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= motivation*ability*situational constraints |
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knowledge, skills, talent |
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tools, policies, resources (beyond control of individual employees) |
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1) the psychological processes that arouse and direct goal oriented behavior 2) effort, degree to which someone works hard to do the job |
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1) unfulfilled need 2) motivation 3) behaviors 4) rewards |
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payoff a person receives from others for performing a particular task |
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satisfaction a person receives from performing the particular task |
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physiological or psychological deficiencies that arouse behavior |
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theories that emphasize the needs that motivate people |
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Maslow's hierarchy of needs (top to bottom) |
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1) self actualization 2) esteem 3) love 4) safety 5) physiological |
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implications of Maslow's hierarchy of needs |
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1) once needs are fulfilled, adding more effort for the needs are less effective 2) give employees a chance to fulfill their higher-level needs (not just paycheck) |
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Steve jobs and John Sculley |
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Jobs lured Scully away from Pepsi by saying, "...you want a chance to change the world" appealed to higher needs |
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1)existence 2) relatedness 3) growth |
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physiological and material well-being |
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have meaningful relationship with people |
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desire to grow to their fullest potential |
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implications from Alderfer's ERG theory |
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1) frustration-regression component: if our higher level needs (growth) are frustrated then we intensively seek to fulfill the lower level needs |
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McCelland's aquired needs theory |
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identifies major motives determining peoples behavior in the workplace 1) achievement 2) affiliation 3) power |
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excellence in challenging tasks |
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friendly warm relationships |
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responsible for or control other people |
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Herzberg's two factor theory |
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1) proposed that work satisfaction and dissatisfaction arise from 2 different factors 2) increase motivating factors leads to greater work satisfaction 3) decrease hygiene factors increases work dissatisfaction |
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examples of motivating factors |
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1) achievement 2) recognition 3) work 4) responsibility 5) advancement/growht |
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examples of hygiene factors |
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1) pay/security 2) working condition 3) interpersonal relationships 4) company policy 5) supervisor |
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1) equity theory 2) expectancy theory 3) goal setting theory |
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1) are my inputs equal to their inputs and are my outputs equal to their outputs or in the correct ratio |
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implications of the equity theory |
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1) decreasing inputs (work) 2) increasing outputs (pay) 3) rationalize or distort inputs or outcomes 4) changing the referent 5) leave |
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practical lessons from the equity theory |
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1) employee perceptions are what count 2) make decision process fair 3) distributive justice 4) procedural justice |
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motivation=valance*instrumentality*expectancy |
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belief that a particular level of effort will lead to a particular level of performance |
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expectation that successful performance of the task will lead to the desired outcome |
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the value a worker assigns to an outcome |
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1) job simplification 2) job enlargement 3) job enrichment |
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McDonald drive through window is |
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1) routine job 2) has 100% employee turnover ratio |
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1) division of labor 2) people as cogs 3) very economical (frederick taylor, the gilbreths) 4) boring |
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job characteristics model |
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1) meaningfulness 2) responsibility 3) knowledge of actual result 4) contingency factors knowledge and skills desire for personal growth context satisfaction |
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meaningfulness 1) skill variety 2) task identity 3) task significance responsibility 4) autonomy knowledge of actual result 5) feedback |
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1) experienced meaningfulness 2) responsibility 3) knowledge |
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1) high motivation 2) performance 3) satisfaction |
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explains behavior by suggesting 1) behavior with positive consequences tends to be repeated 2) behavior with negative consequences tend to not be repeated |
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1) skinner box (pigeon) 2) the study of how behavior is controlled by the surrounding environment |
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use of positive consequences to encourage desirable behavior |
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removal of unpleasant consequences following a desired behavior |
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withholding or withdrawal of positive rewards for desirable behavior, so that behavior is less likely to occur |
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application of negative consequences to stop or change undesirable behavior |
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reinforcement vs. punishment |
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1) reinforcement makes desired behavior more likely to occur 2) extinction and punishment make behavior less likely to happen |
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using reinforcement to motivate employees |
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1) reward only desired behavior 2) give rewards as soon as possible 3) be clear about what behavior is desired 4) having different rewards because individuals differ |
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1) wages 2) incentives 3) benefits |
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best incentive compensation plans |
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1) reward linked to performance and measurable 2) reward must satisfy individual needs 3) reward must be agreed on by manager and employees 4) reward must be believable, achievable by employees |
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ability to influence others to voluntarily pursue organizational goals |
