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Management Final
Ch.15, Ch.16, Ch.17, Ch.18
| Term | Definition |
|---|---|
| Behavior | The actions of people |
| Organizational Behavior | The study of the actions of people at work |
| Employee Productivity | A performance measure of both efficiency and effectiveness |
| Absenteeism | The failure to show up for work |
| Turnover | The voluntary and involuntary permanent withdrawal from an organization |
| Organizational Citizenship Behavior (OCB) | Discretionary behavior that is not part of an employee's formal job requirements, but which promotes the effective functioning of the organization |
| Job Satisfaction | An employee's general attitude toward his or her job |
| Workplace Misbehavior | Any intentional employee behavior that is potentially damaging to the organization or to individuals within the organization |
| Attitudes | Evaluative statements, either favorable or unfavorable, concerning objects, people, or events |
| Cognitive Component | The part of an attitude that's made up of the beliefs, opinions, knowledge, or information held by a person |
| Affective Component | The part of an attitude that's the emotional of feeling part |
| Behavioral Component | That part of an attitude that refers to an intention to behave in a certain way toward someone or something |
| Job Involvement | The degree to which an employee identifies with his or her job, actively participates in it, and considers his or her job performance to be important to self-worth |
| Organizational Commitment | The degree to which an employee identifies with a particular organization and its goals and wishes to maintain membership in that organization |
| Perceived Organizational Support | Employee's general belief that their organization values their contribution and cares about their well-being |
| Employee Engagement | When employees are connected to, satisfied with, and enthusiastic about their jobs |
| Cognitive Dissonance | Any incompatibility or inconsistency between behavior and attitudes |
| Attitude Surveys | Surveys that elicit responses from employees through questions about how they feel about their jobs, work groups, supervisors, or the organization |
| Personality | The unique combination of emotional, thought, and behavioral patterns that affect how a person reacts to situations and interacts with others |
| MBTI | Personality assessment instrument. 100 question assessment that asks people how they usually act and feel in different situations |
| Results of MBTI (types) | Extraversion or Introversion, Sensing or Intuition, Thinking or Feeling, and Judging or Perceiving |
| I-S-F-P | Sensitive, kind, modest, shy, and quietly friendly. Strongly dislikes arguments. Loyal followers and quite often relaxed. |
| E-N-T-J | Warm, friendly, candid, and decisive. Skilled in reasoning and intelligent talk. May overestimate what they are capable of doing. |
| Big Five Model | Personality trait model that includes extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience |
| Locus of Control | The degree to which people believe they are masters of their own fate |
| Machiavellianism | A measure of the degree to which people are pragmatic, maintain emotional distance, and believe that ends justify means |
| Self-Esteem | An individual's degree of like or dislike for himself or herself |
| Self-Monitoring | A personality trait that measures the ability to adjust behavior to external situational factors |
| Proactive Personality | People who identify opportunities show initiative, take action, and persevere until meaningful changes occur |
| Resilience | An individual's ability to overcome challenges and turn them into opportunities |
| Emotions | Intense feelings that are directed at someone or something |
| Emotional Intelligence (EI) | The ability to notice and to manage emotional cues and information |
| 5 Dimensions of EI | Self-Awareness, Self-Management, Self-Motivation, Empathy, Social Skills |
| Perception | A process by which we give meaning to our environment by organizing and interpreting sensory impressions |
| Attribution Theory | A theory used to explain how we judge people differently depending on what meaning we attribute to a given behavior |
| Fundamental Attribution Error | The tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgements about the behavior of others |
| Self-Serving Bias | The tendency for individuals to attribute their own successes to internal factors while putting the blame for failures on external factors |
| Assumed Similarity | The assumption that others are like oneself |
| Stereotyping | Judging a person on the basis of one's perception of a group to which he or she belongs |
| Halo Effect | A general impression of an individual based on a single characteristc |
| Learning | Any relatively permanent change in behavior that occurs as a result of experience |
| Operant Conditioning | A theory of learning that says behavior is a function of its consequences |
| Social Learning Theory | A theory of learning that says people can learn through observation and direct experience |
| Four Processes of Social Learning Theory | Attentional Processes, Retention Processes, Motor Reproduction Processes, and Reinforcement Processes |
| Shaping Behaviors | The process in guiding learning in graduated steps using reinforcement or lack of reinforcement |
| Positive Reinforcement | When a behavior is followed by something pleasant, such as praising an employee for a job well done |
| Negative Reinforcement | Rewarding a response by eliminating or withdrawing something unpleasant |
| Communication | The transfer and understanding of meaning |
| Interpersonal Communication | Communication between two or more people |
| Organizational Communication | All the patterns, networks, and systems of communication within an organization |
