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OB Test 3
Test 3 Baron
| Question | Answer |
|---|---|
| The Big Five | Nuerotocism, Agreeableness, Openness, Consciencetiousness, and Extraversion (CANOE) |
| Why Asses Personality? | Research, Selection, Development, and Team Building. |
| Personality | Collection of multiple traits |
| Trait | Recurring regularities or trends in people's responses to their environment |
| Cultural Values | Shared beliefs about desirable end states or models of conduct in a given culture. |
| Accomplishment Striving | Strong desire to accomplish task related goals as a mean of expressing personality |
| Communion Striving | Strong desire to obtain acceptance in personal relationships. "Getting Along" |
| Status Striving | Strong desire to obtain power and influence within social structure as a means of expressing personality |
| Positive affectivity | A dispositional tendency to experience pleasant engaging moods. |
| Negative affectivity | A dispositional tendency to experience unpleasant moods. |
| Differential Exposure | Neurotic people see stressors from "day to day" situations and feel they are exposed to stressors more frequently |
| Differential Reactivity | Neurotic people are less likely to believe they can cope with stressors they experience. |
| Locus of Control | Reflects whether people attribute the causes of events to themselves or the external enviroment |
| MBTI | Extraversion, Sensing, Thinking, and Judging |
| Interests | Expressions of personality that influence behavior through preferences for certain environments and activities. |
| RIASEC MODEL | Realistic, Investigative, Artistic, Social, Enterprising, and Conventional |
| Culture | Shared values, beliefs, motives, identities and interpretations that result from common members of society. |
| Gender Egalitarianism | The culture promotes gender equality and minimizes role differences between men and women |
| Assertiveness | Confrontation and aggressiveness in social relationships |
| Future Orientation | The culture engages in planning and investment in the future while delaying individual or collective gratification |
| Performance Orientation | Encourages and rewards members for excellence and performance improvements |
| Humane Orientation | The culture encourages and rewards members fro being generous, caring, kind, fair, and altruistic |
| Ethnocentrism | A propensity to view ones own cultural values as "right" and those of other cultures as "wrong" |
| Typical Performance | Reflects performance in the routine conditions that surround daily job tasks |
| Maximum performance | Performance in a brief, special circumstance that demands a persons best effort |
| Situational Strength | Strong situations have clear behavioral expectations, incentives, or instructions that make differences between individuals less important |
| Trait Activation | Some situations provide cues that trigger the expression of empathy. |
| Integrity Test | "Honesty Test" are personality tests that focus specifically on a predisposition to engage in theft and other counterproductive behavior |
| Clear Purpose Tests | Ask applicants about there attitudes toward dishonesty, beliefs about the frequency of dishonesty, endorsements of common rationalizations for dishonesty, desire to punish, and confessions |
| Ability | The realatively stable capabilities people have to perform a particular range of different but related activities |
| Cognitive Ability | Capabilities related to the acquisition and application of knowledge in problem solving |
| Perceptual Ability | Being able to perceive,understand, and recall patters of info |
| Wonderlic Personel Test | Widely used job placement test that test cognitive ability |
| Team | Two or more people who work interdependently over some time period to accomplish common goals realated to some task oriented goal |
| Work Teams | Relatively permanent. Produce GorS and they generally require a full time commitment |
| Management Teams | Permanent. Participate in managerial level task that affect entire org. Coordinating activites of sub-units. |
| Parallel Teams | Members from various jobs who provide recommendations to managers about important issues that rull parallel to the orgs production process |
| Project Teams | Take on "one time" task that are generally complex and require a lot of input from members with different types of training and expertise |
| Action Teams | Taks that are normally limited in duration. Quite complex and take place in a highly visible area or is highly challenging |
| Virtual Teams | Teams in which the members are geographically dispersed and interdependent activity occurs through electronic systems |
| Forming | Members orient themselves by trying to undertand their boundaries in the team |
| Stomring | Members remain committed to ideas they bring with them to the team |
| Norming | Members realize that they need to work together to accomplish team goals and consequently, they begin to cooperate with one another. |
| Performing | Members are comfortable working within their roles, and the team makes progress towards the goal. |
| Adjourning | Members experience anxiety and other emotions as they disengage and ultimately seperate from the team. |
| Punctuated Equalibrium | members realize halfway through project, it is neccessarry to change task time table to complete project on time |
| Task Interdependence | The degree to which team members interact with and rely on other team members for the info. |
| Pooled interdependence | Group members complete their work assignments independently, and work is piled up to represent groups progress |
| Sequential interdependence | Different task are done in a perscribed order, and the group is structured such that the members specialize in these tasks. |
