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176 Cards in this Set
- Front
- Back
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Which of the Big 5 categories is not assessed through Meyer's Briggs
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Neuroticism (emotional stability)
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1. What is personality?
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• Refers to consistence in attitudes, values, and behaviors observed across situations
• Relatively stable set of psychological characteristics that influence the way we interact with our environment --Personality affects motivation – extra credit |
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2. What is the nature-nurture controversy as it relates to personality?
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• The extreme nature position argues that personality is largely inherited
• The extreme nurture position argues that personality is not inherited but rather is determined by a person’s experiences |
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3. Which has the greater impact on personality development, nature or nurture?
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• Experts in this area agree that the nature component has a greater influence in determining one’s personality
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4. What is interactionism?
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• Both personality and the environment interact to determine a person’s behavior
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5. What are strong and weak situations? In which situation does personality have a greater effect on one’s behavior?
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• Strong situations overwhelm the effects of personality, evoke agreement on the appropriate behavior in the situation, and provide clues and rewards to/for the appropriate behavior
• Weak situations is one that is open to interpretation • Personality will have its greatest effect on behavior in *weak situations* |
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6. What is locus of control? What is an external locus of control and an internal locus of control?
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• Extent to which an individual believes that he/she can control the outcomes he/se receives
• INTERNALS: individuals who feel that their outcomes stem mainly from internal factors (e.g., their own ability, effort, and decisions) and are directly under their control • EXTERNALS: individuals who believe that their outcomes are determined largely by external causes (e.g., fate, luck, and the actions of others) |
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7. How does locus of control relate to organizational behavior (e.g., satisfaction,
motivation, performance, leadership style preference and reaction to stress)? |
• Internals are more satisfied with their jobs than externals
• Internals have a higher E→P and P→O expectancies than externals = higher motivation • Internals have a certain type of behavior pattern that makes them a better performer • Internals prefer a more participative leadership style. Externals prefer a more directive, highly structured style of leadership • Internals cope with controllable stress better • Externals cope with uncontrollable stress better |
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8. What is self-monitoring? What are its three major tendencies?
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• Reflects a person’s ability to adjust his/her behavior to external, situational factors
• 3 major tendencies: o Willingness to be the center of attention o Sensitivity to the reactions of others o Ability and willingness to adjust one’s behavior to induce positive reactions in others |
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9. How does self-monitoring relate to organizational behavior?
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• High self monitors: (extrovert)
o Adaptive to their external environment & behaviorally flexible *(human chameleon)* o Respond more readily to work group norms, organizational culture, and supervisory feedback *(clear communication)* o Conform quite readily o More likely to be *successful in managerial positions* and emerge as a leader in a group o Successful in the following occupations: teaching, public relations, and marketing/sales (well-suited for tasks that require clear communication) o Use impression management techniques o Resolve conflicts with others through collaboration or compromise • Low self-monitors: (introvert) o Display true dispositions and attitudes in every situation (“what you see is what you get”) o Not as vigilant to situational cues and act on their internal states rather than paying attention to the situation o Behaviorally consistent from one situation to the next o Less likely to make snap judgments and more self-aware |
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10. What is self-esteem?
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• General evaluation of an individual makes him/herself
• Individuals have opinions of their own behavior, attitudes, appearances, and worth o Generally positive = high self-esteem o Generally negative = low self-esteem |
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11. How does self-esteem relate to organizational behavior?
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• Individuals with high self-esteem often have higher job satisfaction, motivation, and productivity
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***12. What is Korman’s self-consistency theory? When does this theory hold?
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• A need to maintain consistency between their task performance and self-concept. If this consistency is not maintained, the person experiences dissonance and is motivated to reduce the tension.
• This theory holds true for job-involved individuals (people who see their job performance as part of their self-concept). |
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14. What is Machiavellianism?
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• An individual’s propensity to manipulate others for self-gain
• “Head always rules over the heart” |
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15. How do High Machs operate?
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• True pragmatists who believe the ends justify the means (willing to lie, cheat, or play dirty tricks to get what they want)
• Very persuasive (confident, competent, and eloquent) • Choose situations in which their favorite tactics work: face-to-face, emotionally charges, and few firm rules about how to behave • Skilled at forming coalitions that work to their advantage (play both sides against the middle) |
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16. How can you protect yourself from High Machs?
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• Expose them to others
• Pay attention to what they do not just what they say • Avoid situations that give them an edge. (high pressure situations) • Beware of one-sided alliances. Be suspicious of offers involving threats or other types of pressure |
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***17. When do High Machs make good employees?
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***17. When do High Machs make good employees?
• In jobs that require bargaining skills or substantial rewards for winning ^(sales)^ • Will be productive • ^Has an internal locus of control ^ • ^High self monitor & self-esteem ^ |
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18. What is positive and negative affectivity? How do they affect organizational behavior?
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• Positive affectivity → people high on this trait tend to have an overall sense of well being, see people and things in a positive light, and tend to experience positive emotional states ^(Theory Y); low absenteeism ^
• Negative affectivity → people high on this trait tend to hold negative views of themselves and others, interpret ambiguous situations negatively, and experience negative emotional states ^(Theory X); less willing to assist customers ^ |
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19. What is the profile for the accident-prone employee?
