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128 Cards in this Set
- Front
- Back
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Individual Differences |
Broad Category used to collectively describe attributes that describe a person |
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Intelligence |
An individual’s capacity for constructive thinking / Reasoning |
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Practical Intelligence |
The ability to solve everyday problems by utilizing knowledge gained from experience |
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Implications for Managers |
Identify intelligences relevant to do the Job- select, place, develop |
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Personality |
Combination of stable physical, behavioral, and mental characteristics that give individuals their unique identities |
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Extraversion- Big five |
Gregarious, assertive, and sociable |
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Big five model |
1- Extroverts/ introverts 2- Agreeableness/ low- agreeableness 3- conscientiousness / low conscien. 4- emotional stability- positive/ negative 5- openness to experience |
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Agreeableness |
An individual’s propensity to defer to others |
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Conscientiousness |
A person is responsible, organized, dependable, and persistent |
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Emotional stability |
A person’s ability to withstand stress |
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Openness to experience |
The range of interests and fascination with novelty |
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MBIT- Meyers-Briggs Type Indicator |
Extrovert/ Introvert Sensing/ Intuitive Thinking/ Feeling Judging/ Perceiving |
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Extrovert- MBIT |
Outgoing, sociable, and assertive |
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Sensing |
Practical and prefer routine and order and they focus on detailsb |
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Thinking |
Use reason and logic to handle problems |
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Thinking |
Use reason and logic to handle problems |
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Judging |
Want to control and prefer order and structure |
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Core self- evaluations |
A broad personality trait comprised of four narrower and positive individual traits: self-efficacy, self-esteem, locus of control, emotional stability |
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Self-efficacy |
A person’s belief about his or her chances of successfully accomplishing a specific task |
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Self-esteem |
Belief about your own self-worth |
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Locus of control |
How much personal responsibility you take for your behavior and it’s consequences |
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Emotions |
Complex, Relatively brief responses aimed at a particular target, such as a person, information, experience, event, or nonevent |
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Emotional Intelligence |
Ability to monitor one’s emotions and those of others, discriminate among them, and to use this information to guide one’a thinking and actions |
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Leadership |
the process whereby an individual influences a group of individuals to achieve a common goal |
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Sources of Power |
Legitimate, Referent, Expert, Reward, Coercive |
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Legitimate Power |
Authority that a manager has a virtue of his or her position in an organizational hierarchy ie: supervisor |
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Reward Power |
ability of a manager to give or withhold tangible and intangible rewards |
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Coercive power |
ability of a manager to punish others |
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Expert power |
based on special knowledge, skills, and expertise that a leader possesses |
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Referent power |
Comes from a subordinate’s and co-workers respect forthe personal characteristics of a leader which earns their loyalty andadmiration |
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Position Power |
Power that is associated with a job or position : Legitimate power, Reward power, coercive power. |
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Personal Power |
Power that is independent from Job or position: Expert Power, Referent power |
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Trait Approach |
personality characteristics or interpersonal attributes that can be used to differentiate leaders from followers : Intelligence, Dominance, Self-confidence, level of energy, task - relevant knowledge |
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Dark side Traits |
narcissism, Machiavellianism , Psychopoathy |
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Narcissism |
having self-centered perspective, having feelings of superiority |
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Machiavellianism |
use of manipulation, cynical view, puts results over principles |
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Psychopathy |
lack of concern for others, impulsivity, lack of remorse or guilt when actions harm others |
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Implicit leadership |
the idea that people have beliefs about how leadersshould behave and what they should do for their followers |
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Trait Theory take away |
Positive traits should be cultivated, and dark traits avoided, personality testing is hiring, develop a "global mind-set" |
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Behavioral styles Theory |
attempts to identify the unique behaviors displayed by effective leaders. Two types : Task-oriented / relationship- oriented |
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Task Oriented Leader behavior |
ensure that people, equipment, and other resources are used in an efficient way |
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Relationship- oriented behavior |
leader behavior associated with creating mutual respect or trust and focuses on a concern for group member's needs and desires |
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Takeaways from Behavioral styles theory |
leader behavior is more important than leader traits when it comes to effectiveness, these behaviors can be systematically improved and developed, no one best style of leadership |
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Situational Theory |
the effectiveness of a particular style of leader behavior depends on the situation |
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Fielder's contingency Model |
the extent to which a leader's style fits or matches characteristics of the situation at hand |
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Fiedler's three dimension of situational control |
1- leader-member relations 2- task-structure 3-position power |
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Situational Theory takeaway ( Fiedler's model) |
leadership effectiveness goes beyond traits & behavior - leaders need to modify style to fit a situation |
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Path Goal Theory |
