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;
176 Cards in this Set
- Front
- Back
|
What does a director manage?
|
Strategy development, personnel organization, decision making
|
|
|
Professional characteristics of a manager?
|
Busi comm tech, intel, ethical prin, professionalism, image, charisma, health
|
|
|
Social roles a manager should play?
|
Leader, conducted, administrator, public speaker, etc.
|
|
|
Middle manager most important skill?
|
Busi comm tech
|
|
|
Supervisors most important skill?
|
Technical skill
|
|
|
Top managers most important skill?
|
Strategy development
|
|
|
Is it reasonable for a manager to force everyone to perform the same way?
|
NO! Define outcome and let them choose route.
|
|
|
What is performance?
|
An outcome that is deemed valuable by either an external or internal customer
|
|
|
Managers most basic role?
|
Focus people toward performance
|
|
|
What is OB?
|
Field of study devoted to understanding, explaining, and ultimately improving the attitudes and behaviors of individuals and groups in organizations.
|
|
|
Where do OB4 characteristics of Integrative Model of OB?
|
Individual outcome, individual mechanisms, individual characteristics, group mechanisms, organizational mechanisms
|
|
|
What is job performance?
|
Value of the set of employee behaviors that contribute (either pos or neg) to org goal accomplishment
|
|
|
What is Org Commitment?
|
Desire on the part of an employee to remain a member of the org
|
|
|
Most significant contribution of self-rating?
|
Improved comm btwn supervisors and subordinates that results
|
|
|
What should self-ratings focus on?
|
The appraisal of performance elements, not on the summary level determination
|
|
|
Is peer influence more effective than the 'tradition' efforts of pleasing the bosses?
|
YES!
|
|
|
What are peer evils not appropriate for?
|
Pay, promotion, or job retention.
But good for developmental purposes |
|
|
Peer rating are effective at?
|
rating behaviours and matters of performance, limited in rating outcomes...
|
|
|
Feedback from subordinates is extremely effective at?
|
Eval supervisors interpersonal skills.
|
|
|
If there are fewer than __ subordinates in a rating pool the feedback should not be given back to the manager.
|
4
|
|
|
Customer feedback should serve as a _____?
|
Anchor
|
|
|
Should customers asses employees performance?
|
No, only that of teams or org output.
|
|
|
Customers are better at veal output or processes?
|
Output
|
|
|
Are scheduled performance appraisals effective (i.e. 1 or 2 a year)?
|
No
|
|
|
What/who can help achieve mastery?
|
Self Analysis and colleagues
|
|
|
What is task performance?
|
Obligatory set of actions for which we are paid (directly involved with turning resources into goods or services)
|
|
|
What are well know responses to demands that occur in a normal, routine, or predictable way?
|
Routine task performance
|
|
|
Responses that are novel, or at least unpredictable.
|
Adaptive task performance
|
|
|
Activities involved in a job analysis
|
Observation, interview and questionnaire
Then rated by importance and freq |
|
|
What can job analysis do?
|
Develop performance standards
|
|
|
What is a good task performer?
|
Going the extra mile
|
|
|
Principals of task performance for a manager
|
Select a person (BASED ON TALENTS), set expectations (DEFINE OUTCOME), motivate the person (ID STRENGTHS, NOT WEAKNESSES) & develop the person (HELP FIND THE RIGHT FIT)
|
|
|
What is citizenship behavior?
|
Voluntary employee activities that may or may not be rewarded but contribute to the org by improving the quality of the work setting.
|
|
|
Interpersonal citizenship behaviors
|
helping, courtesy, and sportsmanship
|
|
|
Organizational citizenship behaviors
|
Voice, civic virtue, boosterism
|
|
|
4 counterproductive behaviors
|
property deviance (org's property), production deviance (reducing efficiency), political deviance (intentionally disadvantage other individuals), personal aggression (directed towards other people)
|
|
|
What's a good performer?
|
Good at job that falls within job description, engages in citizenship behavior, refrains from counterproductive behaviors
|
|
|
Org commitment
|
Desire to remain a member of an org (high OC, low withdrawal)
If not committed, withdrawal behavior (low OC) |
|
|
What's the #1 thing that creates a desire to remain a member of an organization?
|
The manager!
|
|
|
Affective commitment
|
Desire to remain a mbr due to emotional attachment, and involvement with that org (because you want to)
Accept orgs goals and val's |
|
|
Continuance commitment
|
Desire to remain a mbr due to an awareness of the costs ($) associated with leaving (because you need to)
passive for of loyalty, lack of employment pops |
|
|
Normative commitment
|
Desire to remain a mbr due to a feeling of obligation (you ought to)
right or moral thing to do, |
|
|
What type of org commitment is most important to most employees?
