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MANGT 220
Exam 4
| Question | Answer |
|---|---|
| maslows hierarchy of needs | pyramid- physiological (base pay), security (benefits), belonginess (coworkers), esteem (job title), self-actualization (challenging job) |
| deficit principle | once satisfied, no longer motivates behavior |
| progression principle | the need at one level does not become activated until lower level need is satisfied |
| Alderfer ERG Theory | existence (material wellbeing), relatedness (social environment), growth (desire for personal growth) |
| satisfaction progression of ERG | existence, relatedness, growth |
| frustration regression ERG | growth, relatedness, existence (work backwards) |
| acquired needs theory | need for achievement, need for power, need for affiliation |
| vrooms expectancy theory | motivation depends on how much we want something and how likely we are to get it – M= ExIxV |
| herzbergs two factor theory | satisfier factor: found in the job content, such as challenging and exciting work, recognition, responsibility etc hygiene factor: found in the job content, such as working conditions, interpersonal relations, organizational policies and compensation |
| equity theory | individuals equate value of rewards to effort and compare it to other people (self outcomes/inputs = others outcome/inputs) |
| over reward inequity | when individuals perceive rewards are more than what’s fair (positive) |
| under reward inequity | perceived rewards are less than what’s fair (negative) |
| equity sensitivity | reflects that people have different preferences of inequity |
| edwin locke goal setting theory | employees will be motivated by goals that have 4 characteristics - difficulty, specificity, acceptance, commitment |
| goal setting - difficulty | extent to which a goal is challenging and requires effort |
| goal setting - specificity | clarity and precision of the goal |
| goal setting - acceptance | extent to which a person accepts the goal as their own |
| goal setting commitment | extent to which an individual is personally interested in reaching a goal |
| reinforcement perspective of motivation | explains the role of rewards as they cause behavior to change or remain the same over time |
| positive reinforcement | strengthens behavior by providing a desirable consequence (training a dog) |
| avoidance/negative reinforcement | strengthens behavior by allowing escape from an undesirable consequence (nagging) |
| punishment | weakens behavior by providing an undesirable consequence (written up) |
| extinction | weaken behavior by not providing a desirable consequence |
| empowerment | going from participant to some sort of say |
| variable work schedule | compressed work schedule (4 days, 10-hour shifts |
| flexible work schedule | flextime, job sharing (2 part-time workers doing full-time job), telecommuting |
| effective reward system | meets individual needs, compare with other organizations, perceived equitable, recognize different needs - merit and incentive systems |
| communication | the process of transmitting information from one person to another |
| effective communication | the process of sending a message so that the message received in as close in meaning as possible to the message intended |
| 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 |
| communication process | meaning, encoding, transmission, decoding - noise at every step |
| communication channels | posting/flyers (low richness), memos/letters, email/voicemail, phone call/text, face to face (high richness) |
| 3 basic forms of comm | interpersonal, networks/teams, organizational |
| interpersonal | oral comm; advantage - feedback, easy, facial expression; disadvantage - inaccurate, no permanent record written comm; advantage - accurate, record, verifiable; disadvantage - time consuming |
| nonverbal communication | exchange that does not use words or uses words to carry more meaning than the strict definition of the words themselves – more important in some societies than others |
| mixed message | results when words communicate one message while actions communicate something else |
| comm transparency | involves 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 |
| wheel comm network | middle manager |
| spoke comm network | brainstorming |
| vertical comm | communication the flows up and down the organization, formal reporting lines – upward is most subject to distortion |
| horizontal comm | involves persons at the same level of the organization |
| gossip chain | one person tells many, not inherently bad |
| cluster chain | many people tell a few |
| individual barriers to communication | : conflicting/inconsistent cues, credibility, reluctance to comm, poor listening skills, predispositions abt topic |
| organizational barriers to communication | semantics, status or power difference, jargon, different perceptions, noise, overload |
| active listening | the process of taking action to help the source of a message say what he or she really means |
| signs of active listening | Eye contact, non verbal cues, don’t interrupt, don’t jump to conclusions, stay focused, show that you’re listening, ask questions, summarize |
| feedback | the process of telling someone else how you should feel about something that person did or said - dont take it personally, dont blame others, dont be defensive |
| interpersonal conflict | : personality clash, differing beliefs, competitiveness |
| intergroup conflict | interdependence, different goals, competition for scarce resources |
| organizational conflict | conflict with competition, consumer groups, employees |
| stimulating conflict | : increase competition among individuals, hire outsiders, change established procedures |
| controlling conflict | expand resource base, enhance interdependence and coordination, match personalities and work habits |
| resolving conflict | avoidance (lose/lose), accommodation (win/lose), competition (win/lose), compromise (lose/lose), collaboration (win/win) |
| organization team benefits | more responsibility, worker empowerment, motivation/knowledge, flexibility |
| individual team benefits | self belongingness, accountability, interpersonal attraction, motivation |
| disadvantages of a team | time consuming, resource intensive, overuse, groupthink |
| social loafer | does not do fair share of their work, compromise group effectiveness, lack confidence |
| lone wolf | does not want to have interpersonal relationships with group members, don’t trust group can do quality work, can compromise group effectiveness |
| group development - forming | phase 1 - meet each other, learn about task, learn what roles will be |
| group development - storming | phase 2 - learn how to work together, learn about others abilities, leader focuses the team |
| group development - norming | phase 3 - starts to work together, focus on helping team succeed, more likely to express opinions |
| group development - performing | phase 4 - work hard toward goal, flexible and help each other, everyone is focused |
| role ambiguity | when the set role is unclear |
| role overload | when role expectations exceed an individual’s 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 (role as student and role as sibling) |
| intrarole conflict | demands for one role from different services (two managers with different expectations of you) |
| intrasender | single source sends contradictory messages |
| person-role conflict | discrepancy between role requirements and an individual’s values, attitudes and needs |
| group norms | standards of behavior that a group accepts and expects of it members (dress code, promptness, etc) |
| norm conformity | peer pressure, stimulus prompting group behavior, individual traits, situational factors |
| group cohesiveness | tendency for group to be unity while working toward a goal |
| increasing group cohesiveness | inter-group competition, personal attraction, favorable evaluation, agreement on goals, interaction |
| decreasing group cohesiveness | group size, disagreement on goals, intra-group competition, domination, unpleasant experiences |
| high performance | high performance high cohesiveness |
| moderate performance | high performance low cohesiveness |
| low performance | low performance low/high cohesiveness |
Created by:
kayleejh0829