attainingtheir goals and to provide direction or support needed to ensure that theirgoals are compatible with the goals of the group or the organization - four leadership behaviors: Directive, Supportive, participative, achievement-oriented |
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Directive Leader |
lets subordinates know what's expected of them: schedules, work to be done, and gives specific guidance on how to accomplish tasks |
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Supportive Leader |
shows concern for the needs of the followers and is friendly |
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Participative leader |
consults with group members and uses their suggestions before making a decision |
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Achievement- oriented leader |
setschallenging goals and expects followers to perform at their highest level. |
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Path Goal theory takeaways |
Use more than one style of leadership, Help employees achieve their goals, Modify leadership style to fit employeeand environmental characteristics |
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Transformational Leadership |
–Pursue organizational goals overself-interests by using leader behaviors that appeal to followers’self-concepts such as values, motives, and personal identity. |
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Transformational Leader : Inspirational Motivation |
–Useof charisma–Attractivevision of the future |
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Transformational Leader: Idealized influence |
–Sacrificingfor the good of the group–Beinga role model with high ethical standards |
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Transformational Leader: Individualized consideration |
–Payspecial attention to needs of followers–Findways for people to develop and grow |
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Transformational Leader: Intellectual Stimulation |
–Encouragecreativity, innovation, and problem-solving |
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Personal Values |
Abstract ideals that guide one's thinking and behavior across all situations |
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Terminal Vs. Instrumental values |
Terminal Values : lifelong goals or objectives that an individual seeks to achieve ( What ). Instrumental values: Mode of conduct that an individual seeks to follow ( how ) |
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Personal Attitudes |
feelings or opinions about people, places, and objects |
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Personal Attitudes vs. Personal Values |
values: Global, Influence all situations, affect behavior variously. Attitudes specific, influence specifically, affect behavior via intentions |
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Three components of Attitudes |
Affective - I feel Cognitive - I believe Behavioral - I intend |
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Key Workplace Attitudes |
they link to other significant outcomes that managers will want to improve.1- Organizational commitment 2 - Employee engagement 3 - Perceived organizational support 4- Job satisfaction |
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Job Satisfaction |
an effective or cognitive response toward various facets of one's job - the extent to which an individual likes their job |
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Five predominant Models of job satisfaction: Need Fulfillment |
Understand and meet employees' needs. Extent to which the characteristics of the job allow needs to be filled |
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Five predominant Models of job satisfaction: Met Expectations |
Meet expectations of employees about what they will receive from job. What an individual expects to receives from a job ( good pay, promotional opportunities) |
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Five predominant Models of job satisfaction: Value attainment |
structure the job and its rewards to match employee values. An employer's perception that a job allows for the fulfillment of an individual's important values |
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Five predominant Models of job satisfaction: Equity |
Monitor employees' perceptions of fairness and interact with them so they feel fairly treated. An individual perceives that their work outcomes are relative to their work inputs |
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Five predominant Models of job satisfaction: Disposition/ Generic components |
Hire employees with an appropriate disposition. personal traits and genetic factors match the characteristics of the work environment |
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Organizational Commitment |
the extent to which an individual identifies with an organization and commits to its goals |
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Organizational Commitment Outcomes |
1- Continued employment 2 - greater motivation |
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Employee Engagement |
the harnessing of organizational member's selves to their work roles |
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Perceived Organizational Support |
the extent to which employees believe that the organization values contributions, and genuinely cares about their well - being |
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Perceived Organizational Support results in |
Results - Increased organizational commitment, job satisfaction, organizational citizenship behavior, task performance, lower turnover |
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Behavioral Job Satisfaction Outcomes |
Correlated to job satisfaction |
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Organizational citizenship behavior |
behavior that is discrete, promotes effective functioning of the organization |
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Counterproductive work Behavior |
behavior that harms other employees the organization as a whole, or organizational stakeholders such as customers and shareholders |
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Voluntary Turnover |
can be positive if poor performers are leaving, and negative if good employees leave . To reduce voluntary turnover - hire people who fit the org culture, spend time fostering employee engagement |
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Intelligence matters |
Intelligence is not purely genetic, it can be altered or modified, intellectual development can be damaged by organic factors, rise in intelligence has been observed in past 70 years |
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Motivation |
Psychological processes that underline the direction, intensity, and persistence of behavior or thought |
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Content Theories |
internal factors such as needs and satisfaction that energize employee motivation |
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Process theories |
Focus on explaining the process by which internal factors and environmental characteristics influence employee motivation |
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McGregor's Theory X |
Employees dislike work, can only be motivated with rewards and punishment |
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McGregor's Theory Y |
Employees are self-Engaged, committed, Responsible and creative |
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Maslow's Need Hierarchy Theory |
Self-actualization, esteem, love, safety, physiological |
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Using Maslow's Theory to motivate employees |
employees have needs beyond a paycheck, focus on satisfying employee needs related to self-concepts- self esteem & self-actualization |
