Orsc 542 Ch 5-8 Test Review

Front 1

Stress

Back 1

psychological response to demands that possess certain stakes for the person and that tax or exceed the person's capacity or resources.

Front 2

Stressors

Back 2

the demands that cause people to experience stress.

Front 3

Strains

Back 3

the negative consequences that occur when demands tax or exceed a person's capacity or resources.

Front 4

Transactional theory of stress

Back 4

theory that explains how stressors are perceived and appraised, as well as how people respond to those perceptions and appraisals.

Front 5

Primary appraisal

Back 5

process that occurs when people first encounter stressors; people evaluate the significance and meaning of the stressor they are confronting.

Front 6

Benign job demands

Back 6

job demands that tend not to be appraised as stressful.

Front 7

Hindrance stressors

Back 7

stressful demands that people tend to perceive as hindering their progress toward personal accomplishments or goal attainment; most often trigger negative emotions such as anxiety and fear.

Front 8

Challenge stressors

Back 8

stressful demands that people tend to perceive as opportunities for learning, growth, and achievement (i.e. long-term benefits).

Front 9

Role conflict

Back 9

conflicting expectations that other people may have of us.

Example: Call center operator--expected to process as many calls as possible, but also to be responsive to questions and concerns.

Front 10

Role ambiguity

Back 10

a lack of information about what needs to be done in a role, as well as unpredictability regarding the consequences of performance in that role.

Often experienced among new employees who haven't been around long enough to receive instructions from supervisors or observe and model the role behaviors of more senior colleagues.

Front 11

Role overload

Back 11

occurs when the number of demanding roles a person holds is so high that the person simply cannot perform some or all of the roles effectively.

Front 12

Daily hassles

Back 12

the relatively minor day-to-day demands that gen in the way of accomplishing the things we really want to accomplish.

Front 13

Time pressure

Back 13

a strong sense that the amount of time you have to do a task is just not quite enough.

Front 14

Work complexity

Back 14

the degree to which the requirements of the work, in terms of knowledge, skills, and abilities, tax or exceed the capabilities of the person who is responsible for performing the work.

Front 15

Work responsibility

Back 15

the nature of the obligations that a person has toward others. Generally speaking, the level of responsibility in a job is higher when the number, scope, and importance of the obligations in that job are higher.

Front 16

Work-family conflict

Back 16

a special form of role conflict in which the demands of a work role hinder the fulfillment of the demands of a family role (or vice versa).

Front 17

Negative life events

Back 17

nonwork hindrance stressors that take the form acutely stressful and significant changes to a person's life associated with negative emotions.

Examples: divorce, death of a family member

Front 18

Financial uncertainty

Back 18

nonwork hindrance stressor that refers to conditions that create uncertainties with regard to the loss of livelihood, savings, or the ability to pay expenses.

Front 19

Family time demands

Back 19

the time that a person commits to participate in an array of family activities and responsibilities.

Front 20

Personal development

Back 20

activities that include participation in formal education programs, music lessons, sports-related training, hobby-related self-education, participation in local government, or volunteer work.

Front 21

Positive life events

Back 21

sources of nonwork challenge stressors associated with positive emotions.

Examples: marriage, birth of a child, graduation from high school.

Front 22

Secondary appraisal

Back 22

according to the transactional theory of stress, what occurs after people appraise a stressful demand--what is asked regarding what *should* be done and what *can* be done.

Front 23

Coping

Back 23

the behaviors and thoughts that people use to manage both the stressful demands they face and the emotions associated with those demands.

Front 24

Behavioral coping

Back 24

involves the set of physical activities that are used to deal with a stressful situation.

Front 25

Cognitive coping

Back 25

the thoughts that are involved in trying to deal with a stressful situation.

Front 26

Problem-focused coping

Back 26

the behaviors and cognitions intended to manage the stressful situation itself.

Front 27

Emotion-focused coping

Back 27

the various ways in which people manage their own emotional reactions to stressful demands.

Front 28

Burnout

Back 28

the emotional, mental, and physical exhaustion that results from having to cope with stressful demands on an ongoing basis.

Front 29

Type A behavior pattern

Back 29

"Type A" people have a strong sense of time urgency and tend to be impatient, hard-driving, competitive, controlling, aggressive, and even hostile.

Front 30

Social support

Back 30

the help people receive when they are confronted with stressful demands.

Front 31

Instrumental support

Back 31

the help people receive that can be used to address the stressful demand directly.

Example: a coworker taking some of the workload from an overloaded colleague

Front 32

Emotional support

Back 32

the help people receive in addressing the emotional distress that accompanies stressful demands.

Front 33

Motivation

Back 33

set of energetic forces that originates both within and outside an employee, initiates work-related effort, and determines its direction, intensity, and persistence.

