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MGT 305- Final
| Question | Answer |
|---|---|
| five forms of departmentalization | functional, product-service, geographic location, customer classification, process |
| functional departmentalization | engineering, accounting, etc.; can lead to poor communication |
| product-service departmentalization | like GE, can lead to duplication |
| geographic departmentalization | end up with isolation and duplications |
| customer classification departmentalization | type of customer |
| process departmentalization | can have conflict b/w groups |
| chain of command | the continuous line of authority that extends from upper levels of an organization to the lowest levels of the organization and clarifies who reports to whom |
| factors affecting centralization | environment, people, decisions, organization |
| centralization & environment | stable=central |
| centralization & people | unskilled=central |
| centralization & organization | smaller=central |
| centralization & decisions | crisis=central |
| work specialization traditional vs. modern | then: it would make it more efficient now: it's more efficient, but it can't be taken too far |
| formalization | used less and less; employees need leeway (one of 6 key elements of organizational structure) |
| mechanistic vs. organic operations | mechanistic: departmentalization, centralization, formalization organic: non-standardized, empowerment, wide span of control |
| strategy and structure | certain structural designs work best with different strategies (ie-flexibility for organic; stability for mechanistic) |
| size and structure | larger organizations have more specialization, departmentalization, centralization, rules, etc. |
| Woodward's findings | unit vs. mass. vs. process production |
| Woodward: unit production | low formalization, organic |
| Woodward: mass production | high formalization, mechanistic |
| Woodward: process production | low formalization, organic |
| environmental uncertainty and structure | stable/simple= mechanistic; uncertain=flexible/organic |
| team structure | organization is made of teams that do the organization's work |
| matrix structure | specialists from different departments to work on projects together |
| project structure | employees continuously work on projects |
| virtual organizations | small core of full-time employees; outside temporary specialists |
| network organizations | employees do networks of outside suppliers to provide components or processes |
| organizational design challenges today (2) | keeping employees connected; global structural issues |
| controlling | the process of monitoring, comparing, and correcting work performance |
| three steps of control process | measuring actual performance -> comparing actual against standard -> taking managerial action |
| why is WHAT measured more important than HOW? | selecting the wrong criteria can create serious problems; what is measured determines what employees will do |
| the courses of action managers can take in controlling | no nothing; correct actual performance; revise the standard |
| measures of organizational performance | productivity; organizational effectiveness; rankings |
| feedforward control | anticipates problems |
| concurrent control | corrects problems as they happen |
| feedback control | corrects problems after they occur |
| financial measures managers can use | liquidity; leverage; activity; profitability |
| balanced scorecard | looks at financial, customer, internal, and people to assess performance |
| benchmarking | looking for the best practices amongst competitors |
| three TQM tools | flowchart, control chart, cause-and-effect |
| PDCA | plan, do, check, act |
| Deming management | quality, customers, fix the system |
| 4 of Deming's 14 points | teamwork, drive fear out, continuous improvement, avoid slogans |
| 6 sigma | 6 standard deviations (defects per million opportunities) |
| how to adjust for cross-cultural differences? | be aware of laws, technology, differences in data |
| workplace concerns | privacy and employee theft |
| control and customer interactions | productivity in providing the service |
| corporate governance; how changing? | the system used to govern a corporation so that the interests of the owners are protected; board of directors now, auditing |
| value chain | managing the sequence of activities and information that add value at each step from raw materials to finished product |
| first-line managers | store managers etc |
| middle managers | district managers |
| top managers | C-level |
| functional approach of management | plan, organize, lead, control |
| Mintzberg management roles approach | interpersonal, informational, decisional |
| efficiency vs. effectiveness | efficient: most output from least input effectiveness: "doing the right things" |
| how organizations are changing | ethics, security, technology |
| personality | combination of emotional, thought, and behavioral patterns that affects how people interact and react |
| E/I Myers-Briggs | extroverted/introverted |
| N/S Myers-Briggs | intuitive/sensing |
| F/T Myers-Briggs | thinking/feeling |
| J/P Myers-Briggs | judging/perceiving |
| Big Five Personality | extroversion, agreeableness, conscientiousness, emotional stability, openness to experience |
| affect vs. emotion vs. mood | affect (overall) emotion: short term mood: longer term |
| attribution theory | "it's not my fault if this goes wrong" "if it goes wrong with him it's his fault" |
| personality types across different cultures | conscientiousness similar in all cultures; locus of control higher in North Americans |
| perception | perceiver; target; situation |
| impact of emotions on the workforce | managers need to understand that people bring their emotions with them to work |
| job satisfaction | biggest factor is the manager |
| culture | collection of shared values, beliefs, rituals, myths, heros, language |
| culture characteristics (6) | collective, emotionally charged, historically based, symbolic, dynamic, fuzzy |
| symptoms of a week organizational culture (4) | inward focus, morale, fragmentation, subcultures |
| where does culture come from? | the CEO |
| ADKAR; how do you change a culture? | awareness, desire, knowledge, ability, reinforcement |
