Mos 2181

Front 1

Fundamental Attribution error

Back 1

thetendency for people to judge other’s behaviours as being due to internal factorssuch as ability, motivation, or attitudes

Front 2

Self-serving bias:

Back 2

whenone attributes one’s own failures to external factors and success to internalfactors

Front 3

Consensus:

Back 3

o used by decision makers to attribute cause; whetherother individuals behave the same way under similar circumstances

Front 4

Distinctiveness:

Back 4

o used by decision makes to attribute cause; whether theperson being judged acts in a similar fashion under different circumstances

Front 5

Consistency:

Back 5

o used by decision makers to attribute cause; whetherthis individual has behaved this way before under similar circumstances

Front 6

Escalationof Commitment

Back 6

a common decision-making error, in which the decisionmaker continues to follow a failing course of action

Front 7

training

Back 7

· asystematic effort by organizations to facilitate the learning of job-relatedknowledge and behaviour

Front 8

knowledge transfer:

Back 8

· theexchange of knowledge between employees

Front 9

behaviour modellingtraining:

Back 9

· whenemployees observe the actions of others, learn from what they observe, and therepeat the observed behaviour

Front 10

communities of practice:

Back 10

· groupsof employees who learn from one another through collaboration over an extendedperiod of time

Front 11

transfer of training:

Back 11

· occurswhen employees retain and demonstrate the knowledge, skills, and behavioursrequired for their jobs after training ends

Front 12

climate for transfer:

Back 12

· anorganizational environment that supports the use of new skills

Front 13

Availability bias:

Back 13

· thetendency for people to base their judgments on information that is easier torecall

Front 14

heuristics

Back 14

· simpleand efficient rules of thumb that allow one to make decisions more easily

Front 15

Stereotype:

Back 15

· assumptionsmade about others based on their social group membership

Front 16

Social identity theory:

Back 16

· atheory that people identify themselves according to the various groups to whichthey belong and judge others according to the groups the associate with

Front 17

Projection bias:

Back 17

· thefaulty perception by decision makers that others, think, feel, and act as theydo

Front 18

Selective perception:

Back 18

· thetendency for people to see their environment only as it affects them and as itis consistent with their expectation

Front 19

Bounded rationality:

Back 19

· thenotion that people do not have the ability or resources to process allavailable information and alternatives when making a decision

Front 20

Satisficing:

Back 20

o what a decision maker is doing when he chooses thefirst acceptable alternative considered

Front 21

Rational decision-makingmodel:

Back 21

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

Front 22

Intuition:

Back 22

o an emotional judgment based on quick, unconscious gutfeelings

Front 23

Programmed decisions:

Back 23

· decisionsthat are somewhat automatic because the decision maker’s knowledge allows himor her to recognize the situation and the course of action to be taken

Front 24

Learning orientation:

Back 24

· apredisposition or attitude according to which building competence is deemedmore important by an employee than demonstrating competence

Front 25

Performance-proveorientation:

Back 25

· apredisposition or attitude by which employees focus on demonstrating theircompetence so that others think favourably of them

Front 26

Performance-avoidorientation:

Back 26

· apredisposition or attitude by which employees focus on demonstrating theircompetence so that others will not think poorly of them

Front 27

Behavioural modelling

Back 27

o employees’ observing the actions of others, learningfrom what they observe, and then repeating the observed behaviour

Front 28

Social learning theory:

Back 28

· theorythat argues that people in organizations learn by observing others

Front 29

Continuous reinforcementschedule:

Back 29

aschedule of reinforcement in which a specific consequence follows each andevery occurrence of a certain behaviour

Front 30

Fixed-interval schedule:

Back 30

o a schedule whereby reinforcement occurs at fixed timeperiods

Front 31

Variable-interval schedule:

Back 31

o a schedule whereby reinforcement occurs at randomperiods of time

Front 32

Fixed-ratio schedule:

