midterm Flashcards

Question

``` Learning Styles (Gardner) *leaders can use multiple ```

Answer 1

 Bodily-Kinesthetic: active, experiential learning  Study in groups, apply material, move, act out, use flash cards, teach to others  Visual-Spatial: remember what they see  Diagram, use & organize notes, draw arrows, color- code  Verbal-Linguistic: remember what they hear & say  Talk it out, recite, read text/notes out loud, tape lectures  Logical-Mathematical: reflect on concepts  Study in quiet, stop & reflect, don’t just memorize, write summaries of what material means

Answer 2

- Introversion - Extroversion - iNtuitive - Thinking - Judging - Sensing - Feeling - Perceiving

Answer 3

```  Customers  Employees  Peers  Suppliers  Competitors  Communities ```

Answer 4

How we treat (or behave toward) stakeholders

Answer 5

 Favoring: individual or organization to detriment of other stakeholders  Rewarding wrong thing: reward & punishment  Separate standards: inconsistency in rules, rewards and punishments  Abuse of power: structural or overlooking behavior  Unethical managerial values: groupthink & groupshift  Lack of Transparency: easy to hide or feign

Answer 6

The discipline dealing with what is good or bad and with moral duty and obligation... the principles of conduct governing an individual or group

Answer 7

 Discipline: guidance; corporate governance  Good v. Bad: choice and consequences  Obligation: pressure for action or choice  Principles: standards; level of discipline one has  Governing: active counsel, making sure people follow by conversing

Answer 8

``` ARE CONFLICTS BETWEEN 2 OR MORE MORALLY UNPLEASANT ALTERNATIVES ```

Answer 9

 Individual: personal ethics & integrity ------Conscience  Group or Sub-group: similar/dissimilar to dominant group ethics ------Friends v. parents  Industry: professional standards ------Self-regulatory codes of conduct  Societal: laws and culture ------Intercultural & regional differences

Answer 10

Who’s to judge what’s “right or | wrong

Answer 11

we need multiple perspectives in determining ethical | behavior

Answer 12

 Moral: do what’s right no matter what according to universal obligation to duty to God  Justice: equal rights determined from outside the ‘veil of ignorance’; Strive for FAIRNESS in: ----Distributive Justice: outcomes or distribution ----Procedural Justice: process for determining outcome ----Informational Justice: interpersonal respect  Utilitarian: greatest good for the greatest number of people  Caring/Altruism: love thy neighbor  Rights: respect universal human rights

Answer 13

 Ethics of Purpose: Agent’s final end purpose is ethical... If the end goal is “good” proposal is “right”; if end goal is “bad” or inhibits “good”, it is “wrong”  Ethics of Principle: Purpose and Process show respect for others  Ethics of Consequence: Actual acts associated with purpose are ethical... If acts have positive effect on stakeholders they are “right”; if acts have negative effect, they are “wrong”

Answer 14

``` Lens 1: Is this action worthwhile? Lens 2: does this action comply with company principles? Lens 3: What impact does this action have on others? Lens 4: Had this action been approved by the right authority? ```

Answer 15

 Protocol Element 1: Gathering all the facts  Protocol Element 2: Reflecting on past experiences  Protocol Element 3: Identifying the differences between the past and present  Protocol Element 4: Analyzing the Situation

Answer 16

 Conscience & Personal Integrity: Am I worthy of being imitated and respected? Does my conscience bother me? How do I feel about this? Would I want to be treated this way?  Laws: Will laws, rules or regulations be broken? Is the action just/equitable? Is it legal?  Norms & Expectations: What would my mom/friends think? Is it consistent with past practice? Would I want newspaper to print action? Would I be able to discuss this with company leaders and stakeholders?  Transparency: Do I need to lie? Do actions need to be hidden? Has someone warned me not to

Answer 17

1. Recognize there is a problem 2. Determine the actors (stakeholders) 3. Gather the relevant facts 4. Test for right v. wrong issues (stench test questions) 5. Test for right v. wrong values (eg. truth v. loyalty) 6. Apply the ethical standards/perspectives 7. Look for a third way (dissatisfaction with either/or) 8. Make the decision 9. Revisit and reflect on the decision (consequences)

