Term
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Definition
According to Maslow’s hierarchy of needs theory.
1. The lowest unsatisfied need in the hierarchy motivates your behavior.
2. A satisfied need cannot motivate your behavior.
3. The highest level of motivation is self-actualization.
4. All of the above. |
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Term
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Definition
Given that most jobs are specialized, what needs are typically frustrated for most employees?
1. Social
2. Esteem
3. Self-actualization
4. All of the above
5. 2 and 3 |
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Term
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Definition
In Alderfer’s ERG theory, relatedness needs are equivalent to what needs in Maslow’s hierarchy of needs?
1. Social
2. Esteem
3. Physiological
4. Safety
5. 1 and 2 |
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Term
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Definition
In Herzberg’s 2 factory theory, what motivates employees?
1. Pay
2. Leadership
3. Job enrichment
4. Benefits
5. All of the above. |
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Term
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Definition
Which of the following is not a hygiene factor?
1. Pay
2. Supervision
3. Working conditions
4. Autonomy
5. Co-workers |
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Term
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Definition
If a person held a specialized job that paid well and held great benefits, this person would experience which of the following states according to 2-factor theory?
1. Job satisfaction and job dissatisfaction
2. No job satisfaction and no job dissatisfaction
3. Job satisfaction and no job dissatisfaction
4. No job satisfaction and job dissatisfaction |
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Term
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Definition
Which of the following is not a criticism of 2-factor theory?
1. Some people’s hygienes are other people’s motivatiors
2. It was based on a sample that was not representative of the entire workforce.
3. The way the interviews were conducted led to biased responding
4. It assumes everyone has an instrumental motivation toward work. |
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Term
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Definition
Which of the following is not an aspect of an effective goal setting program in all situations?
1. Goals that are specific
2. Goals that are challenging yet achievable
3. Subordinate participation in goal-setting
4. Rewards for goal attainment
5. Periodic feedback about goal-related performance |
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Term
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Definition
The autocratic tell and sell method works to improve employee performance by increasing
1. The specificity of goals
2. The difficulty or challenge of the goals
3. The amount of feedback about goal-related performance
4. The frequency of rewards given for goal attainment
5. The acceptance of goals |
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Term
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Definition
When a worker starts performing well to avoid being fired, this is known as
1. Positive reinforcement
2. Negative reinforcement
3. Extinction
4. punishment |
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Term
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Definition
A slacker realizes that the poorer he performs, the less work his manager asks him to do. This is an example of
1. Positive reinforcement
2. Negative reinforcement
3. Extinction
4. punishment |
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Term
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Definition
Which of the following is not true concerning punishment?
1. It may lead to anger & aggression on the part of the punishee
2. It may cause the punishee to lose self-confidence
3. It replaces the bad behavior with a good behavior
4. The frequency of the punished behavior is likely to rise when the punisher isn’t around |
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Term
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Definition
Which of the following is true concerning reinforcement theory?
1. The consequence for the behavior determines its frequency
2. The person receiving the consequence determines whether its positive or negative
3. When using extinction, the behavior may actually increase before it decreases
4. All of the above
5. Only 1 and 2 |
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Term
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Definition
When a manager falls victim to the leave-alone zap trap, he fails to use which consequence for managing behavior?
1. Negative consequences
2. Positive consequences
3. No consequences
4. None of the above; the leave-alone zap trap manager uses all of the above consequences in similar amounts |
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Term
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Definition
If the leave-alone zap trap, good performance receives ________ whereas poor performance receives ________.
1. Punishment; extinction
2. Positive reinforcement; punishment
3. Extinction; punishment
4. Positive reinforcement; extinction |
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Term
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Definition
When a manager rewards on assumed needs, the employee could perceive the reward as _______.
1. Positive reinforcement
2. Extinction
3. Punishment
4. All of the above |
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Term
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Definition
In the jelly-bean motivation trap, high performers receive ________ inequity and los performers receive ________ inequity.
1. Favorable; unfavorable
2. Favorable; favorable
3. Unfavorable; favorable
4. Unfavorable; unfavorable |
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Term
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Definition
Jelly-bean motivation encourages the development of what type of people?
1. Entitled
2. Equity sensitive
3. Benevolent
4. All of the above are encouraged by a jelly-bean motivator |
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Term
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Definition
Customer service employee A works 20 hours/week and is paid $200 whereas customer service employee B works 40 hours/week and is paid $600. This situation creates
1. Equity and equality
2. Equity and inequality
3. Inequity and inequality
4. Inequity and equality |
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Term
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Definition
According to equity theory
1. People want to be treated equally at work
2. People more readily perceive favorable inequity than unfavorable inequity
3. When you treat people fairly in reality everyone will perceive fairness
4. When people perceive inequity, it creates tension that they’re motivated to reduce or eliminate |
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Term
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Definition
When employees are faced with unfavorable inequity, which of the following may occur
1. Reduced quantity/quality performance
2. Extended work breaks
3. Stealing from the employer
4. Increased absenteeism |
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Term
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Definition
When employees are faced with favorable inequity, which of the following will likely occur?
1. Increased quantity/quality performance
2. Fewer work breaks
3. Less absenteeism
4. Increased confidence in the worker that they deserve the rewards given |
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Term
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Definition
What does an “entitled” perceive as fair?
1. Actual unfavorable inequity
2. Actual favorable inequity
3. Actual equity
4. None of the above |
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Term
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Definition
When a benevolent is treated fairly in reality, the benevolent perceives
1. Unfavorable inequity
2. Favorable inequity
3. Equity
4. None of the above |
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Term
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Definition
Which of the following is the appropriate leadership style when the employee is unable and unwilling to do the task?
1. Hi IS & Hi C
2. Hi IS & Lo C
3. Lo IS & Hi C
4. Lo IS & Lo C |
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Term
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Definition
Which of the following is the appropriate leadership style when the employee is able and willing to do the task?
1. Hi IS & Hi C
2. Hi IS & Lo C
3. Lo IS & Hi C
4. Lo IS & Lo C |
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Term
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Definition
Which one of the power bases overall has no effect on productivity, but used properly has a positive effect on productivity.
1. Reward power.
2. Coercive power
3. Legitimate power
4. Referent power |
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Term
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Definition
When managers use coercive power, they are using _________ to gain compliance.
1. Positive reinforcement
2. Punishment
3. Negative reinforcement
4. All of the above
5. Both 2 and 3 |
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Term
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Definition
Which power base best exemplifies leadership?
1. Coercive
2. Legitimate
3. Expert
4. referent |
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Term
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Definition
Which of the following beliefs is inconsistent with a Theory Y viewpoint?
1. Employees enjoy work
2. Employees have a need to achieve
3. Employees want to be creative
4. Employees will avoid responsibility
5. Employees will practice self-control |
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Term
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Definition
Which of the following power bases best represents supervision?