Back 32

o a schedule whereby reinforcement occurs following afixed number of desired behaviours

Front 33

Variable-ratio schedule:

Back 33

aschedule whereby behaviours are reinforced after a varying number of them havebeen exhibited

Front 34

Explicit knowledge:

Back 34

knowledgethat is easily communicated and available to everyone

Front 35

Tacit knowledge:

Back 35

knowledgethat employees can only learn through experience

Front 36

communicator competence:

Back 36

theability of communicators to encode and interpret messages

Front 37

noise:

Back 37

· disturbingor distracting stimuli that block or interfere with the transmission of amessage

Front 38

information richness:

Back 38

· theamount and depth of the information transmitted in a message

Front 39

all-channel networkstructure:

Back 39

· acommunication network in which any member can send and receive messages fromany other

Front 40

circle network structure:

Back 40

· acommunication network in which members send and receive messages fromindividuals who are immediately adjacent to them

Front 41

chain network structure:

Back 41

· acommunication network in which information is passed from member to member,from one end of the chain to the other

Front 42

Y network structure:

Back 42

· acommunication network in which one member controls the flow of informationbetween one set of members and another

o combinationof the chain and wheel networks

Front 43

wheel network structure:

Back 43

· acommunication network in which all communication between members is controlledby a single member

Front 44

informal communicationnetwork:

Back 44

· spontaneousand emergent patterns of communication that result from the choices individualsmake on their own

Front 45

grapevine:

Back 45

· theprimary informal communication network within an organization

Front 46

supervisor feedback:

Back 46

· aform of downward communication in which the supervisor provides information toa subordinate about his or her job performance

Front 47

reliability:

Back 47

o the extent to which the selectionprocedure (e.g. job interview) is free from random error

Front 48

predictive validity:

Back 48

o the extent to which the selectionprocedure (e.g. job interview) predicts future job performance

Front 49

behavioural description (interview):

Back 49

applicantsare told about important job attributes of the role they are applying for andthen asked to reflect upon their past work experience and describe behavioursthat demonstrate the attribute in question

Front 50

situational:

Back 50

o applicantsare presented with several realistic job scenarios that each involve a dilemmathat needs to be resolved

Front 51

Work teams:

Back 51

· relativelypermanent in which members work together to produce goods and/or provideservices (core operational level production and service tasks à e.g. assembling a car)

Front 52

Management teams:

Back 52

· relativelypermanent team that participates in managerial-level tasks that affect theentire organization (integrate activities of all of an organization’s subunits)

Front 53

Parallel teams:

Back 53

· teamscomposed of members from various jobs within the organization that meet toprovide recommendations about important issues (provide recommendations andresolve issues)

Front 54

Project teams:

Back 54

teamsformed to take on one-time tasks, most of which tend to be complex and requireinput from different functional areas (e.g. new product, service, design etc.)

Front 55

Action teams:

Back 55

· teamsof limited duration that performs complex tasks in contexts that tend to behighly visible and challenging (e.g. sports team, rock band vs. two hoursurgical unit or flight crew)

Front 56

Virtual teams:

Back 56

· teamin which the members are geographically dispersed, and interdependent activityoccurs through e-mail, web conferencing, and instant messaging

Front 57

Forming:

Back 57

1. memberorient themselves by trying to find their boundaries in the team

Front 58

Storming:

Back 58

1. membersremain committed to ideas they bring with them to the team (can harm progress)

Front 59

Norming:

Back 59

1. membersrealize they need to work together to accomplish team goals, and consequently,they begin to cooperate with one another

Front 60

Performing:

Back 60

1. membersare comfortable working with their roles, and the team makes progress towardgoals

Front 61

Adjourning:

Back 61

1. membersexperience anxiety and other emotions as they separate from the team

Front 62

Punctuated equilibrium:

Back 62

· asequence of team development during which not much gets done until the halfwaypoint of a project, after which teams make necessary changes to complete theproject on time

o Forming and Pattern Creation àIntertia àMidpoint àProcess Revision àInertia

Front 63

Task interdependence:

Back 63

· thedegree to which team members interact with and rely on other team members forinformation, materials and resources needed to accomplish work for the teams

Front 64

pooled interdependence:

Back 64

o lowestdegree of required coordination (e.g. members work individually and “pile up”everyone’s work to represent the group’s output)

Front 65

sequential interdependence:

Back 65

o membersspecialize in tasks that are completed in a prescribed order

Front 66

reciprocal interdependence:

Back 66

o specialized members interact with a subset ofother specialized members to complete the team’s work

Front 67

comprehensiveinterdependence:

Back 67

o highestlevel of required interaction and coordination§ eachmember has a great deal of discretion in terms of what they do and who theyinteract with

Front 68

Goal interdependence:

Back 68

· thedegree to which team members have a shared goal and align their individualgoals with that vision

Front 69

Outcome interdependence:

Back 69

· thedegree to which team members share equally in the feedback and rewards thatresult from the team achieving its goals

Front 70

Team composition:

Back 70

· themix of the various characteristics that describe the individuals who work inthe team. There are five aspects of team composition:

Front 71

team task roles:

Back 71

behavioursthat directly facilitate the accomplishment of team tasks (e.g. orienter,devil’s advocate, energizer)

Front 72

team-building roles:

Back 72

§ behavioursthat influence the quality of the team’s social climate (e.g. harmonizer,encourager, compromiser à manage conflicts)

Front 73

individualistic roles:

Back 73

- behavioursthat benefit the individual at the expense of the team (e.g. aggressor,recognition seeker, dominator)

Front 74

disjunctive task:

Back 74

- memberwith the highest level of ability relevant to the task will have the mostinfluence

Front 75

conjunctive tasks:

Back 75

- weakestlink will have the most influence (team is only as strong as it’s weakest link)

Front 76

additive tasks:

Back 76

- contributionsresulting from the abilities of every member add up to determine teamperformance

Front 77

5 aspects of team composition

Back 77

member roles, member ability, member personality, team diversity, team size

Front 78

value in diversityproblem-solving approach:

Back 78

atheory that supports team diversity because it provides a larger pool ofknowledge and perspectives

Front 79

similarity-attractionapproach:

Back 79

§ atheory explaining that team diversity can be counterproductive because peopletend to avoid interacting with others who are unlike them

Front 80

surface-level diversity

Back 80

§ diversityof observable attributes such as race, gender, ethnicity, and age

Front 81

deep-level diversity:

Back 81

§ diversityof attributes that are inferred through observation or experience, such asone’s values or personality

Front 82

team size:

Back 82

o havinga greater number of members is beneficial for management and project teams butnot for teams engaged in production tasks

Front 83

Team Process:

Back 83

· thedifferent types of activities and interactions that occur within a team as theteam works toward its goals

Front 84

Process gain:

Back 84

achievementof team outcomes greater than those one would expect on the basis of thecapabilities of the individual members (whole is greater than the sum of itsparts)

Front 85

Process loss:

Back 85

· achievementof team outcomes less than those one would expect on the basis of thecapabilities of the individual members

Front 86

coordination losses:

Back 86

o occurdue to production blocking (when they have to wait on one another to completetheir part of the team task)

Front 87

motivational losses/socialloafing:

Back 87

o reducedaccountability causes members to work less hard than if they were workingindividually

Front 88

Taskwork Processes:

Back 88

theactivities of team members that relate directly to the accomplishment of teamtasks.

