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what percent of Americans think their job is either stressful or extremely stressful |
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a psychological response to demands that possess certain stakes ans that tax or exceed a person's capacity or resources |
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the demands that cause people to experience stress |
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the negative consequences that occur when demands tax or exceed a person's capacity or resources |
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transactional theory of stress |
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Definition
explains how stressors are perceived and appraised, as well as how people respond to those perceptions and appraisals |
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occurs as people evaluate the significance and the meaning of the stressors they are confronting |
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job demands that tend not to be appraised as stressful |
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1) hindrance stressors 2) challenge stressors |
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stressful demands that are perceived as hindering progress toward personal accomplishments or goal attainment - tend to trigger negative emotions |
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stressful demands that are perceived as opportunities for learning, growth, and achievement - often trigger positive emotions |
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types of work hindrance stressors |
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1) role conflict 2) role ambiguity 3) role overload 4) daily hassles |
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refers to conflicting expectations that other people may have of us |
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refers to a lack of information about what needs to be done in a role, as well as unpredictability regarding the consequences of performance in that role - often experienced by new employees |
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occurs when the number of demanding roles a person holders is so high that the person simply cannot perform some or all of the roles effectively |
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reflects the relatively minor day-to-day demands that get in the way of accomplishing the things that we really want to accomplish |
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40% of executive experience how much time a week doing unnecessary tasks |
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1) time pressure 2) work complexity 3) work responsibility |
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nonwork hindrance stressors |
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1) work-family conflict 2) negative life events 3) financial uncertainty |
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nonwork challenge stressors |
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1) family time demands 2) personal development 3) positive life events |
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a strong sense that he amount of time you have to do a task is just not quite enough |
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refers to the degree to which the requirements of the work, in terms of knowledge, skills, and abilities, tax or exceed the capabilities of the person who is responsible for performing the work |
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refers to the nature of the obligations that a person has toward others |
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a special form of role conflict in which the demands of a work role hinder the fulfillment of the demands of a family role (or vice versa) |
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the many stressful events that occur not at work |
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refers to conditions that create uncertainties with regard to the loss of livelihood, savings or the ability to pay expenses |
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refer to the time that a person commits to participate in an array of family activities and responsibilities |
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activities include participation in formal education programs, music lessons, etc |
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centers on the issue of how people cope with the various stressors they face |
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reers to the behaviors and thoughts that people use to manage both the stressful demands they face and the emotions associated with those stressful demands |
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involves the set of physical activities that are used to deal with a stressful situation |
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refers to thoughts that are involved in trying to deal with a stressful situation |
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refers to behaviors and cognitions intended to manage the stressful situation itself |
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refers to the various ways in which people manage their own emotional reactions to stressful demands |
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problem focused behavioral coping strategies |
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1) working harder 2) seeking assistance 3) acquiring additional resources |
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emotion focused behavioral coping strategies |
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1) engaging in alternative activities 2) seeking support 3) venting anger |
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problem focused cognitive coping strategies |
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1) strategizing 2) self motivation 3) changing priorities |
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emotion focused cognitive coping strategies |
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1) avoiding, distancing and ignoring 2) looking for the positive in the negative 3) reappraising |
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if a person feels as though he has control over a situation what coping strategy is used |
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negative consequences come in 3 varieties |
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1) physiological strains 2) psychological strains 3) behavioral strains |
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occur in at least 4 systems of the human body 1) immune system 2) cardiovascular system 3) musculoskeletal system 4) gastrointestinal system |
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include depression, anxiety, anger, lack of self confidence, etc |
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is emotional, mental and physical exhaustion that results from having to cope with stressful demands on an ongoing basis |
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are unhealthy behaviors such as grinding teeth, being overly critical, excessive smoking, etc |
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have a strong sense of time urgency and tend to be impatient, hard-driving, competitive, controlling and hostile |
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is type A personality linked with coronary heart disease and other strains |
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an individual factor that affects the way people manage stress. help people receive |
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refers to the help people receive that can be used to address the stressful demand directly |
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refers to the help people receive in addressing the emotional distress that accompanies stressful demands |
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effects of hindrance stressors on job performance |
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effects of hindrance stressors on organizational commitment |
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effects of challenge stressors on job performance |
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effects of challenge stressors on organizational commitment |
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what percent of doctor visits are related to stress |
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assess the level and sources of stress in the workplace |
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what percent of companies used job sharing to reduce role overload |
