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MGT 315 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Why is motivation important

A

Improves performance, lowers compensation costs, increases retention

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2
Q

Motivation affects behavior

A

Direction, intensity, and persistence

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3
Q

Content theories

A

What motivates us

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4
Q

Process theories

A

How are we motivated

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5
Q

Maslows hierarchy of needs

A

Basic level needs must be met before meeting higher level needs and reaching self actualization

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6
Q

Herzbergs two factor model

A

Hygine factors: if missing will lead to dissatisfication

Motivators: needed for motivation

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7
Q

Expectancy theory

A

Expectancy, instrumentality, valence

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8
Q

Expectancy

A

Effort will lead to performance. If i study hard ill know the material

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9
Q

Instrumentality

A

Performance will lead to an outcome. If i know the material ill get an A on the exam

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10
Q

Valence

A

The outcome is meaningful. I want an A on the exam to 4. the class

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11
Q

Expectancy can be hindered by

A

Low self confidence, lack of necessary KSAOs, lack of training, lack of resources, lack of supportive leadership

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12
Q

Instrumentality can be hindered by

A

Poor methods for measuring performance, inability to provide outcomes, use of policies that reward things besides perforamce, time delays in doling out rewards

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13
Q

Goal setting theory

A

Use goals to motivate. Make them specific and challenging

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14
Q

Goal setting SMART

A

Specific, measurable, attainable, relevant, timely

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15
Q

Reinforcement theory

A

Behavior is a function of consequence

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16
Q

Change behavior through

A

Positive reinforcement, negitive reinforcement, punishment

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17
Q

Equity theory

A

Compare our outcome/input ratio to others

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18
Q

Equity theory outcomes may include

A

Pay/promotions, praise, better working conditions

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19
Q

Equity theory inputs may include

A

Job performance/effort, seniority, training and education

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20
Q

Equity

A

Maintain the status quo

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21
Q

Over rewarded

A

Cognitive justification work harder

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22
Q

Under rewarded

A

Demotivation CWB withdrawal

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23
Q

Types of compensation

A

Merit pay, incentive pay, profit sharing, gain sharing, ownership, skill based, benefits, signing bonuses, stipends

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24
Q

Developing compensation

A

Market pressure, matching pay to strategy, rate changes and pay grades, job evaluation

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25
Q

Product market compensation

A

Upper bound market pressure

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26
Q

Labor market compensation

A

Lower bound market pressure

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27
Q

What are the different types of commonly studied needs in OB

A

Existence, relatedness, control, esteem, meaning

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28
Q

Existence

A

The need for the food, shelter, safety, and protection required for human existence

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29
Q

Relatednesse

A

The need to create and maintain lasting, positive, interpersonal relationships

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30
Q

Control

A

The need to be able yo predict and control ones future

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31
Q

Esteem

A

The need to hold a high evaluation of oneself and to feel effective and respected by others

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32
Q

Meaning

A

The need to perform tasks that one cares about and that appeals to ones ideals and sense of purpose

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33
Q

What are strategies for fostering goal commitment

A

Rewards, publicity, support, participation, resources

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34
Q

Rewards

A

Tie goal achievement to the recipt of monetary or nonmonetary rewards

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35
Q

Publicity

A

Publicize the goal to significant others and coworkers to create some social pressure to attain it

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36
Q

Support

A

Provide supportive supervision to aid employees if they struggle to attain the goal

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37
Q

Participation

A

Collaborate on setting the specific proficency level and due date for a goal so that the employee feels a sense of ownership over the goal

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38
Q

Resources

A

Provide the resources needed to attain the goal and remove any constraints that could hold back task efforts

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39
Q

Training

A

A planned effort to facilitate the learning of job related knowledge skills and behaviors. Focuses on current job/mandatory

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40
Q

Development

A

The acquisition of knowledge skills and behaviors that improve an employees ability to meet changes in job requirements and in client and customer demands. Future roles and careers/voluntary

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41
Q

Traditional career

A

Stick with one career

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42
Q

Boundaryless career

A

Switch between many careers throughout lifetime

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43
Q

Explicit knowledge

A

Info that is easily comminicated understood and explained. Can be learned without firsthand experience

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44
Q

Tacit knowledge

A

Info that is difficult to articulate or express. Generally gained through experience

45
Q

Steps in training design

A

Select method, create a learning environment, ensure transfer of training, evaluate the training program, needs assesment, ensure readiness

46
Q

Team types

A

Work, management, parallel, project, action

47
Q

Advantages of using teams

A

Increase creativity and performance, better decisions, fewer errors, increased commitment;social beloning

48
Q

Disadvantages to teams

A

Conflict, loss of individual creativity, compounded failure, social loafing, lack of individual recongnition

49
Q

Inputs: external conditions

A

Organizational influence/external leadership, reward system, comminication structure, proximity

50
Q

Inputs task type

A

Disjunctive, additive, conjunctive

51
Q

Disjunctive

A

The strongest performer drives success

52
Q

Additive

A

Average performance drives success

53
Q

Conjunctive

A

The weakest performer drives success

54
Q

Inputs task decomposition

A

Divisional and functional

55
Q

Divisional

A

Each group member finds one article and makes a slide on it

56
Q

Functional

A

One group members finds articles, one summarizes, one creates powerpoint, one gives presentation

57
Q

Inputs task interdependece

A

How closely must team members work together

58
Q

Inputs goal interdependence

A

Do group members share the same goal

59
Q

Inputs outcome interdependence

A

Will all group members share the same outcome

60
Q

Inputs team composition

A

Member roles, member ability, member personality, team size, team diversity

61
Q

Process gain

A

Getting more from the team than you would expect based on idividual capabilities

62
Q

Process loss

A

Getting less from the team than you would expect based on individual capabilities

63
Q

Why do we have process losses

A

Coordination issues, groupthink, social loafing, conformity

64
Q

What causes process gains?