1. Expert power
2. Referent power
3. Legitimate power
4. Reward power
5. Coercive power |
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Term
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Definition
Which of the following traits reliably separates leaders from followers?
1. Height
2. Intelligence
3. Behavioral flexibility
4. Social adeptness
5. visibility |
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Term
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Definition
In the end, which style combination is the best according to the behavioral theory of leadership?
1. Hi initiating structure and hi consideration
2. Hi initiating structure and lo consideration
3. Lo initiating structure and hi consideration
4. Lo initiating structure and lo consideration
5. None of the above; the best style combination depends upon the situation |
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Term
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Definition
Theory Y managers will exhibit which of the following leadership styles?
1. Hi IS & Hi C
2. Hi IS & Lo C
3. Lo IS & Hi C
4. Lo IS & Lo C |
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Term
|
Definition
According to fiedler, leadership training _______.
1. Should focus on training leaders to be flexible
2. Is for the most part a waste of time
3. Should train leaders to be more democratic in their leadership style
4. Should teach leaders how to change the situation to fit their style
5. 2 and 4 |
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Term
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Definition
Using the least preferred co-worker (LPC) scale, if you describe your LPC in very negative terms, you have a _____ LPC score and are a ______ leader.
1. High; relationship-oriented.
2. Low; task-oriented
3. Low; relationship-oriented
4. High; task-oriented |
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Term
|
Definition
Which of the following is not true concerning Fiedler’s contingency theory?
1. Anyone can be a leader if they find the right situation.
2. If a work group is not performing well, the situation and not the leader is at fault.
3. High LPC leaders perform best in very favorable conditions
4. Low LPC leaders perform best in very unfavorable conditions
5. Middle LPC leaders perform well in all situations. |
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Term
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Definition
A leader shares a problem with individual subordinates one at a time, gets their suggestions about how best to solve it, and then makes the decision alone. This leader is using which of the following decision-making methods?
1. AI
2. AII
3. CI
4. CII
5. G |
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Term
|
Definition
In Vroom and Yetton’s normative theory of leadership, which of the following factors determines the feasible set?
1. Time
2. Decision quality
3. Subordinate
4. All of the above
5. 2 and 3 |
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Term
|
Definition
Which of the following determines whether a subordinate is lead or supervised in reciprocal theory?
1. Likeability
2. Stereotypes
3. In-group, out-group membership
4. Performance
5. None of the above |
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Term
|
Definition
Which theory states that leadership is in the eye of the follower?
1. Trait theory
2. Implicit theory
3. Reciprocal theory
4. Fiedler’s contingency theory
5. Substitutes for leadership |
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Term
•Need for Achievement (nAch)- which is the drive to succeed and excel in relation to a set of standards
•Need for Power (nPow)- which is the need to make others behave in a was that they would not have behaved otherwise
•Need for Affiliation (nAff)- which is the desire for friendly and close interpersonal relationships |
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Definition
| What are the three needs identified by McClelland that can motivate an individual’s behavior? |
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Term
•People with a high need for achievement are striving for personal achievement rather than for trappings and rewards of success
•They have a desire to do something better or more efficiently than it’s been done before
•High achievers avoid what they perceive to be very easy or very difficult tasks
•They focus on their own person accomplishments while good managers emphasize helping others accomplish their goals |
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Definition
| How do high need for achievement individuals behave? |
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Term
| The best managers tend to be high in the need for power and low in the need for affiliation |
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Definition
| How do the best managers score on McClelland’s needs? |
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Term
| An individuals belief that he or she is capable of performing a task |
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Definition
|
|
Term
•The higher your self-efficacy, the more confidence you have in your ability to succeed in a task.
•So in difficult situations, we find that people with low self-efficacy are likely to reduce their effort or give up altogether, whereas those with high self efficacy will try harder to master the challenge
•Individuals with high self-efficacy seem to respond to negative feedback with increased effort and motivation, whereas those with low self-efficacy are likely to reduce their effort when given negative feedback |
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Definition
| How does self-efficacy affect an individual’s response to challenge and negative feedback? |
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Term
| A workweek in which employees work longer hours per day but fewer days per week |
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Definition
| What is a compressed workweek? |
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Term
| Flexible work hours) a scheduling system in which employees are required to work a certain number of hours per week but are free, within limits, to vary the hours or work |
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Definition
|
|
Term
| When two or more people split (share) a full-time job |
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Definition
|
|
Term
Leaders who stimulate and inspire (transform) followers to achieve extraordinary outcomes
o More effective
o Higher performers
o More promotable
o More interpersonally sensitive
o Lower turnover rates and high levels of productivity
o Employee satisfaction
o Creativity
o Goal attainment |
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Definition
|
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Term
Enthusiastic, self-confident leaders whose personalities and actions influence people to behave in certain ways
1. They have a vision
2. The ability to articulate that vision
3. Willingness to take risks to achieve that vision,
4. Sensitivity to both environmental constraints and followers needs
5. Behaviors that are out of the ordinary |
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Definition
| What is a charismatic leadership and what are its characteristics? |
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Term
•Women tend to use a more democratic style. They encourage participation of their followers and are willing to share their positional power with the others. Women tend to influence others best through their ability to be charmingly influential
•Men, tend to typically use a task-centered leadership style. This approach includes directing activities of others and relying on their positional power to control the organization’s activities.
• All things considered, when a a women is a leader in a traditionally male-dominated job (such as a police officer) she tends to lead in a manner that is more task centered |
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Definition
| How do men and women differ in terms of leadership style? |
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Term
Physiological- money
Safety-retirement benefits, health care
Social- considerate managers, keeping everyone included
Esteem- awards ceremonies |
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Definition
| What are the five needs in Maslow’s hierarchy of needs? (Know what each need is and be able to recognize what need is being satisfied in a given situation) |
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Term
| If you’re satisfied, you move on because it is no longer important. |
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Definition
| What does Maslow believe about satisfied needs? |
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Term
A state of “stuckedness”
You can’t go down to the satisfied and the needs that are not met are frustrated.
No |
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Definition
| 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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Term
•Esteem
•Self-Actualization
•Enriched jobs |
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Definition
| What needs are typically unsatisfied in most organizations? Why is this the case? What would help satisfy these needs? |
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Term
Self-actualization
It is hardly ever reached.