| Reciprocal Interdependence | Members are specialized to perform specific tasks. However, instead of strict sequence of activities, members interact with a subset of ther members to complete the teams work. |
| Comprehensive Interdependence | Highest level of interaction and coordination among members as they try to accomplish work. Members have great deal of discresion in what they do and whom they interact with. |
| Goal Interdependence | Shared vision of the teams goal and alignment of individual goals with that vision |
| Outcome Interdependence | Members share in rewards that the team earns. |
| Team Composition | Mix of people who make up the team |
| Role | Pattern of behavior that a person is expected to display in a given context |
| Leader-Staff Teams | Leader makes decisions for the team and provides direction adn control over members who perform assigned tasks. |
| Team tasks Roles | Behaviors that directly facilitate the accomplishment of team tasks |
| Team Building Roles | Bahaviors that influence the quality of the teams social climate |
| Individualistic roles | Behaviors that benefit the individual at the expense of the team |
| Disjunctive Tasks | Tasks with an objectively verifiable best solution, member who posseses highest level of the ability relevant to the task will have most influence on the team |
| Additive tasks | Contributions resulting from the abilities of ever member add up to determine team performance |
| Conjuctive Tasks | Weakest link in team. |
| Surface Level Diversity | Diversity regarding observable attributes such as reace, sex, and age. |
| Team Process | Reflects the different types of communication, activities, and interactions that occur within teams to accomplish end goal |
| Process Gain | Getting more from the team than you would expect. |
| Process Loss | Getting less from the team than you would expenct. |
| Coordination Loss | Consumed time and energy that could devoted to task activities to coordinate activities with other members |
| Production Blocking | When members have to wait on another before they can do their part of the team tasks |
| Taskwork Processes | Activities of team members that relate directly to the accomplishment of team tasks. |
| Decision informity | Whether members posses adequate info about their own task responsibilities |
| Staff validity | Degree to which members make good recomendations to the leader. |
| Hierachical Sensitivity | Degree to which the leader effectively weighs the recommendations of the members. |
| Boundary Spanning | Ambassador Activities, Task Coordinator activites, and scout activites |
| Ambassador Activities | Communications that are intended to protect the team, persuade others to support the team, or obtain important resources for the team |
| Task Coordinator Activities | Communications that are intended to coordinate task related issues with people or groups in other functional areas |
| Scout Activities | Things team members do to obtain info about technology, competitors, or the broader marketplace. |
| Teamwork Processes | Interpersonal activities that facilitate the accomplishment of the teams work but do not directly involve the task accomplishment |
| Transition Process | Teamwork activities that focus on preparation for future work |
| Action Processes | Monitoring progress toward goals, systems monitoring, helping behavior, and coordination |
| Interpersonal Processes | Before, during, or in between periods of taskwork. Motivating and confidence building, affect management, conflict management |
| Relationship Conflict | Disagreements among team members in terms of interpersonal relationships |
| Information Richness | Amount and depth of information that gets transmitted in a meassage. |
| Potency | Degree to which members believe that the team can be effective across a variety of situations and tasks. |
| Mental Models | Common level of understanding among team members with regard to important aspects of the team and its task |
| Transactive Memory | How specialized knowledge is distributed among members in a manner that results in an effective system of memory for the team |
| Transportable Teamwork Competences | Knowledge, skills, and abilities related to teamwork activities |
| Personal Clarification | Members simply recieve info regarding the roles of the other team members |
| Positional Modeling | Team members observing how other members perform their roles |
| Positional Rotation | Gives members actual experience carrying out resoponsibilities of their teamates |
| Team Process Training | Team being able to function and perform more effectively as an intact unit |
| Action Learning | Team is given a real problem, developing an action plan, and finally carrying out the action plan |
| Leadership | The use of power and influence to direct the activities of followers toward goal achievment |
| Reward power | When someone has control over the resources or rewards another persons wants |
| Coercive Power | When a person has control over punishments in an organization |
| Expert Power | A persons expertise, skill, or knowledge on which others depend |
| Referent Power | When others have a desire to identify and be associated with a person |
| Substitutability | Degree to which people have alternatives in accessing resources. |
| Discretion | The degree to which managers have the right to make decisions on their own. |
| Centrality | How important a persons job is and how many people depend on that person to accomplish their tasks |
| Visibility | How aware others are of a leaders power and position |
| Consulation | When target is allowed to participate in deciding how to carry out or implement a request |
| Apprising | When the requestor clearly explains why performing the request will benefit the target personally. |
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