Term
| 1. What are the 5 needs in Maslow’s hierarchy of needs? (Know what each need is & be able to recognize what need is being satisfied in a given situation) |
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Definition
(a) Physiological -- need for food, water, air, shelter, procreational sex, and clothing (bottom of pyramid)
(b) Safety -- need for security, stability, and freedom from fear or threat (health insurance)
(c) Social -- need for friendship, affection, acceptance, and interaction with others (office parties)
(d) Esteem -- need for personal feelings of achievement, self-esteem, recognition and respect from peers (rewards)
(e) Self-Actualization -- a feeling of self-fulfillment or the realization of one’s potential; maximum personal motivation, the need for growth and development, be all that you can be!
Can you move beyond self- actualization? no
Money could satisfy all needs |
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Term
| 2. According to Maslow Hierarchy of Needs, what motivates your behavior? |
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Definition
| - The lowest unsatisfied need in the hierarchy (physiological, if it is met, then it is safety) |
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Term
| 3. What does Maslow believe about satisfied needs? |
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Definition
- “Lower” needs would have to be satisfied before the next “higher” need could motivate behavior
- Once they are satisfied they no longer motivational, you move up and move on
- How many needs at a time can motivate you? one at a time |
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Term
| 4. If a need is frustrated, what will the employee experience, according to Maslow? Can the employee still be motivated if his/her needs are frustrated? |
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Definition
- The state of “stuckedness”, being stuck
- You can’t go up or down
- The employee can no longer be motivated (productivity, etc. will all suffer) |
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Term
| 5. What needs are typically unsatisfied in most organizations? Why is this the case? What would help satisfy these needs? |
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Definition
- Esteem and self actualization- because most jobs are specialized
- Enriched or craft would help satisfy these needs
Good health insurance- Safety
Apple wine and cheese party- Social
Banquet recognize performance with award- Esteem
Money- Can satisfy all of your needs |
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Term
| 6. What need is the highest level of personal motivation? How many people reach this level? Is it ever fully satisfied or fulfilled? |
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Definition
-Self-actualization (being all that you can be, maximizing potential)
-Very few do. Never fully satisfied. Reach it only temporarily. |
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Term
| 7. What is a peak experience? |
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Definition
-Peak experience: the best you can be at that moment in time; “in the zone”
- Momentary self actualization- at that one moment in time you are the best you can be |
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Term
| 8. What does the research say about Maslow’s hierarchy of needs? |
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Definition
-We’ve only been able to identify 2 or 3 needs instead of the five
-Not everybody climbs a hierarchy in the same progression (assumes everyone has the same value system)
-A satisfied need can still motivate
-Satisfaction does not reduce the drive for self-actualization in fact, once people have self-actualization they want more
-Maslow has been wrong on a number of accounts |
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Term
| 9. What is a cafeteria style benefits plan? |
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Definition
- Pick and choose the benefits that you need (health & life insurance)
- Pick out the ones that fits you
-opposite: across the board benefits |
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Term
| 10. How would you apply Maslow’s theory of motivation if you were a manager? |
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Definition
- Flexibility
- People are motivated by different needs so they will find different things rewarding
- Managers should motivate differently because everyone is at a different point on the hierarchy (“tailor the motivation to fit the individual”)
- People can move up or down in the hierarchy and different things can motivate them over time |
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Term
| 11. What are the 3 needs in Alderfer's ERG theory that can motivate behavior? |
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Definition
| -(E) Existence, (R) Relatedness, & (G) Growth Needs |
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Term
| 12. How do the 3 needs in ERG theory match up to the 5 needs in Maslow’s hierarchy of needs? (on exam) |
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Definition
a) Existence -- similar to Maslow’s physiological and safety needs
b) Relatedness -- similar to Maslow’s social and self-esteem needs
c) Growth -- similar to Maslow’s self-actualization need
-Maslow’s theory repackaged (fancy) to be more consistent with current research. |
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Term
| 13. What does Alderfer’s ERG theory say about a satisfied need? |
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Definition
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Term
| 14. What is the frustration-regression principle in ERG theory? What does it say about need frustration? (main contribution of this theory on exam) |
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Definition
- If a higher level need is frustrated, you can regress down to a lower level need, and still maintain motivation.- you are no longer stuck
- Employee has options and management has options
- Existence and relatedness are satisfied but growth is not- give you more of the other two but not of growth |
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Term
| 15. What does Herzberg say is the opposite of job satisfaction? The opposite of job dissatisfaction? |
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Definition
-Job Satisfaction = No Job Satisfaction
-Job Dissatisfaction = No Job Dissatisfaction
-What causes you to be satisfied and dissatisfied are completely different:
-Job satisfaction- motivation (drive) (job enrichment)
-Job dissatisfaction- de-motivation (reverse) (specialized jobs)
-No job satisfaction and no job dissatisfaction- these are neutral states (hygienes) |
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Term
| 16. What is a motivator factor & what is it related to in 2-factor theory? (be able to recognize what are motivators on the job). Motivators are like what need in Maslow’s hierarchy? |
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Definition
- Motivators: the work itself and how it makes you feel
- Esteem and self-actualization in Maslow’s hierarchy- internal
- Related to job enrichment because motivators are present so you have an enriched job |
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Term
| 17. What is a hygiene factor & what is it related to in 2-factor theory? (be able to recognize what are hygienes on the job). Hygienes are like what needs in Maslow’s hierarchy? |
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Definition
- Hygienes lead to job dissatisfaction, everything is good- no job dissatisfaction- pay can't motivate you etc.
