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Org B - LA 3
Definitions
| Term | Definition |
|---|---|
| Personality | refers to the structures and propensities inside people that explain their characteristic patterns of thought, emotion, and behavior |
| Traits | defined as recurring regularities or trends in people’s responses to their environment |
| Cultural Values | defined as shared beliefs about desirable end states or modes of conduct in a given culture |
| Big Five | five personality dimensions include conscientiousness, agreeableness, neuroticism, openness to experience, and extraversion |
| Accomplishment Striving | a strong desire to accomplish task-related goals as a means of expressing personality |
| Communion Striving | a strong desire to obtain acceptance in personal relationships as a means of expressing personality |
| Zero Acquaintance | situations in which two people have only just met |
| Status Striving | a strong desire to obtain power and influence within a social structure as a means of expressing personality |
| Positive Affectivity | a dispositional tendency to experience pleasant, engaging moods such as enthusiasm, excitement, and elation |
| Negative Affectivity | a dispositional tendency to experience unpleasant moods such as hostility, nervousness, and annoyance |
| Differential Exposure | meaning that neurotic people are more likely to appraise day-to-day situations as stressful |
| Differential Reactivity | meaning that neurotic people are less likely to believe they can cope with the stressors that they experience |
| Locus of Control | reflects whether people attribute the causes of events to themselves or to the external environment |
| Myers-Briggs Type Indicator (MBTI) | originally created to test a theory of psychological types. This test evaluates individuals on the basis of four types of preferences |
| Interests | expressions of personality that influence behavior through preferences for certain environments and activities |
| RIASEC Model | suggests that interests can be summarized by six different personality types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional |
| Culture | defined as the shared values, beliefs, motives, identities, and interpretations that result from common experiences of members of a society and are transmitted across generations |
| Hofstede's Dimensions of Cultural Values | Six dimensions of cultural values: individualism-collectivism, power distance, uncertainty avoidance, masculinity-femininity, short-term vs long-term, and indulgence vs restraint |
| Project GLOBE | a collection of 170 researchers from 62 cultures who have studied 17,300 managers in 951 organizations since 1991 |
| Ethnocentrism | defined as a propensity to view one’s own cultural values as “right” and those of other cultures as “wrong.” |
| Typical Performance | reflects performance in the routine conditions that surround daily job tasks |
| Maximum Performance | which reflects performance in brief, special circumstances that demand a person’s best effort |
| Situational Strength | suggests that “strong situations” have clear behavioral expectations, incentives, or instructions that make differences between individuals less important, whereas “weak situations” lack those cues |
| Trait Activation | suggests that some situations provide cues that trigger the expression of a given trait |
| Integrity Tests | personality tests that focus specifically on a predisposition to engage in theft and other counterproductive behaviors |
| Clear Purpose Tests | ask applicants about their attitudes toward dishonesty, beliefs about the frequency of dishonesty, endorsements of common rationalizations for dishonesty, desire to punish dishonesty, and confessions of past dishonesty |
| Veiled Purpose Tests | do not reference dishonesty explicitly but instead assess more general personality traits that are associated with dishonest acts |
| Faking | exaggerating your responses to a personality test in a socially desirable fashion |
| Team | consists of two or more people who work interdependently over some time period to accomplish common goals related to some task-oriented purpose |
| Work Team | purpose is to produce goods or provide services, and they generally require a full-time commitment from their members (Relatively Permanent) |
| Management Team | participate in managerial-level tasks that affect the entire organization (Relatively Permanent) |
| Parallel Team | composed of members from various jobs, and other teams, who provide recommendations to managers about important issues that run “parallel” to the organization’s production processes |
| Project Team | formed to take on “one-time” tasks that are generally complex and require a lot of input from members with different types of training and expertise |
| Action Team | perform tasks that are normally limited in duration. However, those tasks are quite complex and take place in contexts that are either highly visible to an audience or of a highly challenging nature |
| Multiple Team Membership | indicates that employees do not identify with each team equally and that these differences have important implications as to how much effort and commitment employees bring to each of their teams |
| Virtual Team | teams in which the members are geographically dispersed, and interdependent activity occurs through electronic communications |
| Forming | members orient themselves by trying to understand their boundaries in the team |
| Storming | members remain committed to ideas they bring with them to the team |
| Norming | members realize that they need to work together to accomplish team goals, and consequently, they begin to cooperate with one another |
| Performing | members are comfortable working within their roles, and the team makes progress toward goals |
| Adjourning | members experience anxiety and other emotions as they disengage and ultimately separate from the team |
| Punctuated Equilibrium | realization that things have to change at the midway point of task completion |
| Task Interdependence | refers to the degree to which team members interact with and rely on other team members for the information, materials, and resources needed to accomplish work for the team |
| Pooled Interdependence | group members complete their work assignments independently, and then this work is simply “piled up” to represent the group’s output |
| Sequential Interdependence | different tasks are done in a prescribed order, and the group is structured such that the members specialize in these tasks |
| Reciprocal Interdependence | members are specialized to perform specific tasks. However, instead of a strict sequence of activities, members interact with a subset of other members to complete the team’s work |
| Comprehensive Interdependence | requires the highest level of interaction and coordination among members. Members have discretion in terms of what they do and with whom they interact in the course of the collaboration involved in accomplishing the team’s work |
| Goal Interdependence | exists when team members have a shared vision of the team’s goal and align their individual goals with that vision as a result |
| Outcome Interdependence | exists when team members share in the rewards that the team earns, with reward examples including pay, bonuses, formal feedback and recognition, pats on the back, extra time off, and continued team survival |
| Team Composition | the mix of people who make up the team |
| Role | defined as a pattern of behavior that a person is expected to display in a given context |
