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38 Cards in this Set
- Front
- Back
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Stages of group development |
forming-ask questions, assigns tasks, learn names storming- conflict phase, vying for power norming- determine group accepated behavior preforming- collaborate and get job done adjourning- wrap up, turn in project |
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Possible problems in group development |
-stuck in a phase
-skip a phase -revert back to an earlier stage |
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status |
rank or position on team |
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status in group is determined by |
- initial external status - conformity to group norms - roles played ex: task-- respect (ind) -- productivity (group) social -- liked -- satisfaction |
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conhesion |
attractiveness of the group |
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to increase group cohesion |
- have more frequent interactions - share similar attitudes and values - have a superordinate goal - identify a common enemy - be successful in achieving goals - have low external interaction - easily resolve differences - availability of abundant resources |
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motive |
that which causes, directs, and sustains behavior |
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nonsatisfaction alternative |
salient need -- remains unsatisfied -- tension -- search for relief -- constructive behavior(positive response) -- defensive behaviors(neg response) ex: withdrawl either physical or external |
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maslow heirarchy of needs |
1) physiological - need for food, water (survival) 2) safety (emotional and physical) 3) social - belonging and acceptance 4) esteem - self respect and achievement 5) self-actualization - need for growth and achieving potential |
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MacGregor's theory |
- theory x assumes workers have little ambition, dislike work, avoid responsibility, and require close supervision -theory y assumes workers can exercise self direction, desire responsibility, and like to work |
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what is motivation maximized by? |
participation |
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Herzberg theory |
- hygiene factors - eliminate job dissatisfaction but don't motivate (no dissatification or dissatification) ex: supervision, salary, personal life - motivation factors - increase job satisfaction and motivation (satisfaction or no satisfaction) ex: achievement, recognition, advancement |
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Expectancy theory |
Act in a behavior that gets us where we want to go |
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Expectancy theory 3 parts |
-- expectancy - perceived probability that an ind actions will yield a certain level of performance
-- instrumentality - level of performance that will result in attaining a desired outcome or reward -- valence - importance of the performance outcome to the individual |
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Porter and lawler version of expectancy theory |
look in notes |
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Equity theory |
compare reward to cost ratio of self to that of others |
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types of equity |
external - compare to another company internal - compare to another position in same company individual - same job, same company |
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managerial implications of equity theory |
- determine rewards each individual values - define desired performance - make desired performance attainable - link value rewards to performance - make sure rewards are accurate |
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job design |
the way into which tasks can be combined to form complete jobs |
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job enlargement |
increasing the number of tasks in a job (horizontal job loading) |
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job enrichment |
increasing the responsibility and depth of a job (vertical job loading) |
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Five primary job characteristics |
- skill variety -- how many skills and talents are needed? - task ID -- does the job produce a complete output or work? - task significance -- how important is the job? - autonomy --how much independence does the job holder have? - feedback -- do ind know how they are doing? |
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Job characteristics model pg. 470 |
- core job dimensions -- 5 primary characteristics - critical psychological states --knowledge responsibility meaningfulness of the work - personal and work outcomes -- high internal work motivation, quality work performance, and sanctification with the work |
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JCM guidelines for job redesign |
Combine tasks -- job enlargement to increase skill variety Create natural work units -- increase ownership of work Establish client relationships -- increase skill variety, autonomy, and feedback Expand job vertically -- increase autonomy Open feedback channels -- direct feedback |
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Leader |
someone who can influence others |
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french and raven power bases: |
- legitimate or position power -- power a leader has because of position - coercive power -- power to punish others - reward power -- power to give benefits - expert power -- influence a leader can exert as a result of their expertise, skills, or knowledge - Referent power -- function of admired personal traits |
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Trait theories |
- innate characteristics to be a leader - originally not successful, then ID 7 traits |
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7 leadership traits |
-drive -desire to lead - self-confidence - intelligence - honest and integrity - extroversion - job relevant knowledge |
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Autocratic |
centralized authority and low participation |
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democratic |
involvement, high participation, and feedback |
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lassiz faire style |
hands off management style mixed results |
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transformational |
transactional leadership difference |
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Fred fiedler |
effective group performance depends on the proper match between a leader's style and the degree to which the situation allows the leader to control and influence |
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2 keys of fiedler model |
1) define leadership style and different kinds of situations 2) ID the appropriate combination of style and situation |
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least preferred coworker questionnaire |
measure whether a leader is task or relationship oriented |
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3 key situational factors of fielder |
leader-member relations -- the degree of confidence, respect, and trust employees have for their leader - task structure -- degree to which job tasks and formalized and structured - position power -- degree of influence a leader has over activities such as hiring, firing, discipline, promotion, etc. |
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path goal theory |
leader's job is to assist followers in attaining their goals and to provide direction or support needed to ensure that their goals are compatible with the goals of the group or organization |
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4 path goal leadership behaviors |
- directive leader -- lets subordinates know what is expected of them, schedules work to be done, and gives specific guidance on how to accomplish tasks
- supportive -- shows concern for needs of followers and friendly - participative -- consults with group members - achievement oriented -- sets challenging goals so employees can preform at highest level |
