Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
47 Cards in this Set
- Front
- Back
Chap 1-- 2 Key Concepts
|
x
|
|
Two Key Outcomes (Fig. 1-1)
|
Increase job performance & Organizational Commitment
|
|
Why OB Matters (POSSIBLE ESSAY)
|
x
|
|
Why OB Matters-- Resource-Based View
|
Great people are rare
1.Imitability- great people are hard to imitate. 2.History- collective employees pool of experience, wisdom and knowledge benefit organizations. 3. Small decisions-little decisions can make a huge difference. 4.Complexity-socially complex (the people create this, culture, trust, reputation, not clear how they come about but very clear who has it). --Research supports the idea- great place to work institute and fortune 100 best companies to work for. |
|
Why OB Matters--1/8th Rule
|
½ people won’t believe it really makes a difference,
½ who do only make a 1 time attempt at a quick fix, ½ of those who commit long term will actually persist long enough to see a difference. --Basically 12% will only see real results. |
|
Job Performance
|
x
|
|
Steps in Job Analysis
|
1.Compile List of all Job Activities
2. Evaluate Importance and frequency of activities- SME’s(Subject Matter Experts) 3. Activities that are highly rated are retained and used to define task performance |
|
Organizational Commitment--*3 Types(POSSIBLE ESSAY)
|
1. Affective (emotion based) - appreciate your job and are emotionally invested. Want to stay.
2. Continuance (cost based) - staying because of the money. You need to stay. 3. Normative (owe the company something) - feeling like you ought to stay. |
|
Organizational Commitment--Responses to Negative Events
|
Exit - ends or restricts organizational membership
Voice - attempt to improve Loyalty - Grin and bear it. Hoping that it will change on its own. Passive public support for situation while privately wishing for change Neglect - mentally check out. |
|
Organizational Commitment-- Withdrawal Behaviors (read)
|
Psychological withdrawal - Mentally check out (neglect)
1. Day Dreaming 2. Looking Busy 3. Socializing 4. Cyberloafing 5. Moonlighting Physical Withdrawal - Physical Neglect (EXIT) 1. Tardiness 2. Missing Meetings 3. Quitting 4. Long Breaks 5. Absenteeism 1. Independent Form Model - Withdrawal behaviors are uncorrelated and occur for different reasons. 2. Compensatory Form Model - Withdrawal behaviors correlate in a negative way. After you do one you're less likely to do another. 3. Progression Model - Behaviors correlate in a positive way. Doing one activity leads you to the next. |
|
Team Development--Four Stage Theory
|
1. Forming - orient by trying to understand boundaries and who the leader is.
2.Storming - Unwillingness to accommodate others’ ideas triggers conflict; commitment to one’s own ideas. 3. Norming- work together to accomplish team goals 4. Performing - comfortable with roles, progress in goals. 5. Transforming - afterstep |
|
Team Development--Punctuated Equilibrium
|
Process revision in the middle that remains for the rest of the project. A theory of team development in which teams quickly establish a routine, and then at the midpoint of a project, the team reassesses its approach and does much better.
|
|
Team Composition (READ)
|
The mix of people who make up a team in terms of their characteristics
1. Member roles - set of behaviors a person is expected to display 2. Member ability - cognitive abilities 3. Member Personality - agreeableness, extraverted, conscientiousness 4. Member Diversity - provides larger pool of knowledge to solve problems. Can cause problems 5. Team Size - greater # better for management and project teams but not for teams in production tasks. *Most satisfaction with teams between 4 and 5. **2 pizza rule. |
|
Team Composition-- Roles
|
1. Member roles - set of behaviors a person is expected to display
|
|
Team Composition-- Diversity
|
4. Member Diversity - provides larger pool of knowledge to solve problems. Can cause problems
-Surface level diversity-- Easily recognizeable attributes like age, sex, race, etc. -Deep-level Diversity- Differences in attitudes, values, and personality. |
|
Cohesiveness
|
-Emotional commitment to the team.
-Cohesiveness does not always lead to better performance. (hanging out mentality) |
|
Leadership--Power – definition/key points
|
x
|
|
Leadership--*5 Types (or Sources) of Power(POSSIBLE ESSAY)
|
x
|
|
Leadership--Organizational & Personal
|
x
|
|
Leadership--Consequences (see slide)
|
x
|
|
Leadership--Influence Tactics (Big 3 – see slide)
|
x
|
|
Transformational Leadership
|
x
|
|
Transformational Leadership--Characteristics of TL (4 I’s)
|
x
|
|
Transformational Leadership--4-Step Process (see slide)
|
x
|
|
Kotter article--*8 Reasons Why Change Efforts Fail (POSSIBLE ESSAY)
|
x
|
|
Key ideas of Why Dream Teams Fail (Colvin)
|
x
|
|
Key ideas of War Over Unconscious Bias (Parloff)
|
x
|
|
*Collins chapter(POSSIBLE ESSAY)
|
x
|
|
Collins--Bring the Right People On Board
|
x
|
|
Collins--Characteristics of the Right People
|
x
|
|
Collins--Unload the Wrong People
|
x
|
|
Collins--Switching People to the Right Seats
|
x
|
|
Collins--3 Rigorous Practices
|
x
|
|
*Characteristics of High-Performance Teams(POSSIBLE ESSAY)(in-class model)
|
x
|
|
Overcoming Resistance to Change (3 I’s)(in-class model)
|
x
|
|
Leader-Member Exchange (LMX) Theory(in-class model)
|
x
|
|
Heart of Leadership (in-class model)
|
x
|
|
Importance of Mission Statements(in-class model)
|
x
|
|
Increasing Job Performance (in-class model)
|
x
|
|
Person-Job/Organization Fit Model (in-class model)
|
x
|
|
EVP – 4 Components(in-class model)
|
x
|
|
Diversity/EEO (in-class model)
|
x
|
|
Diversity/EEO--Protected Classes(in-class model)
|
x
|
|
Diversity/EEO--Key Laws(in-class model)
|
x
|
|
Lesson from SAS
|
x
|
|
Lesson from Google
|
x
|
|
Lesson from Home Depot
|
x
|