Term
| What are the five needs in Maslow’s hierarchy of needs? (Know what each need is and be able to recognize what need is being satisfied in a given situation) |
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Definition
Physiological- money
Safety-retirement benefits, health care
Social- considerate managers, keeping everyone included
Esteem- awards ceremonies |
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Term
| According to Maslow, what motivates your behavior? (Blank Answer) |
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Definition
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Term
| What does Maslow believe about satisfied needs? |
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Definition
| If you’re satisfied, you move on because it is no longer important. |
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Term
| If a need is frustrated, what will the employee experience, according to Maslow? Can the employee still be motivated if his/her needs are frustrated? |
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Definition
A state of “stuckedness”
You can’t go down to the satisfied and the needs that are not met are frustrated.
No |
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Term
| What needs are typically unsatisfied in most organizations? Why is this the case? What would help satisfy these needs? |
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Definition
Esteem
Self-Actualization
Enriched jobs |
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Term
| What need is the highest level of personal motivation? How many people reach this level? Is it ever fully satisfied or fulfilled? |
|
Definition
Self-actualization
It is hardly ever reached.
Not many people
Never fully fulfilled. Once you satisfy it, you want more of it. |
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Term
| What is a peak experience? |
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Definition
| Momentary self-actualization |
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Term
| What does the research say about Maslow’s hierarchy of needs? |
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Definition
there are 2-3 needs
satisfying needs can still motivate (ex: a raise) |
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Term
| What is a cafeteria style benefits plan? (Blank Answer) |
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Definition
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Term
| How would you apply Maslow’s theory of motivation if you were a manager? |
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Definition
| Different strokes for different folks. |
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Term
| What are the three needs in ERG theory that can motivate behavior? |
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Definition
Maslows theory repackaged
Takes maslow’s 5 needs and condensing them into 3
Existence- physiological and safety
Relatedness- social and esteem
Growth- self-actualization |
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Term
| How do the three needs in ERG theory match up to the five needs in Maslow’s hierarchy of needs? (Blank Answer) |
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Definition
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Term
| What does Alderfer’s ERG theory say about a satisfied need? |
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Definition
Satisfying needs can still motivate. If existence needs are satisfied and you can’t realize the relatedness needs, you can regress to the existence needs to be motivated.
If a need is frustrated, you aren’t stuck like in maslow’s theory |
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Term
| What is the frustration-regression principle in ERG theory? What does it say about need frustration? (Blank Answer) |
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Definition
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Term
| What does Herzberg say is the opposite of job satisfaction? The opposite of job dissatisfaction? |
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Definition
| There are things that satisfy and things that cause dissatisfaction |
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Term
| What is a motivator factor and what is it related to in 2-factor theory? (be able to recognize what are motivators on the job). Motivators are like what needs in Maslow’s hierarchy? |
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Definition
Job satisfaction is motivation
Internal factors
The task you do and how the task makes you feel |
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Term
| What is a hygiene factor and what is it related to in 2-factor theory? (be able to recognize what are hygienes on the job). Hygienes are like what needs in Maslow’s hierarchy? |
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Definition
Job dissatisfaction vs no job dissatisfaction
External factors
Ex: pay, benefits
Good hygienes prevent something bad from happening, not cure something that is already bad |
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Term
| What does Herzberg advocate as the only way to motivate employees (i.e., make them job satisfied)? |
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Definition
The only way to motivate people is through job enrichment.
This doesn’t apply to everyone
Wrong in certain situations |
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Term
| What is the effect of good pay, good supervision, good benefits, etc…on job dissatisfaction? Can hygiene factors motivate people according to Herzberg? |
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Definition
No job dissatisfaction
Hygiene factors can’t motivate |
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Term
| If I gave you an example of a person holding a certain type of job (e.g., specialized or enriched) and having either good or poor hygienes (e.g., pay, benefits, and supervision), you will be able to tell me what the person is experiencing in terms of job satisfaction or no job satisfaction and job dissatisfaction or no job dissatisfaction). (Blank Answer) |
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Definition
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Term
| What are the problems with Herzberg’s 2-factor theory? |
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Definition
Based only on accountants and engineers
These are both white collar, while the majority of the workforce is blue collar
The interview process was faulty
It is a “one best way” theory
Some people’s hygienes are others motivators |
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Term
| What is the basic premise behind goal setting theory? |
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Definition
| There is a direct connection between what we intend to do and what we actually do. |
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Term
| What does SCARF mean in goal setting theory? |
|
Definition
S- goals should be specific in terms of what’s desired and when its desiredby
C- goals should be challenging yet achievable
A- goals should be accepted by the person (ownership)
R- goal attainment should be rewarded
F- one should receive feedback on goal related performance |
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Term
| How does one build greater of acceptance of specific and challenging goals? |
|
Definition
3 ways:
Rewards for goal attainment
Participation in goal setting by the subordinate
Autocratic tell and sell method of goal setting |
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Term
| How does participation in goal setting increase performance? |
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Definition
| It increases acceptance/ownership of the goals |
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Term
| When does participation in goal setting not work? |
|
Definition
The employee doesn’t want to participate
There is a low trust environment
The manager is an autocrat |
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Term
| What is the autocratic tell-sell method of goal setting? When do you use it? |
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Definition
| Tell the subordinates the goal, then sell them on it. |
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Term
| In reinforcement theory, what is Thorndike’s law of effect? |
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Definition
Thorndike’s law of effect states that behaviors that are followed by positive consequences will tend to be repeated whereas those behaviors that are followed by negative or no consequences will tend not to be repeated.
