Term
|
Definition
| Those psychological processes that cause the arousal, direction, and persistence of voluntary actions that are goal directed |
|
|
Term
| Two key factors that influence motivation |
|
Definition
Individual inputs - ability, job knowledge, dispositions and traits, emotions, moods, beliefs, and values
Job context - physical environment, tasks one completes, the organizations approach to recognition and rewards, adequacy of supervisory support and coaching, organizational culture
3. These two influence each other as well as the motivational process of arousal, direction, and persistence |
|
|
Term
| What are motivated behaviors directly affected by? |
|
Definition
| An individual’s ability and job knowledge, motivation, and a combination of enabling and limiting job context factors |
|
|
Term
| Need theories of motivation |
|
Definition
Attempt to pinpoint internal factors that energize behavior
Maslow's need hierarchy theory
McLelland's need theory |
|
|
Term
|
Definition
| physiological or psychological deficiencies that arouse behavior; can be strong or weak and are influence by environmental factors |
|
|
Term
| Maslow's Need Hierarchy theory |
|
Definition
Motivation is the function of five basic hierarchal needs – physiological, safety, love, esteem, and self-actualization
Once a need is satisfied it activates the next higher need in the hierarchy
A satisfied need may lose its motivational potential
|
|
|
Term
|
Definition
Also investigated needs for affiliatian and power
Need for achievement, need for affiliation, need for power |
|
|
Term
|
Definition
| Need to accomplish something difficult |
|
|
Term
| 3 common characteristics shared by achievement motivated people |
|
Definition
A preference for working on tasks of moderate difficulty
A preference for situations in which performance is due to their efforts rather than other factors, such as luck
Desire more feedback on their successes and failures than do low achievers
|
|
|
Term
|
Definition
People prefer to spend more time maintaining social relationships, joining groups, and wanting to be loved
Not the most effective leaders because they have a hard time making difficult decisions without worrying about being disliked
|
|
|
Term
|
Definition
Reflects an individual’s desire to influence, coach, teach, or encourage others to achieve
People are concerned with discipline and self-respect
Negative – “I win you lose” mentality
Positive – focus on accomplishing group goals and helping employees obtain the feeling of competence
|
|
|
Term
| Managerial implications of Mclelland's needs theory |
|
Definition
Given that adults can be trained to increase their achievement motivation, and achievement motivation is correlated with performance, organizations should consider the benefits of providing achievement training for employees
Achievement, affiliation, and power needs can be considered during the selection process, for better placement
Managers should create challenging task assignements or gaols because the need for achievement is positively correlated with goal commitment, which, in turn, influences performance
|
|
|
Term
| Motivating employees through job design |
|
Definition
| Four approaches - mechanistic, motivational, biological, and perceptual-motor |
|
|
Term
|
Definition
aka job redesign
refers to any set of activities that involve the alteration of specific jobs or interdependent systems of jobs with the intent of improving the quality of employee job experience and their on the job productivity |
|
|
Term
|
Definition
Approach to job design targets efficiency, flexibility, and employee productivity
Positive consequences – employee efficiency and productivity are increased
Negative consequences – Simplified, repetitive jobs also lead to job dissatisfaction, poor mental health, higher levels of stress, and low sense of accomplishment and personal growth
|
|
|
Term
|
Definition
i. Attempts to improve employees’ affective and attitudinal reactions such as job satisfaction and intrinsic motivation as well as a host of behavioral outcomes such as absenteeism, turnover, and performance
Job enlargement, job rotation, job enrichment, job characteristics model |
|
|
Term
|
Definition
Putting more variety into a worker’s job by combining specialized tasks of comparable difficulty’
AKA horizontally loading
|
|
|
Term
|
Definition
Moving employees from one specialized job to another
Workers are trained and given the obbortunity to perform two or more separate jobs on a rotating basis
Managers believe they can stimulate interest and motivation while providing employees with a broader perspective of the organization
Advantages; increased worker flexibility and easier scheduling
|
|
|
Term
|
Definition
Motivators
Job satisfaction was more frequently associated with achievement, recognition, characteristics of the work, responsibility, and advancement
Job dissatisfaction is acssociated primarily with factors in the work context or environment, mainly company policy and administration, technical supervision, salary, interpersonal relations with one’s supervisor, and working conditions
Hygeinen factors
Job enrichment entails modifying a job such that an employee has the opportunity to experience achievement, recognition, stimulating work, responsibility, and advancement |
