Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
127 Cards in this Set
- Front
- Back
|
What is organizational behavior?
|
the study of human behavior in the workplace, the interaction between people and the organization with the intent to understand and predict human behavior
|
|
|
Define organization
|
a group with two or more people that share a common set of goals and meet at regular times
|
|
|
What is a critical skill for leadership?
|
understanding human behavior in organizations
|
|
|
What does one need to be a successful leader?
|
One needs to understand the behaviors of people, organizations, and the situation
|
|
|
What must we do to be an effective leader?
|
We must replace common sense and intuition in favor of a systematic study of human behavior
|
|
|
Define common sense
|
The unreflective opinion of ordinary men and women, unsophisticated judgement
|
|
|
Define intuition
|
A feeling not necessarily supported by research
|
|
|
Define systematic study
|
Looking at relationships, attempting to attribute causes and effects and drawing conclusions based on scientific evidence
|
|
|
What have we learned (4 things) about organizational behaviors through systematic studies?
|
(1) Behavior is generally predictable
(2) Recognize there are differences between individuals (3)There are fundamental consistencies (4)There are rules (written and unwritten) in almost every setting impacting behavior |
|
|
What is changing that required systematic study?
|
(1) Mergers
(2) Diversity (3) Global Competition (outsourcing) (4) Technologies influence on behavior (5) Society (social changes) |
|
|
What valuable leadership skill can we gain with strong interpersonal skills through a study in organizational behavior?
|
We can begin to predict how others will behave in a given situation
|
|
|
What does human behavior depend on?
|
Contingencies
|
|
|
What are the independent variables in an OB model?
|
(1) Individual-level behaviors
(2) Group-level behaviors (3) Organizational systems-level variables |
|
|
What are the dependent variables in an OB model?
|
(1) Productivity
(2) Absenteeism (3) Turnover (4) Job Satisfaction |
|
|
What is the goal of OB?
|
The understand and predict human behavior
|
|
|
What is OB a function of?
|
The individual, the situation, and/or the environment
|
|
|
(T/F) OB is an intuitive analysis of human behavior?
|
FALSE; OB is NOT an intuitive analysis of human behavior
|
|
|
What does OB use to improve predictions of behavior within the different organization?
|
Systematic studies
|
|
|
How do systematic studies apply to OB?
|
To study OB, one needs to move from an intuition and common sense approach to a systematic study
|
|
|
Define personality
|
A set of traits and characteristics that form a pattern distinguishing one person from all the others; the sum total ways that an individual reacts and interacts with others
|
|
|
How can you learn to deal with others' personality?
|
Learn how to relate to other people; don't always be self centered
|
|
|
What are the 3 factors that define a person?
|
(1) Personality
(2) Ability (3) How a person learns |
|
|
What determines personality?
|
Heredity, environment, situation
|
|
|
Describe type A personality
|
Seem to always be moving, walk/eats rapidly, multitasker, can't relax b/c its time wasted, obsessed with numbers and with trying to acquire things
|
|
|
Describe type B personality
|
No sense of time urgency, doesn't discuss their achievements, plans for fun and relaxation, and can relax without guilt
|
|
|
Describe self-monitoring personality descriptor.
|
always examining one self; internal and external locus of control
|
|
|
Describe machiavellianism personality descriptors.
|
authoritative and matter-of-fact; the ends justify the means
|
|
|
Define self-esteem
|
Self assessment of your own self worth and value
|
|
|
What are the Jungian 16-type indicators?
|
Introvert vs. Extrovert
Sensing vs. Intuitive Thinking vs. Feeling Judging vs. Perceiving |
|
|
Define ability
|
An individual's capacity to perform the various tasks in a job
|
|
|
Define intellectual ability
|
Those abilities required to do mental activities such as verbal comprehension, inductive and deductive reasoning, spatial visualization, memory and number aptitude
|
|
|
Define physical activities
|
Those abilities required to do physical tasks demanding stamina, dexterity, strength, and similar characteristics
|
|
|
Define Ability-Job Fit
|
An employee's performance is enhanced when there is a high ability-job fit
|
|
|
Define learning
|
any relatively permanent change in behavior that occurs as a result of experience
|
|
|
What are the 3 theories of learning?
|
(1) Classical Conditioning
(2) Operant Conditioning (3) Social Learning |
|
|
Define classical conditioning
|
Response to a stimulus that would not usually produce such a response
|
|
|
Define operant conditioning
|
Where desired voluntary behavior leads to a reward or prevents punishment
|
|
|
Define social learning
|
learning through experience and relationships
|
|
|
What are the 4 learning style?
|
Bodily - Kinesthetic
Visual - Spatial Verbal - Linguistic Logical - Mathematical |
|
|
Describe the bodily-kinesthetic learning style
|
Study in a group, think in practical uses, pace and recite while learning, act out material, use flash cards, teach the material
|
|
|
Describe the visual-spatial learning style
|
Add diagrams to notes, organize notes in outline form, connect related facts in notes, color-code notes using different colored highlighters
|
|
|
Describe verbal-linguistic learning style
|
Talk about what you learn, read the textbook and highlight no more than 10%, rewrite your notes, outline chapters, recite information
|
|
|
Describe the logical-mathematical learning style
|
Study in a quiet setting, when reading stop periodically to reflect on what you have read, study applications causes and effects of materials, write short summaries of material
|
|
|
Define perception
|
The way people organize and interpret the world around them in order to give meaning to their surroundings
|
|
|
What are people's behaviors based on?
