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Organizational Behav
for bus5000
| Term | Definition |
|---|---|
| Organizational Behavior | the domain of study that focuses on organizational structures and protocols, and their effect on individual, team, and organizational performance |
| Perspectives OB views organizations through | The relationship between individual behavior and those of groups and teams. The relationship between organizational structure and firm’s performance. The effect of culture on organizational performance |
| Elements of value creation | Decision making Leadership Motivation Employee engagement Organizational learning |
| Internal perspective | employees’ behavior is primarily influenced by their personal assumptions, feelings, thoughts, interactions, experiences, and perceptions |
| external perspective | environmental factors that include the economic, social, cultural, regulatory, political, and competitive forces impact employees’ behavior and job performance. |
| system | a set of interrelated parts that work together towards a well-defined objective |
| characteristics of a system | One or more inputs One or more processes that transform the inputs One or more outputs A feedback loop to measure efficiency and effectiveness |
| inputs to an organizational system | Capital People Raw materials Information Technology |
| processes for an organizational system | Physical Chemical Mechanical Electronic Assembly Lines Test facilities |
| output of an organizational system | one or more products, some waste, and information |
| control in an organizational system | steps to minimize deviations |
| what feedback in an organizational system can be about | quality, efficiency, or productivity |
| Baldrige Excellence Model | widely used frameworks or models for understanding and improving organizational systems |
| subsystems of the baldridge excellence model | Leadership, Strategy, Customers, Workforce, Operations, Results, Integration, Core Values |
| Critical skills for organizational success | Technical Human Conceptual |
| Most important skills for first line management | technical |
| Most important skills for middle management | human |
| Most important skills for top management | conceptual |
| Henri Fayol conceived of five management functions. What are four of these? | Plan Organize Lead Control |
| various roles that managers are called upon to play according to Henry Mintzburg | Interpersonal, Informational, Decisional |
| Interpersonal Roles | Figurehead, Leader, Liaison |
| Informational Roles | Monitor, Disseminator, Spokesperson |
| Decisional Roles | Entrepreneur, Disturbance Handler, Resource Allocator |
| Activities Fred Luthans found that all managers engage in | Traditional Communication Human Resource Management Networking |
| Evidence Based Management (EBM) | seeks to look at precedent and experience before arriving at a decision |
| example of a psychological contract | The relationship between an organization and an individual |
| MARS Model of Individual Behavior | Motivation, Abilities, Role Perception, and Situational Factors |
| Motivation in the MARS Model | what drives the direction (towards goals), intensity (effort expended), and persistence (not giving up till the desired results are achieved) of our behavior. |
| Ability in the MARS Model | natural and acquired competencies required to complete a given task efficiently and effectively. |
| Role Perceptions in the MARS Model | the extent to which an individual is clear about the goal to be achieved, process of achieving the goal, priority of the goal, time line, and one’s specific contribution in a team environment. |
| Situational Factors in the MARS Model | the environment factors that may have an effect on performance – facilities available, resources provided, reasonableness of time, weather, and other factors which may be beyond an individual’s control. |
| Personality | set of thoughts, emotions, and behavior that distinguish one person from another |
| Things that personality is comprised of | one’s inner state (thoughts and values), external state (observed behavior), and some variability due to situational factors |
| The big five personality traits | Conscientiousness, Agreeableness, Emotional Stability, Openness, Extroversion |
| Myers – Briggs Type Indicator (MBTI) | An introspective self-report questionnaire designed to indicate psychological preferences on how we perceive the world and make decisions. The preferences are on a continuum and relate to four dimensions |
| Sensing and Intuition | extent to which we consciously collect information through our senses as opposed to subjective, inspirational, and intuitive actions. |
| Thinking versus Feeling | the extent to which we use logic and reasoning as opposed to emotions and personal values |
| Judging versus Perceiving | how we view the world around us – whether through a prism of order and structure as opposed to a prism of spontaneity and adaptation |
| Baumeister's definition of self-concept | the individual’s belief about himself or herself, including the person’s attributes and who and what the self is |
| Dimensions of Self Concept | Complexity Clarity Consistency |
| Selves of Self Concept | Self-enhancement, Self-verification, Self-evaluation, Social self |
| Schwartz’s Values Model | Openness to Change, Conservation, Self-enhancement, Self-transcendence |
| Utilitarianism | whether a course of action leads to the greatest good for the largest number of people. |
| Individual rights | fundamental entitlements that are an integral part of a civilized society. |