|
|
Term
|
Definition
Job characteristics associated with job satisfaction
Cause a person to move from a state of no satisfaction to satisfaction |
|
|
Term
|
Definition
company policy and administration, technical supervision, salary, interpersonal relations with one’s supervisor, and working conditions
job characteristics associated with job dissatisfaction
Not motivational
Individual will experience no job dissatisfaction when he or she has no grievances about hygiene factors
Satisfaction is not the opposite of dissatisfaction
|
|
|
Term
| Job characteristics model |
|
Definition
Intrinsic motivation – occurs when an individnaul is tunred on to one’s work because of the positive internal feelings that are generated by doing well rather than being dependent on external factors
Core job characteristics |
|
|
Term
|
Definition
common characteristics found to a varying degree in all jobs
Skill variety
Task identity – The extent to which the job requires an individual to perform a whole or completely identifiable piece of work
Task significance – extent to which the job affects the lives of other people within or outside the organization
Feedback – the extent to which an individual receives direct and clear information about how effectively he or she is performing the job
Autonomy
|
|
|
Term
| Biological and perceptual motor approaches |
|
Definition
| i. Based on research from biomechanics, work physicology, and ergonomics and focuses on designing th e work environment to reduce employees’ physical strain, fatigue, and health complaints |
|
|
Term
| The foundation of intrinsic motivation |
|
Definition
i. Intrinsically motivated people are driven to act for the fun or challenge associated with a task rather than because of external rewards, pressures, or requests
ii. Motivation comes from the psychological rewards
iii. Extrinsic motivation – when people do thigns in order to obtain a specific outocome; fueled by a person’s desire to avoid or achieve some type of consequence for his or her behavior |
|
|
Term
| Model of intrinsic motivation |
|
Definition
Sense of meaningfulness
Sense of choice
Sense of competence
Sense of progress |
|
|
Term
|
Definition
1. The opportunity you feel to pursue a worhy task purpose
2. Feeling that you are on a path that is worth your time and energy
3. Not the task but the overall purpose for completing the task that drives intrinsic motivation |
|
|
Term
|
Definition
1. Opportunity you feel to select task activites that make sense to you and to perform them in ways that seem appropriate
2. Being able to use your own judgment and act out of your own understanding of the task |
|
|
Term
|
Definition
1. Accomplishment you feel in skillfully performing task activates you have chosen
2. Involves the sense that you are doing good, high quality work on a task
3. Related to the level of challenge |
|
|
Term
|
Definition
1. Accomplishment you feel in achieving the task purpose
2. Involves the sense that the task is moving forward, that your activites are really accomplishing something |
|
|
Term
|
Definition
Affective or emotional response toward various facets of one’s job
Not a unitary concept, rather a person can be relatively satisfied with one aspect of his or her job and dissatisfied with one or more other aspects |
|
|
Term
| Causes of job satisfaction |
|
Definition
Need fulfillment
Discrepancies
Value attainment
Equity
Dispositional/genetic components
|
|
|
Term
|
Definition
| extent to which the characetersistics of a job allow an individual to fulfill his or her needs |
|
|
Term
|
Definition
1. Differnece between what an individual expects to receive from a job, such as good pay and promotional opportunities, and what he or she actually receives
satisfaction is a result of met expectations |
|
|
Term
|
Definition
| satisfaction results from the perception that a job allows for fulfillment of an individuals important work values |
|
|
Term
|
Definition
| satisfaction is a function of how fairly an individual is treated at work. Satisfaction results from one’s perceptions that work outcomes, relative to inputs, compare favorably with a significant other’s outcomes/inputs |
|
|
Term
| Dispositional/genetic components |
|
Definition
job satisfaction is partly a function of both personal traits and genetic factors
1. Implies that stable individual differences are just as important in explaining job satisfaction as are characteristics of the work environment |
|
|
Term
| Correlates and consequences of job satisfaction |
|
Definition
Motivation – significant positive relationshpii between motivation and job satisfaction
Job involvement – moderately related with job satisfaction
Organizational commitment – significant and moderate relationship between organizational commitment and satisfaction
Organizational Citizenship Behavior – employee behaviors that are beyond the call of duty; positive correlation with job satisfaction
Absenteeism – weak negative relationship between satisfaction and absenteeism
Withdrawl cognitions – representing an individual’s overall thoughts and feelings about quitting
Turnover – disrupts organizational continuity and is very costly due to separation and replacement costs
