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MGMT 463 first Test
Test One
| Question | Answer |
|---|---|
| Organizational Behavior | field of study devoted to understanding, explaining, and ultimately improving the attitudes & behaviors of individuals and groups in organizations |
| Human Resource Management | takes the theories and principles studied in OB and explores the "nuts-and-bolts" application of those principles in organizations. ex: study of best ways to structure training programs to promote employee learning |
| strategic managment | focuses on the product choices and industry characteristics that affect an organization's profitability. ex: study of relationship between firm diversification and firm profitability |
| resource-based view | A model that argues that rare & inimitable resources help firms maintain competitive advantage. it makes it valuable |
| People create a history... | a collective pool of experience, wisdom, and knowledge that benefits the organization |
| numerous small decisions | people making many small decisions every day that are invisible to competitors |
| socially complex resources | resources created by people, such as culture, teamwork, trust, and reputation. the source of competitive advantage is known, but the method of replicating the advantage is unclear |
| Rule of one-eigth | the belief that at best 1/8th or 12 percent of organizations will actually do what is required to build profits by putting people first |
| method of experience | people hold firmly to some belief b/c it is consistent with their own experience and observations |
| method of intuition | people hold firmly to some belief b/c it "just stands to reason"--it seems obvious or self-evident |
| method of authority | people hold firmly to some belief b/c some respected official, agency, or source has said it is so. |
| method of science | people accept some belief b/c scientific study have tended to replicate that result using a series of samples, settings, and methods |
| meta-analysis | a method that combines the results of multiple scientific studies by essentially calculating a weighted average correlation across studies |
| job performance | the value of the set of employee behaviors that contribute, either positiviely or negatively, to organizational goal accomplishment |
| task performance | employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces |
| routine task performance | well-known responses to demands that occur in a normal, routine, or otherwise predictable wau |
| adaptive task performance | involves employee responses to task demands that are novel, unusual, or at the very least, unpredictable. they have to adapt to the task |
| creative task performance | degree to which individuals develop ideas or physical outcomes that are both novel & useful |
| Many organizations identify task performance behaviors by conducting a job analysis. Define a job analysis.. | defining what the job is. list activities in job, each activity on the list is rated by "subject matter experts" according to things like the importance and frequency of the activity. |
| Occupational Information Network (O-Net) | an online database that includes, among other things, the characteristics of most jobs in terms of tasks, behaviors, and required knowledge, skills, & abilities. O*NET represents only a first step in figuring out the important tasks for a given job |
| task performance behaviors | going the "extra mile" |
| citizenship behavior | 2nd category of job performance; voluntary employee activities that may or may not be rewarded but that contribute to the organization by improving the overall quality of the settling in which work takes place. interpersonal & organizational behaviors |
| Interpersonal citizenship behavior | going beyond normal job expectations to assist, support, and develop coworkers and colleagues (things you do to help another person (relationship w/ one person); examples- helping, courtesy, and sportsmanship |
| Organizational Citizen behavior | behaviors that benefit the larger organization by supporting & defending the company, working to improve its operations, & being especially loyal to it. (things to help the organization as a whole) |
| types of organizational behavior | voice (speaking up/offering constructive suggestions to company); civic virtue (requires participating in the company's operations @a deeper-than-normal level); boosterism (representing the organization in a positive way when out in public, away from work |
| citizenship behaviors are relevant in.. | virtually any job, regardless of the particular nature of its tasks, and there are clear benefits of these behaviors in terms of the effectiveness of work units & organizations. These become more vital during organizational crises; "right thing to do" |
| Counterproductive behaviors | employee behaviors that intentionally hinder organizational goal accomplishment |
| types of counterproductive behaviors: | (property deviance, production deviance) --organizational; (political deviance, personal deviance)--interpersonal |
| property deviance | behaviors that harm the organization's assets & possessions. examples: sabotage-purposeful destruction of physical equipt & products, theft-can be just as expensive as sabotage |
| production deviance | wasting resources-most common form of production deviance, when employees use too many materials or too much time to do too little work (working too slowly); substance abuse is the abuse of drugs or alcohol before coming to work or while on the job |
| political deviance | interpersonal; gossiping is having casual conversations about other people in which the facts are not confirmed as true; incivility represents communication that is rude, impolite, discourteous, and lacking in good manners |
| personal aggression | interpersonal counterproductive behavior; harrassment-occurs when employees are subjected to unwanted physical contact or verbal remarks from a colleague; abuse-occurs when an employee is assaulted or endangered in such way that physical/psycho injuries o |
| There is evidence that people who engage in one form of counterproductive behavior also... | engage in others |
| counterproductive behaviors are relevant to.. | any job. it doesn't matter what the job entails; there are going to be things to steal, resources to waste, and people to be uncivil toward. |
| what does it mean to be a good performer? | good at the particular job tasks that fall within job description; engages in citizenship behaviors directed @ both coworkers & larger organization (organ. & interpersonal); refrains from engaging in the counterproductive behaviors |