Not many people
Never fully fulfilled. Once you satisfy it, you want more of it. |
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Definition
| 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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Term
| Momentary self-actualization |
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Definition
| What is a peak experience? |
|
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Term
• there are 2-3 needs
• satisfying needs can still motivate (ex: a raise) |
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Definition
| What does the research say about Maslow’s hierarchy of needs? |
|
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Term
| • Different strokes for different folks. |
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Definition
| 10. How would you apply Maslow’s theory of motivation if you were a manager? |
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Term
• Maslows theory repackaged
• Takes maslow’s 5 needs and condensing them into 3
• Existence- physiological and safety
• Relatedness- social and esteem
• Growth- self-actualization |
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Definition
| 11. What are the three needs in ERG theory that can motivate behavior? |
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Term
• Satisfying needs can still motivate. If existence needs are satisfied and you can’t realize the relatedness needs, you can regress to the existence needs to be motivated.
o If a need is frustrated, you aren’t stuck like in maslow’s theory |
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Definition
| 13. What does Alderfer’s ERG theory say about a satisfied need? |
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Term
| • There are things that satisfy and things that cause dissatisfaction |
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Definition
| 15. What does Herzberg say is the opposite of job satisfaction? The opposite of job dissatisfaction? |
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Term
• Job dissatisfaction vs no job dissatisfaction
• External factors
o Ex: pay, benefits
o Good hygienes prevent something bad from happening, not cure something that is already bad |
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Definition
| 17. What is a hygiene factor and 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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Term
• The only way to motivate people is through job enrichment.
o This doesn’t apply to everyone
o Wrong in certain situations |
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Definition
| 18. What does Herzberg advocate as the only way to motivate employees (i.e., make them job satisfied)? |
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Term
• No job dissatisfaction
• Hygiene factors can’t motivate |
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Definition
| 19. What is the effect of good pay, good supervision, good benefits, etc…on job dissatisfaction? Can hygiene factors motivate people according to Herzberg? |
|
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Term
• Based only on accountants and engineers
o These are both white collar, while the majority of the workforce is blue collar
• The interview process was faulty
• It is a “one best way” theory
• Some people’s hygienes are others motivators |
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Definition
| 21. What are the problems with Herzberg’s 2-factor theory? |
|
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Term
| • There is a direct connection between what we intend to do and what we actually do. |
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Definition
| 22. What is the basic premise behind goal setting theory? |
|
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Term
• S- goals should be specific in terms of what’s desired and when its desiredby
• C- goals should be challenging yet achievable
• A- goals should be accepted by the person (ownership)
• R- goal attainment should be rewarded
• F- one should receive feedback on goal related performance |
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Definition
| 23. What does SCARF mean in goal setting theory? |
|
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Term
• 3 ways:
1. Rewards for goal attainment
2. Participation in goal setting by the subordinate
3. Autocratic tell and sell method of goal setting |
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Definition
| 24. How does one build greater of acceptance of specific and challenging goals? |
|
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Term
| • It increases acceptance/ownership of the goals |
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Definition
| 25. How does participation in goal setting increase performance? |
|
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Term
• The employee doesn’t want to participate
• There is a low trust environment
• The manager is an autocrat |
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Definition
| 26. When does participation in goal setting not work? |
|
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Term
| • Tell the subordinates the goal, then sell them on it |
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Definition
| 27. What is the autocratic tell-sell method of goal setting? When do you use it? |
|
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Term
• Thorndike’s law of effect states that behaviors that are followed by positive consequences will tend to be repeated whereas those behaviors that are followed by negative or no consequences will tend not to be repeated.
• 3 basic components
1. Stimulus
2. Response
3. Reinforce
• Reinforcements are used to increase the frequency of good behavior.
• Extinction and punishment are used to reduce the frequency of bad behavior. |
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Definition
| 28. In reinforcement theory, what is Thorndike’s law of effect? |
|
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Term
| • Rewarding good behavior. This increases the frequency of the behavior. |
|
Definition
| 29. What is positive reinforcement? What does it do to the frequency of the behavior? |
|
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Term
| • Behaving in such a way to avoid a negative. This increases the frequency of the behavior. Also called avoidance learning. |
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Definition
| 30. What is negative reinforcement? What does it do to the frequency of the behavior? |
|
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Term
| • Ignore it long enough and it will go away. Downside is that if you ignore the bad behavior, it will likely increase before it decreases. |
|
Definition
31. What is extinction? What does it do to the frequency of the behavior?
• Ignore it long enough and it will go away. Downside is that if you ignore the bad behavior, it will likely increase before it decreases. |
|
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Term
| • The increase in behavior explained in the previous question |
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Definition
| 32. What is an extinction spike? |
|
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Term
| • When the behavior occurs, a negative consequence follows. This should decrease the frequency of the behavior. |
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Definition
| 33. What is punishment? What does it do to the frequency of the behavior? |
|
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Term
• It only tells you what you’ve done wrong. It doesn’t tell you what you need to do to do the job right.
• It can cause the person being punished to feel either sad or mad.
• It will decrease the frequency of the behavior only when the punisher is around.
• Traps to avoided in managing consequences for behavior
1. Leave-alone zap trap
2. Jelly-bean motivation trap
3. Rewarding on assumed needs trap |
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Definition
| 34. What are the problems with punishment? |
|
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Term
• When everything is going well, this manager leaves you alone, but when something goes bad, they zap you.
• Over time, under this consequence of behavior, good performance will increase, then peak, then decrease dramatically. |
|
Definition
| 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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Term
• CYA- cover your ass
• Catch people doing things wrong. |
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Definition
| 36. What kind of work climate is created by the leave-alone zap manager? |
|
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Term
-Reward good behavior.
-Get out of your office, catch people doing things right. |
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Definition
| 37. How do you overcome the leave-alone zap trap as a manager? |
|
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Term
• 4 positive consequences to every 1 negative.
• This is because the negatives stick out more than the positives.
• There are exceptions to this rule. More positives for low self-esteem or new to job training. Less for introverts. |
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Definition
| 38. How many positive consequences to every negative consequence does it take for your subordinate not to perceive you as a punisher, in general? |
|
|
Term
• Jelly bean motivators have a high need to be liked
• Everyone gets the same rewards regardless of performance.
• Rewards are only meaningful when they are tied to performance
• Good performers start performing poorly, poor performers continue to perform poorly
• To overcome this, tie rewards to performance |
|
Definition
| 39. What is the jelly bean motivation trap? How does it affect motivation and performance? How do you overcome it? Rewards are only meaningful when they are tied to what? |
|
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Term
• What people perceive as fair at work
• How people react to being treated unfairly at work
• When individuals work for an organization, they think about what they contribute to the organization (inputs) and what they receive from the organization (outcomes). This is the social exchange component of the theory.
