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| An early approach to management and organizational behavior emphasizing the importance of designing jobs as efficiently as possible |
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| The field that seeks knowledge of all aspects of behaviors in organizational settings by the use of the scientific method |
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| A perspective on organizational behavior that rejects the primarily economic orientation of scientific management and instead recognizes the importance of social processes in work settings |
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| A type of applied research designed to classify and streamline the individual movements needed to perform a job so as to find the “one best way” to perform it |
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| Classical organizational theory |
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| an early approach to the study of management that focused on the most efficient way of structuring organizations |
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| an organizational design developed by Max Weber that attempts to make organizations operate efficiently through clear hierarchy of authority in which people perform well-defined jobs |
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| A traditional philosophy of management suggesting that most people are lazy, irresponsible, and work hard only when forced to do so. |
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| A philosophy of management suggesting that under the right curcumstances, people are fully capable of working productively and accepting responsibility for their work |
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| the process through which people select, organize, and interpret information |
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| a set of rules and regulations (written or unwritten) that establish the edges or boudnaries of a territory and tell us how to act within these boundaries to achieve success (da box) |
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| the process through which individuals attempt to determine the causes behind other's behavior |
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| Internal cause of behavior |
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| explanations based on actions for which the individual is responsible |
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| External cause of behavior |
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| explanations based on situations over which the individual has no control |
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| Kelley's theory of casual attributions |
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| The approach suggesting that people will believe others' actions to be caused by internal or external factors based on three types of information: consensus, consistency, and distinctiveness |
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| In Kelley's theory of casual attribution, information regarding the extent to which other people behave in the same manner as the person who we're judging |
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| In Kelley's theory of casual attribution, information regarding the extent to which the person who we're judging acts the same way at other times |
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| In Kelley's theory of casual attribution, information regarding the extent to which a person behaves in the same manner in other contexts |
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| Fundamental attribution error |
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| The tendency to attribute others' actions to internal causes (their traits) while largely ignoring external factors |
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| The tendency for our overall impressions of others to affect objective evaluations of their specific traits such as perceiving high correlations between characteristics that may be unrelated. |
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| the tendency for people to perceive in a positive light others who they believe are similiar to themselves in any of several different ways |
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| The tendency to base judgments of others on our earlier impressions of them |
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| The tendency too focus on some aspects of the environment and to ignore others |
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| beliefs that all members of specific groups share similar traits and are prone to behave in the same way |
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| efforts by individuals to improve how they appear to others |
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| a relatively permanent change in behavior resulting from experience |
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| the process through which people learn to perform acts that lead to the removal of undesired events |
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| decreasing undesirable behavior by following it with undesirable consequences |
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| the process through which responses that are no longer reinforced tend to gradually diminish in strength |
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| a schedule of reinforcement in which all desired behaviors are reinforced |
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| a schedule of reinforcement in which only some desired behaviors are reinforced. Types include fixed interval, variable interval, fixed ratio, and variable ratio |
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| Observational Learning (modeling) |
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| The form of learning in which people acquire new behaviors by systematically observing the rewards and punishments given to others |
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| the degree to which skills learned during training sessions may be applied to performance of one's job |
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| the practice of collecting performance feedback from multiple sources at various organizational levels |
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| the unique and relatively stable pattern of behaviors, thoughts, and emotions shown by an individual |
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| interactionist perspective |
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| the view that behavior results from a complex interplay of personality and situational factors. |
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| the extent to which a test yields consistent scores on various occasions |
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| the extent to which a test actually measures what it claims to measure (its accuracy). |
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| the extent to which individuals are hardworking, organized, dependable, and persevering versus lazy, disorganized, and unreliable |
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| the extent to which individuals are creative, curious, and cultured versus practical and with narrow interest |
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| the degree to which individuals are insecure, anxious, depressed, and emotional versus calm, self-confident, and secure |
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| extroversion-introversion |
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| the degree to which individuals are gregarious, assertive, and sociable versus being reserved, timid, and quiet |
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| the extent to which individuals are cooperative and warm versus cold and belligerent |
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| the tendency to experience positive moods and feelings in a wide range of settings and under many different conditions |
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| the tendency to experience negative moods in a wide range of settings and under many different conditions |
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| a pattern of behavior involving high levels of competitiveness, time urgency, and irritability |
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| a pattern of behavior characterized by a casual, laid-back style; the opposite of type A |
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| generalized self-efficiency |
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| an individual's beliefs concerning his or her ability to perform specific tasks successfully |
