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Management 3140
Test 2: Baron
| Question | Answer |
|---|---|
| Motivation | A set of energetic forces taht originates both within and outside and employee, initiates work-related effort, and determines its direction, intensity, and persistence. |
| Engagement | High levels of intensity and persistence in work effort. Employees completely invest themselves and energy into their jobs. |
| Expectancy Theory | The cognitive process that employees go through to make choices among different voluntary responces. |
| Expectancy | Represents teh belief that exerting a high level of effor will result in the successful performance of some task. |
| Self-Efficacy | The belief that a person has the capabilities needed to execute the behaviors required for task success. |
| Instrumentality | The belief that succesfull performance will result in some outcomes. |
| Valence | The anticipated value of the outcomes associated with performance. Can be +,-, or 0 |
| Needs | Cognitive groupings or clusters of outcomes that are viewed as having critical phsycological or phsyiological consequences. Different Hierarchies |
| Extrinsic Motivation | Motivation that is controlled by some contingency that depends on task performance. |
| Intrinsic Motivation | Motivation that is felt when task performance serves as its own reward. |
| Total Motivation | Extrinsic and Intrinsic Motivation |
| Meaning of Money | The degree to which one views money as having symbolic, not just economic, value. Achievement, respect, and freedom |
| Goal Setting Theory | Views Goals as the primary drivers of the intensity and persistence of effort. |
| Specific and Difficult Goals | Goal setting theory says ....will result in higher levels of performance than no goals, easy goals, or do your best. |
| Self Set Goals | Internalized goals that people use to monitor their own task progress. |
| Task Stratagies | Learning plans and problem solving approaches used to achieve successful performance. |
| Feedback | Updates on employee progress toward goal attainment |
| Task Complexity | How complicated the information and actions involved in a task are. |
| Goal commitment | The degree to which a person accepts a goal and is determined to try to reach it. |
| SMART Goals | Goals managers are trined with to teach employees to link rewards directly to goal achievement. Specific, Measurable, Achievable, Results-based, and Time Sensitive |
| Equity Theory | Motivation doesnt just depend on your own beliefs and circumstances but also on what happens to other people. Employees create mental ledger of outcomes. |
| Comparison Other | Some person who seems to provide an intuitive frame of reference for judging equity. |
| Equity Distress | Internal tension that can only be alleviated by restoring a balance to the ratios. Under-rewarded=Negative |
| Cognitive Distortion | Allows one to restore balance mentally, without altering your behavior in any way. |
| Internal Comparrisons | Refer to someone in the company |
| External Comparisons | Refer to someone in a different company |
| Phsycological Empowerment | Reflects an energy rooted in the belief that work tasks contribute to some larger purpose. |
| Meaningfulness | Captures the value of a work goal or purpose, relative to a persons own ideals and passions. |
| Self-Determination | A sense of choice in the initiation and continuation of work tasks. |
| Competence | A persons belief in his or her capability to perform work tasks successfully |
| Impact | The sense that a person's actions "Make a difference" and that progress is being made toward fulfilling some important purpose |
| Recognition Awards | Tangible awards or intangible awards that are given on an impromptu basis to recoginze achievement |
| Merit Pay | An increase to base salary is made in accordance with performance evaluation ratings |
| Reputation | Reflects the prominence of its brand in the minds of the public and perceived quality of its goods and services. |
| Trust | The willingness to be vulnerable to a trustee based on positive expectations about ones actions or intentions |
| Justice | The perceived fairness of an authority's decision making |
| Ethics | The degree to which the behaviors of an authority are in accordance with teh generally accepted moral norms. |
| Disposition Based Trust | Your personality traits include a general propensity to trust others |
| Cognition Based Trust | Rooted in a rational assessment of authority's trustworthiness |
| Affect-Based Trust | Trust depends on feelings toward the authority that go beyond any rational assessment. |
| Trust Propensity | A general expectation that the words, promises, and statements of individuals and groups can be relied upon. "Faith in Human Nature" |
