MGMT test ch.5,6,7,8
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| show | Stress
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| the negative consequences that occur when demands tax or exceed one's capacity or resources are called? | show 🗑
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| the process that is triggered when people first encounter stressors | show 🗑
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| the evaluation of whether a demand is stressful and, if it is, the implications of the stressor in terms of personal goals and well-being | show 🗑
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| show | benign job demands
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| show | hindrance stressors
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| show | challenge stressors
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| show | role conflict (ex.cannot meet all demands, talk fast yet answer all questions and make sell)
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| show | role ambiguity
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| (type of work hindrance stressor) occurs when the number of demanding roles a person holds is so high that the person simply cannot perform some or all of the roles effectively | show 🗑
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| (type of work hindrance stressor) reflects the minor day-to-day demands that get in the way of accomplishing the things that we really want to accomplish | show 🗑
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| show | time pressure
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| refers to the degree to which the requirements of the work , in (type of work challenge stressor) terms of knowledge, skills, and abilities, exceed the capabilities of the person performing the work | show 🗑
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| show | work responsibility
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| (type of non-work hindrance stressor) refers to a special form of role conflict in which the demands of a work role hinder the fulfillment of the demands in a family role (or vice versa) | show 🗑
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| show | negative life events
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| show | 1. hindrance stressors 2. challenge stressors
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| what are the types of work hindrance stressors? | show 🗑
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| what are the types of work challenge stressors? | show 🗑
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| what are the types of non-work hindrance stressors? | show 🗑
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| show | 1. family time demands 2. personal development 3. positive life events
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| show | family time demands
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| (type of non-work challenge stressor) education programs, music lessons, sports training, volunteer work | show 🗑
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| show | positive life events
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| refers to the behaviors and thoughts that people use to manage both the stressful demands that they face and the emotions associated with those stressful demands | show 🗑
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| involves the set of physical activities that are used to deal with a stressful situation | show 🗑
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| thoughts that are involved in trying to deal with stress | show 🗑
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| refers to behaviors and cognitions intended to manage the stressful situation itself | show 🗑
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| refers to the various ways in which people manage their own emotional reactions to stressful demands | show 🗑
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| what are the different types of coping? | show 🗑
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| show | 1. set of beliefs about different coping strategies address different demands 2. degree people believe a particular strategy gives them a degree of control over the stressor
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| show | general adaptation syndrome (GAS)
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| what are the stages of general adaptation syndrome (GAS)? 3. (prolonged of repeated exposure to the stressor could cause body to break down, and exhaustion and even death may occur) | show 🗑
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| show | 1. physiological strains 2. psychological strains 3. behavioral strains
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| show | physiological strains (most connected to GAS)
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| (negative consequence of stress) depression, anxiety, anger, hostility, irritability, inability to think clearly, forgetfulness | show 🗑
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| show | behavioral strains (least GAS)
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| have a strong sense of time urgency, tend to be impatient, competitive, controlling, aggressive, even hostile, may have a direct influence on the level of stressors that a person confronts, directly linked to coronary heart disease | show 🗑
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| show | social support
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| show | instrumental support (helps actual work)
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| help people receive in addressing emotional distress that accompanies stressful demands | show 🗑
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| show | strains have a moderately negative effect on job performance, strains reduce overall level of energy and attention, strains have a Strong negative effect on organizational commitment (strains are usually dissatisfying which makes people less committed)
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| managers ask questions about jobs to estimate whether high stress levels may be a problem | show 🗑
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| show | job sharing
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| show | training interventions
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| help employees manage and balance the demands that exist in the different roles they have | show 🗑
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| show | flexible working hours
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| what is telecommuting? | show 🗑
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| show | work more some days and less others
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| what are some ways to reduce strains? | show 🗑
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| types of individual stress management | show 🗑
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| show | 1. increase associates autonomy and control 2. improve physical working conditions 3. design jobs to be meaningful and stimulating 4. increase associate involvement in decision making
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| show | motivation
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| 2 factors of job performance | show 🗑
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| show | expectancy theory ( E -> P -> O = V )
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| represents the belief that exerting a high level of effort will result in the successful performance of some task | show 🗑
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| defined as the belief that a person has the capabilities needed to execute the behaviors required for task success (past accomplishments, experiences, verbal persuasion, emotional cues) | show 🗑
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| show | instrumentality (set of subjective probabilities ranging from 0 to 1 that successful performance will bring a set of outcomes abbreviated P -> O )
