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| interdisciplinary field dedicated to better understanding and managing people at work |
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Interviews do not support initial conclusions about positive effect of supportive supervision
Money, fear of unemployment, managerial discipline and high quality raw materials were responsible for high output |
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| pessimistic and negative, typical of how managers traditionally perceived employees |
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| believed managers could accomplish more through others by viewing them as self energized,committed, responsible, and creative beings |
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| the organizations culture is defined by and supports the constant attainment of customer satisfaction through an integrated system of tools, techniques, and training |
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1. Do it right the first time to eliminate costly rework and product recalls
2. Listen to and learn from customers and employees
3.Make continuous improvement an everyday matter
4. Build teamwork, trust, and mutual respect |
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| using the internet to facilitate every aspect of running a business, including the management of virtual teams |
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| the productive potential of ones knowledge and actions. a present or future employee with the right combination of knowledge, skills, and motivation to excel |
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| the productive potential of strong relationships, goodwill, trust, and cooperative effort |
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| the process of working with and through others to achieve organizational objectives, efficiently and ethically, in the face of constant change |
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| using management concepts and techniques in a situationally appropriate manner, instead of trying to rely on "one best way" |
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| Corporate social responsibility (CSR) |
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| the notion that corporations have an obligation to constituent groups in society other than stockholders and beyond that prescribed by law or union contract |
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| How to improve the organizations ethical climate |
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-behave ethically yourself
-screen potential employees
-develop a meaningful code of ethics
-Provide ethics training
-reinforce ethical training
-create positions,units, and other structural mechanisms to deal with ethics |
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| give sources of OB research insights |
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Meta-analyses
Field studies
laboratory studies
sample surveys
case studies |
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| pools the results of many studies through statistical procedure |
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| examination of variables in real-life settings |
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| manipulation and measurement of variables in contrived situations |
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| questionnaire responses from a sample of people |
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| in-depth study of a single person, group, or organization |
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| represents the multitude of individual differences and similarities that exist among people ; pertains to the host of individual differences that make all of us unique and different from others |
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| and artificial intervention aimed at giving management a chance to correct an imbalance, an injustice, a mistake or outright discrimination that occurred in the past |
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| occurs when employment decisions about an individual are due to reasons not associated with performance or are not related to the job |
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| entails enabling people to perform up to their maximum potential; focuses on changing an organization's culture an infrastructure such that people provide the highest productivity possible |
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| statistical profiles of the characteristics and composition of the adult working population; enables managers to anticipate and adjust for surpluses or shortages of appropriately skilled individuals |
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| an absolute barrier or solid roadblock that prevents women (as well as other visible minorities) from advancing to higher-level positions |
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| social categorization theory |
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| holds that similarities and differences are used as a basis for categorizing self and others into groups, |
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| information/decision-making theory |
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| proposes that diverse groups should outperform homogenous groups |
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| hypothetical dividing lines that may split a group into subgroups based on one or more attributes |
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| barriers and challenges to managing diversity |
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inaccurate sterotypes and prejudice
ethnocentrism
poor career planning
a negative diversity climate
an unsupportative and hostile working environment for diverse employees
lack of political savvy on the part of diverse employees
difficulty in balancing career and family issues |
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| consist of the physical manifestation of an organizations culture (awards myths stories) |
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| concepts of beliefs that pertain to desirable end states, transcend situations, guide selection of behavior and are ordered by relative importance |
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| represent the explicitly stated values and norms that are preferred by an organization |
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| represent the values and norms that actually are exhibited or converted into employee behavior (based on Observable Behavior) |
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| constitute organizational values that have become so taken for granted over time that they become assumptions that guide organizational behavior |
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| has an internal focus and values flexibility rather than stability and control; very employee-focused |
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| has an external focus and values flexibility ; fosters creation of innovative products and services |
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| has a strong external focus and values stability and control; driven by competition and a strong desire to deliver results and accomplish goals |
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| has an internal focus; more formalized and structured work environment; values stability and control |
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| Organizational Socialization |
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| process by which a person learns the values, norms, and requires behaviors which permit him to participate as a member of the organization |
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| anticipatory socialization |
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| the first socialization stage; encompasses all of the learning that takes place prior to the newcomer's first day on the job |
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| the second socialization stage; the newcomer learns the tasks associated with the job, clarifies roles, and establishes new relationships at work |
