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BA 352 - Ch. 1,2,5,6
Ch. 1,2,5,6 Organizational Behavior OSU
| Question | Answer |
|---|---|
| _________ __________ is a field of study devoted to understanding and explaining the attitudes and behaviors of individuals and groups in organizations. | organizational behavior |
| Organizational behavior focuses on ______ individuals and groups in organizations act the way they do. | why |
| The two primary outcomes of organizational behavior are 1) ________ __________ and 2) __________ ___________. | job performance, organizational commitment |
| Job performance and organizational commitment are the two (primary/secondary) outcomes of organizational behavior. | primary |
| Individual mechanisms, individual characteristics, group mechanisms, and organizational mechanisms are all examples of _________ that affect performance commitment. | factors |
| Job satisfaction:: stress:: motivation:: trust, justice, and ethics:: learning and decision making:: are all examples of ____________ ___________. | individual mechanisms |
| Personality and cultural values:: ability:: are examples of __________ ____________. | individual characteristics |
| Team characteristics and diversity:: team processes and communication:: leader power and negotiation:: leader styles and behaviors:: are all examples of __________ __________. | group mechanisms |
| Organizational structure:: organizational culture:: are all examples of _____________ _________. | organizational mechanisms |
| Not only are good people (common/rare), but they are also (easy/hard) to imitate. | rare, hard |
| The effective management of organizational behavior can make a company (more/less) profitable because good people are a (valuable/unimportant) resource. | more, valuable |
| Good people are both _________ and ____ ___ _________. | rare, hard to imitate |
| Good people create a ______ that cannot be copied, numerous small _________ that cannot be observed by competitors, and socially complex resources such as culture, teamwork, trust, and __________. | history, decisions, reputation |
| A ______ is a collection of _________, both verbal and symbolic, that specifies how and why variables are related, as well as the conditions in which they should and should not be related. | theory, assertions |
| Theories form the beginning point for the _________ _______ and inspire ____________ that can be tested with data. | scientific method, hypotheses |
| A __________ is a statistic that expresses the strength of a relationship between two variables (ranging from 0 to ____) | correlation, one |
| In OB research, a 0.50 correlation is considered (strong/moderate/weak), a .30 correlation is considered (strong/moderate/weak) and a .10 correlation is considered (strong/moderate/weak). | strong, moderate, weak |
| Job _____________ is the set of employee behaviors that contribute to organizational goal accomplishment. | performance |
| Job performance has (one/two/three/four) dimensions. | three |
| Task performance, citizenship behavior, and counterproductive behavior are all dimensions of job __________. | performance |
| __________ performance includes employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces. | Task |
| Examples of ________ performance include routine task performance, adaptive task performance, and creative task performance. | task |
| Organizations gather information about relevant task behaviors using job analysis and O*Net. True or False? | True |
| _________ behaviors are voluntary employee activities that may or may not be rewarded but that contribute to the organization by improving the overall quality of the setting in which work takes place. | Citizenship |
| Examples of ________ behavior include helping, courtesy, sportsmanship, voice, civic virtue, and boosterism. | citizenship |
| ____________________ behaviors are employee behaviors that intentionally hinder organizational goal accomplishment. | Counterproductive |
| Examples of ___________ behavior include sabotage, theft, wasting resources, substance abuse, gossiping, incivility, harassment, and abuse. | counterproductive |
| The rise of knowledge work and the increase in service jobs have affected _____ _______________. | job performance |
| There are (one/two/three/four) ways that organizations can use job performance information to manage employee performance. | four |
| MBO, BARS, 360-degree feedback, and forced ranking practices are four ways that organizations can use job performance information to _________ employee performance. | manage |
| ___________ refers to the psychological response to demands when there is something at stake for the individual and coping with these demands would tax or exceed the individuals capacity or resources. | Stress |
| ___________ are the demands that cause the stress response, and _________ are the negative consequences of the stress response. | Stressors, strains |
| Stressors come in (one/two/three/four) general forms. | two |
