Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
91 Cards in this Set
- Front
- Back
|
What is power? (Hint: control)
|
The ability to influence and control resources and decision making in an organization.
|
|
|
What is the Resource Dependence Perspective on power? (What does power result from)
|
Power results from one's ability to control critical resources that others need.
|
|
|
What are 4 criteria for critical resources? (ICPI)
|
-Irreplaceable (Employee knows things other employees don't about company)
-Central to work of Org. (EX: money to pay employees) -Pervasive (needed throughout org.) -Immediate Impact (EX: Tobacco comp., maintenance workers most important) |
|
|
What is simple control?
|
Explicit and direct exertion of authority (letting students take an exam at a different time)
|
|
|
Bureaucratic Control:
|
Control through hierarchical structure and rules (Dead week rule: no exams)
|
|
|
What is technological control?
|
Control through technology (Wage controlled by technology if conveyor belt, cash register, etc.not working)
|
|
|
Concertive Control:
|
Control through CULTURE and IDENTIFICATION. Controlled through ideas (deciding what the right thing to do is)
|
|
|
What is the most powerful form of control?
|
Concertive
|
|
|
T/F: People don't realize how they're being controlled under concertive control.
|
True
|
|
|
What are the 3 elements of concertive control?
|
Ideology, Hegemony, and Organizational Identification
|
|
|
What is ideology (as it relates to concertive control)?
|
Shared taken-for-granted assumptions about reality. (EX: Evergreen St. C doesn't give grades)
|
|
|
Hegemony (as it relates to concertive control):
|
Process by which subordinate group accepts their domination as "normal"; and NOT questioning it
|
|
|
What was the example given in class that portrays ideology and hegemony?
|
The Milgram "Shock" Experiment. Hegemony process of people administering shocks and assumption is victims are fine.
|
|
|
What is organizational identification (as it relates to concertive control)?
|
Extent to which an employee perceives his/her values, beliefs, and assumptions of those in an org. (the sense of oneness individiuals have with an org and the degree to which individuals define themselves as org members)
|
|
|
Define culture:
|
Shared patterns of thoughts and behaviors of a given group. Shared ways of thinking, feeling, behaving
|
|
|
The 2 components of culture:
|
Cultural Substance, Cultural Forms
|
|
|
What is cultural substance (relating to culture)?
|
Values, Beliefs, and assumptions (based off of forms/observations)
|
|
|
What are cultural forms (relating to culture)?
|
All the ways in which cultural substance is EXPRESSED/ COMMUNICATED (EX: stories, language, symbols, ceremonies, etc.)
|
|
|
What are the 3 levels of culture?
|
Level 1: Artifacts/Creations (Forms)
Level 2: Values (Substance) Level 3: Basic Assumptions (Substance) |
|
|
What are the artifacts/forms of culture?
|
Tangible things that you can see, hear, touch. These all express/communicate the substance of the culture.
|
|
|
What are the values of culture (Level 2)?
|
Sense of what ought to be; how things should be done; how people should behave.
|
|
|
What are the basic assumptions (level 3) of culture?
|
Deeply rooted ingrained assumptions about human nature, relationships, reality/truth, etc.
|
|
|
What are the 3 functions of culture?
|
Sensemaking, control, cohesion and belonging
|
|
|
What is sensemaking?
|
It helps interpret things
|
|
|
What is the vocational anticipatory socialization?
|
A period in which individuals learn and form perceptions about work in general and various types of occupations.
|
|
|
What are the primary sources of information for vocational anticipatory socialization? (Hint: F.EI.PJ.P/F.M.)
|
Family, Educational Institutions, Part-time jobs, Peers/Friends, Media
|
|
|
How is family a primary source of info for vocational anticipatory socialization?
|
How to resolve/discuss rationally
|
|
|
How is an educational institution a primary source of info for vocational anticipatory socialization?
|
Social interactions, politics, dealing with authority figure, be on time
|
|
|
How does a part-time job influence vocational anticipatory socialization?
|
Customer service, interpersonal communication and negotiation, interdependence, money and taxes
|
|
|
How do peers/friends influence vocational anticipatory socialization?
|
Influence and feedback from friends. Conflict management.
|
|
|
How does media influence vocational anticipatory socialization?
|
misconceptions
|
|
|
What is anticipatory socialization?
|
period during which individuals learn and form perceptions about SPECIFIC jobs in SPECIFIC organizations ( i.e. the job search)
|
|
|
What are the primary sources of info for anticipatory socialization?
