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MGMT Test 2
| Question | Answer |
|---|---|
| the process by which the individual selects, organizes, interprets and responds to information | perception |
| Key words that define perception | select and organize |
| Objects in the person's environment, observation, perceptual selection, perceptual organization, interpretation, response | perceptual process |
| the belief that space needs to be in harmony with the environment | feng shui |
| wind and water | feng shui |
| the process by which people filter out most information so that they can deal with the most important matters | selective screening |
| Size, intensity, contrast, motion, repetition, novelty and familiarity | external factors |
| personality, learning, motivation | internal factors |
| an expectation of a particular interpretation based on the person's past experience with the same or a similar object | perceptual set |
| states that people process pleasant events more efficiently and accurately than they do unpleasant events. | pollyanna principle |
| the process by which the individual attributes characteristics or traits to other people | person perception |
| facial expressions, general appearance, skin color, posture, age, gender, voice quality, personality traits, behaviors, etc. | cues |
| a person's beliefs about the relationships between another's physical characteristics and personality | implicit personality theory |
| employees who live and work outside of their home country | expatriates |
| lowered security and safety, lower quality of life, job doesn't meet expectations, inability to adapt to new situation, family concerns, spouse/partner dissatisfaction | reasons for expatriate failure |
| Interviewers tend to be positively predisposed toward job candidates who are similar to them | similarity error |
| Interviewers have a tendency to compare job candidates to other candidates | contrast error |
| interviewers tend to overreact to negative information | overweighting of negative information |
| the tendency for people to protect themselves against ideas, objects or situations that are threatening | perceptual defense |
| the belief that all members of a specific group share similar traits and behaviors | stereotyping |
| occurs when one positive or negative characteristic dominates the way that person is viewed by others | halo effect |
| the tendency for someone's expectations about another to cause that individual to behave in a manner consistent with those expectations | self-fulfilling prophecy |
| holding high expectations of another tends to improve the individual's performance | pygmalion effect |
| to the loss in performance that results from low expectations by the manager | golem effect |
| the tendency for individuals to see their own traits in other people | projection |
| an attempt by an individual to manipulate or control the impressions that others form about them | impression management |
| self-promotion, ingratiation, intimidation, supplication, exemplification | impression management tactics |
| the ways in which people come to understand the causes of their own and others' behaviors | attribution process |
| the tendency to underestimate the influence of situational factors and to overestimate the influence of personal factors in evaluating someone else's behavior | fundamental attribution error |
| ability, effort, task difficulty, luck | success or failure causal factors |
| individuals attributing their success to internal factors and attributing their failure to external factors | self-serving bias |
| a relatively permanent change in knowledge or observable behavior that results from practice or experience | learning |
| the process by which individuals learn to link the information from a neutral stimulus to a stimulus that causes a response | classical conditioning |
| a process by which individuals learn voluntary behavior. | operant conditioning |
| In operant conditioning, a response is learned because it leads to a particular ___________ | consequence |
| the relationship between a behavior and the preceding and following envionmental events that influence that behavior | contingency of reinforcement |
| instructions, rules, goals, and advice from others that help individuals to know which behaviors are acceptable | antecedent |
| the result of behavior | consequence |
| a behavioral contingency that increases the frequency of a particular behavior that it follows | reinforcement |
| entails presenting a pleasant consequence after the occurrence of a desired behavior | positive reinforcement |
| an event that an individual finds desirable or pleasing | reward |
| an event for which the individual already knows the value | primary reinforcer |
| an event that once had neutral value but has taken on some value for an individual because of past experience. | second reinforcer |
| the reinforcer must be administered only if the desired behavior is performed | principle of contingent reinforcement |
| the reinforcer will be most effective if administered immediately after the desired behavior has occurred | principle of immediate reinforcement |
| the larger amount of reinforcer delivered after the desired behavior, the more effect the reinforcer will have on the frequency of the desired behavior | principle of reinforcement size |
| the more an individual is deprived of the reinforcer; the greater effect it will have on the future occurrence of the desired behavior | principle of reinforcement deprivation |
| a suggestion that results in safety, cost, or quality improvements | kaizen |
| an unpleasant event that precedes the employee behavior is removed when the desired behavior occurs. | negative reinforcement |
