be motivated to restore equity |
|
Definition
|
|
Term
| True or False:in equity theory, outputs (outcomes) are things we get out of the job, and inputs are things we put into the job |
|
Definition
|
|
Term
| According to the lecture, what are ways to restore equity when negative equity is occurring? |
|
Definition
A) reduce inputs and/or increase outcomes
B) distort or change your comparison to others
C) you do not have to get the same outcomes as your colleague does, the RATIOS must be equitable
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what are options to restore equity when there is positive equity (you get a good deal in your perception of comparison to other)? |
|
Definition
A) reduce outcomes (e.g. don't give me that much $)
B) increase inputs (you work really hard to show that you deserve what you are getting)
C) distort or change other (you change what you think of your inputs, or you change what you think of your outputs)
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: equity theory is a type of cognitve theory - our perception = our reality |
|
Definition
|
|
Term
| According to lecture, how can one impact equity? |
|
Definition
A) have to have ppl think more realistically
B) do the same thing for all cultures
C)have to impact workers perceptions of their ratios by giving them feedback through perfomance appraisals
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: according to lecture, no feedback is no feedback |
|
Definition
|
|
Term
| True or False: giving better & more frequent feedback & giving comparative feedback for perfomance & for rewards is part of learned needs theory |
|
Definition
|
|
Term
| According to lectures, managers can impact ratios in equity theory by: |
|
Definition
A) letting ppl know where they fall relative to each other ad setting standards in place
B) high effort leads to high success, or little effort leads to success
C) giving workers more feedback so they do not fall into cognitive dissonance
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| According to lecture, expetancy theory states: |
|
Definition
A) motivation = expectancy X valence; therefore if either expectancy or valce is '0', motivation is '0'
B) expectancy is expectation that effort leads to performance; valence is the value of rewards associated with good performance
C) 1st level outcomes are things directly a result of good performance
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, ways to impact expectancy are: |
|
Definition
A) set clear performance standards & ppl know where they need to go (by giving frequent feedback)
B) give everyone a reward
C) demonstrate that others have achieved the same standards
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| According to lecture, what are ways to impact valence? |
|
Definition
A) if rewards that you initally receive get connected to other rewards, those initial rewards are more valued
B) give a range of rewards; enhances chance that you will give a reward that someone values
C) offer choices in rewards; give lots of options
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: according to lecture, in instrumentality if rewards that you initially receive get connected to other rewards, those initial rewards are more valued |
|
Definition
|
|
Term
| According to lecture, instrumentatality states: |
|
Definition
A) reinforcement is anything that increases the probablity of a response
B) there are 1st level outcomes = things directly a result of good performance; & 2nd level outcomes = things that may or may not occur as a result of good performance
C) is the probability that a 1st level outcome leads to 2nd level outcome which impacts valence
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: 2nd level outcomes always come from 1st level outcomes |
|
Definition
|
|
Term
| According to lecture, the implication for managers in instrumentality is: |
|
Definition
A) know what workers view as a positive or negative stimulus
B) constantly monitor performance of performer & figure out how to allocate resources
C) they need to talk about direct rewards of performance, but also the indirect rewards that may or may not occure & make sure that 2nd level outcomes do occur |
|
|
Term
| According to lecture, punishment: |
|
Definition
A) stops behavior
B) is harder than to reinforce
C) causes behavior to be hidden, ppl hide behavior that they think is supposed to be punished
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| Accoridng to lecture, reinforcement is: |
|
Definition
A) anything that increases the probabability of a response
B) can be negative or positive
C) something that cannot be scheduled
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: negative reinforcement is removal of a positive stimulus while punish/extinction is the removal of a negative stimulus |
|
Definition
|
|
Term
| According to lecture, the challenge of punishment & reinforcement is: |
|
Definition
A) punishment must be consistent & conected to the behavior
B) punishment must be greater than the reward for doing it
C) it is difficult to know what workers view as a positive or negative stimulus therefore we mistakenly punish/reinforce them because we do not know what they perceive
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: a full/continous schedule of reinforcement is most resistant to extinction; while a partial sched. of reinforcement creates the quickest learning |
|
Definition
|
|
Term
| True or False: when teaching somebody a new task, you first have them on a full schedule, and then move them to a partial schedule |
|
Definition
|
|
Term
| According to lecture a fixed schedule: |
|
Definition
A) has a pattern
B) has two types: interval & ratio
C) is reinforced every time desired behavior is done
