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psychological response to demands for which there is something at stake and coping with those demands taxes or exceeds a person's capacity or resources
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the negative consequences that occur when demands tax or exceed one's capacity or resources are called?
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MGMT test ch.5,6,7,8
| Question | Answer |
|---|---|
| psychological response to demands for which there is something at stake and coping with those demands taxes or exceeds a person's capacity or resources | Stress |
| the negative consequences that occur when demands tax or exceed one's capacity or resources are called? | Strains |
| the process that is triggered when people first encounter stressors | primary appraisal |
| the evaluation of whether a demand is stressful and, if it is, the implications of the stressor in terms of personal goals and well-being | primary appraisal |
| job demands that tend not to be appraised as stressful are called? | benign job demands |
| stressful demands that are percieved as hindering progress toward personal accomplishments or goal attainment | hindrance stressors |
| stressful demands that are percieved as opportunities for learning, growth, and achievement | challenge stressors |
| (type of work hindrance stressor) conflicting expectations that other people have of us | role conflict (ex.cannot meet all demands, talk fast yet answer all questions and make sell) |
| (type of work hindrance stressor) refers to the lack of information regarding what needs to be done in a role | role ambiguity |
| (type of work hindrance stressor) occurs when the number of demanding roles a person holds is so high that the person simply cannot perform some or all of the roles effectively | role overload |
| (type of work hindrance stressor) reflects the minor day-to-day demands that get in the way of accomplishing the things that we really want to accomplish | daily hassles |
| (type of work challenge stressor) strong sense that the amount of time you have to do a task is just not quite enough | time pressure |
| refers to the degree to which the requirements of the work , in (type of work challenge stressor) terms of knowledge, skills, and abilities, exceed the capabilities of the person performing the work | work complexity |
| (type of work challenge stressor) refers to the nature of the obligations that a person has to others | work responsibility |
| (type of non-work hindrance stressor) refers to a special form of role conflict in which the demands of a work role hinder the fulfillment of the demands in a family role (or vice versa) | work-family conflict |
| (type of non-work hindrance stressor) hinders the ability to achieve life goals and are associated with negative emotions (significant changes) | negative life events |
| what are the 2 types of stressors? | 1. hindrance stressors 2. challenge stressors |
| what are the types of work hindrance stressors? | 1. role conflict 2. role ambiguity 3. role overload 4. daily hassles |
| what are the types of work challenge stressors? | 1. time pressure 2. work complexity 3. work responsibility |
| what are the types of non-work hindrance stressors? | 1. work-family conflict 2. negative life events |
| what are the types of non-work challenge stressors? | 1. family time demands 2. personal development 3. positive life events |
| (type of non-work challenge stressor) reflect the time that a person commits to participate in family activities and responsibilities | family time demands |
| (type of non-work challenge stressor) education programs, music lessons, sports training, volunteer work | personal development |
| (type of non-work challenge stressor) marriage, pregnancy, ending school | positive life events |
| refers to the behaviors and thoughts that people use to manage both the stressful demands that they face and the emotions associated with those stressful demands | coping (how people deal with stress) |
| involves the set of physical activities that are used to deal with a stressful situation | behavioral coping |
| thoughts that are involved in trying to deal with stress | cognitive coping |
| refers to behaviors and cognitions intended to manage the stressful situation itself | problem-focused coping |
| refers to the various ways in which people manage their own emotional reactions to stressful demands | emotion-focused coping |
| what are the different types of coping? | 1. behavioral 2. cognitive 3. problem-focused 4. emotion-focused |
| how do people choose a particular coping strategy? | 1. set of beliefs about different coping strategies address different demands 2. degree people believe a particular strategy gives them a degree of control over the stressor |
| suggests that the body has a set of responses that allow it to adapt and function effectively in the face of stressful demands | general adaptation syndrome (GAS) |
| what are the stages of general adaptation syndrome (GAS)? 3. (prolonged of repeated exposure to the stressor could cause body to break down, and exhaustion and even death may occur) | 1. alarm reaction (resistance to stressor temporarily lowered, immediately after the body activates several defense mechanisms to counteract the stressor) 2. resistance (increased arousal of mind and body helps respond and adapt to demand) 3. exhaustion |
