Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Org B - LA 1
Assement 1 Terms Ch 1-4
| Term | Definition |
|---|---|
| Organizational Behavior | field of study devoted to understanding, explaining, and ultimately improving the attitudes and behaviors of individuals and groups in organizations |
| Human Resource Management | takes the theories and principles studied in OB and explores the “nuts-and-bolts” applications of those principles in organizations |
| Strategic Management | focuses on the corporate tactics and industry characteristics that affect an organization’s profitability |
| Resource Based View | This perspective describes what exactly makes resources valuable—that is, what makes them capable of creating long-term profits for the firm |
| Inimitable | difficult to imitate |
| History | collective pool of experience, wisdom, and knowledge that benefits the organization |
| Numerous Small Decisions | captures the idea that people make many small decisions day in and day out, week in and week out. |
| Socially Complex Resources | ike culture, teamwork, trust, and reputation. These resources are termed “socially complex” because it’s not always clear how they came to develop, though it is clear which organizations do (and do not) possess them |
| Rule of One-Eigth | one-half of organizations won’t believe the connection between people and the profits they earn. One-half try to make a single change to solve their problems, probably only about one-half will persist long enough to actually derive economic benefits |
| Method of Experience | People hold firmly to some belief because it is consistent with their own experience and observations. |
| Method of Intuition | People hold firmly to some belief because it “just stands to reason”—it seems obvious or self-evident. |
| Method of Authority | People hold firmly to some belief because some respected official, agency, or source has said it is so |
| Method of Science | People accept some belief because scientific studies have tended to replicate that result using a series of samples, settings, and methods |
| Theory | defined as a collection of assertions—both verbal and symbolic—that specify how and why variables are related, as well as the conditions in which they should (and should not) be related |
| Hypotheses | written predictions that specify relationships between variables |
| Correlation | abbreviated r, describes the statistical relationship between two variables. Correlations can be positive or negative (-1, 0, 1) |
| Casual Inferences | establishing that one variable really does cause another |
| Meta-Analysis | It takes all of the correlations found in studies of a particular relationship and calculates a weighted average |
| Evidence-Based Management | a perspective that argues that scientific findings should form the foundation for management education, page 19much as they do for medical education |
| Analytics | defined as the use of data (rather than just intuition and experience) to guide decision making |
| Job Performance | the value of the set of employee behaviors that contribute, either positively or negatively, to organizational goal accomplishment |
| Task Performance | employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces |
| Routine Task Performance | well-known responses to demands that occur in a normal, routine, or otherwise predictable way |
| Adaptive Task Performance | involves employee responses to task demands that are novel, unusual, or, at the very least, unpredictable |
| Creative Task Performance | degree to which individuals develop ideas or physical outcomes that are both novel and useful |
| Job Analysis | organizations identify task performance behaviors by conducting this |
| Occupational Information Network (ONet) | online database that includes, among other things, the characteristics of most jobs in terms of tasks, behaviors, and the required knowledge, skills, and abilities |
| Citizenship Behavior | voluntary employee activities that may or may not be rewarded but that contribute to the organization by improving the overall quality of the setting or context in which work takes place |
| Interpersonal Citizenship Behavior | benefit coworkers and colleagues and involve assisting, supporting, and developing other organizational members in a way that goes beyond normal job expectations |
| Helping | involves assisting coworkers who have heavy workloads, aiding them with personal matters, and showing new employees the ropes when they first arrive on the job |
| Courtesy | keeping coworkers informed about matters that are relevant to them |
| Sportsmanship | maintaining a good attitude with coworkers, even when they’ve done something annoying or when the unit is going through tough times |
| Organizational Citizenship Behavior | These behaviors benefit the larger organization by supporting and defending the company, working to improve its operations, and being especially loyal to it |
| Voice | involves speaking up and offering constructive suggestions regarding opportunities to improve unit or organizational functioning or to address problems that could lead to negative consequences for the organization |
| Civic Virtue | refers to participating in the company’s operations at a deeper-than-normal level by attending voluntary meetings and functions, reading and keeping up with organizational announcements, and keeping abreast of business news that affects the company |
| Boosterism | representing the organization in a positive way when out in public, away from the office, and away from work |