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, interval schedules are based upon behavior while ratio are based upon time. |
|
Definition
|
|
Term
| True or False: there are variable interval/ratio schedules or fixed interval/ratio schedules |
|
Definition
|
|
Term
| According to lecture, which schedule(s) is/are most resistant to extinction? |
|
Definition
A) partial schedule because you do not reinforce behavior each time
B) variable schedule because they not scheduled & keep behavior at a higher level
C) fixed & full schedules
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: variable schedules of reinforcement are hard to implement because managers would have to constantly monitor performance of performer & figure out how to allocate resources |
|
Definition
|
|
Term
| According to lecture, merit raises are based on a : |
|
Definition
A) fixed interval schedule
B) fixed ratio schedule
C) variable interval & variable ratio schedule
D) all of the above
E) none of the above
F) two of the above: AB OR BC OR AC |
|
|
Term
| True or False: changes in behavior that characterize learning may be adaptive/promote effectiveness or non-adaptive/ineffective |
|
Definition
|
|
Term
| According to lecture, learning: |
|
Definition
A) is a relatively enduring change in behavior occurs as a result of practice or experience
B) causes ppl to seek the things that they value
C) is behavior that is acquired through observation & imitation of others in a social context
D) all of the above
E) none of the above
F) two of the above: AB OR AC OR BC |
|
|
Term
| According to lecture, social learning: |
|
Definition
A) the process of establishing goals to motivate ppl
B) is another cognitive theory and can be positive/negative
C) includes self-efficacy (magnitude/strength/generality); modeling, self-control
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: The enhanced learning or performance that results from others having positive expectations of us is the pygmalion effect & its the exact opposite way that mngrs. operate |
|
Definition
|
|
Term
| According to lecture, what are key concepts of goal-setting theory? |
|
Definition
A) the process of establishing goals is motivating because it directs our attention & gets us to sustain effort
B) mngrs. often don't prepare ppl for goals & do not diagnose person sufficiently to know if they are ready to achieve goal
C) specific goals lead to higher outputs than do vague goals
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or false: punishment stops behavior, reinforcement causes behavior. |
|
Definition
|
|
Term
| According to lecture, in goal setting research, Locke & assoc. found that: |
|
Definition
A) achieving goals provides workers w/ a sense of achievement, recognition & commitment
B) having a goal allowes workers to compare their performance with that of others
C) relates to equity theory
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: goal setting - hard goals lead to higher performance, but evnetually goes down |
|
Definition
|
|
Term
| According to lecture, participation factor in goal commitment states: |
|
Definition
A) participation has no effect on goal commitment or performance
B) participation in goal setting may increase job performane
C) if you make goals at a high enough level, the difficultuy of the goal is the motivating force, not the participanti
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: Erez says participation in goal setting is crucial to goal commitment and Latham says when goal difficulty is held constant, there is no difference in goal commitment or performance, whether the goal is assigned or set participatively; which are conflicting theories of participation |
|
Definition
|
|
Term
| True or False: conflicting goals can lead to decreased performance, regardless of goal commitment, goal importance, or strategies used |
|
Definition
|
|
Term
| According to lecture, what are some things that can affect goal-setting process? |
|
Definition
A) person's ability, job involvement, empowerment
B) reward satisfaction
C) performance quanitity, learning the task, goal acceptance, group commitment & satisfaction |
|
|
Term
| According to lecture, what are some criticisms of goal-setting? |
|
Definition
A) complex & difficult to sustain, works well for simple jbo
B) can influence employee motivation & must continually monitor employees needs, abilities, goals & preferences
C) encourages game playing, and goal accomplishment can become an obsession & may lead to questionable/unethical behavior
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| According to lecture, managers must: |
|
Definition
A) Must provide incentives for employees
B) Should establish moderately difficult goals to direct behavior; Should provide jobs that offer equity, task challenge, diversity, need satisfaction; Must energize, sustain, and direct motivation
C) Must channel self-motivated behavior
D) all of the above
E) none of the above
F) two of the above: AB OR AC OR BC |
|
|
Term
| According to lecture, what are main objectives of reward programs? |
|
Definition
A) getting qualified ppl to join the org, keep employees coming to work, motivating employees to achieve high levels of performance
B) ppl differ in the rewards they desire & the importance they place on them
C) reward satisfaction is influenced by how much is received & how much the person feels should be received |
|
|
Term
| According to lecture, what are main objectives of reward programs? |
|
Definition
A) getting qualified ppl to join the org, keep employees coming to work, motivating employees to achieve high levels of performance
B) ppl differ in the rewards they desire & the importance they place on them
C) reward satisfaction is influenced by how much is received & how much the person feels should be received