• How do these individuals determine if they are being treated fairly or not by the organization? They compare their input/outcome ratios to others. This is the social comparison component of the theory. |
|
Definition
| 41. What is the concern of equity theory? |
|
|
Term
1. People strive to create and maintain a state of equity
2. When people perceive inequity, it creates tension that the individual is motivated to reduce or eliminate
3. The greater the magnitude of the perceived inequity, the greater the motivation to reduce or eliminate it
4. Individuals more readily perceive and unfavorable inequity than a favorable one |
|
Definition
| 42. What are the four basic postulates or tenants of equity theory? |
|
|
Term
• Equity talks about the ratio of outcomes to inputs
• Equality just talks about outcomes |
|
Definition
| 43. What is the difference between equity and equality? |
|
|
Term
|
Definition
| 44. What is more important in equity theory: perception or reality? |
|
|
Term
• unfavorable inequity: unfairness that hurts the individual
• Favorable inequity: unfairness that benefits the individual |
|
Definition
| 45. What is favorable inequity? Unfavorable inequity? |
|
|
Term
| • Increase the outcomes and decrease the inputs |
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Definition
| 46. When faced with unfavorable inequity, what are the different ways one can use to restore equity? |
|
|
Term
• Reduce the quantity/quality of work (behavioral)
• Greater absenteeism and turnover (behavioral)
• Ask the boss for a raise (behavioral)
• Increased theft (behavioral)
• Change their thinking about the situation (cognitive)
• Usually change behaviorally. |
|
Definition
| 47. When faced with unfavorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
|
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Term
| • Usually change cognitively. This is typically to alleviate feeling guilty about being overpaid. |
|
Definition
| 48. When faced with favorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
|
|
Term
• Entitled: takers. They want to take more than they give.
• Equity sensitive: give and take equally. Want what they work for, no more no less
• Benevolent: “the good ones” they want to give more than they take. They want to do more than their fair share. They will feel guilt if they receive what they deserve.
o By far the better employee to the entitled |
|
Definition
| 49. What is an Entitled? Equity Sensitive? Benevolent? What does each type perceive as fair? |
|
|
Term
| • The art of influencing individuals and groups to willingly pursue organizational goals |
|
Definition
|
|
Term
| • Leadership is just one function of management |
|
Definition
| 53. What is the difference between management and leadership? |
|
|
Term
• When you lead an employee, the employee complies with your request because they want to (voluntary compliance)
• When you supervise an employee, the employee complies with your request because they have to (forced compliance) |
|
Definition
| 54. What is the difference between leadership and supervision? |
|
|
Term
• Reward: comply with my requests, you will be rewarded. (positive reinforcement)
• Coercive: if you don’t comply with my request, you will be punished. (negative reinforcement)
• Legitimate: do it because im the boss. If you comply, this can be a reward. If you don’t comply, this can be coercive.
• Expert: people comply with your request because you have expertise that they do not.
• Referent: a standard. Set a good standard (example). This is the power most based upon trust |
|
Definition
| 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) |
|
|
Term
Supervisor:
- legitimate
- reward
-coercive
Leader:
- expert
- referent |
|
Definition
| 56. What power bases does a leader use? supervisor use? |
|
|
Term
• Supervision: legitimate
• Leadership: referent |
|
Definition
| 57. Which of the power bases best exemplifies supervision? leadership? |
|
|
Term
• Coercive: working under fear only works in the short-term; long term negative effect
• Expert and referent: positive effect on productivity
• Reward and legitimate have no significant effect on productivity |
|
Definition
| 58. What is the relationship between the five power bases and productivity? |
|
|
Term
| McGregor believed the assumptions that we make about other people can affect our leadership behavior. |
|
Definition
| 59. What are theory x and theory y? How do they affect leadership? |
|
|
Term
• X is a negative view of people
• Y is a positive view people |
|
Definition
| 60. What are the beliefs that underlie theory x? theory y? |
|
|
Term
• If you treat someone with a negative view, they will perform negatively
• If you treat someone with a positive view, they will perform positively
• Pygmalian effect
• Lean towards the side of theory Y, but if someone breaks your trust (burns you) start leaning toward theory X |
|
Definition
| 61. What is meant by the phrase “ these theories (x and y) can become self-fulfilling prophecies”? |
|
|
Term
| • This theory of leadership has tried |
|
Definition
| 62. What is the basic idea behind trait theory of leadership? |
|
|
Term
• Great men can only be born (great man theory)
• opposite |
|
Definition
| 63. What is the great man trait theory? Learned traits thoery? |
|
|
Term
| • SLIGHTLY: taller, more intelligent, slightly more socially adept, slightly more visible than followers. |
|
Definition
| 64. In general, what has the research revealed about traits separating leaders from followers? |
|
|
Term
• One trait was recently identified that does reliably separate leaders from followers: the trait of behavioral flexibility
• The trait of being consistently inconsistent |
|
Definition
| 65. What trait does reliably tells you if someone will be a leader or not? |
|
|
Term
• Rather than focusing on what leaders are, this theory focuses on what leaders do (behavior)
• Most of the research was conducted at ohio state university |
|
Definition
| 67. What is the focus of behavioral theory (also known as the Ohio State Studies)? |
|
|
Term
• Initiation structure: task-oriented leadership behavior
• Consideration: people-oriented leadership behavior |
|
Definition
| 68. What is initiating structure? consideration? (be able to recognize these behaviors in a situation) |
|
|
Term
• Hi initiating rtructure hi consideration
• Hi initiating structure lo consideration
• Lo initiating structure hi consideration
• Lo initiating structure lo consideration
• Initially they thought that Hi Hi was the best, but after reviewing research, it was found that it depends on the situation, they can all be the best. |
|
Definition
| 69. Which combination of behaviors did behavioral theorists originally think would be the best in all situations? |
|
|
Term
• X exhibits the HI, LO typically
• Y exhibits the LO, LO typically |
|
Definition
| 72. What combination of behaviors does a theory x manager exhibit? Theory y exhibit? |
|
|
Term
• Work group performance depends on the match between a leader’s style and the favorableness of the situation
• Good match=high performance team
• Bad match=low performance team |
|
Definition
| 73. In Fielder’s contingency theory of leadership, work group performance is a function of what? |
|
|
Term
| • Fielder believed that Leadership style was based on one’s personality and was therefore relatively fixed |
|
Definition
| 74. According to Fiedler, what is your leadership style based on? As a result, does Fiedler believe you can change your leadership style? |
|
|
Term
| • Thus, fielder believed that most leadership training programs were useless |
|
Definition
| 75. What does Fiedler believe about leadership training that teaches you how to be flexible and change your style to match the situation? |
|
|
Term
| • Fiedler developed the least preferred co-worker scale (LPC) to measure one’s leadership style |
|
Definition
| 76. What scale did Fiedler develop to measure your leadership style? |
|
|
Term
| • If you described your LPC in negative terms, you had a low LPC score and were considered a task-oriented leader |
|
Definition
| 77. If your LPC score is low, what does that mean? What type of leader are you? |
|
|
Term
| • If you described your LPC in positive terms, you had a high LPC score and were considered a relationship-oriented leader |
|
Definition
| 78. If your LPC score is high, what does that mean? What type of leader are you? |
|
|
Term
1. Leader-member relations
2. Task structure
3. Position power
• The most important:
• The least important: |
|
Definition
| 79. What are the three factors that determine situational favorableness? Which is most important? Least important? |
|
|
Term
• High LPC: moderately favorable situations
• Low LPC: very favorable very unfavorable situations
• Middle LPC: all situations |
|
Definition
| 80. When is a high LPC leader the best? Low LPC? Middle LPC? Why is the case according to Fiedler? |
|
|
Term
- Anyone can be a leader if they find the right situation
• If the work group isn’t performing well, then the situation (not the leader) is at fault.
