Mgt 706- Exam 1 Review From Gj Text

Front 1

What is organizational behavior?

Back 1

The study of factors that affect how individuals and groups act in organziaitions and how organizations respond to their environments

Front 2

Define the 4 functions of management

Back 2

1. Planning- deciding how best to allocate and use resources to achieve organization goals.
2. Organizing- establishing a structure of relationships that dictates how members of an org. work together to achieve goals
3. Leading- encouraging and coordinating individuals and groups so that all org members are working to achieve goals
4. Controlling- monitoring and evaluating individual, group and org performance to see whether goals are being achieved

Front 3

Describe the current challenges for management (4 things)

Back 3

o Changing social and cultural environments
 National Culture  the set of values and beliefs that a society considers important and the norms of behavior that are approved or sanctioned.
 Ethics  the values, beliefs and moral rules that its managers and employees should use to analyze or interpret a situation and then decide what is the “right” or appropriate way to behave.
 Ethical dilemma  the quandary that managers experience when they decide if they should act in a way that might benefit other people or groups, and is the “right” thing to do, even though doing so might go against their own and their organizations interests.
 Well being  the condition of being happy, healthy and prosperous
 Social responsibility  an organization’s obligations toward people or groups that are directly affected by its actions.
 Diversity  Individual differences resulting from age, gender, race, ethnicity, religion, sexual orientation and socio-economic background.
o Evolving global environment
 Global organizations  Companies that produce or sell their products in countries and regions throughout the world
 Global learning  The process of acquiring and learning the skills, knowledge, and organizational behaviors and procedures that have helped companies abroad become major global competitors
 Expatriate managers  The people who work for a company overseas and are responsible for developing relationships with organizations in countries around the globe
o Advancing information technology
 World Wide Web  A global store of information that contains the products of most kinds of human knowledge such as writing, music, and art
 Internet  The global network of interlinked computers
 Information  A set of data, facts, numbers, and words that has been organized in such a way that it provides its users with knowledge
 Knowledge  What a person perceives, recognizes, identifies, or discovers from analyzing data and information
 Information technology  The many different kinds of computer and communications hardware and software, and the skills of their designers, programmers, managers, and technicians
 Organizational learning  The process of managing information and knowledge to achieve a better fit between the organization and its environment
 Intranets  A network of information technology linkages inside an organization that connects all its members
o Shifting work and employment relationships
 Downsizing  The process by which organizations lay off managers and workers to reduce costs
 Empowerment  The process of giving employees throughout an organization the authority to make important decisions and to be responsible for their outcomes
 Contingent workers  People employed for temporary periods by an organization and who receive no benefits such as health insurance or pensions
 Outsourcing  The process of employing people, groups, or a specialist organization to perform a specific type of work activity or function that was previously performed inside an organization
 Freelancers  People who contract with an organization to perform specific services

Front 4

define personality

Back 4

The pattern of relatively enduring ways that a person feels, thinks, and behaves

Front 5

 Be able to discuss the Big Five, locus of control, self-monitoring, self-esteem, Type A behavior, and McClelland’s three needs

Back 5

 Extraversion  The tendency to experience positive emotional states and feel good about oneself and the world around one; also called positive affectivity
 Neuroticism  The tendency to experience negative emotional states and view oneself and the world around one negatively; also called negative affectivity
 Agreeableness  The tendency to get along well with others
 Conscientiousness  The extent to which a person is careful, scrupulous, and persevering
 Openness to experience  The extent to which a person is original, has broad interests, and is willing to take risks

Front 6

o External locus of control

Back 6

Describes people who believe that fate, luck, or outside forces are responsible for what happens to them

Front 7

o Internal locus of control

Back 7

Describes people who believe that ability, effort, or their own actions determine what happens to them

Front 8

o Self-monitoring

Back 8

The extent to which people try to control the way they present themselves to others

Front 9

o Self-esteem

Back 9

The extent to which people have pride in themselves and their capabilities

Front 10

o Type A

Back 10

A person who has an intense desire to achieve, is extremely competitive, and has a strong sense of urgency