| knowledge work | jobs involving cognitive activity (more thinking) than physical labor; stats show these jobs are becoming more prevelant |
| service work | involves work that provides non-tangible goods to customers through direct electronic, verbal, or physical interaction; stats show that almost 20% of new jobs created between now and 2012 will be service jobs |
| Management by objectives (MBO) | a management philosophy that bases an employee's evaluations on whether the employee achieves specific performance goals; formal goal setting w/ manager to successfully get things done |
| behaviorally anchored rating scales (BARS) | assess performance by directly assessing job performance behaviors; ranking the job performance 1-7 |
| 360 degree feedback | approach involves collecting performance information (getting feedback of employees job performance) from managers, co-workers, clients, employees, peers |
| forced ranking | "rank & yank" "dead man's curve" ; forces managers to rank all of their people into one of three categories (ex: jack welch's curve..bottom 10% of workers get fired) |
| Social Networking Systems | FB & Twitter; have recently been applied in organizational contexts for the purposes of developing and evaluating employee job performance; these types of systems provide performance info that is much more timely |
| Organizational commitment | the desire on the part of an employee to remain a member of the organization |
| Employees are who not committed to their organizations engage in withdrawal behavior... | a set of actions that employees perform to avoid the work situation--behaviors that eventually culminate in quitting the organization. |
| Organizational Commitment influences whether an employee... | stays a member of the organization (retained-committed) or leaves to pursue another job (turns over)--not committed |
| Types of Commitment | Affective, continuance, normative |
| Affective commitment | a desire to remain a member of an organization due to an emotional attachment to, and involvement with, that organization. (WANT to stay) *strongest bong w/ job |
| Continuance Commitment | a desire to remain a member of an organization b/c of an awareness of the costs associated with leaving it. (NEED to stay) --motivated by cost; tends to create more of a passive loyalty |
| Normative Commitment | a desire to remain a member of an organization due to a feeling of obligation (OUGHT to stay) "right" or "moral" thing to do; responsibility to stay |
| Focus of Commitment | refers to various people, places, and things that can inspire a desire to remain a member of an organization. |
| Erosion Model | suggests that employees with fewer bonds will be most likely to quit the organization. |
| social influence model | suggests that employees who have direct linkages with "leavers" will themselves become more likely to leave. |
| embeddedness & continuance commitment | summarizes a person's links to the organization and the community, his sense of fit with that organization and community, and what he would have to sacrifice for a job change. |
| withdrawal behaviors | exit (active, destructive; leave the organization) , voice(active, constructive; providing constructive feedback to company); loyalty (passive, constructive); neglect (passive, destructive-see something happening but dont do anything about it) |
| Highly committed people | stars, citizens |
| stars | highly committed- possess high commitment and high performance and are held up as role models for other employees; (functional retention) likely to respond to negative events w/ voice |
| citizens | highly committed- dysfunctional retention- possess high commitment and low task performance but perform many of the voluntary "extra-role" activities that are needed to make the organization run smoothly- likely to respond to negative events w/ loyalty |
| lone wolves | lower committed person; dysfunctional turnover- possess low levels of organizational commitment but high levels of task performance and are motivated to achieve work goals for themselves, not necessarily for company; likely to respond w/ exit |
| apathetics | functional turnover- possess low levels of both organizational commitment and task performance and merely exert the minimum level of effort needed to keep their jobs; likely to respond w/ neglect |
| Psychological Withdrawal | consists of actions that provide a mental escape from the work environment |
| types of psychological withdrawal: | daydreaming, socializing, looking busy, moonlighting (using work time & resources to complete something other than job duties); cyberloafing-using internet for personal enjoyment rather than work duties |
| Physical Withdrawal | consists of actions that provide a physical escape, whether short term or long term, from the work environment |
| types of physical withdrawal | tardiness, long breaks, missing meetings, absenteeism, quitting |
| independent forms model of withdrawal argues that.. | various withdrawal behaviors are uncorrelated with one another, occur for different reasons, and fulfill different needs on the part of employees; employee does whatever seems practical at the time-no rhyme or reason |
| compensatory forms model of withdrawal argues that... | the various withdrawal behaviors negatively correlate with one another--that doing one means you're less likely to do another |
| Progression model of withdrawal argues that... | the various withdrawal behaviors are positively correlated. This tendency to daydream or socialize leads to the tendency to come in late or take long breaks, which leads to the tendency to be absent or quit |
| Psychological Contracts | reflect employees' beliefs about what they owe the organization and what the organization owes them- shaped by recruitment/ socialization activities |
| transactional contracts | based on a narrow set of specific monetary obligation; believe attendance at work=pay |
| relational contracts | based on a broader set of open-ended and subjective obligations; feel their loyalty=job security |
| seeing one's co-workers downsized can constitute.. | a "breach" of an employee's psychological contract; research suggests that psychological contract breach leads to psychological and physical withdrawal |
| perceived organizational support reflects... | the degree to which employees believe that the organization values their contributions and cares about their well-being |