Front 34

Engagement

Back 34

a contemporary synonym, more or less, for high levels of intensity and persistence in work effort.

Front 35

Expectancy theory

Back 35

describes the cognitive processes that employees go through to make choices among different voluntary responses.

Theory suggests that our choices depend on three specific beliefs that are based in our past learning and experience: expectancy, instrumentality, and valence.

Front 36

Expectancy

Back 36

represents the belief that exerting a high level of effort will result in the successful performance of some task. More technically, it is a subjective probability, ranging from 0 to 1, that a specific amount of effort will result in a specific level of performance.

Front 37

Self-efficacy

Back 37

belief that a person has the capabilities needed to execute the behaviors required for task success. (aka self-confidence)

Front 38

Past accomplishments

Back 38

the degree to which an employee has succeeded or failed in similar sorts of tasks in the past.

Front 39

Vicarious experiences

Back 39

an employee's observations and discussions with others who have performed such tasks.

Front 40

Verbal persuasion

Back 40

self-efficacy dictated by the persuasion of an employee by friends, coworkers, and leaders to "get the job done".

Front 41

Emotional cues

Back 41

self-efficacy dictated by the feelings of fear or anxiety that can create doubts about task accomplishment, or pride and enthusiasm that can bolster confidence levels.

Front 42

Instrumentality

Back 42

the belief that successful performance will result in some outcome(s). More technically, it is a set of subjective probabilities, each ranging from 0 to 1, that successful performance will bring a set of outcomes.

Front 43

Valence

Back 43

the anticipated value of the outcomes associated with performance. Can be positive ("I would prefer having outcome X to not having it", negative ("I would prefer not having outcome X", or zero ("I don't care").

Front 44

Needs

Back 44

cognitive groupings or clusters of outcomes that are viewed as having critical psychological or physiological consequences.

Front 45

Extrinsic motivation

Back 45

motivation that is controlled by some contingency that depends on task performance.

Front 46

Intrinsic motivation

Back 46

motivation that is felt when task performance serves as its own reward

Front 47

Meaning of money

Back 47

the degree to which people view money as having symbolic, not just economic, value.

The symbolic meaning of money can be seen in at least three dimensions: achievement, respect, and freedom.

Front 48

Goal setting theory

Back 48

views goals as the primary drivers of the intensity and persistence of effort.

Front 49

Specific and difficult goals

Back 49

goal setting theory argues that assigning employees these goals will result in higher levels of performance than assigning no goals, easy goals, or "do your best" goals.

Front 50

Self-set goals

Back 50

the internalized goals that people use to monitor their own task progress.

Front 51

Task strategies

Back 51

learning plans and problem-solving approaches used to achieve successful performance.

Front 52

Feedback

Back 52

updates on employee progress toward goal attainment.

"Moderator" - variable that specify a stronger or weaker effect - for task performance with assigned goals.

Front 53

Task complexity

Back 53

how complicated the information and actions involved in a task are, as well as how much the task changes.

"Moderator" - variable that specify a stronger or weaker effect - for task performance with assigned goals.

Front 54

Goal commitment

Back 54

the degree to which a person accepts a goal and is determined to try to reach it.

Front 55

S.M.A.R.T. goals

Back 55

managers use these goals to combat a decrease in job performance and goal commitment.

Specific

Measurable

Achievable

Results-based

Time-sensitive

Front 56

Equity theory

Back 56

acknowledges that motivation doesn't just depend on your own beliefs and circumstances but also on what happens to other people.

Front 57

Comparison other

Back 57

equity theory argues that you compare your ratio of outcomes and inputs to the ration or some other person who seems to provide an intuitive frame of reference for judging equity.

Front 58

Equity distress

Back 58

an imbalance in ratios--an internal tension that can only be alleviated by restoring balance to the ratios.

Front 59

Cognitive distortion

Back 59

allows you to restore balance mentally, without altering your behavior in any way.

Front 60

Internal comparisons

Back 60

you compare to someone in the same company.

Front 61

External comparisons

Back 61

you compare to someone outside your company.

Front 62

Psychological empowerment

Back 62

an energy rooted in the belief that work tasks contribute to some larger purpose.

Front 63

Meaningfulness

Back 63

the value of a work goal or purpose, relative to a person's own ideals and passions.

Front 64

Self-determination

Back 64

a sense of choice in the initiation and continuation of work tasks.

Front 65

Competence

Back 65

a person's belief in his or her capability to perform work tasks successfully.

Front 66

Impact

Back 66

the sense that a person's actions "make a difference" -- that progress is being made toward fulfilling some important purpose.