Perceived stress
Job performance
|
|
|
Term
|
Definition
Counterproductive work behavior
Behaviors that harm employees and the organization as a whole
Mistreatment of others – harassment, bullying, blatant unfairness
Violence at work
|
|
|
Term
| Causes and prevention of counterproductive work behavior |
|
Definition
Hiring individuals less prone to this behavior
Motivating desired behaviors and not CWBs
Respond quickly and appropriately if CWBs are engaged in
|
|
|
Term
| Adams' equity theory of motivation |
|
Definition
Model of motivation that explains how people strive for fairness and justice ins ocial exchanges or give-and-take relationships
Based on cognitive dissonance theory – people are motivated to maintain consistency between their cognitive beliefs and their behavior. Percieved inconsistencies create cognitive dissonance which, inturn, motivates corrective action |
|
|
Term
| Components involved in employee employer exchange |
|
Definition
Inputs – things for which employees expects a just return
- Education/training, skills, creativity, seniority, age, personality traits, effort expended, personal appearance
Outcome – organization provides such things as pay/bonues, fringe benefits, challenging assignments, job security, promotions, status symbols, recognition, and participation in important decisions |
|
|
Term
|
Definition
Feelings of inequity revolve around a person’s evaluation of whether he or she receives adequate rewards to compensate for his or her contributive inputs
People perform these evaluations by comparing the perceived fairness of their employement exchange to that of relevant others |
|
|
Term
|
Definition
| Perceived if the comparison person enjoyus greater outcomes for similar inputs |
|
|
Term
|
Definition
| When outcome to input ratio is greater than that of a relevant coworker |
|
|
Term
| Dynamics of perceived inequity |
|
Definition
Thresholds of Equity and Inequity – different preferences for, tolerances for, and reactions to the level of equity associated with any given situation
Benevolents, sensitives, entitleds
ii. Reducing inequity – adjusting one’s inputs or attempting to alter one’s outputs |
|
|
Term
|
Definition
| people who have a higher tolerance for negative inequity |
|
|
Term
|
Definition
| individuals who adhere to a strict norm of reciprocity and are quickly motivated to resolve both negative and positive inequity |
|
|
Term
|
Definition
| have no tolerance for negative inequity; expect to obtain greater output/input ratios |
|
|
Term
| Expanding the concept of equity: organizational justice |
|
Definition
Organizational justice – Reflects the extent to which people perceive they are treated fairly at work
Distributive justice - perceived fairness of how resources and rewards are distributed or allocated
Procedural justice – perceived fairness of the process and procedures used to make allocation decisions
- Enhanced by giving employees a voice in decisions that affect them
Interactional justice – Quality of the interpersonal treatment people receive when procedures are implemented
- Focuses on whether or not people believe they are treated fairly when decisions are implemented |
|
|
Term
| Practical lessons from equity theory |
|
Definition
Provides managers with yet another explanation of how beliefs and attitudes affect ob performance
Research on equity theory emphasizes the need for managers to pay attention to employees’ perceptions of what is fair and equitable
Managers benefit by allowing employees to participate in making decisions about important work outcomes
Employees should be given the opportunity to appeal decisions that affect their welfare
Employees are more likely to accept and support organizational change when they believe it is implemented fairly and when it produces equitable outcomes
Managers can promote cooperation and teamwork among group members by treating them equitably
Treating employees inequitably can lead to litigation and costly court settlements
Employees’ perceptions of justice are strongly influenced by the leadership behavior exhibited by their managers
Managers should pay attention to the organization’s climate for justice
|
|
|
Term
| Expectancy theory of motivation |
|
Definition
Holds that people are motivated to behave in ways that produce desired combinations of expected outcomes
- Perception plays a central role because it emphasizes cognitive ability to anticipate likely consequences of behavior
|
|
|
Term
| Vroom's expectancy theory |
|
Definition
The strength of a tendency to act in a certain way depends on the strength of an expectancy that the act will be followed by a given consequence or outcome and on the value or attractiveness of that consequence to the actor
Motivation boils down to the decision of how much effort to exert in a specific task situation
Instrumentality – person’s belief that a particular outcome is contingent on accomplishing a specific level of performance; performance is instrumental when it leads to something else
Valence – positive or negative value people place on the outcomes
Expectancy – an individual’s belief that a particular degree of effort will be followed by a particular level of performance.
