test 3
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| objective performance measure | Usually a quantitative count of the results of work such as sales volume, complaint letters, and output.
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| judgmental performance measure | Evaluation made of the effectiveness of an individual’s work behavior, most often by supervisors in the context of a yearly performance evaluation. Justice hypothesis of workplac
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| hands-on-performance measurement | Requires an employee to engage in work-related tasks; usually includes carefully constructed simulations of central or critical pieces of work that involve single workers.
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| walk-through testing | Requires an employee to describe to an interviewer in detail how to complete a task or jobrelated behavior; employee may literally walk through the facility
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| electronic performance monitoring | Monitoring work processes with electronic devices; can be very cost effective and has the potential for providing detailed and accurate work logs.
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| performance management | System that emphasizes the link between individual behavior and organizational strategies and goals by defining performance in the context of those goals; jointly developed by managers and the people who report to them
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| distributive justice | Perceived fairness of the allocation of outcomes or rewards to organizational members.
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| procedural justice | Perceived fairness of the process (or procedure) by which ratings are assigned or rewards are distributed
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| destructive criticism | Negative feedback that is cruel, sarcastic, and offensive; usually general rather than specific and often directed toward personal characteristics of the employee rather than jobrelevant behaviors.
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| forced distribution rating system | Requires evaluators to place employees into performance categories based on a predetermined percentage of employees in different categories (low, moderate, high).
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| policy capturing | Technique that allows researchers to code various characteristics and determine which weighed most heavily in raters’ decision making
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| trust | Belief in how a person or an organization will act on some future occasion, based upon previous interactions with that person or organization.
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| organizational justice | Type of justice that is composed of organizational procedures, outcomes, and interpersonal interactions.
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| distributive justice | Perceived fairness of the allocation of outcomes or rewards to organizational members
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| merit or equity norm | Definition of fairness based on the view that those who work hardest or produce the most should get the greatest rewards; most common foundation for defining fairness in the United States
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| need norm | Definition of fairness based on the view that people should receive rewards in proportion to their needs.
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| equality norm | Definition of fairness based on the view that people should receive approximately equal rewards; most common foundation for defining fairness in Scandinavian and Asian countries
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| procedural justice | Perceived fairness of the process (or procedure) by which ratings are assigned or rewards are distributed
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| voice | Having the possibility of challenging, influencing, or expressing an objection to a process or outcome
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| interactional justice | Concerned with the sensitivity with which employees are treated and linked to the extent that an employee feels respected by the employer
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| deontic justice | A form of organizational justice based on what is the correct moral course of action for a company or for an individual
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| rational economic model | Accounts for the way people choose jobs in which the individual is viewed as an accountant who sums potential economic losses and gains in making the best choice.
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| rational psychological model | Accounts for the way people choose jobs that infer a bookkeeper mentality on the part of the applicant, but also include calculations that depend on psychological factors.
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| organizational fit model | Accounts for the way people choose jobs by examining the match between the personality and values of the individual and the organization
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| affirmative action | Program that acknowledges that particular demographic groups may be underrepresented in the work environment; provides specific mechanisms for reducing this underrepresentation.
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| diversity | Differences in demographic characteristics; also includes differences in values, abilities, interests, and experiences
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| relational demography | The relative makeup of various demographic characteristics in particular work groups
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| assimilation model | Model for addressing diversity that recruits, selects, trains, and motivates employees so that they share the same values and culture
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| protection model | Model for addressing diversity that identifies disadvantaged and underrepresented groups and provides special protections for them.
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| value model | Model for addressing diversity in which each element of an organization is valued for what it uniquely brings to the organization.
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| inclusion | The degree to which individuals feel safe, valued, and able to be authentic at work both as individuals and as members of various groups
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| leader emergence | Study of the characteristics of individuals who become leaders, examining the basis on which they were elected, appointed, or simply accepted.
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| leadership effectiveness | Study of which behaviors on the part of a designated leader (regardless of how that position was achieved) led to an outcome valued by the work group or organization.
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| leader | The individual in a group given the task of directing task-relevant group activities or, in the absence of a designated leader, carrying the primary responsibility for performing these functions in the group.
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| attempted leadership | Leader accepts the goal of changing a follower, and can be observed attempting to change the follower.
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| successful leadership | Follower changes his or her behavior as a function of the leader’s effort
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| effective leadership | Leader changes follower’s behavior, resulting in both leader and follower feeling satisfied and effective.
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| leader development | Concentrates on developing, maintaining, or enhancing individual leader attributes such as knowledge, skills, and abilities.