3 basic components
Stimulus
Response
Reinforce
Reinforcements are used to increase the frequency of good behavior.
Extinction and punishment are used to reduce the frequency of bad behavior. |
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Term
| What is positive reinforcement? What does it do to the frequency of the behavior? |
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Definition
| Rewarding good behavior. This increases the frequency of the behavior. |
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Term
| What is negative reinforcement? What does it do to the frequency of the behavior? |
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Definition
| Behaving in such a way to avoid a negative. This increases the frequency of the behavior. Also called avoidance learning. |
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Term
| What is extinction? What does it do to the frequency of the behavior? |
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Definition
| Ignore it long enough and it will go away. Downside is that if you ignore the bad behavior, it will likely increase before it decreases. |
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Term
| What is an extinction spike? |
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Definition
| The increase in behavior explained in the previous question. |
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Term
| What is punishment? What does it do to the frequency of the behavior? |
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Definition
| When the behavior occurs, a negative consequence follows. This should decrease the frequency of the behavior. |
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Term
| What are the problems with punishment? |
|
Definition
It only tells you what you’ve done wrong. It doesn’t tell you what you need to do to do the job right.
It can cause the person being punished to feel either sad or mad.
It will decrease the frequency of the behavior only when the punisher is around.
Traps to avoided in managing consequences for behavior
Leave-alone zap trap
Jelly-bean motivation trap
Rewarding on assumed needs trap |
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Term
| What is the leave-alone zap trap? What does the manager do when you perform well? What does the manager do when you perform poorly or make a mistake? |
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Definition
When everything is going well, this manager leaves you alone, but when something goes bad, they zap you.
Over time, under this consequence of behavior, good performance will increase, then peak, then decrease dramatically. |
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Term
| What kind of work climate is created by the leave-alone zap manager? |
|
Definition
CYA- cover your ass
Catch people doing things wrong. |
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Term
| How do you overcome the leave-alone zap trap as a manager? |
|
Definition
Reward good behavior.
Get out of your office, catch people doing things right. |
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Term
| How many positive consequences to every negative consequence does it take for your subordinate not to perceive you as a punisher, in general? |
|
Definition
4 positive consequences to every 1 negative.
This is because the negatives stick out more than the positives.
There are exceptions to this rule. More positives for low self-esteem or new to job training. Less for introverts. |
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Term
| What is the jelly bean motivation trap? How does it affect motivation and performance? How do you overcome it? Rewards are only meaningful when they are tied to what? |
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Definition
Jelly bean motivators have a high need to be liked
Everyone gets the same rewards regardless of performance.
Rewards are only meaningful when they are tied to performance
Good performers start performing poorly, poor performers continue to perform poorly
To overcome this, tie rewards to performance |
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Term
| What is the rewarding on assumed needs trap? What do you turn a reward into when you fall into this trap? How do you avoid this trap? (Blank Answer) |
|
Definition
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|
Term
| What is the concern of equity theory? |
|
Definition
What people perceive as fair at work
How people react to being treated unfairly at work
When individuals work for an organization, they think about what they contribute to the organization (inputs) and what they receive from the organization (outcomes). This is the social exchange component of the theory.
