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ORGB300 midterm
Drexel class notes
| Question | Answer |
|---|---|
| Organizational Behavior | Understanding individuals in groups and organizations |
| Model | simplified views of reality that attempt to explain real-world phenomenon |
| Independent variables | presumed causes that influence dependent variables |
| Dependent variables | Outcomes of practical value and interest that are influence by independent variables |
| Contingency thinking | ways to meet the needs of different management situations |
| Evidence-based management | uses hard facts and empirical evidence to make decisions |
| Organizations | collections of people working together to achieve a common purpose |
| Organizational culture | share set of beliefs and values within an organization |
| Organizational Climate | shared perceptions of members regarding what the organization is like in terms of management policies and practices. |
| Open systems | transform human and material resource inputs into finished goods and services |
| Value Chain | sequence of activities that creates valued goods and services for customers |
| Stakeholders | people and groups wwith and interest or stake in the performance of the organization |
| Workforce diversity | how people differ on attributes, such as age, race, ethnicity, gender, physical ability, and sexual orientation |
| Multiculturalism | pluralism and respect for diversity in the workplace |
| Inclusion | degree to which an organization’s culture respects and values diversity |
| Manager | person who support the work of other people |
| Effective Manager | person who helps others achieve high levels of performance and satisfaction |
| Task performance | quantity and quality of work produced |
| Job Satisfaction | positive feeling about one’s work and work setting |
| Planning | sets objectives and identifies the actions needed to achieve them |
| Organizing | divides up tasks and arranges resources to accomplish them |
| Leading | creates enthusiastic to work hard to accomplish task successfully |
| Controlling | monitors performance and takes any needed corrective action |
| Skill | ability to turn knowledge into effective action |
| Technical skill | is an ability to perform specialized tasks |
| Human skill | Ability to work well with others |
| Emotional intelligence | ability to manage oneself and one’s relationships effectively |
| Social Capital | capacity to get things done due to relationships with other people |
| Conceptual skill | ability to analyze and solve complex problems |
| Immoral manger | manager who chooses to behave unethically |
| Amoral manger | manager who fails to consider the ethics of a decision or behavior |
| moral manger | manager who make the ethics behavior a personal goal |
| ethics mindfulness | enriched awareness that causes one to consistently behave with ethical consciousness |
| Learning | enduring change in behavior that results from experience |
| Lifelong Learning | continuous learning from everyday experiences |
| Proactive personality | disposition that identifies whether or not individuals act to influence their environments |
| Authoritarianism | tendency to adhere rigidly to conventional values and to obey recognized authority |
| Dogmatism | leads a person to see the world as a threatening place and to regard authority as absolute |
| Machiavellianism | someone to view and manipulate others purely for personal gain |
| Self-monitoring | person’s ability to adjust his or her behavior to external situational (environmental) factors |
| Emotional adjustment traits | traits related to how much an individual experiences emotional distress or displays unacceptable acts |
| Type A Orientation | individual characterized by impatience, desire for achievement, and a more competitive nature than Type B. |
| Type B Orientation | individual characterized by an easygoing and less competitive nature than Type A. |
| Stress | tension from extraordinary demands, constraints, or opportunities |
| Eustress | stress that has a positive impact on both attitudes and performance |
| Distress | stress that has a negative impact on both attitudes and performance |
| Job Burnout | loss of interest in or satisfaction with a job to stressful working conditions |
| Coping | response or reaction to distress that has occurred or is threatened |
| Problem-focused coping | mechanisms manage the problems that is causing the distress |
| Emotion-focused coping | mechanisms that regulate emotions or distress |
| Personal wellness | involves pursuit of one’s job and career goals with the support of a personal health promotion program |
| Values | broad preferences concerning appropriate courses of action or outcomes |
| Terminal Values | reflect a person’s preferences concerning the “ends” to be achieved |
| Instrumental Values | reflect a person’s beliefs about the means to achieve desired ends. |
| Value Congruence | Occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own |
| Culture | learned and shared way of thinking and acting among a group of people or society |
