Save
Busy. Please wait.
or

show password
Forgot Password?

Don't have an account?  Sign up 
or

Username is available taken
show password

why


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
We do not share your email address with others. It is only used to allow you to reset your password. For details read our Privacy Policy and Terms of Service.


Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
focusNode
Didn't know it?
click below
 
Knew it?
click below
Don't know (0)
Remaining cards (0)
Know (0)
0:00
share
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

OB test 1.

Organizational Behavior Medterm

QuestionAnswer
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
Created by: 1114110353
 

 



Voices

Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!

"Know" box contains:
Time elapsed:
Retries:
restart all cards