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OB midterm
chapters 1-8
| Question | Answer |
|---|---|
| organizational behavior | the systematic study and application of knowledge about how individuals and groups act within the organizations where they work |
| levels of analysis | in OB this includes examining the individual, the group and the organization |
| journaling | the process of writing out thoughts and emotions on a regular basis |
| visual learner | one who processes information most effectively by looking at words and diagrams |
| auditory learner | one who processes information most effectively by listening or talking |
| kinesthetic learner | one who processes information most effectively by actively engaging with the material |
| hypothesis | tentative guesses or hunches for an expected observation, phenomenon, or scientific problem that can be tested |
| variables | entities that can take on different values |
| surveys | research tools used to ellicit respondents' reactions to specific questions |
| field studies | research conducted in actual organizations. they may include observation, interviews, or experience |
| experimental design | a study having a group that receives treatment and a comparison group that receives no treatment |
| control group | a group that does not receive any experimental manipulation so it can be compared to the treatment group |
| treatment group | a group that receives experimental manipulation |
| lab study | research conducted under controlled conditions and may include observation, interviews, surveys, or experiments |
| case studies | in depth descriptions of a single industry or company |
| generalizability | the likelihood that findings in a given study will be found in another setting or study |
| meta analysis | the process of summarizing research findings from studies on related topics |
| reliability | the consistency of measurement |
| validity | the truth of the measurement |
| correlation | measures the strength of the relationship between 2 variables |
| causation | the act of making something happen |
| datum | the term that refers to a single observation |
| data | the term used to describe multiple observations and is always plural |
| employee engagement | a person who is fully involved in and enthusiastic about their work is engaged |
| triple bottom line | evaluating organizations against 3 performance criteria including economic, social, and environmental viability |
| sustainable business practices | practices that meet the current needs of businesses without compromising the needs of future generations |
| outsourcing | an organization asking an outside organization to perform functions that could have been performed by itself |
| offshoring | refers to some or all of a business process being moved from one country to another country |
| diversity | the ways in which people are similar or different from eachother |
| similarity-attraction phenomenon | the tendency to be more attracted to individuals who are similar to us |
| surface level diversity | traits that are highly visible to us and to those around us such as race, gender, and age |
| deep level diversity | diversity in values, beliefs and attitudes |
| faultline | an attribute along which a group is split into subgroups. such as white and asian men and women splitting into racial groups. |
| stereotypes | generalizations about a particular group of people |
| glass ceiling | the situation that some qualified employees are prevented from advancing to higher level positions due to factors such as discrimination. glass ceiling is often encountered by women and minorities |
| what to do when asked illegal interview questions | 1-refuse to answer 2-answer shortly 3-answer the intent 4-walk away from the interview |
| affirmative action | policies designed to recruit, promote, train, and retain employees belonging to a protected class |
| culture | the values, beliefs, and customs that exist in a society |
| expatriate | someone who is temporarily assigned to a position in a foreign country |
| individualistic cultures | cultures in which people define themselves as individuals and form looser ties with their groups |
| collectivistic cultures | cultures where people have stronger bonds to groups and group membership forms a person's self identity |
| power distance | the degree to which society views an unequal distribution of power as acceptable |
| uncertainty avoidance | the degree to which people feel threatened by ambiguous, risky, or unstructured situation |
| masculine cultures | cultures that value achievement, competitiveness, and acquisition of money and other material objects |
| feminine cultures | cultures that value maintaining good relationships, caring for the weak, and emphasizing quality of life |
| prepare yourself for a global career | 1-learn a language 2-immerse yourself in different cultures 3-develop an openness to different experiences 4-develop a strong social support network 5-develop a sense of humor 6-plan your return |
| cultural intelligence | a person's capability to understand how a person's cultural background influences one's behavior |
| ethnocentrisim | the belief that one's own culture is superior to other cultures one comes across |
| person-organization fit | the degree to which a person's values, personality, goals, and other characteristics match those of the organizations |
| person-job fit | the degree to which a person's skill, knowledge, ability, and other characteristics match the job's demands |
| values | stable life goals people have reflecting what is most important to them |
| terminal values | end states people desire in life such as leading a prosperous life and a world a peace |
| instrumental values | views on acceptable modes of conduct such as being honest and ethical and being ambitious |
| big 5 personality traits | 1-openness 2-conscientiousness 3-extraversion 4-agreeableness 5-neuroticism |
| openness | the degree to which a person is curious, original, intellectual, creative, and open to new ideas |
