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mgt exam 3
| Question | Answer |
|---|---|
| personality | The stable psychological traits and behavioral attributes that give a person his or her identity |
| big 5 personality dimensions | (1) extroversion, (2) agreeableness, (3) conscientiousness, (4) emotional stability, and (5) openness to experience |
| extroversion | how outgoing, talkative, sociable, and assertive a person is |
| agreeableness | how trusting, good-natured, cooperative, and soft-hearted someone is |
| conscientiousness | how dependable, responsible, achievement-oriented, and persistent someone is |
| emotional stability | how relaxed, secure, and unworried a person is |
| openness to experience | how intellectual, imaginative, curious, and broad-minded someone is |
| core self-evaluation (CSE) | Represents a broad personality trait comprising four positive individual traits: (1) self-efficacy, (2) self-esteem, (3) locus of control, and (4) emotional stability |
| self-efficacy | Belief in one’s personal ability to do a task |
| generalized self-efficacy | Represents the belief in one’s general ability to perform across different situations |
| implications for managers in self-efficacy | assign jobs accordingly, develop employees' self-efficacy and generalized self-efficacy |
| learned helplessness | The debilitating lack of faith in your ability to control your environment |
| self-esteem | Self-respect; the extent to which people like or dislike themselves |
| people with high self-esteem | more apt to handle failure and are better leaders. less likely to be depressed, experience employment gaps, & engage in counterproductive behavior at work. egotistical & boastful |
| people with low self-esteem | focus on weaknesses & disengage from tasks when confronted with failure. dependent on others, more apt to be influenced by them. less independent |
| locus of control | Measure of how much people believe they control their fate through their own efforts |
| loucs of control implications for managers | expect different degrees of structure & compliance for each type. employ different reward systems for each type |
| emotional stability | Is the extent to which people feel secure and unworried and how likely they are to experience negative emotions under pressure |
| emotional intelligence (EI) | Ability to monitor your and others’ feelings and to use this information to guide your thinking and actions |
| what is EI associated with? | better relationships, well-being, high job satisfaction, high emotional control, high levels of conscientiousness & self efficacy, increased org. citizenship behavior, high self-rated performance |
| 4 key components of EI | self awareness, self mgt, social awareness, relationship mgt |
| self awareness | most essential component. ability to read your own emotions & gauge your moods accurately, so you know how you're affecting others |
| self mgt | ability to contorl your emotions & act with honesty & integrity in reliable & adaptable ways. you can leave occasional bad moods outside the office |
| social awareness | includes empathy, allowing you to show others you care, and org. intuition, so you keenly understand how your emotions & actiosn affect others |
| relationship mgt | ability to communicate clearly and convincingly, disarm conflicts, & build strong personal bonds |
| 2 suggestions for building EI | develop awareness of EI level. learn about areas needing improvement |
| organizational behavior (OB) | Behavior that is dedicated to better understanding and managing people at work |
| 2 broad areas of behavior | individual & group behavior |
| individual behavior consists of | values, attitudes, personality, perception, learning |
| group behavior consists of | norms, roles, teams |
| value | The extent to which analyzing data produces insights that contribute to an organization’s effectiveness |
| attitudes | Learned predisposition toward a given object |
| 3 components of attitudes | affective, cognitive, behavioral |
| affective component of an attitude | The feelings or emotions one has about a situation. "I get so frustrated when giving the runaround like this" |
| cognitive component of an attitude | The beliefs and knowledge one has about a situation. "This company doesn't know how to take care of their customers" |
| behavioral component of an attitude | Also known as intentional component, this refers to how one intends or expects to behave toward a situation. "I'll never call this company again" |
| positive approach | willingness to accept developmental feedback, to try & suggest new ideas, maintain positive attitude at work |
| cognitive dissonance | Psychological discomfort a person experiences between his or her cognitive attitude and incomparable behavior |
| cognitive dissonance depends on what 3 factors? | importance, control, rewards |
| behavior | Actions and judgments |
| perception | Awareness; interpreting and understanding one’s environment |
| 4 steps in perceptual process | 1. selective attention. 2. interpretation & evaluation. 3. storing in memory. 4. retrieving from memory to make judgments & decisions |
| 5 distortions in perception | stereotyping, implicit bias, halo effect, recency affect, casual attribution |
| explicit bias | Refers to the attitudes or beliefs that affect our understanding, actions, and decisions in a conscious manner |
| implicit bias | Is the attitudes or beliefs that affect our understanding, actions, and decisions in an unconscious manner. "I don't think I'm biased, I have a feeling about some ppl" |
| halo effect | We form an impression of an individual based on a single trait. "one trait tells me all I need to know" |