|
|
|
Term
| What is motivation affected/influenced by |
|
Definition
Motivation is affected by an individual’s expectation that a certain level of effort will produce the intended performance goal
Motivation is also influenced by the employee’s perceived chances of getting various outcomes as a result of accomplishing his or her performance goal
Individuals are motivated to the extent that they value the outcomes received
|
|
|
Term
| What is expectancy influenced by |
|
Definition
Self esteem
Self efficacy
Previous success at the task
Help received from others
Information necessary to complete the task
Good materials and equipment to work with
|
|
|
Term
| Research on expectancy theory and managerial implications |
|
Definition
i. Criticized b/c it is difficult to test and the measures used to assess expectancy, instrumentality, and valence have questionable validity
Prerequisites to effectively linking performance and rewards:
-Managers need to develop and communicate performance standards to employees
-Managers need valid and accurate performance ratings with which to compare employees
-Managers need to determine the relative mix of individual versus team contribution to performance and then reward accordingly
-Managers should use the performance ratings to differentially allocate rewards among employees
|
|
|
Term
|
Definition
| What an individual is trying to accomplish; object or aim of an action |
|
|
Term
|
Definition
| a management system that incorporates participation in decision making, goal setting, and objective feedback |
|
|
Term
| How does goal setting work? |
|
Definition
Goals direct attention – direct one’s attention and effort toward goal relevant activities and away from goal-irrelevant activities
Goals regulate effort – motivate us to act
Goals increase persistence – difficult goal that is important to an individual is a constant reminder to keep exerting effort in the appropriate direction
Goals foster the development and application of task strategies and action plans – encourage people to develop strategies and action plans that enable them to achieve their goals
|
|
|
Term
| Insights from goal setting research |
|
Definition
Difficult goals lead to higher performance
Specific, difficult goals lead to higher performance for simple rather than complex tasks
Feedback enhances the effect of specific, difficult goals
Participative goals, assigned goals, and self-set goals are equally effective
Goal commitment and monetary incentives affect goal-setting outcomes
|
|
|
Term
| Practical applications of goal setting |
|
Definition
Set goals
- SMART – Specific, measurable, attainable, results oriented, and time bound
Promote goal commitment
Provide support and feedback
|
|
|
Term
|
Definition
| objective information about individual or collective performance shared with those in a position to improve the situation. Hard data |
|
|
Term
| Two functions of feedback |
|
Definition
i. Instructional – when it clarifies or teaches
ii. Motivational – enhanced by pairng specific, challenging goals with specific feedback about results
|
|
|
Term
| Three sources of feedback |
|
Definition
Others – peers, supervisors, lower level employees, and outsiders
Task – ready source of objective feedback
Oneself – self serving bias and other perceptual problems can contaminate this source
|
|
|
Term
| The recipients of feedback |
|
Definition
People tend to perceive and recall psotivie feedback more accurately than they do negative feedback, but negative feedback dcan have a positive motivational effect by challenging employees to set and pursue higher goals
Upon receiving feedback, people cognitively evaluate factors such as its accuracy, the credibility of the source, the fairness of the system, their performance-reward expectancies, and the reasonableness of the standards; feedback that does not clear these will be rejected or downplayed
|
|
|
Term
| Behavioral outcomes of feedback |
|
Definition
i. Direction, effort and persistence
ii. Resistance – feedback schemes that are perceived as manipulated or failing one of the cognitive evaluation tests cause people to resist it
|
|
|
Term
| Why is nontraditional feedback growing in popularity? |
|
Definition
Tradtiional performance appraisal systems have created widespread dissatisfaction
Team-based organizations tructures are replacing traditional hierarchies
Multiple-rater systems are said to make feedback more valid
Advanced technology greatly facilitates multiple-rater systems
Bottom-up feedback meshes nicely with the trend towards participative management and employee empowerment
Coworkers and lower level employees are said to know more aobu t amanagers’ strengths and limitations than the boss
|
|
|
Term
|
Definition
| 1. Lower level employees provide feedback on a magers’s style and performance |