|
organizational literature and interpersonal communication
|
|
|
How does organizational literature influence anticipatory socialization?
|
job ads, corporate websites (ex: position descriptions, websites)
|
|
|
How does interpersonal communication influence anticipatory socialization?
|
with organization, interviewers, employees, other applicants, etc.
|
|
|
what is an organizational encounter?
|
breaking-in period. A period of "learning the ropes"; a period of surprise and often unmet expectations
|
|
|
What are the primary sources of information for organizational encounter? (MSW)
|
management, supervisor, workgroup/coworkers
|
|
|
How does management influence organizational encounter?
|
downward and ambient, but designed to influence MORE than inform
|
|
|
How does a supervisor influence organizational encounter?
|
Can become more 2 way, more role negotiation
|
|
|
How does a workgroup/coworker influence an organizational encounter?
|
4 main less relied on functions: group for info, in creative, in sharing and opinions, more conflict
|
|
|
What is informative?
|
informal communication, how things really work
|
|
|
What is supportive
|
understand because they worked there once, make new employees feel comfortable
|
|
|
What is normative?
|
perceptions of environment is influenced by what others say
|
|
|
job performance:
|
see how others work and act, new employees follow their actions
|
|
|
What is direct questioning (an information seeking strategy)?
|
how do i do this? how do you think I'm doing?
|
|
|
What is an indirect method (an information seeking strategy)?
|
(hinting, disguising conversations using a third party)
|
|
|
What is monitoring and observation ( an information seeking strategy)?
|
pay attention to interactions, watch what others do, notice how they act
|
|
|
What are the factors influencing information seeking?
|
Amount/need to reduce uncertainty, social cost perceptions
|
|
|
What is metamorphosis?
|
point at which the newcomer is an accepted, active member of the organization and workgroup. Still seeks information, but also provides information to others.
|
|
|
What is the management source of information for metamorphosis?
|
DOWNWARD ambient message to provide new employees with basic information (New employee orientation)
|
|
|
What is the supervisor source of information for metamorphosis?
|
DOWNWARD, primary purpose to give instructions ( EX: New employee is like a dry sponge)
|
|
|
What is the workgroup/coworker source of information for metamorphosis? (ISNJ)
|
4 main functions with informative, supportive, normative, job performance
|
|
|
What is the "exit"
|
employee displays "withdrawal" behaviors such as lateness and absenteeism. Also displays communication withdrawal behaviors: communication avoidance, emphasizes differences between leavers and stayers (AS DEPARTURE TIME APPROACHES, LEAVER PREPARES STAYERS FOR HIS/HER DEPARTURE)
|
|
|
How does communication change with different sources over the process?
|
process of new employee with downward effect on them, giving them info to absorb, changes as they become part of company and start helping new employees, ongoing process
|
|
|
Why are interviews poor predictors of employee performance?
|
companies spend few resources on hiring process, interviews and applicants focus on interview as PERSUASION rather than information sharing event, selection interviews often follow "script" in which interviewers and applicants perform roles instead of sharing information
|
|
|
What are the consequences of interviews and the hiring process? (costs)
|
human costs (unmet expectations, dissatisfaction, poor performance commitment, TURNOVER) financial costs (separation costs, replacement hiring, training new hire, lost productivity & business (unless they are considered bona fide occupational qualifications)
|
|
|
What are the guidelines for effective interview questions (I.R.) ?
|
Good decisions depend on good information (Informative: open-ended, nonsuperficial) & (Relevant: not "canned", focus on experience, skills and traits specific to the job and the organization)
|
|
|
What are the guidelines for legal interview questions?
|
Ask yourself if the question is job-related, if not don't ask! (DON'T ask about age, arrests, citizenship, religion, credit records, disabilities, family, sex)
|
|
|
What is the direct question type of interview question?
|
Ask applicant about PERSONAL CHARACTERISTICs important to the organization "culture"
|
|
|
What is the experience question type of interview question?
|
ask applicant to RECOUNT PAST EXPERIENCE relevant to position
|
|
|
What is the hypothetical question type of interview question?
|
Ask applicants to IMAGINE THEMSELVES in POSITION RELATED SCENARIO and explain how they would behave
|
|
|
What are the general interviewer guidelines?
|
?'s should address SPECIFICS of job, TASKS required, nature of work environment, department and org. culture. Pros and cons of job and org, anything that is important to you or work life
|
|
|
What is the OPENING of the interview?
|
Setting the tone, make sure the candidate is comfortable
|
|
|
What is the BODY of the interview?
|
substantive information-sharing, begin with easier questions
|
|
|
What is the CLOSING of the interview?
