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;
89 Cards in this Set
- Front
- Back
|
Work practices that lead to both high individual and high organizational performance
|
High-Performance Work Practices
|
|
|
Activities necessary for staffing the organization and sustaining high employee performance
|
Human Resource Management Process
|
|
|
An organization that represents workers and seeks to protect their interests through collective bargaining
|
Labor Union
|
|
|
Programs that enhance the organizational status of members of protected groups
|
Affirmative Action
|
|
|
The proven relationship that exists between a selection device and some relevant job criterion
|
Validity
|
|
|
The ability of a selection device to measure the same thing consistently
|
Reliability
|
|
|
A process of establishing performance standards and evaluating performance in order to arrive at objective human resource decisions as well as to provide documentation to support those decisions
|
Performance Management System
|
|
|
External Forces
|
1. Governmental Laws & Regulation 2. Technology 3. Labor Markets 4. Economic Changes
|
|
|
Internal Forces
|
1. Strategy 2. Workforce 3. Equipment 4. Employee Attitudes
|
|
|
Techniques or programs to change people and the nature and quality of interperson work relationships.
|
Organizational Development (OD)
|
|
|
The ability of a selection device to measure the same thing consistently
|
Reliability
|
|
|
A process of establishing performance standards and evaluating performance in order to arrive at objective human resource decisions as well as to provide documentation to support those decisions
|
Performance Management System
|
|
|
The actions of people
|
behavior
|
|
|
The actions of people at work
|
organizational behavior
|
|
|
A performance measure of both efficiency and effectiveness
|
Employee Productivity
|
|
|
The voluntary and involuntary permanent withdrowl from an organization
|
Turnover
|
|
|
Discretionary behavior that is not part of an employee's formal job requirements, but that nevertheless promotes the effective functioning of the organization
|
Organizational Citizenship Behavior
|
|
|
Evaluative statements, either favorable or unfavorable, concerning objects, people, or events
|
attitudes
|
|
|
That part of an attitude that's made up of the believes, opinions, knowledge, or information held by a person
|
Cognitive Component
|
|
|
That part of an attitude that's the emotional or feeling part
|
Affective Component
|
|
|
That part of an attitude that refers to an intention to behave in a certain way toward someone or something
|
Behavioral Component
|
|
|
The degree to which an employee identifies with his or her job, actively participates in it, and considers his or her job performance to be important to self-worth
|
Job Involvement
|
|
|
An employee's orientation toward the organization in terms of his or her loyalty to, identification with, and involvement in the organization
|
Organizational Commitment
|
|
|
Employees' general belief that their contribution and cares about their well-being
|
Perceived Organizational Support
|
|
|
Any incompatibility or inconsistency between attitudes or between behavior and attitudes
|
Cognitive Dissonance
|
|
|
Five factor model of personality that includes extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience
|
1. Extraversion 2. Agreeableness 3. Conscientiousness 4. Emotional Stability 5. Openness to experience
|
|
|
the degree to which people believe they are masters of their own fate
|
Locus of Control
|
|
|
A measure of the degree to which people are pragmatic, maintain emotional distance, and believe that ends justify means
|
Machiavellianism
|
|
|
An individual's degree of like or dislike for himself
|
Self-Esteem
|
|
|
A personality trait that measures an individual's ability to adjust his or her behavior to external sutuational factors
|
Self-Monitoring
|
|
|
An assortment of noncognitive skills, capabilities, and competencies that influence a person's ability to succeed in coping with environmental demands and pressures
|
Emotional Intelligence
|
|
|
The process of organizing and interpreting sensory impressions in rder to give meaning to the environment
|
Perception
|
|
|
A theory used to explain how we judge people differently depending on the meaning we attribute to a given behavior
|
Attribution Theory
|
|
|
The tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgements about the behavior of others
|
Fundamental Attribution Error
|
|
|
The tendency for individuals to attribute their own successes to internal factors while putting the blame for failures on external factors
|
Self-Serving Bias
|
|
|
The belief that others are like oneself
|
Assumed Similarity
|
|
|
Any relatively permanent change in behavior that occurs as a result of experience
|
Learning
|
|
|
A type of learning in which desired voluntary behvior leads to a reward or prevents a punishment
|
Operant Conditioning
|
|
|
A thory of learning that says people can learn through observation and direct experience
|
Social Learning Theory
|
|
|
The process of systematically reinforcing each successive step that moves an individual closer to the desired behavior
|
Shaping Behavior
|
|
|
Two or more interacting and interdependent individuals who come together to achieve particular goals
|
Group
|
|
|
The first stage of development in which people join the group and then define the group's purpose, structure, and leadership
|
Forming
|
|
|
The second stage of group development which is characterized by intragroup conflict
|
Storming
|
|
|
The third stage of group development which is characterized by close relationships and cohesiveness
|
Norming
|
|
|
The fourth stage of group development when the group is fully functional
|
Performing
|
|
|
The final stage of group development for temporary groups during which group members are concerned with wrapping up activities rather than task performance