| Leader-Staff Teams | leader makes decisions for the team and provides direction and control over members who perform assigned tasks |
| Team Task Roles | refer to behaviors that directly facilitate the accomplishment of team tasks |
| Team-Building Roles | refer to behaviors that influence the quality of the team’s social climate |
| Individualistic Roles | reflect behaviors that benefit the individual at the expense of the team |
| Disjunctive Tasks | tasks with an objectively verifiable best solution, the member who possesses the highest level of the ability relevant to the task will have the most influence on the effectiveness of the team |
| Conjunctive Tasks | Tasks for which the team’s performance depends on the abilities of the “weakest link,” |
| Additive Tasks | for which the contributions resulting from the abilities of every member “add up” to determine team performance |
| Team Diversity | refers to the degree to which members are different from one another in terms of any attribute that might be used by someone as a basis of categorizing people on a team |
| Value in Diversity Approach | diversity in teams is beneficial because it provides for a larger pool of knowledge and perspectives from which a team can draw as it carries out its work |
| Similarity-Attraction Approach | people tend to be more attracted to others who are perceived as more similar. People also tend to avoid interacting with those who are perceived to be dissimilar, to reduce the likelihood of having uncomfortable disagreements |
| Surface-Level Diversity | refers to diversity regarding observable attributes such as race, ethnicity, sex, and age. |
| Deep-Level Diversity | refers to diversity with respect to attributes that are less easy to observe initially but that can be inferred after more direct experience |
| Inclusion | defined as the extent to which people feel that they are truly part of a group or organization and that their uniqueness are welcomed and valued, plays an important role in a variety of outcomes |
| Team Viability | refers to the likelihood that the team can work together effectively into the future |
| Hybrid Outcome Interdependence | means that members receive rewards that are dependent on both their team’s performance and how well they perform as individuals |
| Team Process | refers to the different types of communication, activities, and interactions that occur within teams that contribute to their ultimate end goals |
| Process Gain | Getting more from the team than you would expect according to the capabilities of its individual members |
| Process Loss | getting less from the team than you would expect based on the capabilities of its individual members |
| Coordination Loss | members have to work to not only accomplish their own tasks, but also coordinate their activities with the activities of their teammates |
| Production Blocking | occurs when members have to wait on one another before they can do their part |
| Motivational Loss | loss in team productivity that occurs when team members don’t work as hard as they could |
| Social Loafing | feelings of reduced accountability, in turn, cause members to exert less effort when working on team tasks than they would if they worked alone on those same tasks |
| Taskwork Processes | the activities of team members that relate directly to the accomplishment of team tasks |
| Brainstorming | activity that teams use to foster creative behavior |
| Nominal Group Technique | this process starts off by bringing the team together and outlining the purpose of the meeting. The next step takes place on an individual level, however, as members have a set period of time to write down their own ideas on a piece of paper. |
| Decision Informity | reflects whether members possess adequate information about their own task responsibilities |
| Staff Validity | refers to the degree to which members make good recommendations to the leader |
| Hierarchal Sensitivity | reflects the degree to which the leader effectively weighs the recommendations of the members |
| Boundary Spanning | involves three types of activities with individuals and groups other than those who are considered part of the team |
| Ambassador Activities | refer to communications that are intended to protect the team, persuade others to support the team, or obtain important resources for the team |
| Task Coordinator Activities | involve communications that are intended to coordinate task-related issues with people or groups in other functional areas |
| Scout Activities | refer to things team members do to obtain information about technology, competitors, or the broader marketplace |
| Teamwork Processes | refer to the interpersonal activities that facilitate the accomplishment of the team’s work, but do not directly involve task accomplishment itself |
| Transition Processes | teamwork activities that focus on preparation for future work |
| Action Processes | important as the taskwork is being accomplished |
| Interpersonal Processes | processes in this category are important before, during, or between periods of taskwork, and each relates to the manner in which team members manage their relationships |
| Relationship Conflict | refers to disagreements among team members in terms of interpersonal relationships or incompatibilities with respect to personal values or preferences |
| Task Conflict | refers to disagreements among members about the team’s task |
| Communication | process by which information and meaning get transferred from a sender to a receiver |
| Information Richness | the amount and depth of information that gets transmitted in a message |
| Network Structure | defined as the pattern of communication that occurs regularly among each member of the team |
| Team States | refer to specific types of feelings and thoughts that coalesce in the minds of team members as a consequence of their experience working together |
| Cohesion | members of teams can develop strong emotional bonds to other members of their team and to the team itself |
| Groupthink | drive toward conformity at the expense of other team priorities |
| Potency | refers to the degree to which members believe that the team can be effective across a variety of situations and tasks |
| Mental Models | refer to the level of common understanding among team members with regard to important aspects of the team and its task |
| Transactive Memory | refers to how specialized knowledge is distributed among members in a manner that results in an effective system of memory for the team |
| Transportable Teamwork Competencies | reflects the fact that trainees can transport what they learn about teamwork from one team context and apply it in another |
| Cross-Training | involves training members in the duties and responsibilities of their teammates |
| Personal Clarification | members simply receive information regarding the roles of the other team members |
| Positional Modeling | involves team members observing how other members perform their roles |
| Positional Rotation | gives members actual experience carrying out the responsibilities of their teammates |
| Team Process Training | intended to facilitate the team being able to function and perform more effectively as an intact unit |
| Action Learning | a team is given a real problem that’s relevant to the organization and then held accountable for analyzing the problem, developing an action plan, and finally carrying out the action plan |
| Team Building | intended to facilitate the development of team processes related to goal setting, interpersonal relations, problem solving, and role clarification |
Created by:
Faith64
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