Front 11

o Type B

Back 11

A person who tends to be easygoing and relaxed

Front 12

o McClelland’s Three Needs

Back 12

 Need for achievement  The desire to perform challenging tasks well and to meet one’s own high standards
 Need for affiliation  The desire to establish and maintain good relations with others
 Need for power  The desire to exert emotional and behavioral control or influence over others

Front 13

8 dimensions of Jung's typology

Back 13

Extraversion/introversion; sensing/intuition; thinking/feeling; judgement/perception

Front 14

Where we get our energy from
(Jung's)

Back 14

Extraversion:
 Energy
Directed outward toward people and things
 Focus
Change the world
Relaxed and confident
Understandable and accessible
 Orientation
After-thinkers
 Work environment
Seeks variety and action
Wants to be with others
Prefers interests that have breadth
Introversion:
 Energy
Directed inward toward concepts and ideas
 Focus
Understand the world
Reserved and questioning
Subtle and impenetrable
 Orientation
Fore-thinkers
 Work environment
Seeks quiet for concentration
Wants time to be alone
Prefers interests that have depth

Front 15

How you gather information

Back 15

Sensing
 Mode of perception
Five senses (reliance on experience and actual data)
 Focus
Practicality
Reality
Present enjoyment
 Orientation
Live life as it is
 Work environment
Prefers using learned skills
Pays attention to details
Makes few factual errors
Intuition
 Mode of perception
“Sixth sense” (reliance on possibilities and inspiration)
 Focus
Innovation
Expectation
Future achievement
 Orientation
Change, rearrange life
 Work environment
Prefers adding new skills
Looks at “big picture”
Identifies complex patterns

Front 16

How you make decisions

Back 16

Thinking
 Mode of perception
Decisions based on the logic of the situation
 Focus
Things
Truth
Principles
 Orientation
Solves problems
 Work environment
Is brief and businesslike
Acts impersonally
Treats others fairly Feeling
 Mode of perception
Decision based on human values and needs
 Focus
People
Tact
Harmony
 Orientation
Supports others
 Work environment
Is naturally friendly
Acts personally
Treats others uniquely

Front 17

How you live or approach life

Back 17

Judgment
 Mode of perception
Planful
 Focus
Decisive
Self-regimented
Purposeful
 Orientation
Exacting
 Work environment
Focuses on completing task
Makes decisions quickly
Wants only the essentials of the job Perception
 Mode of perception
Spontaneous
 Focus
Curious
Flexible
Adaptable
 Orientation
Tolerant
 Work environment
Focuses on starting tasks
Postpones decisions
Wants to find out about the job

Front 18

 Know the difference between terminal and instrumental values, their subcategories, and be able to give examples of each.

Back 18

o Terminal – end states that we seek and don’t change much
 2 categories: personal vs. social
 If you have a personal value ranked high, it brings up the rest of your personal values… and vice versa
o Instrumental – modes of conduct, means to the end, more flexible
 2 categories: morality based vs. competency based
 Morality
 Competent – being competent

Front 19

 Be able to describe the three stages of moral development (pre-conventional, conventional and post-conventional). (Justice and Rights perspective)

Back 19

o Pre-conventional ethical thinking based upon what is good for you (me-stage), greatest harm (10 - 15% of adult population)
o Conventional goes with societies norms/laws, harm is equal (70 - 80%)
o Post-conventional develop own internal principles of right or wrong, applies to all levels/people (comprehensive, consistent, universal) (10 – 15%)
 Dependent on perspective

Front 20

 What are ethical values? What are three complementary guides for decision making and behavior?

Back 20

o Ethnical values - One’s personal convictions about what is right and wrong
 Utilitarian values  Values that dictate that decisions should be made that generate the greatest good for the greatest number of people
 Moral rights values  Values that dictate that decisions should be made in ways that protect the fundamental rights and privileges of people affected by the decisions
 Justice values  Values that dictate that decisions should be made in ways that allocate benefit and harm among those affected by the decisions in a fair, equitable, or impartial manner

Front 21

 What is an attitude? What are the components of an attitude? How are attitudes learned?

