exam 3 Flashcards
(148 cards)
1
Q
organizational culture
A
the shared social knowledge within an organization regarding the rules, norms, and values that shape the attitudes and behaviors of its employees
2
Q
observable artifacts
A
the manifestations of an organization’s culture that employees can easily see or talk about. They supply the signals that employees interpret to gauge how they should act during the workday
3
Q
symbols
A
found through an org, from its corporate logo to the images it places on its website to the uniforms employees wear
4
Q
physical structures
A
says a lot about the culture, is the workplace open, does top management work in a separate section of the building, is it lacking anything unique, can employees express their personalities
5
Q
Language
A
reflects the jargon, slang, and slogans used within the walls of an organization
6
Q
stories
A
consist of anecdotes, accounts, legends, and myths that are passed down from cohort to cohort within an organization, can be a major mechanism which describes what the company values or finds important
7
Q
rituals
A
the daily or weekly planned routines that occur in an organization
8
Q
ceremonies
A
are formal events, generally performed in front of an audience of organizational members
9
Q
Espoused Values
A
the beliefs, philosophies, and norms that a company explicitly states, published documents like the company’s vision or mission statement, or verbal statements made
10
Q
basic underlying assumptions
A
the taken-for-granted beliefs and philosophies that are so ingrained that employees simply act on them rather than questioning the validity of their behavior in a given situation
11
Q
fragmented culture
A
employees are distant and disconnected from one another, both dimensions are low
12
Q
solidarity
A
the degree to which group members think and act alike
13
Q
sociability
A
how friendly employees are to one another
14
Q
mercenary culture
A
employees think alike but arent friendly to one another, very political
15
Q
networked culture
A
all employees are friendly to one another, but everyone thinks differently and does their own thing, many high creativity cultures are networked cultures
16
Q
communal culture
A
organizations with friendly employees and who all think alike, usually smaller orgs start as communal then switch to networked as they grow
17
Q
customer service culture
A
focused on service quality
18
Q
safety culture
A
a positive safety culture has been shown to reduce accidents and increase safety-based citizenship behaviors, can also reduce treatment errors in a medical setting
19
Q
diversity culture
A
might be the key to survival or, at a minimum, a core advantage or its competitors
20
Q
sustainability culture
A
fostered by the mission and values of many organizations. In addition to helping the greater social good, a sustainability culture can be incredibly value in recruiting top talent as the culture resonates well with many of today’s job applicants
21
Q
creativity culture
A
affect both the quantity and quality of creative ideas within an organization
22
Q
culture strength
A
exists when employees definitively agree about the way things are supposed to happen within the organization (high consensus) and when their subsequent behaviors are consistent with those expectations (high intensity).
23
Q
subcultures
A
unite a smaller subset of the organization’s employees. These subgroups may be created because there is a strong leader in one area of the company that engenders different norms and values or because different divisions in a company act independently and create their own cultures.
24
Q
countercultures
A
when values dont match those of the larger organization, can sometimes be useful by challenging the values of the overall org or signifying the need for change
25
Attraction-Selection-Attrition (ASA) framework
that potential employees will be attracted to organizations whose cultures match their own personality, meaning that some potential job applicants won’t apply due to a perceived lack of fit, orgs will select candidates based on whether their personalities fit the culture, weeding out misfits
26
socialization
the primary process by which employees learn the social knowledge that enables them to understand and adapt to the organization's culture
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anticipatory stage
happens prior to an employee spending even 1 second on the job. It starts the moment a potential employee hears the name of the organization
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encounter stage
begins the day an employee starts work, there are some things about an organization and its culture that can only be learned once a person becomes an organizational insider, compare info acquired as an outsider during the anticipatory stage with what it is really like
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reality shock
To the degree that the information in the two stages is similar, employees will have a smoother time adjusting to the organization. Problems occur when the two sets of information don’t quite match. "Working at this company is not nearly what I expected it to be."