|
|
Term
|
Definition
| 1. Letting individuals compare their own perceived performance with behaviorally specific performance information from their manager, subuordinates, and peers |
|
|
Term
|
Definition
| 1. Feedback leads us to favor anonymity and discourage use for pay and promotion decisions |
|
|
Term
|
Definition
It’s used to punish, embarrass, or put down employees
Those receiving the feedback see it as irrelevant to their work
Feedback information is provided too late to do any good
People perceiving feedback believes it relates to matters beyond their control
Employees complain about wasting too much time collecting and recording feedback data
Feedback recipients complain about feedback being too complex or difficult to understand
|
|
|
Term
|
Definition
Common for nonwage benefits to be 50% or more of total compensation
Social rewards – praise and recognition
Psychic rewards – personal feelings of self-esteem, self satisfaction, and accomplishment
Extrinsic rewards – financial, material, and social rewards
Intrinsic rewards – self granted
|
|
|
Term
| Distribution criteria for rewards |
|
Definition
Performance: results – tangible outcomes
Performance: actions and behaviors – teamwork, cooperation, risk taking, creativity
Nonperformance considerations – type of job, nature of the work, equity, tenure, level in hierarchy are rewarded
Trend is towards performance criteria
|
|
|
Term
|
Definition
Monetary incentives linking at least some portion of the paycheck directly to results or accomplishments (incentive or variable pay)
Give employees incentives for working harder or smarter
|
|
|
Term
| Why rewards often fail to motivate |
|
Definition
Too much emphasis on monetary rewards
Rewards lack an appreciation effect
Extensive benefits become entitlements
Counterproductive behavior is rewarded
Too long a delay between performance and rewards
Too many one-size-fits-all rewards
Use of one-shot rewards with a short live motivational impact
Continued use of demotivating practices such as layoffs, across-the-board raises and cuts and excessive executive compensation
|
|
|
Term
| Thorndike's law of effect |
|
Definition
| Behavior with favorable consequences tends to be repeated, while behavior with unfavorable consequences tends to disappear |
|
|
Term
| Skinner's operant conditioning model |
|
Definition
Important distinction between two types of behavior: respondent and operant behavior
- Respondent – unlearned reflexes or stimulus-response connectives
Very small portion of human behavior
- Operant – learned when one operates on the environment to produce desired consequences
|
|
|
Term
|
Definition
| Control behavior in four ways: positive reinforcement, negative reinforcement, punishment, and extinction |
|
|
Term
|
Definition
Strengthens behavior
Process of strengthening a behavior by contingently presenting something pleasant
|
|
|
Term
|
Definition
Strengthens behavior
Process of strengthening a behavior by contingently withdrawing something displeasing
Strengthens a behavior because it provides relief from an unpleasant situation
|
|
|
Term
|
Definition
Weakens behavior
Process of weakening behavior through either the contingent presentation of something displeasing or the contingent withdrawal of something positive
|
|
|
Term
|
Definition
Weakens behavior
Weakening of a behavior by ignoring it or making sure it is not reinforced
|
|
|
Term
| Schedules of reinforcement |
|
Definition
Continuous: every instance of a target behavior is reinforced
Intermittent – reinforcement of some but not all instance s of a target behavior
- Ratio schedules and interval (passage of time)
Proper scheduling is important – schedule can more powerfully influence behavior than the magnitude of reinforcement
Variable ratio and interval produce strongest behavior that is most resistant to extinction
|
|
|
Term
| Shaping behavior with positive reinforcement |
|
Definition
| Process of reinforcing close and closer approximations to a target behavior |
|
|
Term
|
Definition
| Two or more freely interacting individuals who share collective norms and goals and have a common identity |
|
|
Term
|
Definition
| Formed by a manager to help the organization accomplish its goals |
|
|
Term
|
Definition
| Exists when the members’ overriding purpose of getting together is friendship |
|
|
Term
| Functions of formal group |
|
Definition
| Organizational and individual |
|
|
Term
| Group development process |
|
Definition
Go through a maturation process in identifiable stages, although they are not the same duration or intensity
Stage 1: Forming
Stage 2: Storming
Stage 3: Norming
Stage 4: Performing
Stage 5: Adjourning
|
|
|
Term
| Group development process Stage 1 |
|
Definition
Forming
