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the processes that account for an individual's intensity, direction, and persistence of effort toward attaining an organizational goal; between the individual and situation |
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amount of effort put forth to meet the goal/task |
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efforts are channeled toward organizational goals |
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how long the effort is maintained |
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Physiological, Safety, Social, Esteem, Self-Actualization |
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Maslow's Hierarchy of Needs (5) |
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Douglas's McGregor's Theory X |
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inherent dislike for work and attempt to avoid it; must be coerced, controlled, or threatened with punishment |
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Douglas McGregor's Theory Y |
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workers are self-directed, enjoy work, accept responsibility; view work as natural as rest or play |
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Herzberg's Two-Factory Theory |
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Satisfaction and Disatisfaction are two separate ideas, not opposites; based on hygiene and motivation factors |
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McClelland's Theory of Needs |
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people are motivated in the workplace by 3 different needs; this theory is difficult to measure |
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Need for Achievement (nAch) |
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the need to make others behave in a way that they would not have behaved otherwise |
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Need for Affiliation (nAff) |
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desire for friendly and close interpersonal relationships |
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Self-Determination Theory |
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people prefer to have control over their actions, so when forced to do something they previously enjoyed, motivation will decrease |
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Cognitive Evaluation Theory |
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introduction of extrinsic rewards for work reduce intrinsic interest in task; when paid, more of something they have to do rather than want |
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how strongly peoples' reasons for pursuing goals are consistent with their interests and core values |
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Goal Setting Theory: Edwin Locke |
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goals increase performance when they are specific, difficult, and accompanied by feedback |
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increases when goals are made public, individual has internal locus on control, and when goals are self-set rather than assigned |
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simple, familiar, and independent are better than complex tasks |
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western culture suits best |
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Self-Efficacy/Social Learning Theory: Albert Bandura |
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individual belief that he/she is capable of performing a task - incorporates goals into process |
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gaining relevant experience with task; most important |
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gaining relevant experience with task; most important |
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becoming more confident because you see someone else doing the task; effective when see yourself similar to person |
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more confident because someone convinces you that you have necessary skills |
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believing something can make it true; increases self-efficacy when supervisor is told that the person is of high ability |
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when high performance expectations are communicated directly to employee |
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leads to energized state which drives person to complete a task |
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employees weigh what they put into a job situation (input) against what they get from it (outcome); compare input-outcome ratio with those of relevant others |
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larger perception of what is fair in the workplace |
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perceived fairness of the amount and allocation of rewards among individuals; most strongly related to organizational commitment and satisfaction with outcomes |
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perceived fairness of process used to determine the distribution of rewards - process control and explanations |
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perception of the degree to which one is treated with dignity, concern, and respect |
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Expectancy Theory: Victor Vroom |
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strength of a tendency to act in a certain way is dependent on the strength of the expectation that they will receive a given outcome and that the outcome is desired |
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Effort-Performance Relationship if Expectancy Theory |
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perceived probability that exerting effort leads to successful performance |
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Performance-Reward Relationship of Expectancy Theory |
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belief that successful performance leads to desired outcome |
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Rewards-Personal Goals Relationship of Expectancy Theory |
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attractiveness of organizational outcome (reward) to individual |
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Job Characteristics Model |
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motivating by changing the work environment; jobs are described in terms of 5 core dimensions |
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Skill Variety: Core Dimension of Job Characteristics Model |
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degree to which the job incorporates a number of different skills/talents |
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Task Identity: Core Dimension of Job Characteristics Model |
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looks at degree to which job required completion of whole and identifiable piece of work |
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Task Significance: Core Dimension of Job Characteristics Model |
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how job impacts lives of others |
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Autonomy: Core Dimension of Job Characteristics Model |
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how much freedom and independence the worker has over their job |
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Feedback: Core Dimension of Job Characteristics Model |
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how much job generates direct/clear information about worker's performance |
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periodic shifting of an employee from on task to another; similar skill requirements but in same organizational level |
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increase degree to which employee controls planning, execution, and evaluation of their work |
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allows workers to choose what hours they work within a set time period |
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two or more individuals split a job and each work part time |
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work remotely from home at least two days per week |
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participative process that uses the input of employees to increase their commitment to the organization's success |
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when managers include employees in decision making process |
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Representative Participation |
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workers are represented by small group of employees who participate in decisions affecting personnel |
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workers are paid a fixed sum for each unity of production completed |
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based on individual performance appraisal ratings |
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lump sum at end of set period as reward for performance |
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based on skills acquired instead of job title or ran; doesnt address level of performance but rewards based on continuous improvement |
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organizational wide programs that distribute compensation based on established formula designed around profitability |
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group incentive where department will earn additional income if they improve group productivity from previous period |
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Employee Stock Ownership Plans |
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employees acquire stock, at below market prices; encourages them to work toward overall profitability of org as they have ownership in it |
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two or more individuals, interacting and interdependent, who come together to achieve particular objectives |
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defined by organization's structure, work tasks, and outcomes |
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reports directly to given manager; determined by organization chart |