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gives employees the opportunity to take time off from work to engage in an alternative activity |
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resources used by companies to help employees cope with stressful demands |
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1) training interventions 2) supportive practices 3) flextime |
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1) relaxation techniques 2) cognitive-behavioral techniques 3) health and wellness programs |
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a set of energetic forces that originates both within and outside an employee, initiates work related effort, and determines its direction, intensity and persistence |
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a contemporary synonym, more or less, for high levels intensity and persistence in work effort |
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describes the cognitive process that employees go through to make choices among different voluntary responses |
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represents the belief that exerting a high level of effort will result in the successful performance of some task |
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the belief that a person has the capabilities needed to execute the behaviors required for task success |
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considerations for self efficacy |
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1) past accomplishments 2) vicarious experiences 3) verbal persuasion 4) emotional cues |
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degree to which they have succeeded or failed in similar sorts of tasks in the past |
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taking into account their observations and discussions with others who have performed such tasks |
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friends, coworkers, etc can persuade employees to get the job done |
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represents the belief that successful performance will result in some outcome(s) |
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how do employees think pay is driven |
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35% say performance 60% say seniority |
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reflects the anticipated value of the outcomes associated with performance |
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are cognitive groupings or clusters of outcomes that are viewed as having critical psychological or physiological consequences |
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are outcomes more attractive when they satisfy needs |
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motivation that is controlled by some contingency that depends on task performance e |
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motivation that is felt when task performance serves as its own reward |
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alternative labels for existence |
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alternative labels for relatedness |
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alternative labels for control |
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alternative labels for esteem |
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alternative labels for meaning |
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economic value, achievement, freedom, respect |
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views goals as the primary drivers of the intensity and persistence of effort |
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objective or aim of an action and typically refer to attaining a specific standard of proficiency |
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result in higher levels of performance than assigning no goals |
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the internalized goals that people use to monitor their own task progress |
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defined as learning plans and problem solving approaches used to achieve successful performance |
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defined as learning plans and problem solving approaches used to achieve successful performance |
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3 moderators in goal setting theory |
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1) feedback 2) task complexity 3) goal commitment |
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consists of updates on employee progress toward goal attaining |
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reflects how complicated the information and actions involved in a task are, as well as how much the task changes |
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the degree to which a person accepts a goal and is determined to try and reach it |
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Specific, Measurable, Achievable, Results-based, and time Specific |
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acknowledges that motivation doesn't just depend on your own beliefs and circumstances but also on what happens to other people |
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some person who seems to provide an intuitive frame of reference for judging equity |
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imbalance in ratios trigger this - it is an internal tension that can only be alleviated by restoring balance to the ratios |
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allows you to restore balance mentally, without altering your behavior in any way |
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meaning they refer to someone in the same company |
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meaning that they refer to someone in a different company |
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psychological empowerment |
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reflects an energy rooted in the belief that work tasks contribute to some larger purpose - intrinsic potivation |
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captures the value of a work goal or purpose, relative to a persons own ideals and passions |
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reflects a sense of choice in the initiation and continuation of work tasks. - chooses ones that are meaningful and interesting - prevents micromanaging |
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captures a persons belief in his or her capability to perform work tasks successfully - pride and masterry |
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reflects the sense that a persons actions make a difference--that progress is being made toward fulfilling some important purpose - celebrating milestones |
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young employees want to build a sense of |
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what motivating force promotes the strongest sense of performance |
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is a pleasurable emotional state resulting from the appraisal of one's job or job experiences |
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what percent of americans are satisfied with their job |
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those things that people consciously or subconsciously want to seek or attain |
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argues that job satisfaction depends on whether you perceive that your job supplies the things that you value |
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(Vwant-Vhave)*(Vimportance) |
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refers to employees feelings about their pay, including whether its as much as they deserve, secure and adequate for both normal expenses and luxury items |
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refers to employees' feelings about the company's promotion policies and their execution, including whether promotions are frequent, fair, and based on ability |
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reflects employees feelings about their boss, including whether the boss is competent, polite and a good communicator |
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refers to employees feelings about their fellow employees (smart, lazy, helpful, etc) |
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satisfaction with the work itself |
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reflects employees feelings about their actual work tasks, including whether those tasks are challenging, interesting, etc |
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rank the 5 facets of job satisfaction |