- Equivalent to the 3 lower level needs in Maslow’s hierarchy of needs (physiological, safety, social)
- It’s outside of you/external factor [pay, benefits, supervision, coworkers, leadership, working conditions, company policy- these cannot motivate] |
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Term
| 18. What does Herzberg advocate as the only way to motivate employees (i.e., make them job satisfied)? |
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Definition
| - Job enrichment (sometimes this works and sometimes they don't) |
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Term
| 19. What is the effect of good pay, good supervision, good benefits, etc…on job dissatisfaction? Can hygiene factors motivate people according to Hertzberg? |
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Definition
- Causes no job dissatisfaction- - It prevents dissatisfaction or de-motivation
- Hygienes can’t motivate people according to Hertzberg |
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Term
| 20. If I gave you an example of a person holding a certain type of job (e.g. specialized or enriched) & having either good or poor hygienes (e.g. pay, benefits, & supervision), you will be able to tell me what the person is experiencing in terms of job satisfaction or no job satisfaction & job dissatisfaction or no job dissatisfaction). |
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Definition
-Taco Bell drive-thru worker for 4rth meal and have static intercom…No Job Satisfaction (specialized) + Job Dissatisfaction (bad hygienes)…worst-case scenario
- Dr. 90210, good nurses, staff, and benefits…Job Satisfaction (enriched) + No Job Dissatisfactions (good hygienes)…best-case scenario
- Sauley’s brother = specialized, but good hygienes…No Job Satisfaction + No Job Dissatisfaction…neutral!
-Enriched- satisfied- low paid benefits- dissatisfied (at the same time)
Specialized job pays poorly- No JS and Job dissatisfaction - worst case
SEE AMANDA |
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Term
| 21. What are the problems with Herzberg’s 2-factor theory? (on test) |
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Definition
- It is a one best way theory
- It was based upon accountants and engineers
- It assumes that all employees will be motivated by job enrichment
- It’s a one best way theory so we know it’s wrong
- Suffered from a self-serving bias
- The way the interviews were conducted was faulty
- take credit for success and blame others for losses
- Some people’s hygiene’s are other people’s motivators
- Assumes everybody has a expressive motivation towards work and ignores instrumentals |
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Term
| 22. What is the basic premise behind goal setting theory? |
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Definition
- There is a direct connection between what we intend to do and what we actually do
- The goals (our intentions) will influence the performance we exhibit |
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Term
| 23. What does SCARF mean in goal setting theory? (on exam) |
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Definition
- S- goals should be specific (in terms of what’s desired and when it should be desired by)
- C- goals should be challenging yet achievable
- A- accepted by the employee (ownership)
- R- rewards for goal attainment.(builds greater acceptance)
- F- feedback about goal related performance |
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Term
| 24. How does one build greater of acceptance of specific & challenging goals? |
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Definition
- Rewards for goal attainment
- Participation in goal setting by the employee (subordinate)
- Autocratic tell and sell method of goal setting |
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Term
| 25. How does participation in goal setting increase performance? |
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Definition
| - They have increased acceptance; it makes the person feel like it’s their goal |
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Term
| 26. When does participation in goal setting not work? |
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Definition
- Management and labor don’t trust each other
- The subordinate does not want to participate (instrumental motivation)
- The manager is an autocrat
- Uncomfortable with subordinates creating goals |
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Term
| 27. What is the autocratic tell-sell method of goal setting? When do you use it? |
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Definition
- Where the manager, acting alone, sets goals for employees
- Tells them the goals, then sells them on the goals
-Selling is the most important part
- Selling involves: Need to explain reason behind goals, importance, and value (WIFM)
- We see it when: selling participation doesn’t work, managment and labor don’t trust each other, when the manager’s autocrat
- Effectiveness depends on the situation- both (2+3) can be equally effective if used in the right way |
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Term
| 28. In reinforcement theory, what is Thorndike’s law of effect? |
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Definition
- Consequences for the behavior determines the behavior frequency
- Behaviors followed by positive consequences tend to be repeated (increases frequency)
- Behaviors followed by negative or no consequences tend to not be repeated (decrease frequency)
-Based on hedonism- maximize pleasure and minimize pain
-Depends on the individual employees perspective on the consequence
Skinner's Reinforcement Theory:
- Managers must manage consequences for behavior
- They act as a transactional managers
- This theory has three basic components:
- Stimulus
- Response (behavior)
- Reinforcer ( + - 0)
Which 2 are most important in this theory- response and reinforcer
4 types: positive reinforcement, negative reinforcement, extinction, punishment |
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Term
| 29. What is positive reinforcement? What does it do to the frequency of the behavior? |
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Definition
- When the behavior occurs, it is followed by a positive consequence
- Frequency should increase |
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Term
| 30. What is negative reinforcement? What does it do to the frequency of the behavior? |
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Definition
- When behavior occurs, a negative consequence is withdrawn (taken away) or not given
-Not being given a negative could actually be a positive
-Trying to get something to stop
- Avoidance learning is what we call it!
