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HROB > midterm > Flashcards

midterm Flashcards

1
Q

What is maplewave

A

A provider of software and retail optimization services for the telecommunications industry
· Specializes in telecommunications for the retail sector
· In some countries, you can’t buy a mobile phone without using Maplewave software
o This is because of its popularity in many countries

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2
Q

profit-sharing program

A

invests employees in the business’s performance by encouraging efficiency, entrepreneurship, and cost-saving strategies
o After year-end financial results are finalized, Maplewave shares 5% of net income with employees
o The profit-sharing plan has been enhanced with a matching Registered Retirement Savings Plan (RRSP) matching up to 50% of the bonus amount

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3
Q

Organizations

A

are social interventions for accomplishing common goals through group effort

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4
Q

Social Interventions

A

When we say that organizations are social interventions, we mean that their essential characteristic is the coordinated presence of people, not necessarily things
· The field of organizational behaviour is about understanding people and managing them to work effectively

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5
Q

study organizational behaviour

A

are interested in attitudes – how satisfied people are with their jobs, how committed they feel to the goals of their organization

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6
Q

Human Resources Management

A

· Refers to programs, practices, and systems to acquire, develop, motivate, and retain employees in organizations
· Knowledge of organizational behaviour will help you understand human resource management
o Organizational behaviour often provides the theoretical basis for human resource practices such as selection (personality), training and development (learning), and compensation (motivation)

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7
Q

what are the main factors that differentiates organizations

A

their workforce and human capital

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8
Q

Human capital

A

Refers to the knowledge, skills, and abilities (KSAs) embodied in an organization’s employees
§ It includes employees’ education, training, and experience
§ Human capital is strongly and positively related to organizational performance and is a key determinant of an organization’s competitiveness and success

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9
Q

Social Capital

A

Refers to the social resources that individuals obtain from participation in a social structure
o It has to do with interpersonal relationships, social ties, and one’s network of relationships with others who can assist them in their work and careers
o It creates value for individuals and organizations and is positively related to job performance

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10
Q

Evidence-based Management

A

Involves translating principles based on the best scientific evidence into organizational practices
o Approach a problem with a systematic understanding of behavioral science and organizational behaviour research and using that research to make decisions

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11
Q

organizations are? key characteristics of organizations?

A 
organizations are social inventions for accomplishing common goals through group effort.
key characteristics
- social inventions
-goal accomplishments
-group effort
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12
Q

what is organizational behaviour

A
  • the attitudes and behaviours of individuals and groups in organizations
  • how organizations can be structured more effectively
  • how events in the external environments affect organizations
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13
Q

organizational behaviour has 3 agreed upon goals

A
  • predicting organizational behaviour and events
  • explaining OB and events in organizations
  • managing OB
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14
Q

managing OB

A
  • art of getting things accomplished in organization through others
  • if behaviour can be predicted and explained it can often be managed
  • prediction and explanation involves analysis while management is about action
  • effective management involves evidence-based management
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15
Q

4 issues organizations and managers are concerned with

A
  • diversity, local and global
  • employee health and well being
  • talent management and employee engagement
  • corporate social responsibility CSR
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16
Q

what is personality

A
  • psychological characteristics, that influence how someone interacts with their environment
  • how they feel, think and behave
  • dimensions and traits determined by genetic predisposition and ones long term learning history
  • people have a variety of personal characteristics
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17
Q

the role of personality in organizational behaviour has often been debated in what is known as the person-situation debate. It led to 3 approaches

A
  1. dispositional approach
  2. situational approach
  3. interactionist approach
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18
Q

dispositional approach

A
  • focuses on individual dispositions and personality
  • individuals possess stable traits or characteristics, influence attitudes and behaviours
  • individuals are predisposed to behave in certain ways
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19
Q

situational approach

A

-characteristics of the organizational setting such as rewards and punishment influence peoples feelings, attitudes, behaviours

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20
Q

interactionist approach

A
  • organizational behaviour, (individuals attitudes and behaviour) is a function of both dispositions and the situation
  • to predict and understand organizational behaviour, we need to know something about an individuals personality and the work setting
  • the interactionist approach is the most widely accepted perspective within organizational behaviour
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21
Q

locus of control

A

set of beliefs about whether ones behaviour is controlled mainly by internal or external factors

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22
Q

high external control

A

behaviour determined by, fate, luck, powerful people

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23
Q

high internal control

A

behaviour determined by, self intiative, personal actions, free will

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24
Q

what is learning

A

learning occurs when practice or experiences leads to a relatively permanent change in behaviour potential