| an unpleasant event that occurs until an employee performs a behavior or terminates it | escape learning |
| the removal of all reinforcing events | extinction |
| an unpleasant event occurring following a behavior and decreasing that behavior's frequency | punishment |
| the behavior is reinforced each time it occurs and is the simplest of reinforcement | continuous reinforcement |
| a reinforcer being delivered after some, but not every, occurrence of the desired behavior | intermittent reinforcement |
| a constant amount of time must pass before a reinforcer is provided | fixed interval schedule |
| changes in the amount of time between reinforcers | variable interval schedule |
| the desired behavior must occur a specified number of times before it is reinforced | fixed ratio schedule |
| a certain number of desired behaviors must occur before the reinforcer is delivered, but the number of behaviors varies around some average | variable ratio schedule |
| knowledge acquisition through the mental processing of information by observing and imitating others. | social learning theory |
| symbolizing, forethought, vicarious learning, self control, self efficacy | social learning theory dimensions |
| the process of creating a mental image to guide an individual's behavior | symbolizing |
| the individual planning his or her actions based on the level of performance he or she desires | forethought |
| the individual observing the behavior of others and the consequences of that behavior | vicarious learning |
| the individual selecting his or her own goals and ways of reaching them to learn new behaviors | self control |
| giving employees the authority, skills, and self control to perform their tasks | empowerment |
| the individual's estimate of his or her own ability to perform a specific task in a particular situation | self efficacy |
| the forces acting on or within a person that cause the person to behave in a specific, goal directed manner. | motivation |
| =f(ability * motivation) | performance |
| the person's natural talent, as well as learned competencies, for performing goal-related tasks | ability |
| deficiencies that a person experiences at a particular time | needs |
| self-actualization, esteem, affiliation, security, physiological | needs hierarchy model |
| desire for food, water, air and shelter | physiological needs |
| desire for safety, stability, and the absence of pain | security needs |
| desire for friendship, love, and a feeling of belonging | affiliation needs |
| desires for feelings of achievement, self worth, and recognition or respect | esteem needs |
| individuals realizing their full potential and becoming all that they can become | self actualization needs |
| physiological, security, and affiliation | deficiency needs |
| esteem and self actualization | growth needs |
| the desire to be liked and to stay on good terms with others | need for affiliation |
| individuals are motivated according to the strength of their desire either to perform in terms of a standard of excellence or to succeed in competitive situations | achievement motivation model |
| unstructured pictures that may arouse many kinds of reactions in the person being tested | thematic apperception test |
| proposes that two sets of factors are the primary causes of job satisfaction and job dissatisfaction | motivator-hygiene model |
| work, recognition, advancement, responsibility | motivator factors |
| factors related to the job and are largely internal to the individual | intrinsic factors |
| company policy and administration, technical supervision, salary, fringe benefits, working conditions, job security, and interpersonal relations | hygiene factors |
| involves increasing the amounts of skill variety, task identity, task significance, autonomy, and feedback in a job | job characteristics model |
| skill variety, task identity, task significance, autonomy, job feedback | five job characteristics |
| the extent to which an individual desire the opportunity for self direction, learning, and personal accomplishment at work | growth need strength |
| cultural values, organizational policies, administration, technical supervision, salary and benefit programs, etc | contextual factors |
| the delegation to employees of responsibilities and tasks that were formerly reserved for management or staff specialists. | vertical loading |
| states that individuals are motivated to work when they believe that they can achieve things they want from their jobs. | expectancy model |
| results of behaviors associated with doing the job itself | first level outcomes |
| the rewards that first level outcomes are likely to produce. | second level outcomes |
| the belief that a particular level of effort will be followed by a particular level of performance | expectancy |
| the relationship between first level outcomes and second level outcomes | instrumentality |
| self confidence, self esteem, personal happiness, overall GPA, approval of other individuals, respect | six desirable second-level outcomes |
| which countries control their work environment and their own behavior | US, Canada, UK |
| Countries who dont have control over their work environments | Brazil, Saudi Arabia, Iran, Japan, China |
| focuses on an individual's feelings of how fairly she is treated in comparison with others | equity model |
| what an individual contributes to an exchange | inputs |
| what an individual receives from the exchange | outcomes |
| causes tension within and among individual | inequity |
| the perceived fairness of the rules, guidelines, and processes for making decisions | procedural justice |
| exceeds formal job duties and is often necessary for the organization's survival, including its image and acceptance | organizational citizenship behavior |
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