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The process of transmitting information and understanding |
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The informal, unofficial communication channel |
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All observable actions of the sender or receiver |
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Pictures,charts,cartoons,and symbols |
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Obstacles that distort messages between people |
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Words that are specific to an occupation or a specialty. |
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The multiple meanings of words. |
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An acronym that stands for keep it short and simple |
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Attitudes toward a person based on the person's position. |
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The process of omitting or softening unpleasant details. |
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The perception that all people in a group share attitudes, values, and beliefs. |
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The receiver's verbal or nonverbal response to a message. |
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The knowledge, attitudes, and attributes that makeup the unique human being. |
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Positive Mental Attitude (PMA) |
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A person with a PMA usually responds favorably to the job, other people, and most situations. |
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A willingness to exert effort toward achieving a goal, stimulated by the effort's ability to fulfill an individual need. |
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Maslow's theory of motivation, which suggests that employee needs are arranged in priority order such that lower-order needs must be satisfied before higher-order needs become motivating. |
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Basic physical needs(e.g. food, rest, shelter, and recreation) |
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Desire for protection against danger and life's uncertainties. |
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Desire for love and affection and affiliation with something worthwhile. |
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Desire for recognition, achievement, status, and a sense of accomplishment. |
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Desire to use one's abilities to the fullest extent. |
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The belief that the organization "owes" them. |
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Motivation-hygiene theory |
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Herzberg's theory that factors in the work environment primarily influence the degree of job dissatisfaction while intrinsic job content factors influence the amount of employee motivation. |
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Elements intrinsic in the job that promote job performance. |
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Elements in the work environment that, if positive, reduce dissatisfaction,but do not tend to motivate. |
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Theory of motivation that holds that employees perform better when they believe such efforts lead to desired rewards. |
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Explains how people strive for fairness in the workplace. |
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Behavior with favorable consequences is repeated; behavior with unfavorable consequences tends to disappear. |
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Good behavior occurs less frequently or disappears because it is not recognized. |
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Making behavior occur more frequently because it is linked to a positive consequence. |
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Making behavior occur less frequently because it is linked to an undesirable consequence. |
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Making behavior occur more frequently by removing an undesirable consequence. |
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Assumption that most employees dislike work, avoid responsibility, and must be coerced to do their jobs. |
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Assumption that most employees enjoy work, seek responsibility, and can self direct. The belief that well designed jobs lead to increased motivation. |
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The belief that well-designed jobs lead to increased motivation. |
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The process of switching job tasks among employees in a work group. |
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When an employee performs several tasks simultaneously. |
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Job design that helps fulfill employees' higher-level needs by giving those employees more challenging tasks and more decision-making responsibility for their jobs. |
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Defining problems and choosing a course of action from among alternatives. |
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Appreciative Inquiry (AI) |
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The cooperative search for the best in people,organizations, and the world around them. |
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Solutions to repetitive and routine problems provided by policies, procedures,or rules. |
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Solutions to unique problems that require judgment, intuition,and creativity. |
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A systematic, step-by-step process to aid in choosing the best alternative. |
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Fishbone technique (cause-and-effect diagram) |
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Cause and effect approach to consider the potential interrelatedness of problem causes in decision making. |
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Standards or measures to use in evaluating alternatives. |
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A free flow of ideas in a group,while suspending judgment,aimed at developing many alternative solutions to a problem. |
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Nominal group technique (NGT) |
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A group brainstorming and decision-making process by which individual members first identify alternative solutions privately and then share, evaluate,and decide on an approach as a group. |
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Considerations or guidelines to be addressed in developing and evaluating ethical aspects of decision alternatives. |
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Selecting the best alternative |
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Selecting the alternative that meets the minimal decision criteria. |
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Quantitative decision making techniques |
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sophisticated statistical and mathematical approaches usually involving computers. |
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State of orderliness; the degree to which employees act according to expected standards of behavior. |
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Condition that exists when employees generally follow the organization's rules and meet the organization's standards. |
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A composite of feelings and attitudes that individuals and groups of workers have toward their work environment. |
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Employees regulating their behavior out of self-interest and their normal desire to meet reasonable standards. |
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System of disciplinary action that increases the severity of the penalty with each offense. |
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Legal concept that employers can dismiss employees at any time and for any reasons, except unlawful discrimination and contractual or other reasons. |
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Guideline for applying discipline analogous to touching a hot stove; advance warning and consequences that are immediate,consistent, and applied with impersonality. |
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No-fault attendance policy |