| Message | A purpose to be conveyed |
| Encoding | Converting a message into symbols |
| Channel | The medium a message travels along |
| Decoding | Retranslating a sender's message |
| Communication Process | The seven elements involved in transferring meaning from one person to another |
| Noise | Any disturbances that interfere with the transmission, receipt, or feedback of a message |
| Nonverbal Communication | Communication transmitted without words |
| Body Language | Gestures, facial configurations, and other body movements that convey meaning |
| Filtering | The deliberate manipulation of information to make it appear more favorable to the receiver |
| Information Overload | When information exceeds our processing capacity |
| Jargon | Specialized terminology or technical language that members of a group use to communicate among themselves |
| Defensiveness | When people feel threatened, they react in ways that hinder communication |
| Feedback | Responding to a message to determine if the message was completely understood and interpreted |
| Simplifying Language | Language should be easily understood by audience |
| Active Listening | Listening for full meaning of message without making premature judgements or interuptions |
| Formal Communication | Communication that takes place within prescribed organizational work arrangements |
| Informal Communication | Communication that is not defined by the organization's structural hierarchy |
| Town Hall Meeting | Informal public meeting where information can be relayed, issues can be discussed, or just as a way to bring employees together to celebrate accomplishments |
| Downward Communication | Communication that flows downward from a manager to employees |
| Upward Communication | Communication that flows upward from employees to managers |
| Lateral Communication | Communication that takes place among any employees on the same organizational level |
| Diagonal Communication | Communication that cuts across work areas and organizational levels |
| Communication Networks | The variety of patterns of vertical and horizontal flows of organizational communication |
| Chain Network | Multiple paths flow to a centralized person |
| Wheel Network | Every individual must send communication to a single entity |
| All Channel Network | Each individual entity is able to communicate with every other entity |
| Grapevine | The informal organizational communication network |
| Open Workplace | Workplaces with few physical barriers and enclosures |
| Ethical Communication | Communication that includes all relevant information, is true in every sense, and is not deceptive in any way |
| Motivation | The process by which a person's efforts are energized, directed, and sustained toward attaining a goal |
| Hierarchy of Needs Theory | Maslow's theory that human needs, physiological, safety, social, esteem, and self-actualization-form a sort of hierarchy |
| Physiological Needs | A person's needs for food, drink, shelter, and other physical needs |
| Safety Needs | A person's needs for security and protection from physical and emotional harm |
| Social Needs | A person's needs for affection, belongingness, acceptance, and friendship |
| Esteem Needs | A person's needs for internal factors such as self-respect, autonomy, and achievement, and external factors such as status, recognition, and attention |
| Self-Actualization Needs | A person's need to become what he or she is capable of becoming |
| Theory X | The assumption that employees dislike work, are lazy, avoid responsibility, and must be coerced to perform |
| Theory Y | The assumption that employees are creative, enjoy work, seek responsibility, and can exercise self-direction |
| Two-Factor Theory (Motivation-Hygiene Theory) | The motivation theory that intrinsic factors are related to job satisfaction and motivation, whereas extrinsic factors are associated with job dissatisfaction |
| Hygiene Factors | Factors that eliminate job dissatisfaction, but don't motivate |
| Motivators | Factors that increase job satisfaction and motivation |
| Three-Needs Theory | The motivation theory that says three acquired (not innate) needs-achievement, power, and affiliation-are major motives at work |
| Need for Achievement | The drive to succeed and excel in relation to a set of standards |
| Need for Power | The need to make others behave in a way that they would not have behaved otherwise |
| Need for Affiliation | The desire for friendly and close interpersonal relationships |
| Goal-Setting Theory | The proposition that specific goals increase performance and that difficult goals, when accepted, result in higher performance than do easy goals |
| Self-Efficacy | An individual's belief that he or she is capable of performing a task |
| Reinforcement Theory | The theory that behavior is a function of its concequences |
| Reinforcers | Consequences immediately following a behavior, which increase the probability that the behavior will be repeated |
| Job Design | The way tasks are combined to form complete jobs |
| Job Scope | The number of different tasks required in a job and the frequency with which those tasks are repeated |
| Job Enlargement | The horizontal expansion of a job by increasing job scope |
| Job Enrichment | The vertical expansion of a job by adding planning and evaluating responsibilities |
| Job Depth | The degree of control employees have over their work |
| Job Characteristics Model (JCM) | A framework for analyzing and designing jobs that identifies five primary core job dimensions, their interrelationships, and their impact on outcomes |
| Skill Variety | The degree to which a job requires a variety of activities so that an employee can use a number of different skills and talents |
| Task Identity | The degree to which a job requires completion of a whole and identifiable piece of work |
