Ob Final

Front 1

what is organizational behavior?

Back 1

the study of what people think, feel, and do in and around organizations

Front 2

what are organizations?

Back 2

groups of people who work interdependently toward some purpose

Front 3

how do behavioral science researchers discover new knowledge?

Back 3

they systematically study individual, team, and organizational-level characteristics that influence behavior within work settings

Front 4

what are the roots of OB?

Back 4

emerged as a distinct field in 1940s, origins in Greek philosopher Plato and Chinese philosopher Confucius, and German sociologist Max Weber

Front 5

what are the 'hot' organizational behavior issues?

Back 5

globalization (world-wide interdependence), workforce diversity, evolving employment relationships, virtual work (using tech to do jobs away from traditional workplace), and workplace values and ethics

Front 6

what shapes personality?

Back 6

ethical, cultural, and personal values create a pattern of behaviors and consistent internal states that explain behavioral tendencies

Front 7

Big 5 personality dimensions

Back 7

conscientiousness, agreeableness, neuroticism, openness to experience, extroversion (vs. introversion)

Front 8

locus of control

Back 8

a personality trait referring to the extent to which people believe events are within their control (internal=in control of destiny, external=most things are a result of fate, luck, chance, etc.)

Front 9

Myers-Briggs Type Indicator (MBTI)

Back 9

personality inventory that indentifies basic preferences for processing info; people are either introverted or extroverted, sensing or intuitive, thinking or feeling, and judging or perceiving

Front 10

Machiavellianism

Back 10

high Machiavellian people are always doing whatever it takes to get themselves in a better position (deceit is an acceptable way to achieve goals)

Front 11

importance of "person-job" fit

Back 11

matching a person to a job is a complex alignment of personality, values, and competencies with the requirements of work and characteristics of the work environment

Front 12

expectancy theory

Back 12

the motivation theory based on the idea that work effort is directed toward behaviors that people believe will lead to desired outcomes

Front 13

effort-to-performance (E-to-P) expectancy

Back 13

individual's perception that his or her effort will result in a particular level of performance (probability from 0.0 to 1.0)

Front 14

performance-to-outcome (P-to-O) expectancy

Back 14

perceived probability that a specific behavior or performance level will lead to specific outcomes

Front 15

outcome valence

Back 15

the anticipated satisfaction or dissatisfaction that an individual feels toward an outcome (ranges from negative to positive, ex: -1 to 1 or -100 to 100)

Front 16

characteristics of motivating goals

Back 16

specific, relevant, challenging, people are committed to it, people participate in setting it (usually), feedback given about it

Front 17

SMART goals

Back 17

specific, measurable, acceptable, relevant, timely

Front 18

MBO best when

Back 18

employees commit to goals, employee feels goals are attainable, employee has an action plan

Front 19

problems with MBO

Back 19

employees stress too much over goals, reject goals as unrealistic, fail to cooperate, or are not given coaching, feedback, and support from managers

Front 20

measuring performance

Back 20

outcomes are measured quantitatively and processes/activities are measured qualitatively

Front 21

halo error

Back 21

if you are good/bad at one thing, then this makes a bigger impact than other characteristics

Front 22

leniency error

Back 22

rating all people higher than they deserve

Front 23

strictness error

Back 23

rating all people lower than they deserve

Front 24

primacy error

Back 24

if first impression is bad, there is no recovery (and vice versa)

Front 25

recency error

Back 25

what happens most recently has most weight

Front 26

fundamental attribution error

Back 26

tendency to first blame things that happen on a person rather than the situation they were in

Front 27

360 degree feedback

Back 27

also multisource feedback; feedback on performance received from a full circle of people around an employee (from managers, peers, subordinates, and customers/clients)

Front 28

equity theory

Back 28

a theory that explains how people develop perceptions of fairness in the distribution and exchange of resources

Front 29

expectancy, instrumentality, and valence

Back 29

(ExIxV)=expectancy behavior; E=if I work hard, can I succeed?, I=if I succeed, what will I get?, V=how much do I value the reward?

