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Test 2
| Question | Answer |
|---|---|
| Reinforcement Punishment | Reinforcement echances desirable behavior Punishment and extinction diminish undesirable behavior |
| Punishment | bestowal of negative consequences OR withholding positive consequences |
| Intended Result | discourages undesirable behavior |
| Unintended (potential) Results | negative psychological, emotional, performance, or behavioral consequences |
| Bandura’s social Learning Theory | Learning occurs when we observe other people and model their behavior |
| Goal Setting | establishing desired results that guide and direct behavior |
| SMART goals | • Singular • Measurable • Attainable • Realistic • Time-bound |
| Coaching | client driven, behavior-based |
| Mentoring | mentor driven, behavior-based and value-laden |
| Stress | Anything that triggers the stress response - unconscious preparation to fight or flee. |
| Stressor | Demand that triggers the stress response |
| Eustress | motivation towards positive behavior key to managing emergencies and achieving peak performance |
| Distress | adverse responses to or consequences of stressors |
| Strain | =distress Long term results in disease |
| What can stress affect | physical or behavioral, emotional and psychological aspects of individuals as well as organizing functioning |
| 4 approaches to stress | 1.Homeostatic/medical 2. Cognitive Appraisal 3. P-E Fit 4. Psychoanalytic |
| Homeostatic/medical | emotions upset homeostasis and cause fight or flight response. |
| Cognitive Appraisal | perception - classification of person/event as stressful |
| P-E Fit | conflicting role expectations - strain, depression. |
| Psychoanalytic | ego/ideal discrepant from self-image. The larger the discrepancy, the greater the stress. |
| Task Demands | change, lack of control, concerns: career progress, technology, time |
| Role demands | conflict and ambiguity |
| interrole | oposing expectations from 2 or more roles |
| intrarole | opposing expectations from a single role |
| person-role | ethics violations |
| interpersonal demands | poor leadership, bullying, harassment, workplace incivility emotional dissonance. Negative ability to detach and recharge for the next day trust between superior and subordinate is an antidote |
| physical demands | temperature, ergonomics, strenuous activity, hazardous substances, international travel. |
| Yerkes-Dodson Law | Stress levels lead to performance and improved performance up to an optimal point, after which stress has a detrimental effect on performance |
| Positive Stress = | Eustress - a characteristic of healthy people |
| Symptoms of psychological distress | burnout, depression, psychosomatic disorders |
| burnout | depersonalization, + reduced perceptions of personal accomplishments |
| depression | lack of motivation, energy, interest |
| rust out | lack of challenge, inspiration or opportunity - apathy, resentment and diminished performance. |
| psychosomatic disorders | physical ailments with psychological origins, e.g., heart disease, stroke, back aches, headaches, ulcers (cardiovascular = leading cause of death in US) |
| type A workaholics | competitive, time urgency, social status insecurity, aggression, hostility, hi n(ach) called Coronary Prone behavior (lethal agents) |
| Personality Hardiness | resist strain reactions via commitment (enjoyable), control, + challenge |
| Self reliance | health, secure, interdependent |
| preventative stress management | primary, secondary, tertiary |
| primary prevention | reduce, modify or eliminate stressors and demands |
| secondary prevention | modify the individual’s or the organization’s response to a demand or stressor. |
| tertiary prevention | (not really prevention at all) - heal individual and organizational symptoms of distress and strain |
| What to do organizationally | 1. job redesign 2. goal setting 3. role negotiation 4. social support systems |
| what to do individually | 1. positive thinking 2. time management 3. leisure time activities 4. physical exercise 5. relaxation training 6. diet 7. opening up 8. professional help |
| one way communication | efficent, more complex, less likely to be accurate, most useful shorthand in emergency situations |
| two-way communication | accurate, takes more time, incorporates confirmation, clarification and feedback, most useful for complex decision making |
| nonverbal communication | 60-90% of the message |
| Proxemics | territorial space alerts to relationship intimate, personal, social and public distances |
| kinesics | body language and posture |
| paralanguage | tone, volume, tempo, duration, laughing |
| first step to active listening | Turn off your responses, reactions, questions, comparisons |
| second step to active listening | Make eye contact – not stare or glare, culturally appropriate |
| third step to active listening | Be attentive – affirm contact non-verbally or sounds without words |
| fourth step to active listening | Recognize when silence indicates thinking versus completion – don’t break the working silence |
| fifth step to active listening | Check for content understanding when the sender has finished – paraphrase the expressed |
