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defines the formal relationship and use of people in organizations. To accomplish all of an organization's activities, different jobs are required, such as managers, employees and accountants. |
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can be internal or external, and all organizations operate within them. Some examples are government, family and other organizations. |
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integrates the behavioral sciences with other social sciences that can contribute to the subject. |
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evidence-based management |
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asks managers to set aside some of the tings they think they know (conventional wisdom) and become totally committed to a rigorous collection of facts and combine these with relevant research. |
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law of individual differences |
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each person is different from all others. |
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managers need to interpret people- organization relationships in terms of the whole group, organization and social system. |
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conscious application of conceptual models and research results in order to improve individual and organizational performance at work. |
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evidence based management |
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asks managers to set aside some of the things they think they know (conventional wisdom) and become totally committed to a rigorous collection of facts and combine these with relevant research. |
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elements of moral intelligence |
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integrity, responsibility, compassion and forgiveness |
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is developmental. It is concerned with the growth and development of people toward higher levels of competency, creativity, and fulfillment, because people are the central resource in any organization and any society. |
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another name for the human resources approach, because the manager's primary role changes from control of employees to active support of their growth and performance. |
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different variables may require different behavioral approaches. |
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common thread woven through organizational behavior. |
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is a ratio that compares units of ouput with units of input, often against a predetermined standard. |
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can be improved through hiring better workers. |
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results from a person's attitudes reacting in a specific situation |
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is needed to determine whether potential actions will have a net positive or net negative effect |
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gives a narrow viewpoint that emphasizes satisfying employee experiences while overlooking the broader system of the organization in relation to all its publics. |
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can be so greatly ovrdone that the original purpose of bringing people together is lost. |
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what should sound org behavior do? |
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it should help achieve organizational purposes, not replace them. |
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law of diminishing returns |
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overemphasis on a valid organiztional behavior practice produce negative results |
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ethical leadership should recognize |
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social responsibility, open communication, and cost-benefit analysis |
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key elements of organization |
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people, structure, technology and the external environment. |
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Term
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Definition
defines the formal relationship and use of people in organizations. To accomplish all of an organization's activities, different jobs are required, such as managers, employees and accountants. |
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Term
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Definition
can be internal or external, and all organizations operate within them. Some examples are government, family and other organizations. |
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Term
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Definition
integrates the behavioral sciences with other social sciences that can contribute to the subject. |
|
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Term
evidence-based management |
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Definition
asks managers to set aside some of the tings they think they know (conventional wisdom) and become totally committed to a rigorous collection of facts and combine these with relevant research. |
|
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Term
law of individual differences |
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Definition
each person is different from all others. |
|
|
Term
|
Definition
managers need to interpret people- organization relationships in terms of the whole group, organization and social system. |
|
|
Term
|
Definition
conscious application of conceptual models and research results in order to improve individual and organizational performance at work. |
|
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Term
evidence based management |
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Definition
asks managers to set aside some of the things they think they know (conventional wisdom) and become totally committed to a rigorous collection of facts and combine these with relevant research. |
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Term
elements of moral intelligence |
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Definition
integrity, responsibility, compassion and forgiveness |
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Term
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Definition
is developmental. It is concerned with the growth and development of people toward higher levels of competency, creativity, and fulfillment, because people are the central resource in any organization and any society. |
|
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Term
|
Definition
another name for the human resources approach, because the manager's primary role changes from control of employees to active support of their growth and performance. |
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Term
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Definition
different variables may require different behavioral approaches. |
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Term
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Definition
common thread woven through organizational behavior. |
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Term
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Definition
is a ratio that compares units of ouput with units of input, often against a predetermined standard. |
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Term
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Definition
can be improved through hiring better workers. |
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Term
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Definition
results from a person's attitudes reacting in a specific situation |
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Term
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Definition
is needed to determine whether potential actions will have a net positive or net negative effect |
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Term
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Definition
gives a narrow viewpoint that emphasizes satisfying employee experiences while overlooking the broader system of the organization in relation to all its publics. |
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Term
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Definition