| conscientiousness | the degree to which a person is organized, systematic, punctual, achievement oriented, and dependable |
| extraversion | the degree to which a person is outgoing, talkative, social, and enjoys being in social situations |
| agreeableness | the degree to which a person is nice, tolerant, sensitive, trusting, kind, and warm |
| neuroticism | the degree to which a person is obnoxious, irritable, aggressive, temperamental, and moody |
| meyers-briggs type indicator | -extrovert/introvert 2-sensing/intuition 3-thinking/feeling 4-judgement/perception |
| positive affective people | people who experience positive moods more frequently and tend to be happier at work |
| negative affective people | people who experience negative moods with greater frequency, focus on the glass half empty and experience more anxiety and nervousness |
| tips on how to work with negative people | 1-understand that you are unlikely to change someone else's personality 2-keep an open mind 3-set a time limit |
| self monitoring | the extent to which people are capable of monitoring their actions and appearance in social situations |
| proactive personality | a person's inclination to fix what is perceived to be wrong, change the status quo, and use initiative to solve problems |
| self esteem | the degree to which a person has overall positive feelings about oneself |
| self efficacy | a belief that one can perform a specific task successfully |
| ways to build your self confidence | 1-take a self inventory 2-set managable goals 3-find a mentor 4-dont judge yourself 5-fake it till you feel it 6-know when to ignore negative advice |
| internal locus of control | the belief that a person controls their own destiny and what happens to them is their own wrong-doing |
| external locus of control | the belief that things happen because of other people, luck, or a powerful being |
| faking | the practice of answering questions in a way one thinks the company is looking for |
| perception | the process with which individuals detect and interpret environmental stimuli |
| self enhancement bias | the tendency to over estimate our performance and capabilities and to see ourselves in a more positive light than others see us |
| self effacement bias | the tendency to under estimate our performance and capabilities, and to see events in a way that puts ourselves in a negative light |
| false consensus error | how we as human beings over estimate how similar we are to other people |
| stereotypes | generalizations based on a perceived group characteristic |
| self fulfilling prophecy | this happens when an established stereotype causes one to be a certain way which leads the other party to behave in a way that makes the stereotype come true |
| selective perception | when we pay selective attention to parts of the environment while ignoring other parts |
| how can i make a great first impression in a job interview | 1-your first opportunity starts the moment you send your resume 2-be prepared 3-research the company 4-dress appropriately 5-be on time 6-be polite |
| first impression | initial thoughts and perceptions we form about people which tend to be stable and resilient to contrary information |
| attribution | the causal explanation we give for an observed behavior |
| internal attribution | explaining somebody's behavior using the internal characteristics of the actor. she complains because she is stressed. |
| external attribution | explaining someone's behavior by referring to the situation. she complains because the homework is hard. |
| consensus | the degree to which other people behave the same way as the actor |
| consistency | the degree to which the actor behaves the same wa on different occasions in the same situation |
| distinctiveness | the degree to which the actor behaves the same way across different situations |
| whistle blowers | people who report wrong doing |
| self serving bias | the tendency to attribute our failures to the situation while attributing our success to internal causes |
| attitude | our opinions, beliefs, and feelings about the aspects of our environment |
| job satisfaction | the feelings people have towards their jobs |
| organizational commitment | the emotional attachment people have toward the company they work for |
| how can you be happier at work | 1-have a positive attitude 2-make a good fit with job and yourself 3-get accurate info about the job and the company 4-develop good work relationships 5-pay is important, but job characteristics matter more 6-be proactive 7-know when to leave |
| psychological contract | an unwritten understanding about what the employee will bring to the work environment and what the company will provide in exchange |
| psychological contract breech | violation of the unwritten understanding between the employee and the organization regarding its expectations |
| attitude surveys | surveys that are given to employees periodically to track their work attitudes |
| exit interview | a meeting with the departing employee |
| job performance | refers to the performance level on factors included in the job description |
| general mental ability | refers to our reasoning abilities, verbal and numerical skills, analytical skills, and overall intelligence level |
| organizational citizenship behaviors | voluntary behaviors employees perform to help others and benefit the organization |
| absenteeism | unscheduled absences from work |
| dealing with late co-workers | 1-find out what is making the co-worker unhappy 2-make sure there are consequences 3-make an effort to schedule meetings around everyone's schedule 4-ask late people to compensate by doing extra work 5-send out reminders for meetings 6-reward timliness 7- |
| turnover | an employee's leaving an organization |
| tips for leaving your job gracefully | 1-dont quit on an impulse 2-dont quit too often 3-tell boss first and be nice 4-do not badmouth your employer 5-guard your professional reputation 6-finish work and dont leave team in a bad spot 7-dont steal |
| performance equation | performance = motivation * ability * environment (you need them all to perform) |