|
Affective
|
|
|
Four responses to negative events at work
|
Exit-lone wolves (motivated for own goals/high task low OC)
Neglect-Apathetics (low OC & task) Voice-Stars (Highest OC, high task) Loyalty-Citizens (2nd highest OC, low task) |
|
|
5 ways to physiological withdrawal
|
Daydreaming, socializing, looking busy, moonlighting, cyberloafing
|
|
|
5 ways to physical withdrawal
|
Tardiness, long breaks, missing meetings, absenteeism, quitting
|
|
|
Pleasurable emotional state resting from the appraisal of one's work
|
job satisfaction--high level of corr with OCommit but not performance
|
|
|
Employees are satisfied most when a job provides
|
something they value
|
|
|
Things that people consciously or sub consciously seek...
|
Values
|
|
|
3 most important things to workers
|
Supervision, co workers, work itself
Work itself is most important |
|
|
Theory that argues that job satisfaction depends on whether you perceive that your job supplies the things you value
|
Value-Precept Theory
Want-Have*Importance=Satisfaction |
|
|
reflects the degree to which work tasks are viewed as something that counts in the employees system of philosophies and beliefs
|
meaningfulness of work
variety, identity, significance VISAR |
|
|
reflects the degree to which employees feel that they are key drivers of the quality of the units work
|
reponsibility for outcomes
autonomy VISAR |
|
|
reflects the extent to which employees know how well (poorly) they are doing
|
knowledge of results
feedback VISAR |
|
|
VISAR
|
variety, identity, significance, autonomy, feedback
|
|
|
Job characteristics model
VISAF, variety, identity, significance, autonomy, feedback |
knowledge and skill
growth need strength (strong personal accomplishments) core job characteristics become powerful |
|
|
Job Diagnostic Survey
VISAF |
= Motivational Potential Score (MPS), low levels of MPS equates to a necessary job redesigning
|
|
|
the process of using the 5 job characteristics model to create more satisfaction (VISAF)
|
job enrichment
|
|
|
Job satisfaction influences what?
|
job performance (moderate task performance)
org commitment (strong affective commitment) citizenship behavior (moderate) |
|
|
reflects relatively permanent changes in knowledge or skill that result from exp
|
learning
|
|
|
process of generating and choosing from a set of alternatives to solve a problem
|
decision making
|
|
|
knowledge and skill that distinguish experts from movies and less experienced people
|
expertise
|
|
|
intelligence exists within us in a finite supply that cannot increase
|
entity theory
|
|
|
intelligence may vary slightly from person to person but is something that with effort can increase
|
incremental theory
|
|
|
performance goal vs learning goal
|
LEARNING GOAL!
|
|
|
Clues to talent
|
rapid learning, satisfactions
|
|
|
info that can be learned from books
|
explicit
|
|
|
info that can only be learned through exp (90% of what's in businesses)
|
tacit
|
|
|
any group that an individual sees as a source of his/her identity, defines a large part of who we are
|
reference group
|
|
|
negative emotional state that occurs when one is prevented from reaching desired goals
|
frustration
|
|
|
habitual and unconscious mental processes designed to reduce anxiety
|
defense mechanisms
|
|
|
external conditions that impede progress towards a goal
|
external frustration
|
|
|
personal characteristics that impede progress towards a goal
|
internal frustration
|
|
|
sociometry
|
can help us disclose the possible rating system for group mbrs
|
|
|
Frustration defense mechanisms
|
Aggression (others, self)
Withdrawal (sublimation, rationalization, aim inhibition aka soul searching) |
|
|
Principals of Tutors Activities
|
be respectful of your subordinates and become a mbr of their reference group
|
|
|
Principals of Tutors Activities
|
Don't diverge between your words and deeds (no lying)
|
|
|
Principals of Tutors Activities
|
Achieve real mutual understanding
|
|
|
Principals of Tutors Activities
|
Look for pops to praise your subordinates
|
|
|
Contingencies used to increase desired behaviors
|
positive reinforcement, negative reinforcement
|
|
|
Contingencies used to decrease undesired behaviors
|
punishment, extinction
|
|
|
predisposition or attitude that drives whether a person has a learning or performance orientation toward tasks
|
goal orientation
|
|
|
where building competence is deemed more important that demo'ing competence
|
learning obj
|
|
|
focus on demo'ing competence so that other think favorably of them
|
performance prove orientation
|
|
|
focus on demo'ing competence so that others will not think poorly of them
|
performance avoid orientation
|
|
|
Principals of Tutors Activities
|
be respectful of your subordinates and become a mbr of their reference group
|
|
|
Principals of Tutors Activities
|
Don't diverge between your words and deeds (no lying)
|
|
|
Principals of Tutors Activities
|
Achieve real mutual understanding
|
|
|
Principals of Tutors Activities
|
Look for pops to praise your subordinates
|
|
|
Contingencies used to increase desired behaviors
|
positive reinforcement, negative reinforcement
|
|
|
Contingencies used to decrease undesired behaviors
|
punishment, extinction
|
|
|
predisposition or attitude that drives whether a person has a learning or performance orientation toward tasks
|
goal orientation
|
|
|
where building competence is deemed more important that demo'ing competence
|
learning obj
|
|
|
