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OB test 1.
Organizational Behavior Medterm
| Question | Answer |
|---|---|
| Ability to recognixe the value of anew information, assimilate it, and use it for value-added activities | absorptive capacity |
| broad concept presented by several perspectives: the organization's fit with the external environment, internal-subsystems configuration for high performance, emphasis on organizational learning, and ability to satisfy the needs of key stakeholders | organizational effectiveness |
| perspective which holds that organizations depend on the external environment for resources, affect that environment through their output, and consist of internal subsystems that transform inputs to outputs | open systems |
| amount of outputs relative to inputs in the organization's transformation process | organization efficiency |
| cluster of practices to improve organizational efficiency by continuously reducing waste, unevenness, and overburden in the production process | lean management |
| perspective which holds that organizational effectiveness depends on the organization's capacity to acquire, share, use and store valuable knowledge | organizational learning |
| company's stock of knowledge, including human capital, structural capital, and relationship capital | intellectual capital |
| stock of knowledge, skills, and abilities among employees that provides economic value to organization | human capital |
| knowledge captured in systems and structures; designed and managed by people | structural capital |
| value derived from satisfied customers, reliable suppliers, etc. | relationship capital |
| storage and preservation of intellectual capital | organizational memory |
| perspective which holds that effective organizations incorporate several workplace practices that leverage the potential of human capital | high-performance workplace practices |
| individuals, organizations, or other entities that affect or are affected by, the organizations objectives and actions | stakeholder |
| relatively stable, evaluative beliefs that guide a person's preferences for outcomes or courses of action in a variety of situations | values |
| organizational activities intended to benefit society and the environment beyond the firm's immediate financial interests or legal obligations | corporate social responsibility |
| various forms of cooperation and helpfulness to others that support the organization's social and psychological context | organizational citizenship behaviors |
| voluntary behaviors that have the potential to directly or indirectly harm the organization | counterproductive work behaviors |
| economic, social, and cultural connectivity with people in other parts of the world | globalization |
| degree to which a person minimizes conflict between work and nonwork demands | work-life balance |
| practice of making decisions and taking actions based on research evidence | evidence-based management |
| motivation, ability, role perceptions and situational factors; model of individual behavior | MARS model |
| skills, knowledge, aptitudes and other personal characteristics that lead to superior performance | competencies |
| five abstract dimensions representing most personality traits: conscientiousness, emotional stability, openness to experience, agreeableness, and extroversion | five-factor model |
| instrument designed to measure the elements of Jungian personality theory, particularly preferences regarding perceiving and judging | Myers-Briggs Type Indicator (MBTI) |
| person's belief that he or she has the ability, motivation, correct role perceptions, and favorable situation to complete a task successfully | self-efficacy |
| person's general belief about the amount of control he or she has over personal life events | locus of control |
| explains self-concept in terms of the person's unique characteristics (personal identity) and membership in various social groups (social identity) | social identity theory |
| cross cultural value describing degree to which people in a culture emphasize duty to groups to which people belong and to group harmony | collectivism |
| cross cultural value describing degree to which people in a culture accept unequal distribution of power in society | power distance |
| cross cultural value describing degree to which people tolerate ambiguity or feel threatened by ambiguity and certainty | uncertainty avoidance |
| cross cultural value describing degree to which people in a culture emphasize competitive versus cooperative relations with other people | achievement-nurturing orientation |
| degree to which an issue demands application of ethical people | moral intensity |
| personal characteristics that enable people to recognize presence of an ethical issue and determine its relative importance | ethical sensitivity |
| capacity for complex perceiving and thinking characterized by superior awareness of and openness to different ways that others perceive their environment | global mindset |
| visual or relational images in our mind that represent the external world | mental models |
| perpetual process of deciding whether an observed behavior or event is caused largely by internal and external factors | attribution process |