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• External locus of control
• Extrovert • Acts out feelings of anger; is aggressive • Impulsive • Socially maladjusted • Anxious and/or depressed |
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20. What is the general profile for the violent employee?
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• White males between the ages of 25-50
• Low in self-esteem • Loners/introverts • Fascinated with guns and/or military |
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21. What is the profile for the non-lethal violent employee?
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• White male under the age of the 30
• History of some violence and/or drug/alcohol abuse |
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22. What is the profile for the lethal violent employee?
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• White male over the age of 30
• No history of violence and/or drug/alcohol abuse • Delusional, paranoid • Few outlets for tension release |
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23. What is an instrumental orientation toward work? Expressive orientation toward work?
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• Instrumental orientation → people see their work as an end itself. They desire financial rewards from a job and security it provides.
• Expressive orientation → people see their work as a means to and end; they want occupational achievement and opportunities for self-fulfillment. |
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24. What is the best job fit for the two personality types listed in #23?
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• Instrumental = specialized jobs
• Expressive = enriched jobs |
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25. What are the four dimensions of the Myers-Briggs model?
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• Extraversion-Introversion
• Sensing-Intuiting • Thinking-Feeling • Judging-Perceiving |
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26. What is the extraversion-introversion dimension and how does it influence behavior?
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• Represents where you get your energy from
• (E) is energized by interaction with other people. Extraverts communicate freely but may say things that they regret later • (I) is energized by time alone. Introverts prefer quiet for concentration, and they like to think things thru in private |
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27. What is the sensing-intuiting dimension and how does it influence behavior?
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• Represents how we prefer to gather information. Reflects what we pay attention to in the environment
• (S) pays attention to information gathered through the five senses and to what actually exists. Sensors prefer specific answers to question and can become frustrated with vague instructions. ^We have always done it this was^ • (N) pays attention to the 6th senses and to what could be rather than to what actually exists. ^More creative, variety ^ |
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28. What is the thinking-feeling dimension and how does it influence behavior?
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• Represents the way we evaluate information to make decisions
• (T) makes decisions in a logical, objective fashion. Prefer to use reason and intellect to deal with problems. They try to be impersonal and downplay the emotional aspects in the problem situation. • (F) makes decisions in a personal, value-oriented manner. Have a tendency to conform high to norms, and attempt to accommodate other people. |
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29. What is the judging-perceiving dimension and how does it influence behavior?
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• Reflects one’s orientation to the outer world
• (J) prefers to get things finished and settled, not leaving loose ends. They use structured plans to get things done. They lead planned, organized lives and like making decisions. Driven to make a final decision and reach closure. Have a right and wrong way to doing everything. • (P) prefers a more flexible and spontaneous like and wants to keep options open. They prefer exploring many routes. They seek change and start a wide variety of activities. Tend to adopt a wait-and-see attitude and to collect new info rather than draw conclusions. They are curious and welcome new info. |
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30. Which dimension of the Myers-Briggs model shows significant differences due to gender?
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• Thinker-feeler
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31. How do the dimensions of Myers-Briggs Model of Personality match up with the Big Five Personality Characteristics?
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• E-I = Extroversion
• S-N = Openness • T-F = Agreeableness • J-P = Conscientiousness • No match = Neuroticism |
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32. What is the reliability and validity of the Myers-Briggs Model of Personality?
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• It’s reliable; however, it has demonstrated no validity for predicting job performance
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33. What are the five dimensions of the Big Five Model of Personality?
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• Openness
• Conscientiousness • Extraversion • Agreeableness • Neuroticism |
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**34. How do the Big Five Personality Characteristics relate to Organizational Behavior? *******
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• Job Satisfaction
o Neuroticism is negatively correlated with job satisfaction o Conscientiousness and extraversion are positively correlated with job satisfaction • Job Performance o Most predictive of job performance across occupations is conscientiousness o Extraversion is positively correlated with performance in sales or customer service positions. o Openness to new experience is positively correlated with success in training • Teamwork o Conscientiousness + o Agreeableness + o Extraversion + o Neuroticism – • Leadership o Extraversion is positively correlated with leadership abilities. o Neuroticism and agreeableness are negatively correlated with leadership abilities. o Agreeableness is equally correclated o Neurocticims • Deviance in the Workplace o Interpersonal deviance (hostility and aggression toward co-workers) is negatively correlated with agreeableness. o Organizational deviance (stealing, sabotage, etc.) is negatively correlated with conscientiousness and positively correlated with neuroticism. • High on neuroticisms = low on stability |
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35. How do the Big Five Personality Characteristics change over one’s lifetime, according to longitudinal research?
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• Conscientiousness increases with age, greatest increase coming in one’s 20s
• Agreeableness increases with age, increasing most in the 30s and early 40s • Openness generally decreases with age • Neuroticism and extraversion decrease with age for women, evening out to the levels of their male counterparts |
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**36. What is the P.T. Barnum effect in personality testing?
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• When you give people a general personal description it is indicative of who they are. They are going to agree with what you tell them regardless if it is true or not.