focus on demo'ing competence so that other think favorably of them
|
performance prove orientation
|
|
|
focus on demo'ing competence so that others will not think poorly of them
|
performance avoid orientation
|
|
|
Logical decision making
|
rational
|
|
|
Decision making based off of feelings from past experiences
|
Intuitive
|
|
|
Group decision making
|
brainstorming
|
|
|
bad decision making
|
quasi rational
|
|
|
8 steps of rational approach to decision making
(Problem ID) |
1. Monitoring of external & internal data
2. Definition of the problem 3. Diagnostic of the problem 4. Goal setting |
|
|
8 steps of rational approach to decision making
(Problem Solving) |
5. Develop potential alternative solutions
6. Analyze and evaluate the alternatives 7. Select the best alternatives 8. Implement and evaluate |
|
|
Pareto Lam
|
20%of the problems affect 80% of the results
|
|
|
Difference between what was expected and the result
|
GAP analysis
|
|
|
Description of the GAP itself w/o explanation or suggestions of probable causes
|
Problem specifications
|
|
|
Focusing only on vital problems
|
Problem screening
|
|
|
Solutions that are repetitive and routine (not necessary for 21st century)
|
Programmed decisions
|
|
|
Statement that ID's the sit in which a decision is req & specifies how the decision WILL be made
|
Decision rules
|
|
|
Problems that have no precedent, that are not routine require....
|
Non programmed decisions
|
|
|
systematic review of each cause, reasonable and logical sources of solutions
|
Rational analysis
|
|
|
4 steps of the creative process
|
prep, incubation, insight, verification
|
|
|
The recognition that a persons ability to take a position of perfect rationality in decision making is constrained
|
Bounded Rationality
|
|
|
What is bounded rationality constrained by
|
limited time
limited info limited capacity to process info |
|
|
The tendency to select the 1st option that can work for a sit when decision making
|
Satisficing
|
|
|
Rules that people use to reduce info processing demands
|
Heuristics
|
|
|
4 org streams in 'garbage can model'
|
stream of problems
stream of participants stream of solutions stream of choices |
|
|
Set of approaches that are essential for improving and developing creativity, sharing and using knowledge critical for decision making
|
Knowledge management
|
|
|
Why would people have different opinions concerning the same event?
|
Preception ability
Biases Theoretical concepts (paradigms) Group influences |
|
|
Theory of how we make casual explanations of our own or others behavior, how we answer 'why' questions?
|
Attribution theory
|
|
|
2 groups of factors under attribution theory
|
Internal and External
|
|
|
3 main types of info used to interpret someone's behavior
|
Consensus
Distinctiveness Consistency |
|
|
Degree to which other actors perform the same behavior with the same object/task
|
Consensus
|
|
|
Degree to which the actor performs diff behaviors with diff objects
|
Distinctiveness
|
|
|
Degree to which the actor performs that same behavior toward an object or a task on different occasions
|
Consistency
|
|
|
Factors of external causes
|
high consensus, high distinctiveness, low consistency
|
|
|
Foctors of internal causes
|
low consensus, low distinctiveness, high consistency
|
|
|
Tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgment
|
Fundamental Attribution Bias
|
|
|
Tendency for individuals to attribute their own successes to internal factors while putting the blame for failures on external factors
|
Self serving bias
|
|
|
Judging someone from a limited characteristic that you like
|
Halo effect
|
|
|
If I had a particularly bad, or particularly good exam, the next exam I marked was victim to an effect known as
|
Contrast bias
|
|
|
assuming that others do, think and feel in the same way as you (or perform)
|
projection
|
|
|
attempt to explain or justify (one's own or another's behavior or attitude) with logical, plausible reasons, even if these are not true or appropriate:
|
rationalization
|
|
|
a widely held but fixed and oversimplified image or idea of a particular type of person or thing
|
stereotyping
|
|
|
A group to which people orient themselves
|
reference group
|
|
|
biases produced by propaganda
|
ideological biases
|
|
|
overestimate the probability that of our answers and our judgements are correct
|
overconfidence bias
|
|
|
paying disproportional amount of emphasis to the 1st receiving information
|
anchoring bias
|
|
|
preference to gather info selectively in order to reaffirm our own opinion
|
conformation bias
|
|
|
philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated;
|
scientific paradigm
|
|
|
_____ can change d2 influences
|
perception ability
|
|
|
individual that doesn't allow group influences to change decisions
|
non-conformatism
|
|
|
The tendency for individuals to exert less effort when they work in a group that when they work alone
|
Social loafing
|
|
|
Phenomenon in which the norm for consensus overrides the realistic appraisal of alternative courses of action
|
groupthink
|
|
|
phenomenon in which initial positions of individual mbr of a group are exaggerates toward a more extreme position
|
groupshift
|
|
|
size of a brainstorming group
|
6-12
|
|
|
Center that evaluates a candidate's managerial potential
|
Assessment center
|
|
|
theory that assume that the capacity for leadership is inherent
|
Great Man Theories
|
|
|
Theory that assumes great leaders are born, not made.