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1) work itself 2) coworkers 3) supervision 4) promotion 5) pay |
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3 critical psychological states that make work satisfying |
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1) meaningfulness of work 2) responsibility for outcomes 3) knowledge of results |
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reflects the degree to which work tasks are viewed as something that "counts" in the employees system of philosophies and beliefs |
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responsibility for outcomes |
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captures the degree to which employees feel that they are key driver of the quality of the units work |
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which reflects the extent to which employees know how well they are doing |
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job characteristics model |
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describes the central characteristics of intrinsically satisfying jobs, attempts to answer this question |
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is the degree to which the job requires a number of different activities that involve a number of different skills and talents |
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is the degree to which the job requires completing a whole, identifiable, piece of work from beginning to end with a visible outcome |
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is the degree to which the job has a substantial impact on the lives of other people, particularly people in the world at large |
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is the degree to which the job provides freedom, independence, and discretion to the individual performing the work |
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is the degree to which carrying out the activities required by the job provides employees with clear information about how well they are performing (feedback from the job) |
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how are the 5 core job characteristics related to work satisfaction |
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knowledge and skill; growth need strength |
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such as the duties and responsibilities associated with a job are expanded to provide more variety, identity, autonomy, etc. - enrichment efforts can indeed boost job satisfaction levels |
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is job satisfaction rational or emotional |
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are states of feeling that are often mild in intensity, last for an extended period of time, and are not explicitly directed at or caused by anything |
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moods can be categorized into what 2 ways |
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1) pleasantness 2) activation |
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a state in which employees feel a total immersion in the task at hand |
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workplace events can generate affective reactions--reactions that then can go on to influence work attitudes and behaviors |
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which are states of feeling that are often intense, last for only a few minutes |
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need to manage emotions to complete job duties successfully |
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job satisfaction and job performance are linked how |
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job satisfaction and organizational commitment are linked how |
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reflects the prominence of its brand in the minds of the public and the perceived quality of its goods |
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the willingness to be vulnerable to a trustee based on positive expectations about the trustees actions and intentions |
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reflects the perceived fairness of an authority's decision making |
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degree to which the behaviors of an authority are in accordance with generally accepted moral norms |
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your personality traits include a general propensity to trust others |
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rooted in a rational assessment of the authority's trustworthiness |
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it depends on feelings toward the authority that go beyond any rational assessment |
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a general expectation that the words, promises and statements of individuals and groups can be relied on |
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defined as the characteristics or attributes of a trustee that inspire trust |
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components of trustworthiness |
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1) ability 2) benevolence 3) integrity |
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skills etc that enable an authority to be successful in some specific area |
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the belief that the authority wants to do good for the tustor, apart from any selfish or profit centered motives |
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defined as the perception that the authority adheres to a set of valued and principles that the trustor finds acceptable |
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what type of trust supplements the other 2 |
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reflects the perceived fairness of decision making outcomes |
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reflects the perceived fairness of decision making processes |
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what rules help ensure that procedures are fair |
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1) consistency 2) bias suppression 3) representativeness 4) accuracy |
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reflects the perceived fairness of the treatment received by employees from authorities |
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sustained display of hostile verbal and nonverbal behaviors, excluding physical contact |
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reflects the perceived fairness of the communications provided to employees from authorities |
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occurs when former or current employees expose illegal or immoral actions by their organization |
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four-component model of ethical decision making |
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argues that ethical behaviors result from a multistage sequence 1) moral awareness 2) moral judgement 3) moral intent 4) ethical behavior |
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occurs when an authority recognizes that a moral issue exists in a situation or that an ethical code or principle is relevant to the circumstance |
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captures the degree to which an issue has ethical urgency |
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captures the degree to which people chronically perceive and consider issues of morality during their experiences |
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reflects the process people use to determine whether a particular course of action is ethical or unethical |
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cognitive moral development |
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argues that as people age and mature they move through various stages of moral development |
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steps in cognitive moral development |
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1) preconventional stage 2) conventional stage 3) principled stage |
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reflects an authority's degree of commitment to the moral course of action |
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the degree to which a person self identifies as a moral person |
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reflects the degree ti which employees can devote their attention to work, as opposed to "covering their backside" |
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- when employees dont trust their authorities relationships that are based on narrowly defined, quid pro quo obligations that are specified in advance and have an explicit repayment schedule |