Front 89

· 3types of taskwork processes:

Back 89

Creative behaviour, decision making, boundary spanning

Front 90

Creative Behaviour:

Back 90

generatingnovel and useful ideas

Front 91

brainstorming:

Back 91

§ expressall ideas that come to mind; go for quantity over quality; don’t criticize orevaluate the ideas of others; build on the ideas of others

Front 92

nominal group technique:

Back 92

§ bringingthe team together and outlining the purpose of the meeting; members have a setperiod of time to write down their own ideas; go back to the team meeting andshare ideas; discuss all ideas; build on others’ ideas; members rank ideas on acard and submit to a facilitator; facilitator calculates and announces thewinning idea

Front 93

Decision Making:

Back 93

1. members share information and they worktogether to reach a consensus, or general agreement. Three factors account fora team’s ability to make effective decisions:

Front 94

What are the three factors that account for a team's ability to make effective decisions?

Back 94

decision informity, staff validity, hierarchal sensitivity

Front 95

decision informity:

Back 95

§ whethermembers possess adequate information about their own task responsibilities

Front 96

staff validity:

Back 96

§ refersto the degree to which members make good recommendations to the leader

Front 97

hierarchal sensitivity:

Back 97

reflectsthe degree to which the leader effectively weighs the recommendations of themembers

Front 98

Boundary Spanning:

Back 98

refersto three types of activities with individuals and groups other than those who are considered a part of the team

Front 99

What are the 3 types of boundary spanning activities?

Back 99

ambassador activities, task coordinator activities, scout activities

Front 100

ambassador activities:

Back 100

communicationsthat are intended to protect the team, persuade others to support the team, orobtain resources for the team (meet with people who are higher up in theorganization

Front 101

task coordinator activities

Back 101

communicationsthat are intended to coordinate task-related issues with people or groups inother functional areas

Front 102

scout activities:

Back 102

§ thingsteam members do to obtain information about technology, competitors, or thebroader marketplace

Front 103

Teamwork processes:

Back 103

· theinterpersonal activities that promote the accomplishment of team task but donot involve task accomplishment itself

Front 104

What are the 3 types of teamwork processes?

Back 104

Transition processes, action processes, and interpersonal processes

Front 105

Transition Processes:

Back 105

1. teamwork processes, such as missionanalysis and planning, that focus on preparation for future work in the team

Front 106

Action processes:

Back 106

1. teamwork processes, such as helping andcoordination, that aid in the accomplishment of teamwork as the work isactually taking place

§ monitoringprogress toward goals (e.g. charting progress)§ systemsmonitoring: keeping track of things that the team needs§ helpingbehaviour: involves members going out of their way to help or back up otherteam members (even though it is not their responsibility)§ coordination:synchronizing team members’ activities in a way that makes them mesheffectively and seamlessly (as opposed to waiting for information or resources)

Front 107

Interpersonal processes

Back 107

1. teamwork processes, such as motivatingand confidence building, that focus on the management of relationships amongteam members

Front 108

affectmanagement:

Back 108

§ involvesactivities that foster a sense of emotional balance and unity

Front 109

Team states:

Back 109

· specifictypes of feelings and thoughts that coalesce in the minds of team members as aconsequence of their experience working together

Front 110

Cohesion:

Back 110

: a team state that occurswhen members of the team develop strong emotional bonds to the other members ofthe team and to the team itself

Front 111

groupthink:

Back 111

§ behavioursthat support conformity and team harmony at the expense of other teampriorities (therefore, cohesion is not always a good thing)

Front 112

Potency:

Back 112

1. a team state reflection of the degree ofconfidence among team members that the can be effective across situations andtasks

Front 113

Mental Models:

Back 113

thedegree to which team members have a shared understanding of important aspectsof the team and its task

Front 114

Transactive Memory:

Back 114

thedegree to which team members’ specialized knowledge is integrated into aneffective system of memory for the team

Front 115

transportable network competencies:

Back 115

teamtraining that involves helping people develop general teamwork competencies

Front 116

cross training:

Back 116

· trainingteam members in the duties and responsibilities of their teammates

Front 117

personal clarification:

Back 117

o simplyreceive information regarding the roles of other members

Front 118

positional modeling:

Back 118

o involvesteam members observing how other members perform their roles

Front 119

positional rotation:

Back 119

o givesmembers actual experience carrying out the responsibilities of their teammates

Front 120

team process training:

Back 120

theuse of team experiences that facilitates the team’s ability to function andperform more effectively as an intact unit

Front 121

action learning:

Back 121

o teamis given a real problem that’s relevant to the organization and they arerequired to analyze the problem, develop an action plan, and carry out theaction plan

Front 122

team building:

Back 122

· funactivities that facilitate team problem solving, trust, relationship building,and the clarification of role responsibilities

Front 123

3 types of organizational power

Back 123

legitimate, reward, coercive

Front 124

2 types of personal power

Back 124

expert, referent

Front 125

Referent power:

Back 125

· aform of personal power based on the attractiveness and charisma of the leader

Front 126

What are the 4 contingencies of power?

Back 126

substitutability, discretion, centrality, visibility

Front 127

Substitutability:

Back 127

· thedegree to which people have alternatives in accessing the resources that aleader controls

Front 128

Discretion

Back 128

thedegree to which managers have the right to make decisions on their own

Front 129

Centrality

Back 129

· howimportant a person’s job is and how many people depend on that person toaccomplish tasks

Front 130

Visibility

Back 130

· howaware others are of a leader and the resources that leader can provide

Front 131

What are the most effective influence techniques

Back 131

rational persuasion, inspirational appeal, consultation, collaboration

Front 132

Rational Persuasion:

Back 132

· theuse of logical arguments and hard facts to show someone that their request isworthwhile

Front 133

Inspirational appeal:

Back 133

· aninfluence tactic designed to appeal to one’s values and ideals, therebycreating an emotional or attitudinal reaction

Front 134

Consultation:

Back 134

· aninfluence tactic whereby the target is allowed to participate in deciding howto carry out or implement a request

Front 135

Collaboration:

Back 135

· aninfluence tactic whereby the leader makes it easier for the target to completea request by offering to work with and help the target

Front 136

What are moderately effective influence techniques?

Back 136

ingratiation, personal appeals, exchange tactic, apprising

Front 137

Ingratiation:

Back 137

· theuse of favours, compliments, or friendly behaviour to make the target feelbetter about the influencer (e.g. “sucking up”)

Front 138

Personal appeals:

Back 138

· aninfluence tactic in which the requestor asks for something based on personalfriendships or loyalty

Front 139

exchange tactic:

Back 139

· aninfluence tactic in which the requestor offers a reward in return forperforming a request

Front 140

apprising:

Back 140

· aninfluence tactic in which the requestor clearly explains why performing therequest will benefit the target personally

Front 141

What are the least effective influence techniques?

Back 141

pressure, coalitions

Front 142

Pressure

Back 142

· aninfluence tactic in which the requestor attempts to use coercive power throughthreats and demands

Front 143

Coalitions:

Back 143

· aninfluence tactic in which the influencer enlists other people to help influencethe target

Front 144

What are the 3 responses to influence tactics?

Back 144

internalization, compliance, resistance

Front 145

internalization

Back 145

· aresponse to influence tactics in which the target agrees with and becomescommitted to the request (attitude and behaviour change)

Front 146

Compliance:

Back 146

· aresponse to influence tactics in which the target is willing to do what theleader asks but does it with a degree of ambivalence (only behaviour changes,not attitude)

Front 147

Resistance:

Back 147

· : a response to influence tactics in which the target refusesto perform a request and puts forth an effort to avoid having to do it (neitherbehaviour or attitude changes)

Front 148

Organizational politics:

Back 148

· individualactions directed toward the goal of furthering their own interests

Front 149

Political skill:

Back 149

· theability to understand others and the use of knowledge to influence them tofurther personal or organizational objectives

Front 150

networking ability:

Back 150

o identifyingand developing diverse contacts

Front 151

social astuteness:

Back 151

o tendencyto observe others and accurately interpret their behaviour

Front 152

interpersonal influence:

Back 152

o havingan unassuming and convincing personal style that’s flexible enough to adapt todifferent situations

Front 153

apparent sincerity:

Back 153

o appearingto have high levels of honesty and genuineness

Front 154

4 types of conflict resolution

Back 154

competing, avoiding, accommodating, collaboration, compromise

Front 155

Distributive bargaining(zero-sum condition):

Back 155

o anegotiation strategy in which one person gains and the other person loses (e.g.buying a car à every dollar dealer saves, buyer losesbut every dollar buyer saves, dealer loses)

Front 156

Integrative bargaining:

Back 156

o negotiationstrategy that achieves an outcome that is satisfying for both parties

Front 157

What are the 4 steps of negotiation?

Back 157

1. Preparation (BATNA)

2. Exchaning information

3. Bargaining

4. Closing and commitment

Front 158

BATNA

Back 158

o bestalternative to a negotiated agreement à at the BATNA point, a negotiator isactually better off not negotiating at all

Front 159

What are the two types of biases during negotiations?

Back 159

perceived power distance, emotions

Front 160

leadership

Back 160

· theuse of power and influence to direct the activities of followers toward goalachievement

Front 161

leader-member exchangetheory:

Back 161

· atheory describing how leader-member relationships develop over time on a dyadicbasis

Front 162

role taking:

Back 162

thephase in the leader-follower relationship when a leader provides and employeewith job expectations and the follower tries to meet those expectations

Front 163

role making:

Back 163

o thephase in the leader-follower relationship when a follower voices his or her ownexpectations for the relationship, resulting in a free-flowing exchange ofopportunities and resources for activities and effort

Front 164

high-quality exchange(ingroup):

Back 164

o frequentexchange of information, influence, latitude, support and attention; higherlevels of communication, mutual trust, respect, and obligation (better job performanceand organizational commitment)

Front 165

low-quality exchange(outgroup):

Back 165

o limitedexchange of information, influence, latitude, support and attention; lowerlevels of communication, mutual trust, respect, and obligation

Front 166

leader effectiveness:

Back 166

· thedegree to which the leader’s actions result in the achievement of the unit’sgoals, the continued commitment of the unit’s employees, and the development ofmutual trust, respect, obligation in leader-member dyads

Front 167

leader emergence:

Back 167

· theprocess of becoming a leader in the first place

Front 168

autocratic style:

Back 168

· aleadership style in which the leader makes the decision alone without askingfor opinions or suggestions of the employees in the work unit

Front 169

consultative style:

Back 169

· aleadership style in which the leader presents the problem to employees askingfor their opinions and suggestions before ultimately making the decision him-or herself

Front 170

facilitative style:

Back 170

· aleadership style in which the leader presents the problem to a group ofemployees and seeks consensus on a solution, making sure his or her own opinionreceives no more weight than anyone else’s

Front 171

delegative style:

Back 171

· aleadership style in which the leader gives the employee the responsibility formaking decisions with some set of specified boundary conditions

Front 172

initiating structure:

Back 172

· apattern of behaviour in which the leader defines and structures the roles ofemployees in pursuit of goal attainment

Front 173

consideration

Back 173

· apattern of behaviour in which the leader creates job relationshipscharacterized by mutual trust, respect for employee ideas, and consideration ofemployee feelings

Front 174

R1 à telling:

Back 174

whenthe leader provides specific instructions and closely supervises performance(high initiating structure and low consideration)

Front 175

R2 à selling:

Back 175

§ whenthe leader explains key issues and provides opportunities for clarification(high initiating structure and high consideration)

Front 176

R3 à participating:

Back 176

§ leaderbehaviour in which the leader shares ideas and tries to help the group conductits affairs (low initiating structure and high consideration)

Front 177

R4 à delegating:

Back 177

§ leaderbehaviour in which the leader turns responsibility for key behaviours over toemployees (low initiating structure and low consideration

Front 178

Transformational leadership:

Back 178

apattern of behaviour in which the leader inspires followers to commit to ashared vision that provides meaning to their work while also serving as a rolemodel who helps followers develop their own potential and view problems fromnew perspectives. Has four components.