Ice breaking stage, group members tend to be uncertain and anxious about such things as their roles, the people in charge, and the groups’ goals
Mutual trust is low and there is a good deal of holding back to see who takes charge and how
|
|
|
Term
| Group development process Stage 2 |
|
Definition
Storming
Time of testing
Individuals test the leader’s policies and assumptions as they try to determine how they fit into the power structure
Subgroups take shape and subtle forms of rebellion occur
Many groups stall because power politics erupts into open rebellion
|
|
|
Term
| Group development process Stage 3 |
|
Definition
Norming
Groups that make it through h stage 2 generally do so because a respected member other than the leader challenges the group to resolve its power struggles so something can be accomplished
Questions about authority and power are resolved through unemotional, matter of fact group discussion
Team spirit
Group cohesiveness – the we feeling that binds members of a group together; principal byproduct
|
|
|
Term
| Group development process Stage 4 |
|
Definition
Performing
Solving task problems
Contributors get their work done without hampering others
Climate of open communication, strong cooperation, and lots of helping behavior
Conflicts and job boundary disputes are handled constructively and efficiently
Cohesiveness and personal commitment to group goals can help the group achieve more than could any one individual acting alone
|
|
|
Term
| Group development process Stage 5 |
|
Definition
|
|
Term
|
Definition
| Sets of behaviors that persons expect of occupants of a position; can go beyond duties in a job description |
|
|
Term
| Task versus maintenance roles |
|
Definition
Task roles – enable the work group to define, clarify, and pursue a common purpose
Maintenance roles – Foster supportive and constructive interpersonal relationships
Task roles keep the group on track while maintenance roles keep the group together
|
|
|
Term
|
Definition
More encompassing than roles
Help organizational members determine right from wrong and good from bad
Attitude, opinion, feeling, or action shaped by two or more people that guides their behavior
Typically unwritten and seldom discussed openly, they have a powerful influence on group and organizational behavior
|
|
|
Term
|
Definition
Explicit statements by supervisors or coworkers
Critical events in the group’s history
Primacy – first behavior pattern that emerges in a group often sets group expectations
Carryover behaviors from past situations
|
|
|
Term
|
Definition
Help the group or organization survive
Clarify or simplify behavioral expectations
Help individuals avoid embarrassing situations
Clarify the group’s or organization’s central values and/or unique identity
|
|
|
Term
|
Definition
A small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable
A team is more than just a group
|
|
|
Term
| A group becomes a team when |
|
Definition
Leadership becomes a shared activity
Accountability shifts from strictly individual to both individual and collective
The group develops its own purpose or mission
Problem solving becomes a way of life, not a part time activity
Effectiveness is measured by the group’s collective outcomes and products
|
|
|
Term
| Developing teamwork competencies |
|
Definition
| Teamwork skills and competencies need to be role modeled and taught |
|
|
Term
|
Definition
Catch all term for a host of techniques aimed at improving the internal functioning of work groups
Strive for greater cooperation, better communication, and less dysfunctional conflict
Greater emphasis is placed on how work groups get the job done than on the task itself
Often these build good feelings but don’t translate into meeting business goals
|
|
|
Term
|
Definition
Trust – reciprocal faith in others intentions and behaviors
Overall trust – expecting fair play, truth and empathy
Emotional trust – having faith that someone will not misrepresent you to others or betray a confidence
Reliableness – believing that promises and appointments will be kept and commitments met
|
|
|
Term
| What is a key ingredient of teamwork? |
|
Definition
|
|
Term
|
Definition
Communication
Support
Respect
Fairness
Predictability
Competence
|
|
|
Term
|
Definition
| i. Groups of workers who are given administrative oversight for their task domains |
|
|
Term
| Influential tactics team advisors rely on |
|
Definition
Relating – understanding the organization’s power structure, building trust, showing concern for individual team members
Scouting – seeking outside information, diagnosing teamwork problems, facilitating group problem solving
Persuading – gathering outside support and resources, influencing team to be more effective and pursue organizational goals
Empowering – delegating decision making authority, facilitating team decision making process, coaching