Back 21

• Attitudes  positive or negative pre-deposition towards person, object or thing
o Components of attitudes:
 Cognitive (thoughts)
 Affective (feeling)  3 basic emotions are: anger, fear, love
 Behavioral tendency  how we react
 As managers, this is what we see  we need to be careful in how we interpret this
 Should ask what is being experienced
 Behaviors are learned
− Personal experience
− Social learning
− Association
 It doesn’t matter unless it affects their behavior
 Contact hypothesis – put them in contact
 Encourage good behavior (positive reinforcement), discourage bad (negative reinforcement)
o Attitudes underlie motives  leads to behavior 
1. Satisfy the need or,
2. Fails to satisfy the need
o Needs will change over time

Front 22

 What are some key work-related attitudes?

Back 22

o Work attitudes: Collections of feelings, beliefs, and thoughts about how to behave in one’s job and organization
 Job satisfaction  The collection of feelings and beliefs that people have about their current jobs
 Organizational commitment  The collection of feelings and beliefs that people have about their organizations as a whole

Front 23

 Discuss how moods affect the workplace. Be able to define positive affectivity, negative affectivity (pg. 79), workplace incivility, and emotional dissonance.

Back 23

o Work mood  How people feel at the time they actually perform their jobs
 Positive Affectivity  employees experience positive moods at work
 Negative Affectivity  employees experience negative moods at work
o Workplace incivility  Rude interpersonal behaviors reflective of a lack of regard and respect for others
o Emotions  Intensive short-lived feelings that are linked to a specific cause or antecedent
o Emotional labor  The work that employees perform to control their experience and expression of moods and emotions on the job
o Emotional dissonance: An internal state that exists when employees are expected to express feelings that are at odds with how the employees are actually feeling

Front 24

 Understand the theories of job satisfaction and potential consequences of job satisfaction.

Back 24

o Theories of Job Satisfaction
 Facet Model (pg. 88) focuses primarily on work situation factors by break a job into its component elements (job facets) and looking how satisfied employees are within each facet
 Herzberg’s Motivator-Hygiene Theory (pg. 90) focus on certain types of facets. There are 2 sets of needs:
 Motivator Needs – associated with the actual work itself and how challenging it is.
− How interesting the work is?
− Autonomy
− Responsibility
 When motivator needs are met, employees will be satisfied; when these needs are not met, employees will not be satisfied.
 Hygiene Needs – associated with the physical and psychological context in which the work is performed.
− Physical working conditions (temperature and surroundings)
− Nature of supervision
− Amount of pay
− Job security
 When hygiene needs are met, the employees will not be dissatisfied; when these needs are not met, the employee will be dissatisfied.
o Discrepancy Model  determines how satisfied employees are with their job as compared to their ideal job. This ideal job could be what one thinks the job should be like, what one expected the job to be like, what one wants from a job, or what one’s former job was like.
o Steady State  an employee has a typical, or characteristic, level of job satisfaction. Different situational factors or events at work may move an employee temporarily from this steady state, but the employee will return eventually to his or her equilibrium.
o Potential Consequences of Job Satisfaction
 Absenteeism  excessive missing of work
 Turnover  The permanent withdrawal of an employee from the employing organization
 Organizational citizenship behavior  Behavior that is not required but is necessary for organizational survival and effectiveness
 Employee well-being: How happy, healthy, and prosperous employees are

Front 25

 Be able to discuss organizational commitment

Back 25

o Affective commitment - The commitment that exists when employees are happy to be members of an organization, believe in and feel good about the organization and what it stands for, are attached to the organization, and intent to do what is good for the organization.
o Continuance commitment - The commitment that exists when it is very costly for employees to leave an organization.

Front 26

• What is perception and how does it affect people at work?