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37. Why should managers exercise caution concerning personality testing?
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• Manager cannot legally base important personnel decisions on such personality measures with low reliability and validity
• Even when the personality measure is reliable and valid, the relation between the trait and organizational behavior may be complex • Tendency when using information about personality to view people as just a bundle of traits & overlook situational factors and how they impact behavior • Some individuals may view personality testing as an invasion of privacy |
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**38. What are the factors that can affect individual performance?
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• Ability = can do
• Motivation = will do • Role clarity = knows what to do • System characteristics = organization characteristics • Situational variables = what happens factor |
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39. What percentage of performance variability is due to systems characteristics according to Total Quality Management experts?
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• 80%
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40. What attributional bias do managers exhibit when dealing with poor performing employees?
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• Attitude/motivation
• Blame the employee |
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41. What’s the first thing a manager should ask him/herself after identifying an incident of “unacceptable” performance?
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• Is it worth your time and effort?
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42. What are some problems encountered with orienting employees to their jobs?
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• Not oriented by the right person
• No checklist • No testing |
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43. What are some problems encountered with the training function in organizations?
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• How we select the trainer
• Not enough active practice • No testing |
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44. What do managers typically think when an employee attributes his/her poor performance to a system or situation characteristic?
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• He/she is lazy or have no creativity
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***45. What are some mistakes managers make in managing both poor and good performance?
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• Reward poor performers and punish good performers
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46. What’s the last thing a manager should ask when dealing with an incident of poor performance?
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• Could subordinate do it if he or she wanted to?
o If yes = motivation problem o If no = ability issue |
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47 What are the three needs in McClelland’s learned needs theory?
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• Need for power
• Need for affiliation • Need for achievement |
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48. What are the characteristics of a person with a high need for power?
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• Derive satisfaction from their ability to control others
• Tend to be superior performers, have good attendance records, and are more likely to occupy managerial positions • Argumentative • Competitive |
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49. What motivates a high need for power individual?
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• Derive satisfaction from their ability to control or influence others
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50. How does high need for power affect behavior at work?
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• Tend to be superior performers, have good attendance records, and are more likely to occupy managerial positions
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51. What are the two faces of power? What are the characteristics of each type?
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• Personal power is self-serving power. Leaders who exhibit personal power seek personal gain through the manipulation and control of others. More likely to get promoted.
• Social power is organization-minded power. Leaders who exhibit social power will sacrifice their self-interest for the good of the organization. More likely to ask for help. |
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52. ****What are the consequences of high social power?
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• Have a high risk of high blood pressure and cardiovascular disease
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53. Which face of power is more likely to rise to the top of the organization?
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• Social power
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54. **When is high need for power beneficial for the organization?
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• Had more productive and satisfied work groups
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55. **How does being high in the need for power affect one’s personal health?
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• Risk of high blood pressure and cardiovascular disease
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56. What are the characteristics of a person with a high need for affiliation?
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• Derive satisfaction from social and interpersonal activities
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57. What motivates a high need for affiliation individual?
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• Seek social support and approval from others. They will behave in ways that win them others’ approval
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58. How does high need for affiliation affect behavior at work?
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• Have good attendance records, work best in cooperative environments, and prefer to work as part of a team
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59. How does a high need for affiliation affect a manager’s behavior?
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• Tend to be indecisive in decision-making and may play favorites. They tend to select team members based on friendship rather than competence.
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60. **What does the word “kaizen” mean?
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• Continuous improvement
• Taking small steps for change |
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61. What are the characteristics of a person with a high need for achievement?
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• Compete against a standard of excellence
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62. What kind of risks do high need for achievement individuals like to take?
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• Moderate risks
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63. What motivates a high need for achievement individual?
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• The feeling of successful task completion
• Goal setting theory |
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64. **How does a high need for achievement person view extrinsic rewards such as money?
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• Money is just a way of keeping score.
• Indicator of how they are doing |
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65. Do high need for achievement individuals like to work alone or as part of a group? Why?
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• Prefer to work independently
• Like immediate and precise feedback • Intrinsically motivated |
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66. **How do high need for achievement individuals score on the need for affiliation? Why?
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• Score low because they like to work alone
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67. What is the relationship between need for achievement and economic development in a society?
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• Positive relationship between the two
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68. **How does McClelland teach people to become high in the need for achievement?
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• Goal setting theory
• Problem = they may learn it but the organization does not support it |
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69. What is the problem with the training outlined in #22?
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• Problem with training: the actual instruction – knowing how to do it and doing it are different things
• Problem with training: not tested in training, selection process, no practice • Problem with training: doesn’t always transfer to job |
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70. What has the research revealed concerning McClelland’s three needs and managerial success? What is the leadership motive pattern? Which need is most directly related to managerial success?