|
|
|
Term
|
Definition
| Common feature of self managed teams; specialists from different areas are put on the same team |
|
|
Term
|
Definition
A positive effect on productivity
A positive effect on specific attitudes relating to self management
No significant effect on general attitudes
No significant effect on absenteeism or turnover
Team performance was better when team members scored high in cognitive ability and emotional intelligence
|
|
|
Term
|
Definition
Convene electronically with members reporting in from different locations
Lack of face to face interaction can weaken trust, communication, and accountability
|
|
|
Term
| Research insights for virtual teams |
|
Definition
Group development process similar to that for face to face groups
Internet chat rooms create more work and yield power decisions than face-to face meetings and telephone conferences
Successful use of groupware requires training and hands on experience
Inspirational leadership has a positive impact on creativity in electronic brainstorming groups
|
|
|
Term
| Threats to group and team effectiveness |
|
Definition
|
|
Term
|
Definition
A mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when members’ striving for unanimity override their motivation to realistically appraise alternative courses of action
Refers to a deterioration of mental efficiency, reality testing, and moral judgment that results from in-group pressures
|
|
|
Term
| Eight classic symptoms of group think |
|
Definition
Invulnerability – an illusion that breeds excessive optimism and risk taking
Inherent morality – a belief that encourages the group to ignore ethical implications
Rationalization – protects pet assumptions
Stereotyped views of opposition – cause group to underestimate opponents
Self censorship – stifles critical debate
Illusion of unanimity – silence interpreted to mean consent
Peer pressure – loyalty of dissenters is questioned
Mindguards – self appointed protectors against adverse information
|
|
|
Term
|
Definition
| Tendency for individual effort to decline as group size increases |
|
|
Term
| Explanations for social loafing |
|
Definition
Equity of effort
Loss of personal accountability
Motivational loss due to the sharing of rewards
Coordination loss as more people perform the task
|
|
|
Term
| Social loafing occurs because |
|
Definition
Task was perceived as unimportant, simple, or not interesting
Group members thought their individual output was not identifiable
Group members expected their coworkers to loaf
Does not occur when group members expected to be evaluated
|
|
|
Term
| Practical implications for social loafing |
|
Definition
Not an inevitable part of group effort
Threat can be curbed by effectively making sure the task is challenging and perceived as important
|
|
|
Term
|
Definition
Asocial influence process in which the leaders seeks the voluntary participation of subordinates in an effort to reach organizational goals
Implies that leadership involves more than wielding power and exercising authority and is exhibited at different levels
|
|
|
Term
|
Definition
Leadership traits were not innate, but could be developed through experience and learning
Leader trait – physical or personality characteristic that can be used to differentiate leaders from followers
|
|
|
Term
| Contemporary trait research |
|
Definition
Leadership prototype – mental representation of the traits and behaviors that you believe are possessed by leaders
- Tend to perceive that someone is a leader when he or she exhibits traits or behaviors that are consistent with our prototypes
Emotional intelligence – the ability to manage oneself and one’s relationships in mature and constructive ways
- Associated with leadership effectiveness
Politically intelligent leaders use power and intimidation to push followers in the pursuit of an inspiring vision and challenging goals
|
|
|
Term
|
Definition
Men and women were seen as displaying more tasks and social leadership; respectively
Women used a more democratic or participative style than men, and men used a more autocratic and directive style than women
Men and women were equally assertive
Women executives when rated by their peers, managers, and direct reports, scored higher than their male counterparts on a variety of effectiveness criteria
|
|
|
Term
| Takeaways from Trait theory |
|
Definition
Organizations may want to include personality and trait assessments into their selection and promotion processes
Management development programs can be used to enhance employees’ leadership traits
|
|
|
Term
|
Definition
| Focus on leader behavior instead of personality traits |
|
|
Term
| Two independent dimensions of leader behavior |
|
Definition
