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Bus 203 Final
Bus 203 final (5-70
| Term | Definition |
|---|---|
| a set of energetic forces that originates both within and outside an employee, initiates work related effort, and determines its direction, intensity, and persistance | motivation |
| motivation controlled by some contingency that depends on task performance | extrinsic |
| motivation that is felt when task performance serves as its own reward | intrinsic |
| three beliefs of the expectancy theory | expectancy, instrumentality, valence |
| the cognitive process that employees go through to make choices among different voluntary responses | expectancy theory |
| the belief that exerting a high level of effort will result in the successful performance of some task | expectancy |
| the belief that a person has the capabilities needed to execute the behaviors for task success | self-efficacy |
| the belief that successful performance will result in some outcomes | instrumentality |
| the anticipated value of the outcomes associated with performance | valence |
| cognitive groupings or clusters of outcomes that are viewed as having critical psychological or physiological consequences | needs |
| a theory that views specific and difficult goals as the primary drivers of the intensity and persistence of effort | goal setting theory |
| suggests that motivation and performance depend on how one's own ratio of outcomes to inputs compares to the ratio of a comparison other | equity theory |
| an energy rooted inn the belief that work tasks contribute to some larger purpose | psychological empowerment |
| the value of a work goal or purpose relative to a person's own ideals and passions | meaningfulness |
| the willingness to be vulnerable to and authority based on positive expectations about the authority's actions and intentions | trust |
| the perceived fairness of an authority's decision making | justice |
| the degree to which the behaviors of an authority are in accordance with generally accepted moral norms | ethics |
| a general expectation that the words, promises, and statements of individuals and groups can be relied upon | trust propensity |
| occurs when employees expose illegal actions by their employer | whistle-blowing |
| the perceived fairness of the treatment received by employees from authorities | interpersonal justice |
| 2 rules that foster interpersonal justice | respect and propriety |
| 4 dimensions of justice | distributive, procedural, interpersonal, informational |
| 3 dimensions of trustworthiness | ability, integrity, and benevolence |
| 3 forms of trust | disposition based, cognition based, and affect based |
| skills, competencies, and areas of expertise that enable an authority to be successful in some specific area | ability |
| perception that the authority adheres to a set of values and principles that the trustor finds acceptable | integrity |
| belief that the authority wants to do good for the trustor, apart from any selfish or profit centered motives | benevolence |
| trust rooted in personality traits that include a general propensity to trust others | disposition based trust |
| trust rooted in a rational assessment of an authority's awareness | cognition based trust |
| more emotional than rational; trust rooted in feelings for the person | affect based |
| a relatively permanent change in an employee's knowledge or skill that results form experience | learning |
| the process of generating and choosing from a set of alternatives to solve a problem | decision making |
| the knowledge and skills that distinguish experts from novices | expertise |
| knowledge that is easily communicated and available to everyone | explicit knowledge |
| knowledge that employees can only learn through experience | tacit knowledge |
| groups of employees who learn from one another through collaboration over an extended period of time | communities of practice |
| a predisposition or attitude that drives whether a person has a learning or performance orientation toward tasks | goal orientation |
| theory that argues that people in organizations learn by observing others | social learning theory |
| when employees observe the actions of others, learn from what they observe, and then repeat the observed behavior | behavioral modeling |
| 4 contingencies of reinforcement | positive, negative, punishment, extinction |
| when a positive outcome follows a desired behavior | positive reinforcement |
| an unwanted outcome is removed following a desired behavior | negative reinforcement |
| when an unwanted outcome follows an unwanted behavior | punishment |
| the removal of a positive outcome following an unwanted behavior | extinction |
| methods of decision making | programmed, non programmed |
| decisions that are somewhat automatic because the decision maker's knowledge allows him or her to recognize the situation and the course of action to be taken | programmed decisions |
| decisions made by employees when a problem is new, complex, or not recognized | non programmed decision |
| an emotional judgement based on quick , unconscious, gut feelings | intuition |
| a step by step approach to making decisions that is designed by examining all available alternatives | rational decision making model |
| the notion that people do not have the ability or resources to process all available information and alternatives when making a decision | bounded rationality |
| when a decision maker chooses the first acceptable alternative considered | satisficing |
| a theory that people identify themselves based on the various groups to which they belong and judge others based on the groups they associate with | social identity theory |
Created by:
devenmccormick
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