- Do the behavior to avoid punishment
- Perform well so your boss won’t yell at you
** If it’s got reinforcement in the title, the frequency goes up! ** |
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Term
| 31. What is extinction? What does it do to the frequency of the behavior? |
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Definition
- Ignore it long enough and it will go away
- The behavior is given no consequence
- Should decreases in theory, but in reality, increases before it decreases |
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Term
| 32. What is an extinction spike? |
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Definition
- Looking for a positive consequence, but doesn’t get one, so dies out (child complaining)
- Can happen for good behavior and bad behavior- but we notice it more for bad
- You need patience to enact this |
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Term
| 33. What is punishment? What does it do to the frequency of the behavior? |
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Definition
- When the behavior occurs, it’s followed by a negative consequence
- Should decrease frequency of behavior
- The threat of punishment could be considered negative reinforcement
** If it doesn’t have reinforcement in title, it decreases it! ** |
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Term
| 34. What are the problems with punishment? |
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Definition
- Only tells you what you have done wrong, have to coach them on what good behavior is
- Does not tell you what you need to do to get the job right
- Replaces bad behavior with another bad behavior if there is no coaching
- Makes them feel either sad or mad, either case productivity goes down
- Will decrease the frequency of the behavior only when the punisher is around
- When cat is away, mouse will play-- when the punishment is not around, the frequency of the bad behavior will increase |
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Term
| 35. What is the leave-alone zap trap? What does the manager do when you perform well? What does the manager do when you perform poorly or make a mistake? |
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Definition
- When everything is going well, manager leaves you alone (extinction) and does nothing for good performance
- When you perform poorly, they punish you
- Manager only associated with negative consequences
- You begin to engage in CYA behavior = place blame on somebody else or cover it up (Cover Your Ass)…exculpatory behavior
- High performance initially goes up but over time the high performance will drop off
- What consequence does a leave-alone zap manager not use?- positive enforcement |
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Term
| 36. What kind of work climate is created by the leave-alone zap manager? |
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Definition
| - One based upon fear and avoidance |
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Term
| 37. How do you overcome the leave-alone zap trap as a manager? |
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Definition
- Manage by walking around and catch them doing something right
- Give them positive consequences/rewards |
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Term
| 38. How many positive consequences to every negative consequence does it take for your subordinate not to perceive you as a punisher, in general? |
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Definition
- 4:1 -- 4 (+’s) to every (-)
- Depends on the situation…could be too many or too little |
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Term
| 39. What is the jelly bean motivation trap? How does it affect motivation & performance? How do you overcome it? Rewards are only meaningful when they are tied to what? |
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Definition
- Pass out rewards without regard to performance (Everyone gets the same rewards with regards to what you do)
- Motivation and performance goes down over time
- Mostly effects high performers and they will be most pissed off (slacker is happy)
- Reawrds are only meaningful when they are tied to performance; reward people based on how well they do! |
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Term
| 40. What is the rewarding on assumed needs trap? What do you turn a reward into when you fall into this trap? How do you avoid this trap? |
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Definition
- Since you like it you think they will like it assuming that a perceived good consequence for you will be good for others
- Turn a reward into a positive reinforcement, extinction, and punishment (see below)` You assume what’s a positive consequence (reward) for you is a positive
-Platinum rule: get to know your employees don’t assume what motivates them
Test question: When a manager rewards on assumed needs the employee could perceive the reward as
Positive reinforcement
Extinction
Punishment
All of the above |
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Term
| 41. What is the concern of equity theory? |
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Definition
- Fairness in the workplace
- What people perceive to be fair at work and how they react to being treated unfairly |
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Term
| 42. What are the 4 basic postulates or tenants of equity theory? (very important on exam) |
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Definition