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understanding and adaption
newcomers come to learn the content areas of socialization and internalize the norms and expected behaviors of the organization. The important part of this stage is change on the part of the employee
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Person-organization fit
the degree to which a person’s personality and values match the culture of an organization. Employees judge fit by thinking about the values they prioritize the most, then judging whether the org shares those values
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realistic job previews
occur during the anticipatory stage of socialization during the recruitment process. They involve making sure a potential employee has an accurate picture of what working for an organization is going to be like by highlighting both the positive and the negative aspects of the job
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newcomer orientation
one effective way to start the socialization process is by having new employees attend some form of newcomer orientation
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mentoring
a process by which a junior-level employee (protégé) develops a deep and long-lasting relationship with a more senior-level employee (mentor) within the organization, providing social knowledge, resources, and psychological support
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stress
a psychological response to demands that possess certain stakes for the person and that tax or exceed the person's capacity or resources
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stressors
the demands that cause people to experience stress
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strains
the negative consequences that occur when demands tax or exceed a person's capacity or resources
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transactional theory of stress
this theory explains how stressors are perceived and appraised, as well as how people respond to those perceptions and appraisals
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primary appraisal
when people first encounter stressors, occurs as people evaluate the significance and the meaning of the stressors theyre confronting
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benign job demands
job demands that tend not to be appraised as stressful
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hindrance stressors
stressors that people tend to perceive as hindering their progress toward personal accomplishments or goal attainment, most often trigger negative emotions such as anxiety and anger
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challenge stressors
stressors that people tend to perceive as opportunities for learning, growth, and achievement. can be exhausting, they often trigger positive emotions such as pride and enthusiasm
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role conflict
a type of hindrance stressor which refers to conflicting expectations that other people may have of us
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role ambiguity
an absence of role clarity, or the lack of information, about what needs to be done in a role, as well as unpredictability regarding the consequences of performance in that role.
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role overload
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
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daily hassles
the relatively minor day-to-day demands that get in the way of accomplishing the things that we really want to accomplish, unnecessary paperwork, equipment malfunctions, useless communications, and annoying interactions with abrasive coworkers
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time pressure
a strong sense that the amount of time you have to do a task is not quite enough
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work complexity
the degree to which the requirements of the work—in terms of knowledge, skills, and abilities—tax or exceed the capabilities of the person who is responsible for performing the work
49
work responsibility
the nature of the obligations that a person has toward others. the level of responsibility in a job is higher when the number, scope, and importance of the obligations in that job are higher
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work-family conflict
a special form of role conflict in which the demands of a work role hinder the fulfillment of the demands of a family role (or vice versa). upsets the balance of our work and nonwork lives
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negative life events
nonwork hindrance stressors, a number of life events are perceived as quite stressful, particularly when they result in significant changes to a person's life
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financial uncertainty
a third type of nonwork hindrance stressor, refers to conditions that create uncertainties with regard to the loss of livelihood, savings, or the ability to pay expenses.
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family time demands
the time that a person commits to participate in an array of family activities and responsibilities including traveling, attending social events and organized activities, hosting parties, and planning and making home improvements
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personal development
activities include participation in formal education programs, music lessons, sports-related training, hobby-related self-education, participation in local government, or volunteer work.
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positive life events
sources of nonwork challenge stressors, marriage, child birth, graduating from school
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secondary appraisal
demand, they ask themselves, “What should I do?” and “What can I do?” to deal with this situation.
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coping
the behaviors and thoughts that people use to manage both the stressful demands they face and the emotions associated with those stressful demands.
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behavioral coping
involves the set of physical activities that are used to deal with a stressful situation.
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cognitive coping
refers to the thoughts that are involved in trying to deal with a stressful situation.
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Problem-focused coping
refers to behaviors and cognitions intended to manage the stressful situation itself.
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emotion-focused coping
refers to the various ways in which people manage their own emotional reactions to stressful demands.
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burnout
the emotional, mental, and physical exhaustion that results from having to cope with stressful demands on an ongoing basis.
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Type A Behavior Pattern
Type A” people have a strong sense of time urgency and tend to be impatient, hard-driving, competitive, controlling, aggressive, and even hostile.
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recovery
refers to the degree to which energies used for coping with work demands are replenished from a period of rest or relief from work, is a second factor that influences the stress process.
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social support
the help that people receive when they’re confronted with stressful demands, and there are at least two major types.
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instrumental support
the help people receive that can be used to address the stressful demand directly.
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emotional support
the help people receive in addressing the emotional distress that accompanies stressful demands.
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learning
relatively permanent changes in an employee’s knowledge or skill that result from experience.
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decision making
refers to the process of generating and choosing from a set of alternatives to solve a problem. the more knowledge and skill one possesses, the better the decision
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expertise
the knowledge and skills that distinguish experts from novices and less experienced people.
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eplicit knowledge
the kind of information you’re likely to think about when you picture someone sitting down at a desk to learn. info that's relatively easily communicated and a large part of what companies teach during training sessions
71
tacit knowledge
is what employees can typically learn only through experience. not easily communicated but could be the most important aspect of what we learn in organizations.