• If a work group isn’t performing well, then the situation rather than the leader needs to change |
|
Definition
| 82. What are the implications of Fiedler’s contingency theory for managers? |
|
|
Term
|
Definition
| 83. What does Fiedler recommend as a way to improve leadership effectiveness when a leader finds herself in a situation that does not match her style? |
|
|
Term
• In this theory of leadership, the leader has to determine how much subordinates should participate in making decisions.
• The theory is more a theory of decision-making than leadership. |
|
Definition
| 84. What is Vroom and Yetton’s normative theory of leadership really a theory of? |
|
|
Term
• Autocratic I (AI): manager solves the problem alone, using whatever is available at the time
• Autocratic II (AII): manager obtains necessary information from subordinates before making decisions alone.
• Consultative I (CI): manager shares problems with subordinates individually, getting their ideas and suggestions before making decisions
• Consultative II (CII): manager shares problems with subordinates as a group, getting their ideas and suggestions before making decisions
• Group participation (G): manager shares problems with subordinates as a group and together they make a decision |
|
Definition
| 86. What is AI? AII? CI? CII? and GII? (Be able to recognize each decision making style) |
|
|
Term
|
Definition
| 87. What two situational factors in Vroom and Yetton’s normative theory of leadership determine the best decision making method for the situation? |
|
|
Term
| • The set of decision making methods that would work for the given situation |
|
Definition
| 88. What is a feasible set? |
|
|
Term
• Minimum man-hours: always go to the decision making method the furthest to the left of the feasible set; (AI AII CI CII G): choose AI
• Employee development: most member participation. Choose the decision making method that is the furthest to the right of the feasible set (AI AII CI CII G): choose G |
|
Definition
| 89. What is the minimum man hours rule and the employee development rule? When do you use these rules? (be able to apply these rules to a feasible set) |
|
|
Term
| • Leadership is not a one way influence process. The follower can influence the leader. |
|
Definition
| 91. What are the basic ideas behind reciprocal theory of leadership? What makes the theory reciprocal? |
|
|
Term
• The in-group gets lead
• The out-group gets supervised |
|
Definition
| 92. What determines whether a subordinate will be lead or supervised by his manager in reciprocal theory? |
|
|
Term
| • The performance eventually becomes equal between the two groups. Out group members should not stay there long |
|
Definition
| 93. What has the research revealed when the manager is taught to lead the out-group as well as the in-group? |
|
|
Term
• Leadership is in the eye of the follower.
• By this theory of leadership, it may be more important to look like a leader than to actually be one |
|
Definition
| 94. What is the basic idea behind implicit theory of leadership? |
|
|
Term
| • If a leader has been substituted for, the influence that the leader had over subordinate satisfaction and performance has been neutralized. |
|
Definition
| 95. What is the basic idea behind substitutes for leadership? |
|
|
Term
| • Sometimes leaders receive credit and blame for their subordinate’s performance when they don’t deserve it |
|
Definition
| 96. What does substitutes for leadership say about leaders receiving credit and blame? |
|
|
Term
• Experienced and knowledgeable employees
• Technology
• Cohesive work groups
• Satisfied employees |
|
Definition
| 97. What factors substitute for leadership, making it irrelevant to subordinate satisfaction and performance? |
|
|
Term
• Formal: deliberately created
• Informal: spontaneously created |
|
Definition
| How do formal and informal groups differ? |
|
|
Term
• Safety: strength in numbers
• Social: you want friendship
• Esteem: people like you (they value what you bring to the group)
• Reality: use the other group members to test your perceptions of reality |
|
Definition
| What personal needs are satisfied by groups? |
|
|
Term
• Forming
• Storming
• Norming
• Performing
• Adjourning |
|
Definition
| 101. What are the five stages of group development and what happens at each stage? |
|
|
Term
|
Definition
102. At what stage is group cohesiveness the greatest?
• |
|
|
Term
|
Definition
| 103. At what stage is intragroup and interpersonal conflict most likely to occur? |
|
|
Term
|
Definition
| 104. At what stage is the group likely to make the best decisions? |
|
|
Term
|
Definition
| 105. Which stage is most difficult to achieve? |
|
|
Term
• As group size increases,
o The friendliness of the group decreases
o Member satisfaction decreases
o There is less participation by group members
o There is more domination by one or a few group members
o Decision-making and teamwork become more difficult
o Sub-groups/cliques form
• Keep it under 12 |
|
Definition
| 106. What is the relationship between group size and effectiveness? |
|
|
Term
• Refers to the desire of the group members to remain part of the group
• When a group has a high level of cohesiveness, the group sticks together and has a strong sense of “oneness” |
|
Definition
| 107. What is cohesiveness? |
|
|
Term
| • The greater the cohesiveness of the group, the more influence it has over its members |
|
Definition
| 108. What does cohesiveness have to do with a group’s influence over its members? |
|
|
Term
• Increase:
o Small group size
o Winning
o High status group
o Attractive group goals
o External threat
o Severe initiation
o Lots of time spent together
• Decrease cohesiveness
o Large group size
o Losing
o Poor public image
o Unattractive group goals
o Disagreeable tasks/demands |
|
Definition
| 109. What are the factors that increase and decrease cohesiveness? |
|
|
Term
• Benefits
o High morale/job safisfaction
o Higher member self-esteem
o Greater sense of security
o Low absenteeism and turnover
o Better teamwork/decision-making
• Drawbacks
o Limits creativity/originality due to conformity
o groupthink |
|
Definition
| 110. What are the benefits and drawbacks of highly cohesive groups? |
|
|
Term
• A norm is an unwritten rule about how members should behave in the group
• Norms can be either prescriptive (what you should do) or proscriptive (what you shouldn’t do). They define what’s acceptable and what’s not acceptable. |
|
Definition
|
|
Term
• High cohesiveness groups are a double-edged sword
o High cohesiveness groups with high productivity norms are high performance teams
o High cohesiveness groups with low productivity norms are low performance teams
• Low cohesiveness groups have very little influence over their members performance |
|
Definition
| 112. How do norms and cohesiveness interact to determine a group’s performance? |
|
|
Term
Physiological- money
Safety-retirement benefits, health care
Social- considerate managers, keeping everyone included
Esteem- awards ceremonies |
|
Definition
| What are the five needs in Maslow’s hierarchy of needs? (Know what each need is and be able to recognize what need is being satisfied in a given situation) |
|
|
Term
| If you’re satisfied, you move on because it is no longer important. |
|
Definition
| What does Maslow believe about satisfied needs? |
|
|
Term
A state of “stuckedness”
You can’t go down to the satisfied and the needs that are not met are frustrated.
No |
|
Definition
| 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? |
|
|
Term
•Esteem
•Self-Actualization
•Enriched jobs |
|
Definition
| What needs are typically unsatisfied in most organizations? Why is this the case? What would help satisfy these needs? |
|
|
Term
Self-actualization
It is hardly ever reached.