- People strive to create and maintain a state of equity
- When people perceive inequity, it creates tension that the individual is motivated to reduce or eliminate
- The greater the magnitude of the perceived inequity, the greater the motivation to reduce or eliminate it
- Individuals more readily perceive an unfavorable inequity than a favorable one |
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Term
| 43. What is the difference between equity & equality? |
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Definition
- Equity, the more you do, the more you should get; looks at inputs to determine outcomes
- Equality gets the same outcomes, regardless of inputs
-Equity: Op/Ip= Oo/Io p= person o= comparison other
-Equality: Op=Oo (example on the exam:)
$100/ 10 units $100/5 units equality with inequity
$100/ 5 units $100/5 units both (equal amounts of work)
$100/5 units $20/1 unit equity but inequality
*Jell bean motivator focus is equality but they create inequity
* we want equity not equality in the work place* |
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Term
| 44. What is more important in equity theory: perception or reality? |
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Definition
| - Perception (because fair in reality may not be perceived as fair by all) |
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Term
| 45. What is favorable inequity? Unfavorable inequity? |
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Definition
- Favorable - being over-rewarded for the work you do
- Unfavorable - being under-rewarded for the work you do (people more readily recognize)
- Unfairness that benefits you- favorable inequity (overpaid for the job they do)
-$400/10> $100/5units Op/Ip> Oo/Io
- Unfairness that harms you- unfavorable inequity (underpaid for the job they do)
-$100/5 units= 20$ < $400/10 units=40$ Op/Ip< Oo/Io
n the jelly bean motivation trap, high performers receive unfavorable inequity and low performers receive favorable inequity |
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Term
| 46. When faced with unfavorable inequity, what are the different ways one can use to restore equity? |
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Definition
- Reduce the quantity/quality of work
- Greater absenteeism and turnover
- Ask the boss for a raise
- Increased theft
- Change their thinking about the situation (perception)
o Think differently about what the other person does
o Think differently about what you do
o Compare yourself to another person
- for your side:
-decrease inputs
-increase the outcomes
-for their side: (opposites)
-increase inputs
-decrease the outcomes |
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Term
| 47. When faced with unfavorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
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Definition
| - Not through changing their perceptions, but by changing behaviors |
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Term
| 48. When faced with favorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
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Definition
- Change your mind about the situation (cognitively) or perception
-Overpaying does not motivate people to work harder only makes them think they are better then they really are. |
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Term
| 49. What is an Entitled? Equity Sensitive? Benevolent? What does each type perceive as fair? |
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Definition
- Entitleds- takers (take more and give less); same pay your getting and be able to do less work (their mind its fair)
- Equity sensitives- give and take equally; only want what they work for no more no less
- Benevolents- givers (give more and take less); do more than they are paid to do (same pay as you but more work than you)
-give them the same rewards
-Entitleds- (underpaid- pissed) unfavorable
-Least satisfied and least productive
-Tie for least likely to quit their job (bc you can over pay them)
-Equity senstitives- perceives fairness
-Benevolents-(overpaid) favorable inequity
-Tie for least likely to quit their job
*Percieved equity is most important here
*As a company you want benevolent and don’t want entitleds* |
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Term
| 50. Which of the 3 types listed in question #49 is most prevalent? Least prevalent? |
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Definition
- Most = equity sensitives followed closely by entitleds
- Least = benevolents |
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Term
| 51. What are the problems with equity theory? |
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Definition
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Term
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Definition
| -The art of influencing of individuals and groups to willingly peruse organizational goals |
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Term
| 53. What is the difference between management & leadership? |
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Definition
- Leadership is just 1 function of management
(Planning, Organizing, Staffing, Leading, Controlling…POSLC)
- Just because you’re a great leader, doesn’t mean you’re a great manager |
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Term
| 54. What is the difference between leadership & supervision? (4-5 ? on exam) |
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Definition
- When you lead an employee, the employee complies with your request because they want to comply.