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, Lawler's conclusions about rewards satisfaction is that they are influenced by: |
|
Definition
A) comparison with others - need to have standard in order to evaluate their rewards/judge quality of their reward
B) attendance is impacted by consequences & satisfactions & motivation is impacted by ska, opportunity
C) how much is received & how much the person feels should be received
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: according to lecture, extrinsic rewards is the satisfaction that comes from the work and intrinsic factors are things like money |
|
Definition
|
|
Term
| According to lecture, absenteeism reduction is determinded by: |
|
Definition
A) punishment, bonuses & allowing employee participatinon in developing plans
B) the perceived value of rewards & the amt of rewards
C) whether the employees see a relationship between attendance & rewards
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: we should reward attendance rather than punish absence |
|
Definition
|
|
Term
| According to lecture, What motivational concept should be considered when rewarding ppl for attending: |
|
Definition
A) motivation is impacted by consequences & satisfaction
B)Have there be small manageable units – don’t want to say have perfect attendance the whole year; rather promote self-efficacy
C) influence employee attendance behavior
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, What are Kohn's criticism on rewards: |
|
Definition
A) Injure relationships, Are really punishment, Have a Skinner bias, Ignore reason
B) Discourage risk taking and Rewards reduce intrinsic motivation → e.g. if someone is doing something for the money will only do for money rather doing it in it of itself
C) each person has different needs & perceptions, so outcomes have different values
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what should managers consider in using rewards? |
|
Definition
A) must consider individual differences when choosing rewards
B) valued rewards can result in the exertion of effort & high levels of performance
C) if there are no perceived consequences, there is no potential for stress
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what is stress? |
|
Definition
A)Feeling tense, anxious, or worried
B) for an action, situation, or event to result in stress, it must be perceived as a threat, challenge, or harm
C) a stressor is Any potentially harmful or threatening external event or situation
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: If there are no perceived consequences, there is no potential for stress |
|
Definition
|
|
Term
| According to lecture, factors that determine whether an experience is likely to result in stress are: |
|
Definition
A) the same factor could have different amount of stress
B) importance, uncertainty, duration
C) compliance with one set of expectations conflicts with compliance with another set of expectations
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| The conflict of the manager having to play role of coach & evaluator is an example of? |
|
Definition
A) quantitative overload - having too many things to do or insufficient time to do a job
B) too high or too low = bad performance
C) role conflict - compliance with one set of expectations conflicts with compliance with another set of expectations
D) all of the above
E) none of the above
F) two of the above; AB or AC or BC |
|
|
Term
| True or False: managers do not cause any stress by hiring poorly |
|
Definition
|
|
Term
| According to lecture, qualititative overload is when: |
|
Definition
A) the more skilled a person is, the more stress you can provide
B) lacking the ability to complete a job or feeling that performance standards are too high
C) Having too many things to do or insufficient time to complete a job
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, ppl with the hardiness trait: |
|
Definition
A) are likely to have lower stress
B) treat change as a challenge
C) believe they can control the events they encounter & are extremely comitted to the activities in their lives
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what is true of stress outcomes? |
|
Definition
A) in all jobs, whether white- or blue-collar, overload of stress positively affects performance
B) moderate levels of stress is associated w/ the worst performance
C) stress outcomes are not influenced by type of employement; e.g. white collar stress & blue collar stress feel the same amount of consequences
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| Individual stress outcomes are: |
|
Definition
A) cognitive, physiological, or behavioral
B) burnout is a psychological press that results from unrelieved work stress
C)the better we select folks, the less likely burnout will occur – they will be better prepared for it
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what are some of the org. consequences of stress? |
|
Definition
A) stress costs orgs $$
B) poorer decision making; decreased creativity, mental & physical health problems
C) turnover, sabotge, increased insurance premiums
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: high extroversion: higher threshold – use others to get along with stressors; Introverts: hold everything in = low threshold therefore vulnerable to high stress |
|
Definition
|
|
Term
| True or False: if you have High consciousness = lower stress levels – e.g. go with the flow, similar to agreeableness |
|
Definition
|
|
Term
| According to lecture, some stress moderators are: |
|
Definition
A) locus of control: internals believe they are in control of events that shape their & self-efficacy: sees potential stressors as challenges & opportunities