| Distributive Justice | people who are similar should receive similar benefits. |
| Major influences on ethical conduct | Moral intensity, Ethical sensitivity, Situational factors |
| Attributes of Emotional Intelligence | Self- awareness, Managing emotions, Motivating oneself, Empathy, Social skill |
| Internal locus of control | – “I’m in charge of and responsible for my actions.” |
| External locus of control | – “External factors beyond my control define my actions.” |
| Self-efficacy | – a person’s belief about her or his ability to perform a task. |
| Authoritarianism | – the belief that power and status differences are appropriate in hierarchical social systems such as organizations. |
| Machiavellianism | – behavior aimed at gaining power and controlling the behavior of others. |
| Self-esteem | – extent to which a person believes that she or he is a worthwhile individual. |
| Risk propensity | – extent to which one is willing to take chances and make risky decisions. |
| Attitude Structure | Affect, Cognition, Intention, Cognitive Dissonance |
| Organizational Commitment | The degree to which an individual aligns with organizational objectives and feels a sense of affiliation to the organization |
| Selective perception | – process of screening out anything that we feel uncomfortable with or that which does not align with our beliefs and feelings. |
| Stereotyping | – process of categorizing or bracketing people on the basis of a single attribute. Typical stereotyping can be found in race, color, and gender. |
| Dimensions on which we evaluate behavior | Consensus – how other people behave the same way in the given situation. Consistency – how the same person behaves in the same way at different times. Distinctiveness – how the same person behaves in the same way in different situations. |
| Performance behaviors | – the set of work-related behaviors that the organization expects of its employees; can be seen as components of psychological contract. |
| Organizational citizenship | – the degree to which an individual makes a positive contribution to an organization. |
| A group | can be defined as two or more persons who interact with and influence each other. |
| Interpersonal and group processes | at the heart of modern organizations. They determine the success or failure of an organization. |
| synergy | – the process through which the total result is greater than the sum of the individual results. |
| Stages of group evolution | acceptance, communication and decision, motivation and productivity, control and organization, mature |
| Factors of group performance | size, composition, norms, cohesiveness, |
| groupthink | members are inclined to seek unanimity as opposed to constructive dialogue and alternative scenarios and ideas before making a decision; a tendency to agree with a leader’s viewpoint even when one’s experience or expertise seems to suggest otherwise. |
| loafing | the propensity of some members not expending enough effort |
| Group Polarization | – the tendency of members to move towards more extreme positions than the ones they held prior to a decision. |
| Brainstorming | ideas are initially generated without looking at their merits, and in subsequent steps, filters are applied to weed out ideas that cannot be implemented in an effort to find the best solution. |
| Devil’s Advocate | – for each idea generated or proposal made, a counter idea is proposed or all that is wrong with the idea is outlined |
| Nominal group technique | – after generating ideas, members try to build on each other’s ideas. A rank-order of ideas may be undertaken to lend a degree of objectivity |
| Delphi technique | – a series of iterations with a moderator enabling refinement of ideas at each stage in the hope that the final solution represents the best possible combination of ideas. |
| Dialectic inquiry | – a process of subgroups developing sets of thesis and anti-thesis, and through discussion and dialogue, arrive at a synthesis. |
| work group | the collection of people reporting to one supervisor or manager. |
| work team | group designed to work together towards a common goal, comprised of people performing similar work. |
| Profit Sharing | – all members of all teams may be eligible to receive a part of the profits as reward for attaining certain goals such as revenues, profits, market share, or market value |
| Team bonus | – whereas profit sharing plans are designed for strategic business unit or corporate levels, team bonuses can be designed to reward teams that achieve beyond a certain key performance metric |
| Skill-based pay | – increases in pay and benefits may be linked to team members acquiring certain competencies related to their work |
| Quality circles | – started in Japan as a mechanism for enhancing quality and ensuring continuous improvement across processes. Determine their priorities, milestones, and metrics to be aligned with organizational goals. |
| Agile Teams | – fast and flexible teams charged with the responsibility of developing a new product or service against tight schedules (as low as three weeks). |
| building blocks of a great team | rewards system, support system, mentoring/training system |
| major elements of communication | Sender (source) Idea, concept, or information Encoding Channel Decoding Receiver (source) Feedback Noise (internal and external) |
| Idea | the content - The idea may be subjective (opinion, view, feeling) or objective (data, facts, evidence). |
| Sender | the person who intends to convey an idea, concept, question, or information to others |