Front 67

Reputation

Back 67

the prominence of a firm's brand in the minds of the public and the perceived quality of its goods and services.

Front 68

Trust

Back 68

the willingness to be vulnerable to a trustee based on positive expectations about the trustee's actions and intentions.

Front 69

Justice

Back 69

the perceived fairness of an authority's decision making.

Front 70

Ethics

Back 70

the degree to which the behaviors of an authority are in accordance with generally accepted moral norms.

Front 71

Disposition-based trust

Back 71

your personality traits include a general propensity to trust others.

Front 72

Cognition-based trust

Back 72

your trust is rooted in a rational assessment of the authority's trustworthiness.

Front 73

Affect-based trust

Back 73

your trust depends on feelings toward the authority that go beyond any rational assessment.

Front 74

Trust propensity

Back 74

a general expectation that the words, promises, and statements of individuals and groups can be relied upon.

Front 75

Trustworthiness

Back 75

the characteristics or attributes of a trustee that inspire trust.

Front 76

Ability

Back 76

the skills, competencies, and areas of expertise that enable an authority to be successful in some specific area.

Front 77

Benevolence

Back 77

the belief that the authority wants to do good for the trustor, apart from any selfish or profit-centered motives.

Front 78

Integrity

Back 78

the perception that the authority adheres to a set of values and principles that the trustor finds acceptable.

Front 79

Distributive justice

Back 79

the perceived fairness of decision-making *outcomes*.

Front 80

Procedural justice

Back 80

the perceived fairness of the decision-making *process*.

Front 81

Interpersonal justice

Back 81

the perceived fairness of the treatment received by employees from authorities. Found when authorities adhere to two particular rules: the RESPECT RULE (whether authorities treat employees in a dignified and sincere manner); and the PROPRIETY RULE (whether authorities refrain from making improper or offensive remarks).

Front 82

Abusive supervision

Back 82

the sustained display of hostile verbal and nonverbal behaviors, excluding physical contact.

An extreme of interpersonal unjust actions.

Front 83

Informational justice

Back 83

the perceived fairness of the communications provided to employees from authorities.

Fostered when authorities adhere to two particular rules: JUSTIFICATION RULE mandates that authorities explain decision-making procedures and outcomes in a comprehensive and reasonable manner; and TRUTHFULLNESS RULE requires that those communications be honest and candid.

Front 84

Whistle-blowing

Back 84

when former or current employees expose illegal or immoral actions by their organization.

Front 85

Four-component model

Back 85

model of decision-making that argues that ethical behaviors result from a multistage sequence beginning with (1) moral awareness, continuing on to (2) moral judgment, then to (3) moral intent, and ultimately to (4) ethical behavior.

Front 86

Moral awareness

Back 86

occurs when an authority recognizes that a moral issue exists in a situation or that an ethical code or principle is relevant to the circumstance.

Front 87

Moral intensity

Back 87

the degree to which an issue has ethical urgency.

Front 88

Moral attentiveness

Back 88

the degree to which people chronically perceive and consider issues of morality during their experiences.

Front 89

Moral judgment

Back 89

the process people use to determine whether a particular course of action is ethical or unethical.

Front 90

Cognitive moral development

Back 90

theory that argues that as people age and mature, they move through various states of moral development--each more mature and sophisticated than the prior one.

Front 91

Moral principles

Back 91

serve as prescriptive guides for making moral judgments.

Examples (Table 7-5): Utilitarianism, Egoism, Ethics of Duties, Ethics of Rights, Virtue ethics

Front 92

Moral intent

Back 92

an authority's degree of commitment to the moral course of action.

Front 93

Moral identity

Back 93

the degree to which a person self-identifies as a moral person.

Front 94

Ability to focus

Back 94

the degree to which employees can devote their attention to work.

Front 95

Economic exchange

Back 95

relationships that are based on narrowly defined, quid pro quo obligations that are specified in advance and have an explicit repayment schedule.

Front 96

Social exchange

Back 96

relationships develop that are based on vaguely defined obligations that are open-ended and long term in their repayment schedule.

Front 97

Corporate social responsibility

Back 97

a perspective that acknowledges that the responsibilities of a business encompass the economic, legal, ethical, and citizenship expectations of society.

Front 98

Expertise

Back 98

the knowledge and skills that distinguish experts from novices and less experienced people.

Front 99

Explicit knowledge

Back 99

the kind of information that is easily communicated, normally documented into manuals/books/training materials.

Front 100

Tacit knowledge

Back 100

what employees can typically learn only through experience; not easily communicated.

Front 101

Contingencies of reinforcement

Back 101

four specific consequences typically used by organizations to modify employee behavior:

1. Positive reinforcement

2. Extinction

3. Punishment

4. Negative reinforcement

**Important to separate them according to what they are designed to do, namely--increase desired behaviors, or decrease unwanted behaviors.