Back 26

o Perception: The process by which individuals select, organize, and interpret the input from their senses

Front 27

• What are the characteristics of the perceiver, target, and situation that may affect perception?

Back 27

aracteristics of the Perceiver (pg. 113)
 Schema  An abstract knowledge structure that is stored in memory and makes possible the organization and interpretation of information about a target of perception
 Stereotype  A set of overly simplified and often inaccurate beliefs about the typical characteristics of a particular group
 Perceiver’s motivational state  The needs, values, and desires of a perceiver at the time of perception
 Perceiver’s mood  How a perceiver feels at the time of perception
o Characteristics of the Target and Situation (pg. 117)
 Ambiguity  lack of cleanness or definiteness.
 Social status  A person’s real or perceived positions in society or in an organization
 Impression management  An attempt to control the perceptions or impressions of others
 Salience  The extent to which a target of perception stands out in a group of people or things

Front 28

• What are some biases or problems that can affect perception?

Back 28

o Bias - A systematic tendency to use or interpret information in a way that results in accurate perceptions
 Primacy effect  The biased perception that results when the first information that a perceiver has about a target has an inordinately large influence on the perceiver’s perception of the target
 Contrast effect  The biased perception that results when perceptions of a target person are distorted by the perceiver’s perception of others
 Halo effect The biased perception that results when the perceiver’s general impression of a target distorts his or her perception of the target on specific dimensions
 Similar-to-me effect  people tend to perceive those who are similar to themselves more positively than they perceive those who are dissimilar.
 Harshness, Leniency, and Average Tendency  some supervisors can be overly harsh, while others are overly lenient, while others will rate everyone as about average.
 Knowledge of predictor bias  The biased perception that results when knowing a target’s standing on a predictor of performance influences the perceiver’s perception of the target
 Self-fulfilling prophecy  A prediction that comes true because a perceiver expects it to come true

Front 29

• Discuss attribution theory and how it affects perception.

Back 29

o Attribution: An explanation of the cause of behavior
o Attribution Theory - A group of theories that describes how people explain the causes of behavior
 Internal attribution An attribution that assigns the cause of behavior to some characteristic of the target
 External attribution  An attribution that assigns the cause of behavior to outside forces
 Fundamental attribution error  The tendency to over-attribute behavior to internal rather than to external causes
 Actor-observer effect  The tendency to attribute the behavior of others to internal causes and to attribute one’s own behavior to external causes
 Self-serving attribution  The tendency to take credit for successes and avoid blame for failures

Front 30

• What are four steps an organization can take to promote accurate perceptions and effectively manage diversity? (pg. 131)

Back 30

o Securing Top-Management Commitment to Diversity
o Diversity Training
 Variety of objectives
 Making explicit and breaking down organizational members’ stereotypes that result in inaccurate perceptions and attributions
 Making members aware of different kinds of backgrounds, experiences, and values
 Showing members how to deal effectively with diversity-related conflicts and tensions
 Generally improving members’ understanding of each other
 Can include but not limited to:
 Role playing
 Self-awareness activities
 Awareness activities
o Education
o Mentoring

Front 31

• Be able to discuss reinforcement theory and behavior modification and how they can be used by managers.

Back 31

o Reinforcement (pg. 149) - The process by which the probability that a desired behavior will occur is increased by applying consequences that depend on the behavior
 Positive reinforcement  Reinforcement that increases the probability of a desired behavior by administering positive consequences to employees who perform the behavior
 Negative reinforcement  Reinforcement that increases the probability of a desired behavior by removing a negative consequence when an employee performs the behavior
 Shaping  The reinforcement of successive and closer approximations to a desired behavior
 Extinction  The lessening of undesired behavior by removing the source of reinforcement
 Punishment  The administration of a negative consequence when undesired behavior occurs
 Organizational behavior modification (OB MOD)  The systematic application of the principles of operant conditioning for teaching and managing important organizational behaviors

Front 32

• Discuss the creative process and the characteristics of the employee and the situation that contribute to creativity. (pg. 163)