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extent to which a person is able to influence others so they respond to orders |
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1) foresee 2) win support 3) reinforce |
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1) from authority 2) not from authority (knowledge, expertise, etc) |
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1) the right but not the ability to get subordinates to do things |
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the right and the ability to get subordinates to do things |
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the ability but not the right to get other people to do things |
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1) legitimate power 2) reward power 3) coercive power 4) expert power 5) referent power |
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results from managers formal positions within the organization |
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results from managers authority to reward their subordinates |
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results from managers authority to punish their subordinates |
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results from one's specialized information or expertise |
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derived from ones personal attraction |
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9 general tactics for influencing others |
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1) consultation 2) rational persuasion 3) inspirational appeals 4) ingratiating tactics 5) personal appeals 6) coalition tactics 7) pressure tactics 8) legitimating tactics 9) exchange tactics |
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getting others to participate |
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emotions, ideals, or values |
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acting humble or friendly before making a request |
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friendship and loyalty when making a request |
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getting others to support your efforts |
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using demands, threats or intimidation |
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1) making requests based upon superiors or pules or policies 2) upward appeal |
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1) attempt to identify distinctive characteristics that account for effective leaders |
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key positive leadership traits |
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1) intelligence, self confidence, determination, honesty/integrity, sociability, problem-solving, extraversion and conscientiousness |
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Kouzes and Posner's research |
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1) traits preferred by employees: honest, competent, forward-looking, inspiring, intelligent 2) cant predict which people might be successful leaders |
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1) Global Leadership and Organizational Behavior Effectiveness 2) out to find the impact of cultural variables on leadership and organizational processes |
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GLOBE universally positive leader attributes |
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1) trustworthy 2) just 3) honest 4) foresight 5) plans ahead 6) encouraging 7) positive 8) dynamic |
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GLOBE universally negative leader attributes |
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1) loner 2) asocial 3) noncooperative 4) irritable 5) nonexplicit 6) egocentric 7) ruthless 8) dictatorial |
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women score higher than men on... |
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1) producing high quality work 2) recognizing trends 3) generating new ideas 4) goal setting 5) mentoring employees |
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desirable traits females excel in |
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1) teamwork and partnering 2) being collaborative 3) seeking less personal glory 4) less motivated by self interest |
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1) attempts to determine the distinctive styles (patterns of behavior) used by effective leaders 2)behavior over traits |
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models of the behavioral approach |
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1) university of michigan model 2) ohio state model |
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university of michigan model |
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1) job centered vs. employee-centered behavior 2) paid attention to job and work procedures: achieving production efficiency, keeping costs down 3) employee centered behavior: managers paid more attention to employee satisfaction and making work groups cohesive |
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ohio state leadership model |
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1) initiating structure: behavior that organizes and defines what group members should be doing 2) consideration: expresses concern for employees by establishing a warm friendly supportive climate |
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1) analytical 2) conceptual 3) directive 4) behavioral |
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analytical decision making style |
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1) high tolerance for ambiguity 2) task and technical concerns |
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conceptual decision making style |
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1) high tolerance for ambiguity 2) people and social concerns |
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directive decision making style |
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1) low tolerance for ambiguity 2) task and technical concerns |
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behavioral decision making style |
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1) low tolerance for ambiguity 2) people and social concerns |
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basic leadership style (Ohio state) |
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1) high structure and high consideration 2) balance between getting the job done and maintaining a cohesive and friendly environment |
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effective leadership behavior depends on the situation on hand 1) leaders control over situation 2) employee readiness |
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Fiedler's contingency leadership model |
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1) leadership style is seldom changeable 2) fit leader to situation 3) situational control as MF |
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Hersey and blanchard's situational leadership model |
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1) adjustable leadership style based on employee readiness 2) adjust style to situation 3) employee readiness as MF |
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least preferred co-worker 1) task oriented (572) relationship oriented (64>LPC) |
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components to determine situational control |
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1) leadership member relations 2) task structure 3) position power |
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leadership member relations |
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reflects the extent to which the leader has the support of the work group |
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1) extent to which tasks are routine and easily understood 2) the more structured the jobs, the more influence a leader has |
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refers to how much a leader has to work assignments |
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task oriented leadership style |
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high or low situational control |