B) having type A behavior (e.g. preoccupied with deadlines)
C) learned needs = high n Pow (more stressful); high n Ach (need some stress because they enjoy that); high n Aff (less stressful/higher depends)
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, a stress moderator that is positive is: |
|
Definition
A) social support
B) emotional/appraisal/informational support
C) talking to employees, giving them time to talk to ehri peers, setting standards & rewards contingent on those standards
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: pure flexa time system (you decided when you get to come in to work each day) only works when you are vey independent |
|
Definition
|
|
Term
| According to lecture, what does stress prevention & management targeted programs include: |
|
Definition
A)Paying more attention to work/life balance, Better communication and team-building, Better feedback on worker performance and management expectations
B) Teaching employees to cope with stress, Redesigning work to minimize stressors, A supportive, coaching management style
C) more flexible work hours
D) all ofthe above
E) none of the above
F) two of the above: AB or AC Or BC |
|
|
Term
| According to lecture, a person-environment (P-E) approach focuses on the extent to which: |
|
Definition
A) Work provides the formal and informal rewards that meet a person’s needs
B) The employee’s skills, abilities, and experience match the needs of the job and improve the fit between the employee and the organizational environment
C) Assess talent of worker, make sure they are malleable, they fit culture and culture fits them
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, socialization is: |
|
Definition
A)in order for it to be successful,Need realistic job preview in anticipatory stage
B)the process by which an individual learns the values and behaviors necessary to become an effective organizational member
C)counseling for ppl who have behavioral problems at work
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: EAPs are proactive rather than reactive (problem has not occurred by the time they step in |
|
Definition
|
|
Term
| According to lecture, what should mngr's do in terms of EAP? |
|
Definition
A) mngrs. should diagnose, treat, screen, & prevent stress for employees & send them to wellness programs
B) mngrs. should try to understand problems & sxs that might go to EAP
C) mngrs. should not counsel employees on personal issues, EAP should do this
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: Wellness programs are proactive & save more money in the long term |
|
Definition
|
|
Term
| According to lecture, some individual approaches to deal with stress are: |
|
Definition
A)Cognitive techniques, Relaxation training, Meditation, Biofeedback
B) adjourning, performing, norming, storming & forming
C) clarify & discuss expectations, setting standards & where possible, allow ppl to select roles
D) all of the above
F) none of the above
E) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, groups are defined as: |
|
Definition
A) Two or more employees who interact w/ each other in such a manner that the behavior and/or performance of a member is influenced by the behavior and/or performance of other members
B)help ppl gain control over their rxns to stressors by modifying their though process
C)Two or more people who interact freely, have collective norms and goals and a common identity
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, the types of groups are: |
|
Definition
A) formal, informal, command, task, interest, friendship
B)Interspersing workers at different areas, otherwise will have ‘silos’ a.k.a. isolation
C)Structure, Status hierarchy, Roles, Leadership, Cohesiveness, Norms
D) all of the above
F) none of the above
E) two of above: AB or BC or AC |
|
|
Term
| True or False: formal groups = individual needs; informal groups = org. needs |
|
Definition
|
|
Term
| True or False: it is good to get a formal group to become an informal group - ppl are bound together by interests & common bond → commitment/cohesion of group |
|
Definition
|
|
Term
| True or False: people spend too much time in the forming stage of group development |
|
Definition
|
|
Term
| True or False: if you don't form well, you will storm a lot; therefore, you need to invest time to build cohesion/common identity |
|
Definition
|
|
Term
| According to lecture, what are things that cause storming? |
|
Definition
A) role conflict (inconsistent expectations); role overload (expectations exceed ability); role ambiguity (other ppl's expectations are unknown)
B) norms (shared attitudes, opinions, feelings or actions that guide social behavior)
C) setting standards too early before a bond is built
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what are ways to avoid storming? |
|
Definition
A) clarify & discuss expectations and form first
B) set standards before a bond has been built
C) where possible, allow ppl to select roles
D) all of the above
F) two of the above: AB or AC or BC
E) none of the above |
|
|
Term
| According to lecture, why do ppl form groups? |
|
Definition
A)Satisfaction of needs, Economics, Proximity and attraction,Group goals
B)Adjourning, Performing, Norming, Storming, Forming
C)Structure, Status hierarchy, Roles, Leadership, Cohesiveness, Norms
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: Norms come from the group, but not too soon – often norms are not developed, but they come up when there is a critical event |
|
Definition
|
|
Term
| According to lecture, what should mngrs. expect when forming groups? |
|
Definition
A)Spend time forming, Build sense of identity & create bond
B) Then begin discussing what norms should be – how are we going to run ourselves?