| Power distance(Culture) | culture’s acceptance of the status and power differences among its members |
| Uncertainty avoidance(Culture) | cultural tendency to be uncomfortable with uncertainty and risk in everyday life |
| Individual-collectivism(Culture) | tendency of members of a culture to emphasize individual self-interests or group relationships |
| Masculinity-femininity(Culture) | degree to which a society values assertiveness or relationships |
| Long-term/short-term(Culture) | culture emphasizes long-term/short-term thinking |
| Workforce diversity | mix of people within a workforce who are considered to be, in some way, different from those in the prevailing constituency |
| Title VII of the Civil Rights Act of 1964 | protects individuals against employment discrimination on the basis of race and color, as well as national origin, sex, and religion |
| Leaking pipeline | phrase coined to describe how women have not reached the highest levels of organizations |
| Stereotyping | occurs when people make a generealization, usually exaggereated or oversimplified (and potentially offensive), that is used to describe or distinguish a group. |
| Americans with Disabilities Act | federal civil rights statute that protects the rights of people with disabilities |
| Universal design | practice of designing products, buildings, public spaces, and programs to be usable by the greatest number of people. |
| Stigma | phenomenom whereby an individual is rejected as a result of an attribute that is deeply discredited by his or her society |
| Inclusion | work environment in which all individuals are treated fairly and respectfully, have equal access to opportunities and resources, and can contribute fully to the organization’s success. |
| Social identity theory | theory developed to understand the psychological basis of discrimination |
| In-group | When individuals feel part of a group and experiences favorable status and a sense of belonging |
| Out-group | when one does not feel part of a group and experiences discomfort and low belongingness |
| Affect | range of feelings in the forms of emotions and moods that people experience |
| Emotions | strong positive/negative feelings directed toward someone or something |
| Emotional Intelligence | ability to understand emotions and manage relationships effectively |
| Self-awareness | ability to understand our emotions and their impact on us and others |
| Social awareness | ability to empathize and understand the emotions of others |
| Self-management | the ability to think before acting and to control disruptive impules |
| Relationship management | ability to establish rapport with others to build good relationships |
| Self-conscious emotions | emotions that come from internal sources |
| Social emotions | emotions that come from external sources |
| Moods | generalized positive and negative feelings or states of mind |
| Emotion and mood contagion | spillover of one’s emotions and mood onto others. |
| Emotional Labor | is a situation where a person displays organizationally desired emotions in a job |
| Emotional dissonance | inconsistency between emotions we feel and those we try to project |
| Display rules | govern the degree to which it is appropriate to display emotions |
| Attitude | predisposition to respond positively or negatively to someone or something |
| Cognitive dissonance | experienced inconsistency between one’s attitudes and/or between attitudes and behavior |
| Job Satisfaction | the degree to which an individual feels positive/negative about a job |
| Job Involvement | extent to which an individual is declared to a job |
| Organizational commitment | Loyalty of an individual to the organization |
| Employee engagement | Strong sense of connection with the organization and passion for one’s job |
| Organizational citizenship behaviors | are the extras people do to go the extra mile in their work |
| Counterproductive work behavior | behaviors that intentionally disrupt relationships or performance at work |
| Motivation | forces within an individual that account for the level, direction, and persistence of effort expended at work |
| Content theories | profile different needs that may motivate individual behavior |
| Process theories | examine the thought processes that motivate individual behavior |
| Maslow’s hierarchy of needs theory | offers a pyramid of physiological, safety, social, esteem, and self-actualization needs; In order, physio, safety, social, esteem, & self-actualization |
| High-order needs | in Maslow’s hierarchy, esteem and self-actualization |
| Low-order needs | in Maslow’s hierarchy, physiological, safety, and social |
| Alderfer’s ERG theory | identifies Existence (physiological &material well-being), Relatedness(satisfying interpersonal relationships), and Growth needs (continued personal growth and development) |
| Existence needs | physiological and material well-being |
| Relatedness needs | satisfying interpersonal relationships |
| Growth needs | desires for continued personal growth and development |
| Need for achievement (nAch) | desire to do better, solve problems, or master complex tasks |