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25
Q

two theories that describe how people in organizations learn

A
  • operant learning theory

- social cognitive theory

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26
Q

operant learning theory

A
  • learning in which the subject learns to operate on the environment to achieve certain consequences
  • is the connection between the behaviour and the consequence that is learned
  • operant learning can be used to increase the probability of desired behaviours ad to reduce or eliminate the probability of undesirable behaviours
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27
Q

reinforcement

A
  • reinforcement is the process by which stimuli strengthen behaviours
  • a reinforcer is a stimulus that follows some behaviour and increases or maintains the probability of the behaviour
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28
Q

positive reinforces

A

work by their application to a situation

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29
Q

negative reinforcers

A

work by their removal from a situation

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30
Q

managers make the following errors when trying to use reinforcers

A
  • confusing rewards with reinforcers
  • neglecting diversity in preferences for reinforcers
  • neglecting important sources of reinforcement
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31
Q

reinforcement can be

A
  • continuous versus partial

- immediate versus delayed

32
Q

continuous and immediate reinforcement

A

for fast acquisition of some response

33
Q

partial and delayed reinforcement

A

behaviour tends to be persistent when learned under these conditions

34
Q

two strategies that can reduce the probability of learned behaviour

A
  • extinction

- punishment

35
Q

extinction

A
  • the gradual dissipation of behaviour following the termination of reinforcement
  • if the behaviour is not reinforced, it will gradually dissipate or can be extinguished
  • extinction works best when coupled with the reinforcement of some desired substitute behaviour
36
Q

punishment

A
  • the application of an aversive stimulus following unwanted behaviour to decrease the probability of that behaviour
  • nasty stimulus is applied after some undesirable behaviour in order to decrease the probability of that behaviour
37
Q

problems using punishment

A

-punishment has some unique characteristics that often limit effectiveness in eliminating unwanted behaviour

  • It does not demonstrate which behaviours should replace the punished response
  • Punishment indicates only what is not appropriate
  • Punishment only temporarily suppresses the unwanted behaviour
  • Punishment can provoke a strong emotional reaction from the punished individual.
38
Q

using punishment effectively

A
  • Provide an acceptable alternative response for the punished response
  • Limit the emotions involved in punishment
  • Make sure the chosen punishment is truly aversive
  • Punish immediately or reinstate the circumstances surrounding the problem behaviour at a more appropriate time
  • Do not reward unwanted behaviours before or after punishment
  • Do not inadvertently punish desirable behaviour
39
Q

organizational learning practices

A
  • Organizational behaviour modification
  • Employee recognition programs
  • Training and development programs
40
Q

what is perception

A
  • The process of interpreting the messages of our senses to provide order and meaning to the environment
  • People base their actions on the interpretation of reality that their perceptual system provides, rather than on reality itself.
41
Q

social identity theory

A
  • People form perceptions of themselves based on their personal characteristics and memberships in social categories
  • Our sense of self is composed of a personal identity and a social identity.
42
Q

BRUNER’S MODEL OF THE PERCEPTUAL PROCESS

A
  1. When the perceiver encounters an unfamiliar target, the perceiver is very open to the informational cues in the target and the situation.
  2. The perceiver will actively seek out cues to resolve ambiguity.
  3. As the perceiver encounters some familiar cues, a crude categorization of the target is made.
  4. The search for cues then becomes less open and more selective.
  5. The perceiver will search for cues that confirm the categorization of the target.
  6. As the categorization becomes stronger, the perceiver will ignore or even distort cues that violate initial perceptions.
43
Q

perceptual biases

A
  • Primacy and recency effects
  • Reliance on central traits
  • Implicit personality theories
  • Projection
  • Stereotyping
44
Q

attribution

A

is the process by which we assign causes or motives to explain people’s behaviour

45
Q

dispositional attributions

A
  • Dispositional attributions suggest that some personality or intellectual characteristic unique to the person is responsible for the behaviour.
  • Intelligence, greed, friendliness, or laziness.
46
Q

situational attributions

A
  • Situational attributions suggest that the external situation or environment in which the target person exists was responsible for the behaviour.
  • Bad weather, good luck, proper tools, or poor advice.
47
Q

three attribution questions

A
  1. Does the person engage in the behaviour regularly and consistently? (Consistencycues).
  2. Do most people engage in the behaviour, or is it unique to this person? (Consensuscues).
  3. Does the person engage in the behaviour in many situations, or is it distinctive to one situation? (Distinctivenesscues).
48
Q

what are values

A
  • A broad tendency to prefer certain states of affairs over others
  • Values have to do with what we consider good and bad
  • Values are motivational; they signal how we believe and how we should and should not behave
  • Values are very general; they do not predict behaviour in specific situations very well.
49
Q

what are attitudes

A

-An attitude is a fairly stable evaluative tendency to respond consistency to some specific object, situation, person, or category of people
Attitudes involve evaluations directed toward specific targets
-They are more specific than values.
-Attitudes are tendencies to respond to the target of the attitude
-Attitudes often influence our behaviour toward some object, situation, person, or group.Attitude →Behaviour
-However, attitudes are not always consistent with behaviour.
-Attitudes are a function of what we think and what we feel
-Attitudes are the product of a related belief and value.Belief + Value →Attitude →Behaviour

