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employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces |
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the value of the set of employee behaviors that contribute, either positively or negatively, to organizational goal accomplishment |
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well-known responses to demands that occur in a normal, routine, or otherwise predictable way |
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adaptive task performance "adaptability" |
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employee responses to task demands that are novel, unusual, or, at the very least, unpredictable |
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creative task performance |
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the degree to which individuals develop ideas or physical outcomes that are both novel and useful |
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identifying task performance behaviors |
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Occupational Information Network (O*NET) |
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an online database that includes, among other things, the characteristics of most jobs in terms of tasks, behaviors, and the required knowledge, skills, and abilities |
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voluntary employee activities that may or may not be rewarded but that contribute to the organization by improving the overall quality of the setting in which work takes place |
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interpersonal citizenship behavior |
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first category of citizenship behavior; benefit coworkers and colleagues and involve assisting, supporting, and developing other organizational members in a way that goes beyond normal job expectations |
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involves assisting coworkers who have heavy workloads, aiding them with personal matters, and showing new employees the ropes when they first arrive on the job |
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designed to measure helping |
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keeping coworkers informed about matters that are relevant to them |
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maintaining a good attitude with coworkers, even when they've done something annoying or when the unit is going through tough times |
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organizational citizenship behavior |
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second category of citizenship behavior benefit the larger organization by supporting and defending the company, working to improve its operations, and being especially loyal to it |
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involves speaking up and offering constructive suggestions for change |
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participating in the company's operations at a deeper-than-normal level by attending voluntary meeting and functions, reading and keeping up with organizational announcements, and keeping abreast of business news that affects the company |
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representing the organization in a positive way when out in public, away from the office, and away from work |
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counterproductive behaviors |
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employee behaviors that intentionally hinder organizational goal accomplishment |
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organizational commitment |
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the desire on the part of an employee to remain a member of the organization |
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a set of actions that employees perform to avoid the work situation--behaviors that may eventually culminate in quitting the organization |
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a desire to remain a member of an organization due to an emotional attachment to, and involvement with, that organization; willing to exert extra effort on behalf of the organization and "stay because you want to" |
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a desire to remain a member of an organization because of an awareness of the costs associated with leaving it |
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a desire to remain a member of an organization due to a feeling of obligation; exists when there is a sense that staying is the "right" or "moral" thing to do |
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refers to the various people, places, and things that can inspire a desire to remain a member of an organization |
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suggests that employees with fewer bonds will be most likely to quit the organization |
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suggests that employees who have direct linkages with "leavers" will themselves become more likely to leave |
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summarizes a person's links to the organization and the community, his sense of fit with that organization and community, and what he would have to sacrifice for a job change |
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active, destructive response by which an individual either ends or restricts organizational membership |
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an active, constructive response in which individuals attempt to improve the situation |
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a passive, constructive response that maintains public support for the situation while the individual privately hopes for improvement |
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defined as a passive, destructive response in which interest and effort in the job declines |
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posses high commitment and high performance and are held up as role models for other employees |
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possess high commitment and low task performance but perform many of the voluntary "extra-role" activities that are needed to make the organization function smoothly |
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possess low levels of organizational commitment but high levels of task performance and are motivated to achieve work goals for themselves, not necessarily for their company |
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possess low levels of both organizational commitment and task performance and merely exert the minimum level of effort needed to keep their jobs |
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consists of actions that provide a mental escape from the work environment |
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when an employee appears to be working but is actually distracted by random thoughts or concerns |
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verbal chatting about non-work topics that goes on in cubicles and offices or at the mailbox or vending machines |
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intentional desire on the part of the employee to look like he or she is working, even when not performing work tasks |
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using work time and resources to complete something other than their job duties, such as assignments for another job |
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using internet, e-mail, and instant messaging access for their personal enjoyment rather than work duties |
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consists of actions that provide a physical escape, whether short term or long term, from the work environment |
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the tendency to arrive at work late (or leave work early) |
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involve longer-than-normal lunches, soda breaks, coffee breaks, and so forth that provide a physical escape from work |
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employees neglect important work functions while away from the office |
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occurs when employees miss an entire day of work |
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voluntarily leaving the organization |
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argues that the various withdrawal behaviors are uncorrelated with one another, occur for different reasons, and fulfill different needs on the part of employees |
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argues that the various withdrawal behaviors negatively correlate with one another--that doing one means you're less likely to do another |
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argues that the various withdrawal behaviors are positively correlated: The tendency to daydream or socialize leads to the tendency to come in late or take long breaks, which leads to the tendency to be absent or quit |
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reflect employees' beliefs about what they owe the organization and what the organization owes them |
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based on a narrow set of specific monetary obligations |
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based on a broader set of open-ended and subjective obligations |
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perceived organizational support |
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reflects the degree to which employees believe that the organization values their contributions and cares about their well-being |
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a pleasurable emotional state resulting from the appraisal of one's job or job experiences |
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those things that people consciously or subconsciously want to seek or attain |
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job satisfaction depends on whether you perceive that your job supplies the things that you value |
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(V want - V have) (V importance) |
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refers to employees' feelings about their pay, including whether it is as much as they deserve, secure, and adequate for both normal expenses and luxury items |
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employees' feelings about the company's promotion policies and their execution, including whether promotions are frequent, fair, and based on ability |
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employees' feelings about their boss, including whether the boss is competent, polite, and a good communicator |
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employees' feelings about their fellow employees, including whether coworkers are smart, responsible, helpful, fun, and interesting as opposed to lazy, gossipy, unpleasant, and boring |
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satisfaction with the work itself |
