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| 1-8. Define the focus and goals of organizational behavior. | focus: 1. individual behaviors-personality, perception, learning, and motivation, 2. group behaviors-norms, roles, team-and conflict. Goals: 1. to explain behavior, 2. to predict behavior |
| 2-8. Identify and describe the three components of attitudes. | 1. cognitive component-the beliefs, opinions, knowledge, and information held by a person, 2. Affective component-the emotional, or feeling, segment of an attitude, 3. Behavioral component-an intention to behave in a certain way toward someone or something |
| 3-8. Explain cognitive dissonance. | Any incompatibility between two or more attitudes or between behavior and attitudes. Inconsistency is uncomfortable and individuals will seek a stable state with a minimum of dissonance. |
| 4-8. Describe the Myers-Brigs personality type framework and its use in organization. | A method of identifying personality types uses four dimensions of personality to identify 16 different personality types. |
| 5-8. Define perception and describe the factors that can shape or distort perception. | A process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Personal Characteristics (attitudes, personality, interests, past experinces) and Target Characteristics (reslationship of a target to its background, other situational factors, the context in object is seen, closeness and or similarity to other things) |
| 6-8. Explain how managers can shape employee behavior. | Systematically reinforcing each successive step that moves an individual closer to a desired behavior. Ways to Shape: positive reinforcement, negative reinforcement, punishment, and extinction. 1. identify the critical behaviors that have a significant impact on an employee's performance. 2. establish a baseline of performance. 3. analyze the contributing factors to performance and their consequences. 4. develop a shaping strategy. 5. apply the appropriate strategy. 6. measure the change that has occurred. 7. reinforce desired behaviors. |
| 7-8. Contrast formal and informal groups. | formal groups are defined by the organization's structure, with designed work assignments establishing tasks. Informal groups are social allieances that are neither structured nor organizationally determined. |
| 8-8. Explain why people join groups. | security, status, self-esteem, affiliation, power, goal achievement |
| 9-8. State how roles and norms influence employee's behavior. | a role refers to a set of behavior patterns expected of someone occupying a given position in a social unit. At any given time, employees adjust thier role behanviors to the group of which they are a part. Norms are standards shared by group members. They informally convey to employees which behaviors are acceptable and which are unacceptable. |
| 10-8. Describe how group size affects group behavior. | size is a benefit or a hindrance depending on the criteria considered. Social loafing: the tendency of individuals in a group to decrease their efforts when responsibility and individual achievement cannot be measured. |
| 1-9. Explain the growing popularity of work teams in organizations. | 1. they typically outperform individuals when tasks require multiple skills, judgment, and experience. 2. they are a better way to utilize individual employee talents, 3. their flexibility and responsiveness is essential in a changing environment. 4. empowering teams increases job satisfaction and morale, enhaces employee involvement, and promotes workforce diversity. |
| 2-9. Describe the five stages of team development. | 1. forming, 2. storming, 3. norming, 4. performing, 5. adjourning |
| 3-9. Contrast work groups with work teams. | work group: a group that interacts primarily to share information and to make decisions that will help each member perform within his or her area of responsibility. Work team- a group engages in collective work that requires joint effort and generates a positive synergy |
| 4-9. Identify four common types of work teams. | functional team, problem-solving team, quality circle, self-managed work team |
| 5-9. Explain what types of teams entrepreneurial organizations use. | Empowered Functional Teams, Self-Directed Teams, Cross-Functional Teams |
| 6-9. List the characteristics of high-performing work teams. | clear goals, relevant skills, negotiating skills, internal support, external support, effective leadership, mutual trust, good communication, unified commitment |
| 7-9. Discuss how organizations can create team players. | organizations can create team players by selecting individuals withthe interpersonal skills to be effective team players, providing training to develop teamwork skills, and rewarding individuals for cooperative efforts. |
| 8-9. Explain how managers can keep teams from becoming stagnant. | as teams mature, they can become complacent. managers need to support mature teams with appropriate advice, provide guidance where needed, and provide training to team members if these teams are to continue to improve. |
| 9-9. Describe the role of teams in continuous process improvement programs. | Teams are a natural vehicle for employees to share ideas and implement improvements. Teams are well suited to the high levels of communication and contract, response, adaption, and coordination and sequencing in work environments where continuous process improvement programs are in place. |
| 1-10. Describe the motivation process. | 1. Unsatisfied need, 2. tension, 3. drives, 4. search behavior, 5. satisfied need, 6. reduction of tension |