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work together to complete job task, not limited by structure of organization |
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not part of organizational structure; significant influence on behavior and performance |
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affiliate to attain specific objective of shared interest |
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one ore more common characteristic |
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Forming: Stage of Model of Group Development |
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uncertainty about purpose, structure, and leadership as group members figure out their roles and group norms; complete when members feel apart of group |
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Storming: Stage of Model of Group Development |
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intragroup conflict as memebers resist constraints |
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Norming: Stage of Model of Group Development |
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group develops closer relationships, becomes cohesive, and has strong group identity; complete when there is common set of expectations |
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Performing: Stage of Model of Group Development |
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group fully functional and working toward their goals |
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Adjourning: Stage of Model of Group Development |
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for temporary groups, they wrap up activities and break up |
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Group Effectiveness: Key Point of Model of Group Development |
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generally groups are more effective as they progress for complex reasons |
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Group Conflict: Stage of Model of Group Development |
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some groups need conflict; more productive in stage 2 |
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Blurred Stages: Stage of Model of Group Development |
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stages are not always sequential; multiple stages may be taken together; may regress a stage |
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the set of expected behavior patterns that are attributed to occupying a given position in a social unity; correspond with role identity |
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view of how we're supposed to act in a given situation |
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how others believe you should act in a given situation |
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when expected behaviors/roles are incompatible with those being exhibited |
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acceptable standards of behavior within a group that are shared by the group's members |
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ones in which a person is aware of other members, defines self as a member, believes group members to be significant; try to conform to norms of this group |
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members desire to avoid being visibly different; if have differing opinions, extensive pressure to align with others |
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Deviant Workplace Behavior |
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voluntary behavior that violates significant organizational norms, and threatens the well-being of members |
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socially defined position or rank given to groups or group members by others; can influence behavior and is a significant motivator |
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degree to which members of group are attached to each other and motivated to stay |
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deterioration of individuals mental efficiency, reality testing, and moral judgements as a result of a group pressures |
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once a solution is selected group members exaggerate the initial positions that they hold |
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Normal Group Decision Making Technique |
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restricts discussion during decision making process to encourage independent thinking |
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group who interacts primarily to share information and make decisions to help one another perform within each member's area of responsibility |
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generates positive synergy through coordinated effort; individual effort result in a level of performance that is greater than the sum of those individual inputs |
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members from same department; share ideas; rarely give authority |
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10-15 employees in related jobs; team takes supervisor responsibilities; select and evaluate members |
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members from same level, exchange information, develop ideas; development may be time consuming to due complexity and diversity |
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computer technology ties dispersed team together; special challenges; less socializing |
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Sender - Encodes - Message - Channel - Receiver - Decodes - Noise - Feedback |
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transmits messages related to professional activities of the members; path follows authority chain |
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transmits personal or social messages; more spontaneous in nature; result of individual choices |
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Downward Direction of Communication |
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one level of organization to a lower level |
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Upward Direction of Communication |
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flows to a higher level in the group/organization |
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Lateral Direction of Communication |
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among members of the same work group |
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formal and rigid chain of command |
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network where there is a central figure who controls all the communication |
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more fluid; all group members communicate actively with each other |
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informal communication network in a group |
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sender sorts information shared so it will be seen as more favorable for the receiver |
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selectively interpret what they see based on their own experiences/attitudes |
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how receiver feels at the time of the message |
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communicating words mean different things to different people |
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Communication Apprehension |
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nervous and can't clearly communicate because of anxiety |
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ability to influence a group toward achievement of goals or vision |
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focuses on personality, social, physical, or intellectual traits that differentiate leaders from non leaders |
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behaviors can be taught and traits cant; leaders are trained, not born |
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leader is able to define and structure their role and their employees role to work towards goals of organization |
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ability of leader to gain trust and respect of followers and make them feel appreciated |
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one dimension of leadership behavior that emphasizes the technical aspects of the job - people are the means to an end |
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one dimension of leadership behavior that emphasizes interpersonal relations and accept individual differences |
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attempt to match leadership style with work context as one leadership style doesnt work with every situation |
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Leader-Member Exchange Theory |
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because of time pressures, leaders quickly form special relationships with a small group of employees, the "in-group" |
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attributions of heroic leadership abilities when followers observe certain behaviors |
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long term strategy for attaining goal by linking present with better future for org; fit time and circumstances and reflect uniqueness of organization |
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communicates new set of values to reinforce goal or purpose of organization |
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motivate followers in direction of established goals by clarifying role and task requirement |
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inspire followers to commit to the good of the organization, even if it means setting their own goals aside |
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know who they are, what they believe in and value, and act on those values and beliefs openly and candidly |
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the state that exists when you agree to make yourself vulnerable to another because you have a positive expectation for how things will turn out |
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organizational variables can replace the need for leaders support or ability to create structure |
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make it impossible for leader behavior to make any difference to follower outcomes |
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