| recency effect | The tendency of people to remember recent information better than earlier information. "the most recent impressions are the ones that count" |
| casual attribution | The activity of inferring causes for observed behavior |
| fundamental attribution bias | causes us to attribute others' behaviors & outcomes to their personal characteristics rather than to environmental influences |
| self serving bias | The attributional tendency to take more personal responsibility for success than for failure |
| self-fulfilling prophecy | Also known as the Pygmalion effect; the phenomenon in which people’s expectations of themselves or others leads them to behave in ways that make those expectations come true |
| 3 important work-related attitudes | employee engagement, job satisfaction, organizational commitment |
| employee engagement | A mental state in which a person performing a work activity is fully immersed in the activity, feeling full of energy and enthusiasm for the work |
| 4 ways for managers to increase employee engagement | design meaningful work. improve supervisor-employee relations. provide learning & development opportunities. reduce stressors |
| stressors | Environmental characteristics that cause stress |
| job satisfaction | The extent to which one feels positive or negative about various aspects of one’s work |
| organizational commitment | Behavior that reflects the extent to which an employee identifies with an organization and is committed to its goals |
| organizational citizenship behaviors (OCB) | Employee behaviors that are not directly part of employees’ job descriptions—that exceed their work-role requirements—such as constructive statements about the department |
| counterproductive work behavior (CWB) | Type of behavior that harms employees and the organization as a whole |
| 5 ways to reduce excessive turnover | 1. evaluate extent to which applicant values fit org values. 2. provide onboarding. 3. focus on enhancing employee engagement & social networks. 4. incorporate reliable & valid selection devices that measure competencies. 5. offer employee benefits |
| stress | The tension people feel when they are facing or enduring extraordinary demands, constraints, or opportunities and are uncertain about their ability to handle them effectively |
| burnout | State of emotional, mental, and even physical exhaustion |
| 3 things that underly job burnout | exhaustion, depersonalization, inefficacy |
| exhaustion | aka emotional exhaustion, consists of lack of energy & feeling depleted, worn out, debilitated. |
| depersonalization | aka cynicism, consists of detaching from job, experiencing negative attitudes toward work, feeling irritable |
| inefficacy | aka reduced personal accomplishment, consists of feeling you're unable to do your job well or no longer able to deal with job demands |
| stress process | demands->appraisal->coping->outcomes |
| excessive stress leads to negative outcomes in 3 caategories | physiological outcomes, psychological outcomes, behavioral outcomes |
| physiological outcomes | sweaty palms, restlessness, backaches, headaches, upset stomach, nausea |
| psychological outcomes | forgetfulness, boredom, irritability, nervousness, anger, anxiety, hostility, depression |
| behavioral outcomes | sleeplessness, changes in eating habits, increased smoking/alcohol/drug use |
| 7 sources of job related stress | individual differences. individual task demands. individual role demands. work family conflict. group demands. org demands. remote/hybrid work schedules |
| type A behavior pattern | Behavior describing people involved in a chronic, determined struggle to accomplish more in less time |
| roles | Socially determined expectations of how individuals should behave in a specific position |
| role overload | when others expectations exceed your performance ability |
| role conflict | when you feel torn between different sets of expectations coming from multiple important ppl in your life |
| role ambiguity | when others' expectations of you are unclear or unknown |
| work family conflict | Occurs when the demands or pressures from work and family domains are mutually incompatible |
| buffers | Administrative changes that managers can make to reduce the stressors that lead to employee burnout |
| 6 recommendations to help employees to build resilience | roll out employee assistance programs. recommend holistic wellness approach. create supportive environment. make jobs interesting. make career counseling available |
| employee assistance programs | Host of programs aimed at helping employees to cope with stress, burnout, substance abuse, health-related problems, family and marital issues, and any general problems that negatively influence job performance |
| holistic wellness program | Program that focuses on self-responsibility, nutritional awareness, relaxation techniques, physical fitness, and environmental awareness |
| how to foster positive approach | 1. identify potentially bad attitudes. 2. identify good attitude behavior |
| tips for self-managing your emotions | identify emotional triggers & physiological responses. engage in emotional regulation. channel your emotions. practice mindfulness |
| group | Two or more freely interacting individuals who share collective norms, share collective goals, and have a common identity. |
| team | A small group of people working together with a common purpose, performance goals, and mutual accountability. |
| formal group | A group assigned by organizations or its managers to accomplish specific goals |
