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| studies the influence that individuals, groups, and organizational structure have on behavior within organizations. OB focuses on the three determinants of behavior in organizations: individuals, groups, and organizational structure. |
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| makes reasonably accurate predictions about people's behavior. Examining relationships, attempting to attribute causes and effects, and basing our conclusions on scientific evidence. |
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| Evidence-based management (EBM) |
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| involves basing managerial decisions on the best available scientific evidence. |
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| "gut feelings" about "what makes others tick." |
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| the science that seeks to measure, explain, and sometimes change the behavior of people. |
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| a branch of psychology that focuses on people's influences on one another. |
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| the study of people in relation to their social environment or culture. |
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| the study of societies for the purpose of learning about human beings and their activities. |
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| we can say that x leads to y, but only under conditions specified in z (the contingency variables) |
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| organizations are becoming more heterogeneous mix of people in terms of gender, age, race, ethnicity, and sexual orientation. |
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| positive organizational scholarship |
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| concerns how organizations develop human strengths, foster vitality and resilience, and unlock potential. |
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| evaluative statements about objects, people, or events |
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| the aspect of an attitude that is a description of or belief in the way things are. "my pay is low" |
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| the emotional or feeling segment of an attitude and is reflected in the statement "i am angry over how little i am payed." |
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| an intention to behave in a certain way toward someone or something, "i'm going to look for another job that pays better." |
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| refers to any incompatibility an individual might perceive between two or more attitudes or between behavior and attitudes. |
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| describes a positive feeling about a job resulting from an evaluation of its characteristics. |
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| measures the degree to which people identify psychologically with their job and consider their perceived performance level important to self-worth. |
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| psychological empowerment |
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| employee's beliefs in the degree to which they influence their work environment, their competence, the meaningfulness of their job, and the perceived autonomy in their work. |
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| organizational commitment |
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| a state in which an employee identifies with a particular organization and its goals and wishes to maintain membership in the organization. |
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| an emotional attachment to the organization and a belief in its values. PETA |
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| the perceived economic value of remaining with an organization compared the leaving it. pays a lot of money |
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| obligation to remain with the organization for moral or ethical reasons. |
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| perceived organizational support (POS) |
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| the degree to which employees believe the organization values their contribution and cares about their well-being |
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| an individual's involvement with, satisfaction with, and enthusiasm for, the work she does. |
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| directing behavior toward leaving the organization including looking for a new position as well as resigning. |
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| involves actively attempting to improve conditions, including suggesting improvements |
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| optimistically waiting for conditions to improve, trusting the managers to "do the right thing" |
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| allowing conditions to worsen, including lateness, absenteeism, and reduced effort. |
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| the processes that account for an individual's intensity, direction, and persistence of effort toward attaining a goal |
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| Maslow's hierarchy of needs |
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Definition
1. physiological (hunger, thirst, shelter, sex)
2.safety
3.social (affection, belongingness)
4. esteem
5. self-actualization |
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| maslow. physiological and safety needs |
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| maslow. social, esteem, and self-actualization |
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| positive. managers assume employees can seek responsibility. |
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| negative. managers assume employees are lazy, and have to be coerced to do work. |
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| motivation-hygiene theory. LOOK MORE IN BOOK |
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| Herzberg characterized conditions surrounding the job such as a quality of supervision, pay, company policies, and job security as hygiene factors. |
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| mcclelland's theory of needs |
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Definition
the theory focuses on 3 needs.
need for achievement
need for power
need for affiliation |
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| cognitive evaluation theory |
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| proposes that the introduction of extrinsic rewards for work effort that was previously intrinsically rewarding due to the pleasure associated with the content of the work itself tends to decrease overall motivation |
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| specific goals increase performance; that difficult tasks, when accepted, result in higher performance than do east goals. |
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| management by objectives (MBO) |
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| emphasizes collaboratively set goals that are tangible, verifiable, and measurable. |
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| refers to an individual's belief that he or she is capable of performing a task. |
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| a way to increase self-efficacy. gaining experience with a job |
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| a way to increase self-efficacy. becoming more confident when u see someone else doing the task |
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| a way to increase self-efficacy. becoming more confident when someone convinces u that u have the skills |
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| a way to increase self-efficacy. becoming more confident when one is "psyched up" |
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| proposes that these comparisons can affect motivation. p. 73 in book |
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| part of equity theory. an employee's experiences in a different position inside the employee's current organization. |
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| part of equity theory. an employee's experiences in a situation or position outside the employee's current organization. |
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| another individual or group of individuals inside the employee's organization. |
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| another individual or group of individual's outside the employee's organization. |
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| the employee's perceived fairness of the amount and allocation of rewards among individuals. |
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| an overall perception of what is fair in the workplace. |
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| the perceived fairness of the process used to determine the distribution of rewards. |