A

Synergy, development, resources pooling, cooperation

65
Q

Decision making practices

A

Set goals and plan, gather info before judging, assign roles, use visial aids and keep track of info

66
Q

Diverity upsides

A

Legally required, company image and reputation, larger application pool, broader array of info and experience, increased team level creativity, decreased groupthink

67
Q

Downsides to diversity

A

Lead to discrimination

68
Q

Perceptions

A

Process of receiving info to make sense of the world around us

69
Q

Proximity

A

The assumption that two or more things are alike because they are positioned close to each other

70
Q

Similarity

A

The assumption that two or more things are alike because they share similar qualities

71
Q

Closure

A

The tendency to percieve a complete picture with only limited information

72
Q

Primacy effect

A

The tendency to remember the first or last info we recieve about something and use that info to make judgements

73
Q

Halo/horns bias

A

The assumption that if a person is good or bad at one thing then he or she is good or bad at lots of things

74
Q

Similar to me bias

A

If the person shares characteristics with the evaluator he or she is evaluated more positively

75
Q

Sterotyping

A

Assigning characteristics of a group to every individual in that group

76
Q

Attribution bias

A

The tendency to overestimate the role of the person and underestimte the role of the situation

77
Q

Discrimination

A

Differential treatment based on membership in a particular groupdis

78
Q

Disparate treatment

A

Intended mistreatment

79
Q

Plaintiffs burden; McDonnell Douglas Test

A

Belong to protected group, applied for a job, rejected dispite being qualified, employer continued the job search or hired someone similarly or less qualified

80
Q

Defendants rebuttal

A

Hire someone better, show characteristic is a BFOQ

81
Q

Disparate impact

A

Facially neutral practice that adversly impacts particular groups

82
Q

Disparate impact plaintiff burden

A

The practice in question disproportionally affects a protected group relative to majority group. 4/5th rule. Show other employment practices could sufficiently meet the employers goal

83
Q

Disparate impact defendants rebuttal

A

Show employment practice is a business necessity. Analysis of the job shows it to be critical, good criterion related validity

84
Q

Quid pro quo

A

A benefit or punishment is contingent upon employee submitting to sexual advances

85
Q

Hostile working environment

A

Behavior makes it difficult for someone of a particular sex to work

86
Q

Courts have established

A

Subordinates can sexually harras supervisors, can occur between same sex, can occur in absences of sexual desire, still occur even in victim volunteers to engage in certain acts

87
Q

Establising company policy

A

Handbook defining harassment, mandatory training, reminder materials posted, counseling for those harassed, take swift action in possible occurrences, knowing about it and doing nothing is punishable

88
Q

Equal employment opportunity

A

The governments attempt to ensure all individuals have an equal chance for employment regardless of a protected class

89
Q

Civil rights act of 1964

A

Illeagle to hire or fire or discriminate against anyone based on race, color, religion, sex, or national origin

90
Q

Additions to the original Title VII

A

Equal pay act, pregnancy discrimination act, age discrimination in employment act, american with disabilities act

91
Q

Civil rights act and EEOC

A

Decrease discrimination

92
Q

Affirmative action

A

Redress discrimination

93
Q

Under OSHA employees have the right to

A

Request an inspection, have a representative at an inspection, have hazard identified, be infromed about exposure to hazards, and have access to accurate records regarding exposure, have employer violations posted

94
Q

Manging diversity and discrimination

A

Communicate with you employees, make sure follow appropriate laws, see a problem address it, consistent processes for everyone, keep thorough records

95
Q

Team development predictable sequence

A

Forming, storming, norming, performing, adjourning

96
Q

Team development in less linear fashion

A

Forming and pattern creation, inertia, process revision, intertia

97
Q

Types of interdependence and coordination requirments

A

Comprehensive, reciprocal, sequential, pooled. Need more degree of coordination required increases up the list

98
Q

Cohension

A

Members of teams can develop strong emotional bonds to other members lf their team and team itself

99
Q

Potency

A

The degree to which members believe that the team can be effective across a variety of situations and tasks

100
Q

Mental models

A

The level of common understanding among team members with regard to important aspects of the team and its task

101
Q

Transactive memory

A

How specialized knowledge is distributed among members in a manner that results in an effective system of memory for the team

102
Q

Work team

A

Produce goods or provide services

103
Q

Management team

A

Integrate activities of subunits across business functions

104
Q

Parallel teams

A

Provide recommedations and resolve issues

105
Q

Project teams

A

Produce a one time output

106
Q

Action team

A

Perform complex tasks that vary in duration and take place in highly visable or challenging circumstances

107
Q

Declarative knowledge

A

Factual knowledge and info a person knows

108
Q

Procedural knowledge

A

Knowing how to perform certain activities

109
Q

Codification

A

Knowledge that is transmittible in formal systematic language

MGT 315 (3 decks)

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