How do these individuals determine if they are being treated fairly or not by the organization? They compare their input/outcome ratios to others. This is the social comparison component of the theory. |
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Term
| What are the four basic postulates or tenants of equity theory? |
|
Definition
People strive to create and maintain a state of equity
When people perceive inequity, it creates tension that the individual is motivated to reduce or eliminate
The greater the magnitude of the perceived inequity, the greater the motivation to reduce or eliminate it
Individuals more readily perceive and unfavorable inequity than a favorable one |
|
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Term
| What is the difference between equity and equality? |
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Definition
Equity talks about the ratio of outcomes to inputs
Equality just talks about outcomes |
|
|
Term
| What is more important in equity theory: perception or reality? |
|
Definition
|
|
Term
| What is favorable inequity? Unfavorable inequity? |
|
Definition
unfavorable inequity: unfairness that hurts the individual
Favorable inequity: unfairness that benefits the individual |
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Term
| When faced with unfavorable inequity, what are the different ways one can use to restore equity? |
|
Definition
| Increase the outcomes and decrease the inputs |
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Term
| When faced with unfavorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
|
Definition
Reduce the quantity/quality of work (behavioral)
Greater absenteeism and turnover (behavioral)
Ask the boss for a raise (behavioral)
Increased theft (behavioral)
Change their thinking about the situation (cognitive)
Usually change behaviorally. |
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Term
| When faced with favorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
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Definition
| Usually change cognitively. This is typically to alleviate feeling guilty about being overpaid. |
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Term
| What is an Entitled? Equity Sensitive? Benevolent? What does each type perceive as fair? |
|
Definition
Entitled: takers. They want to take more than they give.
Equity sensitive: give and take equally. Want what they work for, no more no less
Benevolent: “the good ones” they want to give more than they take. They want to do more than their fair share. They will feel guilt if they receive what they deserve.
By far the better employee to the entitled |
|
|
Term
|
Definition
| The art of influencing individuals and groups to willingly pursue organizational goals |
|
|
Term
| 2. What is the difference between management and leadership? |
|
Definition
| Leadership is just one function of management |
|
|
Term
| 3. What is the difference between leadership and supervision? |
|
Definition
When you lead an employee, the employee complies with your request because they want to (voluntary compliance)
When you supervise an employee, the employee complies with your request because they have to (forced compliance) |
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Term
| 4. What is reward power? coercive power? legitimate power? expert power? referent power? (be able to recognize when each is being used in a situation) |
|
Definition
Reward: comply with my requests, you will be rewarded. (positive reinforcement)
Coercive: if you don’t comply with my request, you will be punished. (negative reinforcement)
Legitimate: do it because im the boss. If you comply, this can be a reward. If you don’t comply, this can be coercive.
Expert: people comply with your request because you have expertise that they do not.
Referent: a standard. Set a good standard (example). This is the power most based upon trust |
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Term
| 5. What power bases does a leader use? supervisor use? |
|
Definition
Supervisor: Legitimate, Reward, Coercive
Leader: Expert, Referent |
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Term
| 6. Which of the power bases best exemplifies supervision? leadership? |
|
Definition
Supervision: legitimate
Leadership: referent |
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Term
| 7. What is the relationship between the five power bases and productivity? |
|
Definition
Coercive: working under fear only works in the short-term; long term negative effect
Expert and referent: positive effect on productivity
Reward and legitimate have no significant effect on productivity |
|
|
Term
| 8. What are theory x and theory y? How do they affect leadership? |
|
Definition
| McGregor believed the assumptions that we make about other people can affect our leadership behavior. |
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Term
| 9. What are the beliefs that underlie theory x? theory y? |
|
Definition
X is a negative view of people
Y is a positive view people |
|
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Term
| 10. What is meant by the phrase “ these theories (x and y) can become self-fulfilling prophecies”? |
|
Definition
If you treat someone with a negative view, they will perform negatively
If you treat someone with a positive view, they will perform positively
Pygmalian effect
Lean towards the side of theory Y, but if someone breaks your trust (burns you) start leaning toward theory X |
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|
Term
| 11. What is the basic idea behind trait theory of leadership? |
|
Definition
| · This theory of leadership has tried |
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|
Term
| 12. What is the great man trait theory? Learned traits thoery? |
|
Definition
· Great men can only be born (great man theory)
· |
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Term
| 13. In general, what has the research revealed about traits separating leaders from followers? |
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Definition
| SLIGHTLY: taller, more intelligent, slightly more socially adept, slightly more visible than followers. |
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Term