Front 179

What are the four components of transformational leadership?

Back 179

- idealized influence

- inspirational motivation

- intellectual stimulation

- individualized consideration

Front 180

laissez-faire leadership:

Back 180

whenthe leader avoids leadership duties altogether

Front 181

transactional leadership:

Back 181

· apattern of behaviour in which the leader rewards or disciplines the follower onthe basis of performance

Front 182

passivemanagement-by-exception:

Back 182

atype of transactional leadership in which the leader waits around for mistakesand errors, then takes corrective action as necessary

Front 183

active management-by-exception:

Back 183

atype of transactional leadership in which the leader arranges to monitormistakes and errors actively, and takes corrective action when required

Front 184

contingent reward:

Back 184

amore active and effective type of transactional leadership, in which the leaderattains follower agreement on what needs to be done using rewards in exchangefor adequate performance

Front 185

multidivisional structure:

Back 185

· anorganizational form in which employees are grouped by product, geography, orclient

Front 186

functional structure:

Back 186

o anorganizational form in which employees are grouped by the functions theyperform for the organization

Front 187

matrix structure:

Back 187

· acomplex form of organizational structure that combines a functional andmulti-divisional grouping

Front 188

espoused values:

Back 188

thebeliefs, philosophies, and norms that a company explicitly states

Front 189

basic underlyingassumptions:

Back 189

· theengrained beliefs and philosophies of employees

Front 190

What are the 4 general culture types?

Back 190

fragmented, mercenary, networked, communal

Front 191

fragmented culture:

Back 191

o an organizational culture type in which employees aredistant and disconnected from one another à lowsolidarity, low sociability

Front 192

mercenary culture:

Back 192

o an organizational culture type in which employeesthink alike but are not friendly to one another à highsolidarity, low sociability

Front 193

networked culture:

Back 193

o an organizational culture type in which employees arefriendly to one another, but everyone thinks differently and does his or herown thing à lowsolidarity, high sociability

Front 194

communal culture:

Back 194

o an organizational culture type in which employees arefriendly to one another and all think alike à highsolidarity, high sociability

Front 195

ASA framework:

Back 195

· atheory (attraction-selection-attraction) that states that employees will bedrawn to organizations with cultures that match their personality,organizations will select employees that match, and employees will leave or beforced out when they are not a good fit

Front 196

Socialization:

Back 196

theprimary process by which employees learn the social knowledge that enables themto understand and adapt to the organization’s culture

Front 197

6Dimensions of Organizational Socialization:

Back 197

o goals and values, performance proficiency, language,history, politics, people

Front 198

3 stages of socialization

Back 198

- anctipatory stage

- encounter stage

- understanding and adoption

Front 199

Anticipatory Stage:

Back 199

astage of socialization that begins as soon as a potential employee develops animage of what it would be like to work for a company

Front 200

Encounter Stage:

Back 200

1. a stage of socialization beginning the day an employeestarts work, during which the employee compares the information as an outsiderto the information learned as an insider

Front 201

Reality shock:

Back 201

§ amismatch of information that occurs when an employee finds that aspects ofworking at a company are not what he or she expected them to be

Front 202

Understanding and adaption:

Back 202

1. the final stage of socialization, during whichnewcomers come to learn the content areas of socialization and internalize thenorms and expected behaviours of the organization

Front 203

What are the four cultural clusters that emerge from the OCAI

Back 203

hierarcally oriented, market oriented clan oriented, adhocracy oriented

Front 204

Person-organization fit:

Back 204

· the degreeto which a person’s personality and values match the culture of an organization

Front 205

What 3 processes speed up the mentoring process?

Back 205

realistic job previews, newcomer orientation, mentoring