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relationships develop that are based on vaguely defined obligations that are open ended and long term in their repayment schedule |
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relationship between trust and job performance |
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relationship between trust and organizational commitment |
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corporate social responsibility |
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a perspective that acknowledges that the responsibilities of a business encompass the economic, legal, ethical and citizenship expectations of society |
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the relatively permanent changes in an employees knowledge or skill that result from experience |
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Term
does learning impact decision making, and what is decision making |
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1) yes 2) refers to the process of generating and choosing from a set of alternatives to solve a problem |
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the knowledge and skills that distinguish experts from novices |
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information that is easy to communicate. training emphasizes it. learning from a textbook |
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is what employees can typically learn only through experience |
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4 contingencies of reinforcement |
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A) increased desired behavior 1) positive reinforcement 2) negative reinforcement B) decrease undesired behaviors 1) extinction 2) punishment |
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positive outcome follows a desired behavior |
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unwanted outcome is removed following a desired behavior |
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unwanted outcome follows unwanted behavior |
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removal of a consequence following an unwanted behavior |
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1) specific consequence follows each and every occurrence of a desired behavior 2) high potential level of performance |
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1) most common 2) rewarded after a certain amount of time 3) average potential level of performance |
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1) reinforce behaviors randomly 2) moderately high potential level of performance |
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fixed ratio reinforcement schedule |
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1) reinforce behaviors after a certain number of times performed 2) high potential level of performance |
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variable ratio reinforcement schedule |
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1) reinforce behaviors after a varying number of exhibited behaviors 2) very high potential level of performance |
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Definition
people in organizations have the ability to learn through the observation of others |
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when employees learn from what they observe and do the same thing afterwards |
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the modeling process (steps) |
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1) attentional processes 2) retention processes 3) production processes 4) reinforcement |
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building competence is deemed more important than demonstrating competence |
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Term
performance-prove orientation |
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focus on demonstrating their competence so that others think favorably of them |
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performance avoid orientation |
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demonstrating their competence so that others will not think poorly of them |
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programmed decision making |
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decisions that have become somewhat automatic because their knowledge allows them to identify and react |
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emotionally charged judgments that arise through quick, nonconscious, and holistic associations |
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when is intuitive decision making most important |
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rational decision-making model |
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step-by-step approach to making decisions, that maximize outcomes by examining all available alternatives |
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the notion that decision makers simply do not have the ability or resources to process all available information and alternatives to make an optimal decision |
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decision makers accept the first acceptable alternative considered |
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1) selective perception 2) projection bias 3) social identity theory 4) stereotype 5) heuristics 6) availability bias |
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Definition
tendency to see the environment only as it affects them and as it is consistent with their expectations |
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people project their own thoughts, attitudes and motives onto other people |
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holds that people identify themselves by the groups to which they belong and perceive and judge others by their group membership |
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assumptions based on their membership in a social group |
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simple, efficient, rules of thumb that allow us to make decisions more easily |
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is the tendency for people to base their judgments on information that is easier to recall |
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fundamental attribution error |
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people have a tendency to judge others behaviors as due to internal factors |
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occurs when we attribute our own failures to external factors and our own success to internal factors |
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decision making biases (5) |
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1) anchoring 2) framing 3) representativeness 4) contrast 5) recency |
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rely too heavily on one trait or peice of information |
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different decisions on how the question is framed |
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assess the likelihood of an event by comparing it to a similar event and assuming it will be similar |
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judge things erroneously based on a reference that is near to them |
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weigh recent events more than earlier events |
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did others act the same way under similar circumstances |
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does this person tend to act differently in other circumstances |
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does this person always do this when performing this task |
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how is learning linked to job performance |
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Definition
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how is learning linked with org commitment |
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systematic effort by organizations to facilitate the learning of job-related knowledge and behavior |
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older experienced workers teach the younger ones |
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groups of employees who work together and learn from one another by collaborating |
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knowledge and skills learned in training transfer to work |
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an environment that can support new skills |
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