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Mc Clelland's |
Need for achievement, need for affiliation, need for power |
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Need for achievement |
desire to excel, overcome obstacles, solve problems, and rival and surpass others |
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Need for affiliation |
the desire to maintain social relationships, to be liked, and to join groups |
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Need for power |
the desire to influence, coach, teach, or encourage others to achieve |
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Content Theory : Motivation - Hygiene Theory |
proposes that job satisfaction and dissatisfaction arise from two different sets of factors: Satisfaction comes from motivating factors. - Dissatisfaction comes from hygiene factors |
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Process Theory: Expectancy |
Holds that people are motivated to behave in ways that produce desired combinations of expected outcomes . Expectancy- chances of reaching performance. Instrumentality - chances of receiving outcomes. valence - how much do I value those outcomes |
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Process Theory: EquityTheory |
a model of motivation that explains how people strive for fairness and justice in social exchanges or give-&- take relationships |
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Process Theory: Justice Theory |
the extent to which people perceive that they are treated fairly at work : Distributive justice, procedural justice, interactional justice |
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Using Equity and justice Theories |
Employee perceptions are what count, employees want a voice in decisions that affect them, employees should be given an appeal process, leader behavior matters, climate for justice makes a difference |
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Process Theory: Goal- Setting Theory |
successful people have one thing in common - their lives are goal oriented. Goal setting helps individual's, teams, and organizations achieve success |
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Goal- Setting Theory |
Set goals that are Specific and difficult. Certain conditions are necessary: ability and resources needed. Performance feedback & participation. Goal achievement leads to job satisfaction |
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Motivating Employees through Job Design |
any set of activities that involve alteration of specific jobs or interdependent systems of jobs with the intent of improving the quality of employee job experience & productivity |
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Top- Down Approach to Job- Design: Job Enlargement |
Involves putting more variety into a worker's job by combining specialized tasks of comparable difficulty |
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Top-down approach to Job- Design: Job Rotation |
calls for moving employees from one specialized job to another |
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Top-down approach to Job- Design: Job Enrichment |
entails modifying a job so that an employee has the opportunity to experience : achievement, recognition, stimulating work, responsibility, advancement |
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Top-down approach to Job- Design: Job Characteristics model |
Can be used to increase job satisfaction, can enhance employee's intrnsic motivation, increase in quality performance |
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Social Learning Theory |
learn through both observation and direct experience |
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Vicarious / Observational learning |
occurs when a learner is motivated to perform a behavior by watching another person perform it and be reinforced for doing so. |
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Perception |
A cognitive process that enables us to interpret and understand our surrounding |
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Attention |
is the process of becoming consciously aware of something or someone |
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Salient stimuli |
something that stands out from its context |
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Encoding |
to interpret and evaluate the environment using schemata and cognitive categories |
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Retrieval and Response |
information is retrieved from memory to make judgements and decisions |
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Stereotype |
an individual's set of beliefs about the characteristics or attributes of a group - can lead to poor decisions |
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Managerial Challenges and Recommendations of Stereotypes |
educate people and how they influence behavior and decision making |
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Casual Attributions |
suspected or inferred causes of behavior |
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Kelley's Model of Attribution |
behavior can be attributed either internal factors within a person or external factors within the environment |
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Self- Serving bias |
the tendency to take more personal responsibility for success than for failure |
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Diversity |
represents the multitude of individual differences and similarities that exist among people |
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Layers of Diversity - Internal |
surface-level characteristics are apparent to others ( unchangeable) |
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Layers of Diversity - External |
deep-level characteristics that take timeto emerge in interactions |
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Discrimination |
occurs when employment decisions about an individual are due to reasons not associated with performance or are not related to the job |
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Affirmative Action |
An artificial intervention aimed at giving management a chance to correct an imbalance, injustice, mistake, or outright discrimination that occurred in the past |
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Business Rationale for Diversity |
Managing diversity gives an organization the ability to grow and maintain a business in an increasingly competitive marketplace |
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Access and legitimacy perspective on Diversity |
based in recognition that the organization’s markets and constituencies are culturally diverse |
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Trends in Workforce diversity |
four generations of employees working together, soon to be joined by a fifth |
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Schwartz Value Theory |
Self transcendent ( concern for others) Self-enhancement (pursuit of own interests) Openness to change, Conservation |
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Cognitive Dissonance |
Psychological discomfort a person experiences when simultaneously holding conflicting cognitions (ideas, beliefs, values, or emotions) |
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Stressors |
Environmental characteristics that cause stress |
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Proactive Personality |
An attribute of someone un constrained by situational forces who effects environmental change. Proactive ppl identify opportunities and act on them, show initiative |
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Implicit cognition |
Represents any thoughts or beliefs that are automatically activated from memory without conscious awareness |