| 14. What trait does reliably tells you if someone will be a leader or not? |
|
Definition
One trait was recently identified that does reliably separate leaders from followers: the trait of behavioral flexibility
The trait of being consistently inconsistent |
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Term
| 15. Why was the trait in #65 not identified until recently? (Blank Answer) |
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Definition
|
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Term
| 16. What is the focus of behavioral theory (also known as the Ohio State Studies)? |
|
Definition
Rather than focusing on what leaders are, this theory focuses on what leaders do (behavior)
Most of the research was conducted at ohio state university |
|
|
Term
| 17. What is initiating structure? consideration? (be able to recognize these behaviors in a situation) |
|
Definition
Initiation structure: task-oriented leadership behavior
Consideration: people-oriented leadership behavior |
|
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Term
| 18. Which combination of behaviors did behavioral theorists originally think would be the best in all situations? |
|
Definition
Hi initiating structure - Hi Consideration
Hi initiating structure - Lo Consideration
Lo initiating structure - Hi Consideration
Lo Initiating Structure - Lo Consideration
Initially they thought that Hi Hi was the best, but after reviewing research, it was found that it depends on the situation, they can all be the best. |
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Term
| 19. What is the major drawback of the behavioral theory (Ohio State Studies) as originally proposed? (Blank Answer) |
|
Definition
|
|
Term
| 20. What combination of behaviors is actually the best in behavioral theory? (Blank Answer) |
|
Definition
|
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Term
| 21. What combination of behaviors does a theory x manager exhibit? Theory y exhibit? |
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Definition
X exhibits the HI, LO typically
Y exhibits the LO, LO typically |
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Term
| 22. In Fielder’s contingency theory of leadership, work group performance is a function of what? |
|
Definition
Work group performance depends on the match between a leader’s style and the favorableness of the situation
Good match=high performance team
Bad match=low performance team |
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Term
| 23. According to Fiedler, what is your leadership style based on? As a result, does Fiedler believe you can change your leadership style? |
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Definition
| Fielder believed that Leadership style was based on one’s personality and was therefore relatively fixed |
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Term
| 24. What does Fiedler believe about leadership training that teaches you how to be flexible and change your style to match the situation? |
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Definition
| Fielder believed that most leadership training programs were useless |
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Term
| 25. What scale did Fiedler develop to measure your leadership style? |
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Definition
| Fiedler developed the least preferred co-worker scale (LPC) to measure one’s leadership style |
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Term
| 26. If your LPC score is low, what does that mean? What type of leader are you? |
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Definition
| If you described your LPC in negative terms, you had a low LPC score and were considered a task-oriented leader |
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Term
| 27. If your LPC score is high, what does that mean? What type of leader are you? |
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Definition
| If you described your LPC in positive terms, you had a high LPC score and were considered a relationship-oriented leader |
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Term
| 28. What are the three factors that determine situational favorableness? Which is most important? Least important? |
|
Definition
1. Leader-member relations
2. Task structure
3. Position power
· The most important:
· The least important: |
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Term
| 29. When is a high LPC leader the best? Low LPC? Middle LPC? Why is the case according to Fiedler? |
|
Definition
High LPC: moderately favorable situations
Low LPC: very favorable very unfavorable situations
Middle LPC: all situations |
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Term
| 30. What is another name for middle LPC leadership? (Blank Answer) |
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Definition
|
|
Term
| 31. What are the implications of Fiedler’s contingency theory for managers? |
|
Definition
Anyone can be a leader if they find the right situation
If the work group isn’t performing well, then the situation (not the leader) is at fault.
If a work group isn’t performing well, then the situation rather than the leader needs to change |
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Term
| 32. What does Fiedler recommend as a way to improve leadership effectiveness when a leader finds herself in a situation that does not match her style? |
|
Definition
|
|
Term
| 33. What is Vroom and Yetton’s normative theory of leadership really a theory of? |
|
Definition
In this theory of leadership, the leader has to determine how much subordinates should participate in making decisions.
The theory is more a theory of decision-making than leadership. |
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Term
| 34. What is the basic idea behind Vroom and Yetton’s normative theory of leadership? (Blank Answer) |
|
Definition
|
|
Term
| 35. What is AI? AII? CI? CII? and GII? (Be able to recognize each decision making style) |
|
Definition
Autocratic I (AI): manager solves the problem alone, using whatever is available at the time
Autocratic II (AII): manager obtains necessary information from subordinates before making decisions alone.