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| reflects the anticipated value of the outcomes associated with performance | show 🗑
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| show | in general, outcomes are more attractive when they help satisfy needs
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| defined as cognitive groupings or clusters of outcomes that are viewed as having critical psychological or physiological consequences | show 🗑
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| motivation that is controlled by some contingency that depends on task performance | show 🗑
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| show | intrinsic motivation
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| show | motivational force = (E->P) x sum[(P->O) x V] (also, motivational force equals 0 if any one of the three beliefs is 0)
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| show | goal setting theory (assigning employees specific and difficult goals will result in higher levels of performance)
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| show | self-set goals (assignment of a specific and difficult goal shapes people's own self-set goals)
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| learning plans and problem-solving approaches used to achieve successful performance | show 🗑
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| show | 1. feedback 2. task complexity 3. goal commitment
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| (type of task performance moderator) consists of updates on employee progress toward goal attainment | show 🗑
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| show | task complexity
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| show | goal commitment
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| acknowledges that motivation doesn't just depend on your own beliefs and circumstances but also on what happens to other people | show 🗑
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| show | comparison other (you compare your ratio of outcomes and inputs to the ratio of some comparison other)
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| show | cognitive calculus
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| show | equity distress (an internal tension that can only be solved by restoring balance to the ratios) (if your ratio is greater than your comparison other then you can change your comparison other)
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| show | psychological empowerment
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| show | 1. meaningfulness 2. self-determination 3. competence 4. impact
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| show | meaningfulness
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| show | self-determination
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| (type of psychological empowerment) captures a person's belief in his or her capability to perform work tasks successfully | show 🗑
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| show | impact
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| strongest performance effect on motivation is self-efficacy/competence; people who feel a sense of internal self-confidence tend to outperform those who doubt their capabilities | show 🗑
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| show | perceptions of equity have somewhat weaker effect on task performance
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| designing compensation systems | show 🗑
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| show | Lump Sum Bonuses & Gain-Sharing have been credited with improvements in employee productivity
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| show | trust
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| reflects the perceived fairness of an authority's decision making | show 🗑
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| reflects the degree to which the behaviors of an authority are in accordance with generally accepted moral norms | show 🗑
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| show | 1. disposition-based trust 2. cognition-based trust 3. affect-based trust
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| means that your personality traits include a general propensity to trust others (trust all) | show 🗑
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| show | trust propensity (shaped from both genetics and environment) (trust propensity levels are actually relatively high in the U.S. especially in relation to europe and south america)
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| show | cognition-based trust
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| the characteristics or attributes of a trustee that inspire trust | show 🗑
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| means that it depends on feelings toward the authority that go beyond any rational assessment (emotional) (acts as a leap of faith) | show 🗑
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| the perception that the authority adheres to a set of values and principles that the trustor finds acceptable | show 🗑
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| the belief that the authority wants to do good for the trustor, apart from any selfish or profit-centered motives | show 🗑
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| show | distributive justice
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| reflects the perceived fairness of decision making processes | show 🗑
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| show | 1. voice 2. correctability 3. (consistency, bias suppression, representativeness, and accuracy)
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| show | voice
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| show | correctability
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| show | consistency, bias suppression, representativeness, and accuracy
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| distributive justice and procedural justice combine to influence employee reactions | show 🗑
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| reflects the perceived fairness of the treatment received by employees from authorities | show 🗑
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| show | 1. respect rule 2. propriety rule
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| pertains to whether authorities treat employees in a dignified and sincere manner | show 🗑
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| reflects whether authorities refrain from making improper or offensive remarks | show 🗑
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| show | informational justice
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| show | 1. justification rule 2. truthfulness rule
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| mandates that authorities explain decision-making procedures and outcomes in a comprehensive and reasonable manner | show 🗑
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| requires that those communications be honest and candid | show 🗑
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| show | whistle-blowing
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| research on ethics seeks to explain why people behave in a manner consistent with generally accepted norms of morality, and why they sometimes violate those norms | show 🗑
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| 4 component model of ethical decision making | show 🗑
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| show | moral awareness
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| ability to recognize that a particular decision has ethical content | show 🗑
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| degree to which the issue has ethical urgency | show 🗑
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| when the authority accurately identifies the morally "right" course of action | show 🗑
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| show | cognitive moral development theory