| 2-10. Define needs. | needs are internal states that make certain outcomes appear attractive. Becuase needs may be unfulfilled, people attempt to do something. That "something" is behavior designed to satisfy and unfulfilled need. |
| 3-10. Explain the hierarchy of needs theory. | There is a hierarchy of five human needs; as each need becomes satisfied, the next need becomes dominant. Physiological, safety, social, esteem, self-actualization |
| 4-10. Differentiate Theory X from theory Y. | X: the assumption that employees dislike work, are lazy, seek to avoid responsibility, and must be coerced to perform. Y: the assumption that employees are creative, seek responsibility, and exercise self-direction. |
| 5-10. Explain the motivational implications of the motivation-hygiene theory. | intrinsic factors are related to job satisfaction and extrinsic factors are related to job dissatisfaction. Motivators: achievement, recognition, work itself, responsibility, advancement, growth |
| 6-10. Describe the motivational implications of equity theory. | employees perceive what they get from a job situation (outcomes) in relation to what they put into it (inputs) and then compare their input-outcome ratio with the input-outcome ratios of relevant others |
| 7-10. Explain the key relationships in expectancy theory. | Effort-Performance: the perceived probability that exerting a given amount of effort will lead to performance. Performance-Reward: the belief that performing at a particular level will lead to the attainment of a desired outcome. Attractiveness: the importance placed on the potential outcome or reward that can be achieved on the job. |
| 8-10. Describe how managers can design individual jobs to maximize employee performance. | 1. recognize individual differences. 2. match people to jobs. 3. use goals. 4. ensure that goals are perceived as attainable. 5. individualize rewards. 6. link rewards to performance. 7. check the system for equity. 8. don't ignore money |
| 9-10. Explain the effect of workforce diversity on motivational practices. | maximizing motivation in contemporary organizations requres that managers be flexible in their practices. They must recognize that employees have different personal needs and oals that they are attempting to satisfy through work. Managers must also recognize that cultural differences may play a role too. various types of rewards must be developed to motivate and meet these diverse needs, as well as training opportunities and career development assistance. |
| 10-10. Describe how entrepreneurs motivate their employees. | 1. allowing them to complete the whole job. 2. having employees work together across departments and functions in the organization. 3. using participative decision making in which employees provide input into decisions. 4. delegating decisions and duties, turning over the responsibility for carrying them out to employees. 5. redesigning their jobs so they have discretion over the way they do their work. |
| 1-11. Define leader and explain the difference between managers and leaders. | Leaders: persons with managerial and personal power who can influence others to perform actions beyond those that could be dictated by those persons' formal (position) authority alone. Mangers: persons whose influence on others is limited to the appointed managerial authority of their positions to reward and punish. |
| 2-11. Summarize the conclusions of trait theories of leadership. | Theories that attempt to isolate characteristics that differentiate leaders from nonleaders. Attemps to identify traits that always differentiate leaders from followers and effective leaders from ineffective leaders have failed. Attempts to identify traits consistently associated with leadership have been more successful |
| 3-11. Describe the Fiedler contingency model. | effective group performance depends on the proper match between the leader's style of interacting with employees and the degree to which the situation gives control and influence to the leader. Uses Least-preferred co-worker (LPC) questionnaire, to measure the leader's task or relationship orientation. Identified three situational criteria-leader member relations, task structure, and position power- that could be manipulated match an inflexible (fixed) leadership style. |
| 4-11. Summarize the path-goal model of leadership. | It is a leader's job to assist followers in attaining their goals and to provide the necessary direction and support. assumes that the leader's style is flexible and can be changed to adapt to the situation at hand. In the model: Leader Behavior, Employee contingency factors, Outcomes, Environmental contingency factors |
| 5-11. Explain Situational Leadership. | Leaders should adjust their leadership styles-telling, selling, participating, and delegating-in accordance with the readiness of their followers. Acceptance: leader effectiveness reflects teh reality that it is the followers who accept or reject the leaders. Readiness: a follower's ability and willingness to perform. At higher levels of readiness, leaders respond by reducing control over and involvement with employees. |
| 6-11. Identify the qualities that characterize charismatic leaders. | 1. self-confidence, 2. vision, 3. ability to articulate the vision, 4. strong convictions about the vision, 5. behavior that is out of the ordinary, 6. appearance as a change agent, 7. environmental sensitivity |
| 7-11. Describe the skills that visionary leaders exhibit. | The ability to explain the vision to others, the ability to express the vision not just verbally but through the leader's behavior, the ability to extend the vision to different leadership contexts |