Front 30

how to increase expectancy

Back 30

make clear goals, good training, and provide useful technology

Front 31

how to increase instrumentality

Back 31

make rewards contingent on performance, create equitable reward system

Front 32

how to increase valence

Back 32

provide rewards that employees value; make rewards flexible rewards

Front 33

responses to underpayment

Back 33

restore equity by: increasing outcomes (demand raise), reduce inputs (time off or reduced effort), redoce other's outcomes, increase other's inputs, change comparison person, leave the situation

Front 34

responses to overpayment

Back 34

increase inputs (work harder, build skills), develop tolerance for inequity, rationalize away the difference

Front 35

distributive justice

Back 35

the perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others

Front 36

procedural justice

Back 36

the fairness of the procedures used to decide the distribution of resources

Front 37

scientific management

Back 37

involves systematically partitioning work into its smallest elements and standardizing tasks to achieve maximum efficiency

Front 38

Herzberg's two factor theory of motivation

Back 38

employees are motivated by removing hygiene (context) factors which will only make employees less dissatisfied and by adding motivator (context) factors whose presence actually makes employees more motivated

Front 39

examples of hygiene factors

Back 39

company policy, supervision, working conditions, pay, co-workers

Front 40

examples of motivator factors

Back 40

achievement, recognition, meaningful work, responsibility, advancement, opportunity to learn

Front 41

job characteristics model (5 core ones)

Back 41

feedback, autonomy, skill variety, task identity, task significance

Front 42

job rotation

Back 42

the practice of moving employees from one job to another (minimizes health risks from repetitive strain, supports multiskilling, reduces boredom)

Front 43

job enlargement

Back 43

increasing the number of tasks employees perform within their job (doesn't work alone-must combine with autonomy and job knowledge)

Front 44

job enrichment

Back 44

giving employees more responsibility for scheduling, coordinating, and planning their own work

Front 45

empowerment

Back 45

a psychological concept in which people experience more self-determination, meaning, competence, and impact regarding their role in the organization

Front 46

how has nature of US workforce changed?

Back 46

more women, more minorities, more older, disabled employees

Front 47

benefits of workforce diversity

Back 47

various perspectives, different ideas, different problem solving techniques

Front 48

costs of workforce diversity

Back 48

language barriers, cultural differences, discrimination, authority conflicts, stereotypeing

Front 49

Social Identity Theory

Back 49

a conceptual framework based on the idea that how we perceive the world depends on how we define ourselves in terms of our membership in various social groups

Front 50

categorization

Back 50

categorizing people in distinct groups allows for the comparative process of a social identity

Front 51

homogenization

Back 51

to make comparison process simpler, we tend to think that people within each group are very similar to each other

Front 52

differentiation

Back 52

differentiating groups by assigning more favorable characteristics to people in our groups than people in other groups

Front 53

group

Back 53

two or more people with a unifying relationship (all teams are groups, not all groups are teams)

Front 54

team

Back 54

groups of two ore more people who interact with each other, are mutually accountable for achieving common goals associated with organizational objectives, and perceive themselves as a social entity within an organization

Front 55

formal groups

Back 55

groups created by an organization, they solve organizational problems and reach organizational goals, have a set time frame for goals, have a long life (perhaps rotating members)

Front 56

informal groups

Back 56

exist outsite formal organizational structure, people voluntarily form into these, satisfy needs of affiliation, social comparison, and status/leadership (ex: intramural teams, cliques)

Front 57

optimal team size

Back 57

large enough to include crucial resources, small enough to minimize coordination problems

Front 58

group cohesiveness

Back 58

people are willing to make personal sacrifices for group (have bonded very well)- this is not always a good thing (cohesive group more likely to perform consistent with group norms, if these conflict with org. objectives it can be bad)

Front 59

group norms

Back 59

increase predictability of groups, reduce interpersonal problems, establish group identity (can be good or bad, ex: Hawthorne Studies)

Front 60

stages in group development

Back 60

forming > storming > norming > performing > adjourning

Front 61

forming stage

Back 61

period of testing and orientation, members learn about each other, generally more polite here and will defer power to existing authority

Front 62

storming stage

Back 62

marked by interpersonal conflict as members become more proactive and compete for various team roles, norms begin to be established

Front 63

norming stage

Back 63

team develops cohesion, roles are established, common, team-based mental model developed: allows for more efficient interactions

Front 64

performing stage

Back 64

team becomes more task-oriented, conflicts are more efficiently resolved, can be highly cooperative with high level of trust, committed to group objectives

Front 65

adjourning stage

Back 65

ending stage as teams break apart, shift attention from task-oriented to socioeconomic focus as relationships may be ending

