Fundamentals Of Management Ch.9

Front 1

The goals of Organizational Behavior

Back 1

To explain AND to predict behavior

Front 2

Employee productivity

Back 2

The efficiency and effectiveness of employees

Front 3

Absenteeism

Back 3

The election by employees (not) to attend work

Front 4

Turnover

Back 4

The exit of an employee from an organization

Front 5

Organizational citizenship

Back 5

Employee behaviors that promote the welfare of the organization

Front 6

Attitudes

Back 6

Evaluative statements concerning objects, people, or events

Front 7

Cognitive component

Back 7

The beliefs, opinions, knowledge, and information held by a person

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Affective component

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The emotional, or feeling, segment of an attitude

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Behavioral component

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An intention to behave in a certain way toward someone or something

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Job satisfaction

Back 10

An employee’s general attitude toward his or her job.

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Job involvement

Back 11

The degree to which an employee identifies with his or her job, actively participates in it, and considers his or her job performance important for self-worth.

Front 12

Organizational commitment

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An employee’s orientation toward the organization in terms of his or her loyalty to, identification with, and involvement in the organization.

Front 13

Cognitive dissonance

Back 13

Any incompatibility between two or more attitudes or between behavior and attitudes

Front 14

Personality

Back 14

is the combination of the psychological traits that characterize that person.

Front 15

Myers-Briggs Type Indicator (MBTI)

Back 15

A method of identifying personality types uses four dimensions of personality to identify 16 different personality types.

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Big Five model

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Five-factor model of personality that includes extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience.

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Extroversion versus introversion (EI)

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An individual’s orientation toward the inner world of ideas (I) or the external world of the environment (E).

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Sensing versus intuitive (SN)

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An individual’s reliance on information gathered from the external world (S) or from the world of ideas (N).

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Thinking versus feeling (TF)

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One’s preference for evaluating information in an analytical manner (T) or on the basis of values and beliefs (F).

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Judging versus perceiving (JP).

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Reflects an attitude toward the external world that is either task completion oriented (J) or information seeking (P).

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Extroversion

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the degree to which someone is sociable, talkative, and assertive.

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Agreeableness

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the degree to which someone is good-natured, cooperative, and trusting.

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Conscientiousness

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the degree to which someone is responsible, dependable, persistent, and achievement oriented.

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Emotional stability

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the degree to which someone is calm, enthusiastic, and secure (positive) or tense, nervous, depressed, and insecure (negative).

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Openness to experience

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the degree to which someone is imaginative, artistically sensitive, and intellectual.

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Emotional intelligence (EI)

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An assortment of non-cognitive skills (?), capabilities, and competencies that influence a person’s ability to cope with environmental demands and pressures.

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Locus of control

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A personality attribute that measures the degree to which people believe that they are masters of their own fate.

Front 28

Machiavellianism (“Mach”)

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A measure of the degree to which people are pragmatic, maintain emotional distance, and believe that ends can justify means.

Front 29

Self-esteem (SE)

Back 29

An individual’s degree of like/dislike for herself or himself

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Self-monitoring

Back 30

A measure of an individual’s ability to adjust her or his behavior to external, situational factors

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Propensity for risk taking

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The willingness to take chances—a preference to assume or avoid risk

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Realistic

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Prefers physical activities requiring skill, strength, and coordination

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Investigative

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Prefers activities involving thinking, organizing, and understanding

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Social

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Prefers activities that involve helping and developing others

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Conventional

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Prefers rule-regulated, orderly and unambiguous activities

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Enterprising

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Prefers verbal activities where there are opportunities to influence others and attain power

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Artistic

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Prefers ambiguous and unsystematic activities that allow creative expression

Front 38

Perception

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A process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment.

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Distinctiveness

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Whether an individual displays a behavior in many situations or whether it is particular to one situation.

Front 40

Consensus

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everyone else faced with a similar situation responds

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Consistency

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The individual engages in the same behaviors regularly and consistently over time.

Front 42

Fundamental attribution error

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The tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors when making judgments about the behavior of others

Front 43

Self-serving bias

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The tendency for individuals to attribute their own successes to internal factors while putting the blame for failures on external factors.

Front 44

Learning defined

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Any relatively permanent change in behavior that occurs as a result of experience.

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Operant conditioning

Back 45

(B. F. Skinner)
A behavioral theory that argues that voluntary, or learned, behavior is a function of its consequences.
Reinforcement increases the likelihood that behavior will be repeated; behavior that is not rewarded or is punished is less likely to be repeated. (kids-overlook)
Rewards are most effective if they immediately follow the desired response

Front 46

Social learning theory

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The theory that people can learn through observation and direct experience; by modeling the behavior of others.

Front 47

Shaping behavior

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Systematically reinforcing each successive step that moves an individual closer to a desired behavior

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Four ways in which to shape behavior:

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Positive reinforcement
Negative reinforcement
Punishment
Extinction.

