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biographical features, personality, values & attitudes, ability |
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perception and motivation affect: |
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productivity, absence & turnover, satisfaction |
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the cost to replace someone |
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attributes of older workers |
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less turnover, absent less for avoidable absences, more satisfied with professional work, have the same effectiveness |
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intillectual, physical, and emotional intelligence |
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emotional intelligence entails |
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self-awareness, self-management & self motivation, empathy, social skills |
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Low power distance, high individualism, short time orientation |
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locus of control, machavellianism, self esteem, self monitoring, risk taking |
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where we place our locus of causation: internal - we control fate, external - larger forces control fate |
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to organize and interpret sensory input to give meaning to environment |
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factors influencing perception |
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perceiver, target, situation |
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whether people's behavior is internally or externally caused: distinctness, consensus, consistency |
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fundamental attribution error, self-serving bias, selective perception, halo effect, contrast effects, projection, stereotyping, expectancy effects: self-fulfilliong prophecy |
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fundamental attribution error |
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when you tend to overestimate internal causes and underestimate external causes |
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success is internal and failure is external |
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select based on what your interests are |
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generalizing a person based on one attribute |
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we assume others feel teh same way that we do |
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we like to put people in groups |
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how much effort is put forth to achieve organizational goals |
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motivation X ability X opportunity |
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assume that we are hedonists, include learning and need thoery, both are right and wrong |
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the environment is continually shaping what we do |
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you need to understand those needs to figure out the person |
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based on skenarian thology (the law of effect), should be utilized for shaping |
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applications of learning theory |
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variable pay, lotteries, employee recognition programs, (while sick pay reenforces staying at home) |
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people are more important and what their needs are therefore differe your motivational systems on different people |
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cognitive need theory can be divided in two ways |
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lower and higher order (physiological vs social) and extrinsic vs intrinsic (satisfied outside vs from self higher order tends to be intrinsic |
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people don't like getting screwed over inputs = effort, skills, experience & knowledge outputs = rewards, promotions |
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horizontal, vertical, feedback |
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horizontal dimention of job enrichment |
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skill variety, task identity, task significance |
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vertical dimention of job enrichment |
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power, information, skills/knowledge, rewards |
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expectancy/effort, instrumentality/perfomance, valence/outcome value
can be thought of as the economic utility theory applied to motivation |
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expectancy X insturmentality X valence |
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do they expect to perform well if they have better effort |
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do they value this reward |
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insentive based on business unit performance |
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blocks such as technological, social, or managerial skills are rewarded after learned |
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complex, interdependent, flexible labor force, faster response |
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embeds teams inside of a company, start looking at the external conditions, |
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external conditions in a larger organization |
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business strategy, authority structures, formal regulations, resources, personnel selection processes, performance evaluation and rewards, organization cultore, physical setting |
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knowledge, skills & abilities, personality characteristics |
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formal leadership, roles, norms, status, size, cohesion |
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people's initial oppinion is exaggerated once you get in the group |
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group processes - positive and negative synergy |
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positive = information sharing, task coordination, flexible & innovative behaviors losses: groupthink, groupshift, social loafing |
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problem-solving, cross-functional, virtual, self-managed |
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work design - common purpose,control , composition- multiskills, process - joint decisions, coordination, organization support systems - |
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assumed that leaders are born with ambition & energy, honesty & integrity, high self-monitoring but these traits are not ranked or are generalized across situations |
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assume that leaders can be trained in initiating structure and consideration but behaviors do not generalize across situations |
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feedback approach = self-awareness, personal growth approach = passion, skill building approach = practice, conceptual awareness approach = if you understand it you can do it |
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intitiating structure is the same as |
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consideration is the same as |
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charm, people and relationships |
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taking you out of your element to see how you manage - your default |