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employees' feelings about their actual work tasks, including whether those tasks are challenging, interesting, respected, and make use of key skills rather than being dull, repetitive, and uncomfortable |
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reflects the degree to which work tasks are viewed as something that "counts" in the employee's system of philosophies and beliefs |
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responsibility for outcomes |
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captures the degree to which employees feel that they are key drivers of the quality of the unit's work |
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reflects the extent to which employees know how well (or how poorly) they are doing |
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the degree to which the job requires a number of different activities that involve a number of different skills and talents |
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the degree to which the job requires completing a whole, identifiable, piece of work from beginning to end with a visible outcome |
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the degree to which the job has a substantial impact on the lives of other people, particularly people in the world at large |
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the degree to which the job provides freedom, independence, and discretion to the individual performing the work |
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the degree to which carrying out the activities required by the job provides the worker with clear information about how well he or she is performing |
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the process of using the five items in the job characteristics model to create more satisfaction |
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states of feeling that are often mild in intensity, last for an extended period of time, and are not explicitly directed at or caused by anything |
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workplace events can generate affective reactions--reactions that then can go on to influence work attitudes and behaviors |
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states of feeling that are often intense, last for only a few minutes, and are clearly directed at (and caused by) someone or some circumstance |
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the need to manage emotions to complete job duties successfully |
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shows that one person can "catch" or "be infected by" the emotions of another person |
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strongly related to job satisfaction; the degree to which employees feel a sense of happiness with their lives |
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a psychological response to demands that possess certain stakes and that tax or exceed a person's capacity or resources |
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demands that cause people to experience stress |
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negative consequences that occur when demands tax or exceed one's capacity or resources |
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occurs as people evaluate the significance and the meaning of the stressors they are confronting |
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job demands that tend not to be appraised as stressful |
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stressful demands that are perceived as hindering progress toward personal accomplishments or goal attainment |
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stressful demands that are perceived as opportunities for learning, growth, and achievement |
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refers to conflicting expectations that other people may have of us |
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the lack of information regarding what needs to be done in a role, as well as unpredictability regarding the consequences of performance in that role |
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occurs when the number of demanding roles a person holds is so high that the person simply cannot perform some or all of the roles very effectively |
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reflects the relatively minor day-to-day demands that get in the way of accomplishing the things that we really want to accomplish |
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refers to a strong sense that the amount of time you have to do a task is just not quite enough |
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refers to the degree to which the requirements of the work, in terms of knowledge, skills, and abilities, tax or exceed the capabilities of the person who is responsible for performing the work |
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refers to the nature of the obligations that a person has to others |
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a special form of role conflict in which the demands of a work role hinder the fulfillment of the demands in a family role |
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they hinder the ability to achieve life goals and are associated with negative emotions |
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conditions that create uncertainties with regard to the loss of livelihood, savings, or the ability to pay expenses |
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the time that a person commits to participate in an array of family activities and responsibilities |
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participation in formal education programs, music lessons |
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refers to the behaviors and thoughts that people use to manage both the stressful demands that they face and the emotions associated with those stressful demands |
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the set of physical activities that are used to deal with a stressful situation |
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the thoughts that are involved in trying to deal with a stressful situation |
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behaviors and cognitions intended to manage the stressful situation itself |
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the various ways in which people manage their own emotional reactions to stressful demands |
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body functions; illness, blood pressure, back pain, stomach ache |
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depression, anxiety, angers, hostility, irritability, inability to think clearly |
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the emotional, mental, and physical exhaustion that results from having to cope with stressful demands on an ongoing basis |
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grinding one's teeth at night, being overly critical and bossy, excessive smoking, compulsive gum chewing |
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have a strong sense of time urgency and tend to be impatient, hard-driving, competitive, controlling, aggressive, and even hostile |
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the help that people receive when they are confronted with stressful demands |
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the help people receive that can be used to address the stressful demand directly |
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the help people receive in addressing the emotional distress that accompanies stressful demands |
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aimed at increasing job-related competencies and skills |
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help employees manage and balance the demands that exist in the different roles they have |
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behaviors that harm the organization's assets and possessions |
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also directed against organization but focuses specifically on reducing the efficiency of work output |
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behaviors that intentionally disadvantage other individuals rather than the larger organization |
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hostile verbal and physical actions directed toward other employees |
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the purposeful destruction of physical equipment, organizational processes, or company products |
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another form of property deviance and can be just as experience as sabotage (if not more) |
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the most common form of production deviance, when employees use too many materials or too much time to do too little work |
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the abuse of drugs or alcohol before coming to work or while on the job |
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having casual conversations about other people in which the facts are not confirmed as true |
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represents communication that is rude, impolite, discourteous, and lacking in good manners |
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occurs when employees are subjected to unwanted physical contact or verbal remarks from a colleague |
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occurs when an employee is assaulted or endangered in such a way that physical and psychological injuries may occur |
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involves work that provides non-tangible goods to customers through direct electronic, verbal, or physical interaction |
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management by objectives (MBO) |
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a management philosophy that bases an employee's evaluations on whether the employee achieves specific performance goals |
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behaviorally anchored rating scales (BARS) |
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assess performance by directly assessing job performance behaviors |
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approach involves collecting performance information not just from the supervisor but from anyone else who might have firsthand knowledge about the employee's performance behaviors |
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forces managers to rank all of their people into one of three categories: the 20 percent (A players), the vital middle 70 percent (B players), or the bottom 10 percent (C players) |
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social networking systems |
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have recently been applied in organizational contexts for the purposes of developing and evaluating employee job performance |
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