Answer 18

``` TRUSTWORTHINESS RESPECT RESPONSIBILITY FAIRNESS CARING CITIZENSHIP ```

Answer 19

``` CSR is a business approach that delivers economic, social and environmental benefits to stakeholders in order to contribute to sustainable development. Economic Responsibility Legal Responsibility Ethical Responsibility Discretionary Responsibility ```

Answer 20

 Resist Groupthink ----Watch for signs of overconfidence, close- mindedness, and group pressure  Avoid False Agreements -----Watch for majority rule decision-making only or single perspectives of analysis  Practice Enlightened Dialogue -----Seek dialogue, critical listening and support  Utilize Effective Argumentation -----Ensure conflict is productive & not avoided

Answer 21

 Social Proof Bias ~ “Everybody does it!”  Obedience to Authority Bias ~ “I am just following orders.”  Over-optimism Bias ~ “It can’t be that bad.”  Self-Serving Bias ~ “I’m just looking out for myself.”  Utility Bias ~ “The ends justify the means.”  Autonomy Bias ~ “I am not responsible for other people.”

Answer 22

The basic notions about what is right and wrong -Genetics and environment

Answer 23

• Terminal Values: end states that you hope to achieve • Instrumental Values: means of achieving the terminal values

Answer 24

• Intergenerational (age): History and experience • Geographic (regional): The context of life in different regions • Socioeconomic (status): A person’s access to the society’s wealth • Gender, sexuality: community & bias • Race (cultural & historical): Cultural differences • Religion: spiritual beliefs and traditions • Differently-abled (disability): accommodation & discrimination

Answer 25

• Values are deeper, more simple assessment of what is right or wrong, often influenced by attitude. • Attitude is more complicated behavior, which can be changed... –Cognitive: how values shape what you think –Affective: how you feel about something –Behavioral: what you are prepared to do about what you think and feel

Answer 26

* Ability: What you’re capable of doing... * Motivation: When you do it... * Attitude: How well you do it...

Answer 27

 Affects: The range of feelings in the form of emotions and moods that people experience.  Emotions: Intense feelings directed at a specific object or person.  Mood: Generalized positive or negative feelings of the mind.  Positive/Negative Affect: mood dimensions consisting of +/- moods.

Answer 28

we react to demands when the outcome is both Uncertain & Important.

Answer 29

 Physical & Physiological reactions: 75% of all medical complaints are stress-related. Stress weakens immune system & exacerbates disease and illnesses.  Emotional & Behavioral reactions: Decreases morale & productivity. Increases absenteeism, turnover & errors.  Psychological reactions: Increases tension, dissatisfaction, fear, anxiety & irritability.

Answer 30

 Emotional Contagion: A phenomenon in which emotions experienced by a few people are spread to others › Group Shift & The Grapevine  Emotional Labor: Managing your feelings to present emotions contrary to your actual feelings › Emotional Dissonance & Surface Acting  Display Rules: Norms that govern which emotions should be displayed/suppressed

Answer 31

Strain: physiological/psychological reaction to prolonged stress  Challenge Stressors: associated with workload, job demands, job complexity, and deadlines.  Hindrance Stressors: anything that inhibits progress toward objectives, such as role conflict, ambiguity, organizational politics

Answer 32

 Cognitive Appraisal: sum of a person’s underlying beliefs › “Chevy cars are reliable” or “Volleyball is the best Sport”  Affective Evaluation: sum of a person’s overall feelings › “I’m a Chevy girl!” or “I am obsessed with Olympic Volleyball”  Behavioral Intentions: likelihood that someone will behave in a particular way › “I will always buy Chevy” or “I never miss an opportunity to play or watch volleyball.”