| what are the negative consequences of stress? | 1. physiological strains 2. psychological strains 3. behavioral strains |
| (negative consequence of stress) illness, high blood pressure, back pains, stomach aches | physiological strains (most connected to GAS) |
| (negative consequence of stress) depression, anxiety, anger, hostility, irritability, inability to think clearly, forgetfulness | psychological strains (less GAS) |
| (negative consequence of stress) alcohol and drug abuse, teeth grinding, over eating | behavioral strains (least GAS) |
| have a strong sense of time urgency, tend to be impatient, competitive, controlling, aggressive, even hostile, may have a direct influence on the level of stressors that a person confronts, directly linked to coronary heart disease | Type A behavior pattern |
| refers to the help that people receive when they are confronted with stressful demands | social support |
| refers to the help people receive that can be used to address the stressful demand Directly | instrumental support (helps actual work) |
| help people receive in addressing emotional distress that accompanies stressful demands | emotional support (talks or shows interest) (empathetic) |
| how important is stress? | strains have a moderately negative effect on job performance, strains reduce overall level of energy and attention, strains have a Strong negative effect on organizational commitment (strains are usually dissatisfying which makes people less committed) |
| managers ask questions about jobs to estimate whether high stress levels may be a problem | stress audit |
| organizations could try to reduce stressful demands such as (2 people sharing the responsibilities of a single job) | job sharing |
| aimed at increasing job-related competencies and skills | training interventions |
| help employees manage and balance the demands that exist in the different roles they have | supportive practices (flextime, telecommuting, compressed work week) |
| what is flextime? | flexible working hours |
| what is telecommuting? | working from home |
| what is a compressed work week? | work more some days and less others |
| what are some ways to reduce strains? | 1. relaxation techniques (meditation, take walks etc.) 2. cognitive-behavioral techniques (attempt to help people appraise and cope with stressors in a rational manner) 3. health and wellness programs |
| types of individual stress management | 1. exercise 2. focus on enjoying what you do 3. develop and use planning skills 4. avoid unnecessary competition |
| types of organizational stress management | 1. increase associates autonomy and control 2. improve physical working conditions 3. design jobs to be meaningful and stimulating 4. increase associate involvement in decision making |
| defined as a set of energetic forces that originates both within and outside an employee, initiates work-related effort, and determines its direction, intensity, and persistence | motivation |
| 2 factors of job performance | 1. motivation 2. ability |
| describes the cognitive process that employees go through to make choices among different voluntary responses (employee behavior is directed toward pleasure and away from pain) | expectancy theory ( E -> P -> O = V ) |
| represents the belief that exerting a high level of effort will result in the successful performance of some task | expectancy (is a subjective probability, ranging from 0 to 1 that a specific amount of effort will result in a specific level of performance abbreviated E -> P ) |
| defined as the belief that a person has the capabilities needed to execute the behaviors required for task success (past accomplishments, experiences, verbal persuasion, emotional cues) | self-efficacy (a.k.a. competence) |
| represents the belief that successful performance will result in some outcome(s) | instrumentality (set of subjective probabilities ranging from 0 to 1 that successful performance will bring a set of outcomes abbreviated P -> O ) |
| reflects the anticipated value of the outcomes associated with performance | valence (abbreviated V ) |
| what makes some outcomes more positively valenced than others? | in general, outcomes are more attractive when they help satisfy needs |
| defined as cognitive groupings or clusters of outcomes that are viewed as having critical psychological or physiological consequences | needs |
| motivation that is controlled by some contingency that depends on task performance | extrinsic motivation |
| motivation felt when task performance serves as its own reward | intrinsic motivation |
| total motivational force can be described with what formula? | motivational force = (E->P) x sum[(P->O) x V] (also, motivational force equals 0 if any one of the three beliefs is 0) |
| views goals as the primary drivers of the intensity and persistence of effort | goal setting theory (assigning employees specific and difficult goals will result in higher levels of performance) |
| the internalized goals that people use to monitor their own task progress | self-set goals (assignment of a specific and difficult goal shapes people's own self-set goals) |
| learning plans and problem-solving approaches used to achieve successful performance | task strategies (goals trigger the creation of task strategies) |