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-Research on High nPow
• Managers high in social power had more productive and satisfied work groups than managers high in personal power. • Managers high in social power were also more likely to rise to the top of the organization. • Managers high in the need for power have a high risk of high blood pressure and cardiovascular disease. -Research on High nAff • High nAff individuals have good attendance records, work best in cooperative environments, and prefer to work as part of a team. • High nAff managers tend to be indecisive in decision-making and may play favorites. They tend to select team members based on friendship rather than competence. -High Need for Achievement • They’re moderate risk-takers. • They like immediate and precise feedback. • They’re intrinsically motivated. • They’re preoccupied with task completion. • They prefer to work independently. • They avoid gambling situations. • McClelland found a positive relationship between the level of nAch in a society (as evidenced by the nAch themes found in children’s literature) and the society’s economic development. • That is, those societies who had high nAch themes in their literature were more economically well-developed. • He also found that increases in nAch themes in literature preceded the increases in economic development. |
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71. **Under what conditions do high need for achievement individuals make good managers?
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• Only when high need for power is social in nature
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72. What is the basic premise that underlies Locke’s goal setting theory?
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• Direct connection between what we intend to do and what we actually do
• Focuses on specifying those goal setting conditions that will maximize the effort put forth on the job |
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73. What does SCARF stand for in goal setting theory?
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• Specific → in terms of what’s desired and when it’s desired
• Challenging → challenging yet achievable • Accepted → accepted by the employee • Rewards → for goal attainment • Feedback → about goal-related performance |
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74. What are the different ways one can increase acceptance of specific and challenging goals?
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• Rewards for goal attainment
• Participation in goal setting by the employee • Autocratic tell & sell method |
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75. **When does participation in goal setting by subordinates not work to increase acceptance of specific and challenging goals?
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• Manager is an autocrat
• Subordinate does not want to participate • Management and subordinate do not trust one another |
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76. What is involved in the autocratic tell and sell method of goal setting?
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• Where the manager, acting alone, sets goals for employees
• Tells employee the goals, then sells employee on the goals o Need to explain reason, importance, and value behind goals [selling] |
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77. When does one use the autocratic tell and sell method of goal setting?
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• Used when: selling participation doesn’t work, mgt & labor don’t trust each other, when the manager’s an autocrat
o Both are effective if used in the right situation |
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78. **How does relevance impact goal setting?
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• Only set goals in important areas of activity
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79. How many goals should a subordinate be working toward at any given time?
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• 5 +/- 2 (between 3-7)
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80. What is the principal concern of equity theory?
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• Defining what individuals in our society consider to be fair and their reactions to being in situations they perceive as unfair
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81. What are the two components of equity theory?
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• 1) Individuals think about what they contribute (inputs) to the organization and what they receive in return (outcomes).
• 2) They then compare their input-outcome ratio to the input-outcome ratio of relevant others to determine if they’ve been treated fairly. |
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82. What are the four basic postulates of equity theory?
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• Individuals strive to create and maintain a state of equity
• When inequity is perceived, it creates tension in the individual • The greater the perceived inequity, the greater the tension, greater motivation to restore equity • Individuals perceive an unfavorable inequity more readily than a favorable one |
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83. What is more important in equity theory: perception or reality?
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• Perception because fair in reality may not be perceived as fair by all
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84. How are equity and equality different?
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• Equity → what you do, should determine what you get; looks at inputs to determine outcomes
• Equality → everybody gets the same, regardless of what they do |
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85. What is unfavorable inequity (define it)? What is favorable inequity (define it)? How are the two different?
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• Favorable inequity → being over-rewarded for the work you do (one that benefits you)
• Unfavorable inequity → being under-rewarded for the work you do (one that hurts you) |
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86. How do people react to unfavorable inequity (list their possible behavioral and cognitive reactions according to the theory)?
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• Reduced quantity/quality performance
• Increased tardiness, absenteeism and turnover • Increased theft of merchandise/cash • Unauthorized work breaks and lunch breaks |
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87. How do individuals restore equity when they have experienced unfavorable inequity: behaviorally or cognitively?
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• Through behavioral means
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88. How do individuals restore equity when they have experienced favorable inequity: behaviorally or cognitively?
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• Through cognitive means
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89. What has the research on pay secrecy revealed about its effects on perceptions of inequity? What is the recommendation for decreasing perceived inequity based on this research?
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• Pay secrecy (closed pay system) employees tend to overestimate the pay of their peers and subordinates. This leads to greater perceived unfavorable inequity.
• Open pay systems lead to less perceived unfavorable inequity |
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90. What do Entitleds perceive as fair? Benevolents perceive as fair? Equity Sensitives perceive as fair? How would you treat each type so each type would perceive fairness in the exchange?
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• Entitled → Perceive over-rewarded is fair
o Does the least amount of work • Equity Sensitive → Perceive equitable reward as fair • Benevolent → Perceive under-rewarded is fair o Does the most amount of work |
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91. What does expectancy theory believe about individuals?
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• Individuals will expend the most effort on activities that they expect will bring them the most in return
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92. What two factors determine motivation in expectancy theory?
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• Expectancies
• Valence |
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93. What are the two expectancies that can influence motivation?
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• EàP Expectancy
• PàO Expectancy |
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94. What is the E→P expectancy? What does an E→P of 0 indicate? Of 1 indicate? Of .5 indicate?
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• An individual’s subjective belief regarding the link between his/her efforts and performance on the job.