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Policy under which unscheduled absences and tardiness are counted as occurrences and their accumulation is used in progressive discipline. |
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Records of memoranda, documents, and meetings that relate to a disciplinary action. |
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Procedures by which an employee may request higher-level management to review a supervisor's disciplinary action. |
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Discipline without punishment |
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Disciplinary approach that uses coaching and counseling as preliminary steps and a paid decision-making leave that allows employees to decide whether to improve and stay or to quit. |
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Standards shared by most employees for how one should act and be treated in the organization. |
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Impartial and appropriate actions taken that are free of favoritism and bias. |
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a successful transfer of information, meaning,and understanding from a sender to a receiver. |
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Effective communication requires |
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Two primary channels of communication network |
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1)formal, official, channel of communication
2) informal channel, usually called the "grapevine." |
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are established primarily by an organizations's structure. |
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Is usually disseminated from upper level managers downward. |
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Supervisors w/managerial authority accept an obligation to keep their supervisors informed and to contribute their ideas. |
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Three directions of formal communication |
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Downward communication Upward communication Horizontal communication |
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Lateral, or horizontal, communications, which is concerned mainly with communications between departments or people at the same levels but in charge of different functions. |
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Informal channels also known as |
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normal outgrowth of informal and casual groupings of people on the job, of their social interactions, and of their understandable desire to communicate with one another. |
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Behavior Oral & Written Communication A picture is worth 1000 words |
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Barriers to effective communication |
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1)Location 2) Language & Vocabulary Differences 3) Differences inlistening styles and attention spans. 4) TMI - To much information 5) The internet and TMI 6) Status and position 7) Resistance to change or new ideas. 8) Perceptual Barriers 9) Insensitive words and poor timing. 10) Inability to create meaning. |
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Overcoming barriers includes: |
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1) preparation and planning 2) using feedback 3) direct and clear language 4) a calm atmosphere 5) Taking time to listen 6) repetition of messages 7) reinforcing words with action |
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Personality is the complex mix of: |
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knowledge, attitudes,and attributes that distinguish one person from all others. |
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The essence of a person's personality includes: |
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attitudes, values,and ways of interpreting the environment plus internal and external influences contributing to behavioral patterns. |
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Physiological (biological) factors of personality: |
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gender,age, race, height, weight, and physique, and intelligence. |
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Determinants of Personality: |
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1) Physiological (biological) factors. 2) Early childhood Influences. 3) Environmental (situational) factors. 4) Cultural (societal) values |
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Hierarchy of needs (bottom up) |
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1) Biological (physiological) 2) Security (safety) 3) Social (belonging) 4) Self-Respect (esteem) 5) Self-Fulfillment |
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1) Opportunity for growth and advancement 2) Achievement or accomplishment 3) Recognition for accomplishments 4) Challenging or interesting work 5) Responsibility for work |
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Hygiene Factors that reduce dissatisfaction: |
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1) Working conditions 2) Money, status,and security 3) Interpersonal relationships 4) Supervision 5) Company policies and administration |
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Hygiene Factors that increase dissatisfaction: |
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1) Poor company policies and administrative practices 2) Lack of good supervision in both a technical and a human-relations sense 3) Poor working conditions 4) Inadequate wages and benefits |
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1) Negative or underpayment inequity 2) Positive or over payment inequity. |
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Supervisory Approaches for Attaining Positive Employee Motivation: |
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1) Job redesign 2) Broaden the scope & importance of each job 3) Job rotation 4) Multitasking 5) Job enrichment 6) Participative Management 7) Employee suggestion programs 8) Employee involvement programs |
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In job redesign, desirable outcomes occur when employees experience three critical psychological states: |
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1) They believe they are doing something meaningful b/c their work is important to other people. 2) They feel responsible for how the work turns out. 3) They learn how well they performed their jobs. |
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According to the Hackman and Oldham model, any job can be described in terms of five core job dimensions: |
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1) Skill variety 2) Task identity 3) Task significance 4) Autonomy 5) Feedback |
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Process for defining the problem: |
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1) Define the problem 2) Analyze the problem. 3) Establish decision criteria. 4) Develop alternatives. 5) Evaluate the alternatives. 6) Select the "best" alternative. 7) Follow up and appraise results. |
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A good problem statement addresses the following key questions: |
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1) What is the problem? 2) How do you know there is a problem? 3) Where has the problem occurred? 4) When has the problem occurred? 5) Who is involved in, or affected by, the problem? |
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The disciplinary process and just cause |
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1) disciplinary action should have just cause. 2) Precautionary questions and measures 3) Investigate the situation 4) Investigatory interviews 5) Maintaining self-control 6) Privacy in disciplining 7) Disciplinary time element |
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The following stages compose a system of progressive disciplinary action: |
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1) informal discussion with the employee 2) oral warning including counseling 3) written warning 4) disciplinary layoff 5) transfer or demotion 6) discharge |
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Practicing Progressive Discipline: |
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1) early stages in progressive discipline. 2) informal discussion 3) oral warning 4) written warning 5) disciplinary layoff (suspension) 6) transfer 7) demotion 8) discharge (termination) |
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The hot stove rule contains four elements: |
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1) advance warning 2) immediacy 3) consistency 4) impersonality |
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