| 8-11. Explain the four specific roles of effective team leaders. | coaches, liaisons with external constituents, conflict managers, troubleshooters |
| 9-11. Identify the five dimensions of trust. | 1. integrity, 2. competence, 3. consistency, 4. loyalty, 5. openness |
| 1-12. Define communication and explain why it is important to managers. | communication is the transference and understanding of meaning. it is important becuase everything as manager does-making decisions, planning, leading, and all other activites-requires that information be communicated |
| 2-12. Describe the communication process. | First there is encoding: the conversion of a message into some symbolic form. Then Message: a purpose to be conveyed. Next Channel: the medium by which a message travels. Then Decoding: a receiver's translation of a sender's message. Last is Feedback: the degree to which carrying out the work activities require by a job results in the individual's obtaining direct and clear information about the effectiveness of his her performance |
| 3-12. List techniques for overcoming communication barriers. | The barriers to effective communication are filtering, selective perception, information overload, emotions, language, gender, and national culture. To overcome these barriers one could use feedback, simplify language, listen actively, constrain emotions, and watch nonverbal cues. |
| 4-12. Describe the wired and wireless technologies affecting organizational communications. | wireless communications: allow users to send and receive information from anywhere as signals sent without a direct physical connection to a hard-wired network system. Some other technologies: knowledge management, intranets, extranets, teleconferencing, video conferencing, fax, electronic data interchange EDI, teleconferencing, e-mail, instant Messaging (IM), voice mail |
| 5-12. Identify behaviors related to effective active listening. | 1. make eye contact. 2. exhibit affirmative nods and appropriate facial expressions. 3. avoid distracting actions or gestures that suggest boredom. 4. ask questions. 5. paraphrase using your own words. 6. avoid interrupting the speaker. 7. don't overtalk. 8. make smooth transitions between the roles of speaker and listener |
| 6-12. Explain what behaviors are neccessary for providing effective feedback. | there is negative and positive feedback. focus on specific behavior, keep feedback impersonal, keep feedback goal oriented, make feedback well timed, ensure understanding, direct negative feedback toward behavior that the receiver can control |
| 7-12. Describe the contingency factors influencing delegation. | The size of the organization. the importance of the duty or decisions. task complexity. organizational culture. quality of employees |
| 8-12. Identify behaviors related to effective delegating. | clarifying the exact job to be done, setting the range of the employee's discretion, defining the expected level of performance, setting the time frame for the task to be completed, allowing employees to participate, establishing feedback controls |
| 9-12. Describe the steps in analyzing and resolving conflict. | the steps to be followed in analyzing and resloving conflict situations begin by identifying your underlying conflict-handling style. second, select only conflicts that are worth the effort and that can be managed. thrid, evaluate the conflict players. fourth, assess the sources of the conflict. finally, choose the conflict resolution option that best reflects your style and the situation. |
| 10-12. Explain why a manger might stimulate conflict. | a manager might want to stimulate conflict if his or her unit suffers from apathy, stagnation, a lack of new ideas, or unresponsiveness to change. A manager can stimulate conflict by changing the organizations culture though the use of communications, by bringing in outsiders, by restructuring the organization, or by appointing a devils advocate |
| 11-12. Contrast distributive and integrative bargaining. | distributive: negotiation under zero-sum conditions, in which the gains by one party involve losses by the other party. Integrative: negotiation in which there is at least one settlement that involves no loss to either party. |
| 1-13. Define control. | monitoring activities to ensure that they are being accomplished as planned and of correcting any significant deviations. ensures that activities are completed in ways that lead to the attainment of the organization's goals |
| 2-13. Describe three approaches to control. | market: uses external market mechnisms, such as price competition and relative market share, to establish standards used in system. typically used by organizations with clearly specified and distinct products or services that face considerable marketplace competition. Bureaucratic: emphasizes organizational authority. relies on administrative and hierchial mechnaisms, such as rules, regulations, procedures, policies, standardization of activities, well-defined job descriptions, and budgets to ensure that employees exhibit appropriate behaviors and meet performance standards. Clan: regulates employee behavior by the shared values, norms, traditions, rituals, beliefs, and other aspects of the organization's culture. often used by organizations in which teams are common and technology is changing rapidly. |
| 3-13. Explain why control is important. | control is important as a function of management becasue it involves determining whether objectives are being acccomplished as planned. Furthermore, control is also useful for determining whether delegated authority is being abused. |