can be so greatly ovrdone that the original purpose of bringing people together is lost. |
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Term
what should sound org behavior do? |
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Definition
it should help achieve organizational purposes, not replace them. |
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Term
law of diminishing returns |
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Definition
overemphasis on a valid organiztional behavior practice produce negative results |
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Term
ethical leadership should recognize |
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Definition
social responsibility, open communication, and cost-benefit analysis |
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Term
key elements of organization |
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Definition
people, structure, technology and the external environment. |
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Definition
frameworks of possible explanations about how things work. |
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influence managerial perceptions of the world around them. |
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immersion of a manager into the controlling the details of daily operations |
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managerial view that security needs are dominant among employees. Looks to security needs as a motivating force. |
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managerial view that leaders should support employees in their attempts to grow in their jobs and to perform them well. |
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relates to a body of people working together cooperatively. |
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result of a strong search for higher meaning at work by many of today's employees; they want much more than just a paycheck and job security from their jobs. |
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strategic social awareness for managers |
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appreciation for, and connectedness with others. |
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protecting self worth in one's bearing |
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ability to read social situations and respond appropriately |
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using language effectively to explain and persuade |
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feeling of possessiveness, responsibility, identity, and sense of belongingness. |
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the ever present activity by which people relate to one another and combine their efforts, and is necessary to perpetuate the health of the organization. |
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two-way communication process |
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method by which a sender reaches a receiver with a message. |
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develop idea, encode, transmit. receiver, receive, decode, accept use. |
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the idea that sender wishes to transmit. This is the key step, b/c unless there is a wortwhile message, all the other steps are useless. |
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convert the idea into suitable words, charts, or other symbols for transmission. At this point, the sender determines the method of transmission so that the words and symbols may be organized in suitable fashion. |
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uses rich, colorful, carefully selected language to shape the perceptions of recipients. The sender of communication attempts to frame an issue by placing it in a particular context or background to manage the meaning in the way it was intended. |
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transfer the message by memo, phone call or personal visit. |
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transmission allows another person to receive a message, which is step 4. |
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convert message so it can be understood. Understanding can only occur in a reciever's mind. A communicator may make others listen, but can not make them understand. |
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once the receiver has obtained and decoded a message, the person has the opportunity to accept or reject it. |
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for the receiver to use the info. The receiver may discard it, erform the task as directed, store info for the future, or do something. |
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the internal conflict and anxiety that occurs when people receive information incompatible with their value systems, prior decisions or other info they may have. |
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an attempt to preserve or even enhance our valued self concept when it is attacked |
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are communication interferences that arise from human emotions, values and poor listening habits. They may also stem from differences in education, race, sex, socioeconomic status, and other factors. |
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a feeling of being emotionally separated-between people that is similar to actual distance. |
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are communication interferences that occur in the environment in which the communication takes place. Ex. distracting noise that drowns out voice message, distances between people, walls around a worker's cubicle, or static that interferes with radio messages. |
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involves the exploration of different practices and feelings about interpersonal space within and across cultures |
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sicence of meaning, as contrasted with phonetics, the science of sounds. |
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arise from limitations in the symbols with which we communicate Ex. sometimes we misunderstand when people are joking, in reality they are being serious. |
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based on three factors trustworthiness, expertise, and dynamism |
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an organization is the flow of information from hgher to lower levels of authority. Almost half of managerial communications are with subordinates, with the remainder divided among superiors, peers and external recipients. |
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employees receive more communication inputs than they can process or more than they need. The keys to better communication are timing and quality not quantity. |
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leads to both improved performance and improved attitudes. |
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feedback seeking behavior |
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in which they search for infor about their prior performance and possible areas of improvement. |
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the perception that they are cared for, esteemed, and valued. |
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management loses touch with employee needs and lacks sufficient info to make sound decisions. |
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the conscious or unconscious withholding of info about potential problems or issues on the part of employees. |
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communication across chains of command. |
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employees with strong communication links within their department, with people in other units, and often with the external community. |
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when its interdependent parts are in dynamic working balance. It is a dynamic concept, not a static one. |
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suggests that whenever a continuing relationship exists between two parties, each person regularly examines the rewards and costs of that interaction. |
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the environment of human created beliefs, customs, knowledge and practices. Ex. the food you eat, the car you drive, the drama you attend and the organzation that employs you are evidence of your social culture. |
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rich variety of differences among people at work, raises the issue of fair treatment for workers who are not in positions of authority. |