• Expressed in terms of a probability o Hard goal gives = 0 E→P o Medium goal give = .5 E→P o Easy goal gives = 1 E→P o Want it to be high but not too high o Putting people on jobs that they are not capable of performing = decrease E → P o Having insufficient training → decrease E → P |
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95. What is the P→O expectancy? What does a P→O of 0 indicate? Of 1 indicate? Of .5 indicate?
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• An individual’s subjective belief regarding the link between performance on the job and a particular outcome (e.g., reward).
• Expressed in terms of a probability o Low motivation gives = 0 P→O o Medium motivation give = .5 P→O o High motivation gives = 1 P→O |
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96. What is Valence? What is the range of values for valence? What does –1 mean? What does +1 mean? What does 0 mean? Who determines valence?
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• Anticipated satisfaction of a particular outcome.
• Can be an intrinsic or extrinsic outcome. o -1 = punishment o 0 = extinction o +1 = positive reinforcement • Value is the actual satisfaction a person experiences from attaining a desired outcome. |
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97. When is motivation the highest in expectancy theory?
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• When EàP is high
• When PàO is high • When the valence of the outcomes is positive |
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98. How does a manager create high E→P?
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• Personnel Selection
• Training • Work Area Set-Up • Goal Difficulty • Role Conflict and Ambiguity • Personality Variables: Locus of Control and Self-Efficacy • Optimal is .5 gives the greatest payoff |
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99. How does a manager create high P→O?
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• Validity of Performance Appraisal System
• Fairness in Reward Distribution • Piece-Rate Pay Systems |
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145. How does intergroup competition affect the dynamics within the group?
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• Cohesiveness increases as the group closes ranks
• Buries some of their differences • Goals merge to become one of “defeat the enemy” • Accepts more autocratic leadership (1-2 leaders step forth) • Task orientation increases • Demands more loyalty and conformity from its members • Get de-individuation. Can lead to efforts to sabotage the other group. |
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146. How does intergroup competition affect the dynamics between the groups?
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• Begins to see the other as “the enemy”
• Adopt an “us vs. them” mentality • Begins to distort perceptions. (sees itself as good and the other group as evil) • Each group develops a negative stereotype of the other • Win-lose mentality • Hostility toward the other group increases • Interaction and communication decrease • Only listen to what supports their own position and stereotypes |
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147. What are the consequences of the win-lose situation for the winner?
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• Retains cohesion and possibly increases it
• Little reevaluation of their strengths and/or weaknesses. • Success confirms their positive stereotype (get complacent) • High intra-group cooperation • Less concern for work and task accomplishment |
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148. What are the consequences of the win-lose situation for the loser?
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• If the loss is accepted, tend to splinter
• More tense • Ready to work harder • Desperate to find someone or something to blame • Low intra-group cooperation • Low concern for member’s needs • Not convinced that they lost |
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149. What are the positive aspects of the win-lose situation?
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• Create a competitive drive to win.
• Lead to cohesiveness • High morale among the groups involved in the conflict |
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150. What are the negative aspects of the win-lose situation? within group negatives? between group negatives?
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• Win-lose situation = ignores other solutions
• Within group = pressures to conform, groupthink, autocratic leadership • Between group = losers is bitter and vindictive, reduced intergroup communication, coordination, & productivity |
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151. Which is better overall: competition or cooperation?
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• Cooperation because we have to work together
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152. When does cooperation produce positive effects on performance?
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• When there is interdependence
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153. When does cooperation have little impact on performance?
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• When you do your job relatively independent of other people
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154. When does competition yield higher performance levels?
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• When you perform your job independent of others
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155. What is the difference between relative and absolute competition? Which produces better results? Why?
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• Relative → if I beat you, I win
• Absolute → if we both beat the standard, we both win; produces better results |
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156. What is the fundamental problem encountered in competition?
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• Goal conflict which leads to a winner and a loser; leading to hostility, less interaction
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157. What is the basic strategy for promoting cooperation between groups? ***
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• Open & honest communication
• Having common goals • Interdependent and need one another |
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159. What are the consequences of a win-win strategy?
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• Sharing and knowledge increase
• Satisfaction goes up • OCB’s increase • Trust increases |
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161. What are the five dimensions of high trust at work? What is their order of importance?
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• Integrity
• Competence • Loyalty • Consistency/Predictability • Openness |
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162. How does one’s attitude toward people influence trust at work?
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• You protect and save face for others
• Theory Y: I will trust you until you give me a reason NOT too |
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163. What are the different ways to build trust?
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• Just focus on the 5
• Interactional justice |
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164. How does indecisiveness influence trust?
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• Negatively affects competence & consistency
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165. How does a manager show respect for her employees?
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• Listen to what they have to say
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166. What is task behavior in situational leadership theory?
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• The extent to which the leader engages in spelling out the duties and responsibilities of an individual or group
• Behaviors include telling people what to do, how to do it, when to do it, where to do it, and who is to do it |
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146. What is relationship behavior in situational leadership theory?
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• The extent to which the leader engages in two-way or multi-way communication and develops trust
• Behaviors include listening, engaging in give and take discussions, providing feedback, giving support and encouragement, and facilitating interactions with others |
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147. What are the four leadership styles in situational leadership theory?
