Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
148 Cards in this Set
- Front
- Back
An assumed process within an organism that arouses it and directs and sustains actions
|
Motivation
|
|
Individual is doing task b/c they like the tast; they enjoy it
|
Intrinsic motivation
|
|
Things you get for participating; praise, money, trophies
|
Extrinsic motivation
|
|
If you give extrinsic motivators to someone who is instrinsically motivated =
|
Lower instrinsic motivation b/c extrinsic awards change why they are doing the task
|
|
Humans are motivated to maintain perceived equtiable relationship b/w ourselves and others; fair/ just =
|
Equity theroy
|
|
outputs (money, praise)
---------------------- Inputs (time, effort) |
equity theroy
|
|
Relationship of equity theory:
fair; both works getting same thing |
Equitable
|
|
Equitable relationships make us feel emotionally ______
|
satisfied
|
|
Relationship of equity theroy:
When the person gets too much |
Overpayment
|
|
Overpayment relationship makes us feel emotionally _____, bx _____ and psychologically ______
|
Emotionally = guilt
Psy = "I must be better" Bx = will work harder |
|
WHen we are underpayed, or underpayment inequity, makes us emotionally_____, bx _____ and psychologically _____
|
Emotionally = Angry
Psy = "He's playing favorites" Bx = work less / will steal things |
|
Intensity from underpayment or anger is _____ than satisfaction or guilt
|
greater
|
|
"we deal with phycological not logical" meaning that
|
It doesn't matter if it is actually equal or not, it is through the mind of the preceiver
|
|
Forms of work place violence:
More symbolic; rumors |
Expressions
|
|
Forms of work place violence:
Blocks someone's ability to do what they are suppost to do; "erasing schedule appointment" |
Obstruction
|
|
Forms of work place violence:
Do something physcial; very rare |
Overt aggression
|
|
Work place violence tends to be more ____ than ____
|
Covert (hidden) than overt (in the open)
|
|
Extent to which someone's effort will result in preformance "If I try, will I have something to show for it?" effort ----> performance
|
Expectancy
|
|
Performance -----> reward; will I get what is promised to me? Like a better grade?
|
Instrumentality
|
|
Is the reward something you desire? Reward ----> desire
|
valence
|
|
If any of the VxIxE is zero, then motivations will be...
|
zero
|
|
Technique to enhance motivation:
Goal is the task, not the reward |
Desired goal
|
|
There will be attractivness to the goal and motivation until you preceive it is impossible, then will drop to nothing
|
Energization
|
|
The two things that are tied in the energization model are _____ and _____
|
attractivness and motivation
|
|
Desired goal requirements: Have to have _____ goals; i.e. "Do your best goals never work"
|
Specific
|
|
Desired goal requirements: Must have specific and _____ goals
|
Difficult
|
|
Desired goal requirements: Must have difficult but _____ goals
|
Obtainable
|
|
WHen you weigh yourself if you are trying to lose weight
|
Goal feedback
|
|
Techniques to enhance motivation:
How are you going to accomplish this goal; how many miles.... how many hrs... |
Job design
|
|
Job design:
Increase motivation by giving the individual several tasks to do, but same type of job; i.e. sweeping ---> then asked to mop and vacuum |
Job enlargement (horizontal)
|
|
Job design:
Add jobs but on a vertical axis; some are higher, some are same, some are lower; sweep---> clean toliet ---> work study hrs... ; works very well |
Job enrichment (vertical)
|
|
Process in which one group memeber influences the other group memebers in regard to the attainment of group goals
|
Leadership
|
|
When a task is assigned to a person that the ind does not want to do; can have the title, but does not like the process
|
Unsaught leadership
|
|
Ability to chance or influence individual thinking and bx
|
Leadership power
|
|
Leadership power:
Abiilty to influence/ change bx; possess access to desired rewards; i.e. in charge of scheduling, not just access to things, must be desired |
Reward
|
|
Leadership power:
Punishment; control access to potential punishers; in charge of assigning crappy tasks |
Coercive
|
|
Leadership power:
Power of liking or loyality; you go along with their wishes b/c you like them and you agree with them |
Referent power
|
|
Leadership power:
Power based on reconigzed authority; title, place in organization, structure "team leader" |
Legitimate power
|
|
Leadership power:
Knowledge about a skill; b/c they know what they are talkign about; skill, training, backround |
Expert power
|
|
Model of interpersonal power:
Power base of reward and coercive can lead to driving effect/ mechanism of ______ and then _______ |
Contingency
Complience |
|
Model of interpersonal power:
When reward and coersion are the power bases, the effect is complience based only on contingency; in other words, they are just going along with the power base to do the _____; don't have to really believe what you are doing |
wishes
|
|
Model of interpersonal power:
WHen the power base is referent, the driving effect/ mechanism is ______ and responce is _____ |
Attraction
Identificaiton |
|
Model of interpersonal power:
If Attraction and identificaiton is taken away, the task may also ____ |
go away
|
|
Model of interpersonal power:
Legitimate and expert power leads to the driving effect or mechanism of _____ and then ________ |
Credibiltiy
Internalization |
|
Model of interpersonal power:
With credibilty and internalization, they really believe that what they are doing is _____ |
true/ right
|
|
Good leaders are born not made
|
Trait approach = not ture
|
|
Designed to explian how intellegancy is affected for leadership effectiveness
|
Cognitive resources theory
|
|
Cognitive resources theory will happen as long as: leader will tell them what to do
|
Directive
|
|
Cognitive resources theory will happen as long as: needs to be a _____ _____ environment b/c of limited cognitive capacity; stress takes up space
|
Low stress environment
|
|
Good leaders aren't born, they are made
|
Behavioral approach
|
|
Behavioral approach:
These type of leaders do not listen to the people; no vote |
Autocratic
|
|
Behavioral approach: THese type of leaders listen to others and considers their votes
|
Democratic
|
|
Behavioral approach: Advantage to democratic is that it ____ job satisfaction, ____ commitment to decision; get happier people
Dis = ____ down pocess; can lead to ____ about competance of the leader |
Increases, increases
slows, doubts |
|
Behavioral approach: Autocratic advantage = increase ___ and ____
Dis = ____ employee satisfaction; don't get to hear opinions of others |
Process and productivity
Reduces |
|
Behavioral approach:
When the leader allows the people to do the task alone |
Permissive
|
|
Behavioral approach: When the leader checks up on everyone
|
Directive
|
|
Behavioral approach:
Permissive adv = sence of _____ and allows leader to _____ Disadv = Workers will start to ______ |
Acomplisment; to other things
Goof off |
|
Behavioral approach:
Adv for directive = ____; gets things done ____ Disadv = after a while, the group will believe that the leader things they are _____ |
faster, right
incompetant |
|
Individual concerned with happyness, well being "concerderation dimention"
|
Person oriented
|
|
"indicating stucture"; concerned with job/ productivity/ rule/ regulation/ process minded
|
Task oriented
|
|
____ person and ____ task = best leaders
|
increase, increase
|
|
____ person and ___ task = worst leaders
|
high, low
|
|
How we can match individuals and the situations that they are in
|
Contingency theroy
|
|
Leaders who like the LPC; "I like them all"
|
High LPC leaders
|
|
Leaders who don't like the person or the LPC, or more than one
|
Low LPC leaders
|
|
Situational Control Variables:
HOw much the ind. likes the leader |
Group atmosphere
|
|
Situational Control Variables:
Is the task routine or nonroutine? |
Task structure
|
|
Situational Control Variables:
How much power does the leader have? |
Positional power
|
|
According to the contigency theroy:
High control situations with good atmosphere with either high/strong; high/weak or low/strong task structure and leader power = |
Task-oriented leader, Low LPC
|
|
According to the contigency theroy:
Good/low/weak, Poor/high/strong Poor/high/weak Poor/low/strong = Moderate control or = |
Relationship-oriented leader high LPC
|
|
According to the contigency theroy:
Low control or Poor/low/weak = |
Task-oriented leader, Low LPC
|
|
According to the contigency theroy:
In field study: The good/high/strong and the poor/low/weak both showed vality in |
Favortism and least favorable
|
|