| sixth step to active listening | Check for meaning behind the message – reflect and check out perception of core feelings |
| seventh step to active listening | DON’T give advice, share your stories, or in any way try to make yourself the focus of the discussion |
| Expressiveness | willing to be put a stake in the ground around content and relationships |
| Empathetic Listener (not sympathy) | approachable and willing to listen |
| Sensitive | look for and recognize behavioral and non-verbal cues indicating mood of person |
| persuasiveness | use influence and power to support the person and high quality work. |
| informative | clarifying what can and cannot be shared and sharing all that can be shared |
| barriers | 1. physical separation 2. status differences 3. gender differences 4. diversity 5. language |
| Gateways | 1a. F2F meetings 1b. videoconferencing 2a. hats off meeting 2b. leader speaks last 3a.reinforce what F said 3b. F be more declarative 4a. active listening 4b. check the knee jerks 5a. eliminate jargon 5b. explain metaphors |
| Defensive Communication | Acting out of low self esteem or low self confidence include aggressive, malevolent messages, as well as passive, withdrawn and passive-aggressive messages |
| Defense Communication creates problems . . . | hurt feelings, communication barriers, poor working relationships, destructive and retaliatory behaviors, loss of work productivity, inability to solve problems |
| Defensive Tactics | Power plays, Labeling, Hoarding information, Disseminating misleading information, Jokes |
| Non-Defensive Tactics | assertive, direct and powerful; controlled, informed, realistic, honest; self-affirming without being self-aggrandizing; builds relationships; restores order, balance and effectiveness in working relationships |
| Richest forms of communication mediums | small group |
| Etiquette | rules when using communication technologies Facebook, Twitter, YouTube, LinkedIn, Email, Texting, Instagram |
| Group | 2 or more with common interests and interactions |
| Work Team | group with complementary skills working on a common mission towards performance goals Task oriented contributors to organizational goals |
| Benefits of Groups and Teams | increased productivity, creativity and problem-solving in organizations psychological intimacy and integrated involvement for individuals |
| Norms of Behavior | interaction, morality, competence, and performance |
| Group Cohesion | interpersonal glue that holds teams together – ranges from low to high Higher- managing members, better performance, and more OCBs |
| Historical Environment for Groups | autocratic, dependent, inter-office competition |
| Developing Environment for Groups | empowered, independent and interdependent |
| Task Behaviors | 1. initiating activities 2. seeking information 3. giving information 4. elaborating on concepts 5. coordinating work 6. summarizing ideas 7. testing ideas 8. diagnosing problems 9. evaluating effectiveness |
| Maintenance Behaviors | 1. supporting others 2. following others' leads 3. gatekeeping 4. setting standards 5. expressing feelings 6. testing group decisions 7. consensus testing 8. harmonizing conflict 9. reducing tension |
| Work Team Structures | goals, SOPs, Performance measures, roles goal setting enhances group behavior |
| Work Team Process | cooperative behaviors vs. competitive behaviors |
| Work Team Diversity | some dissimilarity necessary to foster creativity, novelty, and innovation |
| Role Diversity | include contributor, collaborator, communicator, challenger and integrator |
| Factors that Influence Group Effectiveness | Work team structures, work team progress |
| Tuckman's Stages | 1. Forming 2. Storming 3. Norming 4. Performing 5. Adjourning |
| Forming | Members start interacting and try to work out what is expected of them. Excitement and enthusiasm is mixed with fear and uncertainty. |
| Storming | conflict occurs as personal agendas come to light. Members assert themselves and start questioning decisions and challenging authority. |
| Norming | the group find ways of resolving conflict and begin to emerge as a cohesive unit. Criticisms and feedback are given constructively and members start co-operating with one another. |
| Performing | Confidence grows both individually and with other members of the group as they work towards a common goal. |
| Adjourning | Having completed their task the group dissolves. Members will share either a sense of loss or relief, depending on the outcome of the task. |
| Empowerment | a personal and team characteristic competence required process skills required (decision making, negotiating, cooperating |
| Self-managed teams | =self-directed work teams = autonomous work groups |
| Benefits of Mature Teams | increase in productivity, decrease in time, machinery down time, + costs |
| Upper Echelons theory | background of top managers can predict organizational characteristics and standards for values, competence, ethics,…throughout the organization |
| Top Team Diversity characteristics: | homogeneous, token, bicultural, and multicultural |
Created by:
matthewparish
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