Not many people
Never fully fulfilled. Once you satisfy it, you want more of it. |
|
Definition
| What need is the highest level of personal motivation? How many people reach this level? Is it ever fully satisfied or fulfilled? |
|
|
Term
| Momentary self-actualization |
|
Definition
| What is a peak experience? |
|
|
Term
• there are 2-3 needs
• satisfying needs can still motivate (ex: a raise) |
|
Definition
| What does the research say about Maslow’s hierarchy of needs? |
|
|
Term
| • Different strokes for different folks. |
|
Definition
| 10. How would you apply Maslow’s theory of motivation if you were a manager? |
|
|
Term
• Maslows theory repackaged
• Takes maslow’s 5 needs and condensing them into 3
• Existence- physiological and safety
• Relatedness- social and esteem
• Growth- self-actualization |
|
Definition
| 11. What are the three needs in ERG theory that can motivate behavior? |
|
|
Term
• Satisfying needs can still motivate. If existence needs are satisfied and you can’t realize the relatedness needs, you can regress to the existence needs to be motivated.
o If a need is frustrated, you aren’t stuck like in maslow’s theory |
|
Definition
| 13. What does Alderfer’s ERG theory say about a satisfied need? |
|
|
Term
| • There are things that satisfy and things that cause dissatisfaction |
|
Definition
| 15. What does Herzberg say is the opposite of job satisfaction? The opposite of job dissatisfaction? |
|
|
Term
• Job dissatisfaction vs no job dissatisfaction
• External factors
o Ex: pay, benefits
o Good hygienes prevent something bad from happening, not cure something that is already bad |
|
Definition
| 17. What is a hygiene factor and 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? |
|
|
Term
• The only way to motivate people is through job enrichment.
o This doesn’t apply to everyone
o Wrong in certain situations |
|
Definition
| 18. What does Herzberg advocate as the only way to motivate employees (i.e., make them job satisfied)? |
|
|
Term
• No job dissatisfaction
• Hygiene factors can’t motivate |
|
Definition
| 19. What is the effect of good pay, good supervision, good benefits, etc…on job dissatisfaction? Can hygiene factors motivate people according to Herzberg? |
|
|
Term
• Based only on accountants and engineers
o These are both white collar, while the majority of the workforce is blue collar
• The interview process was faulty
• It is a “one best way” theory
• Some people’s hygienes are others motivators |
|
Definition
| 21. What are the problems with Herzberg’s 2-factor theory? |
|
|
Term
| • There is a direct connection between what we intend to do and what we actually do. |
|
Definition
| 22. What is the basic premise behind goal setting theory? |
|
|
Term
• S- goals should be specific in terms of what’s desired and when its desiredby
• C- goals should be challenging yet achievable
• A- goals should be accepted by the person (ownership)
• R- goal attainment should be rewarded
• F- one should receive feedback on goal related performance |
|
Definition
| 23. What does SCARF mean in goal setting theory? |
|
|
Term
• 3 ways:
1. Rewards for goal attainment
2. Participation in goal setting by the subordinate
3. Autocratic tell and sell method of goal setting |
|
Definition
| 24. How does one build greater of acceptance of specific and challenging goals? |
|
|
Term
| • It increases acceptance/ownership of the goals |
|
Definition
| 25. How does participation in goal setting increase performance? |
|
|
Term
• The employee doesn’t want to participate
• There is a low trust environment
• The manager is an autocrat |
|
Definition
| 26. When does participation in goal setting not work? |
|
|
Term
| • Tell the subordinates the goal, then sell them on it |
|
Definition
| 27. What is the autocratic tell-sell method of goal setting? When do you use it? |
|
|
Term
• Thorndike’s law of effect states that behaviors that are followed by positive consequences will tend to be repeated whereas those behaviors that are followed by negative or no consequences will tend not to be repeated.
• 3 basic components
1. Stimulus
2. Response
3. Reinforce
• Reinforcements are used to increase the frequency of good behavior.
• Extinction and punishment are used to reduce the frequency of bad behavior. |
|
Definition
| 28. In reinforcement theory, what is Thorndike’s law of effect? |
|
|
Term
| • Rewarding good behavior. This increases the frequency of the behavior. |
|
Definition
| 29. What is positive reinforcement? What does it do to the frequency of the behavior? |
|
|
Term
| • Behaving in such a way to avoid a negative. This increases the frequency of the behavior. Also called avoidance learning. |
|
Definition
| 30. What is negative reinforcement? What does it do to the frequency of the behavior? |
|
|
Term
| • Ignore it long enough and it will go away. Downside is that if you ignore the bad behavior, it will likely increase before it decreases. |
|
Definition
31. What is extinction? What does it do to the frequency of the behavior?
• Ignore it long enough and it will go away. Downside is that if you ignore the bad behavior, it will likely increase before it decreases. |
|
|
Term
| • The increase in behavior explained in the previous question |
|
Definition
| 32. What is an extinction spike? |
|
|
Term
| • When the behavior occurs, a negative consequence follows. This should decrease the frequency of the behavior. |
|
Definition
| 33. What is punishment? What does it do to the frequency of the behavior? |
|
|
Term
• It only tells you what you’ve done wrong. It doesn’t tell you what you need to do to do the job right.
• It can cause the person being punished to feel either sad or mad.
• It will decrease the frequency of the behavior only when the punisher is around.
• Traps to avoided in managing consequences for behavior
1. Leave-alone zap trap
2. Jelly-bean motivation trap
3. Rewarding on assumed needs trap |
|
Definition
| 34. What are the problems with punishment? |
|
|
Term
• When everything is going well, this manager leaves you alone, but when something goes bad, they zap you.
• Over time, under this consequence of behavior, good performance will increase, then peak, then decrease dramatically. |
|
Definition
| 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? |
|
|
Term
• CYA- cover your ass
• Catch people doing things wrong. |
|
Definition
| 36. What kind of work climate is created by the leave-alone zap manager? |
|
|
Term
-Reward good behavior.
-Get out of your office, catch people doing things right. |
|
Definition
| 37. How do you overcome the leave-alone zap trap as a manager? |
|
|
Term
• 4 positive consequences to every 1 negative.
• This is because the negatives stick out more than the positives.
• There are exceptions to this rule. More positives for low self-esteem or new to job training. Less for introverts. |
|
Definition
| 38. How many positive consequences to every negative consequence does it take for your subordinate not to perceive you as a punisher, in general? |
|
|
Term
• Jelly bean motivators have a high need to be liked
• Everyone gets the same rewards regardless of performance.
• Rewards are only meaningful when they are tied to performance
• Good performers start performing poorly, poor performers continue to perform poorly
• To overcome this, tie rewards to performance |
|
Definition
| 39. What is the jelly bean motivation trap? How does it affect motivation and performance? How do you overcome it? Rewards are only meaningful when they are tied to what? |
|
|
Term
• What people perceive as fair at work
• How people react to being treated unfairly at work
• When individuals work for an organization, they think about what they contribute to the organization (inputs) and what they receive from the organization (outcomes). This is the social exchange component of the theory.