Back 32

o Creativity - The generation of novel and useful ideas
o Innovation - The successful implementation of creative ideas
o Creative Process:
 Recognition of a problem
 Information gathering
 Production of creative ideas
 Selection of creative idea(s)
 Implementation of creative idea(s)
o Characteristics of employees
 Individual differences
 Openness to experience
 Locus of control
− Internals contributes to creativity because It results in employees’ feeling responsible for coming up with ideas and being creative
− Externals hinder creativity because employees believe their own efforts are unimportant.
 Self-esteem
 Task-relevant knowledge – all of the information, skills and expertise that an individual or group has bout the kind of work being performed
 Intrinsic motivation – source of motivation is the work itself. These employees enjoy doing their jobs, often love their work, and get a sense of personal satisfaction when they do a good job or come up with a creative idea.
o Characteristics of the situation
 Level of autonomy  freedom and independence to make decisions and have personal control over ones’ work on a day-to-day basis.
 Form of evaluation  creative people and employees like to know how they are doing and to receive feedback and encouragement.
 Reward system  people who come up with creative ideas like to be rewarded for them. OB MOD should NOT be used for behaviors that involve creativity or when creativity is desired.
 Importance of a task  creativity is enhanced when members of an organization feel that what they are working on is important.

Front 33

• What are the five key activities central to a learning organization?

Back 33

o Encourage personal mastery or high self-efficacy
o Develop complex schemas to understand work activities
o Encourage learning in groups and teams
o Communicate a shared vision for the organization as a whole
o Encourage system thinking

Front 34

 What is motivation?

Back 34

o Work motivation - The psychological forces that determine the direction of a person’s behavior in an organization, a person’s level of effort, and a person’s level of persistence
 Intrinsically motivated work behavior  Behavior that is performed for its own sake
 Extrinsically motivated work behavior  Behavior that is performed to acquire material or social rewards or to avoid punishment

Front 35

Illustrate the motivation model

Back 35

See diagram in notes

Front 36

Define equity theory

Back 36

People compare their efforts (inputs) and rewards (outputs) with others to determine the fairness of outcomes.

Front 37

Possible responses to inequity

Back 37

Quit, reduce inputs, decrease productivity, talk to peers, talk to supervisor

Front 38

Expectancy theory

Back 38

Effort/performance-performance/reward-valence
(see model in notes)

Front 39

 What is organizational justice? What are the forms of organizational justice?

Back 39

o Organizational justice - An employee’s perception of overall fairness in his or her organization
 Distributive justice - The perceived fairness of the distribution of outcomes in an organization
 Procedural justice - The perceived fairness of the procedures use to make decisions about the distribution of outcomes in an organization
 Interpersonal justice - The perceived fairness of the interpersonal treatment employees receives from the distributors of outcomes or their managers
 Informational justice - Employee perceptions of the extent to which managers explain their decisions and the procedures they used to arrive at these decisions

Front 40

 Discuss the early approach to job design exemplified by scientific management. Where do you see this applied today?

Back 40

o Job design - The process of linking specific tasks to specific jobs and deciding what techniques, equipment, and procedures should be used to perform those tasks
o Scientific management - A set of principles and practices designed to increase the performance of individual employees by stressing job simplification and specialization
o Job simplification - The breaking up of the work that needs to be performed in an organization into the smallest identifiable tasks
o Job specialization - The assignment of employees to perform small, simple tasks
o Time and motion studies - Studies that reveal exactly how long it takes to perform a task and the best way to perform it
o Job enlargement - Increasing the number of tasks an employee performs but keeping all of the tasks at the same level of difficulty and responsibility; also called horizontal job loading
o Job enrichment - Increasing an employee’s responsibility and control over his or her work; also called vertical job loading
 Allow employees to plan their own work schedules
 Allow employees to decide how the work should be performed
 Allow employees to check their own work
 Allow employees to learn new skills

Front 41

 Discuss how job rotation, job enlargement, and job enrichment increase the motivational potential of jobs.