| motivation | the desire to achieve a goal or a certain performance level leading to a goal directed behavior |
| ability | having the skills and knowledge required to perform a job |
| environmental | external factors that affect performance |
| physiological needs | the need for air food and water |
| Maslow's hierarchy of needs | starts from the most basic and goes up the triangle: physiological needs, safety needs, social needs, esteem needs, and self actualization needs |
| safety need | the need to be free from danger and pain |
| social needs | the needs of bonding with other human beings, being loved, and forming lasting attachments with them |
| esteem Needs | The desire to be respected by one's peers, feel important, and be appreciated. |
| self-actualization need | The need to become all you are capable of becoming. |
| existence | A need corresponding to Maslow’s physiological and safety needs. |
| relatedness | A need corresponding to Maslow’s social needs. |
| growth | A need referring to Maslow’s esteem and self-actualization. |
| hygiene factors | Company policies, supervision, working conditions, salary, safety, and security on the job. |
| motivators | Factors that are intrinsic to the job, such as achievement, recognition, interesting work, increased responsibilities, advancement, and growth opportunities. |
| Thematic Apperception Test (TAT) | A test that assesses a person’s dominant needs. |
| need for achievement | Having a strong need to be successful. |
| need for affiliation | Wanting to be liked and accepted by others. |
| need for power | Wanting to influence others and control their environment. |
| referent | A person we compare ourselves to in equity theory. |
| equity sensitivity | A personality trait that explains different reactions to inequity. |
| benevolents | Individuals who give without waiting to receive much in return. |
| entitleds | Individuals who expect to receive a lot without giving much in return. |
| distributive justice | The degree to which the outcomes received from the organization are fair. |
| procedural justice | The degree to which fair decision-making procedures are used to arrive at a decision. |
| interactional justice | The degree to which people are treated with respect, kindness, and dignity in interpersonal interactions. |
| expectancy | Whether the person believes that high levels of effort will lead to outcomes of interest such as performance or success. |
| instrumentality | The degree to which the person believes that performance is related to secondary outcomes such as rewards. |
| valence | The value of the rewards awaiting the person as a result of performance. |
| positive reinforcement | Making sure that behavior is met with positive consequences. |
| negative reinforcement | Removal of unpleasant outcomes once desired behavior is demonstrated. |
| extinction | The removal of rewards following negative behavior. |
| punishment | Presenting negative consequences following unwanted behaviors. |
| continuous schedule | When reinforcers follow all instances of positive behavior. |
| fixed-ratio schedules | Rewarding behavior after a set number of occurrences. |
| variable ratio | Providing the reinforcement on a random pattern. |
| OB Mod | A systematic application of reinforcement theory to modify employee behaviors in the workplace. |
| job specialization | Breaking down tasks to their simplest components and assigning them to employees so that each person would perform few tasks in a repetitive manner. |
| job rotation | Moving employees from job to job at regular intervals. |
| job enlargement | Expanding the tasks performed by employees to add more variety. |
| job enrichment | A job redesign technique allowing workers more control over how they perform their own tasks. |
| job characteristics model | Five core job dimensions, leading to three critical psychological states, which lead to work-related outcomes. |
| skill variety | The extent to which the job requires a person to utilize multiple high-level skills. |
| task identity | The degree to which a person is in charge of completing an identifiable piece of work from start to finish. |
| task significance | Whether a person’s job substantially affects other people’s work, health, or well-being. |
| autonomy | The degree to which people have the freedom to decide how to perform their tasks. |
| feedback | The degree to which people learn how effective they are being at work. |
| growth need strength | The degree to which a person has higher order needs, such as self-esteem and self-actualization. |
| empowerment | The removal of conditions that make a person powerless. |
| structural empowerment | The aspects of the work environment that give employees discretion and autonomy, and enable them to do their jobs effectively. |
| SMART goal | A goal that is specific, measurable, aggressive, realistic, and time-bound. |
| goal commitment | The degree to which a person is dedicated to reaching the goal. |
| Management by Objectives (MBO) | Set companywide goals, determining team and department level goals, collaboratively setting individual-level goals that are aligned with corporate strategy, develop an action plan, and reviewing performance and revising goals. |
| performance appraisal | A process in which a rater or raters evaluate the performance of another employee. |
| 360-degree feedback | A system where feedback is gathered from supervisors, peers, subordinates, and sometimes even customers. |
| adequate notice | Letting employees know what criteria will be used during the appraisal. |
| fair hearing | Ensuring that there is two-way communication during the appraisal process and the employee’s side of the story is heard. |
| judgment based on evidence | Documenting performance problems and using factual evidence. |
| piece rate incentives | Payment to employees made on the basis of their individual output. |
| bonuses | One-time rewards that follow specific accomplishments of employees. |
| merit pay | Giving employees a permanent pay raise based on past performance. |