- When you supervise an employee, the employee complies with your request because they have to comply
- Voluntary compliance (leadership) vs. forced compliance (supervision)
- Supervision = Do it because I’m the boss (position)
- Leadership = Do it because I set a good example and you trust me (personal) |
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Term
| 55. What is reward power? Coercive power? Legitimate power? Expert power? Referent power? (be able to recognize when each is being used in a situation) |
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Definition
a) Reward – if you comply with my requests I will give you a reward you desire; like positive reinforcement
b) Coercive – using threats of punishment or actual punishment to gain compliance; like negative reinforcement
KITA- Kick them in the ass
c) Legitimate – do it because I’m the boss!
* Reward, Coercive, and Legitimate go together- SUPERVISION! *
d) Expert – people comply with your requests because you have knowledge, skills, and ability that they do not possess; they look to you for guidance; you have the expertise!
e) Referent – you set a good example; people comply with your requests because they admire you, trust you; lead by example!
* most powerful but it takes the longest time to develop*
* expert and referent go together - LEADERSHIP (personal power)* |
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Term
| 56. What power bases does a leader use? Supervisor use? |
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Definition
- Leader = primarily expert and referent
- Supervisor = legitimate, reward, coercive |
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Term
| 57. Which of the power bases best exemplifies supervision? Leadership? |
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Definition
- Supervision = legitimate (easier)
- Leadership = referent (harder) |
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Term
| 58. What is the relationship between the 5 power bases & productivity? |
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Definition
- Reward – has no affect on productivity, but if used properly will increase productivity, improperly is will decrease productivity (test question)
- Coercive – the more you use it, the lower productivity goes (-)
- Expert – productivity increases when you use them (+)
- Legitimate – has no affect on productivity (supervision)
-Defiant obedience- tells you something that is wrong and tell you to do it because they say to. You do it and you do it well even tho it is wrong (could be negative)
- Referent – productivity increases when you use them (+) (productive example of leadership) |
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Term
| 59. What are theory x & theory y? How do they affect leadership? |
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Definition
- Assumptions that managers make about people at work and can affect leadership behavior (self-fulfilling prophecy)
- Theory X > autocratic leadership style (negative attitude)
- Theory Y > democratic leadership style because you share more power with their employees giving them more freedom and autonomy because they trust people (positive attitude) |
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Term
| 60. What are the beliefs that underlie theory x? Theory y? |
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Definition
- Theory X: (autocratic)
-- Negative (pick the positive ones for assumptions that don’t fit)
-- Lazy, ship less, no good; you can’t trust them, you can’t love them
-- You will supervise!
-- Specialized job
(psycological, safety, and social needs)
- Theory Y: (democratic)
-- Positive
-- People will practice self-control, a need to be creative, a need for achievement on the job
-- You will lead!
-- Enriched job
(esteem needs and self actualization)
Exam: which one is not a theory x statement? know + or -
Who treats people like in-roup- (y) out-group (x) |
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Term
| 61. What is meant by the phrase “these theories (x & y) can become self-fulfilling prophecies”? (READ) |
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Definition
- a.k.a Pygmalion Effect – a Greek sculptor sculptured perfect woman and prayed to the Greek god’s to bring her to life and they granted him his wish
- Where you bring your beliefs to life {I think you’re lazy, I treat you like you’re lazy…you become lazy! It’s a created effect!} |
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Term
| 62. What is the basic idea behind trait theory of leadership? |
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Definition
| - Looking for those characteristics of traits that separate leaders from followers; could be physiological or psychological |
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Term
| 63. What is the great man trait theory? Learned traits theory? |
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Definition
- In the beginning was Great Man Trait (born to be great leaders) then was replaced by Learned Traits (leaders can be made...you can learn the traits of great leadership and this came about in 1890 because the Psychology field was created;
Nature vs. Nurture! |
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Term
| 64. In general, what has the research revealed about traits separating leaders from followers? |
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Definition
- Leaders tend to be slightly taller, slightly more intelligent, slightly more visible, & slightly more socially adapt than followers
- Doesn't automatically going to tell you who will lead and who will follow |
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Term
| 65. What trait does reliably tell you if someone will be a leader or not? |
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Definition
- Behavioral Flexibility = being able to change your behavior to fit the situation; as the group’s goals, wants, and needs change, how you lead changes!
- These people are all three types of leaders depending upon the situation!