| what are the moderators of task performance? | 1. feedback 2. task complexity 3. goal commitment |
| (type of task performance moderator) consists of updates on employee progress toward goal attainment | feedback |
| (type of task performance moderator) reflects how complicated the information and actions involved in a task are, as well as how much the task changes | task complexity |
| (type of task performance moderator) degree to which a person accepts a goal and is determined to try to reach it | goal commitment |
| acknowledges that motivation doesn't just depend on your own beliefs and circumstances but also on what happens to other people | equity theory (employees create a "mental ledger" of the outcomes (or rewards) they get from their job duties) |
| some person who seems to provide an intuitive frame of reference for judging equity | comparison other (you compare your ratio of outcomes and inputs to the ratio of some comparison other) |
| when the ratio of outcomes to inputs is balanced between you and your comparison other | cognitive calculus |
| any imbalance in ratios to comparison other triggers | equity distress (an internal tension that can only be solved by restoring balance to the ratios) (if your ratio is greater than your comparison other then you can change your comparison other) |
| reflects an energy rooted in the belief that work tasks contribute to some larger purpose | psychological empowerment |
| what are the types of psychological empowerment? | 1. meaningfulness 2. self-determination 3. competence 4. impact |
| (type of psychological empowerment) captures the value of a work goal or purpose, relative to a person's own ideals and passions | meaningfulness |
| (type of psychological empowerment) reflects a sense of choice in the initiation and continuation of work tasks | self-determination |
| (type of psychological empowerment) captures a person's belief in his or her capability to perform work tasks successfully | competence (a.k.a. self-efficacy) |
| (type of psychological empowerment) reflects the sense that a person's actions "make a difference"-- that progress is being made toward fulfilling come important purpose | impact |
| strongest performance effect on motivation is self-efficacy/competence; people who feel a sense of internal self-confidence tend to outperform those who doubt their capabilities | difficult goals are the second most powerful motivating force |
| the motivational force created by high levels of valence, instrumentality, and expectancy is the 3rd most powerful motivational variable for task performance | perceptions of equity have somewhat weaker effect on task performance |
| designing compensation systems | 1. do the elements provide difficult and specific goals 2. consider correspondence between individual performance and monetary outcomes 3. Merit Pay represents the most common element of organizational compensation plans |
| Merit Pay represents the most common element of organizational compensation plans | Lump Sum Bonuses & Gain-Sharing have been credited with improvements in employee productivity |
| willingness to be vulnerable to an authority based on positive expectations about the authority's actions and intentions | trust |
| reflects the perceived fairness of an authority's decision making | justice |
| reflects the degree to which the behaviors of an authority are in accordance with generally accepted moral norms | ethics |
| what are the types of trust? | 1. disposition-based trust 2. cognition-based trust 3. affect-based trust |
| means that your personality traits include a general propensity to trust others (trust all) | disposition-based trust (has less to do with the authority and more to do with the trustor) |
| some trustors are high in ___________ -- a general expectation that the words, promises, and statements of individuals and groups can be relied upon | trust propensity (shaped from both genetics and environment) (trust propensity levels are actually relatively high in the U.S. especially in relation to europe and south america) |
| means that trust is rooted in a rational assessment of the authority's trustworthiness (based on characteristics of trustworthiness) | cognition-based trust |
| the characteristics or attributes of a trustee that inspire trust | trustworthiness |
| means that it depends on feelings toward the authority that go beyond any rational assessment (emotional) (acts as a leap of faith) | affect-based trust (an emotional bond develops, and our feelings for the trustee further increase our willingness to accept vulnerability |
| the perception that the authority adheres to a set of values and principles that the trustor finds acceptable | character |
| the belief that the authority wants to do good for the trustor, apart from any selfish or profit-centered motives | benevolence |
| reflects the perceived fairness of decision-making outcomes | distributive justice |
| reflects the perceived fairness of decision making processes | procedural justice |
| what are the different procedural justice rules? | 1. voice 2. correctability 3. (consistency, bias suppression, representativeness, and accuracy) |
| concerns giving employees a chance to express their opinions and views during the course of decision making | voice |
| provides employees with a chance to request an appeal when a procedure seems to have worked ineffectively | correctability |