|
Trait Theories
|
|
|
Myers Briggs veal's people by 4 combos. what are they
|
extraversion/introversion
sensing/tuition thinking/feeling judging/perceiving |
|
|
degree to which individuals like/dislike themselves
|
self esteem
|
|
|
deg to which people think they're masters of their own fate
|
locust of control
|
|
|
The Big 5 (OCEAN)
|
Openness to experience
Conscientiousness Extraversion Agreeableness Neuroticism |
|
|
Term used to describe a person's tendency to deceive and manipulate others for personal gain
|
Machiavellianism
|
|
|
Important for managers to use to evaluate themselves
|
self monitoring
|
|
|
Hofstede's 3 dimensions
|
Individualism vs. Collectivism
High vs. Low Power Distance High vs. Low Uncertainty Avoidance |
|
|
3 types of positional power
|
reward, coercive, and legitimate
|
|
|
2 types of personal power
|
expert power, referent power (charisma)
|
|
|
2 main leadership styles
|
Authoritarian & Democratic
|
|
|
A leader that allows the group complete freedom for decision making, w/o participating himself
|
Laissez-faire
(work well with a group of experts, can be interpreted as a sign of confidence) |
|
|
Managerial (leadership) grid
|
concern for people vs. concern for production
(key is to have a good mixture and be able to adapt) |
|
|
Situational Leadership Theory (SLT)
|
Relationship behavior vs. Task Behavior (adjust to type of individual), directing, selling, supporting, delegating
|
|
|
2 way comm which explains decisions and provide pop for clarification
|
selling/coaching (unable but willing) (high relationship & high task)
|
|
|
1 way comm which provides a specific instructions & closely supervise performance
|
telling/directing (unable and unwilling) (low relationship & high task)
|
|
|
2 way comm in which you share ideas and facilitate in decision making
|
participating/supporting (able but not willing) (high relationship & low task)
|
|
|
turning over responsibility for decision making to subordiante
|
delegating (able and willing) (low relationship & low task)
|
|
|
leader-member exchange
|
In Group vs Out Group
|
|
|
A ldr that clarifies goals to obtain immediate results, creates structures and processes, solve problems, improve current situation, defend the culture, power comes from position
|
transactional leadership
|
|
|
establishes long term vision, creates a climate of trust, empower peeps to control themselves, change the current situation, coach and develop peeps, challenges culture, per comes from influencing a network of relationships
|
transformational
|
|
|
dimensions of a transformational leader
|
idealized influences, inspirational motivation, intellectual stimulation, individualized consideration
|
|
|
behaving in ways that foster enthusiasm for and commitment to a shared vision
|
inspirational motivation
|
|
|
bahving in ways that earn the admiration, trust, and respect of followers, causing followers to want to emulate
|
idealized influences
|
|
|
involves behaving in ways that challenge followers to be innovative and creative by questioning assumptions and reframing old situations in new ways.
|
intellectual stimulation
|
|
|
behaving in ways that help followers achieve their potential through coaching, development, and mentoring
|
individualized consideration
|
|
|
3 types of personality
|
goal orientated, group orientated, self orientated
|
|
|
type of personality that will sacrifice themselves for the goal, idea > form, comm isn't as important, can deal w/ mistakes efficiently
|
goal orientated person
|
|
|
type of personality that relationships > mistakes
|
group orientated person
|
|
|
Type of personality that beats themselves up over mistakes, as ID's weaknesses they become greeter in breadth, always trying to learn
|
self orientated person
|