Front 102

Positive reinforcement

Back 102

when a positive outcome follows a desired behavior.

Front 103

Negative reinforcement

Back 103

when an unwanted outcome is removed following a desired behavior.

Front 104

Punishment

Back 104

when an unwanted outcome follows an unwanted behavior.

Front 105

Extinction

Back 105

when there is the removal of a consequence following an unwanted behavior.

Front 106

Schedules of reinforcement

Back 106

the timing of when the contingencies are applied.

Examples (Table 8-2):

1. Continuous

2. Fixed interval

3. Variable interval

4. Fixed ratio

5. Variable ratio

Front 107

Continuous reinforcement schedule

Back 107

the simplest schedule and happens when a specific consequence follows each and every occurrence of a desired behavior.

**New learning acquired most rapidly under a continuous schedule.

Example: praise

Front 108

Fixed interval schedule

Back 108

the single most common form of reinforcement and happens when workers are rewarded after a certain amount of time, and the length of time between reinforcement periods stays the same.

Example: paycheck

Front 109

Variable interval schedule

Back 109

designed to reinforce behavior at more random points in time.

Example: supervisor walk-by

Front 110

Fixed ratio schedule

Back 110

reinforce behaviors after a certain number of them have been exhibited.

Example: Piece-rate pay

Front 111

Variable ratio schedule

Back 111

reward people after a varying number of exhibited behaviors.

Example: Commission pay

Front 112

Social learning theory

Back 112

people in organizations have the ability to learn through the observation of others.

Front 113

Behavioral modeling

Back 113

when employees observe the actions of others, learn from what they observe, and then repeat the observed behavior.

Front 114

Learning orientation

Back 114

building competence is deemed more important than demonstrating competence.

Front 115

Performance-prove orientation

Back 115

when people focus on demonstrating their competence so that others think favorably of them.

Front 116

Performance-avoid orientation

Back 116

when people focus on demonstrating their competence so that others will not think poorly of them.

Front 117

Programmed decisions

Back 117

decisions that become somewhat automatic because people's knowledge allows them to recognize and identify a situation and the course of action that needs to be taken.

Front 118

Intuition

Back 118

emotionally charged judgments that arise through quick, non-conscious, and holistic associations.

Front 119

Crisis situation

Back 119

a change--whether sudden or evolving--that results in an urgent problem that must be addressed immediately.

Front 120

Nonprogrammed decision

Back 120

a decision made when a situation arises that is new, complex, and not recognized.

Front 121

Rational decision-making model

Back 121

a step-by-step approach to making decisions that maximize outcomes by examining all available alternatives.

Front 122

Bounded rationality

Back 122

the notion that decision makers simply do not have the ability or resources to process all available information and alternatives to make an optimal decision.

Front 123

Satificing

Back 123

results when decision makers select the first acceptable alternative considered.

Front 124

Selective perception

Back 124

the tendency for people to see their environment only as it affects them and as it is consistent with their expectations.

Front 125

Projection bias

Back 125

a false assumption people tend to make that others think, feel, and act the same way they do.

Front 126

Social identity theory

Back 126

people identify themselves by the groups to which they belong and perceive and judge others by their group membership.

Front 127

Stereotype

Back 127

inaccurate generalizations/assumptions made about others on the basis of their membership in a social group.

Front 128

Heuristics

Back 128

simple, efficient, rules of thumb that allow us to make decisions more easily; but also bias us toward inaccurate decisions at times.

Front 129

Availability bias

Back 129

the tendency for people to base their judgments on information that is easier to recall.

Front 130

Fundamental attribution error

Back 130

people have a tendency to judge others' behaviors as due to internal factors.

Front 131

Self-serving bias

Back 131

occurs when we attribute our own failures to external factors and our own successes to internal factors.

Front 132

Escalation of commitment

Back 132

the decision to continue to follow a failing course of action ("throwing good money after bad").

Front 133

Training

Back 133

a systematic effort by organizations to facilitate the learning of job-related knowledge and behavior.

Front 134

Knowledge transfer

Back 134

the exchange of knowledge from older, experienced workers to younger employees.

Front 135

Behavior modeling training

Back 135

ensures that employees have the ability to observe and learn from those in the company with significant amounts of tacit knowledge.

Front 136

Communities of practice

Back 136

groups of employees who work together and learn from one another by collaborating over an extended period of time.

Front 137

Transfer of training

Back 137

occurs when the knowledge, skills, and behaviors used on the job are maintained by the learner once the training ends and generalized to the workplace once the learner returns to the job.

Front 138

Climate of transfer

Back 138

and environment that can support the use of new skills.