| sales commissions | Rewarding sales employees with a percentage of sales volume or profits generated. |
| gainsharing | A companywide program in which employees are rewarded for performance gains compared to past performance. |
| profit sharing | Programs involving sharing a percentage of company profits with all employees. |
| stock option | Giving an employee the right, but not the obligation, to purchase company stocks at a predetermined price. |
| stress | The body’s reaction to a change that requires a physical, mental, or emotional adjustment or response. |
| amygdala | The area of the limbic system that controls fear type responses. |
| General Adaptation Syndrome (GAS) | Hans Selye’s hypothesis that stress plays a general role in disease by exhausting the body’s immune system. |
| alarm phase | When an outside stressor jolts the individual, insisting that something must be done. |
| resistance phase | When the body begins to release cortisol and draws on fats and sugar to find a way to adjust to the demands of stress. |
| exhaustion phase | When the body has depleted its stores of sugars and fats, and the prolonged release of cortisol has caused the stressor to significantly weaken the individual. |
| stressors | Events or contexts that cause a stress reaction by elevating levels of adrenaline and forcing a physical or mental response. |
| role ambiguity | Vagueness in relation to our job responsibilities. |
| role conflict | Facing contradictory demands at work. |
| role overload | Having insufficient time and resources to complete one’s job. |
| information overload | Information processing demands that exceed the supply or capacity of time available for such processing. |
| work–family conflict | When the demands from one’s work and family are negatively affecting one another. |
| type A personalities | People who display high levels of speed/impatience, job involvement, and hard-driving competitiveness. |
| type B personalities | People who tend to be calmer than Type A people, and tend to think through situations as opposed to reacting emotionally. |
| flow | A state of consciousness in which a person is totally absorbed in an activity. |
| time management | Defined as the development of tools or techniques that help to make us more productive when we work. |
| telecommuting | Working remotely such as from home or from a coffee shop for some portion of the workweek. |
| sabbaticals | Paid time off from a normal work routine. |
| Employee Assistance Programs (EAPs) | Often offered to workers as an adjunct to a company-provided health care plan. |
| emotion | Feeling that occurs quickly and profoundly in response to an event that is desired (positive) or undesired (negative). |
| positive emotions | Emotions such as joy, love, and surprise can result from desired events. |
| negative emotions | Emotions such as anger, fear, and sadness can result from undesired events. |
| Affective Events Theory (AET) | A theory that explores how events on the job cause different kinds of people to feel different emotions. |
| affect-driven behavior | Behavior that occurs when emotions trigger you to respond in a particular way. |
| burnout | Ongoing negative emotional state resulting from dissatisfaction. |
| persona | A professional role that involves acting out potentially artificial feelings as part of a job. |
| emotional labor | The regulation of feelings and expressions for organizational purposes. |
| surface acting | Behavior requiring individuals to exhibit physical signs, such as smiles, that reflect emotions they don’t feel. |
| deep acting | Behavior requiring an individual to pretend to experience emotions they don’t feel. |
| genuine acting | Behavior requiring an individual to display emotions aligned with their own. |
| cognitive dissonance | A term that refers to a mismatch among emotions, attitudes, beliefs, and behavior. |
| emotional intelligence | How people can understand each other more completely by becoming more aware of their own and others’ emotions. |
| self-awareness | This exists when you are able to accurately perceive, evaluate, and display appropriate emotions. |
| self-management | This exists when you are able to direct your emotions in a positive way when needed. |
| social awareness | This exists when you are able to understand how others feel. |
| relationship management | This exists when you are able to help others manage their own emotions and truly establish supportive relationships with others. |
| communication | The process by which information is exchanged between individuals through a common system of symbols, signs, or behavior. |
| sender | The person initiating a communication. |
| encode | The translation of ideas into words. |
| medium | The way that a sender’s message is conveyed. |
| receiver | The person who a message is intended to reach. |
| decode | The process of assigning meaning to a received message. |
| noise | Anything that interferes with or distorts the message being transformed. |
| filtering | The distortion or withholding of information to manage a person’s reactions. |
| selective perception | The personal filtering of what we see and hear to suit our own needs. |
| information overload | What occurs when the information processing demands on an individual’s time to perform interactions and internal calculations exceed the supply or capacity of time available for such processing. |
| grapevine | The informal gossip network within a given organization. |
| semantics | The meaning of a word or phrase. |
| jargon | A specific set of acronyms or words unique to a specific group or profession. |
| storytelling | A narrative account of an event or events. |
| crucial conversations | Discussions in which the stakes are high, opinions vary, and emotions run strong. |
| public relations | Professionals who create external communications about a client’s product, services, or practices for specific receivers. |
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budapestwm2010
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