Helping leaders make the most efficent decisions
|
Normative theory
|
|
Two things that must go into a decision begin effecive:
1. 2. |
1. Being right
2. Efficent is needed |
|
Leader makes decision alone with info he already has; i.e. orders same amount of condoms as last year + 25% increase
|
AI or autocratic one
|
|
Leader goes to get info from someone else; just facts; hten makes decision alone; i.e. Ask secretary how many were ordered last year and order alone
|
Autrocratic II; AII
|
|
Leader consults with one person at a time; makes decision alone; i.e. Ask each girl how many condoms they use and will need, then orders alone
|
Consultive I; CI
|
|
Leader talks to everyone, but as a group, then makes decision alone; i.e. Has a group discussion on how many will be needed; then makes decision alone
|
Consultive II, CII
|
|
When leader delegates a decision to someone else then backs up decision of that person; i.e. Tell Sparkle to go order condoms
|
Deligative I; DI
|
|
Diad; leader and one other person makes the decision; i.e. Sparkle and boss get together and make decision
|
Group I; GI
|
|
Leader plus two or more people makes decision together; i.e. Group gets together and makes the decision
|
Group II, GII
|
|
Leaders responce to subordinates bx
|
Attributional theory of leadership
|
|
Attributional theory of leadership is a function of two things:
1. 2. |
What
Why |
|
Example of _____
What: took a leave of absence Why: she got sick Attribution: external |
Attributional theory of leadership
|
|
B/w what and why in the Attributional theory of leadership is
|
Informational cues of Kelley's covaration theory
|
|
Low effort, low commitment and lack of ability are all examples of
|
Internal causes
|
|
Improper equipment, unfair deadlines and illness of production team memebers are all examples of
|
External causes
|
|
B/w the Why and the Responce is
|
Percieved source of responsibility
|
|
Repremaid, Transfer and demotion are all responces to
|
Internal bx
|
|
Redesign job, person concern and training are all responces to
|
External bx
|
|
Multidimental theory:
Things they are required to do in the situation; i.e. she fulfills guys needs |
Required bx
|
|
Multidimental theory:
Things that workers are actually doing; She actaully does |
Actual bx
|
|
Multidimental theory:
What the subordinates what the leader to do; expects needs to be fulfilled |
Preferred bx
|
|
Multidimental theory:
Required bx + actual bx + preferred bx = |
Increase performance and job satisfaction
|
|
Multidimental theory
What we are suppost to do and what subordinate whats us to do; requirement chances as situation chances and what we want from a leader also changes; she works for a brothel |
Situational characteristics
|
|
Multidimental theory:
What leader actually does; she is outgoing and fulfills requests |
Leader characteristics
|
|
Multidimental theory:
What subordinates require from leader; where psych/nursing students will differ; She is a bunny; sex is a requirement |
Member characteristics
|
|
Multidimental theory:
Situation, leader and member characteristics are ______ to the leader bx |
Antecedents
|
|
Job characteristic model:
This explains the core job dimension of doing differnt things; i.e. differnt positions/ tricks |
Skill variety
|
|
Job characteristic model:
THis explains the core job dimension of when you can see the finished product; i.e. seeing guy have needs fulfilled |
Task identity
|
|
Job characteristic model:
This explains the impacting of lives of other poeple; does it all matter; i.e. Guy is happy, he received what he payed for |
Task significance
|
|
Job characteristic model:
Skill varity, task identity and task significance leads to |
Meaningfulness
|
|
Job characteristic model:
i.e. She, alone, is responsible for the outcome |
Autonomy
|
|
Job characteristic model:
Autonomy leads to |
Responsiblity
|
|
Job characteristic model:
Need to know if they are doing something right; if it is the right thing to do; i.e. "good job" |
Feedback
|
|
Job characteristic model:
Feedback can lead to |
Knowledge
|
|
Job characteristic model:
One of the most important factors to consider; how much can this person be motivated; sometimes, the full-potential just isn't enough to get the job done |
Strength of employee's growth needs
|
|
Developing of a group:
Members of a group 1st get together; begin to establish norms and rules of group; norms (social rules for bx) and roles (positions) |
Forming
|
|
Developing of a group:
Occurs when people don't like norms and rules |
Storming
|
|
Developing of a group:
Settled on the norms; "ok" on the norms |
norming
|
|
Developing of a group:
Performing at peak efficency |
Performing
|
|
Developing of a group:
Not all groups do this; can do this if you reach the goal |
Adjourning
|
|
Internal relationships b/w members of the group and guidelines to group bx
|
Structure of group
|
|
Not everyone has the same role
|
Role and role differneces
|
|
Role and role differneces:
Keep group on task; focused on the outcome |
Task-oriented
|
|
Role and role differneces:
Relationship oriented; indv tries to keep things fun/ light/ pacifist |
Person-oriented
|
|
Role and role differneces:
Only concerned about themselves |
Self-oriented
|
|
Social rules
|
Norms
|
|
Norm that is written down somewhere
|
Explicit
|
|
Norm that is not written down, but understood
|
Implicit
|
|
Development of a norm:
We've always done it that way |
Precedent over time
|
|
Development of a norm:
Told they had to do it this way |
Explicit statment
|
|
Development of a norm:
i.e. class from before and now sit in the same chair |
Carry over to another situation
|
|
Development of a norm:
Something that has happened |
Critical event in the life of the organization
|
|
Conforming to norms:
Also known as private acceptance; we belive it is the right thing; our thinking has been changed |
Informational influence
|
|
Conforming to norms:
Also known as public compliance; not wanting to stick out; do believe in it publically, but don't privately |
Normative
|
|
Conforming to norms:
How close-nit/ bonded/ connected are members of the ingroup |
Cohesiveness
|
|
Cohesiveness develops from:
a. b. c. |
a. time spend together
b. Threat from another group c. Through severe initiation |
|
Conseqences of cohesion; members feel:
1. 2. 3. 4. |
1. Commited
2. More attracted to the goal 3. Less absentism 4. productivity |
|
When a leader has the support of the workers, cohesion is ____; but if leader doesn't have support, cohesion is ____ b/c they will be less productive
|
Good
Bad |
|
Work teams as groups:
Some issues team is to resolve |
Problem solving team
|
|
Work teams as groups:
innovation |
Creative team
|
|
Work teams as groups:
Trying to execute a plan/ i.e. better plan for rush |
tactical team
|
|
Triplett came up with this theory that states that we perform faster in groups
|
Social faciliation theroy
|
|
Zajonc social faciliation thoery:
1. Audences are ____ when we do things in front of other people 2. Arousal leads to your ____ responce 3. If you are better at something will _____, if worse will _______ |
Arousal
Dominate better/worse |
|
Why are audiences arousing?:
Concerned with how we are being evaluated; how we are judged |
Evaluation apprehension
|
|
Why are audiences arousing?:
Just haveing them there is enough |
Mere presence
|
|
Why are audiences arousing?:
Have limited cognitive capicity; focus on the task will get better b/c arousal from audiences causes us to do so |
Distraction
|
|
Why are audiences arousing?:
All about how much the audience in teh mind of the performer; the greater they think about it, the greater the arousal |
Psychological presence
|
|
Individuals do not work as hard in the group setting as they do alone
|
Socail loafing
|
|
Reasons for social loafing:
We have diffusion of responsibility; as size increases, each member's responsibility decreases |
Social impact theory
|
|
Reasons for social loafing:
Individual effort can't be identified; "no one will know" |
Lack of evaluation potential
|
|
Reasons for social loafing:
COnnection b/w VxIxE are not clear; i.e. If Dr. Wann doesn't like these people in my group, he won't give us a good grade |
Collective effort model (CEM)
|
|
Reducing social loafing:
SHow what you did |
Make contributions identifiable
|
|
Reducing social loafing:
Make the task more important; i.e. extra credit |
Increase commitment to successful performance
|
|
Reducing social loafing: make task more important
|
Increase perceived value of task
|
|
Reducing social loafing:
Try not to have overlap of contibutions |
Make each person's contribution unique
|
|
Reducing social loafing:
More the group feels cohesive, more effort |
Increase group cohesion
|