| tendency to see person rather than situation as main cause of that person's behavior | fundamental attribution factor |
| tendency to attribute our favorable outcomes to internal factors and our failures to external factors | self-serving bias |
| perpetual process in which our expectations about another person cause that person to act in a way that is consistent with those expectations | self-fulfilling prophecy |
| perspective of organizational behavior that focuses on building positive qualities and traits within individuals or institutions as opposed to focusing on what is wrong with them | positive organizational behavior |
| perceptual behavior whereby out general impression of a person, usually based on one prominent characteristic, colors our perception of other characteristics of that person | halo effect |
| perception error in which we quickly form an opinion of people based on the first information we receive about them | primacy effect |
| perceptual error in which we overestimate extent to which others have beliefs and characteristics similar to our own | false-consensus effect |
| more we interact with someone, the less prejudiced or perceptually biased we will be against them | contact hypothesis |
| embedded in out actions and ways of thinking and is transmitted only through observation and experience | tacit knowledge |
| much learning occurs by observing others and modeling behaviors that lead to punishing consequences | social learning theory |
| reinforcement that occurs when an employee has control over a reinforcer but does not "take" it until completing a self-set goal | self-reinforcement |
| conditions that occur when we perceive an inconsistency between our beliefs, feelings, and behavior | cognitive dissonance |
| effort, planning and control needed to express organizationally desired emotions during interpersonal transactions | emotional labor |
| conflict between required and true emotions | emotional dissonance |
| set of abilities to perceive/express emotion, assimilate emotion with thought, understand/reason with emotion, and regulate emotion in oneself and others | emotional intelligence |
| four ways that employees respond to job dissatisfaction | exit-voice-loyalty-neglect (EVLN) |
| employee's emotional attachment to, identification with, and involvement in a particular organization | organizational (affective) commitment |
| employee's calculative attachment to the organization whereby employee is motivated to stay only because leaving would be costly | continuance commitment |
| model of the stress experience, consisting of three stages: alarm reaction, resistance, and exhaustion | general adaptation syndrome |
| repeated hostile or unwanted conduct, verbal comments, actions, or gestures that affect an employee's dignity or physical integrity | psychological harassment |
| capability of individuals to cope successfully in the face of a significant change, adversary or risk | resilience |
| employee's emotional and cognitive motivation, self-efficacy to perform the job, perceived clarity of organization's vision, and his/her specific role in that vision, and belief that he/she has resources to get job done | employee engagement |
| hardwired characteristic of the brain that correct deficiencies or maintain an internal equilibrium by producing emotions to energize individuals | drives |
| goal-directed forces that people experience | needs |
| need in which people want to accomplish reasonably challenging goals and desire unambiguous feedback and recognition for their success | need for achievement (nAch) |
| need in which people seek approval from others, conform to their wishes/expectations, and avoid conflict/confrontation | need for affiliation (nAff) |
| need in which people want to control their environment, including people and material resources, to benefit themselves (personalized) or others (socialized) | need for power (nPow) |
| needs hierarchy theory consisting of three fundamental needs (existence, relatedness, growth) | ERG theory |
| motivation theory based on innate drives to acquire, bond, learn, and defend and that incorporates both emotions and rationality | four-drive theory |
| motivation theory based on idea that work effort is directed toward behaviors that people believe will lead to desired outcomes | expectancy theory |
| goal-setting and reward system that translates the organization's vision and mission into specific, measurable performance goals related to financial, customer, internal, and learning/growth processes | balanced scorecard |
| positive organization behavior approach to coaching and feedback that focuses on building and leveraging employee's strengths rather than trying to correct their weaknesses | strength-based coaching |
| perceived fairness in individuals ratio of outcomes to contributions compared with a comparison other's ratio of outcomes to contributions | distributive justice |
| perceived fairness of procedures used to decide distribution of resources | procedural justice |
| explains how people develop perceptions of fairness in distribution and exchange of resources | equity theory |
| individual's outcome/input preferences and reaction to various outcome/input ratios | equity sensitivity |
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