| informal group | A group formed by people whose overriding purpose is getting together for friendship or a common interest |
| types of teams | work teams, project teams, cross functional teams, self-managed teams, virtual teams |
| project teams | assembled to solve a certain problem or complete a specific task |
| cross functional teams | A team that is staffed with specialists pursuing a common objective |
| self-managed teams | Groups of workers who are given administrative oversight for their task domains |
| virtual teams | A team composed of members in different geographic locations who use technology to work together and achieve common goals |
| virtual team benefits | ability to tap a diverse, global candidate pool. reduced commuting, travel, & real estate expenses. reduced work life conflicts and increased productivity for employees |
| virtual team drawbacks | physical distance, social distance, 24/7 accessibility |
| team design | Involves choosing the best type of team to accomplish a goal |
| team development | The process of assembling individuals in a team, getting acquainted with each other, and working together to achieve a common goal |
| team management processes | The actions, feelings, and thoughts that influence team members interactions and the team’s effectiveness |
| team viability | Team members’ satisfaction with and desire to remain a member in the team |
| tuckman's 5 stage model | forming, storming, norming, performing, adjourning |
| forming | The first of the five stages of forming a team, in which people get oriented and get acquainted. "how do I fit in?" "why are we here?" |
| storming | The second of five stages of forming a team in which individual personalities, roles, and conflicts within the group emerge. "What's my role here?" "Why are we fighting over who's in charge & who does what?" |
| norming | One of five stages of forming a team; stage three, in which conflicts are resolved, lose relationships develop, and unity and harmony emerge. "What do the others expect me to do?" "Can we agree on roles & work as a team?" |
| group cohesiveness | A “we feeling” that binds group members together |
| performing | The fourth of five stages of forming a team, in which members concentrate on solving problems and completing the assigned task. "how can I best perform my role?" "can we do the job properly?" |
| adjourning | One of five stages of forming a team; the stage in which members of an organization prepare for disbandment. "What's next?" "can we help members transition out?" |
| punctuated equilibrium | Establishes periods of stable functioning until an event causes a dramatic change in norms, roles, and/or objectives resulting in the establishment and maintenance of new norms of functioning, returning to equilibrium |
| considerations in building a group into an effective team | collaboration, trust, performance goals & feedback, motivation thru mutual accountability & interdependence, composition, roles, norms |
| collaboration | Act of sharing information and coordinating efforts to achieve a collective outcome |
| trust | Reciprocal faith in others’ intentions and behaviors |
| trust triangle | authenticity, logic, empathy |
| team member interdependence | The extent to which team members rely on common task-related team inputs, such as resources, information, goals, and rewards, and the amount of interpersonal interactions needed to complete the work |
| team composition | Reflects the collection of jobs, personalities, values, knowledge, experience, and skills of team members |
| roles | Socially determined expectations of how individuals should behave in a specific position |
| task role | Behavior that concentrates on getting the team’s task done |
| maintenance role | Relationship-related role consisting of behavior that fosters constructive relationships among team members |
| norms | General guidelines or rules of behavior that most group or team members follow |
| why norms are enforced: 4 reasons | to help the group survive, to clarify role expectations, to help individuals avoid embarrassing situations, to emphasize the group's important values and identity |
| conflict | Process in which one party perceives that its interests are being opposed or negatively affected by another party |
| dysfunctional conflict | Conflict that hinders the organization’s performance or threatens its interests |
| functional conflict | Conflict that benefits the main purposes of the organization and serves its interests |
| too little conflict | inactivity. groups/dpts/orgs have apathy, lack of creativity, indecision, missed deadlines |
| too much conflict | warfare. political infighting, dissatisfaction, lack of teamwork, turnover |
| 4 kinds of conflict | personality, envy, intergroup dynamics, cultural differences |
| personality conflict | Interpersonal opposition based on personal dislike, disagreement, or differing styles |
| ways in which intergroup conflicts are expressed | inconsistent goals/reward systems-when ppl pursue different objectives. ambiguous jurisdictions-when job boundaries are unclear. status differences-when there's inconsistencies in power & influence |
| constructive conflict can be productive when | your work group seems uninterested and unengaged resulting in low performance. |
| programmed conflict | Conflict designed to elicit different opinions without inciting people’s personal feelings |
| devil's advocacy | Role-playing criticism to test whether a proposal is workable |
| dialectic method | Role-playing two sides of a proposal to test whether it is workable |
| career readiness competencies to help you better handle conflict | teamwork/collaboration, social intelligence, openness to change, emotional intelligence, oral/written communication |