| Trustworthiness | The characteristics or attributes of a trustee that inspire trust. |
| Ability | Skills, competencies, and areas of expertise that enable an authority to be successful in some specific area |
| Benevolence | The belief that the authority wants to do good for the trustor, apart from any selfish or profit-centered motives. |
| Integrity | The perception that the authority adheres to a set of values and priniples that the trustor finds acceptable. |
| Distributive Justice | The percieved fairness of decision making outcomes. Gauged by whether decision outcomes are allocated using proper norms. |
| Procedural Justice | When authorities adhere to the rules of a fair process. Voice, Correctability, and equal employment oppurtunity |
| Interpersonal Justice | Percieved fairness of the treatment received by employees from authorites. Fostered by respect and proprietory rules |
| Abusive Supervision | The sustained display of hostile verbal and nonverbal behaviors, excluding physical contact. |
| Informational Justice | Percieved fairness of the communications proved to employees from authorites. Fostered by Justification rule and Truthfullness rule |
| Whistle-Blowing | When current or former employees expose illegal or immoral actions by their organization |
| Moral Awareness | When an authority recognizes that a moral issue exists in a situation or that an ethical code or principle is relevant to the circumstance. |
| Moral Intensity | Captures the Degree to which an issue has ethical urgency. |
| Moral Attentiveness | Degree to which people chronically perceive and consider issues of morality during their experiences |
| Moral Judgment | The process people use to determine whether a particular course of action is ethical or not |
| Congitive Moral Development | People age and mature, they move through various stages of moral develpment. |
| Moral Principles | Prescriptive guides for making moral judgments. |
| Moral Intent | Degree of commitment to the moral course of action. D |
| Moral Identity | Degree to which a person self-identifies as a moral person. Defined by what we do, where we come from, family status, and ethical groups we belong to |
| Economic Exchange | Relationships based on narrowly defined, quid pro quo obligations specified in advanced with an explicit repayment schedule. |
| Social Exchange | Relationships based on vaguely defined obligations that are open-ended and long term in their repayment schedule |
| Expertise | The knowledge and skills that distinguish experts from novices and less experienced people. |
| Explicit Knowledge | Kind of info youre likely to think about when you picture someone sititng down at a dest to learn |
| Tactic Knowledge | What employees can learn only through experience. |
| Coningencies of Reinforcement | +,-, punishment, or extinction: modify employee behavior |
| Positve Reinforcement | When a positve outcome follows a desired behavior. Most common |
| Negative Reinforcements | When unwatned outcome is removed follwoing a desired behavior. |
| Punishment | When an unwanted outcomes followes an unwanted behavior |
| Extinction | The removal of a consequence following an unwanted behavior. Can be purposeful or accidental |
| Continuous Reinforcement | Simplest schedule and happens when a specific consequence follows each and every occurrence of a desired behavior |
| Fixed interval Schedule | The most common form of reinforcement. Workers are rewarded after a certain amount of time and lengh of time between reinforcement periods stays the same |
| Variable Interval Schedules | Reinforce behavior at random points in time. |
| Fixed Ratio Schedules | Reinfoce behaviors after a certain number of them have been exhibited |
| Variable Ratio Schedules | Reward people after a varying number of exhibited behaviors |
| Social learning Theory | Peole in organizations have the ability to learn trough the observation of others. |
| Behavioral Modeling | When employees observe the actions of others, learn from what they observe, and the repeat the behavior. |
| Learning Orientation | Where building competence is deemed more important than demonstrating competence |
| Performance-prove Orientation | Focus on demonstrating their competence so that others think favorable of them |
| Performance-avoid Orientation | Focus on demonstrating their competence so that others will not think poorly of them |
| Programmed Decisions | Decisions that become somewhat automatic because peoples knowledge allows them to recognize and identify a situation and the course of action that needs to be taken |
| Intuition | Emotionally charged judgments that arise through quick, nonconscious, and holistic associations. |