| _________ stressors are perceived as opportunities for growth and achievement. | Challenge |
| _________ stressors are perceived as hurdles to goal achievement. | Hindrance |
| Challenge and hindrance stressors (can/cannot) be found in both work and non-work domains. | can |
| __________ with stress involves thoughts and behaviors that address one of two goals. | Coping |
| Coping either (addresses/decreases) the stressful demand or (addresses/decreases) the emotional discomfort associated with the demand. | addresses/decreases |
| Individual differences in the Type (A/B/C/D) Behavior Pattern affect how people expeirence stress in (one/two/three/four) ways. | A, three |
| Type A people tend to experience (more/less) stressors, appraise (more/less) demands as stressful, and be prone to experiencing (more/less) strains. | more, more, more |
| The effects of stress depend on the type of _________. | stressor |
| Hindrance stressors have a (weak/moderate/strong) relationship with job performance and a (weak/moderate/strong) negative relationship with organizational commitment. | weak, strong |
| Challenge stressors have a (weak/moderate/strong) positive relationship with job performance and a (weak/moderate/strong) positive relationship with organizational commitment. | weak, moderate |
| Because of the (high/low) costs associated with employee stress, organizations assess and manage stress using a number of different practices. | high |
| Practices associated with assessing and managing stress are focusing on reducing or eliminating ______, providing resources that employees can use to cope with _________, or trying to reduce the __________. | stressors, stressors, strains |
| _____________ is defined as a set of energetic forces that originates both within and outside an employee. | Motivation |
| ___________ initiates work-related effort, and determines its direction, intensity, and persistence. | Motivation |
| According to expectancy theory, effort is direct towards behaviors when effort is believed to result in ________, ___________, and _____________. (EIV)) | expectancy, instrumentality, and valence |
| _________ is the belief that effort results in performance. | Expectancy |
| _________ is the belief that performance results in outcomes. | Instrumentality |
| _________ is the belief that outcomes are anticipated to be valuable. | Valence |
| According to goal setting theory, goals become (weak/strong) drivers of motivation and performance when they are (easy/moderate/difficult) and (general/specific). | strong, difficult, specific |
| _________ and _________ goals affect performance by increasing self-set goals and task strategies. | Specific, difficult |
| The effects of specific and difficult goals occur more frequently when employees are given ________, tasks are not too _________, and goal commitment is _________. | feedback, complex, high |
| According to equity theory, rewards are equitable when a person’s ratio of comes to inputs matches those of some relevant comparison _________. | other |
| A sense of inequity triggers _________ distress. | equity |
| _________ inequity typically results in lower levels of motivation and higher levels of counterproductive behavior. | Under-reward |
| __________ inequity typically results in (affective/cognitive) distortion, in which inputs are reevaluated in a more positive light. | Overreward, cognitive |
| Psychological ___________ reflects an energy rooted in the belief that tasks are contributing to some larger purpose. | empowerment |
| ____________ empowerment is fostered when work goals appeal to an employees’ passions and employees have a sense of choice regarding work tasks, feel capable of performing successfully, + feel they are making progress toward fulfilling their purpose. COMS | Psychological: competence, meaningfulness, self-determination, and impact |
| ___________ is when work goals appeal to an employee’s passions. | Meaningfulness |
| ___________ is when employees have a sense of choice regarding work tasks. | Self-determination |
| ___________ is when employees feel capable of performing successfully. | Competence |
| ___________ is when employees feel they are making progress toward fulfilling their purpose. | Impact |
| Motivation has a (weak/strong/moderate) positive relationship with job performance and a (strong/moderate/weak) positive relationship with organizational commitment. | strong, moderate |
| Self-efficacy/competence has the (strongest/weakest/most moderate) relationship with performance. | strongest |
| Organizations use _________ practices to increase motivation. | compensation |
| ______________ practices include individual-focused elements, unit-focused elements, or organization-focused elements. | Compensation |
| _________-focused elements include piece-rate, merit pay, lump-sum bonuses, and recognition awards. | Individual |
| ________-focused elements include gainsharing. | Unit |
| ________-focused elements include profit sharing. | Organization |
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