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
MANGT exam 4
| Question | Answer |
|---|---|
| motivation equals what | effort |
| 3 major types of motivation | content theories, process theories, reinforcement theory |
| content theories of motivation | what |
| process theories of motivation | why and how motivation occurs |
| reinforcement theory of motivation | how outcomes influence |
| Maslow's Hierarchy of needs in organizational terms (bottom to top of triangle) | base salary, pension plan, friends at work, job title, challenging job |
| deficit principle | satisfied needs no longer motivate behavior |
| progression principle | need at one level does not become activated until the lower level need in the hierarchy is satisfied |
| weaknesses of Maslow's Hierarchy (3) | five levels of need are not always present, order is not always the same, cultural differences |
| content perspective of Maslow's Hierarchy | what factor or factors motivate people |
| ERG theory needs (3) | existence, relatedness, and growth |
| existence needs in ERG (bottom) | material well being, relates to Maslow's physiological and safety needs |
| relatedness needs in ERG | how an individual relates to social environment, relates to Maslow's belongingness and external esteems needs |
| growth needs in ERG (top) | desire for personal growth and development, relates to Maslow's internal esteem and self actualization needs |
| Two factor theory | satisfier factors and hygiene factor |
| satisfier factor (two factor theory) | job content, such as challenging and exciting work, recognition, responsibility, advancement opportunities and personal growth |
| hygiene factor (two factor theory) | job context, such as working conditions, interpersonal relations, organizational policies and compensation |
| Acquired Needs Theory (3) | need for achievement, need for power and need for affiliation |
| Vrooms Expectancy Theory | effort to performance expectancy, performance to outcome expectancy or instrumentality, attractiveness or valence |
| effort to performance expectancy (Vroom) | probability that effort will lead to performance |
| performance to outcome expectancy or instrumentality (Vroom) | perception that performance leads to an outcome |
| attractiveness or valence (Vroom) | how much a particular outcome/reward is valued |
| equation for motivation | M= E x I x V |
| Equity theory | individuals equate value of rewards to effort and compare it to other people |
| ways to reduce inequity | change inputs, change outcomes, alter perceptions of self and others, leave situation, change comparisons |
| over reward inequity (positive inequity) | when an individual perceives that rewards are more than waht is fair |
| under reward inequity (negative inequity) | when an individual perceives that rewards are less than what is fair |
| equity sensitivity | reflects that people have different preferences of inequity |
| employees will be motivated by goals that have 4 characteristics (Edwin Locke's Goal setting theory) | difficulty, specificity, acceptance, commitment |
| Reinforcement theory | explains the role of rewards as they cause behavior to change or remain the same over time |
| reinforcement contingencies that strengthens behavior | positive reinforcement (good job), avoidance or negative reinforcement (nagging and wants escape from consequence) |
| reinforcement contingencies that weakens behavior | punishment (consequence), extinction (not giving desirable consequence) |
| shaping | positive reinforcement of successive approximation to the desired behavior |
| continuous reinforcement | rewards each time a desired behavior occurs |
| intermittent reinforcement | rewards behavior only periodically |
| law of contingent reinforcement | a reward should only be given when a desired behavior occurs |
| law of immediate reinforcement | a reward should be given as soon as possible after a desired behavior occurs |
| communication | process of transmitting information from one person to another |
| effective communication | as close in meaning as possible to the intended message |
| efficient communication | occurs at minimum cost |
| persuasive communication | presents a message in a manner that causes the other person to support it |
| credible communication | earns trust, respect and integrity in the eyes of others |
| low richness communication | postings, reports, memos, letters |
| high richness communication | face to face meetings, online conferences, phone, text message |
| medium richness communication | emails, podcasts, voicemail |
| 3 basic forms of communication | interpersonal, network and teams, organizational communication |
| interpersonal communication (oral/written) | one on one, between people |
| networks and teams | between people in same work group |
| organization communication | between groups/units |