• How do these individuals determine if they are being treated fairly or not by the organization? They compare their input/outcome ratios to others. This is the social comparison component of the theory. |
|
Definition
| 41. What is the concern of equity theory? |
|
|
Term
1. People strive to create and maintain a state of equity
2. When people perceive inequity, it creates tension that the individual is motivated to reduce or eliminate
3. The greater the magnitude of the perceived inequity, the greater the motivation to reduce or eliminate it
4. Individuals more readily perceive and unfavorable inequity than a favorable one |
|
Definition
| 42. What are the four basic postulates or tenants of equity theory? |
|
|
Term
• Equity talks about the ratio of outcomes to inputs
• Equality just talks about outcomes |
|
Definition
| 43. What is the difference between equity and equality? |
|
|
Term
|
Definition
| 44. What is more important in equity theory: perception or reality? |
|
|
Term
• unfavorable inequity: unfairness that hurts the individual
• Favorable inequity: unfairness that benefits the individual |
|
Definition
| 45. What is favorable inequity? Unfavorable inequity? |
|
|
Term
| • Increase the outcomes and decrease the inputs |
|
Definition
| 46. When faced with unfavorable inequity, what are the different ways one can use to restore equity? |
|
|
Term
• Reduce the quantity/quality of work (behavioral)
• Greater absenteeism and turnover (behavioral)
• Ask the boss for a raise (behavioral)
• Increased theft (behavioral)
• Change their thinking about the situation (cognitive)
• Usually change behaviorally. |
|
Definition
| 47. When faced with unfavorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
|
|
Term
| • Usually change cognitively. This is typically to alleviate feeling guilty about being overpaid. |
|
Definition
| 48. When faced with favorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
|
|
Term
• Entitled: takers. They want to take more than they give.
• Equity sensitive: give and take equally. Want what they work for, no more no less
• Benevolent: “the good ones” they want to give more than they take. They want to do more than their fair share. They will feel guilt if they receive what they deserve.
o By far the better employee to the entitled |
|
Definition
| 49. What is an Entitled? Equity Sensitive? Benevolent? What does each type perceive as fair? |
|
|
Term
| • The art of influencing individuals and groups to willingly pursue organizational goals |
|
Definition
|
|
Term
| • Leadership is just one function of management |
|
Definition
| 53. What is the difference between management and leadership? |
|
|
Term
• When you lead an employee, the employee complies with your request because they want to (voluntary compliance)
• When you supervise an employee, the employee complies with your request because they have to (forced compliance) |
|
Definition
| 54. What is the difference between leadership and supervision? |
|
|
Term
• Reward: comply with my requests, you will be rewarded. (positive reinforcement)
• Coercive: if you don’t comply with my request, you will be punished. (negative reinforcement)
• Legitimate: do it because im the boss. If you comply, this can be a reward. If you don’t comply, this can be coercive.
• Expert: people comply with your request because you have expertise that they do not.
• Referent: a standard. Set a good standard (example). This is the power most based upon trust |
|
Definition
| 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) |
|
|
Term
Supervisor:
- legitimate
- reward
-coercive
Leader:
- expert
- referent |
|
Definition
| 56. What power bases does a leader use? supervisor use? |
|
|
Term
• Supervision: legitimate
• Leadership: referent |
|
Definition
| 57. Which of the power bases best exemplifies supervision? leadership? |
|
|
Term
• Coercive: working under fear only works in the short-term; long term negative effect
• Expert and referent: positive effect on productivity
• Reward and legitimate have no significant effect on productivity |
|
Definition
| 58. What is the relationship between the five power bases and productivity? |
|
|
Term
| McGregor believed the assumptions that we make about other people can affect our leadership behavior. |
|
Definition
| 59. What are theory x and theory y? How do they affect leadership? |
|
|
Term
• X is a negative view of people
• Y is a positive view people |
|
Definition
| 60. What are the beliefs that underlie theory x? theory y? |
|
|
Term
• If you treat someone with a negative view, they will perform negatively
• If you treat someone with a positive view, they will perform positively
• Pygmalian effect
• Lean towards the side of theory Y, but if someone breaks your trust (burns you) start leaning toward theory X |
|
Definition
| 61. What is meant by the phrase “ these theories (x and y) can become self-fulfilling prophecies”? |
|
|
Term
| • This theory of leadership has tried |
|
Definition
| 62. What is the basic idea behind trait theory of leadership? |
|
|
Term
• Great men can only be born (great man theory)
• opposite |
|
Definition
| 63. What is the great man trait theory? Learned traits thoery? |
|
|
Term
| • SLIGHTLY: taller, more intelligent, slightly more socially adept, slightly more visible than followers. |
|
Definition
| 64. In general, what has the research revealed about traits separating leaders from followers? |
|
|
Term
• One trait was recently identified that does reliably separate leaders from followers: the trait of behavioral flexibility
• The trait of being consistently inconsistent |
|
Definition
| 65. What trait does reliably tells you if someone will be a leader or not? |
|
|
Term
• Rather than focusing on what leaders are, this theory focuses on what leaders do (behavior)
• Most of the research was conducted at ohio state university |
|
Definition
| 67. What is the focus of behavioral theory (also known as the Ohio State Studies)? |
|
|
Term
• Initiation structure: task-oriented leadership behavior
• Consideration: people-oriented leadership behavior |
|
Definition
| 68. What is initiating structure? consideration? (be able to recognize these behaviors in a situation) |
|
|
Term
• Hi initiating rtructure hi consideration
• Hi initiating structure lo consideration
• Lo initiating structure hi consideration
• Lo initiating structure lo consideration
• Initially they thought that Hi Hi was the best, but after reviewing research, it was found that it depends on the situation, they can all be the best. |
|
Definition
| 69. Which combination of behaviors did behavioral theorists originally think would be the best in all situations? |
|
|
Term
• X exhibits the HI, LO typically
• Y exhibits the LO, LO typically |
|
Definition
| 72. What combination of behaviors does a theory x manager exhibit? Theory y exhibit? |
|
|
Term
• Work group performance depends on the match between a leader’s style and the favorableness of the situation
• Good match=high performance team
• Bad match=low performance team |
|
Definition
| 73. In Fielder’s contingency theory of leadership, work group performance is a function of what? |
|
|
Term
| • Fielder believed that Leadership style was based on one’s personality and was therefore relatively fixed |
|
Definition
| 74. According to Fiedler, what is your leadership style based on? As a result, does Fiedler believe you can change your leadership style? |
|
|
Term
| • Thus, fielder believed that most leadership training programs were useless |
|
Definition
| 75. What does Fiedler believe about leadership training that teaches you how to be flexible and change your style to match the situation? |
|
|
Term
| • Fiedler developed the least preferred co-worker scale (LPC) to measure one’s leadership style |
|
Definition
| 76. What scale did Fiedler develop to measure your leadership style? |
|
|
Term
| • If you described your LPC in negative terms, you had a low LPC score and were considered a task-oriented leader |
|
Definition
| 77. If your LPC score is low, what does that mean? What type of leader are you? |
|
|
Term
| • If you described your LPC in positive terms, you had a high LPC score and were considered a relationship-oriented leader |
|
Definition
| 78. If your LPC score is high, what does that mean? What type of leader are you? |
|
|
Term
1. Leader-member relations
2. Task structure
3. Position power
• The most important:
• The least important: |
|
Definition
| 79. What are the three factors that determine situational favorableness? Which is most important? Least important? |
|
|
Term
• High LPC: moderately favorable situations
• Low LPC: very favorable very unfavorable situations
• Middle LPC: all situations |
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Definition
| 80. When is a high LPC leader the best? Low LPC? Middle LPC? Why is the case according to Fiedler? |
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Term
- Anyone can be a leader if they find the right situation
• If the work group isn’t performing well, then the situation (not the leader) is at fault.