[human chameleons – change to fit the situation]
-Democratic, laissez- faire- autocratic? depends on the situation |
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Term
| 66. Why was the trait in #65 not identified until recently? |
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Definition
- We look for consistency in behavior across situations when we say that we have a trait; so if shy, always shy so must be a shy person
- Behavioral flexibility says as a situation changes your behavior changes so they saw inconsistency and that it couldn’t be a trait because traits are consistent |
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Term
| 67. What is the focus of behavioral theory (also known as the Ohio State Studies)? |
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Definition
- Ohio State Buckeyes (a poisonous nut)
- We’re focused on what leaders do and how that affects subordinate satisfaction and performance
- Focuses on what leaders do! |
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Term
| 68. What is initiating structure? Consideration? (be able to recognize these behaviors in a situation) |
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Definition
- 2 leadership behaviors they identify in Ohio State Studies
- Initiating Structure – task oriented leadership behavior; tell you what to do, when to do it, how to do it, check your work, schedule your work, organize your work
- Consideration is people – relationship oriented; develop the relationship between you and your followers based upon mutual trust, 2-way communication, give and take, support and
encouragement; treating them like a human being |
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Term
| 69. Which combination of behaviors did behavioral theorists originally think would be the best in all situations? |
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Definition
- Hi IS Lo C
- Hi IS & Hi C thought would always be the best in the beginning!
- There’s no 1 best way of management; different strokes for different folks
- Hi IS – if employees already know how to do their job then your employees will get angry;
- HI C – not every employee need emotional support from their manager, may be self-motivated and not other-motivated |
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Term
| 70. What is the major drawback of the behavioral theory (Ohio State Studies) as originally proposed? |
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Definition
- If there’s one best way to lead, the situation doesn’t matter
- The situation is totally ignored in the beginning and in the end the situation became all-important
- Ignore the situation!! |
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Term
| 71. What combination of behaviors is actually the best in behavioral theory? |
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Definition
- It depends upon the situation; there is no best way
-contingency theory "it depends theory" |
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Term
| 72. What combination of behaviors does a theory x manager exhibit? Theory y exhibit? |
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Definition
- Theory X = Hi IS & Lo C; work you hard and doesn’t give a damn about you
- Theory Y = Lo IS & Hi C
- Hi IS > specialization
- Lo IS > enrichment |
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Term
| 73. In Fielder’s contingency theory of leadership, work group performance is a function of what? |
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Definition
- The match between leadership style and the favorableness of the situation
-Good match = work group performance goes up;
-Bad match = work group performance goes down |
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Term
| 74. According to Fiedler, what is your leadership style based on? As a result, does Fiedler believe you can change your leadership style? |
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Definition
| - Your personality and therefore it’s fixed; you can’t change it |
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Term
| 75. What does Fiedler believe about leadership training that teaches you how to be flexible & change your style to match the situation? |
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Definition
- It is a total waste of time
- 6 weeks of therapy won’t change your personality so 6 weeks of leadership training won’t change your leadership style; live with it and make the best of it |
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Term
| 76. What scale did Fiedler develop to measure your leadership style? |
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Definition
- LPC (Least Preferred Co-Worker Scale)
- You think about all the co-workers you have ever worked with and you pick out the one that you least prefer to work with and then you describe that person with a
series of bi-polar adjectives and by the way you describe them according to
-Fielder tells how you are as a leader
- It’s a measure of your value system as a leader, but not a good system because values doesn’t always translate to behaviors! |
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Term
| 77. If you LPC score is low, what does that mean? What type of leader are you? |
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Definition
| - You describe them in negative terms because you have a low opinion of them; you are task-oriented as a leader |
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Term
| 78. If your LPC score is high, what does that mean? What type of leader are you? |
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Definition
| - You describe them positively because you have a high opinion of them; you are a relationship-oriented leader |
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Term
| 79. What are the 3 factors that determine situational favorableness? Which is more important? Least important? |
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Definition
- Situational Favorableness =
-Leader-member relations- trust between leader and follower
-Task structure- extent to which the followes jobs are performed according to step by step procedure
-Hi TS- specialized job, no freedom
-Low TS- enriched job, lots of freedom
-Position power- power of managers
- weak- little support from upper management
-strong- much support from upper management
*Each of these 3 factor had two values and thus eight situations possible*
* you go from very favorable situations, to moderately favorable situations, to unfavorable situations
- Basically says that a leader has very favorable (a lot of control), moderately favorable ( some control ), and unfavorable (very little control) |