| Need for affiliation (nAff) | desire for warm friendly and warm relations with others |
| Need for power (nPower) | desire to control others and influence their behavior |
| Herzber’s two-factor theory | identifies job context as the source of job content as the source of job satisfaction |
| Hygiene factors | in the job content are sources of job satisfaction |
| Job enrichment | tries to build more motivator factors into job content |
| Adam’s equity theory | posits that people will act to eliminate any felt inequity in the rewards received for their works in comparison of others |
| Perceived Inequity | feeling under-rewarded or over-rewarded in comparison with others (My outcome over efforts versus outcome over efforts) |
| Organizational Justice | Concerns how fair and equitable people view workplace practices |
| Procedural Justice | Degree to which rules are always properly followed to implement policies |
| Distributed Justice | Degree to which all people are treated the same under a policy |
| Interactional Justice | Degree to which people are treated with dignity and respect in decisions affect them |
| Commutative Justice | Degree to which exchanges and transactions are considered fair. |
| Vroom’s expectancy theory | argues that work motivation is determined by individual beliefs regarding effort/ performance relationships and work outcomes. |
| Expectancy | probability that work effort will be followed by performance accomplishment |
| Instrumentality | Probability that performance will lead to various work outcomes. |
| Valence | the value to the individual of various work outcomes. |
| Goal Setting | process of setting performance targets |
| Management by objectives | process of joint goal setting between a supervisor and a subordinate |
| Motivation | accounts for the level and persistence of a person’s effort expended at work |
| Intrinsic rewards | valued outcomes received directly through task performance |
| Extrinsic rewards | valued outcomes given by some other person |
| Performance-contingent pay | produce more, earn more. |
| Merit pay | individual’s salary or wage increase directly to measure of performance accomplishment. |
| Bonuses | extra pay for special accomplishments |
| Gain Sharing | rewards employees in some proportion to productivity gains |
| Profit sharing | rewards employees in some proportion to changes in organization profits |
| Stock options | right to purchase shares at a fixed price in the future |
| Employee stock ownership plans | give stock to employees or allow them to purchase stock at special prices |
| Skill-based pay | people for acquiring and developing job-relevant skills |
| Output measures | performance assess achievements in terms of actual work results |
| Activities measures | performance assess inputs in terms of work efforts |
| Ranking | performance appraisal orders each person from best to worst |
| Paired comparison | performance appraisal compares each person with each other |
| Forced distribution | performance appraisal a set percentage of persons into predetermined rated categories |
| Graphic rating scales | performance appraisal assigns scores to specific performance dimensions |
| Behaviorally anchored rating scale | links performance rating to specific and observable job-relevant behaviors |
| Critical incident diaries | records actual examples of positive and negative work behaviors and results |
| 360ℴ evaluation | gathers evaluations from a jobholder’s bosses, peers, and subordinates, as well as internal and external customers and self-ratings. |
| Reliability | means a performance measure gives consistent results |
| Validity | performance measure addresses job-relevant dimensions |
| Job design | process of specifying job tasks and work arrangements. |
| Taylor’s Scientific management | used systematically study of job components to develop practices to increase people’s efficiency at work |
| Job simplification | standardized work to create clearly defined and highly specialized tasks |
| Job enlargement | task variety by combining into one job two or more tasks that were previously assigned to separate workers |
| Job Rotation | increases task variety by periodically shifting workers among jobs involving different tasks |
| Job Enrichment | builds high-content jobs that involve planning and evaluating duties normally done by supervisors |
| Psychological empowerment | a sense of personal fulfillment and purpose that arouse one’s feelings of competency and commitment to work |
| Compressed workweek | allows a full-time job to be completed in fewer than the standard five days |
| Flexible working hours | individuals some amount of choice in schedule their daily work hours |
| Job sharing | full-time job is split between two or more persons who divide the work according to agreed-upon hours |
| Work Sharing | when employee agree to work fewer to avoid layoffs |
| Telecommuting | work done at home or from a remote location using computers and advanced telecommunications |
Created by:
bja34
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