C) You need both relationship & task functions for an effective group
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| According to lecture, what are the characteristics of group? |
|
Definition
A) Structure, Status hierarchy, Roles, Leadership, Cohesiveness, Gropus
B)complete the assignment, Set goals/milestones, Set agenda, Take notes
C)acknowledge success, give people breaks
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: norms are not typicially developed by explicit statements from supervisors/peers, or critical events |
|
Definition
|
|
Term
| True or False: Within any group, some sort of structure develops over time |
|
Definition
|
|
Term
| According to lecture, What are some examples of the structures that develop in groups? |
|
Definition
A)Status differences create a hierarchical group structure
B) Status in formal groups is based on position in the formal organization
C)Members are differentiated by expertise, aggressiveness, power, status
D) all of the above
F) none of the above
E) two of the above: AB or BC or AC |
|
|
Term
| True or False: the Asch Study showed that we do not conform to others in groups |
|
Definition
|
|
Term
| According to lecture, what are some ways that leadership roles in formal and informal groups differ? |
|
Definition
A)formal groups: can excercise legit power
B) informal groups: enable members to satisfy needs; embodies the values of the groups
C) in both they emerge & take power; get appointed; & get elected
D) all of the above
E) two of the above
F) none of the above: AB or AC or BC |
|
|
Term
| True or False: according to lecture, leaders who are elected into a group have legitimate power |
|
Definition
|
|
Term
| True or False: according to lecture, in informal groups, leaders embody the values of the group, present's group's viewpoint to others, maintains the group as a functioning unit |
|
Definition
|
|
Term
| True or False: according to lecture, A force acting on members to remain in a group that is greater than the forces pulling them away from the group |
|
Definition
|
|
Term
| True or False: if there is no cohesiveness there is a group |
|
Definition
|
|
Term
| True or False: the way to make a formal group to an informal gropu is to spend more time forming |
|
Definition
|
|
Term
| True or False: Research suggests that performance has more of an effect on cohesiveness, than vice versa; in other words, what makes good teams, is when they do well |
|
Definition
|
|
Term
| According to lecture, what are some sources of group attraction? |
|
Definition
A) group has a charasmatic leader, a reputation for accomplishment, is small enough to allow members to be heard
B) groupthink, excessive cohesiveness
C) members support one another & help each other overcome obstacles; goals of groups are compatible & clearly specified
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| According to lecture, what is groupthink? |
|
Definition
A)When group is too cohesive, ppl will worry about what group thinks, rather than stepping up and saying that’s the wrong stuff
B) person who says – “are you with us or against us?”
C)the deterioration of mental efficiency, reality testing, and moral judgment in the interest of group solidarity
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what are the characteristics of groupthink? |
|
Definition
A) an illusion of vulnerability, a tendency to moralize, feelings of unanimity, pressure to conform, opposing ideas are dismissed
B) if group gets too big, social loafing occurs
C) group that has moved to the performance stage & has common commitment (must achieve the goal)
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: a mindguard is a person who says are you with us or against us in the groupthink dynamic |
|
Definition
|
|
Term
| According to lecture, what can mngrs. do to reduce groupthink? |
|
Definition
A)hold back when contributing to the group's effort & performance; break up group into large units
B)A mngr. should not maximize cohesiveness because it could lead to groupthink, encourage innovation, rotate role of critic, talk to ppl individually b4 you bring the group together
C)Have each person brainstorm; then have others add more points → requiring task activity from everyone
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what can mngrs. do to reduce groupthink? |
|
Definition
A)hold back when contributing to the group's effort & performance; break up group into large units
B)A mngr. should not maximize cohesiveness because it could lead to groupthink, encourage innovation, rotate role of critic, talk to ppl individually b4 you bring the group together
C)Have each person brainstorm; then have others add more points → requiring task activity from everyone
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| True or False: social loafing is a guarantee in big groups |
|
Definition
|
|
Term
| According to lecture, what is true of social loafing? |
|
Definition
A) it occurs in cohesive teams & groups
B) Happens where individual members can receive neither credit nor blame for their performance
C) have unrealistic expectations & the individual takes on too much too quickly
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| True or False: According to lecture, the difference between a group and a team is that a team is a group that has moved to the performance stage |
|
Definition
|
|
Term
| True or False: teams are always better than individuals |
|
Definition
|
|
Term
| According to lecture, what are some problems with teams? |
|
Definition
A) they have unrealistic expectations
B) taking on too much too quickly
C) group dynamics & team skills take a back seat to results
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what are ways to make virtual teams work? |
|
Definition
A)Meaningful face-to-face contact, especially during early phases of the group development process is absolutely essential
B)Need to have trust for teams to work; leave no man behind; team is so cohesive, would not let someone be left behind; cover each other’s backs – trust each other, communicate honestly, cooperate
C)Teams given administrative oversight – need to have authority & need to know how to manage/understand conflict resolution
D) all of the above
E) none of the above
F) two of the above:AB or BC or AC |
|
|
Term
| According to lecture, why do mngrs. care about self-managed work teams? |
|
Definition
A) allows for diversity & challenge
B)Can eliminate levels of mgmt. but can increase the number of managers; reduce the hierarchy
C)Provide more enriching jobs by letting ppl work in teams
D) all of the above
E) two of the above
F) none of the above |
|
|
Term
| True or False: Cross-functional teams are Teams that are given administrative oversight – need to have authority & need to know how to manage/understand conflict resolution & self-directed teams are ones that allow for diversity |
|
Definition
|
|
Term
| True or False: skunkworks are a type of team within the org. that are not neccesarily bound by the rules & are encouraged to practice innovation |
|
Definition
|
|
Term
| According to lecture, teams should be formed if which of the following exist? |
|
Definition
A) A complicated problem that requires diverse talents and functional expertise, A goal of improving an existing product, service, or process
B) A task that lends itself to a division of labor
C) A situation in which making the wrong decision is costly
D) all of the above
E) none of the above
F) two of the above: AB or AC or BC |
|
|
Term
| According to lecture, what questions should you ask yourself before building a team? |
|
Definition
A) Can the work be performed better by more than one individual?