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| what are the stages of the cognitive moral development theory? | show 🗑
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| authority's degree of commitment to the moral course of action | show 🗑
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| (one driver of moral intent) the degree to which a person sees him or herself as a "moral person" | show 🗑
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| show | economic exchange
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| relationships develop that are based on vaguely defined obligations that are open-ended and long term in their repayment schedule (increased trust towards authorities) | show 🗑
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| show | corporate social responsibility (a company's obligations do not end with profit maximization) (have an obligation to do what is right, just, fair, and to avoid harm)
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| relatively permanent changes in an employee's knowledge or skill that result from experience | show 🗑
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| process of generating and choosing from a set of alternatives to solve a problem | show 🗑
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| refers to the knowledge and skills that distinguish experts from novices and less experienced people | show 🗑
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| information you are likely to think about when you picture someone sitting down at a desk to learn (books) | show 🗑
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| show | tacit knowledge
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| we learn through reinforcement (rewards and punishment) | show 🗑
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| show | operant conditioning (antecedent -> behavior -> consequence)
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| show | 1. positive reinforcement 2. negative reinforcement
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| occurs when a positive outcome follows a desired behavior | show 🗑
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| show | negative reinforcement
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| show | 1. punishment 2. extinction
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| occurs when an unwanted outcome follows an unwanted behavior | show 🗑
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| occurs when there in the removal of a (positive) consequence following an unwanted behavior | show 🗑
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| what should be the most common forms of reinforcement used by managers to create learning among their employees? | show 🗑
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| simplest schedule of reinforcement and happens when a specific consequence follows each and every occurrence of a desired behavior | show 🗑
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| show | intermittent reinforcement
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| show | continuous and intermittent
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| what are the types of intermittent reinforcement? | show 🗑
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| (type of intermittent reinforcement) where workers are rewarded after a certain amount of time, and length of time periods stays the same | show 🗑
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| (type of intermittent reinforcement) designed to reinforce behavior at more random points in time | show 🗑
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| (type of intermittent reinforcement) reinforce behaviors after a certain number of them have been exhibited | show 🗑
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| (type of intermittent reinforcement) reward people after a varying number of exhibited behaviors | show 🗑
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| argues that people in organizations have the ability to learn through the observation of others | show 🗑
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| happens when employees observe the actions of others, learn from what they observe, and then repeat the observed behavior | show 🗑
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| show | learning orientation
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| show | performance-prove orientation
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| focus on demonstrating competence so that others will not think poorly of them | show 🗑
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| show | programmed decisions
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| can be described as emotionally charged judgments that arise through quick, non-conscious, and holistic associations | show 🗑
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| when a situation arises that is new, complex and not recognized, it calls for a ____________ on the part of the employee | show 🗑
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| offers a step-by-step approach to making decisions that maximize outcomes by examining all available alternatives | show 🗑
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| show | bounded rationality
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| results when decision makers select the first acceptable alternative considered | show 🗑
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| show | selective perception
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| belief that others think, feel, and act the same way we do | show 🗑
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| show | social identity theory
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| when people make assumptions about others on the basis of their membership in a social group | show 🗑
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| when confronted with situations of uncertainty that require a decision on our part, we often use ___________ --simple, efficient, rules of thumb that allow us to make decisions more easily | show 🗑
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| the tendency for people to base their judgments on information that is easier to recall | show 🗑
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| show | fundamental attribution error
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| show | self-serving bias
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| did others act the same way under similar situations? | show 🗑
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| does this person tend to act differently in other circumstances? | show 🗑
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| will occur if there is low consensus, low distinctiveness, and high consistency | show 🗑
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| show | external attribution
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| show | consistency
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| show | escalation of commitment (people have a tendency, when presented with a series of decisions, to escalate their commitment to previous decisions, even in the face of obvious failures)
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| learning does influence job performance (it is Moderately correlated with task performance) | show 🗑
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| show | n/a
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| show | training
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| is the transfer of knowledge from older, experienced workers to younger employees | show 🗑
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| ensures ability to observe and learn from those in the company with significant amounts of tacit knowledge | show 🗑
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| show | communities of practice
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| occurs when the knowledge, skills and behaviors used on the job are maintained by the learner once training ends and generalized to the workplace one the learner returns to the job | show 🗑
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Created by:
wale43