| 5 conflict handling styles | avoiding, obliging, dominating, compromising, integrating |
| avoiding | ignoring or suppressing a conflict. appropriate for trival issues, when emotions are high and a cooling off period is needed |
| obliging | a manager lets others have their way. appropriate to build goodwill |
| dominating | aka forcing. simply demanding your way. appropriate when an unpopular situation must be implemented or when it's not important that others commit to your viewpoint |
| compromising | when both parties give up something to obtain something |
| integrating | a collaborative style in which the manager strives to confront the issue and cooperatively identify the problem, generate and weight alternatives, and select a solution. optimizes outcomes for both parties |
| 4 actions to become a better team member | commit to the team, support team members, bring positive emotions to the team, lead by example |
| norm of reciprocity | A powerful social norm by which we feel obligated to return favors or assistance after people have provided favors or assistance to us |
| how to become a more effective collaborator | listen and learn, be open minded |
| 5 dysfunctions of a team | abscence of trust, fear of conflict, lack of commitment, avoidance of accountability, inattention of results |
| absence of trust | lack of participation, suspicious of others' motives. manage by giving team members a voice |
| fear of conflict | groupthink, uncomfy silence. manage by creating a team charter |
| lack of commitment | social loafing, analysis paralysis, dominators drive decision-making. manage by promoting collaboration |
| avoidance of accountability | ghosting, blaming. manage thru performance goals & feedback |
| inattention to results | quiet quitting, conscientious team members finish project. manage thru team reflexivity |
| social loafing | A phenomenon in which a team member puts forth less effort in the team than they would if they were working alone. |
| analysis paralysis | team members are so afraid to fail. they have a hard time making decisions and learning and adjusting as they implement them |
| dominator driven decision making | most assertive or aggressive personalities on team tend to push for team to adopt their ideas |
| team voice | The extent to which team members feel free to express opinions, concerns, proposals, or thoughts about work-related issues |
| team charter | Outlines how a team will manage teamwork activities |
| team reflexivity | A collective process by which members reflect on the team’s objectives, strategies, methods, and processes and adapt accordingly |
| controlling | Monitoring performance, comparing it with goals, and taking corrective action as needed |
| 6 reasons control is needed | to adapt to change & uncertainty. to discover irregularities & errors. to reduce costs, increase productivity, add value. to detect opportunities & increase innovation. to provide performance feedback. to decentralize decision making & facilitate teamwork |
| control process steps | The four steps in the process of controlling: (1) establish standards; (2) measure performance; (3) compare performance to standards; and (4) take corrective action, if necessary |
| control standard | The first step in the control process; the performance standard (or just standard) is the desired performance level for a given goal |
| 5 sources of performance data | employee behavior & deliverables, peer input or observations, customer feedback, managerial evaluations, output from production process |
| control charts | A visual statistical tool used for quality-control purposes |
| types of corrective action to take | meet performance expectations: no change. exceed: reward positive performance. fall short: take action to correct negative performance |
| 3 types of control | feedforward, concurrent, feedback |
| feedforward control | focuses on preventing future problems |
| concurrent control | Entails collecting performance information in real time |
| feedback control | Collecting performance information after a task or project is done |
| balanced scorecard | Gives top managers a fast but comprehensive view of the organization via four indicators: (1) financial measures, (2) customer outcomes, (3) internal business processes, and (4) the organization’s innovation and learning activities |
| budgets | A formal financial projection |
| incremental budgeting | Allocating increased or decreased funds to a department by using the last budget period as a reference point; only incremental changes in the budget request are reviewed |
| fixed budgets | Allocation of resources on the basis of a single estimate of costs |
| variable budgets | Allowing the allocation of resources to vary in proportion with various levels of activity |
| financial statements | Summary of some aspect of an organization’s financial status |
| balance sheet | A summary of an organization’s overall financial worth—assets and liabilities—at a specific point in time |
| income statement | Summary of an organization’s financial results—revenues and expenses—over a specified period of time |
| statement of cash flows | Reports the cash generated and used over a specific period of time |
| financial ratios | Indicators determined from a company’s financial information and used for comparison purposes |
| 4 perspectives of balanced scorecard | financial, customer, internal business, innovation & learning |
| customer satisfaction | Measure of how products or services provided by a firm meet customer expectations |