| Cameron and Freeman model of culture types | (draw it out) *organic vs mechanistic; internal vs. external |
| basic communication model | sender (encode) ->medium (noise) ->receiver (decode) |
| strategic communication model | organization (where it is) -> messages/images-> constituencies -> response (back to org) |
| primary constituencies | people for which a message is intended (strategic communication model) |
| secondary constituencies | people affected by the message (strategic communication model) |
| rich vs. lean media | rich= in person lean= emails |
| when to use lean media? | routine messages |
| when to use rich media? | non-routine messages |
| communication barriers (5) | filtering; info overload; defensiveness; language; culture |
| classical vs socioeconomic views of social responsibility | classical: maximize profits socioeconomic: protect and improve society's welfare |
| four stages of social responsibility | owners/management-> employees -> specific environment -> society as a whole |
| codes of ethics | a formal statement of an organization's primary values and the ethical rules it expects its employees to follow |
| stages of moral development | 1) preconventional (rules just to avoid punishment) 2) conventional (doing what's expected) 3) principled (following self-chosen principles) |
| issue intensity | it's only wrong if it is perceived as wrong |
| factors that determine ethical and unethical behavior | stage of dev, individual characteristics, structural variables, organizational culture, issue intensity |
| how to encourage ethical behavior | employee selection, codes of ethics, leadership, appraisals, audits |
| Hofstede's 5 dimensions for assessing culture | individualist/collectivist, power distance, uncertainty avoidance, long versus short term orientation, achievement vs nurturing |
| GLOBE | dimensions for assessing culture |
| planning | defining goals, strategy, and what activities to do so |
| strategic plans | apply to the entire organization; overall goals for an extended period of time |
| competitive advantage | how a business succeeds in its SBUs; quality, sustainability, etc. |
| five forces model | buyers, substitutes, new entrants, suppliers (*intensity of rivalry among competitors) |
| management by objectives | management system based on measurable participatively set commitments for a measurable result w/in a time period |
| Porter's model of generic competitive strategies | (draw it) competitive advantage vs. competitive scope |
| strategic vs. operational plans | strategic: long period of time; entire organization operational: specified details, short time period |
| planning cycle | goals-> SWOT analysis -> strategies -> implement -> evaluate |
| environmental scanning | large amounts of info; anticipate and interpret environmental changes |
| forecasting | predictions of outcomes |
| benchmarking | search for best practices among competitors (or bad ones) that lead to their good/bad performance |
| formal versus informal groups | formal: for a specific assignment informal: social groups |
| stages of group development | forming, storming, norming, performing, adjourning |
| roles & group behavior | helps get different things done, but role conflict can occur |
| norms & group behavior | sets expectations, but can lead to antisocial actions |
| conformity & group behavior | people want to be accepted, but groupthink can happen |
| status systems & group behavior | inferred, but sometimes people question authority |
| group size & group behavior | 5-7 people is best (no social loafing) |
| group cohesiveness & group behavior | degree to which members share the same goal |
| cohesiveness and productivity | more cohesive=more productive |
| conflict management and group behavior | conflict is often necessary to get things done |
| work teams | well defined and stable |
| project teams | done when finished with project |
| problem solving teams | same department |
| management teams | they manage |
| virtual teams | different countries; difficult to build trust |
| cross-functional teams | mix of specialists (difficult to find boundary-spanners) |
| three characteristics for effective teams | people; organizational; task |
| how to build trust | communication, support, respect, fairness, predictability, competence |
| challenges of managing global teams | dislike team members, mistrust, communication issues, stereotyping |
| advantages and disadvantages of group decision making | takes longer, but with a more effective result |
| Maslow's hierarchy of needs | (physiological, safety, love, esteem, self actualization) can't be used to motivate! |
| ERG theory | existence, relatedness, growth (three needs) focused for work environment |
| theories X and Y | X: negative view of employees Y: positive view of employees |
| Hertzberg theory | dissatisfiers (hygeine)-> external satisfiers (motivators)-> internal *aid in motivators |
| McClelland Three-Needs Theory | nAch, nPow, nAff |
| goal setting theory | the process of improving performance w/ objectives, deadlines, or quality standards (doesn't necessarily work) |
| job characteristics model (5 factors) | skill variety; task identity; task significance; autonomy; feedback |
| equity theory | distributive justice (allocation of rewards); procedural justice (how awards are chosen) *if they fit perception, job satisfaction is higher |
| expectancy theory | assumes motivational strength is determined by perceived probabilities of success |
| high-high leader | consideration, initiating structure |
| managerial grid | concern for people; concern for production |
| Fielder contingency model | effective group performance depends on matching the leader's style and amount of control/influence in the situation |
| LMX theory | in-groups and out-groups (in group is very productive) |
| path-goal theory | behavior->environment/contingency factors->outcome |
| transactional vs transformational leaders | transaction: rewards for behavior transformational: inspires followers |
| charismatic leader | personality influences people |
| visionary leader | the ability to create a realistic, credible, attractive vision |
| 5 sources of a leader's power | legitimate, coercive, reward, expert, referent |
Created by:
melaniebeale
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