Front 66

task interdependence

Back 66

the extent to which team members must share common inputs to their individual tasks, need to interact in the process of executing their work, or receive outcomes that are partly determined by the performance of others

Front 67

pooled interdependence

Back 67

lowest level, individuals operate independently except for reliance on a common resource or authority

Front 68

sequential interdependence

Back 68

the output of one person becomes the direct input for another person or unit (found in most assembly lines)

Front 69

reciprocal interdependence

Back 69

highest level, work output is exchanged back and forth among individuals (requires employees be organized into teams to facilitate coordination)

Front 70

group process gains

Back 70

synergies (whole greater than sum of parts), creativity, diversity, transactive memory (group members can each remember different things individually and then share info.)

Front 71

group process losses

Back 71

groupthink (group members rushing to judgment to maintain harmony), free riding/social loafing (people exert less effort in groups), conflict within group

Front 72

self-directed work teams (SDWTs)

Back 72

cross-functional work groups organized around work processes that complete an entire piece of work requiring several interdependent tasks, and that have substantial autonomy over the execution of those tasks

Front 73

how to lead an effective meeting

Back 73

be prepared (select participants and agenda), review objectives of meeting as well as summarize the process, assign implementation responsibilities at end, group self-critique

Front 74

brainstorming meetings

Back 74

members are encouraged to generate extreme ideas and build on other people's ideas, no criticism is allowed (looking for unusual, unique, creative things)

Front 75

nominal group meetings

Back 75

each member writes down ideas, ideas presented without discussion, clarifying questions, individuals rank the ideas in order (no conformity pressure in these)

Front 76

virtual teams

Back 76

popular because globalization and knowledge management are making them necessary, problems include reliance on technology and impersonal relationships

Front 77

team building

Back 77

works best when activities are aimed at a team's specific need and the team building is an ongoing process rather than a one-time thing

Front 78

communication model

Back 78

sender forms and encodes message, receiver receives encoded message and then decodes (feedback goes back through channels the same way)

Front 79

verbal communication

Back 79

any oral or written means of transmitting meaning through words

Front 80

nonverbal communication

Back 80

any communication that does not use words like facial gestures, voice intonation, physical distance, and silence (only present in face-to-face communication)

Front 81

selecting appropriate channel richness

Back 81

the more complex and ambiguous a message is, the more richer a channel medium is required

Front 82

mechanistic structure

Back 82

an organizational structure with a narrow span of control and high degrees of formalization and centralization

Front 83

organic structure

Back 83

an organizational structure with a wide span of control, with little formalization, and decentralized decision making

Front 84

functional departmentation

Back 84

units based on specialized skills; rules and procedures govern behavior; easy to manage and specialize functions but hard to coordinate across departments

Front 85

product departmentation

Back 85

units for each product, customer; responsive to change, easy to coordinate; harder to manage and may have some duplication of effort

Front 86

matrix departmentation

Back 86

temporary teams drawn from functional areas; very flexible, responsive, and resources are shared; evaluation and rewards are complex, could have some dual loyalty or conflicts

Front 87

environmental uncertainty and matching it to structure

Back 87

functional is most simple, for stable environments, product is more dynamic and complex, matrix is most unpredictable and complex, but also most dynamic and flexible

Front 88

force field analysis

Back 88

Kurt Lewin's model of system-wide change that helps change agents diagnose the forces that drive and restrain proposed organizational change

Front 89

unfreezing

Back 89

the first part of the change process whereby the change agent produces disequilibrium between the driving and restraining forces

Front 90

refreezing

Back 90

the latter part of the change process in which systems and conditions are introduced that reinforce and maintain the desired behaviors

Front 91

action research approach to change

Back 91

a data-based, problem-oriented process that diagnoses the need for change, introduces the intervention, and then evaluates and stabilizes the desired changes

Front 92

appreciative inquiry approach to change

Back 92

an organizational change process that directs attention away from the group's own problems and focuses participants on the group's potential and positive elements

Front 93

parallel learning structures approach to change

Back 93

highly participative groups constructed alongside (parallel to) the formal organization with the purpose of increasing the organization's learning and producing meaningful organizational change

Front 94

how to overcome resistance

Back 94

communication (customer complaint letters showed to employee), learning (learn to work in teams), employee involvement (new task force to recommend new CS), negotiation (employees agree to make new multiskilled positions), coercion (boss says get on board or leave)