| rules that help ensure that procedures are neutral and objective, as opposed to biased and discriminatory | consistency, bias suppression, representativeness, and accuracy |
| distributive justice and procedural justice combine to influence employee reactions | when outcomes are bad procedural justice becomes extremely important (procedural justice tends to be a stronger driver of reactions to authorities than distributive justice) |
| reflects the perceived fairness of the treatment received by employees from authorities | interpersonal justice |
| interpersonal justice in fostered when authorities adhere to two particular rules | 1. respect rule 2. propriety rule |
| pertains to whether authorities treat employees in a dignified and sincere manner | respect rule |
| reflects whether authorities refrain from making improper or offensive remarks | propriety rule |
| reflects the perceived fairness of the communications provided to employees from authorities | informational justice |
| informational justice is fostered when authorities adhere to two particular rules | 1. justification rule 2. truthfulness rule |
| mandates that authorities explain decision-making procedures and outcomes in a comprehensive and reasonable manner | justification rule |
| requires that those communications be honest and candid | truthfulness rule |
| occurs when employees expose illegal actions by their employer | whistle-blowing |
| research on ethics seeks to explain why people behave in a manner consistent with generally accepted norms of morality, and why they sometimes violate those norms | n/a |
| 4 component model of ethical decision making | moral awareness -> moral judgement -> moral intent -> ethical behavior |
| occurs when an authority recognizes that a moral issue exists in a situation | moral awareness |
| ability to recognize that a particular decision has ethical content | ethical sensitivity |
| degree to which the issue has ethical urgency | moral intensity |
| when the authority accurately identifies the morally "right" course of action | moral judgement |
| argues that as people age and mature, they move through several stages of moral development--each more mature and sophisticated than the prior one | cognitive moral development theory |
| what are the stages of the cognitive moral development theory? | (pre-conventional) 1. avoid punishment 2. maintain exchange relationships (conventional) 3. earn the approval of others 4. follow rules and laws (principled) 5. protect individuals rights 6. follow universal principals |
| authority's degree of commitment to the moral course of action | moral intent (distinction between awareness, judgement, and intent is important because many unethical people know and understand right from wrong--they just don't really care) |
| (one driver of moral intent) the degree to which a person sees him or herself as a "moral person" | moral identity |
| relationships that are based on narrowly defined, quid pro quo obligations that are specified in advance and have explicit repayment schedule (don't trust authorities) | economic exchange |
| relationships develop that are based on vaguely defined obligations that are open-ended and long term in their repayment schedule (increased trust towards authorities) | social exchange |
| perspective that acknowledges that the responsibility of a business encompasses the economic, legal, ethical, and citizenship expectations of society | corporate social responsibility (a company's obligations do not end with profit maximization) (have an obligation to do what is right, just, fair, and to avoid harm) |
| relatively permanent changes in an employee's knowledge or skill that result from experience | learning |
| process of generating and choosing from a set of alternatives to solve a problem | decision making (the more knowledge and skills employees possess, the more likely they are to make accurate and sound decisions) |
| refers to the knowledge and skills that distinguish experts from novices and less experienced people | expertise |
| information you are likely to think about when you picture someone sitting down at a desk to learn (books) | explicit knowledge |
| typically only learn through experience | tacit knowledge |
| we learn through reinforcement (rewards and punishment) | n/a |
| says we learn by observing the link between our voluntary behavior and the consequences that follow it | operant conditioning (antecedent -> behavior -> consequence) |
| what are the 2 contingencies used to increase desired behaviors? | 1. positive reinforcement 2. negative reinforcement |
| occurs when a positive outcome follows a desired behavior | positive reinforcement |
| occurs when an unwanted outcome is removed following a desired behavior | negative reinforcement |
| what are the 2 contingencies used to decrease undesired behaviors? | 1. punishment 2. extinction |
| occurs when an unwanted outcome follows an unwanted behavior | punishment |
| occurs when there in the removal of a (positive) consequence following an unwanted behavior | extinction |
| what should be the most common forms of reinforcement used by managers to create learning among their employees? | positive reinforcement and extinction |
| simplest schedule of reinforcement and happens when a specific consequence follows each and every occurrence of a desired behavior | continuous reinforcement |