| Task Significance | The degree to which a job has a substantial impact on the lives or work of other people |
| Autonomy | The degree to which a job provides substantial freedom, independence, and discretion to the individual in scheduling work and determining the procedures to be used in carrying it out |
| Feedback | The degree to which carrying out work activities required by a job results in the individual's obtaining direct and clear information about his or her performance effectiveness |
| Relational Perspective of Work Design | An approach to job design that focuses on how people's tasks and jobs are increasingly based on social relationships |
| Proactive Perspective of Work Design | An approach to job design in which employees take the initiative to change how their work is performed |
| High-Involvement Work Practices | Work practices designed to elicit greater input or involvement from workers |
| Equity Theory | The theory that an employee compares his or her job's input-outcomes ratio with that of relevant others and then corrects any inequity |
| Referents | The persons, systems, or selves against which individuals compare themselves to assess equity |
| Distributive Justice | Perceived fairness of the amount and allocation of rewards among individuals |
| Procedural Justice | Perceived fairness of the process used to determine the distribution of rewards |
| Expectancy Theory | The theory that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual |
| Open-Book Management | A motivational approach in which an organization's financial statements are shared with all employees |
| Employee Recognition Programs | Personal attention and expressing interest, approval, and appreciation for a job well done |
| Pay-For-Performance Programs | Variable compensation plans that pay employees on the basis of some performance measure |
| Leader | Someone who can influence others and who has managerial authority |
| Leadership | A process of influencing a group to achieve skills |
| Behavioral Theories | Leadership theories that identify behaviors that differentiated effective leaders from ineffective leaders |
| Autocratic Style | A leader who dictates work methods, makes unilateral decisions, and limits employee participation |
| Democratic Style | A leader who involves employees in decision making, delegates authority, and uses feedback as an opportunity for coaching employees |
| Laissez-Faire Style | A leader who lets the group make decisions and complete the work in whatever way it sees fit |
| Initiating Structure | The extent to which a leader defines his or her role and the roles of group members in attaining goals |
| Consideration | The extent to which a leader has work relationships characterized by mutual trust and respect for group members' ideas and feelings |
| High-High Leader | A leader high in both initiating structure and consideration behaviors |
| Managerial Grid | A two-dimensional grid for appraising leadership styles |
| Fiedler Contingency Model | A leadership theory proposing that 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 |
| Last-Preferred Coworker (LPC) Questionnaire | A questionnaire that measures whether a leader is task or relationship oriented |
| Leader-Member Relations | One of Fiedler's situational contingencies that describes the degree of confidence, trust, and respect employees had for their leader |
| Task Structure | One of Fiedler's situational contingencies that describes the degree to which job assignments are formalized and structured |
| Position Power | One of Fiedler's situational contingencies that describes the degree of influence a leader has over activities such as hiring, firing, discipline, promotions, and salary increases |
| Situational Leadership Theory | A leadership contingency theory that focuses on followers' readiness |
| Readiness | The extent to which people have the ability and willingness to accomplish a specific task |
| Path-Goal Theory | A leadership theory that says the 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 group or organization |
| Directive Leader | Lets subordinates know what's expected of them, schedules work to be done, and gives specific guidance on how to accomplish tasks |
| Supportive Leader | Shows concern for the needs of followers and is friendly |
| Participative Leader | Consults with group members and uses their suggestions before making a decision |
| Achievement Oriented Leader | Sets challenging goals and expects followers to perform at their highest level |
| Leader-Member Exchange Theory | The leadership theory that says leaders create in-groups and out-groups and those in the in-group will have higher performance ratings, less turnover, and greater job satisfaction |
| Transactional Leaders | Leaders who lead primarily by using social exchanges |
| Transformational Leaders | Leaders who stimulate and inspire followers to achieve extraordinary outcomes |
| Charismatic Leaders | An enthusiastic, self-confident leader whose personality and actions influence people to behave in certain ways |
| Visionary Leader | The ability to create and articulate a realistic, credible, and attractive vision of the future that improves upon the present situation |
| Legitimate Power | The power a leader has as a result of his or her position in the organization |
| Coercive Power | The power a leader has to punish or control |
| Reward Power | The power a leader has to give positive rewards |
| Expert Power | Power that's based on expertise, special skills, or knowledge |
| Referent Power | Power that arises because of a person's desirable resources or personal traits |
| Credibility | The degree to which followers perceive someone as honest, competent, and able to inspire |
| Trust | The belief in the integrity, character, and ability of a leader |
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