| customer retention | Refers to the actions companies take to reduce customer defections |
| productivity formula | outputs/inputs |
| 2 tools to set standards or goals for productivity | benchmarking & best practices |
| best practices | A set of guidelines, ethics or ideas that have been shown to produce optimal results |
| innovation & learning measures | employee attitudes, employee turnover, resource capabilities, org culture |
| strategy map | A visual representation of the four perspectives of the balanced scorecard that enables managers to communicate their goals so that everyone in the company can understand how their jobs are linked to the overall objectives of the organization. |
| quality | The total ability of a product or service to meet customer needs |
| quality control | A means of ensuring quality whereby errors are minimized by managing each stage of production |
| quality assurance | A means of ensuring quality that focuses on the performance of workers, urging employees to strive for “zero defects” |
| deming mgt | Ideas proposed by W. Edwards Deming for making organizations more responsive, more democratic, and less wasteful |
| deming mgt principles | quality should be aimed at customer's needs. companies should aim to improve system. improved quality leads to improved mkt share, business opportunities, & employment. quality can be improved using PDCA cycle |
| PDCA cycle | A Plan-Do-Check-Act cycle using observed data for continuous improvement of operations |
| 1. plan... | desired & important changes based on observed data. make pilot test if necessary. |
| 2. do... | implement change or make small scale test |
| 3. check... | or observe what happened after change or during test |
| 4. act... | on lessons learned after study of results. determine if predictions can be made as basis for new methods |
| total quality mgt (TQM) | A comprehensive approach—led by top management and supported throughout the organization—dedicated to continuous quality improvement, training, and customer satisfaction |
| TQM 4 components | prioritize continuous improvement. involve every employee. listen to & learn from customers & employees. use accurate standards to identify & eliminate problems |
| 2 core principles of TQM | (1) People orientation—everyone involved with the organization should focus on delivering value to customers—and (2) improvement orientation—everyone should work on continuously improving the work processes |
| continuous improvement | Ongoing, small, incremental improvements in all parts of an organization |
| operational excellence 4 beliefs | less expensive to do it right first time. better to make small improvements all the time. accurate data must be gathered to eliminate small variations & evaluate progress. must be strong commitment from top mgt |
| kaizen | A Japanese philosophy of small continuous improvement that seeks to involve everyone at every level of the organization in the process of identifying opportunities and implementing and testing solutions |
| outsourcing | Using suppliers outside the company to provide goods and services |
| reduced cycle time | The reduction of steps in the work process |
| statistical process control | A statistical technique that uses periodic random samples from production runs to see if quality is being maintained within a standard range of acceptability |
| six sigma | A rigorous statistical analysis process that reduces defects in manufacturing and service-related industries |
| lean six sigma | Quality-control approach that focuses on problem solving and performance improvement—speed with excellence—of a well-defined project |
| lean six sigma 4.0 | A new approach that combines the quality control and efficiency of Lean Six Sigma with the technological connectivity of Industry 4.0 (a reference to the fourth industrial revolution) |
| industry 4.0 | A management perspective that uses digital transformation technologies (cloud computing, artificial intelligence [AI], robotics, and the Internet of Things [IoT]) to develop agile and adaptable processes that meet diverse customers' unique needs |
| iso 9000 series | Quality-control procedures companies must install—from purchasing to manufacturing to inventory to shipping—that can be audited by independent quality-control experts, or “registrars” |
| 7 quality mgt principles | customer focus, leadership, engagement of ppl, process approach, improvement, evidence based decision making, relationship mgt |
| iso 14000 series | Set of quality-control procedure that extends the concept of the ISO 9000 series, identifying standards for environmental performance |
| 4 inhibitors to successfully implementing TQM | failure of evidence supporting previous improvement activities. lack of champion responsible for leading, inability to measure or track results. failure to develop culture and continuous learning |
| 3 ways AI can improve productivity | predictive maintenance, operational safety, capacity utilization |
| supply chain | The sequence of suppliers that contribute to creating and delivering a product, from raw materials to production to final buyers |
| recommendations to effectively deploy employee tracking & monitoring | look inward, communicate clearly, protect employees' privacy |
| 4 concentric circles of continuous improvement | willingness, PDCA cycle, self mgt cycle, career readiness competencies |
| life lessons for career mgt | find your passion & follow it. develop self awareness. ask others for feedback. have lifelong learning. every situation is different, so recognize it. keep your cool and take it lightly. go with the flow and stay positive |
Created by:
rachelrobinson