| Crisis Situation | Change, whether sudden or evolving, that results in an urgent problem that must be addressed immediatley |
| Nonprogrammed decision | A new, complex, and unrecognized situation |
| Bounded Rationality | The notion that decision makers simply do not have the ability or resources to process all available information and alternatives to make an optimal decision |
| Satisficing | When decision makers select teh first acceptable alternative considered |
| Selective Perception | Tendency for people to see their environment only as it affects them and as it is consistent with their expectations |
| Projection Bias | False assumption people tend to make when it comes to other people is the belief that others think, feel, and act the same way they do. |
| Social Identity Theory | People identify themselves by teh groups to which they belong and perceive and judge others by their group memberships |
| Stereotype | When assumptions are made about others on the basis of their membership in a social group. |
| Heuristics | Simple, efficient, rules of thumb that allow us to to make decisions more easily |
| Availability Bias | The tendency for people to base their judgments on information that is easier to recall. |
| Fundamental Attribution Error | People have a tendency to judge others behaviors due to internal factors. |
| Self-Serving Bias | When we attribute our own failures to external factors and our own successes to internal factors |
| Escalation of Committment | Decision to continue to follow a failing course of action. Very common. |
| Knowledge Transfer | Transfering knowledge from older, experienced workers to their younger employees |
| Training | Systematic effort by organizations to facilitate the learning of job-related knowledge and behavior. |
| Communities of Practice | Groups of employees who work together and learn from one another by collaborating over an extended period of time. |
| Climate for Transfer | Enviroment that can support the use of new skills. |
| Abraham Maslow | "Humans are wanting animals" we have needs that account for most all human behavior |
| 5 Needs in the Needs Theory | Phsiological, Safety, Social, Esteem, and Self Actualizaiton |
| Operant Conditioning | Learning is based on a trial and error process whereby an organism remembers what behaviors elicted positive, or pleasurable, responses and which elicited negative ones. |
| Effective Re-inforcement | Contingent, Powerful, immediate, coorect responce, and consisten |
| Expectancy Theory Force | VIE: Valence, Instrumentality, and Expectancy |
| Motivational Force | Degree of effor that will be directed towards various levels of performance. |
| Outcomes of Performance | Praise, Promotion, Pay raise, Coworker ridicule |
| Managerial Applications of Motivation | Clarify that effort leads to performance, Enhance motivatioh by training better, Follow employee suggestions. |
| Comparison Other | Someone who seems to provide an intuitive frame of refernce for judging equity |
| Equity Distress | Internal tension based on discrepency in the input/output ratio, only alleviate by restoring balance. |
| Overpayment Inequity | Feelings of guilt in which the ratio of ones input to output is more than the corresoponding ration of another person with whom that person compares to. |
| Underpayment Inequity | Feeling of anger where one feels they are not getting what they deserver |
| Equitable Payment | Happy with what they are getting for what they are doing. |
| Procedural Justice Examples | Voice, Coorectability, Consistency, Bias suppression, Representativeness, accuracy |
| The Lucifer Effect | A celebration of the human minds infinite ability to make us behave kind or cruel , caring or indifferent, creative or destructive, and make us villans or heros |
| Solutions for the Lucifer Effect | Hotline, Adequate Controls, Constantly Communicate Controls, Incentives for doing right thinkg |
| Confusious Philosophy | What I hear I forget, What I see I remember, What I do I understand. |
| Designing a Training program | Need Assesments, Set learning objectives, Design Training Activities, Sequence Training Activities, Revise Design details, and Evaluate results |
| How to analyze people | Observation, background info, surveys, interviews. |
| SME | Subject, Matter, Expert |
| Learning Objective | What the learner will know or be able to do as aresult of having attended an educational program or activities |
| Characteristics of Learning Objectives | Observable, Measurable, and Specific |
| Why Use Learning Objectives | Provides what training is not, facilitates evaluation of training and stakeholder buyin |
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