Answer 33

``` Avoid: using denial or substance abuse to pretend stress doesn’t exist is destructive Resist: antagonistic, defensive responses increase stress levels Confront/Adapt: goal is to identify cause of stress and adapt to or change situation causing it ```

Answer 34

 Perception: perceptions of reality is reality ~ stress lies in an individual’s interpretation of the factors in a given situation  Locus-of-Control: high external LOC people feel they have no control; high internal LOC feel they can control their destiny  Experience: experience and tenure reduce stress and increase coping mechanisms  Social Support: social support moderates stress  Personality Type: People who are quick to anger, hostile & cynical feel more stress

Answer 35

 Self-Awareness: ability to recognize and articulate own emotional states and triggers  Self-Regulation: ability to control and manage own emotions  Social-Awareness: ability to recognize and articulate other people’s emotions and emotional triggers and anticipate emotional responses  Relationship Management: ability to respect other’s emotions and behave in socially acceptable emotional behaviors

Answer 36

a process by which individuals organize and interpret their sensory impressions to give meaning to their environment. People’s behavior is based on how they perceive reality, not reality itself.  We tend to think everyone perceives the world the same way we do.

Answer 37

To understand a person’s behavior, we must first understand how that person perceives a situation. Perception is influenced by three factors:  Perceiver: who is trying to get information  Target: object of interest  Environment: context(s) for observations and predictions

Answer 38

Selective Perception: interpreting what they see based on their interest, experience, values, attitudes.  Stereotyping: attributing trait to person based on characteristics of the group the person belongs.  Contrast Effect: ranking person against self or others, based on single characteristic.  Halo Effect: overall impression assigned because of a single positive characteristic.  Primacy Effect: first impressions  Horn Effect: overall impression assigned because of a single negative characteristic.

Answer 39

judgments/values based on perception of behavior (especially when there is conflict) THAT ATTRIBUTE cause (reason why)... We look for causes of behavior The more unique an attribute, the more likely it will be noticed and will alter the perceiver’s perception * *thoery about how people explain things * *way people try to understand behabior of others or interpret events around them

Answer 40

one way to attribute reasonwhy behavior occured

Answer 41

people believe they | control their own destiny...

Answer 42

people believe that | external factors control them...

Answer 43

 Consensus: everyone who faces a situation will exhibit the same behavior  Consistency: people show the same behavior in the same situation all the time  Distinctiveness: people show different behaviors in different situations  Self-serving Bias: thinking good things are result of internal factors and bad things are result of external factors  Fundamental Attribution Error: attributing control (internal) to factors that are outside the person’s control (external)

Answer 44

 Classical conditioning: Repetition  Operant conditioning: law of effect (method of learning that employs rewards and punishments for behavior.) **subjects learns behavior by asscociating it w consuquences  Reinforcement theory: Stimulus -- Response --- Consequence ------- We learn these lead to future consequences (positive behavior = positive consequences, negative = negative)  Social cognitive theory: imitating others  Self-efficacy: confidence building  Vicarious learning: shared learning

Answer 45

Explain why people have different needs at different times and how these motivate behavior. (Maslow, Alderfer, McClelland, Herzberg)

Answer 46

``` Describe the cognitive processes by which needs are translated into behavior. ``` (Equity, Expectancy, Goal- setting theories)

Answer 47

◦ Maslow’s Hierarchy of Needs ◦ Alderfer’s ERG Model ◦ Herzberg’s Motivation-Hygiene Theory ◦ McClelland’s Needs Theory

Answer 48

DEF: the willingness to exert effort to satisfy needs & wants Needs theory Equity Theory Expectancy Theory Hybrid Theory

Answer 49

expectancy- make sure you have skills, encouragemnt, envioment check **could accomplis if i want Instrumentality- reward, inform ths, eliminate non performance influence over rewards **do i have time, resources Valence- find rewards that are desirable, fair?, give choices for rewards *need tension (i want to do this, but am not there yet)

Answer 50

- lower order needs need to be met - -----external loc will have extrinsic motivators(money) -intriscic loc= intrinsic motivation (growth needs) - self actualization(few people) - ---vows of silence, monks **five categories of human needs dictate an individual's behavior. Those needs are (physical)physiological needs, safety/security needs, love and belonging needs (social belonging), (ego)esteem needs, and self-actualization needs.