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• Telling
• Selling • Participating • Delegating |
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148. What is the telling style? selling style? participating style? delegating style?
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• Telling → provide specific instructions and closely supervise performance
• Selling → explain decisions and provide opportunity for clarification • Participating → share ideas and facilitate in decision making • Delegating → turn over responsibility for decisions and implementation |
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149. ***What determines the appropriate leadership style for a given situation in situational leadership theory?
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• They are all good depending on the situation
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150. ***When is telling effective? selling? participating? delegating?
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• Telling = Hi Task; Lo Relationship (R1 = unable & unwilling)
• Selling = Hi Task; Hi Relationship (R2 = unable & willing) • Participating = Lo Task; Hi Relationship (R3 = able but lacks confidence) • Delegating = Lo Task; Lo Relationship (R4 = able & willing) |
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***173. Is an individual employee lead in the same way across tasks and situations?
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• Readiness level change for tasks and situations for the individual
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***174. What is the role of the leader in situational leadership theory?
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• To move from R1 to R2 to R3 to R4
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177. What are the six leadership styles identified in the article, “Leadership that gets results?”
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• Coercive
• Pacesetting • Affiliative • Visionary • Democratic • Coaching |
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178. When is each style of leadership in #177 appropriate?
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• Coercive → during a turnaround, when a hostile takeover is looming, in a genuine emergency, with a problem employee with whom all else had failed
• Pacesetting → needs to get quick results from a highly motivated and competent team • Affiliative → trying to build team harmony, increase morale, improve communication, repair broken trust • Visionary → works well in most situations, particularly when a business is adrift • Democratic → to build buy-in/consensus, get input from valuable employees, in a highly matrixed organization • Coaching → to help an employee improve performance/develop long-term strengths, best used when employee is “up for it” or is motivated to earn or realizes how this can help them advance |
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179. What are the different levels in the level 5 hierarchy?
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• Level 1 = highly capable individual
• Level 2 = contributing team member • Level 3 = competent manager • Level 4 = effective leader • Level 5 = executive |
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180. What are the two defining characteristics of level 5 leadership?
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• Paradox of professional will and personal humility (fierce)
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181. What separates a level 5 leader from a level 4 leader?
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• Level 4 leaders tend to be flamboyant, larger than life figures who rely on charisma to motivate
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182. What is the window and the mirror concept and how does it relate to level 4 and level 5 leadership?
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• Level 5 leaders look in the mirror to apportion responsibility for poor results by blaming themselves rather than others, bad luck, or difficult situations for poor results
• Level 5 leaders look out the window to apportion credit to others actions and external events for good results |
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183. What is the Stockdale paradox?
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• Believed that his life could not get any worse than being in a 5 X 5 cell. To get through it he had to embrace that his life was going to get better.
• A life changing event • Have to embrace the reality in order move forward |
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185. What is social facilitation?
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• Tendency for the presence of others to enhance or impair an individual’s performance on a task.
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186. What happens when complex task performance is monitored?
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• Performance generally decreases
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187. How does Zajonc’s drive theory of social facilitation explain social facilitation?
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• The presence of others increases arousal, which increases the tendency for the person to perform his/her most dominant response. If someone is performing a well-learned act in front of others, the resulting performance will be enhanced. If someone is performing a relatively new act in front of others, the resulting performance will be impaired.
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188. How does evaluation apprehension relate to social facilitation?
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• The fear of being negatively evaluated by others increases one’s arousal level, which increases the tendency to perform the most dominant response.
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189. How does the distraction-conflict model explain social facilitation?
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• The presence of others creates conflict between paying attention to the task at hand and paying attention to others. The conflict created increases arousal level and the tendency to perform the most dominant response.
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190. How does computer monitoring affect performance in the 1993 study by Aeillo & Svec? What explanation for social facilitation does this finding support?
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• Performance generally decreased
• This finding supports is evaluation apprehension because no persons were present to increase arousal (drive theory) or create a distraction-conflict |
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191. ***How does cultural diversity affect a group’s task performance?
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• Slow in the beginning but fast in the end 192.
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192. What is social loafing? On what type of tasks does it occur?
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• Phenomenon that persons put forth less effort to achieve a goal when they work in than when they work alone.
• Occurs with additive tasks → where individual contributions can be pooled together |
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193. How does social impact theory explain social loafing?
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• The impact of any social force acting on the group is divided equally among its members. The more people in the group, the less each person feels responsible (pressure) for performing well or each person feels like their contributions are less needed.
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194. What are the ways to overcome social loafing?
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• 1) Make individual contributions identifiable
• 2) Make work more interesting and important • 3) Reward individuals for contributing to group’s performance • 4) Use of punishment threats for nonperformance |
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195. How does culture affect social loafing?
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• Groups in collectivist societies will show less or no social loafing as compared to groups in individualistic societies
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196. What bias do individuals have when it comes to judging their own level of cooperation and that of other individuals?
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• We perceive others’ cooperation as lower than it actually is and our cooperation as higher than it actually is.
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197. How do personal orientations affect cooperation?