Consideration – leader behavior associated with creating mutual respect or trust and focuses on a concern for group members’ needs and desires
Initiating structure – leader behavior that organizes and defines what group members should be doing to maximize output
Two dimensions are oriented at right angles to yield four behavioral styles of leadership
|
|
|
Term
| Takeaways from behavioral styles theory |
|
Definition
Leaders are made not born
No one best style of leadership
Effectiveness of a style depends on the situation at hand
Important to consider the difference between how frequently and how effectively managers exhibit various leader behaviors
|
|
|
Term
|
Definition
Propose that the effectiveness of a particular style of leader behavior depends on the situation
As situations change, different styles become appropriate
|
|
|
Term
| Three alternative situational theories: |
|
Definition
Fiedler's contingency model
Path-goal theory
Hersey and Blanchard's situational leadership theory |
|
|
Term
| Fiedler's contingency model |
|
Definition
Performance of a leader depends on two interrelated factors: the degree to which the situation gives the leader control and influence and the leader’s basic motivation
Believes that leaders are either task motivated or relationship motivated
Based on the premise that leaders have one dominant leadership style that is resistant to change
Leaders must learn to manipulate or influence the leadership situation in order to create a match between their leadership style and the amount of control within the situation at hand
Situational control
|
|
|
Term
|
Definition
| Amount of control and influence the leader has in his or her immediate work environment |
|
|
Term
| Three dimensions of situational control |
|
Definition
Leader member relations – reflect the extent to which the leader has the support, loyalty, and trust of the work group
Task structure – concerned with the amount of structure contained within tasks performed by the work group
Position power – refers to the degree to which the leader has formal power to reward, punish, or otherwise obtain compliance from employees
|
|
|
Term
|
Definition
Describes how leadership effectiveness is influenced by the interaction between four leadership styles and a variety of contingency factors – situational variables that cause one style of leadership to be more effective than another
|
|
|
Term
| Groups of contingency variables |
|
Definition
Employee characteristics
Environmental factors
|
|
|
Term
|
Definition
Locus of control
- Internal: more likely to prefer participative or achievement oriented leadership because they believe they have control over the work environment
- External: Tend to view the environment as uncontrollable, thereby preferring the structure provided by supportive or directive leadership
Task ability
- High – less apt to need additional direction and would respond negatively to directive leadership
Need for achievement
Experience
Need for clarity
|
|
|
Term
| Research and managerial implications of Path-Goal theory |
|
Definition
Effective leaders possess and use more than one style of leadership
A small set of employee characteristics and environmental factors are relevant contingency factors
|
|
|
Term
| Hersey and Blanchard's situational leadership theory |
|
Definition
Effective leader behavior depends on the readiness level of a leader’s followers
Readiness is defined s the extent to which a follower possesses the ability and willingness to complete a task
- Combination of confidence, commitment, and motivation
|
|
|
Term
|
Definition
Focuses on clarifying employees’ role and task requirements and providing followers with positive and negative rewards contingent on performance
Encompasses the fundamental managerial activities of setting goals, monitoring progress toward goal achievement, and rewarding and punishing people for their level of goal commitment
|
|
|
Term
| Transformational leadership |
|
Definition
Engenders trust, seeks to develop leadership in others, exhibit self sacrifice and serve as moral agent, focusing themselves and followers on objectives that transcend the more immediate needs of the work group
Can produce significant organizational change and results because this form of leadership fosters higher levels of intrinsic motivation, trust, commitment, and loyalty from followers that does transactional leadership
Leads to superior performance when it augments or adds to transactional leadership
|
|
|
Term
| Important managerial implications for transformational leadership |
|
Definition
Best leaders are not just transformational
Influences group dynamics and group-level outcomes
Employees at any level in an organization can be trained to be more transactional and transformational
Transformational leaders can be ethical or unethical
|
|
|