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| an individual's perception of the degree to which she is treated with dignity, respect, and concern. |
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| says that employees will be motivated to exert a high level of effort when they believe: that effort will lead to a good performance appraisal, that a good appraisal will lead to organizational rewards, and that the rewards will satisfy the employee's personal goals. |
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| the elements in which a job are organized that act to increase or decrease effort. |
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| job characteristics model (JCM) |
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| proposes that any job can be described in terms of five core job dimensions: skill variety, task identity, task significance, autonomy, and feedback. |
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| the periodic shifting of an employee from one task to another |
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| increasing the number and variety of tasks that an individual performs. |
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| the vertical expansion of jobs. it increases the degree to which the worker controls the planning, execution, and evaluation of the work. |
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| allows two or more individuals to split a 40-hr week |
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| employees who do their work from home |
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| a participative process that uses the input of employees to increase their commitment to the organization's success. |
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| use of joint-decision making |
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| representative management |
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| rather than participating directly in decisions, workers are represented by a small group of employees who actually participate. |
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| the sum total ways in which an individual reacts to and interacts with others. |
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| refers to factors determined at conception |
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| when someone exhibits certain characteristics in a large number of situations |
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| myers-briggs type indicator |
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| personality test that asks people how they feel or act in particular situations. extroverted (outgoing, social, assertive) vs. introverted (quiet and shy). sensing (practical, prefer routine) vs. intuitive (rely on unconscious processes). thinking (use reason and logic) vs. feeling (rely on personal values and emotions). judging (want control and prefer their world to be ordered) vs. perceiving (flexible and spontaneous.) |
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| thesis that five basic dimensions underlie all others and encompass most of the significant variation in human personality. |
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| tend to be assertive, sociable, and talkative. |
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| refers to an individuals propensity to defer to others. highly agreeable people are cooperative, warm, and trusting. Low scorers are cold, disagreeable, and antagonistic. |
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| measure of reliability. High scorer is responsible, organized, and dependable. Low scorers are easily distracted, disorganized, and unreliable. |
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| taps a person's ability to withstand stress. Positive tends to be calm, self-confident, and secure. Negative tends to be nervous, anxious, depressed, and insecure. |
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| addresses one's range of interests and fascination with novelty. open people are creative, ad artistically sensitive. Those at the other end are conventional and find comfort in the familiar. |
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| people differ in the degree to which they like or dislike themselves and whether they see themselves as capable and effective. positive's like themselves, negatives dislike themselves. |
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| refers to an individual's ability to adjust his or her behavior to external, situational factors. High show considerable adaptability in adjusting their behavior to external situational factors. |
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| a person who is aggressively involved in a chronic, incessant struggle to achieve more and more in less and less time. They are always moving, walking, and doing everything fast. |
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| rarely hurry, can relax without guilt, and they never suffer from a sense of time urgency. |
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| proactives identify opportunities, show initiative, take action, and persevere until meaningful change occurs. they create positive change in their environment, regardless of or even in spite of constraints or obstacles. |
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| represent basic conventions that "a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence. |
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| when we rank an individual's values in terms of their intensity. |
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| refers to desirable end-states. |
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| refers to preferable modes of behavior, or means of achieving the terminal values. |
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| personality-job fit theory |
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| the effort to match job requirements with personality characteristics. Proposition that job satisfaction and the propensity to leave a position depend on the degree to which individual's successfully match their personalities to a job. |
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| a generic term that covers a broad range of feelings that people experience. It’s an umbrella concept that encompasses both emotions and moods. |
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| intense feelings that are directed at someone or something. |
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| are feelings that tend to be less intense than emotions and that often (thought not always) lack a contextual stimulus. |
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| a mood dimension consisting of positive emotions such as excitement, self-assurance, and cheerfulness at the high end and relaxation, tranquility, and poise at the low end. |
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| a mood dimension consisting of nervousness, stress, and anxiety at the high end and relaxation, tranquility, and poise at the lower end |
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| at zero input (when nothing in particular is going on), most individuals experience a mildly positive mood. (So, for most people, positive moods are somewhat more common than negative moods – even at work). |
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| a field of study that says we must experience emotions – whether they are positive or negative – because they serve a purpose. (For example, we tend to think of anger as negative, but it actually can help us protect our rights when we feel they’re being violated.) |
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| an employee’s expression of organizationally desired emotions during interpersonal transactions at work. |
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| when an employee has to project one emotion while simultaneously feeling another. It creates a disparity between emotion and action that can cause bottled-up feelings of frustration, anger, and resentment and eventually lead to emotional exhaustion and burnout. |
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| an individual’s actual emotions. |
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| those that the organization requires workers to show and considers appropriate in a given job. They’re not innate; they’re learned. |
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| hiding one’s inner feelings and forgoing emotional expressions in response to display rules |
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| trying to modify one’s true inner feelings based on display rules |
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| is a persons ability to (1) be self-aware (to recognize his/her own emotions when he/she is experiencing them), (2) detect emotions in others, and (3) manage emotional cues and information |
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| the “catching” of emotions from others |
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