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| a personality trait involving the extent to which individuals adapt their behavior to specific situations, primarily to make the best possible impression on others |
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| adeptness at solving the practical problems of everyday life |
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| knowledge about how to get things done |
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| a cluster of skills, relating to the emotional side of life (the ability to recognize and regulate our own emotions, to influence those of others, to self-motivate). |
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| the set of processes that arouse, direct, and maintain human behavior toward attaining some goal. |
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| Maslow's needs hierarchy theory |
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| theory specifying there are five human needs (physiological, safety, social, esteem, and self actualization) that are arranged so that lower-level, more basic needs must be satisfied before higher-level needs become activated |
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| the lowest-order, most basic needs in the need hierarchy theory, including fundamental biological drives such as the need for food, air, water, and shelter |
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| in need hierarchy theory, the ened to develop self-respect and to gain the approval of others |
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| in need hierarchy theory, the need to discover who we are and to develop ourselves to our fullest potential |
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| An alternative to need hierarchy theory that asserts there are three basic human needs: existence, relatedness, and growth. |
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| peoples perceptions of fairness in organizations, consisting of perceptions regarding how decisions are made concerning the distribution of ouctumes and the perceived fairness of those outcomes themselves |
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| the theory stating that people strive to maintain a ratio of their own outcomes to their own inputs equal to the outcome/input ratios of others with whom they compare themselves |
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| the degree to which people accept and strive to attain goals |
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| the condition, resulting in feelings of guilt, in which the ratio of one's outcome to one's inputs is more than the corresponding ratio of another, comparison person |
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| the condition, resulting in feelings of anger, in which the ratio of one's outcomes to one's inputs is less than the corresponding ratio of another, comparison person |
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| perceptions regarding the fairness of procedures used to determine outcuems |
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| the perceived fairness of the interpersonal treatment used to determine organizational outcomes |
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| the belief that one's efforts will influence one's performance positively |
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| the value a person places on the rewards he or she expects to receive from an organization |
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| the practice of giving employees a high degree of control over their work, from planing and organization through implementation and evaluating the results. |
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| the job characteristics core job dimension |
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| an approach to job enrichment that specifies that five core job dimensions (skill variety, task identity, task significance, autonomy, and job feedback) that produce critical psychological states that, in turn lead to beneficial outcomes for individuals and the organization |
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| motivating potential score |
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| a mathematical index describing the degree to which a job is designed so as to motivate people, as suggested by the job characteristics model. It is computed on the basis of a questionnaire known as the Job Diagnostic Survey (JDS). |
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| Evaluation component (of attitudes) |
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| our liking or disliking of any particular person, item, or event |
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| cognitive component (of attitudes) |
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| what we believe, whether true or false, about an attitude object |
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| behavioral component (of attitudes) |
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| our predisposition to behave in a way consistent with our beliefs and feelings about an object |
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| relatively stable cluster of feelings, beliefs, and behavioral intentions toward specific objects, people, or institutions. |
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| positive or negative attitudes held by individuals toward their jobs |
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| a rating scale for assessing job satisfaction; individuals respond to this questionnaire by indicating whether various adjectives describe aspects of their work |
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| two-factor theory of job satisfaction |
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| a theory of job satisfaction suggesting that satisfaction and dissatisfaction stem from different groups of variables |
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| Value theory of job satisfaction |
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| a theory suggesting that job satisfaction depends primarily on the match between the outcomes individuals value and their perceptions about the availability of such outcomes |
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| actions such as chronic absenteeism and voluntary turnover that enable employees to escape adverse organizational situations |
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| organizational commitment |
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| the extent to which an individual identifies and is involved wit his or her organization or is unwilling to leave it |
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| the strength of a person's desire to continue working for an organization because he or she needs to and cannot afford to do otherwise |
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| the strength of a person's desire to work for an organization because he or she agrees with its goals and wants to do so |
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| the strength of a person's desire to continue working for an organization because he or she feels obligations from others to remain |
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| the predisposition to perceive people, objects, situations, etc. in a certain way based on one's background |
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| accurate information concerning the conditions within an organization or job provided to potential employees before their decision to join |
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| various factors in the external environment that induce stress among people exposed to them |
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| incompatible demands on an individual made my different groups or persons |
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| uncertainty among employees about the key requirements of their jobs |
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| a situation requiring individuals to accomplish more work than they actually can in a given period of time |
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| the belief among employees that they lack the skills or abilities needed to perform their jobs |
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| dispositional model of job satisfaction |
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| the conceptualization proposing that job satisfaction is a relatively stable disposition of an individual - that is, a characteristic that stays with people across situations |
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| the perceived fairness of the way rewards are distributed among people |
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