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1. Work is a natural activity 2. Employees are capable of self direction 3. People become committed to organizational goals 4. Employees generally don't dislike work |
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1. People dislike work 2. Most people must be controlled or threatened to get them to preform 3. People prefer to be directed |
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| Contingency Approach to Management |
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| An approach that handles each case individually in the best way, and not in "one best way". |
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| A statistical pooling technique that permits behavioral scientists to draw general conclusions about certain variables from many different studies. |
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| Samples people from specific populations and have them answer surveys. |
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| An in-depth analysis of a single individual, group or organization. |
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|->Individual Factors-----| You --->Group Factors------------> Performance |->Organizational Factors-| |
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| The ability to accurately interpret ambiguous cross cultural situations. |
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| Hofstede's Dimensions of Culture |
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1. Power Distance - How much inequality does someone expect? 2. Individualism vs. Collectivism - Focus on the individual or the group? 3. Masculinity vs Femininity - Does the society value stereotypical masculine traits or feminine ones? 4. Uncertainty Avoidance - How strongly does a person desire structured situations. |
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A study that attempted to gather empirical data on cultural differences. Also added a few dimensions to Hofsteed's work;
1. Gender Egalitarianism - Effort placed on reducing gender discrimination. 2. Assertiveness - How aggressive a culture is. 3. Future Orientation - How much effort is p;aced on future planning. 4. Performance Orientation - How much should people be rewarded for a task. 5. Human Orientation - How much should people be rewarded for being kind. |
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| High Context Vs Low Context Cultures |
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| High context cultures rely heavily on non verbal communications and social interactions while low contexts rely more on fine prints and official documents. |
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| Social Information Processing Model |
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| Selective Attention ->Encoding/Simplification -> Storage/Retention -> Retrieval/response |
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A stimuli that stands out form the rest. ex) A 250 pound man in a aerobics class. |
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Ways we group ideas in our minds. ex) Animals, People |
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| A persons mental picture of an event. |
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A rater forms an overall impression about an object then uses that impression to bias ratings about the object. ex) Rating someones performance high because we happen to like them. |
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A personal characteristic that leads an individual to consistently evaluate other people or objects in an extremely positive fashion. ex) A person rates someones performance high because they can't say bad things about another person. |
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The tendency to avoid all extreme judgement and rate people and objects as average or neutral. ex) Rating someone average on all dimensions regardless of their performance. |
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A tendency to remember recent information. If the information happens to be negative, the person is seen in a negative light. ex) Although a person preformed well the first week, his performance slipped this week and as a result he is rated badly. |
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The tendency to evaluate people or objects by comparing them with characteristics of recently observed people. ex) Rating someone based on another persons performance. |
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| A thought or belief that arises automatically from our memory when presented with a situation. |
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| Suspected or inferred causes of behavior |
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| Kelly's Model of Attribution |
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Took the work of late theorist Heider who stated internal and external factors are the cause and added to it. Consensus - Comparing your behavior to that of your peers. Distinctiveness - The behavior shown when doing a project compared to others. Consistency - Judging individual performance on a task compared to others. |
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| Fundamental Attribution Bias |
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| A persons tenancy to attribute another persons behavior to his or her personal characteristics as opposed to situational factors. |
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A bias that results in a person taking more responsibility for a success than a failure. ex) The success was due to my hard work but the failure was due to bad luck |
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| The Big Five Personality Dimenstions |
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1. Extraversion 2. Agreeableness 3. Conscientiousness 4. Emotional Stability 5. Openness to Experience |
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| A person who is not affected by situation things and who acts on opportunities and show initiative. |
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| A persons belief in ones self to succeed or fail at a task. |
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Thing such as prior experiences (results), behavior models, persuasion from others and emotional states effect our self efficacy.