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Term
| 80. When is a high LPC leader the best? Low LPC? Middle LPC? Why is the case according to Fiedler? |
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Definition
- High LPC - in the moderately favorable situation when they have some control (relationship-oriented) (middle)
- Low LPC - at the very favorable or unfavorable; when there’s a lot of control or little control (task-oriented) (extremes)
- Middle LPC – in all situations they’re the best because as the situation changes they change which blows Fiedler’s theory
- Why task oriented good at extremes and relationship good in middle because it was the best match because the work group performed the best because they were the best
match; plain and simple! (circular explanation)
(Test question) Middle LPC- very favorable or unfavorable situation they ask like a task oriented leader
moderately favorable- like the relation ship oriented leader (they are FLEXIBLE) |
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Term
| 81. What is another name for middle LPC leadership? |
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Definition
- Behavioral flexibility
- Being able to change your behavior to fit the situation |
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Term
| 82. What are the implications of Fiedler's contingency theory for managers? |
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Definition
1) Anybody can be a leader if they find the right situation
2) If your work group isn’t performing well, the situation is at fault (you’re in a bad match; no effective and ineffective leaders; only effective and ineffective situations because Fielder says the situation is the only thing that can change, you can’t change your leadership style)
3) If your work group isn’t performing well, the situation needs to change; change the situation to fit your style
- Leadership Training Program = leader match (as soon as you see it being offered, you run away from it) |
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Term
| 83. What does Fiedler recommend as a way to improve leadership effectiveness when a leader finds himself in a situation that does not match her style? |
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Definition
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Term
| 84. What is (Vick) Vroom & Yetton’s normative theory of leadership really a theory of? |
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Definition
| - A theory of decision-making; (how much subordinates are participating in making decisions) |
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Term
| 85. What is the basic idea behind Vroom & Yetton’s normative theory of leadership? |
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Definition
- Leaders have to decide how much subordinates should participate in making decisions
- Will depend upon the situation (sometimes, little or lot, or some) |
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Term
| 86. What is AI? AII? CI? CII? & GII? (Be able to recognize each decision making style) |
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Definition
- A = autocratic
-AI - where the manager uses the information available without any input from subordinates and makes decision alone. (lowest level of subordinant participation)
-AII- the manager goes to subordinates individually, gets information from them (doesn't tell them why) and then makes the decision alone; not consulting with them
- C = consultative
-CI - The manager goes to individual subordinates one at a time, shares the problem with them one at a time, gets their ideas and suggestions, then makes the decision alone
-CII - Rather than sharing the problem individually, you share the problem with the group all at once...then you make the decision all alone; (you're consulting with them about a problem and then make the decision alone) (maybe not everyone in the group is able to help- do CI)
-G = Group
- GII - Manager gets a group of subordinates together and presents the problem to the group, gets their suggestions and uses them to arrive at a joint decision; jointly make a decision about how to solve a problem (highest level of subordinant participation)
** A2 & C1 are both individual but A2 ask for information & C1 you share the problem
** C1 & C2 – one at a time (I) vs. all at once (II) |
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Term
| 87. What 2 situational factors in Vroom & Yetton’s normative theory of leadership determine the best decision making method for the situation? (test question) |
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Definition
- Decision quality and subordinate acceptance
- Make a quality decision that is acceptable to individuals |
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Term
| 88. What is a feasible set? |
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Definition
| - Those decision-making methods that are effective for the situation |
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Term
| 89. What is the minimum man hours rule & the employee’s development rule? When do you use these rules? (Be able to apply these rules to a feasible set) |
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Definition
- Minimum Man Hours Rule – pick the one farthest left (least amount of time) on feasible set
- Employee’s Development Rule – pick the one farthest right (participate the most)
AI, AII, CI, CII, G (depending on what is available)
- If there’s only one set – you don’t need a rule! |
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Term
| 90. What are the problems with Vroom & Yetton’s normative theory of leadership? |
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Definition
- Doesn't consider all of the different decision making methods available to the manager
- Look at group size, time, and need for secrecy |
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Term
| 91. What are the basic ideas behind reciprocal theory of leadership? What makes the theory reciprocal? |
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Definition
- The leader influences the follower, but the follower also influences the leader
- It's reciprocal!! |
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Term
| 92. What determine whether a subordinate will be lead or supervised by his manager in reciprocal theory? |
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Definition
- If you're part of the in-group, you will be led. If you're part of the out-group, you will be supervised
- Performance does not always place people in the in or out-groups (everything to do with if this manager likes you)
- In-group does better over time.