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• Competitors (want to do better than others)
• Individualists/Maximizers (want to maximize their own gains-don’t care if others do better or worse) • Cooperators (want to maximize joint outcomes) • Equalizers (want to assure equal outcomes for everyone involved) |
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198. What is the most common type of personal orientation for men? women?
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• Men = competitor
• Women = cooperator |
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200. What are the two basic dimensions underlying conflict resolution styles? ****
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• 1) Distribution (concern with one’s own outcomes)
• 2) Integration (concern with other’s outcomes) |
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201. What is involved in compromise? competition? avoidance? collaboration? accommodation?
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• Compromise → the individual is medium on both distribution and integration
• Competition → the individual is high on distribution and low on integration • Avoidance → the individual is low on both distribution and integration • Collaboration → the individual is high on both distribution and integration • Accommodation → the individual is low on distribution and high on integration |
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202. How does culture influence these styles?
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• Individualistic societies tend to have a strong preference for competition whereas collectivist societies tend to have strong preferences for accommodation and avoidance.
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203. How do faulty attributions affect conflict? *****
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• When people believe that you thwarted their interests on purpose, conflict increases. However, if people believe that did not intend to thwart their interests or you thwarted their interest but it was beyond your control, conflict decreases.
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204. What is the reasoning behind escalative intervention?
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• To increase the intensity of the conflict to bring it to a head. This situation becomes so intolerable that both sides may increase their efforts to find a solution.
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205. What are the potential benefits of escalative intervention?
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• 1) Stimulation of major organizational change
• 2) Discouragement of avoidance • 3) Clearer diagnosis of underlying problems • 4) Opponents learn to fight fairly. |
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206. Are these benefits of escalating conflict guaranteed?
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• One problem with this technique is that the conflict can get out of hand quickly and the benefits will not be reaped. Whether or not the technique works depends upon the skill of the individual handling the intervention.
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206. What techniques are used to escalate conflict?
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• 1) Block channels of communication
• 2) Emphasize incompatibility of existing goals • 3) Call attention to additional matters about which they disagree • 4) Add additional parties to the conflict • 5) Encourage both sides to express strong disapproval of the other’s proposals • 6) Encourage both sides to perceive hostile intentions in each other’s actions |
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24. What has research revealed about using interviews to assess the Big Five Personality
Characteristics? |
Effectiveness of Employment Interviews in Assessing the Big Five Personality Traits
Interviewers can effectively measure some of the Big 5 personality traits such as Extraversion (was measured best), Openness to New Experience (was measured 2nd best), and Agreeableness (was measured 3rd best). However, the two Big 5 traits most closely associated with job performance across jobs (conscientiousness and emotional stability) were not effectively assessed by interviewers. They are very difficult to assess in an employment interview because the interviewees are trying to put their best foot forward, engaging in impression management techniques. Applicants are trying to portray themselves as dependable, hardworking, and persistent (high C) and calm, stable, and confident (high ES) in the employment interview context—applicants are self-promoting rather than ingratiating. Stranger ratings of an individual’s C and ES are more accurate than interviewer ratings. Structured interviews seemed to help interviewers most in assessing personality characteristics. However, the amount of improvement in assessment was moderate over the use of an unstructured interview process. Behavioral interviews or situational interviews didn’t improve the accuracy of the assessment. Also, the use of job related questions didn’t improve the assessment significantly either. |
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25. What’s the relationship between the Big Five Personality Characteristics and Credit Scores?
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• Agreeableness and conscientiousness
• The higher the expected conscientiousness, the higher your credit score – direct relationship • The higher the agreeableness, the lower your credit score – indirect relationship |
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26. What are some potential problems with using credit scores as a selection device?
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• Doesn’t account for life’s mishaps
o Factors beyond your control → health scare, divorce • Adverse impacts against minorities o They have lower socio-economic status, thus lower credit scores |
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27. When is it OK to use credit scores as a selection device?
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• When the job is related to financial information
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29. How does controlling for socially desirable responding affect the relationship between
personality and organizational behavior? |
The relationship between the two decreases slightly
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47 What are the three myths in motivation?
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• Myth #1: “I can motivate people”
– Not really. People have to motivate themselves. One can set up an environment where motivation produces positive results for the employee. • Myth #2: “Fear is a damn good motivator” – Fear can be a great motivator for a short period of time. • Myth #3: “I know what motivate me, so I know what motivates my employees.” – Different people are motivated by different things. |
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49. What is the problem with the training outlined in #22?
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• Problem with training: the actual instruction – knowing how to do it and doing it are different things
• Problem with training: not tested in training, selection process, no practice • Problem with training: doesn’t always transfer to job |
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50. How does a manager create high positive Valence?
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• Reward
• +1 |
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121. What are the five dysfunctions of team? How does one dysfunction lead to the
next (i.e., what’s the order of the dysfunctions)? |
1. Inattention to results – status and ego
2. Avoidance of accountability – low standards 3. Lack of commitment – ambiguity 4. Fear of conflict – artificial harmony 5. Absence of trust – invulnerability |
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122. What is the red-blue exercise designed to demonstrate?
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How to get cooperation:
-rotate group members -both working towards same goal -reward cooperation |
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123. How does the red-blue exercise promote mistrust and competition?