72
contingencies of reinforcement
increase desired behaviors or decrease unwanted behaviors
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positive reinforcement
occurs when a positive outcome follows a desired behavior. receive a "reward"- increase pay, promotion, praise from manager or coworkers, public recognition
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negative reinforcement
occurs when an unwanted outcome is removed following a desired behavior. performed a task for the specific reason of not getting yelled at
75
punishment
occurs when an unwanted outcome follows an unwanted behavior.
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extinction
occurs when there is the removal of a consequence following an unwanted behavior. the use of this can be purposeful or accidental
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schedule of reinforcement
the timing of when the contingencies are applied
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continuous reinforcement
the simplest schedule and happens when a specific consequence follows each and every occurrence of a desired behavior. New learning is acquired most rapidly, C.R. is impractical
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fixed interval schedule
probably the single most common form of reinforcement schedule. With this schedule, workers are rewarded after a certain amount of time, and the length of time between reinforcement periods stays the same. receiving a biweekly paycheck
80
variable interval schedule
are designed to reinforce behavior at more random points in time. A supervisor walking around at different points of time every day is a good example of a variable interval schedule.
81
fixed ratio schedule
reinforce behaviors after a certain number of them have been exhibited. manufacturers will pay employees according to the pieces they've made, they know ahead of time how many they need to reach it
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variable ratio schedule
reward people after a varying number of exhibited behaviors. Salesman compensation
83
social learning theory
argues that people in organizations have the ability to learn through the observation of others. many would argue that social learning is the primary way by which employees gain knowledge in organizations.
84
behavioral modeling
When employees observe the actions of others, learn from what they observe, and then repeat the observed behavior
85
learning orientation
where building competence is deemed more important than demonstrating competence. “Learning-oriented” persons enjoy working on new kinds of tasks, even if they fail during their early experiences.
86
performance- prove orientation
focus on demonstrating their competence so that others think favorably of them.
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performance-avoid orientation
focus on demonstrating their competence so that others will not think poorly of them.
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“performance-oriented” people
tend to work mainly on tasks at which they’re already good, preventing them from failing in front of others.
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programmed decisions
are decisions that become somewhat automatic because people's knowledge allows them to recognize and identify a situation and the course of action that needs to be taken
90
Intuition
can be described as emotionally charged judgments that arise through quick, nonconscious, and holistic associations.
91
crisis situation
a change—whether sudden or evolving—that results in an urgent problem that must be addressed immediately. intuitive decision making is important during these situations
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nonprogrammed decision
When a situation arises that is new, complex, and not recognized. Employees must make sense of their environment, understand the problems, and come up with a solution
93
rational decision-making model
offers a step-by-step approach to making decisions that maximize outcomes by examining all available alternatives. 1st- identify all important criteria, 2nd generate a list of all available alternatives that might be potential solutions, 3rd evaluation of those solutions against the criteria, 4th select the best alternative that results the best outcome
94
bounded rationally
the notion that decision makers simply do not have the ability or resources to process all available information and alternatives to make an optimal decision.
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satisficing
results when decision makers select the first acceptable alternative considered.
96
selective perception
the tendency for people to see their environment only as it affects them and as it is consistent with their expectations.
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projection bias
people project their own thoughts, attitudes, and motives onto other people. causes problems in decision making because it limits our ability to develop appropriate criteria for a decision and evaluate them
98
social identity theory
holds that people identify themselves by the groups to which they belong and perceive and judge others by their group memberships.
99
stereotype
occurs when assumptions are made about others on the basis of their membership in a social group.
100
heuristics
simple, efficient rules of thumb that allow us to make decisions more easily.
101
availability bias
the tendency for people to base their judgments on information that is easier to recall.
102
anchoring
The tendency to rely too heavily, or “anchor,” on one trait or piece of information when making decisions even when the anchor might be unreliable or irrelevant.
103
Representativeness
The tendency to assess the likelihood of an event by comparing it to a similar event and assuming it will be similar
104
fundamental attribution error
people have a tendency to judge others’ behaviors as due to internal factors. Judging a late coworker as low motivation or some other negative thing, how would you judge urself if u were late
105
self-serving bias
occurs when we attribute our own failures to external factors and our own successes to internal factors.
106
consensus
Did others act the same way under similar situations? did others arrive late to work
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distinctiveness
Does this person tend to act differently in other circumstances? is joe responsible when it comes to personal appointments, not just work appointments
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consistency
Does this person always do this when performing this task? has joe arrived late before
109
escalation of commitment
the decision to continue to follow a failing course of action
110
training
systematic effort by organizations to facilitate the learning of job-related knowledge and behavior.
111
knowledge transfer
from their older, experienced workers to their younger employees.