Back 41

Look this up in book (chp 7)

Front 42

 Apply the job characteristics model to a job with which you are familiar.

Back 42

o Job characteristics model - An approach to job design that aims to identify characteristics that make jobs intrinsically motivating and the consequences of those characteristics
 Skill variety  The extent to which a job requires an employee to use different skills, abilities, or talents
 Task identity  The extent to which a job involves performing a whole piece of work from its beginning to its end
 Task significance  The extent to which a job has an impact on the lives or work of other people in or out of the organization
 Autonomy  The degree to which a job allows an employee the freedom and independence to schedule work and decide how to carry it out
 Feedback  The extent to which performing a job provides an employee with clear information about his or her effectiveness
o Motivating potential score (MPS) - A measure of the overall potential of a job to foster intrinsic motivation
o Experienced meaningfulness of the work - The degree to which employees feel their jobs are important, worthwhile, and meaningful
o Experienced responsibility for work outcomes - The extent to which employees feel personally responsible or accountable for their job performance
o Knowledge of results - The degree to which employees know how well they perform their jobs on a continuous basis

Front 43

 Discuss the goal-setting theory. What are some practical lessons learned from goal setting research? (pg. 233)

Back 43

o Goal - What an individual is trying to accomplish through his or her behavior and action
o Goal-setting theory - A theory that focuses on identifying the types of goals that are most effectives in producing high levels of motivation and performance and why goals have these effects
o Specific and difficult goals affect motivation and performance by:
 Directing employees’ attention and action toward goal-relevant activities
 Causing employees to exert higher levels of effort
 Causing employees to develop action plans to achieve their goals
 Causing employees to persist in the face of obstacles or difficulties
o Specific and difficult goals will not lead to high motivation and performance:
 When employees lack the skills and abilities needed to perform at a high level
 When employees are given complicated and difficult tasks that require all of their attention and require a considerable amount of learning
 When employees need to be creative
o Management by objectives (MBO) - A goal-setting process in which a manager meets with his or her supervisor to set goals and evaluate the extent to which previously set goals have been achieved
 Goal Setting
 Implementation
 Evaluation

Front 44

 What are the characteristics of effective goals (SMART)?

Back 44

o Specific
o Measurable
o Achievable
o Realistic (or relevant)
o Time oriented

Front 45

 If you had to develop a reward system for your organization, what would you do and why?

Back 45

Look these up in chp 8

Front 46

 What is a group?

Back 46

o Group - A set of two or more people who interact with each other to achieve certain goals or to meet certain needs
o Group goal - A goal that all or most members of a group can agree on as a common goal

Front 47

 Define the types of groups

Back 47

o Formal work group - A group established by management to help the organization achieve its goals
o Informal work group - A group that emerges naturally when individuals perceive that membership in a group will help them achieve their goals or meet their needs

Front 48

 What is the difference between an informal and a formal group?

Back 48

o Formal work groups
 Command group - A formal work group consisting of subordinates who report to the same supervisor (most organizational structures)
 Task force - A formal work group consisting of people who come together to accomplish a specific goal
 Team - A formal work group consisting of people who work intensely together to achieve a common group goal
 Self-managed work team - A formal work group consisting of people who are jointly responsible for ensuring that the team accomplishes its goals and who lead themselves
o Informal work groups
 Friendship group - An informal work group consisting of people who enjoy each other’s company and socialize with each other on and off the job
 Interest group - An informal work group consisting of people who come together because they have a common goal or objective related to their organizational membership

Front 49

 Know the stages of group development.

Back 49

o Forming  group members try to get to know each other and establish a common understanding
o Storming  group is in conflict, members resist being controlled by the group, and disagreements arise concerning leadership in the group
o Norming  group members develop close ties, feelings of friendship and camaraderie abound, and groups members share a common purpose
o Performing  group members work toward achieving their goals
o Adjourning  group disbands once its goals have been achieved

Front 50

 What are the characteristics of work groups and why are they important to understand?