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relationship oriented leadership style |
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moderate situational control |
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Hersey and blanchard's four leadership styles |
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1) telling 2) selling 3) participating 4) delegating |
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1)leader directed R1: unable and not willing R2: unable but willing 2) leader directed R3: able but not not willing R4: able and willing |
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high task and low relationship 1) guiding 2) directing |
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high task and high relationship 1) explaining 2) persuading |
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participating leadership style |
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high relationship and low task 1) encouraging 2) problem solving |
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delegating leadership style |
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low relationship and low task 1) observing 2) monitoring |
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what resources should be controlled? |
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1) financial 2) quality 3) strategy |
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outputs divided by inputs |
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=(private consumption)+(gross investment)+(govt spending)+(exports-imports) |
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how to achieve productivity |
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1) use technology 2) redesign work process 3) improve match between employees and jobs 4) encourage employee diversity 5) encourage employee involvement 6) establish base points, set goals, and measure results (control) |
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controlling is defined as |
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monitoring performance, comparing it with goals, and taking corrective action as needed |
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1) to deal with complexity 2) to adapt to change and uncertainty 3) to discover irregularities and errors 4) to detect opportunities 5) to reduce costs, increase productivity or add value |
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steps in the control process |
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1) establish standards 2) measure performance 3) compare performance to standards 4) take corrective action, if necessary |
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four perspectives of balanced scorecard |
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1) financial 2) customer 3) internal business process 4) innovation and learning |
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allocates increased or decreased funds to a department by using the last budget period as a reference point |
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forces each department to start from zero in projecting its funding for the coming budget period |
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resources are allocated on a single estimate of costs |
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resources are varied in proportion with various levels of activities |
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summarizes an organizations overall financial worth at a specific point in time |
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summarizes an organizations financial results over a specified period of time |
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types of ratio analysis's |
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1) liquidity ratios 2) debt management ratios 3) return ratios |
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indicate how easily a firms assets can be converted to cash |
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degree to which a firm can meet its long term financial obligations |
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how effective management is generating a return or profit |
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performed by outside experts |
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performed by organizations own professional staff |
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1) continuous quality improvement 2) training 3) customer satisfaction |
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1) quality should be aimed at the needs of the customer 2) companies should aim at improving the system, not blaming the workers 3) quality can be improved on the basis of hard data 4)improved quality leads to increased market share, increased company prospects and increased employment |
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two core principles of TQM |
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1) people orientation 2) improved orientation |
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1) everyone involved in the organization should focus on delivering value to customers 2) empowerment 3) training, teamwork ,cross functional efforts |
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1) everyone should work on continuously improving work process 2) quality circle 3) less expensive to do it right the first time 4) small improvement all the time 5) accurate standards |
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1) employee involvement 2) outsourcing 3) ISO 9000 series (1979) 4) statistical process control 5) six sigma and lean six sigma |
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statistical process control |
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1) flowchart 2) pareto analysis 3) cause and effect diagram 4) control chart 5) histogram 6) scatter diagram 7) run chart |
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1) 99.9997% perfect 2) more efficient than 99% perfect |
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1) green good 2) yellow ok 3) red bad |
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motivation is a set of forces that... |
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Definition
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wages, incentives, bonuses, commission, piece rate, stock options |
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benefits, social security, insurance, holiday, retirement, workers comp |
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kouzes and posners 5 traits |
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Definition
1) honest 2) competent 3) forward looking 4) inspiring 5) intelligent |
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what are the 3 best influencing techniques |
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Definition
1) consultation 2) rational 3) inspirational |
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key transformational behaviors |
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1) inspirational motivation 2) idealized influence 3) intellectual stimulation 4) individualized consideration |
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right vision unleashes human potential |
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we are here to do the right thing |
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1) views problems as personal challenges 2) personally responsible for overcoming, questioning status quo, and seeking creative solutions |
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individualized consideration |
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1) actively encourage to grow and excel 2) challenging work, more responsibility, empowerment, one-to-one mentoring |
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a visual representation of the 4 perspectives of the balanced scorecard that enables managers to communicate their goals so that everyone in the company can understand how their jobs are linked to the overall objectives of the organization |
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1) plan 2) do 3) check 4) act |
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