• If a work group isn’t performing well, then the situation rather than the leader needs to change |
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Definition
| 82. What are the implications of Fiedler’s contingency theory for managers? |
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Term
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Definition
| 83. What does Fiedler recommend as a way to improve leadership effectiveness when a leader finds herself in a situation that does not match her style? |
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Term
• In this theory of leadership, the leader has to determine how much subordinates should participate in making decisions.
• The theory is more a theory of decision-making than leadership. |
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Definition
| 84. What is Vroom and Yetton’s normative theory of leadership really a theory of? |
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Term
• Autocratic I (AI): manager solves the problem alone, using whatever is available at the time
• Autocratic II (AII): manager obtains necessary information from subordinates before making decisions alone.
• Consultative I (CI): manager shares problems with subordinates individually, getting their ideas and suggestions before making decisions
• Consultative II (CII): manager shares problems with subordinates as a group, getting their ideas and suggestions before making decisions
• Group participation (G): manager shares problems with subordinates as a group and together they make a decision |
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Definition
| 86. What is AI? AII? CI? CII? and GII? (Be able to recognize each decision making style) |
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Term
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Definition
| 87. What two situational factors in Vroom and Yetton’s normative theory of leadership determine the best decision making method for the situation? |
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Term
| • The set of decision making methods that would work for the given situation |
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Definition
| 88. What is a feasible set? |
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Term
• Minimum man-hours: always go to the decision making method the furthest to the left of the feasible set; (AI AII CI CII G): choose AI
• Employee development: most member participation. Choose the decision making method that is the furthest to the right of the feasible set (AI AII CI CII G): choose G |
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Definition
| 89. What is the minimum man hours rule and the employee development rule? When do you use these rules? (be able to apply these rules to a feasible set) |
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Term
| • Leadership is not a one way influence process. The follower can influence the leader. |
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Definition
| 91. What are the basic ideas behind reciprocal theory of leadership? What makes the theory reciprocal? |
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Term
• The in-group gets lead
• The out-group gets supervised |
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Definition
| 92. What determines whether a subordinate will be lead or supervised by his manager in reciprocal theory? |
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Term
| • The performance eventually becomes equal between the two groups. Out group members should not stay there long |
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Definition
| 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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Term
• Leadership is in the eye of the follower.
• By this theory of leadership, it may be more important to look like a leader than to actually be one |
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Definition
| 94. What is the basic idea behind implicit theory of leadership? |
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Term
| • If a leader has been substituted for, the influence that the leader had over subordinate satisfaction and performance has been neutralized. |
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Definition
| 95. What is the basic idea behind substitutes for leadership? |
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Term
| • Sometimes leaders receive credit and blame for their subordinate’s performance when they don’t deserve it |
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Definition
| 96. What does substitutes for leadership say about leaders receiving credit and blame? |
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Term
• Experienced and knowledgeable employees
• Technology
• Cohesive work groups
• Satisfied employees |
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Definition
| 97. What factors substitute for leadership, making it irrelevant to subordinate satisfaction and performance? |
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Term
• Formal: deliberately created
• Informal: spontaneously created |
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Definition
| How do formal and informal groups differ? |
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Term
• Safety: strength in numbers
• Social: you want friendship
• Esteem: people like you (they value what you bring to the group)
• Reality: use the other group members to test your perceptions of reality |
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Definition
| What personal needs are satisfied by groups? |
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Term
• Forming
• Storming
• Norming
• Performing
• Adjourning |
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Definition
| 101. What are the five stages of group development and what happens at each stage? |
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Term
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Definition
102. At what stage is group cohesiveness the greatest?
• |
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Term
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Definition
| 103. At what stage is intragroup and interpersonal conflict most likely to occur? |
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Term
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Definition
| 104. At what stage is the group likely to make the best decisions? |
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Term
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Definition
| 105. Which stage is most difficult to achieve? |
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Term
• As group size increases,
o The friendliness of the group decreases
o Member satisfaction decreases
o There is less participation by group members
o There is more domination by one or a few group members
o Decision-making and teamwork become more difficult
o Sub-groups/cliques form
• Keep it under 12 |
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Definition
| 106. What is the relationship between group size and effectiveness? |
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Term
• Refers to the desire of the group members to remain part of the group
• When a group has a high level of cohesiveness, the group sticks together and has a strong sense of “oneness” |
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Definition
| 107. What is cohesiveness? |
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Term
| • The greater the cohesiveness of the group, the more influence it has over its members |
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Definition
| 108. What does cohesiveness have to do with a group’s influence over its members? |
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Term
• Increase:
o Small group size
o Winning
o High status group
o Attractive group goals
o External threat
o Severe initiation
o Lots of time spent together
• Decrease cohesiveness
o Large group size
o Losing
o Poor public image
o Unattractive group goals
o Disagreeable tasks/demands |
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Definition
| 109. What are the factors that increase and decrease cohesiveness? |
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Term
• Benefits
o High morale/job safisfaction
o Higher member self-esteem
o Greater sense of security
o Low absenteeism and turnover
o Better teamwork/decision-making
• Drawbacks
o Limits creativity/originality due to conformity
o groupthink |
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Definition
| 110. What are the benefits and drawbacks of highly cohesive groups? |
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Term
• A norm is an unwritten rule about how members should behave in the group
• Norms can be either prescriptive (what you should do) or proscriptive (what you shouldn’t do). They define what’s acceptable and what’s not acceptable. |
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Definition
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Term
• High cohesiveness groups are a double-edged sword
o High cohesiveness groups with high productivity norms are high performance teams
o High cohesiveness groups with low productivity norms are low performance teams
• Low cohesiveness groups have very little influence over their members performance |
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Definition
| 112. How do norms and cohesiveness interact to determine a group’s performance? |
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