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fiedler contingency model |
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assumed that leaders cannot change their style, that their style must fir the situation so you either have to select a leader that fits the situation or change the situation to fit the leader - beleives that task oriented leaders outperform relationship oriented leaders |
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hersey & blanchard situational model |
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assumed that leaders can change styles, styles must fit the situation which is highly based on the maturity of those you are leading. Includes: telling, selling, participating, and delegating |
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leaders as shapers of meaning |
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charismic, visionary, high confidence - frame issues for followers, |
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high power-distance cultures |
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latin america, far east therefore autocratic |
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low power-distant cultures |
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US & Sandinavia therefore more democratic |
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knowledge of ob X behavioral skills = leadership effectiveness |
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individual level, group level, organizational level |
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facilitate team decision making, communicate effectively, exercise power wisely, negotiate effectively, manage organization change |
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disciplines related ot OB |
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psychology and social psycology = organization, socioology and anthropology = group, political science and economics = individual |
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if everyone specializes in one small part then you can get good at it and mass produce it |
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industrialism, mass production, size and inefficiency |
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craft work at home, church and military only models of large orgs, adam smith - believed in benefits of division of labor |
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cult of efficiency fredrick taylor, classical management |
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plan, organize, staff, direct, and control |
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unbroken line of authority from the top to the bottom or "scalar" |
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hawthorne - how to maximize human performance: the current goal of OB |
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group dynamics, bureaucracy: max weber " rules should be clear and written down", management is learned |
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leadership studies, decision-making studies, gordon & howell report them as "charm school |
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first wae of phd reasearchesrs, formed gmat, systems thinkings (multiple influences), contingency thinking (it all depends) |
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mckribbin - to analytical, global thinking, no leadership |
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a disposition to behave in a certain way |
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principles and standards that guide behavior in the world of business |
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customers, employees, suppliers, shareholders, suppliers of capital, government, community |
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value nuetral, must "go along", ethical = playing by the rules, good person = good professional |
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lying to supervisors, falsifying records, alchohol and drug abuse, conflict of interest, stealing, wrongful gift/entertainment receipt |
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ford pinto, union carbide, space shuttles, enron, sexual harassment, deceptive advertising, breaking confidentiality, bribes, worker & public safety, environmental pollution, improper accounting |
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key causes of unethical behavior |
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overly aggressive objectives, unrealistic pressures, helping survive, others do it, saving jobs |
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key internal influences on ethical behavior |
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personal values, personality (excessive drive to concieve, high machiavellianism) |
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external influences on ethical behavior |
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senior management, supervisor, performance pressure, lack of punishment, peer-pressure |
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hired aggressive execs, pressured execs, weak control, yes man, bonuses, little teamwork, profits at all costs |
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moral confusion, moral disagreement, conflicting "goods" |
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how do you know when you are facing an ethical issue? |
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the gut test, legal guidelines, normative guidelines |
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utilitarian, rights, justice |
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greatest good for greatest number, emphasizes efficeincy, productivity, and high profits |
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fundamental liberties and priviledge which respect privacy, free speech, due process, but can create an overly legalistic work environment |
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fairness, enforcement of rules, encourages entitlement |
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questions for making ethical choices |
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narrow or wide interests, reflect rights?, fair? |
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leader's responsibilities |
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strong morals, visible role model, cultivate ethics, communicate expectations, provide training, visibly reward ethics, provide protection |
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1. You are supervising an employee who you think is lazy. Based on “____” theory, explain what 3 key things you would look at to determine if she/he is inherently lazy? |
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Attribution Theory: distinctness, consensus, consistency |
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3. Your boss is considering moving your department to team-based work. He/she asks your views about what is good and bad about teams. How would you reply? |
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teams perform well when Tasks becoming more complex Tasks becoming more interdependent Need for more flexible labor force Need for faster response to change
but come with coordination costs |
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4. You are considering taking on a new assignment as the leader of a work team. Based on “____” theory, what 3 things would you look at to determine the best leadership style for this team? |
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the situational leadership theory: maturity, task behavior, and relationship behavior |
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when an organization take on a life of its own |
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