Consultative I (CI): manager shares problems with subordinates individually, getting their ideas and suggestions before making decisions
Consultative II (CII): manager shares problems with subordinates as a group, getting their ideas and suggestions before making decisions
Group participation (G): manager shares problems with subordinates as a group and together they make a decision |
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Term
| 36. What two situational factors in Vroom and Yetton’s normative theory of leadership determine the best decision making method for the situation? |
|
Definition
|
|
Term
| 37. What is a feasible set? |
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Definition
| The set of decision making methods that would work for the given situation |
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Term
| 38. What is the minimum man hours rule and the employee development rule? When do you use these rules? (be able to apply these rules to a feasible set) |
|
Definition
Minimum man-hours: always go to the decision making method the furthest to the left of the feasible set; (AI AII CI CII G): choose AI
Employee development: most member participation. Choose the decision making method that is the furthest to the right of the feasible set (AI AII CI CII G): choose G |
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|
Term
| 39. What are the problems with Vroom and Yetton’s normative theory of leadership? (Blank Answer) |
|
Definition
|
|
Term
| 40. What are the basic ideas behind reciprocal theory of leadership? What makes the theory reciprocal? |
|
Definition
| Leadership is not a one way influence process. The follower can influence the leader. |
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Term
| 41. What determines whether a subordinate will be lead or supervised by his manager in reciprocal theory? |
|
Definition
The in-group gets lead
The out-group gets supervised |
|
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Term
| 42. What has the research revealed when the manager is taught to lead the out-group as well as the in-group? |
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Definition
| The performance eventually becomes equal between the two groups. Out group members should not stay there long |
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Term
| 43. What is the basic idea behind implicit theory of leadership? |
|
Definition
Leadership is in the eye of the follower.
By this theory of leadership, it may be more important to look like a leader than to actually be one. |
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|
Term
| 44. What is the basic idea behind substitutes for leadership? |
|
Definition
| If a leader has been substituted for, the influence that the leader had over subordinate satisfaction and performance has been neutralized. |
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Term
| 45. What does substitutes for leadership say about leaders receiving credit and blame? |
|
Definition
| Sometimes leaders receive credit and blame for their subordinate’s performance when they don’t deserve it |
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Term
| 46. What factors substitute for leadership, making it irrelevant to subordinate satisfaction and performance? |
|
Definition
Experienced and knowledgeable employees
Technology
Cohesive work groups
Satisfied employees |
|
|
Term
| 47. How do formal and informal groups differ? |
|
Definition
Formal: deliberately created
Informal: spontaneously created |
|
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Term
| 48. What personal needs are satisfied by groups? |
|
Definition
Safety: strength in numbers
Social: you want friendship
Esteem: people like you (they value what you bring to the group)
Reality: use the other group members to test your perceptions of reality |
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|
Term
| 49. What is a reality need? (Blank Answer) |
|
Definition
|
|
Term
| 50. What are the five stages of group development and what happens at each stage? |
|
Definition
Forming
Storming
Norming
Performing
Adjourning |
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|
Term
| 51. At what stage is group cohesiveness the greatest? |
|
Definition
|
|
Term
| 52. At what stage is intragroup and interpersonal conflict most likely to occur? |
|
Definition
|
|
Term
| 53. At what stage is the group likely to make the best decisions? |
|
Definition
|
|
Term
| 54. Which stage is most difficult to achieve? |
|
Definition
|
|
Term
| 55. What is the relationship between group size and effectiveness? |
|
Definition
As group size increases,
The friendliness of the group decreases
Member satisfaction decreases
There is less participation by group members
There is more domination by one or a few group members
Decision-making and teamwork become more difficult
Sub-groups/cliques form
Keep it under 12 |
|
|
Term
| 56. What is cohesiveness? |
|
Definition
Refers to the desire of the group members to remain part of the group
When a group has a high level of cohesiveness, the group sticks together and has a strong sense of “oneness” |
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|
Term
| 57. What does cohesiveness have to do with a group’s influence over its members? |
|
Definition
| The greater the cohesiveness of the group, the more influence it has over its members |
|
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Term
| 58. What are the factors that increase and decrease cohesiveness? |
|
Definition
0
Increase:
Small group size
Winning
High status group
Attractive group goals
External threat
Severe initiation
Lots of time spent together
Decrease cohesiveness
Large group size
Losing
Poor public image
Unattractive group goals
Disagreeable tasks/demands |
|
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Term
| 59. What are the benefits and drawbacks of highly cohesive groups? |
|
Definition
· Benefits
o High morale/job safisfaction
o Higher member self-esteem
o Greater sense of security
o Low absenteeism and turnover
o Better teamwork/decision-making
· Drawbacks
o Limits creativity/originality due to conformity
o groupthink |
|
|
Term
|
Definition
A norm is an unwritten rule about how members should behave in the group
Norms can be either prescriptive (what you should do) or proscriptive (what you shouldn’t do). They define what’s acceptable and what’s not acceptable. |
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Term
| 61. How do norms and cohesiveness interact to determine a group’s performance? |
|
Definition
0
High cohesiveness groups are a double-edged sword
High cohesiveness groups with high productivity norms are high performance teams
High cohesiveness groups with low productivity norms are low performance teams
Low cohesiveness groups have very little influence over their members performance |
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|