| happens when reinforcement does not follow each instance of desired behavior | intermittent reinforcement |
| what are the 2 types of schedules of reinforcement? | continuous and intermittent |
| what are the types of intermittent reinforcement? | 1. fixed interval schedule 2. variable interval schedules 3. fixed ratio schedules 4. variable ratio schedules |
| (type of intermittent reinforcement) where workers are rewarded after a certain amount of time, and length of time periods stays the same | fixed interval schedule (average) (paycheck) |
| (type of intermittent reinforcement) designed to reinforce behavior at more random points in time | variable interval schedule (moderately high) (walk-by) |
| (type of intermittent reinforcement) reinforce behaviors after a certain number of them have been exhibited | fixed ratio schedules (high) |
| (type of intermittent reinforcement) reward people after a varying number of exhibited behaviors | variable ratio schedules (very high) (commission) |
| argues that people in organizations have the ability to learn through the observation of others | social learning theory |
| happens when employees observe the actions of others, learn from what they observe, and then repeat the observed behavior | behavior modeling |
| building competence is deemed more important than demonstrating competence | learning orientation |
| focus on demonstrating competence so that others think favorably of them | performance-prove orientation |
| focus on demonstrating competence so that others will not think poorly of them | performance-avoid orientation |
| decisions that become somewhat automatic because a person's knowledge allows them to recognize and identify a situation and the course of action that needs to be taken | programmed decisions |
| can be described as emotionally charged judgments that arise through quick, non-conscious, and holistic associations | intuition |
| when a situation arises that is new, complex and not recognized, it calls for a ____________ on the part of the employee | non-programmed decision |
| offers a step-by-step approach to making decisions that maximize outcomes by examining all available alternatives | rational decision-making model |
| notion that decision makers simply do not have the ability or resources to process all available information to make optimal decision | bounded rationality |
| results when decision makers select the first acceptable alternative considered | satisficing |
| tendency for people to see their environment only as it affects them (screen out things of discomfort) | selective perception |
| belief that others think, feel, and act the same way we do | projection bias |
| people identify themselves by the groups to which they belong and perceive and judge others by their group memberships | social identity theory |
| when people make assumptions about others on the basis of their membership in a social group | stereotype |
| when confronted with situations of uncertainty that require a decision on our part, we often use ___________ --simple, efficient, rules of thumb that allow us to make decisions more easily | heuristics |
| the tendency for people to base their judgments on information that is easier to recall | availability bias |
| argues that people have a tendency to judge others' behaviors as due to internal factors | fundamental attribution error |
| occurs when we attribute our own failures to external factors and our own successes to internal factors | self-serving bias |
| did others act the same way under similar situations? | consensus |
| does this person tend to act differently in other circumstances? | distinctiveness |
| will occur if there is low consensus, low distinctiveness, and high consistency | internal attribution |
| will occur if there is high consensus, high distinctiveness, and low consistency | external attribution |
| does this person always do the same thing? | consistency |
| refers to the decision to continue to follow a failing course of action (car directions) | escalation of commitment (people have a tendency, when presented with a series of decisions, to escalate their commitment to previous decisions, even in the face of obvious failures) |
| learning does influence job performance (it is Moderately correlated with task performance) | learning is WEAKLY related to organizational commitment |
| having higher levels of job knowledge is associated with slight increases in emotional attachment to the firm | n/a |
| represents a systematic effort by organizations to facilitate the learning of job-related knowledge and behavior | training |
| is the transfer of knowledge from older, experienced workers to younger employees | knowledge transfer |
| ensures ability to observe and learn from those in the company with significant amounts of tacit knowledge | behavior modeling training |
| groups of employees who work together and learn from one another by collaborating over an extended period of time | communities of practice |
| occurs when the knowledge, skills and behaviors used on the job are maintained by the learner once training ends and generalized to the workplace one the learner returns to the job | transfer of training (can work if organization creates a climate for transfer) |
Created by:
wale43