Answer 51

Growh need

Answer 52

relatedeness need

Answer 53

existence needs

Answer 54

Need for Achievement ◦Drive to accomplish challenging goals. Need for Power ◦Desire to control others, to influence others’ behavior according to your own wishes. Need for Affiliation ◦Desire for close relationships with others. usually ony want 2 more than other

Answer 55

Motivate & Maintain approach to meet needs Satisfaction & Dissatisfaction are independent (not opposites) **motivate people, meet peoples needs, AND MAINTAIN IT **induce higher performance

Answer 56

Hygience factors: bare minimum expectaions, if needs are not met then dissatisfaction (lower), not dissafied but not satisfied on higher scale Motivation scale: above hygiene, neutral on one scale not really satified, if thye do then higher performance

Answer 57

People are motivated to eliminate actual AND perceived inequities - as individulas what we input, we need equal oupit if not more - in groups, compare efforts to others and what we each get in return

Answer 58

Motivation results from deliberate choices to engage in activities to achieve worthwhile outcomes: Goal is to “satisfy an individual need” BUT Motivation is valued reward ◦ Stage 1: Effort to Performance -----EXPECTANCY ◦ Stage 2: Performance to Reward --- INSTRUMENTALITY ◦ Stage 3: Reward to Need (Value) ---VALENCE **do i have any resonable expectations, is the reward important, ballerina

Answer 59

Perception that managers or leaders, have of their employees  Theory X ~ Managers: pessimistic about workers’ capabilities and motivations... Workers: Lazy & seek to avoid responsibility Dislike work & have no ambition Must be supervised closely  Theory Y ~ Managers: optimistic about workers’ capabilities and motivations... Workers: Accept responsibility Self-regulate & exercise self-control Can innovate & want to contribute Enjoy work as part of balance of life

Answer 60

you have end goal, but you have to see path way to get to it(usea ll theories to make plan for that goal, how (be specific) -stepping stones

Answer 61

◦ People need specific & challenging goals | Ego/growth need

Answer 62

◦ People must feel they were represented and that | goals, path & rewards are fair

Answer 63

◦ People need feedback to know that their performance is meeting expectations and will result in desired rewards at end

Answer 64

 Organizational Justice ◦ Outcomes are fair (Distributive) ◦ How outcomes are determined is fair (Procedural) ◦ Communication is fair (Informational)  Reinforcement Theory (is operant theory) ◦ Positive Reinforcement: positive response for desired behavior ◦ Negative Reinforcement: removal of negative response for desired behavior ◦ Punishment: negative response for undesired behavior ◦ Extinction: removing rewards for undesired behaviors

Answer 65

reward or punishement, some behavior some outcome

Answer 66

◦ Positive Reinforcement: positive response for desired behavior ◦ Negative Reinforcement: removal of negative response for desired behavior ◦ Punishment: negative response for undesired behavior ◦ Extinction: removing rewards for undesired behaviors (teacher example w kids)

Answer 67

(high internal loc, makes them feel good, for own benefit bc control over it) Intrinsic Motivation ~ Feel-Good Factor ◦ Need for competenceJob Design (enlargement, rotation, enrichment) ◦ Need for self-determination Job-Characteristics Model (skill variety, task identity, task significance, autonomy) Psychological Empowerment: + impact & meaningfulness

Answer 68

Extrinsic Motivation◦ Desire for salary, bonus, benefitsPerformance-based pay ◦ Desire for public recognition Incentivized Factor

Answer 69

DO THIS YOU GET THAT- EXTRINSIC could be both, but at some point more intrinsic

Answer 70

Goals must be SMART S = Specific & Mutually agreed M = Measurable & followed with feedback A = Achievable & Challenging (difficult, but achievable) R = Results-oriented & Meaningful T = Time-related (over explicit time period)

Answer 71

Spontaneous Private- informal thank you voicemail message Formal organization- clear award standards annual/monthly awards

Answer 72

• Piece work: paid fixed sum for each “piece” • Commission: percentage of income base on sales • Skill-based pay: higher competence = higher wage • Wage incentives/bonus: extra pay for meeting or exceeding objectives • Gain-sharing: rewarding productive behavior • Profit-sharing: formula for distributing profits

Answer 73

``` • Scheduling: flextime, job-sharing, telecommuting • Job Rotation: cross-training • ***Job Enlargement: increasing diversity of tasks • **Job Enrichment: increasing control ```

Answer 74

describes our tendency to remain committed to our past behaviors, particularly those exhibited publicly, even if they do not have desirable outcomes.

midterm Flashcards

(98 cards)