B) Does the work lend itself to a common set of goals for the people in a team?
C) Are team members interdependent?
D) all of the above
E) none of the above
F) two of the above: AB or BC or AC |
|
|
Term
| According to the reading, what are some problems with Maslow's 5 needs hierarchy? |
|
Definition
A) Hasn’t been supported by field research
B) Self-actualization theory isn’t enough – needs to be more thorough & take into account factors such as the good of other ppl & org as a whole
C) Not a good predictor of individual level behavior, but does explain aspects of human behavior in our society
D) All of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what are ways the ERG theory is useful to mngrs? |
|
Definition
A) Theory implies individuals are motivated to engage in behavior to satisfy one of the 3 sets of needs
B) people can regress or redirect their attention to their lower level needs
C)If a subordinate’s higher order needs (e.g. growth) are being blocked, perhaps because of a co.’s policy or lack of resources, then it’s in the mngrs. Best interest to attempt to redirect the subordinate’s efforts toward relatedness or existence needs
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: According to the reading, Herzerberg's two factor theory is the View that job satisfaction results from the presences of intrinsic motivators & that job dissatisfaction stems from not having extrinsic factors |
|
Definition
|
|
Term
| True or False: according to the reading, There’s a set of extrinsic conditions – the job context (pay, status & working conditions) that doesn’t necessarily motivate the employee, but their absences leaves them dissatisfied |
|
Definition
|
|
Term
| According to the reading, what is the way that are employees motivated & well paid in terms of the two factor theory? |
|
Definition
A) low job dissatisfaction/high job satisfaction
B)low job dissatisfaction/low job satisfaction
C) high job dissatisfaction, low job satisfaction
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, in whact conditions should managers make drastic changes by adding hygiene factors & motivators? |
|
Definition
A) low job dissatisfaction/high job satisfaction
B)low job dissatisfaction/low job satisfaction
C) high job dissatisfaction, low job satisfaction
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what are some problems with Herzerg's theory? |
|
Definition
A) Sample of his research based on American accountants & engineers – limited sample
B)Oversimplifies nature of job satisfaction – leads to assumption that mngrs. can easily change hygiene factors/satisfiers & thus produce job satisfaction
C) Requires ppl to look at themselves retrospectively
and does not account for how extrinsic/intrinsic job factors affect performance
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what are some problems with McClelland's learned needs theory? |
|
Definition
A)Projective tests difficult to interpret
B)McClelland’s claim that n Ach can be learned is in conflict w/ large body of literature stating that motives are normally acquired in childhood & are diff. to alter in adulthood
C) It is questionable whether needs are permanently acquired
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: according to the reading, the quality of work done by an employee is not addressed explicitly by any of the content theories |
|
Definition
|
|
Term
| True or False: according to the reading, the expectancy theory of motivation deals with when an employee is faced with a set of 1st-level outcomes & selects an outcome based on how the choice is related to 2nd-level outcomes |
|
Definition
|
|
Term
| According to the reading, what is instrumentality? |
|
Definition
A) (probability): perceived likelihood that a particular act will be followed by a particular outcome
B) (preference): strength of a person’s preference for particular outcome/s – positive = preferred; negative = not preferred or avoided; zero = indifference
C) (perception): individual’s perception that the 1st level outcomes are associated w/ 2nd level outcomes = can be thought of in terms of correlation
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what is effort-performance expectancy? |
|
Definition
A) Act associated w/ greatest force is most likely to occur
B)represents the individual’s perception on how hard it is to achieve a particular behavior & the probability of achieving that behavior
C)designates the potential for the person to do a job
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to lecture, what are the conditions that must hold for the valence of outcomes to be related to effort? |
|
Definition
A)performance: outcome instrumentalities must be greater than zero
B) Effort: performance expectancies must be greater than zero
C)There must be some variability in the valence of outcomes
D) all of the above
E) two of the above
F) none of the above |
|
|
Term
| According to the reading, which of the following is true of the way equity theory is applicable to managers? |
|
Definition
A)Mngrs. need to focus on employee expectations for success
B)Mngrs. must determine which 2nd-level outcomes are important to employees
C)Mngrs. should link desired 2nd-level outcomes to the org’s performance goals
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what are the way (s) equity theory applies to managers? |
|
Definition
A)raises ethical issues of equality & fairness – if managers treat their employees fairly, then employees are more likely to have higher levels of trust in their supervisors & be more satisfied w/ their jobs & orgs.