| informal communication (nonverbal) | communication exchange that does not use words or uses words to carry more meaning than the strict definition of the words themselves |
| mixed message | when words communicate one message while actions and body language communicate something else |
| ethnocentrism | tendency to consider ones culture superior to any and all others |
| communication transparency | openly sharing honest and complete information about the organization and workplace affairs |
| open book management | where managers provide employees with essential information about their companies |
| communication networks | patterns through which members of a group or team communicate |
| wheel in communication network | used for middle management |
| spoke in communication network | used for brainstorming |
| vertical communciation | up and down, usually along formal reporting lines - upward is most subject to distortion |
| horizontal/lateral communication | involves persons at the same level of the organization |
| grapevine | informal communication network that can permeate an organization |
| types of grapevines | gossip and cluster - gossip is one person tells many - cluster chain is many people tell a few |
| individual barriers | inconsistent cues, credibility, reluctance to communicate, poor listening skills predispositions about subject |
| organizational barriers | semantics, jargon, status or power differences, different perceptions, overload, noise |
| active listening | face to face and eye contact |
| two ways of communciation | written and oral |
| is there an optimal level of conflict | yes |
| causes of conflict (3) | interpersonal (personality or competitiveness), intergroup (diff goals or dependence), organization and environment |
| how to manage conflict (2) | stimulate it, control it |
| resolving conflict | avoidance, accommodation, competition, compromise, collaboration |
| BEST WAY OF RESOLVING CONFLICT | COLLABORATION |
| compromise | BOTH SIDES give something up |
| benefits of teams from organization standpoint (4) | responsibility, empowerment, capitalize on knowledge and motivation, promote flexibility and responsiveness |
| benefits of teams from personal standpoint (5) | attraction, activities, goals, satisfaction (belonging), instrumental (benefits) |
| disadvantages of teams | time consuming, resource intensive, overuse, lack of accountability, groupthink, unequal participation |
| social loafing | does not do a fair share of work, lazy |
| lone wolf | does not want to have relationships and looks down on everyone else |
| both SOCIAL LOAFER AND LONE WOLF can | COMPROMISE GROUP EFFECTIVENESS |
| stages of group development (4) | forming, storming, norming, performing |
| forming | team members meet, learn roles and tasks - define tasks and how it will be accomplished |
| storming | learn how to work together, learn about abilities, leader focuses on team - arguments - defensiveness, competition and factions |
| norming | team starts to work together, roles evolve, more likely to express opinions - friendliness and confiding, establish team ground rules |
| performing | work hard toward goal, flexible and help each other, everyone is focused - work through problems, close attachment |
| roles | parts individuals play in groups in helping the group reach its goals |
| role ambiguity | when sent role is unclear |
| role overload | when role expectations exceed an individuals capacities or when a person takes on too many roles |
| role conflict | when expectations of role INTERFERE with something else |
| interrole conflict | conflict BETWEEN roles - struggling between both roles |
| intrarole conflict | conflicting demands for ONE role from DIFFERENT sources - both bosses are bitches and have diff expectations |
| intrasender conflict | when a SINGLE source sends CONTRADICTORY messages |
| person role conflict | discrepancy between role REQUIREMENTS and and individuals VALUES, attitudes and needs |
| group norms | standards of behavior that a group accepts and expects of its members - dress code, promptness, etc |
| factors contributing to norm conformity (4) | peer pressure, stimulus prompting it, individual traits, situational factors |
| group cohesiveness | tendency for a group to be in unity while working toward a goal |
| factors increasing cohesiveness | INTERgroup competition, attraction, favorable evaluation, AGREEMENT on GOALS, interaction |
| factors reducing cohesiveness | group size, disagreement on goals, INTRAgroup competition, domination, unpleasant experiences |
| number one way to increase cohesiveness | AGREEMENT ON GOALS |
| number one way to decrease cohesiveness | DISAGREEMENT ON GOALS |
| high cohesiveness and high performance norms means.. | high performance |
| hardest group to change performance | highly COHESIVE with low PERFORMANCE NORMS |
Created by:
user-2022281