50
Q

what is job satisfaction

A
  • A collection of attitudes that workers have about their jobs
  • Facet satisfaction refers to the tendency for an employee to be more or less satisfied with various facets of the job
  • The most relevant attitudes toward jobs are contained in a rather small group of facets.
51
Q

job satisfaction facets

A
  • work itself
  • compensation
  • recognition
  • benefits
  • working conditions
  • supervision
  • co-workers
  • organizational policy
52
Q

overall satisfaction

A
  • is a summary indicator of a persons’ attitude toward his or her job that cuts across the various facets
  • It is an average or total of the attitudes individuals hold toward various facets of the job
  • Two employees might express the same level of overall satisfaction for different reasons.
53
Q

3 kinds of fairness

A
  • distributive fairness
  • procedural fairness
  • interactional fairness
54
Q

distributive fairness

A
  • people receive the outcome they think they deserve from their job
  • equity theory helps determine what people find fair
55
Q

procedural fairness

A
  • fairness occurs when process used to determine work outcomes is seen as reasonable
  • how outcomes are decided and allocated
  • relevant to performance outcome, raises, assignments, layoffs
56
Q

interactional fairness

A
  • received respectful and informative communication about an outcome
  • informative communication, is candid, timely and thorough
57
Q

equity theory

A

-A theory that job satisfaction stems from a comparison of the inputs one invests in a job and the outcomes one receives in comparison with the inputs and outcomes of another person or group.•Equity will be perceived when the following distribution ratios exist: My outcomes/ my inputs = Other’s outcomes /Other’s inputs

58
Q

organizational commitment

A
  • Organizational commitment is an attitude that reflects the strength of the linkage between an employee and an organization
  • This linkage has implications for whether someone tends to remain in an organization.
59
Q

3 types of organizational commitments

A
  • Affective commitment
  • Continuance commitment
  • Normative commitment
60
Q

affective commitment

A
  • Commitment based on a person’s identification and involvement with an organization.
  • People with high affective commitment stay with an organization because they want to.
61
Q

continuance commitment

A

-•Commitment based on the costs that would be incurred in leaving an organization or a lack of suitable job alternatives.
•People with high continuance commitment stay with an organization because they have to.

62
Q

normative commitment

A
  • Commitment based on ideology or a feeling of obligation to an organization.
  • People with high normative commitment stay with an organization because they think that they should do so.
63
Q

what is motivation

A
  • The extent to which persistent effort is directed toward a goal.
  • The basic characteristics of motivation:
  • Effort
  • Persistence
  • Direction
  • Goals
64
Q

extrinsic motivation

A

•Motivation that stems from the environment external to the task. Usually applied by others

65
Q

intrisic motivation

A

•Motivation that stems from the direct relationship between you and the task. Usually self-applied.

66
Q

motivation and performance

A
  • Performance refers to the extent to which an organizational member contributes to achieving the objectives of the organization
  • While motivation contributes to performance, the relationship is not one-to-one because a number of other factors also influence performance (e.g., personality, intelligence).
67
Q

need and process theories

A

need and process theories are complementary

  • process theory, how factors motivate
  • need theories, what motivates
68
Q

4 prominent need theories of motivation

A
  • maslows hierarchy of needs
  • alderfer’s ERG theory
  • mcclelland’s theory of needs
  • self-determination theory
69
Q

maslows need

A

higher order needs, to basic needs

  1. self-actualization
  2. self esteem
  3. belongingness
  4. safety
  5. physiological
70
Q

Alderfer’s ERG theory

A

intrinsic motivation - extrinsic motivation

  1. growth
  2. relatedness
  3. existence
71
Q

mcclellands theory of needs, achievement

A

achievement
-•A strong desire to perform challenging tasks well.
•You take personal responsibility for outcomes.
•A tendency to set moderately difficult goals that provide for calculated risks.
•A desire for performance feedback.

72
Q

mcclellands theory of needs, affifliation

A
  • A strong desire to establish and maintain friendly, compatible interpersonal relationships.
  • You have an ability to learn social networking quickly and a tendency to communicate frequently with others.
  • You prefer to avoid conflict and competition with others.
73
Q

MCCLELLAND’S THEORY OF NEEDS, power

A
  • A strong desire to influence others, making a significant impact or impression.
  • You seek out social settings in which you can be influential.
  • Power can be used to serve the power seeker, other people, or the organization.
74
Q

self-determination theory

A
  • Competence has to do with feeling a sense of mastery and being effective in one’s environment.
  • Autonomy refers to having choice
  • Relatedness has to do with feeling connected to others

lead to motivation, autonomous or controlled

75
Q

process theories of motivation

A
  • expectancy theory
  • equity theory
  • goal setting theory
76
Q

4 motivational strategy

A
  • money
  • job design
  • management by objectives
  • flexible work arrangements

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