B)Based on the assumption that individuals, who work in exchange for rewards from the org., are motivated by a desire to be equitably treated at work
C)Equity exists when employees perceive that the ratios of their inputs (efforts) to their outcomes (rewards) are equivalent to the ratios of other similar employees
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what are dimensions of self-efficacy? |
|
Definition
A)Magnitude: the level of task difficulty a person believes they can attain
B) Strength: conviction regarding magnitude as strong or weak
C)Generality: degree to which the expectation is generalized across situations
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: according to the reading,however defined & whatever their impact, expectations play a major role in influencing behavior |
|
Definition
|
|
Term
| According to the reading, the following would be an example of what: teaching a subordinate to prepare an accurate weekly budget report - mngr. works with employees & reinforces him/her when they complete the steps involved in preparing an accurate budge? |
|
Definition
A) learning
B) social learning
C) operant conditioning
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: according to the reading, behavior is the external cause & reinforcement is the internal cause in operant conditioning |
|
Definition
|
|
Term
| True or False: according to the reading, positive reinforcement is the action that increases the likelihood of a particular behavior & induces repetition of behavior |
|
Definition
|
|
Term
| True or False: according to the reading, When reinforcers not attached to behavior or takes a long time to reinforce the desired behavior it may not necessarily work |
|
Definition
|
|
Term
| According to the reading, what is punishment? |
|
Definition
A) decline in response rate becuz of non-reinforcement
B) undesirable consequence that results in the suppression (decrease in frequency) of the behavior that brought it about – sends message to not do something
C)increase in the frequency of a behavior following removal of something that is displeasing (e.g. an undesired situation) immediately after the response
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, why is punishment a poor approach to learning? |
|
Definition
A)Results of punishment aren’t as predictable as those of rewards
B) Effects of punishment are less permanent than those of reward
C)Punishment is frequently accompanied by negative attitudes towards the administrator of the punishment, as well as toward the activity that led to the punishment
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: behavior is weakened by the withdrawal of something positive in extinction |
|
Definition
|
|
Term
| Which of the following modes of behavior modification are less likely to be used in an org? |
|
Definition
A) positive reinforcement
B) extinction
C) negative reinforcement
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: behaviorists believe ppl tend to repeat behaviors that lead to positive consequences |
|
Definition
|
|
Term
| According to the reading, what can mngrs. do to reinforce good behavior? |
|
Definition
A) Describe the desired behavior in specific terms, avoiding sweeping generalizations
B) Explain why the behavior was helpful to the organization
C) Regardless of the type of positive reinforcement given, it should always be accompanied by a personal expression of thanx
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what are some criticisms on behavior modification? |
|
Definition
A) No real change in behavior – person just being ‘bribed’ to perform – doesn’t really apply to reinforcers and doesn’t take into account person’s beliefs, values or mental processes
B)Ignores self-reinforcement and individuals can become too dependent on extrinsic reinforcers – e.g. unrealistic expectations
C)Its utilization, esp. positive reinforcement, may be more perceived than actual
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what is involved in the self-regulation model? |
|
Definition
A) Self-monitoring: e.g.how can I tackle this project?
B) Self-evaluation: comparison of how you did things previously and how it could be applied to now
C) Self-reinforcement: reward given to self after acceptable performance has been achieved
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, what is (BSM)? |
|
Definition
A) behavioral self-management; often called self-control
B) self-monitoring
C)Process whereby a person faces immediate response alternatives involving different consequences; and selects or modifies behavior by managing cognitive processes, causes or consequences
D) all of the above
F) none of the above
E) two of the above |
|
|
Term
| According to the reading, How is behavioral self-mgmt. (BSM) different from org. behavior modification (OBM)? |
|
Definition
A) BSM- focuses on principles of learning w/ emphasis on human interaction in social settings – doesn’t need input from other ppl
B) OBM-focuses specifically on antecedents, behavior, & consequences – needs input from other ppl
C)An individual’s conscious goals and intentions are the primary determinants of behavior
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: in goal-setting theory, An individual’s conscious goals and intentions are the primary determinants of behavior |
|
Definition
|
|
Term
| According to the reading, what are the key steps in goal-setting? |
|
Definition
1.Dxing whether the ppl, the org, & the tech. are suited for goal setting
2. Preparing employees via increased interpersonal interaction, communication, training, & action plans for goal setting
3. Emphasizing the attributes of goals that should be understood by a mngr. & subordinates
4. Conducting intermediate reviews to make necessary adjustments in established goals
5. Performing a final review to check the goals set, modified & accomplished |
|
|
Term
| According to the reading, what is/are way(s) mngrs. can use goal-setting theory? |
|
Definition
A)Getting employees to set and strive to attain specific, relatively hard goals can generate a strong motivational force
B)Goals must have a realistic difficulty – not too hard/not too easy
C)Conflicting goals can lead to decrease in performance
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| According to the reading, What determines whether individuals are satisfied w/ rewards? |
|
Definition
1. Satisfaction w/ a reward is a function of both how much is received & how much the individual feels should be received – e.g. when somebody feels they received less than they should, they’re dissatisfied
2. An individual’s feeling of satisfaction are influenced by comparisons w/ what happens to others
3. Satisfaction is influenced by how satisfied employees are w/both intrinsic (feelings of accomplishment) & extrinsic (salary & wages) rewards
4. Ppl differ in the rewards they desire & in the relative importance of different rewards have for them
5. Some extrinsic rewards are satisfying because they lead to other rewards |
|
|
Term
| According to the reading, why are org. reward systems important for mngrs? |
|
Definition
A) rewards they give must be sufficient to satisfy basic needs
B) individuals tend to compare their rewards with those of other ppl
C) mngrs. must take into account individual differences
D) all of the above
E) none of the above
F) two of the above |
|
|
Term
| True or False: both extrinsic & intrinsic rewards must be valued by the person, and they must be related to a specific level of job performance |
|
Definition
|
|
Term
| According to reading, how do rewards influence turnover/absenteeism? |
|
Definition
A) Merit rating: a formal rating system applied to employees –encourages most better performers to remain w/in the org.
