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EXAM 4 MNGMT
| Question | Answer |
|---|---|
| Performance Equation | f ( M x A x O) |
| Maslow's Hierarchy of Needs | Physiology, Security, Belongingness, Esteem, and Self Actualization. What motivates people |
| Deficit Principle | satisfied need no longer motivates behavior |
| Progression Principle | The need at one level does not become activated until the lower-level need in the hierarchy is satisfied |
| I must feel secure before I belong is an example of | the progression principle |
| Maslow Hierarchy of needs weaknesses | Five levels of need are not always present, Order is not always the same, Cultural differences |
| ERG Theory | Existence, Relatedness, and Growth |
| Existence in the ERG theory | Material/physiological well-being. Relates to Maslow’s physiological and safety needs |
| Relatedness in the ERG Theory | How one individual relates to his/her social environment. Relates to Maslow’s belongingness and external esteem needs. |
| Growth in the ERG Theory | Desire for personal growth and development. Relates to Maslow’s internal esteem and self-actualization needs. |
| Satisfaction Progression | Satisfying higher needs once lowerr ones are satisfied. |
| Frustration Regression | If the person can’t fulfill G they will regress to focus on E and R since they’re easier to fulfill. |
| An employee who may not be able to advance in their career or was denied promotion starts to prioritize their relationship with their colleagues | Frustration Regression Example |
| Acquired Needs Theory | Includes affiliation, power, and achievement |
| Acquired Needs Theory: Power | strive to control others and get things done |
| Acquired Needs Theory: Affiliation | friendships and good relationships |
| Acquired Needs Theory: Achievement | strive to succeed, drive to excel, achieve in relation to a set of standards |
| Sales | Very high in achievement, somewhat high in power, and low in affiliation |
| Entrepreneur | Very high in achievement, somewhat low in power, and very low in affiliation |
| Support staff | Somewhat low in achievement, somewhat low in power, very high in affiliation |
| Hygiene Factors | extrinsic elements that prevent dissatisfaction but don’t motivate employees. Includes (working conditions, co-worker relations, policies and rules, base compensation) |
| Motivator Factors | intrinsic factors related to the work itself. They drive motivation. (challenging and exciting work, recognition, responsibility, and personal growth) |
| Expectancy theory | motivation depends on how much we want something and how likely we are to get it. |
| Expectancy | the probability that effort will lead to performance. “If I try, I can do it” |
| Instrumentality | the perception that performance leads to an outcome. Outcome is the consequence or reward |
| Valence | how much a particular outcome/reward is valued. “That bonus will help me build a pool at my house” |
| Equity Theory | individuals equate the value of rewards to effort and compare it to other people. |
| Equity | the motivation to maintain the current situation. |
| Ways to reduce inequity | change inputs/outputs, alter perceptions of others/self, leave, change comparisons. |
| Goal Setting Theory | employees will be motivated by difficulty, specificity, acceptance, and commitment. Results in job satisfaction. |
| Reinforcement Theory | explains the role of rewards as they cause behavior to change or remain the same overtime. |
| Positive Reinforcement | pleasant, strengthens behavior by providing a desirable consequence. Giving someone a raise |
| Negative Reinforcement | increases frequency of desired behavior by removing aversive consequence. Once you start showing you can work well in bad area, you can start working in the area you like more. |
| Punishment | decreased frequency of undesired behavior by adding consequence. It should be consistent. Reducing someone's hours |
| Extinction | decreases frequency of undesired behavior by removing consequence. Taking away the free snacks. |
| Red Hot Stove with Punishment | touch it once and never again, keeps you from doing it again |
| Job Characteristic Model | the increase of the core job dimensions will increase the motivation of the individuals who work there. Applies to any job |
| 5 Core Job Dimensions | Skill variety, task identity, task significance, autonomy, and feedback |
| Teams | a relatively small set of people with complementary skills who regularly interact and work interdependently to achieve shared goals |
| Pros of Working in a Team | Enhanced problem solving and creativity, Increased productivity (synergy), Better decision-making, Increased learning opportunities, increased engagement and job satisfaction |
| Synergy examples | Integrated Problem Solving, cross Functional Teamwork, Kaizen (continuous improvement) |
| Integrated Problem Solving | everyone is a quality controller |
| Cross Functional Teamwork | change/innovation spreads quickly, no team is alone |
| Kaizen | small changes compound |
| Cons of working in a team | Social loafing, Ringelmann effect, Groupthink |
| Ringelmann Effect | as the group size increases the amount of effort each person inputs tend to decrease |
| Groupthink | prioritizing organizations harmony over safety concerns. prioritizing organization harmony over safety, rationalizing unpleasant/disconfirming data, negatively stereotyping competitors, making others conform, mind guarding |
| Committee | brings employees together outside of their daily job duties to work together for a specific purpose. A committee's agenda is typically narrow, focused, and ongoing. |