|
how they interpret reality, not reality itself
|
|
|
What is perception influenced by?
|
the perceiver, the target, and the situation
|
|
|
What are some factors that effect the perceiver?
|
Attitudes, motives, interest, experience, and expectations
|
|
|
What are some factors that effect the target?
|
Motion, sounds, size, background, proximity
|
|
|
What are some factors that effect the situation?
|
Time, work setting, and social setting
|
|
|
Define projection
|
Attributing one's own characteristics to other people
|
|
|
Define selective perception
|
People selectively interpret what they see on the basis of their interest, background, experience, and attitutudes
|
|
|
Define stereotyping
|
Judging someone on the basis of one's perception of the group to which that person belongs
|
|
|
Define halo effect
|
Drawing a general positive impression about an individual on the basis of a single characteristic
|
|
|
Define contrast effect
|
Evaluating a person's characteristics that are affected by comparisons with other people recently encountered who rank higher or lower ont eh same characteristics
|
|
|
Define horn effect
|
Drawing a general negative impression about an individual on the basis of a single characteristic
|
|
|
Define attribution theory
|
Determining whether another person's behavior is caused by internal or external factors
|
|
|
What 3 attributes condition the attribution theory?
|
(1) consensus in behavior
(2) consistency in behavior (3) distinctiveness in behavior |
|
|
Define internal locus of control
|
People who believe they control their own destiny
|
|
|
Define external locus of control
|
People who believe that external factors control them
|
|
|
What is the self-serving bias error?
|
A tendency for individuals to attribute their own success to internal factors and place blame for failure son external factors. Their approach is self-serving
|
|
|
What is the fundamental attribution error?
|
We tend to underestimate the influence of external factors and overestimate the influence of internal factors
|
|
|
Where can you apply what we've learned about perception?
|
Dating, interviews, performance, performance evaluations, employee effort, employee loyalty
|
|
|
Why do we need to study perceptions?
|
To improve our decision-making performance
|
|
|
Define values
|
basic convictions (notions) about what is right and wrong, good or bad, acceptable or unacceptable
|
|
|
What do values influence?
|
Attitudes and Behavior
|
|
|
Define value system
|
A hierarchy based on a ranking of an individual's values
|
|
|
What determines 40-50% of our values?
|
Genetics
|
|
|
What other factors influence our values?
|
Nationalism, culture, parents, teachers, friends, and similar environmental influences
|
|
|
How do values differ?
|
Between generations, regions, and cultures
|
|
|
Define terminal values
|
The end-state we hope to achieve in your life
|
|
|
Define instrumental values
|
Means of achieving these terminal values
|
|
|
What are the 3 evaluative components of attitudes?
|
(1) Cognitive component
(2) Affective component (3) Behavioral component |
|
|
Explain the cognitive component
|
The opinion or belief segment of an attitude
|
|
|
Explain the affective component
|
The emotion or feeling segment of an attitude
|
|
|
Explain the behavioral component
|
The intention to behave in a certain way toward someone or something
|
|
|
What are some sources of attitude?
|
Parents, teachers, and peer group members
Genetic predispositions Observations, attitudes that we imitate |
|
|
Which is more stable: values or attitude?
|
Values
|
|
|
Define cognitive dissonance
|
A conflict between two values or between values and behavior
|
|
|
What is job involvement?
|
Extent that a person identifies with his job
|
|
|
Define organizational commitment
|
Extent that a person identifies with the organization
|
|
|
What is job satisfaction?
|
A person's general attitude toward work
|
|
|
What is the first attitude point listed in your notes?
|
Attitude tells the world what we expect in return
|
|
|
What is the second attitude point listed in your notes?
|
Our attitudes toward life determines life's attitude toward us.
|
|
|
What is the third attitude point listed in your notes?
|
To achieve and find the life you want, you must think, act, talk, and conduct yourself as would the person you want to become
|
|
|
What is the fourth attitude point listed in your notes?
|
The higher you go up in any organization of value, the greater the attitude you will find; success is the result of a great attitude
|
|
|
What is motivation?
|
The willingness of a person to exert high levels of effort to satisfy some individual need or want
|
|
|
What is effort?
|
A measure of intensity
|
|
|
What is a need?
|
some internal state that makes certain outcomes appear attractive
|
|
|
What are Maslow's Hierarchy of Needs?
|
TOP Self-actualization (inner satisfaction) > Ego or Esteem Needs (need to be valued) > Social/Belonging Needs (relationships) > Safety/Security Needs (shelter and free of threats) > Physical Needs (food) BOTTOM
|
|
|
Explain Alderfer's ERG Theory of Motivation (what are the parts)?