Back 50

o Group Size
 Division of labor  Dividing up work and assigning particular tasks to specific workers
o Group Composition
 Homogeneous group  A group in which members have many characteristics in common
 Heterogeneous group  A group in which members have few characteristics in common
o Group function  The work that a group performs as its contribution to the accomplishment of organizational goals
o Group status  The implicitly agreed upon, perceived importance for the organization as a whole of what a group does
o Group efficacy  The shared belief group members have about the ability of the group to achieve its goals and objectives
o Social facilitation  The effects that the presence of others has on performance, enhancing the performance of easy tasks and impairing the performance of difficult tasks

Front 51

 What is a group norm? How are norms formed?

Back 51

o Group norms (pg. 338) Informal rules of conduct for behaviors considered important by most group members
o Norms develop to channel behavior of members in a direction that leads to the achievement of group and organization goals.
o Norms guide their actions and specify how the should behave
 Compliance  Assenting to a norm in order to attain rewards or avoid punishment
 Identification  Associating oneself with supporters of a norm and conforming to the norm because those individuals do
 Internalization  Believing that the behavior dictated by a norm is truly the right and proper way to behave
 Idiosyncrasy credit  The freedom to violate group norms without being punished that is accorded to group members who have contributed a lot to the group in the past
 Deviance  Deviation from a norm

Front 52

 Discuss the socialization process.

Back 52

o Socialization  The process by which newcomers learn the roles, rules, and norms of a group
 Role orientation  The characteristic way in which members of a group respond to various situations
 Institutionalized role orientation  A role orientation in which newcomers are taught to respond to situations in the same way that existing group members respond to similar situations
 Individualized role orientation  A role orientation in which newcomers are taught that it is acceptable and desirable to be creative and to experiment with changing how the group does things
o Socialization tactics  see exhibit 10.7 on page 345
 Institutionalized Orientation
 Collective – common learning experiences to produce standardized or highly similar responses
 Formal tactics – segregated from existing group members during the learning process
 Sequential tactics – newcomers supplied with explicit information about the sequence in which they will perform new behaviors
 Fixed tactics – precise knowledge about the timetable for completing each stage in the learning process
 Serial tactics – existing group members socialized newcomers
 Divestiture tactics – newcomers receive negative interpersonal treatment from other members of the group
 Individualized tactics
 Individual – taught individually how to behave
 Informal – learn on the job
 Random – order in which socialization proceeds is based on the interests and needs of the newcomer, no set sequence is followed
 Variable – no information is provided about when newcomers will reach a certain stage in the learning process; speed of socialization depends on the newcomer
 Disjunctive – newcomers must figure out and develop their own ways of behaving
 Investiture - newcomers immediately receive positive social support from other group members

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 Be able to describe and give examples of the roles of group members - task, maintenance, and individual.

Back 53

See notes

Front 54

• What is social loafing and how can it be reduced?

Back 54

o Social loafing  The tendency of individuals to exert less effort when they work in a group than when they work alone
o Ways to reduce:
 Make individual contributions to group performance identifiable
 Make individuals feel that they are making a valuable contribution to a group
 Reminding employees why their individual talents led them to be chosen as a member of the group
 Keep the group as small as possible

Front 55

• How does group cohesiveness affect group performance?

Back 55

o Group cohesiveness  The attractiveness of a group to its members
o Factors that contribute to group cohesiveness (pg. 372 - 376)
 Group size
 Similarity / diversity of the group members
 Competition between groups
 Success
 Exclusiveness (how difficult it is to become a member)

Front 56

• Be able to discuss top management teams, research and development teams, virtual teams, and self-managed teams.

Back 56

o Top management team  The team of managers who report to the chief executive officer (CEO) and determine what an organization is trying to accomplish and develop plans for goal attainment
o Research and development (R&D) team -- > A team that is formed to develop new products, may be cross-functional, and is often used in high-tech industries
o Skunk workers  An R&D team that is created to expedite new product design and promote innovation in an organization
o Virtual team  A team in which a significant amount of communication and interaction occurs electronically rather than face to face