|
Adjourning
|
|
|
Perceived incompatible differences that result in interference or opposition
|
Conflict
|
|
|
The view that all conflict is bad and must be avoided
|
traditional view of conflict
|
|
|
The view that conflict is a natural and inevitable outcome in any group
|
Human relations view of conflict
|
|
|
The view that some conflict is necessary for a group to perform effectively
|
interactionist view of conflict
|
|
|
Conflicts that support a group's goals and improve its performance
|
Functional conflicts
|
|
|
Conflicts that prevent a group from achieving its goals
|
dysfunctional conflicts
|
|
|
Conflicts over content and goals of the work
|
task conflict
|
|
|
conflict based on interpersonal relationships
|
relationship conflict
|
|
|
Conflict over how work gets done
|
process conflict
|
|
|
Motivation
|
The processes that account for an individual's willingness to exert high levels of effort to reach organizational goals, conditioned by the effort's ability to satisfy some individual need
|
|
|
Maslo's thoery that there is a hierarchy of five human needs: physiological, safety, social, esteem, and self-actualization
|
Hierarchy of needs theory
|
|
|
a person's need for food, drink, shelter, sexual satisfaction, and other physical needs
|
Physiological Needs
|
|
|
A person's need for security and prodtection from physical and emotional harm
|
Safety needs
|
|
|
A person's need for affection, belongingness, acceptance, and friendship
|
Social Needs
|
|
|
A person's need for internal factors such as self-respect, autonomy, and achievement, and external factors such as status, recognition, and attention
|
Esteem Needs
|
|
|
A person's need to become what he or she is capable of becoming
|
Self-Actualization Needs
|
|
|
The assumption that employees dislike work, are lazy, avoid responsibility, and must be coerced to perform
|
Theory X
|
|
|
The assumption that employees are creative, enjoy work, seek responsivility, and con exercise self-direction
|
Theory Y
|
|
|
The motivation theory that says three acquired needs -- achievement, power, and affiliation -- are major motives in work
|
three-needs theory
|
|
|
the drive to excel, to achieve in relation to a set of standards, and to strive to succeed
|
Need for achievement
|
|
|
THe need to make others behave in a way that they would not have behaved otherwise
|
Need for Power
|
|
|
The theory that an employee compares his or her job's input-outcomes ratio with that of relevant others and then corrects any inequity
|
Equity Theory
|
|
|
Perveived fairness of the process used to determine the distribution of rewards
|
Procedural Justice
|
|
|
The theory that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual
|
Expectancy Theory
|
|
|
Leadership theories that identified behaviors that differentiated effective leaders from ineffective leaders
|
behavioral theories
|
|
|
A leader who tended to centralize authority, dictate work methods, make unilateral decisions, and limit employee participation
|
Autocratic Style
|
|
|
A leader who tended to involve employees in decision making, delegate authority, encourage participation in deciding work methods and goals, and use feedback as an opportunity for coaching employees
|
Democratic Style
|
|
|
A leader who generally gave the group complete freedom to make decisions and complete the work in whatever way it saw fit
|
laissex-faire style
|
|
|
The extent to which a leader was likely to define and structure his or her role and the roles of group members in the search for goal atainment
|
initiating structure
|
|
|
The extent to which a leader had job relationships characteried by mutual trust and respect for group members' ideas and feelings
|
Consideration
|
|
|
A leader high in both initiating structure and consideration behaviors
|
high-high leader
|
|
|
A two-dimensional grid of two leadership behaviors -- concern for people and concern for production -- which resulted in five different leadership styles
|
Managerial Grid
|
|
|
A leadership theory that proposes that effective group performance depends upon the proper match between a leader's style of interacting with his or her followers and the degree to which the situation allows the leader to control and influence
|
Fiedler Contingency Model
|
|
|
A questionnaire that measured whether a leader was task or relationship oriented
|
Lease-Preferred co-worker questionnaire
|
|
|
One of Fiedler's situational contigencies that described the degree of confidence, trust, and respect employees had for their leader
|
Leader-Member relations
|
|
|
One of Fiedler's Situational contingencies that described the degree to which job assignments were formalized and procedurized
|
Task Structure
|
|
|
One of Fiedler's situational contingencies that described the degree of influence a leader had over powerbased sctivities such as hiring, firing, discipline, promotions, and salary increases
|
position power
|
|
|
Leaders that quide or motivate their followers in the direction of established goals by clarifying role and task requirements
|
transactional leaders
|
|
|
leaders who provide individualized consideration and intellectual stimulation, and who possess charisma
|
transformational leaders
|
|
|
An enthusiastic, self-confident leader whose personality and actions influence people to behave in cerain ways
|
charismatic leader
|
|
|
the design, operationd, and control of the transformation process that converts resources inot finished goods or services
|
Operations Management
|
|
|
A series of international quality management standards that set uniform guidelines for processes to ensure that products conform to customer requirements
|
ISO 9000
|
|
|
A quality standard that establishes a goal of no more than 3.4 defects per million parts or procedures
|
Six Sigma
|