| Counterproductive Behavior | intentional employee behaviors that hinder organizational goal accomplishment |
| Sabotage | purposeful destruction of physical equipment, organizational processes, or company products |
| Theft | represents another form of property deviance and can be just as expensive as sabotage |
| Production Deviance | focuses specifically on reducing the efficiency of work output |
| Wasting Resources | when employees use too many materials or too much time to do too little work, is the most common form of production deviance |
| Substance Abuse | represents another form of production deviance. If employees abuse drugs or alcohol while on the job or shortly before coming to work |
| Political Deviance | behaviors that intentionally disadvantage other individuals rather than the larger organization |
| Gossiping | casual conversations about other people in which the facts are not confirmed as true—is one form of political deviance |
| Incivility | represents communication that’s rude, impolite, discourteous, and lacking in good manners |
| Personal Agression | defined as hostile verbal and physical actions directed toward other employees |
| Harassment | occurs when employees are subjected to unwanted physical contact or verbal remarks from a page 40colleague on an ongoing basis |
| Abuse | another form of personal aggression and occurs when an employee is assaulted or endangered in such a way that physical and psychological injuries may occur |
| Prosocial Counterproductive Behavior | there are workplace behaviors that are well intentioned, but nevertheless are also counterproductive in the sense that they violate norms, rules, policies, or laws, and thus, they harm, or could potentially harm, the organization |
| Knowledge Work | engage in cognitive work, applying theoretical and analytical knowledge acquired through education and continuous learning |
| Service Work | work that provides nontangible goods to customers through direct electronic, verbal, or physical interaction |
| Gig Work | a secondary job or “side-hustle.” |
| Managment by Objectives | management philosophy that bases an employee’s evaluations on whether the employee achieves specific performance goals |
| Behaviorally Anchored Rating Scales | measure performance by directly assessing job performance behaviors |
| 360-Degree Feedback | involves collecting performance information not just from the supervisor but from anyone else who might have firsthand knowledge about the employee’s performance behaviors |
| Forced Ranking | Welch employed a system that differentiated employees using the “vitality curve,”. Managers were required to rank all of their subordinates, and the rankings were used to place employees in one of three categories |
| Social performance Management | these types of systems provide performance information that is much more timely, relative to traditional practices that measure performance quarterly or even yearly |
| Property Deviance | behaviors that harm the organization’s assets and possessions |
| Organizational Commitment | the desire on the part of an employee to remain a member of the organization |
| Withdrawal Behavior | set of actions that employees perform to avoid the work situation—behaviors that may eventually culminate in quitting the organization |
| Affective Commitment | desire to remain a member of an organization due to an emotional attachment to, and involvement with, that organization (want) |
| Continuous Commitment | desire to remain a member of an organization because of an awareness of the costs associated with leaving it (need) |
| Normative Commitment | desire to remain a member of an organization because of an awareness of the costs associated with leaving it (ought) |
| Focus of Commitment | various people, places, and things that can inspire a desire to remain a member of an organization |
| Erosion Model | employees with fewer bonds will be most likely to quit the organization |
| Social Influence Model | suggests that employees who have direct linkages with “leavers” will themselves become more likely to leave. |
| Embededness | summarizes employees’ links to their organization and community, their sense of fit with their organization and community, and what they would have to sacrifice for a job change (Fit, Links and Sacrifices) |
| Volunteering | giving of time or skills during a planned activity for a nonprofit or charitable group |
| Exit | defined as an active, destructive response by which an individual either ends or restricts organizational membership |
| Voice | defined as an active, constructive response in which individuals attempt to improve the situation |
| Loyalty | defined as a passive, constructive response that maintains public support for the situation while the individual privately hopes for improvement |
| Neglect | defined as a passive, destructive response in which interest and effort in the job decline |
| Stars | possess high commitment and high performance and are held up as role models for other employees |
| Citizens | possess high commitment and low task performance but perform many of the voluntary page 72“extra-role” activities that are needed to make the organization function smoothly |
| Lone Wolves | possess low levels of organizational commitment but high levels of task performance and are motivated to achieve work goals for themselves, not necessarily for their company. |
