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114 Cards in this Set
- Front
- Back
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There is a _______ ______ between what happens in organization and bioloigal state. In other words, who we are affects organization and organization affects who we are
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Bidirectional relationship
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Satisfaction with job is single most incluencial with ______ of life
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Longitivity
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Field of study aimed at predicting, explaining, understanding and changing human bx as it occurs in an organization
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Organizational Behavior
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Goals of Org. Bx:
1. Understanding _____ 2. Increase the ______ 3. Improve _______ |
Understanding the process
Increase the effectiveness Improve phychological well being |
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Levels of analysis:
_____ focus on the individual; personaily traits; mood, learning |
Microorganizational bx
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Levels of analysis:
_____ is the group level of analysis- communication within work teams; productivity, supervisor/ subordinate relationship |
Meso-organiztaional bx
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Levels of analysis: Looks at the entire organization; like a culture
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Macroorganation bx
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Stucture social system consisting of group and individuals working together to met mutual objectives
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Organization
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Taylor came up with ______ saying that poeple shouldn't be considered parts of machine
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Scientic Management
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Taylor's scientic management took two key components:
1.______ 2.______ |
Training
Motivation |
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The fact that someone was paying attention to the workers was enough to increase productivity
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Human relationship approach
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People are good workers; inhertintly good workers IF environment is conducive of being a good worker
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Theory Y
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People are lazy, cheat and are not good workers
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Theroy X
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This states that the organization can be influenced by the environment
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Open Systems perspective
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Open System Prespective: Bunny House, Input = _____; Throughput = _____; Output _____; Feedback ______; Impact______
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Input = girl
Throughput = training/ STD screening, background checks Output = sex/ services Feedback = that person call and requests the service again Impact = economy/ culture/ laws |
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Two sides of I/O
a. _____ = acedemic, learning, study organ. bx, look at motivation b._____ = applying it to the organizaton |
a. Science
b. Practice |
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It is best if you can ____ and ____ the information found in I/O
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Learn and apply
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Fields in I/O:
When someone uses promotion; matching skills with jobs is |
Selection and placement
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Fields in I/O:
WHen someone is learning |
Training and development
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Fields in I/O:
TO show how much the preformance is worth |
Preformance apprisal
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Fields in I/O:
Macrolevel; enhance preformance |
Organizational development
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Fields in I/O:
Increased happyness |
Quality of life
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Fields in I/O:
Design tools, equip that match human skills |
Ergonomics
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How to construnt something
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Psychometrics
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Consistancy in scores; not from one person to another just within the same person
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Reliability
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Give them test, then give it to them again; two adm test dates; can have practice effects
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Test-retest
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More than one form of the same test; still concerned about practice effects; equavilency concern
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Alternate form
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With alternate form, will have equavilency concern or
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Need to make sure that the test do not measure differnt things
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One adm. date; two test; not concerned with practice effects; but still converned about equavilency
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Split-half
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The extent to which a test measures what it says it measures
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Validity
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Type of Validity:
ask questions that cover content "poor man's"; face- looks good on the surface |
Content
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Type of Validity:
Show validity b/c scores on teset are logically r/t something outside the test |
Criterion
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Type of criterion:
Scores on test are logcially r/t something happening now; i.e. 4 highest teams shoudl be at practice, should have a good record, best coaches... |
Concurrent
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Type of criterion:
Show validity for something that happens in the future; best kind to have |
Predictive
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Type of Validity:
Consistant procedures for adm and scoring the test |
Standardization
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When using standardization concerned with
a. ______ or giving it the same way b. ______ - comparing it to the norms |
Administration
Scoring |
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Personality Testing:
Responces are given; Likert, multiple choice; MMPI |
Objective test
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Personality Testing:
No responce options; these test are looking for consistant symbols, themes and look at abnormal/ red flag answers; like TAT and Inkblots |
Projective test
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When using individual differences, must consider:
1. _____- place people in jobs; leadership, looking for person 2. ____ = teach people the skills they need for organ. ; change person 3. _____ = altering jobs to met the needs of people |
1. Selection
2. Training 3. Re-engineering |
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Dimension of physical ability:
Like a roofer; guard; cleaning staff |
Muscular strength
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Dimension of physical ability:
Ability to sustain ; like girl |
Cardio endurance
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Dimension of physical ability:
Use of balance, cordination |
Movement quality
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Dimension of cognitive ability:
Being able to communicate |
Language
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Dimension of cognitive ability:
Math skills; like a bookeeper |
Quanitative
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Dimension of cognitive ability:
Can handle environmental demands; how efficient are the people |
Reasoning ability
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Dimension of cognitive ability:
The space involved |
Spacial ability
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Core components of diversity in personality:
Social, outgoing |
Extroversion
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Core components of diversity in personality:
Nurotic? |
Emotional adjustment
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Core components of diversity in personality:
Cooperative? Work well with others? |
Agreeableness
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Core components of diversity in personality:
Curious; artistic sensetivity |
Inquisitivenss
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Core components of diversity in personality:
Dependability |
Consientiousness
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Peripheral Personality Traits:
can be internal or external |
Locus of control
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Locus of control:
1.____ believe you control what happens to you 2.____ Outside surroundings control you |
Internal
External |
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One who would be better as a sells person and worse in a cubical
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Sensation seeking
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____ locus of control has an increased level of motivation
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Internal
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Causes that we assign to bx- why people do what they do
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Attribution
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Person is doing what they are doing b/c of something inside them; who they are; disponsitional
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Internal attribution
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Focus on the setting; had the setting/situation been different; then they bx may have been different; Situational causes
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External attribution
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Can see the same behavior, but if you see it internal or external, reason will be different
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Bx depends on the situation