112
behavior modeling training
to ensure that employees have the ability to observe and learn from those in the company with significant amounts of tacit knowledge.
113
communities of practice
are groups of employees who work together and learn from one another by collaborating over an extended period of time.
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transfer of training
occurs when the knowledge, skills, and behaviors used on the job are maintained by the learner once training ends and generalized to the workplace once the learner returns to the job.
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climate for transfer
an environment that can support the use of new skills
116
leadership
the use of power and influence to direct the activities of followers toward goal achievement.
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leader-member exchange theory
which describes how leader-member exchange relationships develop over time on a dyadic basis can explain why those differences exist
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role taking
which a manager describes role expectations to an employee and the employee attempts to fulfill those expectations with their job behaviors.
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role making
during which the employee’s own expectations for the dyad get mixed in with those of the leader.
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leader effectiveness
the degree to which the leader’s actions result in the achievement of the unit’s goals, the continued commitment of the unit’s employees, and the development of mutual trust, respect, and obligation in leader–member dyads
121
leader emergence
(who becomes a leader in the first place) than they are of leader effectiveness (i.e., how well people actually do in a leadership role).
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autocratic style
the leader makes the decision alone without asking for the opinions or suggestions of the employees in the work unit. employees may provide information that the leader needs but are not asked to generate or evaluate potential solutions.
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consultative style
the leader presents the problem to individual employees or a group of employees, asking for their opinions and suggestions before ultimately making the decision themself.
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facilitative style
in which the leader presents the problem to a group of employees and seeks consensus on a solution, making sure that their own opinion receives no more weight than anyone else’s. leader is more of a facilitator than a decision maker
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delegative style
the leader gives an individual employee or a group of employees the responsibility for making the decision within some set of specified boundary conditions.
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time-driven model of leadership
offers a potential guide suggesting that the focus should shift away from autocratic consultative, facilitative, and delegative leaders to autocratic, consultative, facilitative, and delegative situations
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initiating structure
reflects the extent to which the leader defines and structures the roles of employees in pursuit of goal attainment, leaders who are high on this are more active in directing group activities, planning, and trying out new ideas
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consideration
reflects the extent to which leaders create job relationships characterized by mutual trust, respect for employee ideas, and consideration of employee feelings. leaders who are high on this create a climate of strong 2 way communication, express deep concern for employee welfare
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life cycle theory of leadership
(situational model of leadership) argues that the optimal combination of initiating structure and consideration depends on the readiness of the employees in the work unit.
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readiness
is broadly defined as the degree to which employees have the ability and the willingness to accomplish their specific tasks.
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telling
high initiating structure and low consideration—in which case the leader provides specific instructions and closely supervises performance.
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selling
high initiating structure and high consideration—in which the leader supplements their directing with support and encouragement to protect the confidence levels of the employees.
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participating
low initiating structure and high consideration—becomes the optimal combination of leader behaviors.
134
delegating
low initiating structure and low consideration—such that the leader turns over responsibility for key behaviors to the employees.
135
transformational leadership
involves inspiring followers to commit to a shared vision that provides meaning to their work while also serving as a role model who helps followers develop their own potential and view problems from new perspectives.
136
laissez-faire (hands-off) leadership
which is the avoidance of leadership altogether. Important actions are delayed, responsibility is ignored, and power and influence go unutilized. leader avoids getting involved when important issues arise
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transactional leadership
which occurs when the leader rewards or disciplines the follower depending on the adequacy of the follower’s performance.
138
passive management-by-exception
the leader waits around for mistakes and errors, then takes corrective action as necessary.
139
active management by exception
the leader arranges to monitor mistakes and errors actively and again takes corrective action when required.
140
contingent reward
a more active and effective brand of transactional leadership, in which the leader attains follower agreement on what needs to be done using promised or actual rewards in exchange for adequate performance.
141
idealized influence
involves behaving in ways that earn the admiration, trust, and respect of followers, causing followers to want to identify with and emulate the leader.
142
inspirational motivation
involves behaving in ways that foster an enthusiasm for and commitment to a shared vision of the future.
143
intellectual stimulation
involves behaving in ways that challenge followers to be innovative and creative by questioning assumptions and reframing old situations in new ways.
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individualized consideration
involves behaving in ways that help followers achieve their potential through coaching, development, and mentoring.
145
substitutes for leadership model
suggests that certain characteristics of the situation can constrain the influence of the leader, making it more difficult for the leader to influence employee performance.
146
substitutes
reduce the importance of the leader while simultaneously providing a direct benefit to employee performance.
147
neutralizers
only reduce the importance of the leader; they themselves have no beneficial impact on performance.