| Task Force | bring people together to work on common problems, but on a temporary basis. The goals and task assignments are specific and completion deadlines are clear |
| Cross Functional | pull together members from across different functional units to work on common goals. Marketing, finance, and HR working together |
| Self-Managing | members have a high degree of task interdependence, authority to make decisions about how they work, and collective responsibility for results. Expected advantages are better performance, reduced costs, greater engagement, and higher morale. |
| Virtual/Distributed | work together through computer mediation rather than face to face |
| Team Characteristics | Skill differentiation, Authority differentiation, Temporal stability Virtuality |
| Team Development Stages | Forming, Storming, Norming, Preforming |
| Forming | team members get to know each other and familiarize themselves with the task |
| Storming | team members learn how to work together and the leader focuses the team |
| Norming | team starts to act and work together, team members are more likely to express opinions |
| Performing | team works hard toward goals, leaders role is blurred, everyone focused |
| Role ambiguity | What am I supposed to be doing? |
| Inter-Role Conflict | Conflict between roles |
| Intra-Role Conflict | conflicting demand within a single role |
| Person-Role Conflict | persons values, needs, and attitudes conflict with the role requirements |
| Intra Sender Conflict | a single source sending contradictory messages |
| Group Norms | Output level, promptness, dress code. Standards of behavior that a group accepts and expects of its members |
| Factors increasing group cohesiveness | Inter-group competition, personal attraction, favorable evaluation, agreement on goals, interaction |
| Factors decreasing group cohesiveness | Group size, disagreement on goals, intra-group competition, domination, unpleasant experiences |
| Communication Noise | anything that interferes with the effectiveness of the communication process |
| Encoding Message | transforming an idea into something that can be clearly communicated |
| Decoding message | interpretation of message done through active listening and filtering out noise |
| Barriers to communication for sender | Jargon, Semantics (meaning conveyed), Code Switching (altering behavior depending on culture), Information Overload, (too many electronic messages, meeting notifications, people stopping by the office, etc.), Logic and order (coherent and follows steps) |
| Barriers to communication for receiver | Miscommunication v misunderstanding. Trust and Credibility. Failure to listen. Distortion |
| Ethos | demonstrating you are a credible, ethical, and reliable leader. Show this through consistency and fairness. |
| Pathos | Emotional connection by acknowledging achievements and showing genuine care. Builds positive work culture |
| Logos | Use of data and policies to make decisions and clearly communicate. Done through explanations of policy changes or training programs |
| Functional Conflict | moves people toward greater work efforts, cooperation, and creativity. This avoids group think and helps group performance |
| Dysfunctional Conflict | harms performance and relationships. Occurs if there is too little or too much conflict. Too much is distracting and overwhelming and too little promotes group think and complacency |
| Interpersonal Conflict resolution | eliminates the underlying cause of conflict and reduces potential for similar conflict in the future. |
| Cooperativeness | desire to satisfy the other people's needs and concerns |
| Assertiveness | satisfy ones needs and concerns |
| Avoidance | neither cooperative or assertive, staying neutral and withdrawing from the conversation, downplaying |
| Accommodation | being cooperative but not assertive, letting others' opinions rule, desire harmony |
| Competition | being assertive but not cooperative, try to dominate through skill and work against the other party |
| Compromise | moderate in both assertiveness and cooperation, settling for acceptable |
| Collaboration | solving problems and working through differences, being both cooperative and assertive |
| structural approach | Add more resources, change people or change environment, offer training, appeal to higher level goals, change reward systems so that people benefit from team outcomes |
| Negotiation | process of making joint decisions when parties involved have different preferences |
| Substance Goals | concerned with the outcome of the negotiation |
| Relationship Goals | concerned with the process and how relationships are through the actual negotiation and what they will be afterward |
| Effective Negotiation | issues of substance are resolved and working relationships are maintained or even improved. Quality, where both sides are satisfied Cost, being efficient, not wasting time or money Harmony, doing so to curate better relationships |
| distributive negotiation | each party makes win-lose claims for preferred outcomes. Can become self-centered and competitive, relationships compromised. |
| integrative negotiation | each party makes win-win statements, final goal is to achieve something based on the merits of both peoples claim. Positive relationships should remain |
| Examples of integrative negotiation | Separate people from the problem, focus on the interest no positions, generate several alternatives, insist results may be on some objective standard |
| bargaining zone | the space between one party's minimum and the other parties maximum. If the points overlap it is positive. |
Created by:
user-2020714