High - Set goals, Limit Stress, Plan ahead, Max effort etc. Low - Passive, Don't try, Quit, Excuses Etc. |
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| Internal Locus of Control |
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| A Person who believes they control the outcomes and happenings in their lives. |
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| External Locus of Control |
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| People who believe their performances are beyond their control and a product of circumstance. |
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| Affective Component of Attitudes |
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| Contains the feelings and emotions about a given object or situation. ex) How does ___ make you feel? |
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| Cognitive Component of Attitude |
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The evaluation of belief one has regarding a certain situation. ex) What do you think about ___. |
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| Behavioral Component of Attitude |
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How a persons intends to or expects to act towards someone or something. ex) How to you intent to respond to ___. |
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| The psychological discomfort a person experiences when his or her attitudes or beliefs are incompatible with her behaviors. |
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| Ajzen's Theory of Planned Behavior |
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Attitudes Subjective Norms --> Intention --> Behavior Perceived Behaviors |
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| Integrated Model of Motivation |
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| Personal Factors (Ability, emotions, Attributes and Needs) and Contextual Factors (Cross-Cultural Values, Rewards, Group Norms, Leadership) leads to motivation/job satisfaction in the work place. |
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| Maslow's Hierarchy of Needs |
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Proposed people are motivated by 5 basic needs;
Psychological -> Safety -> Love -> Esteem -> Self Actualization
Motivated by lowest need. |
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His need theory was broken down into 3 different areas.
Need for Achievement - People need to prove themselves through hard tasks. Need for Affiliation - People who want to spend time joining groups, maintaining relationship and being liked. (Bad Managers) Need for Power - Reflects a persons desire to teach, influence or encourage others. |
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| Job Design/Re-design Motivation |
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| A top down approach where managers modified their employees jobs to increase motivation. |
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| Giving workers more variety by giving them more things to do. |
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| A type of enrichment that move employees between jobs/projects. |
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| Job Enrichment - Motivators |
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| Things such as achievement and motivation that serve to motivate people. |
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| Job Enrichment - Hygiene Factors |
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| Factors in a work place such as policy, salaries and relations lead to job dissatisfaction. |
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| Modifying a job in a way that an employee feels satisfaction and achievement. |
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| When a person feels internal motivation to do a task. |
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| Job Characteristic - Skill Variety |
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| Does this job require me to use different skills? |
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| Job Characteristics - Task Identity |
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| When a person works and sees the final outcome of his work. |
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| Job Characteristics - Task Significance |
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| Does this job have an effect on people inside and outside of the company. |
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| Job Characteristics - Autonomy |
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| The extent to which the job allows the worker to be free in aspects of the task. |
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| Job Characteristics - Feedback |
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| Does this job enable me to receive proper feedback? |
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A bottom up approach where a person changes or modifies her/her own job.
1. Switching Tasks 2. Interacting Modification (Nurse) 3. Bound Extension |
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| Components of Job Satisfaction |
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1. Expectation discrepancies 2. Value Attainment 3. How they are treated 4. Personal Opinions |
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| A theory that states people strive for fairness in social situations. |
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| Reflects and individuals preferences for, tolerances for, and reactions to the level of equity associated with any given situation. |
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| The perceived fairness of how resources and rewards are distributed and allocated. |
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| The perceived fairness of the process and procedures use to make the allocation decisions. |
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| Weather or not people think they were treated fairly when decisions are made. |
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| People are motivated to behave in ways to produce the best/more desired outcomes. |
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| Vroom's Expectancy Theory |
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Effort --> Performance --> Outcomes
Expectancy (Effort->Performance) - Will my efforts produce desired outcomes? Instrumentality (Performance->Outcomes) - Am I doing enough to get this outcome? Valence - Is this a desirable outcome? |
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| A management system that incorporates participation in decisions, goal setting and feedback. |
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| Goal Setting Research - Goal Specificty |
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| Setting specific goals will result in better performance than vague goals. (9 cars vs. do your best) |
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| Goal Setting Research - Feedback |
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| Getting feedback on difficult goals will help keep people on course and enable them to focus more. |
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| Goal Setting Research - Who Sets the Goals and their effectivnessy |
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| Research finds that no matter who sets the goals, they still tend to be effective. |
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| Goal Setting Research - Action Plans |
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| An outline of the activities and tasks that need to be completed to accomplish a goal. |
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| Goal Setting Research - Goal Commitment |
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| When someone is committed to a goal, there performance is increased when compared to someone who isn't committed to the goal. |
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| Improving Job Performance - A continuous Cycle |
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| Goal Setting --> Feedback/Coaching --> Rewards/Reinforcement |
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| Where lower ranked employees give feedback on the managers effectiveness/style. |
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| Where employees are given feed back from all levels and enables comparisons. |
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| Not only money rewards, but rewards from job growth and personal satisfactions. |
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| Rewards such as salaries, benefits and promotions. |
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| Rewards from with in such as work experiences, fulfillment and satisfaction. |
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| Thorndike's Law of Effect |
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| Behaviors with favorable outcomes tends to repeat. |
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| When a person responds to a stimuli. |
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| Operating on the environment to produce desired outcomes. |
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