Front 49

Group

Back 49

Two + interacting and interdependent individuals who come together to achieve particular objectives

Front 50

Role

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A set of expected behavior patterns attributed to someone in a given position in a social unit

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Norms

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Acceptable standards (e.g., effort and performance, dress, and loyalty) shared and enforced by the members of a group (Collegial)

Front 52

Status

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A prestige grading, position, or rank within a group

Front 53

Social loafing

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The tendency of an individual in a group to decrease his or her effort because responsibility and individual achievement cannot be measured

Front 54

Group cohesiveness

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The degree to which members of a group are attracted to each other and share goals
Size, work environment, length of time in existence, group-organization, and goal congruency affect the degree of group cohesiveness.

Front 55

Employee Productivity

Back 55

a performance measure of both work efficiency and effectiveness

Front 56

Absenteeism

Back 56

The failure to show up for work

Front 57

Turnover

Back 57

the voluntary and involuntary permanent withdrawal from an organization

Front 58

Organizational Citizenship Behavior

Back 58

the discretionary behavior that is not part of an employee's formal job requirements, but which promote the effective functioning of the organization.

Front 59

Workplace Misbehavior

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is any intentional employee behavior that is potentially harmful to the organization or individual within the organization

Front 60

Attitudes

Back 60

are evaluative statements, either favorable or unfavorable, concerning objects, people, or events.

Front 61

Cognitive Component

Back 61

any incompatibility or inconsistency between attitudes or between behavior and attitudes

Front 62

3 Rules of Reducing Dissonance:

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(1) The importance of the factors creating the dissonance. (2) the degree of influence the individual believes he or she has those factors. (3) The rewards that may be involved in dissonance.

Front 63

Personality

Back 63

a unique combination of emotional, thought, and behavioral patterns that affects how a person reacts to a situations and interacts with others

Front 64

Emotional Intelligence (EI)

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refers to an assortment of noncognitive skills, capabilities, and competencies that influences a person's ability to cope with environmental demands and pressures.

Front 65

5 parts of Emotional Intelligence

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Self-Awareness
Self-Management
Self-Motivation
Empathy
Social Skills

Front 66

Self-Esteem

Back 66

the degree to which people like or dislike themselves

Front 67

Perception

Back 67

the process by which we give meaning to our environment by organizing and interpreting sensory impressions

Front 68

Attribution Theory

Back 68

A theory used to explain how we judge people differently depending on what meaning we attribute to a given behavior

Front 69

Fundamental Attribution Error

Back 69

The tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgments about the behavior of others.

Front 70

Self-serving bias

Back 70

The tendency for individuals to attribute their own successes to internal factors while putting the blame for failures on external factors.

Front 71

Selective Perception

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Selectively perceiving or hearing a communication based on your own needs, motivations, experiences, or other personal characteristics.

Front 72

Assumed Similarity

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or the "like me" effect, the observer's perception of others is influenced more by the observer's own characteristics than by those of the person observed.

Front 73

Stereotyping

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when we judge someone on the basis of our perception of a group he or she is a part of

Front 74

Halo Effect

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When we form a general impression about a person on the basis of a single characteristic, such as intelligence, sociability, or appearance.

Front 75

Learning

Back 75

Any relatively permanent change in behavior that occurs as a result of experience.

Front 76

Operant Conditioning

Back 76

argues that behavior is a function of its consequence

Front 77

Social Learning Theory

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what we learn from watching others.

Front 78

4 Processes of Social Learning Theory

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1.) Attentional Processes
2.) Retention Processes
3.) Motor Reproduction Processes
4.) Reinforcement Processes

Front 79

Attentional Processes

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People learn from a model when they recognize and pay attention to its critical features. We're most influenced by models who are attractive, repeatedly available, thought to be important, or seen as similar to us.

Front 80

Retention Processes

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A model's influence will depend on how well the individual remembers the model's action, even after the model is no longer readily available

Front 81

Motor Reproduction Processes

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After a person has seen a new behavior by observing the model, the watching must become doing. This process then demonstrates that the individual can actually do the modeled activities.

Front 82

Reinforcement Processes

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Individuals will be motivated to exhibit the modeled behavior if positive incentives or rewards are provided. Behaviors that are reinforced will be given more attention, learned better, and performed more often.

Front 83

Shaping Behavior

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When managers attempt to mold individuals by guiding their learning in graduated steps.

Front 84

4 Ways to Shape Behavior

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1.) Positive Reinforcement
2.) Negative Reinforcement
3.) Punishment
4.) Extinction

Front 85

Positive Reinforcement

Back 85

when a manager praises an employee for a job well done

Front 86

Negative Reinforcement

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Rewarding a response with the termination or withdrawal of something pleasant

Front 87

Punishment

Back 87

Penalizes undesirable behavior.

Front 88

Extinction

Back 88

Elimination any reinforcement that is maintaining a behavior