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| leadership development | Concentrates on the leader– follower relationship and on developing an environment in which the leader can build relationships that enhance cooperation and resource exchange
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| interpersonal competence | Includes social awareness and social skills such as the ability to resolve conflict and foster a spirit of cooperation.
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| power motive | Attaining control or power that results from people learning that the exercise of control over others or the environment is pleasing
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| activity inhibition | Psychological term used to describe a person who is not impulsive
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| affiliation need | Need for approval or connections with others.
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| “Great Man” Theories | historians who examined the life of a respected leader for clues leading to that person’s greatness; often focused on a galvanizing experience or an admirable trait (persistence, optimism, or intelligence) that a leader possesses to a singular degree.
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| trait approach | Attempts to show that leaders possessed certain characteristics that nonleaders did not
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| power approach | Examines the types of power wielded by leaders.
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| behavioral approach | Begun by researchers at Ohio State University; focused on the kinds of behavior engaged in by people in leadership roles and identified two major types: consideration and initiating structure.
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| consideration | consideration
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| initiating structure | initiating structure
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| task-oriented behavior | Identified by University of Michigan researchers as an important part of a leader’s activities; similar to initiating structure from the Ohio State studies.
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| relations-oriented behavior | Identified by University of Michigan researchers as an important part of a leader’s activities; similar to consideration in the Ohio State model.
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| participative behavior | Identified in the Michigan studies; allows subordinates more participation in decision making and encourages more two-way communication.
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| contingency approach | Proposed to take into account the role of the situation in the exercise of leadership
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| job maturity | A subordinate’s job-related ability, skills, and knowledge.
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| psychological maturity | The self-confidence and selfrespect of the subordinate.
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| virtual team | Team that has widely dispersed members working together toward a common goal and linked through computers and other technology
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| Global Leadership and Organizational Behavior Effectiveness (GLOBE) | Large-scale cross-cultural study of leadership by 170 social scientists and management researchers in over 60 countries.
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| culture-specific characteristics | Leader characteristics that are more acceptable in some countries than others
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| climate | A shared perception among employees regarding their work entity: a particular organization, division, department, or work group
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| autocratic climate | Organization described by Lewin as highly structured with little opportunity for individual responsibility or risk taking at the lowest levels
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| democratic climate | Organization described by Lewin as less structured, with greater opportunity for individual responsibility and risk taking.
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| culture | A system in which individuals share meanings and common ways of viewing events and objects
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| climate/culture strength | Extent to which members of the organization share a perception (in the case of climate) or a value/belief pattern (in the case of culture).
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| socialization | Process by which a new employee becomes aware of the values and procedures of an organization
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| person-job (P-J) fit | Extent to which the skills, abilities, and interests of an individual are compatible with the demands of the job.
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| person-organization (P-O) fit | Extent to which the values of an employee are consistent with the values held by most others in the organization.
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| Attraction-Selection-Attrition (ASA) model | Model that proposes that organizations and individuals undergo a process of jointly assessing probable fit based primarily on personality characteristics. the goal is to make the workforce homogeneous with respect to personality characteristics
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| unfreezing | First stage in the process of changing an organization in which individuals become aware of their values and beliefs.
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| changing | Second stage in the process of changing an organization in which individuals adopt new values, beliefs, and attitudes.
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| refreezing | Third stage in the process of changing an organization in which the new attitudes and values of individuals are stabilized.
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| episodic change | Organizational change characterized as infrequent, discontinuous, and intentional; often launched with fanfare, with senior leaders clearly articulating pathways to change and disseminating information about the process and desired end state.
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| continuous change | Ongoing, evolving, and cumulative organizational change characterized by small, continuous adjustments, created simultaneously across units, that add up to substantial change.
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| rebalance | Stage in the freeze–rebalance–unfreeze continuous change process intended to reframe what has happened and produce a cognitive framework that gives change deeper meaning
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| Total Quality Management (TQM) | A unique way of organizing productive effort by emphasizing team-based behavior directed toward improving quality and meeting customer demands.
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| Six Sigma systems | Approach to quality management providing training for employees and managers in statistical analysis, project management, and problem-solving methods to reduce the defect rate of products
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| lean production | Method that focuses on reducing waste in every form, including overproduction, lengthy waiting times for materials, excessive transportation costs, unnecessary stock, and defective products.
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| just-in-time (JIT) production | System that depends on the detailed tracking of materials and production so that the materials and human resources necessary for production arrive just in time; central to the reduction of waste in lean production processes.
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