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| the third socialization stage; the newcomer begins to master the demands of the job |
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| helps employees to integrate, assimilate, and transition to new jobs by making them familiar with corporate policies, procedures, and culture and by clarifying work role expectations and responsibilities |
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| the process of forming and maintaining developmental relationships between a mentor and a junior person |
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| diversity of developmental relationships |
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| reflects the variety of people in a network used for developmental assistance |
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| a set of beliefs and values about what is desirable and undesirable in a community of people, and a set of formal or informal practices to support the values |
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| belief that one's native country,culture, language, and behavior are superior to all others |
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| the ability to interpret ambiguous cross-cultural situations accurately |
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| rely heavily on situational cues for meaning when perceiving and communicating with others |
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| written and spoken words carry the burden or shared meanings |
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| Global Leadership & Organizational Behavior Effectiveness (GLOBE) |
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| attempt to develop an empirically based theory to describe, understand, and predict the impact of specific culture variables on leadership and organizational processes and the effectiveness of these processes |
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| Cultural Dimensions from the GLOBE project |
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| power distance, uncertainty avoidance, institutional collectivism, in-group collectivism, gender egalitarianism, assertiveness, future orientation, performance orientation, humane orientation |
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| how much unequal distribution of power should there be in organizations and society |
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| how much should people rely on social norms and rules to avoid uncertainty and limit unpredictability |
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| Institutional collectivism |
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| how much should leaders encourage and reward loyalty to the social unit, as opposed to the pursuit of individual goals |
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| how much pride and loyalty should individuals have for their family or organization |
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| how much effort should be put into minimizing gender discrimination and role inequalities |
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| how confrontational and dominant should individuals be in social relationships |
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| how much should people delay gratification by planning and saving for the future |
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| how much should individuals be rewarded for improvement and excellence |
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| how much should society encourage and reward people for being kind, fair, friendly and generous |
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| characterized as "i" and "me" cultures, give priority to individual freedom and choice |
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| oppositely called "we" and "us" cultures, rank shared goals higher than individual desires and goals |
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| revealed in the ordered, precise, schedule-driven use of public time that typifies and even caricature efficient Northern Europeans and North Americans |
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| seen in the multiplee and cyclical activities and concurrent involvement with different people in Mediterranean, Latin American, and especially arab cultures |
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| refers to anyone living and or working outside their home country |
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| are a must for future expatriates |
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| any type of structured experience designed to help departing employees (and their families) adjust to a foreign culture |
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| anxiety and doubt caused by an overload of new expectations and cues |
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| assigned to individual managers or families ; "cultural seeing-eye dogs" |
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| belief about ones own self worth based on an overall self-evaluation |
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| a person's belief about his chance of successfully accomplishing a specific task |
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-prior experience
-Behavioral models
-Persuasion from others
-Personal assessment of physical or emotional state |
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| the extend to which a person observes his or her own self-expressive behavior and adapting it to the social situation we find ourselves in |
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| Organizational identification |
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| occurs when one comes to integrate beliefs about one's organization into one's identity |
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| the combination of stable physical and mental characteristics that give the individual his or her identity |
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| someone who is relatively unconstrained by situational forces and who effects environmental change |
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| internal locus of control |
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| people who believe they control the events and consequences that affect their lives |
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| external locus of control |
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| people who tend to attribute key outcomes in their lives to environmental causes, such as luck or fate |
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| stable characteristic responsible for a person's maximum physical or mental performance |
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| specific capacity to manipulate objects |
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| capacity for constructive thinking, reasoning, and problem solving |
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| used for all cognitive tasks |
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| ability unique to the task at hand |
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| complex, patterned, organismic reactions to how we think we are doing in our lifelong efforts to survive and flourish and to achieve what we wish for ourselves |
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| the ability to manage oneself and interact with others in a constructive way |
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| someones bad mood sours your mood; can literally catch another person's mood or displayed emotions |
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| masking true feelings and emotions |
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| striving for success by developing one's self-efficacy, optimism, hope, and resiliency |
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| the ability to handle pressure and quickly bounce back from personal and career setbacks |
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