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-lack of clarity
-Sauley set the tone with mistrust -no communication from the beginning |
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124. How would one change the red-blue game to promote cooperation
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-allow communication in the first round
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125. What are the key elements in conflict?
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-A significant bias that’s an obstacle to cooperation is that we perceive others’ cooperation as lower than it actually is and our cooperation as higher than it actually is. This can be a significant threat to cooperation.
-Individuals also bring personal orientations to the conflict situation. There are four different personal orientations: Competitors (want to do better than others), Individualists (want to maximize their own gains-don’t care if others do better or worse), Cooperators (want to maximize joint outcomes), and Equalizers (want to assure equal outcomes for everyone involved). The most common type for males is competitor and the most common type for females is cooperator. -There are two basic dimensions that underlie different conflict resolution styles: 1) Distribution (concern with one’s own outcomes) and 2) Integration (concern with other’s outcomes). These two dimensions can take on three values: high, medium or low. -culture -compromise -faulty attributions -escalative intervention |
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114. What are the ways to promote cooperation between groups?
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a. LOCATE A COMMON ENEMY
b. LOCATE A SUPERORDINATE GOAL. c. REEMPHASIZE INTERDEPENDENT GOAL. -There are also other strategies that enhance work group cooperation such as changing the reward structure of the organization to reward collaborative efforts between groups, rotating group members between the groups in competition (promotes greater understanding and more accurate communication), and having linking group members. -Linking pin group members belong to both groups involved in the conflict or competition. They enhance communications between the groups. They can correct false perceptions that the groups hold concerning one another. They can clarify messages and they can promote cooperation. They allow for more accurate communication between the groups. |
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. What are the six leadership styles identified in the article, “Leadership that gets
results?” |
Coercive/Directive Style: “Do What I Tell You”
Pacesetting Style: “Do as I do now” Affiliative Style: “People come first” Visionary Style: “Come with me” Democratic Style: “What do you think” Coaching Style: “Try this” |
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154. How does a leader determine the appropriate style for a situation?
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• To determine the appropriate leadership style for a situation, the leader must first decide what areas of an individual or group’s activities he/she
wants to influence. Those areas vary according to a person’s responsibilities. For example, for a salesperson might have responsibilities in sales, paperwork, service, and teamwork. Thus, before the leader can determine the appropriate leadership style to use for the individual, he/she must decide what aspect of the person’s job they want to influence. Second, the leader must determine the ability and motivation (readiness level) of the individual or group in each of the selected areas. Finally, the leader decides which of the leadership styles is appropriate with the individual in each of the areas of responsibilities. Let’s take the salesperson mentioned earlier as an example. If the manager has determined that the salesperson’s readiness level for paperwork is R1, then Telling is the appropriate style for that area of responsibility. On the other hand, for customer service, the readiness level of the salesperson is R4, then Delegating is the appropriate style. |
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157. How does the leader accomplish the role mentioned in #136?
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• The role of the leader in this theory is also to help increase the readiness of
his/her followers. This is accomplished through a two-step process: first, a reduction in structure(delegation of responsibility), and if the followers respond with acceptable performance; second, an increase socio-emotional support as reinforcement for the performance increase. However, a leader must be careful not to delegate too much responsibility and/or increase socio-emotional support too rapidly. If the leaders does engage in such behavior, the followers may take advantage of the leader, viewing him/her as permissive or “soft.” This process should continue until the followers are structuring most of their work and are providing their own satisfaction for interpersonal/emotional needs. |
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158. What should be avoided in carrying out the role mentioned in #174?
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However, a leader
must be careful not to delegate too much responsibility and/or increase socio-emotional support too rapidly. If the leaders does engage in such behavior, the followers may take advantage of the leader, viewing him/her as permissive or “soft.” |
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160. How do the six styles impact team climate?
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• Negatively = Coercive and Pacesetting
• Positively = Visionary, Affiliative, Democratic, and Coaching |
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161. Which style has the most negative impact on team climate? most positive impact on
team climate? |
• Negative = Coercive,
• Positive = Visionary |
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163. What are the problems associated with each style of leadership in #159?
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1. Coercive
• Uses punishment or threat of punishment to gain compliance 2. Pacesetting • Most goals/directions are in pacesetters mind so they think everyone should think the same way, thus everyone else is incompetent • Takes over when think ee is lagging • Provides little to no feedback 3. Visionary • When working with team of experts/more experience leaders, can become overbearing and may kill team spirit 4. Affiliative • Need to be liked is too strong, so there is a problem when this style is used alone 5. Democratic • Can be used too often and be perceived as indecisive or as a mgr who always calls too many meetings • Can lead to loss of credibility 6. Coaching • Makes little sense when ee doesn’t want to be helped or is resistant to learning/change • Flops when the leader lacks the experience or ability to help the ee along 164. How do McClelland’s learned needs affect leadership in low stress and high stress situations? • High nAch o Low stress = pacesetting o High stress = directive • High nAff o Low stress = affiliative o High stress = democratic • High nPow (social) o Low stress = coaching o High stress = visionary • HIgh nPow (personal) o Low stress = visionary o High stress = directive |