|
WRAP-UP, tell the applicant what comes next and the time frame
|
|
|
What percent of a supervisor's time is spent communicating with subordinates?
|
1/3 to 2/3
|
|
|
What is the dominant form of interaction?
|
face-to-face
|
|
|
The majority of supervisor-subordinate communication deals with what?
|
Task issues
|
|
|
What is openness in message sending?
|
open confession of feelings or bad news and important company facts
|
|
|
What is openness in message receiving?
|
encouraging, or atleast permitting/allowing, the frank expression of views divergent from one's own, willingness to listen to "bad news" or discomforting info
|
|
|
What is upward distortion?
|
Deals with the subordinate's tendency to distort/alter info sent upward to the supervisor (EX: not telling boss about arrest because it can cause firing or no promotion)
|
|
|
T/F: Subordinates are LESS likely to distort information that is negative and unfavorable to the supervisor.
|
False, more likely
|
|
|
T/F: Supervisors view messages that are FAVORABLE to the subordinate as LESS ACCURATE than messages that are UNFAVORABLE to the subordinate.
|
True
|
|
|
What is semantic information distance?
|
The agreement and/or understanding that often exists between supervisors and subordinates on specific issues such as job duties and knowledge.
|
|
|
T or F: Supervisors and subordinates tend to have the SAME perceptions of the basic job duties and demands facing the SUBORDINATES>
|
FALSE, different perceptions
|
|
|
T or F Supervisors tend to OVERESTIMATE the subordinate's knowledge on given topics. (Semantic Info Distance)
|
True
|
|
|
T or F: The larger the gap of distance (Semantic Information Distance) between supervisor and subordinate, the lower the subordinate's morale.
|
True
|
|
|
What are 3 of the 5 effective supervisor characteristics?
|
-More "communication minded"
-Tend to be willing, empathetic listeners -Tend to ASK or PERSUADE rather than demand or tell -Sensitive to the feelings and needs of their employees -More open in passing along info |
|
|
Leader-Member Exchange Theory (LMX)
|
Supervisors DON'T use 1 particular supervisory or communication style with ALL of their subordinates. Form DIFFERENT types of relationships with DIFFERENT subordinates.
|
|
|
T/F: According to LMX Theory, Supervisors form different relationships with different subordinates.
|
True LMX says supervisors don;t use same particular com or supervisory style with all employees
|
|
|
What is the supervisory exchange relationship? (LMX Theory)
|
Characterized by LOW amt of trust and self-disclosure, LESS open communication, LESS latitude for subordinate, GREATER amt of DIRECT SUPERVISION
|
|
|
What is the leadership exchange relationship? (LMX Theory)
|
Characterized by HIGH amt of trust and disclosure, MORE open communication, GREATER latitude for subordinate, LOWER AMOUNT OF DIRECT SUPERVISION
|
|
|
T or F: Employees with LEADERSHIP exchange relationships with supervisors receive MORE/higher quality info from supervisors, MORE satisfied with relationship with sup, MORE satisfied with job, and enjoy FASTER career progression.
|
True
|
|
|
T/F: Employees with SUPERVISORY exchange relationships with their boss are as satisfied as those with LEADERSHIP exchange relationships.
|
FALSE: Don't get as good of info from boss, less satisfied with relationship, less satisfied with job/workplace, slower career progression
|
|
|
List 4 of 7 factors associated with LMX (theory) relationship development :
|
Employee's ability, supervisor's ability, employee's personality, supervisor's personality, cognitive similarity (similar beliefs), demographic similarity (same sex), extra-role behavior (time spent together between supervisor and employee outside of work)
|
|
|
T or F: The more COMPETENT the employee, the more likely he/she will develop a HIGH quality LMX relationship with their boss.
|
True
|
|
|
T/F: The more authoritarian the supervisor, the LOWER quality the LMX relationship with employee.
|
True
|
|
|
T/F: Higher quality LMX relationships are MORE likely to develop between supervisors of the SAME sex. (Demographic Similarity)
|
True
|
|
|
T/F: The LESS time supervisor and employee spend together outside of work, the HIGHER the quality of LMX relationship (Extra-Role Behavior)
|
FALSE, employees and supervisors that spend time together out of work have a BETTER quality lmx relationship
|
|
|
T/F: All areas of an organization are dependent on a critical resource.
|
True
|
|
|
T/F: Supervisory Exchange relationship is the IN group and Leadership Exchange relationship OUT group.
|
FALSE, opposite LER in group, SER out group
|