| Channel | – medium through which message is transmitted. |
| Receiver | – person who receives the message. Has the responsibility of understanding the context and content of message. |
| Decoding | – process of converting a human (voice, gesture) or mechanical signal into a meaningful message |
| Feedback | – process of ensuring that what the sender wanted to convey and what the receiver has understood are the same. |
| Noise | – anything that has the potential to distort the message. |
| types of organizational communication | downward, upward, horizontal, diagonal, formal, informal |
| channel richness | contributes to communication quality |
| critical factors for effective communication | Clear and purposeful message. Use of appropriate channel. Courtesy, respect, and trust. Well-defined expectation (what is the receiver supposed to do?) Listening (more difficult than we think). Practice, practice, and practice. |
| Edgar Schein’s Construct: | discussion/debate vs open dialogue |
| primary focus of leadership | on the future – an aspiration to be something at a certain point in time – and the tools required to achieve that state – innovation, creativity, adaptation, agility, and change. |
| primary focus of management | on the present – problem solving, decision making, structures and mechanisms – how to maintain stability. |
| Leader qualities | creates, inspires, courageous, imagines, experiments, initiates change and personal power. |
| Manager qualities | rational, persists, solves, analytical, structured, stabilizes, and position power. |
| great man approach | studied leaders who had achieved greatness and attempted to determine what made them great and extrapolated the model to explore people with similar traits |
| Ohio State model | Initiating Structure - behavior aimed at accomplishing tasks – directing, controlling, emphasizing timelines. Consideration- behavior towards people – being mindful, establishing trust, having open communication, and nurturing teamwork. |
| Blake and Mouton’s leadership grid | Concern for results (similar to task) and concern for people |
| Michigan Studies | placed leadership on a continuum – with job-centered leaders at one end and employee-centered leaders at the other. |
| Fiedler’s Contingency Model | identified situational variables – leader-member relations, task structure, and position power – and tried to posit traits or styles appropriate for each |
| Hersey and Blanchard’s situational leadership model | ooks at situational variables as the followers’ readiness / maturity being due to ability and willingness. Leader’s behavior is termed as task behavior (high or low) and relationship behavior (high or low). |
| Transactional leader | –articulates subordinates’ roles and responsibilities, develops an appropriate structure, designs a reward and punishment system, displays empathy and consideration for subordinates |
| Transformational leader – characterized by the twin qualities of creativity (innovation) and change (adaptation and agility) and is able to inspire followers without coercion or force. | – characterized by the twin qualities of creativity (innovation) and change (adaptation and agility) and is able to inspire followers without coercion or force. |
| Level 5 leader | – builds enduring greatness through a paradoxical blend of personal humility and professional resolve. |
| Neutralizers | factors that render ineffective a leader’s ability to display a variety of leadership behaviors |
| Substitutes | – organizational, functional, or individual characteristics that outweigh the leader’s ability to affect subordinates’ performance and satisfaction. |
| Organizational Design | refers to the process of creating or changing an organization’s structure. |
| Organizational Structure | refers to the formal mechanism by which functions and tasks are grouped, divided, and coordinated |
| design elements | work specialization, departmentalization, chain of command, span of control, centralization, formalization |
| Span of Control | Number of employees who report to a supervisor, executive, or manager. |
| Centralized | – few individuals at the top make all decisions |
| Decentralized | – decision-making is dispersed through the organization; decisions are made at the lowest level possible based on context and implication. |
| Formalization | Degree to which tasks, jobs, and processes are standardized. |
| Simple Organizational Structure | The entrepreneur is the owner-manager and the first set of employees report to her. |
| Functional Structure | Work is divided according to function, Functional managers may have executives and employees reporting to them. |
| Divisional Structure | Each division has some autonomy, Also called Strategic Business Unit (SBU) structure, Divisions can be created according to geography, product category, or processes |
| Matrix Structure | Hybrid structure combining functional and divisional forms. Managers and staff report to two bosses – a functional manager and a divisional manager, Useful for project management. |
| Mechanistic structures are characterized by: | Narrow spans of control. High degree of formalization. High degree of centralization. |
| Organic structures are characterized by: | Wide spans of control. Little or no formalization. High degree of decentralization and empowerment. |
| Network Structure | Interconnected network of managers or functions or processes or divisions. |
| The scientific management approach (Frederick Taylor) | assumed that economic gains (money) were the principal motivating factor. |