B)Interpersonal rewards: extrinsic rewards such as receiving recognition of being able to interact socially on the job
C) Presenteeism: the act of employees who attend work but, due to illness or other medical reasons, tend to underperform their jobs
D) all of the above
E) none of the above
F) two of the above |
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Term
True or False:
extrinsic rewards are: rewards external to the job, such as pay, promotion or fringe benefits
intrinsic rewards are: rewards that are part of the job itself: the responsibility, challenge, & feedback characteristics of the job |
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Definition
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Term
| According to the reading, what attitudes show commitment to the org? |
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Definition
A) Sense of identification w/ org’s goals
B) A feeling of involvement in org. duties
C) A feeling of loyalty for the org
D) all of the above
E) none of the above
F) two of the above |
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Term
| What are 4 different rewards programs? |
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Definition
1. Flexible benefits: allow employees to choose benefits from a menu of options that suits them rather than a standardized package
2. Banking time off: reward practice of allowing employees to build up time-off credits for such behaviors as good performance or attendance
3. Skill-based pay: wages paid at a rate calculated & based on the skills & employees posses, display & develop in performing their job
4. Gain Sharing: a formula-based group incentive plan in which employees share in an org’s financial gain from improved performance |
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Term
True or False: there are two type of formal groups: 1. Command group: comprises the subordinate who reports directly to a given supervisor
2. Task group: comprises employees who work together to complete a particular task or project |
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Definition
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Term
| The type of informal groups are? |
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Definition
A) Interest groups: objectives are not related to those of org but are specific to each group
B) Friendship group: when ppl share common interests that may extend beyond workplace
C) Task group: comprises employees who work together to complete a particular task or project
D) all of the above
E) none of the above
F) two of the above |
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Term
| the other stage of development is the punctuated equilibrium model and its phases include? |
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Definition
A)1st phase: groups establish goals & define tasks,
B)2nd phase: reaches point of equilibrium where time is running out
C)3rd phase: final energy burst to accomplish tasks
D) all of the above
E) none of the above
F) two of the above |
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Term
| True or False: according to the reading, the punctuated equil. model is more applicable to project teams & temporary groups than is other models |
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Definition
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Term
| True or False: according to the reading, Mngrs. should be aware that blindly accepting group conformity can pose serious problems in attempting to optimize performance in a work setting |
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Definition
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Term
| True or False: according to the reading, Leader must be both open & authoritarian |
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Definition
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Term
| true or False: according to the reading, the Ringelmann effect Describes the inverse relationship between the size of the group or team & the magnitude of the members’ individual contributions to the accomplishment of the task |
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Definition
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Term
| what are the characteristics of cross-functional teams? |
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Definition
1. Monitor, standardize & improve work processes that cut across different parts of the organizations
2. Can have life span of indeterminate length
3. The longer the duration, the more team members rotate in & out
4. Emphasis on building trust & teamwork in initial stages since ppl from diff. depts. Are working together |
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Term
| What are the different types of workforce diversity? |
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Definition
1. Informational diversity: the differences in knowledge bases and perspectives that members bring to a group – have been shown to contribute to overall group effectiveness
2. Social category diversity: explicit diff. among group members in terms of race, gender, ethnicity were assoc. w/ higher levels of morale – satisfaction, intent, performance
3. Value diversity: members opinions taking into consideration = decrease in performance & employee morale |
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Term
| What are the different types of role conflict? |
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Definition
• Person-role: role requirement violates basic values, attitudes & needs of indiv. Occupying the position
• Intrarole conflict: role is defined by diff. set of expectations
• Interrole conflict: facing multiple roles |
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