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MGT 305- Unit 1
| Question | Answer |
|---|---|
| why managers are important (3) | necessary in chaotic times, getting things done, most important variable for employees |
| manager | coordinates and oversees the work of other people so that organizational goals can be accomplished |
| three levels of knowledge | rote, integration, critical thinking |
| efficiency | getting the most output with the least amount of input |
| effectiveness | "doing the right things"- doing those work activities that will help the organization reach its goals |
| how are organizations changing? | open communication, teams, flexible work arrangements, supplier alliances |
| engagement | enjoy working, feel important, doing best, development, quality, etc. |
| Fayol 5 functions | forecast/plan, organize, command, coordinate, control |
| 4 functions of management | plan, organize, lead, control |
| three historical approaches | classical, quantitative, behavioral |
| Classical approaches AKA | universal process, rational management, general administration |
| Henri Fayol | 14 principles, POCCC *Classical |
| Max Weber | bureaucracy *Classical |
| Frederick Taylor | Scientific Method- shovels *Classical |
| Management Science | WW2 inventories *Quantitative |
| Quality Advocates | Shewart (statisical) , Deming (cars in Japan) *Quantitative |
| Eldon Mayo | invented philosophy of industrial humanism (lighting thing) *Behavioral |
| Behavioral Approach | human relations; unions; organizational behavior |
| Mintzberg Model | <10 minutes per activity; Interpersonal, informational, decisional |
| three times (hierarchical) of managers | first line, middle, top |
| how is management changing? | efficiency, customer service |
| universality of management | management needed in all kinds of organizations |
| organizational behavior | the actions of people at work |
| top engagement factors in US | respect, pay, type, benefits, work/life balance |
| E/I | extroverted or introverted |
| S/N | sensing or intuitive |
| T/F | thinking or perceiving |
| J/P | judging or perceiving |
| big five personality model | extroversion, agreeableness, conscientiousness, emotional stability, openness to experience |
| traits relevant to OB (6) | core self evaluation, machiavellianism, narcissism, self-monitoring, risk taking, type A/B |
| core self evaluation | self esteem, locus of control |
| machiavellianism | the ends justify the means |
| self monitoring | part of emotional intelligence |
| personality assessment in different cultures | asian- conscientiousness; middle east- external locus of control; |
| John Holland's Personality- Job Fit Theory | vocational preference inventory; six personality types; |
| affect | emotion and mood |
| mood | longer (climate) |
| emotion | shorter (weather) |
| perception (3) | perceiver, target, situation |
| shortcuts used in judging others (5) | selective perception, halo effect, contrast effects, projection, stereotyping |
| fundamental attribution error | underestimate external influence; overestimate internal influence |
| self-serving bias | win= I'm amazing lose= not my fault |
| shaping | the process of guiding learning in graduated steps using reinforcement or lack of reinforcement |
| ADKAR | awareness, desire, knowledge, ability, reinforcement (culture) |
| Cameron and Freeman Model | organic vs mechanistic; internal vs external |
| clan (Cameron Freeman) | organic and internal |
| hierarchy (Cameron Freeman) | mechanistic and internal |
| adhocracy (Cameron Freeman) | organic and external |
| market (Cameron Freeman) | external, mechanistic |
| organizational culture | collection of shared beliefs, values, rituals, stories, myths, heroes, and specialized language |
| weak organizational culture | inward focus, morale problems, inconsistency, subcultures, warfare, elitism |
| culture originally comes from | the CEO |
| basic communication model | sender (encode)->medium->receiver (decode)-> feedback (to sender) **noise** |
| strategic communication model | organization -> messages/images -> constituencies -> response (back to organization) |
| media richness | a medium's capacity to convey information and promote learning |
| rich media | facilitates feedback, many cues **in person |
| lean media | limited info, no feedback, impersonal **emails, etc. |
| barriers to effective communication (6) | filtering, emotions, information overload, defensiveness, language, national culture |
| grapevine | informal organizational communication network |
| early management | merchants were originally bad, but managers required to get things done |
| operant conditioning | behavior is a function of its consequences |
| social learning theory | people can learn through observation and direct experience |
| contemporary communication issues | legal and security issues; personal interaction issues |
| omnipotent view | managers are directly responsible for an organization's success or failure |
| symbolic view | much of success or failure is due to outside issues |
| strong cultures | key values are deeply held and widely shared |
| workplace spirituality | organizational values promote a sense of purpose through meaningful work that takes place in the context of community |
| what % of workforce engaged? | 20% |
| Gallup survey | measures employee engagement |
| systems approach | performance of the whole > sum of the performance of the parts |
| Chester Bernard | (contemporary)-> all organizations are cooperative systems |
| contingency approach | workable compromise |
| Peters and Waterman | searched for excellence across companies |
| cultural forms (4) | symbols, language, stories, practices |
| engagement numbers | down since 1987 |
| decision making occurs | as a reaction to a problem |
| four functions of communication | control, motivation, information, expression |
| three types of questions | neutral, assumptive yes, assumptive no |
| low/high context cultures | low= verbal more important; high= setting more important |
| for bad news | use indirect communication |
| for good news | use direct communication |
| what is more powerful than words? | body language |
Created by:
melaniebeale
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