| Apathetics | possess low levels of both organizational commitment and task performance and merely exert the minimum level of effort needed to keep their jobs |
| Psychological Withdrawal | consists of actions that provide a mental escape from the work environment. |
| Physical Withdrawal | consists of actions that provide a physical escape, whether short term or long term, from the work environment. |
| Independent Forms Model | argues that the various withdrawal behaviors are uncorrelated with one another, occur for different reasons, and fulfill different needs on the part of employees |
| Compensatory Forms Model | argues that the various withdrawal behaviors negatively correlate with one another—that doing one means you’re less likely to do another |
| Progession Model | argues that the various withdrawal behaviors are positively correlated: The tendency to daydream or socialize leads to the tendency to come in late or take long breaks, which leads to the tendency to be absent or quit |
| Pyschological Contracts | employees’ beliefs about what they owe the organization and what the organization owes them |
| Transactional Contracts | based on a narrow set of specific monetary obligations |
| Relational Contracts | based on a broader set of open-ended and subjective obligations |
| Perceived Organizational Support | the degree to which employees believe that the organization values their contributions and cares about page 80their well-being |
| Job Satisfaction | pleasurable emotional state resulting from the appraisal of one’s job or job experiences |
| Values | those things that people consciously or subconsciously want to seek or attain |
| Value-Percept Theory | argues that job satisfaction depends on whether you perceive that your job supplies the things that you value |
| Pay Satisfaction | employees’ feelings about their pay, including whether it’s as much as they deserve, secure, and adequate for both normal expenses and luxury items |
| Promotion Satisfaction | employees’ feelings about the company’s promotion policies and their execution, including whether promotions are frequent, fair, and based on ability |
| Supervision Satisfaction | employees’ feelings about their boss, including whether the boss is competent, polite, and a good communicator |
| Coworker Satisfaction | employees’ feelings about their fellow employees, including whether coworkers are smart, responsible, helpful, fun, and interesting as opposed to lazy, gossipy, unpleasant, and boring |
| Satisfaction with the Work Itself | employees’ feelings about their actual work tasks, including whether those tasks are challenging, interesting, respected, and make use of key skills rather than being dull, repetitive, and uncomfortable |
| Meaningfulness of Work | reflects the degree to which work tasks are viewed as something that “counts” in the employee’s system of philosophies and beliefs |
| Responsibility for Outcomes | which captures the degree to which employees feel that they’re key drivers of the quality of the unit’s work |
| Job Characteristics Theory | which describes the central characteristics of intrinsically satisfying jobs, attempts to answer that question. |
| Variety | the degree to which the job requires a number of different activities that involve a number of different skills and talents |
| Identity | the degree to which the job requires completing a whole, identifiable, piece of work from beginning to end with a visible outcome |
| Significance | the degree to which the job has a substantial impact on the lives of other people, particularly people in the world at large |
| Autonomy | the degree to which the job provides freedom, independence, and discretion to the individual performing the work |
| Feedback | the degree to which carrying out the activities required by the job provides employees with clear information about how well they’re performing |
| Knowledge and Skill and Growth Need Strength | which captures whether employees have strong needs for personal accomplishment or developing themselves beyond where they currently are |
| Job Enrichment | the duties and responsibilities associated with a job are expanded to provide more variety, identity, autonomy, and so forth |
| Job Crafting | where they shape, mold, and redefine their jobs in a proactive way |
| Moods | states of feeling that are often mild in intensity, last for an extended period of time, and are not explicitly directed at or caused by anything |
| Pleasantness | good mood |
| Activiation | aroused |
| Flow | a state in which employees feel a total immersion in the task at hand, sometimes losing track of how much time has passed |
| Affective Events Theory | workplace events can generate affective reactions—reactions that then can go on to influence work attitudes and behaviors |
| Emotions | which are states of feeling that are often intense, last for only a few minutes, and are clearly directed at (and caused by) someone or some circumstance |
| Positive Emotions | include joy, pride, relief, hope, love, and compassion |
| Negative Emotions | include anger, anxiety, fear, guilt, shame, sadness, envy, and disgust |
| Emotional Labor | the need to manage emotions to complete job duties successfully |
| Emotional Contagion | shows that one person can “catch” or “be infected by” the emotions of another person |
| Life Satisfaction | the degree to which employees feel a sense of happiness with their lives |
| Knowledge of Results | which reflects the extent to which employees know how well (or how poorly) they’re doing |
Created by:
Faith64
Popular Management sets