|
Existence, Relatedness, and Growth all work together to give motivations
|
|
|
What are the 2 independent scales of the Herzberg's Motivation-Hygiene Theory?
|
Satisfaction and No Satisfaction (motivators)
Dissatisfaction and No Dissatisfaction (hygiene factors- things that keep it a nice place to work) |
|
|
Who developed Theory X & Y?
|
McGregor
|
|
|
Describe Theory X
|
Managers are pessimistic about workers capabilities, believe that people dislike work, seek to avoid responsibility, and are not ambitious, must be closely supervised
|
|
|
Describe Theory Y
|
Managers are more optimistic about workers' capabilities, believe people enjoy work, willingly accept responsibility, exercise self-control, have the capacity to innovate, and work is as natural as play
|
|
|
What are the 3 needs of the McClelland's Needs Theory?
|
(1) Achievement
(2) Power (3) Affiliation |
|
|
Explain the need for achievement
|
the drive to accomplish challenging goals
|
|
|
Explain the need for power
|
The desire to control others; to influence others' behavior according to one's wishes
|
|
|
Explain the need for affiliation
|
The desire for close relationships with others
|
|
|
Define goal
|
What a person tries to attain, accomplish, or achieve
|
|
|
What do goals tell an employee?
|
What needs to be done and how much effort will need to be expended
|
|
|
What is an internal stimulus?
|
A specific hard goal that is understood and accepted by the individual acts as an internal stimulus
|
|
|
Explain the Equity Theory of Motivation
|
Individuals compare their job inputs and outcomes with those of others and then respond so as to eliminate any inequities
|
|
|
What do the Equity Theory of Motivation recognize about individuals?
|
Individuals are concerned not only with the absolute amount of reward for their efforts, but also with the relationship of this amount to what others receive
|
|
|
What are some examples of inputs of Equity Theory of Motivation?
|
Performance, education, organizational level, tenure/seniority, gender
|
|
|
What are some examples of outputs of Equity Theory of motivation?
|
Social reward, benefits, recognition, actual pay, perks
|
|
|
In the Equity Theory of Motivation, if there is an imbalance is perceived, what could be done?
|
Change the inputs, outcomes, and one's self-perception, look at another measurement, and choose a different reference point or to leave
|
|
|
Explain the reinforcement theory
|
A behaviorist approach argues that reinforcement conditions behavior; see behavior as being behaviorally caused
|
|
|
What does the reinforcement theory ignore and concentrate on?
|
Ignores the inner state of the individual and concentrates on what happens to a person when he or she takes some action
|
|
|
Define positive reinforcement
|
Means providing a positive response when a person demonstrates the desired behavior
|
|
|
Define negative reinforcement
|
Rewarding by taking away uncomfortable consequences
|
|
|
Define punishment
|
The application of an undesirable consequence for an undesired behavior
|
|
|
Define extinction
|
The reduction in frequency of undesired behavior by removing the reward for such behavior
|
|
|
Explain the Expectancy Theory
|
The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractivenees of that outcome to the individual.
|
|
|
What 3 relationships does the Expectancy Theory focus on?
|
(1) Effort-performance relationship
(2) Performance-reward relationship (3) Reward-personal goals relationship |
|
|
Explain effort-performance relationships
|
The probability perceived by the individual that exerting a given amount of effort will lead to performance
|
|
|
Explain the performance-reward relationship
|
The degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome
|
|
|
Explain the reward-personal goal relationship
|
The degree to which organizational rewards satisfy an individual's personal goals or needs and the attractiveness of those potential rewards for the individual
|
|
|
Define stress
|
A general term applied to pressures people feel in life; also the way we react physically and emotionally to demands where the outcome is uncertain and important
|
|
|
What two conditions are necessary for potential stress to become actual stress?
|
Uncertainty and importance
|
|
|
Describe the relationship between stress and job performance
|
The higher the stress the better you perform at your job until you reach your limit and then you become very unproductive
|
|
|
How is stress positive?
|
Better focused, energized, motivated, aware of options (more creative), challenged rather than intimidated, change agent
|
|
|
How is stress negative?
|
Tense, anxious, angry or depressed, withdrawing or lashing out, frustrated, resist change
|
|
|
What are the 3 ways you can react to stress?
|
Avoid (pretend it doesn't exist), Resist (fight the stress), or confront/adapt (work to identify the real cause and eliminate it, change it or cope with it)
|
|
|
What are the 3 factors that influence stress?
|
(1) Environmental factors (time, support)
(2) Organizational factors (policies, rules) (3) Individual Factors (education, training) |
|
|
What are some implications of stress?
|
Perception will influence their levels of stress, strong locus of control, having job experience, strong social support, and type A or B personality
|
|
|
What are the 3 effects of stress on someone?
|
(1) Physiological (headaches, ulcers, high BP, hives)
(2) Psychological (tension, anxiety, irritability, fear) (3) Behavioral (smoking, mannerisms, eating habits, sleep disorders) |
|
|
What are some stress management techniques?
|
Establish personal priorities, physical exercise, time management, relaxation, music, pets
|