| The human relations approach (1930s) | assumed that at the heart of motivation are social needs, and favorable attitudes of colleagues result in higher levels of motivation and enhanced performance. |
| The human resource approach (1950s) | assumes that people want to contribute to the overall good and indeed are able to make valuable contributions |
| Maslow's hierarchy of needs | The three needs at the bottom are termed deficiency needs because they must be satisfied for a person to feel comfortable. The higher needs are termed growth needs since they are instrumental in personal development and growth. |
| ERG Theory (Alderfer) | ERG stand for Existence, Relatedness, and GrowthERG has a satisfaction-progression component and a frustration-regression component. |
| Dual Structure Theory (Herzberg) | One set of factors, called motivational factors, affect satisfaction. Another set of factors, called hygiene factors, determine dissatisfaction |
| Achievement Need (McClelland) | – an individual’s desire to accomplish or achieve a goal more effectively than in the past. |
| Affiliation need | – is the need for human companionship |
| Equity theory (Adams) | – the relatively simple concept that people in organizations want to be treated fairly. |
| Expectancy theory (Vroom) | Motivation is a function of how much we want something and how likely we think we will get it |
| Valence | – the relative attractiveness or unattractiveness (the value) of the outcome |
| Expectancy Theory (Porter-Lawler) | If rewards are adequate, higher levels of performance may lead to higher levels of satisfaction |
| Learning | – a relatively permanent change in behavior resulting from direct or indirect experience |
| reinforcement theory | If a certain behavior results in pleasant or positive consequences, we are likely to repeat that behavior. |
| Extinction | – decreases frequency of a behavior by removing a reward or desirable consequence arising out of an exhibited behavior |
| Social learning | occurs when we observe the behavior of others, are able to recognize the consequences of the behavior, and alter our own behaviors accordingly |
| A-B-C of OB Mod | antecedents, behavior, consequences |
| Job enlargement | – increasing the number of tasks performed by individuals in the hope that increased “ownership” of tasks leads to higher productivity |
| Job enrichment | – increases individual tasks as in job enlargement and also gives individuals considerable freedom for achieving desired results – also called vertical loading |
| Job characteristics theory | – combines essential elements of job – task, skill, significance, autonomy, and feedback – with key psychological elements – extent to which individual perceives job to be valuable and meaningful |
| Empowerment | – enabling individuals to set goals, develop processes, make decisions, and solve problems in their domain of activity. |
| Job sharing | – facilitating part-time employees to share parts of a job that would otherwise be performed by a full-time employee |
| organizational culture according to spender | A belief system shared by an organization’s members |
| organizational culture according to Kouzes | A set of shared, enduring beliefs communicated through a variety of symbolic media, creating meaning in people’s work lives |
| organizational culture according to Ed schein | A pattern of basic assumptions that the group learned as it solved problems of external adaptation and internal integration, that has worked well enough to be considered valid |
| Espoused values | – what members say they value. |
| Enacted values | – how members actually behave |
| constructive culture | Self-actualizing – values self-development, creativity, and innovation. Achievement oriented – clearly defined “stretch” goals and time-lines. Humanistic – employee oriented, participative, supportive, empowering, trust based. Affiliative |
| Passive Defensive Culture | Approval oriented Conventional – bureaucratic, rules and procedures, conservative. Dependent – centralized decision making, non-participative, members do what they are told to do. Avoidance approach |
| Aggressive Defensive Culture | Oppositional approach – confrontation and negativism recognized and rewarded. Power structure – well defined with tight definitions of who reports to whom. Competitive – winning at all costs; zero sum game strategy. Perfectionistic |
| Fit perspective | – a culture is effective only if it fits the industry and aligns with the firm’s strategy |
| Schein’s culture change mechanism | pairs the organization stage with the function of culture |
| Continuous Change Process Model | Forces for change exist. Recognize and define the problem. Perform a problem-solving process. Implement the change. Measure, evaluate and control. |
| organizational development is | the process of planning and implementing change in organizations with the objective of enhancing organizational performance through interventions based on the knowledge of the behavioral sciences. |
| structural change | Structural Change Refers to organization-wide changes – a rearrangement of tasks, functions, and structure |
| Quality of Life Programs | Focus on creating a work environment in which employees can satisfy their individual needs |
| Structural inertia | – organizations get so obsessed with a finite set of skills, job descriptions, and job requirements that they forget the overall context and dynamic environment in which they need to operate. |
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