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exhibited as an action towards certain groups |
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is an attitude towards certain groups. |
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is the recognition that organizations have significant influence on the nation's social system and this influence must be properly considered and balance in all organization actions. |
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a role model who guides another employee by sharing valuable advice on roles to play and behaviors to avoid. They teach, advise, coach, support, encourage and act as sounding boards. |
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when others have different perceptions or exceptions of a person's role. |
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when roles are inadequately defined or substantially unknown. |
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people become quite responsible in order to protect and develop their status. |
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the visible external things that attach to a person or workplace and serve as evidence of social rank. |
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the set of assumptions, beliefs, values, and norms shared by an organization's members. |
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orgnaizational socialization |
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the continous process of transmitting key elements of an organization's culture to its employees. It consists of both formal methods and informal means. |
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are clearly defined and dramatic devices that convey a key element of the firm's culture and vividly reinforce the values of the organization. |
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the result of a set of internal and external forces that cause an employee to choose an appropriate course of action and engage in certain behaviors. |
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the degree of enthusiasm, initiative, and effort put forth by employees. |
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the degree to which employees bond with the organization and exhibit acts of organizational citizenship |
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is a reflection of the fulfillment of the psychological contract and met expectations at work |
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the loss of valued employees |
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strong desires for something as a product of the cultural environment in which they live. |
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a drive some people have to pursue and attain challenging goals. |
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is a drive to relate to people on a social basis-to work with compatible people and experience a sense of community. |
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the need to influence others' behavior for the good of the whole organization. People with this need seek power through legitimate means, rise to leadership positions through successful performance, and therefore are accepted by others. |
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the drive to influence people, take control and change situations. |
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include food, water,s ex, sleep, air; basic needs. |
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social and psychological needs. Ex. self esteem, sense of duty, competitiveness, belongingness, self assertion and giving or receiving affection |
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identifies and focuses attention on five levels (self actualization, esteem and status needs, belonging and social needs, safety and security needs, and physiological needs) |
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physiological, safety and security needs. |
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third level of hierarchy concens love, belonging, and social involvement at work |
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an ongoing process of becoming all that one is capable of becoming, using one's skills to the fullest, having a rich combination of values and purpose, and stretching talents to the maximum. |
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conditions that relate directly to the job itself and the employee's performance of it, rather than conditions in the environment external to the job. |
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job conditions in the environment surrounding the job, rather than those directly related to the job performance. |
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being understood and accepted by people above, below, and aroudn the employee at work and away from it. |
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involve the desire for both self esteem and actualization |
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are external rewards that occur apart from the nature of work, providing no direct satisfaction at the time the work is performed. |
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organizational behavior modification |
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the applicaition in organizations of the principles of behavior modification, which evolved from the work of B.F. skinner. |
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states tthat a person tends to repeat behavior that is accompanied by favorable consequences and tends not to repeat behavior that is accompanied by unfavorable consequences. |
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known as vicarious learning. This suggests that employees do not always have to learn directly from their own experiences. Instead they may and even are likely to learn by observing the actions of others, understanding the consequences that others are experiencing and using it to modify behavior. |
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the whithholding of significant positive consequences that were previously provided for a desirable behavior. |
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occurs when reinforcement accompanies each correct behavior by an employee. |
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are targets and objectives for future performances. They help focus employees' attention on items of greater importance to the organization, encourage better planning for the allocation of critical resources. |
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works as a motivational process because it creates a discrepancy between current and expected performance. |
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an internal belief regarding one's job related capabilities and competencies. |
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observing behavior, inspecting output or studying performance indicators. |
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refers to the strength of a person's preference for receiving a reward. |
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developed by Victo H. Vroom explains that motivation is a product of three factors how much one wants (valence), one's estimate of the probability that effort will result and one's estimate will result in receiving the reward (instrumentality) |
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represents the employees belief that areward will be received once the task is accomplished. |
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suggessts individuals have different preferences for equtiy. |
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approach to motivation, which focuses on two elements-interpersonal treatment and clarity of explanations. |
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is the systematic study and careful application of knowledge about how people-as idividuals and as groups-act within organizations. |
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goals of organizational behavior |
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describe, understand, predict and control human behavior at work. |
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offer explanations of how and why people think, feel and act as they do. |
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are practical they address significant behavioral issues, they contribute to our understanding and they provide guidelines for managerial thought and action. |
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