-In group- Theory Y
-Out group- Theory X |
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Term
| 93. What has the research revealed when the manager is taught to lead the out-group as well as the in-group? |
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Definition
| - The out-group performs just as well as the in-group |
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Term
| 94. What is the basic idea behind implicit theory of leadership? |
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Definition
- Leadership is in the eye of the follower
-Believes tat people have stereotypes about how leaders should look and act
*It may be more important to look like a leader than to actually be one* |
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Term
| 95. What is the basic idea behind substitutes for leadership? |
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Definition
* sometimes leaders don't matter- because the situation is beyond their control*
- If a leader has been substituted for, they are no longer needed
- They're no longer important
- They may be irrelevant to the satisfaction and performance of the subordinate |
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Term
| 96. What does substitutes for leadership say about leaders receiving credit & blame? |
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Definition
| - If the situation is beyond their control, they don't really deserve the credit or the blame |
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Term
| 97.What factors substitute for leadership, making it irrelevant to subordinate satisfaction & performance? |
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Definition
- Factors that substitute for leadership:
-Experienced and knowledgeable employees
-Technology
-Cohesive work group
-Satisfied employees
. |
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Term
| 98. How do formal & informal groups differ? |
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Definition
- Formal: deliberately created by the organization; emphasizes on duties and tasks/authority and position; will support organization’s goals; specialized roles and work duties
- Informal: develops naturally; emphasizes personal and social relationships; may not support organization’s goals; help satisfy social needs of employees |
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Term
| 99. What personal needs are satisfied by groups? |
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Definition
- Safety/Security = “strength in numbers”
- Social = friendship, belonging, acceptance
- Esteem = think you’re cool, recognition and respect
* first three in maslow's*
- Reality- you will use the other group members to test your perceptions of reality, to see if what you are seeing is accurate or not (boss does something crazy talk to co-workers) |
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Term
| 100. What is a reality need? |
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Definition
| - You will use the other group members to see if your perceptions of reality are valid or not. |
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Term
| 101. What are the 5 stages of group development & what happens at each stage? |
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Definition
1) Forming - orientation of employees (get to know 1 another, see what each person brings to the table) {1st-date}
2) Storming - intragroup conflict/hostilities/interpersonal conflicts likely to occur here as members vie for certain roles (conflict over who’s gonna do what and who’s gonna be in charge)
--conflict over who is in charge
3) Norming - a sense of solidarity begins to take hold (set up unwritten rules of behavior in groups to prevent conflicts; cohesiveness) {kiss and make up}
4) Performing - increased cooperation, problem solving, and task performance {sex = the product}
5) Adjourning - task is complete, duties are terminated, members move onto other assignments, and things are wrapped up |
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Term
| 102. At what stage is group cohesiveness the greatest? |
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Definition
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Term
| 103. At what stage is intragroup & interpersonal conflict most likely to occur? |
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Definition
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Term
| 104. At what stage is the group likely to make the best decisions? |
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Definition
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Term
| 105. Which stage is most difficult to achieve? |
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Definition
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Term
| 106. What is the relationship between group size & effectiveness? |
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Definition
- As group size increases…friendliness decreases, participation decreases, effort decreases, decision-making process takes longer, team work decreases,
domination by 1 or few individuals increases (only thing that increases b/c negative)
-upper limit to effective team work 12 (bonus)
- 2 people can be considered a group
- Optimal size for decision-making groups = 5-7 members [optimal for work
group effectiveness]
- As group size increases…effectiveness decreases!
-the friendliness of the group decreases
-member satisfaction decreases
-there is less participation by group members (social loafing)
-there is more domination by one or a few group members
-decision-making and teamwork becomes more difficult
-sub-groups/cliques form |
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Term
| 107. What is cohesiveness? |
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Definition
- The willingness or desire for a member to remain part of a group.
- An important indicator of how much influence the group has on the individual members.
- The greater the cohesiveness, the greater the desire |
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Term
| 108. What does cohesiveness have to do with a group’s influence over its members? |
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Definition
| - Greater the cohesiveness, the greater the influence over its group members |
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Term
| 109. What are the factors that increase & decrease cohesiveness? |
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Definition
- INCREASE: ` DECREASE:
{anything that makes a group +} {anything that makes a group -}
-Increase:
-small group size
-winning
-high status group
-attractive group goals
-external threat *
-severe initiation *
-lots of time spent together
*connection is not immediate- pay attention to these*
-Decrease:
- large group size
-losing
-poor public image
-unattractive group goals
-disagreeable tasks/demand |
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Term
| 110. What are the benefits & drawbacks of highly cohesive groups? |
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Definition
- Benefits:
- high morale/job satisfaction
- Higher member self-esteem
- Greater sense of security
- Low absenteeism and turnover
- Better teamwork.decision/making
- Drawback:
- Can limit creativity and originality due to conformity (main one)
- Group think- want to agree as a group no matter what |
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Term
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Definition
- An unwritten rule about how you should behave in a group.
- Norms are standards of behavior accepted by a group’s members.
- Can either be prescriptive (what you should do) or proscriptive (what shouldn't you do). They define what's acceptable and what's not acceptible |
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Term
| 112. How do norms & cohesiveness interact to determine a group’s performance? |
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Definition
- High cohesiveness groups are a double-edges sword: (depends on productivity norm)
+ High cohesiveness groups with high productivity norms are high performance teams = unwritten rule is to do as much as you can |
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