| 4-13. Describe the control process. | 1. Measuring Actual Performance, 2. Comparing actual performance against a standard, 3. Taking managerial action to correct deviations or inadequate standards |
| 5-13. Distinguish among the three types of control. | feedforward control: prevents anticipated problems. Concurrent control: takes place while an activity is in progress. Feedback control: takes place after and action, it provides evidence of planning effectiveness, and provides motivational information to employees |
| 6-13. Describe the qualities of an effective control system. | accuracy, timeliness, economy, flexibility, understandability, reasonable criteria, strategic placement, emphasis on the exception, multiple criteria, corrective action |
| 7-13. Identify the contingency factors in the control process. | a number of contingency factors in organizations affect the control process. The most frequent contingency factors in control systems include the size of the organization, the manager leve lin the organizations hierarchy, the degree of decentralization, the organizations culture and the importance of the activity |
| 8-13. Explain how controls can become dysfunctional. | problems with unfocused controls: failure to achieve desired or intended results occur when control measures lack specificity. Problems with Incomplete control measures: individuals or organizational units attempt to look good exclusively on control measures. Problems with inflexible or unreasonable control standards: controls and organizational goals will be ignored or manipulated. |
| 9-13. Describe how national differences influence the control process. | methods of controlling employee behavior and operations can be quite different according to the geographic location or cultural environment. as a result, control systems focus primarily on measurement and corrective action steps of the control process. |
| 10-13. Identify the ethical dilemmas in employee monitoring. | The right to personal privacy in the workplace versus: employer's monitoring of employee activities in the workplace, employer's liability for employees creating a hostile environment, employer's need to protect intellectual property. (remember: the computer on your desk belongs to the company.) |
| 11-13. Describe how an entrepreneur controls for growth. | planning for growth: by addressing growth strategies as part of business planning but not being overly rigid in planning. Organizing for Growth: the key challenges include finding capital, finding people, and strengthening the organizational culture. Controlling for Growth: maintaining good financial records and financial controls over cash flow, inventory, customer data, sales orders, receivables, payables, and costs. |
| 1-14. Define operations management and the transformation process. | operations management is the study and application of the transformation process. it is important because it encompasses processes in all organizations-services as well as manufacturing. it is important in effectively and efficiently managing productivity. it plays a strategic role in an organization's competitive success. Transformation Process is the process though which an organization creates value by turning inputs (people, capital, equipment, materials) into outputs (goods or services) |
| 2-14. Describe three reasons operations management is important to all managers. | Operations management is important to organizations and its managers becuase it encompasses both services and manufacturing: its important in effectively and efficiently managing productivity; and operations managment plays a strategic role in an organizations competitive success |
| 3-14. Differentiate between a service and a manufacturing organization. | service organization: produces nonphysical outputs such as educational, medical or transportation services. manufacturing organization: produces physical goods. |
| 4-14. Define value chain management. | VALUE: the performance characteristics, features and attributes, or any other aspects of goods and services for which customers are willing to give up resources. VALUE CHAIN: the entire series of organization work activities that add value at each step beginning with the processing or raw materials and ending with a finished product in the hands of end users |
| 5-14. Explain the organizational and managerial requirements for value chain management. | ORGANIZATIONAL? Managerial: coordination and collaboration, technology investment, organization processes, leadership, employees/human resources management, strong culture and attitudes |
| 6-14. Identify the benefits and obstacles to value chain management. | benefits: improved customer service, cost savings, accelerated delivery times, improved quality, inventory reduction, improved logistics management, increased sales, increased market share. Obstacles: organizational barriers, cultural attitudes, required capabilities, people. |
| 7-14. Discuss technology's role in operations management. | how an organization will transform its inputs into outputs |
| 8-14. Explain what is meant by the term just-in-time management. | how to develop systems in which inventory items arrive when needed int he production process instead of being stored in stock |
| 9-14. Describe what is meant by the term quality control. | monitoring quality-weight, strength, consistency, color, taste, reliability, finish, or any oneof myraid characteristics-to ensure that it meets some preestablished standard |
| 10-14. Explain the concept of project management. | task of getting the activities done on time, within budget, and according to sepcifications |