| affective commitment perspective, employer strategies could center on.. | increasing the bonds that link employees together. |
| From a continuance commitment perspective, the priority should be to.. | create a salary and benefits package that creates a financial need to stay. |
| From a normative commitment perspective, the employer can.. | provide various training and development opportunities for employees |
| job satisfaction | a pleasureable emotional state resulting from the appraisal of one's job or job experiences; it represents how you feel about your job and what you think about your job |
| At a general level, employees are satisfied when their job provides... | the things that they value. values are those things that people consciously or subconsciously want to seek or attain. |
| Value-percept theory | argues that job satisfaction depends on whether you perceive that your job supplies the things you value. People evaluate job satisfaction according to specific "facets" of the job. |
| Dissatisfaction= | (V want - V have) (V importance); V want=how much of a value an employee wants; V have=how much of that value the job supplies; V importance=reflects how important the value is to the employee |
| Pay Satisfaction | refers to employees' feelings about their pay, including whether it is as much as they deserve, secure, and adequate for both normal expenses and luxury items. |
| Promotion satisfaction | refers to employees' feelings about the company's promotion policies and their execution, including whether promotion are frequent, fair, and based on ability. |
| Supervision Satisfaction | reflects employee' feelings about their boss, including whether the boss is competent, polite, and a good communicator. |
| Coworker Satisfaction | refers to employees' feelings about their fellow employees, including whether coworkers are smart, responsible, helpful, fun and interesting as opposed to lazy, gossipy, unpleasant, and boring |
| satisfaction with work itself | reflects employees' feelings about their actual work tasks, including whether those tasks are challenging, interesting, respected, and make use of key skills rather than being dull, repetitive, and uncomfortable |
| Value-percept theory suggests that employees will be satisfied when... | when they perceive that their job offers the pay, promotions, supervision, coworkers, and work tasks that they VALUE. |
| Meaningfulness of work | first stage of psycho states: reflects the degree to which work tasks are viewed as something that "counts" in the employee's system of philosophies and beliefs.It motivates them |
| Responsibility of work | 2nd stage of psychological: captures the degree to which employees feel that they are key drivers of the quality of the unit's work. sometimes employeesfeel that their efforts don't matter, b/c work outcomes are dictated by effective procedures, efficient |
| knowledge of results | third psychological state, reflects the extent to which employees know how well (or how poorly) they're doing. |
| variety | the degree to which the job requires a number of different activities that involve a number of different skills and talents. |
| identity | the degree to which the job requires completing a whole, identifiable, piece of work from beginning to end with a visible outcome.When job identity is high, an employee can say "I did that" giving them a sense of beginning & closure about the job |
| Significance | the degree to which the job has a substantial impact on the lives of other people, particularly people in the world @ large. the belief that this job really matters. (working to put food on the table, send kids to college, etc) |
| Autonomy | degree to which the job provides freedom, independence, and discretion to the individual performing the work. difference between "having a long leash" and being "micromanaged" |
| feedback | degree to which carrying out the activities required by the job provides the worker with clear information about how well he or she is performing.*This characteristic relects feedback directlyfrom the job itself rather than a supervision/coworker like 360 |
| Job Characteristic Moderators | knowledge & skill, growth need strength- captures whether employees have strong needs for personal accomplishment or developing themselves beyond where they currently are. Both of these increase strength of the relationships within the model |
| job enrichment | the process of using the five items in the job characterisitcs model to create more satisfaction. (Variety, Identity, Significance, Autonomy, Feedback) |
| Duties and responsibilities associated with a job are expanded to provide more... | variety, identity, significance, autonomy, and feedback. (the job characteristics model) |
| Moods | states of feeling that are often mild in intensity, last for an extended period of time, and are not explicitly directed at or caused by anything. |
| according to the affective events theory, work place events can generate.. | affective reactions--reactions that then can go on to influence work attitudes and behaviors.These events can trigger emotions(positive or negative) |
| emotions | states of feeling that are often intense, last only for a few minutes, and are clearly directed at (and caused by) someone or some circumstance. |
| positive emotions | include joy, pride, relief, hope, love, and compassion. |
| negative emotions | anger, anxiety, fear, guilt, shame, sadness, envy, and disgust |
| emotional labor | the need to manage emotions to complete job duties successfully. "putting on a happy face" |
| emotional contagion | shows that one person can "catch" or "be inflected by" the emotions of another person. |
| Job satisfaction does... | influence job performance. It is moderately correlated with task performance. Satisfied employees do a better job of fulfilling the duties described in their job descriptions |
| job satisfaction is correlated moderately with.. | citizen behavior (voluntary employee activities that may or may not be rewarded but that contribute to the organization); Satisfied employees engage in more frequent "extra mile" behaviors to help their coworkers and their organization |
| Job satisfaction influences... | organizational commitment; it is strongly correlated with affective committment, so satisfied employees are more like to WANT to stay w/ the company |
| job satisifcation is strongly related to... | life satisfaction--the degree to which employees feel a sense of happiness with their lives. increases in job satisfaction have a stronger impact on life satisfaction than do increases in salary or income. |
Created by:
stephparnell