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Kelley's Covaration Therory:
Extent to which this person, does this bx in this setting |
Consistancy
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Kelley's Covaration Theory: This is unique or special to the situation/ setting; the extent to which this person does this bx in other settings
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Distinctiveness
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Kelley's Covaration Theory: Extent to which other people do this bx in this setting
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Consensus
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Kelley's Covaration Theory:
Yes to consistancy, yes to distictivenss Yes to consenses leads to .... |
External attribution/ target/ entity
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Kelley's Covaration Theory:
Yes to consistancy, No to distictivenss No to consenses leads to .... |
Internal attribution
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Kelley's Covaration Theory:
Yes to consistancy, yes to distictivenss No to consenses leads to .... |
Target BY actor attribution
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Kelley's Covaration Theory:
Yes to consistancy, No to distictivenss Yes to consenses leads to .... |
Target OR actor attribution; either something happened or the person is the problem
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Kelley's Covaration Theory:
No to consistancy, yes or no to distictivenss Yes or no to consenses leads to .... |
External (Circumstancially)
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These are structured decisions, repetitive; have very few steps to the decision; right answer clear; i.e. Do I sharpen my pencil
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Programmed-routine decision
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Nonstructured; several steps and may not be right or wrong; i.e. when company decides on their logo
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Non-programmed ; non-routine
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Decisions become more _____ as you movoe up the opperational ladder; at lower end = ______
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Non-routine
Routine |
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Certian answer to decision making question
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Decreased risk
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Uncertain answer to decision making question
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Increased risk
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Higher up you go on opperational ladder, then ____ level of risk
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Higher
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One will gather as much info as possible to ____ their risk
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decrease
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Tendency for groups to make risker decisions together than as individuals; this wasn't true
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Risky Shift
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The inhancement of individual tendencies when placed in a group of similar other; i.e. some people wanted to work overtime, now the business is open 24 hrs/day
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Group Polarization
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Rule of thumb; somethings come to our mind easily; the thought carries more wt. then it should in evaluation process; i.e. person getting in fight with client = think of that incident everytime you see the girl
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Availability Heuristic
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Focusing too much attention on the individual while disregarding the important population information; i.e. 4/5 people get a good remark about being poliet, will automatically think its not the girl who got in a fight with the client
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Base-rate Fallacy
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Seek to believe what we already think; same bx: still confirmes what we want to believe; i.e. If girl doesn't smile, she is automatically mad
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Confirmation bias
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Judgement Errors:
Individual has done something good, se we now judge them well |
Halo effect
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Judgement Errors:
Easy graders; give everyone a good review |
Leniency errors
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Judgement Errors:
No one is good enough |
Severity errors
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Judgement Errors:
In the middle; don't really have a strong opinion |
Central tendency errors
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Errors in attribution:
"Other directed"; think that why they did something is b/c of who they are, not the enviroment: Tend to overemphyses or place too much wt on internal/disportion. Smart = good; Dumb = bad; If girls gets in fight, it was her fault bc/ shes a fighter |
Fundamental attribution error
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Errors in attribution:
Self directed; internalize success and externalize failures |
self-serving bias
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Errors in attribution:
Both effort and ability are internal; we are far more impressed with ____ than _____ |
Effort
Ability |
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Any relatively perminant chance in bx due to experience/ knowledge
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Learning
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Operant conditioning is also called...
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Instrumental conditioning
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jiggle the hose theory; any bx FOLLOWED by a (+) consequence has an increased LIKLIHOOD of being repeated and any bx FOLLOWED by a (-) consequence has a decreased LIKLIHOOD of being repeated
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Thorndike= Law of Effect
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Bonus for each call back is an example of...
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Positive reinforcment; adding something to increase bx
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Probation for no call back is an example of...
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Punishment; taking away freedom to decrease bx
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take away bonus
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Responce cost -
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Take away environment (bad room)
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Neg reinforcement
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If the GOAL is to increase bx = ______, but if the GOAL is to decrease bx = ______
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Reinforcment
Punishement/ responce cost |
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Reinforcing successive approximations toward a goal/ bx; i.e. discount card for the first few times; each step toward target bx is reinforced
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Shaping
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Schedule of learning: when or how often it will occur:
____ reward immediatly after the bx; effective in training |
Immediate
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Schedule of learning: when or how often it will occur: _____ time gap b/w bx and pos. cosequence
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Delayed
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Schedule of learning: when or how often it will occur:
Reinforcement everytime |
Continuous
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Schedule of learning: when or how often it will occur: Reinforcement occurs every so often
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Partial
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______ is harder to extinguish
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Partial
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Schedule of learning: when or how often it will occur: Every 3rd time = bonus
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Fixed ratio
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Schedule of learning: when or how often it will occur: Average times that reinforcemnt is given; slower to extinguish; example is slot machine
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Variable ration
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When reinforcment is based on something; like grade in class depends on the test
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Contigent reinforcement
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When you don't have to do anything in order to get reinforcment
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Noncontigent reinforcement
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When one thinks "If I do this, this will happen."
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Superstition bx
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Problem with punishment: Very difficult to punish _____
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immediatly
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Problem with punishment: Does a great job telling what not to do, but not what _______
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to do
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Problem with punishment: Effects are _______
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temporary
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Problem with punishment:
Do it when we are ____ and _____ |
angry and regret what we did/ said
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Problem with punishment:
Sometimes people do it for ____ and that is exactly what they get |
Attention
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Observation Learning (Bandura):
1. Direction on Model |
Attention
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Observation Learning (Bandura):
2. Remembering |
Recall the information
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Observation Learning (Bandura):
3. Can you do it? |
Ability
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Observation Learning (Bandura):
4. Have to want to do it |
Motivation
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