| A | B |
|---|
| organizational behavior | the study of the actions of people at work |
| attitudes | valuative statements concerning objects, people, or events |
| employee behaviors | productivity, absenteeism, & turnover |
| individual behaviors | personality, perception, learning, & motivation |
| group behaviors | norms, roles, team building & conflict |
| goals or organizational behavior | to explain & predict behavior |
| cognitive component of an attitude | the beliefs, oinions, knowledge, & info held by a person |
| affective component of an attitude | the emotional, or feeling, segment of an attitude |
| behavioral component of an attitude | an intention to behave in a certain way toward someone or something |
| job attitudes | job satisfaction, job involvement, & organizational commitment |
| job satisfaction | an employee's genral attitude toward his/her job |
| job involvement | the degree to which an employee identifies w/ his/her job, actively participates in it, & considers his/her job performance important to his/her self worth |
| organizational committment | an employee's orientation toward the org in terms of his/her loyalty to, idenfitication w/, & involvement in the org |
| people seek consistency among their attitudes & between their attitudes and their behavior | individuals try to reconcile differing attitudes & align their attitudes & behavior so they appear rational & consistent |
| correcting the discrepancy between attitudes & behavior | change the attitude or develop a rationalization for the discrepancy |
| cognitive dissonance | any incompatibility between 2 or more attitudes or between behavior & attitudes |
| the desire to reduce dissonance (discomfort) | is determined by the importance of the elements creating the dissonance, the degree of influence the individual believes he or she has over the elements, and the rewards that may be involved |
| if factors relating to the dissnance have a relatively low importance | there is very little pressure to correct the imbalance |
| can reduce dissonance by | changing attitude, changing behavior, or by concluding that the dissonant behavior is not so important after all |
| if dissonance is percieved to be uncontrollable, something about which they have no choice | they are less likely to feel a need for an attitude change. |
| rewards can influence the degree to which individuals are motivated to reduce dissonance | high dissonance w/ high rewards tends to reduce the tension inherent in the dissoancne |
| these moderating factors suggest | that just because individuals experience dissonance, they will not necessarily move directly toward consistency.It depends on the importance of the factors, how great the rewards, if the dissonance is internally or externally imposed; |
| committed & satisfied employees | have low rates of absenteeism & turnover |
| successful job performance | should lead to feelings of accomplishment, increased pay, promotions, & other rewards |
| Meyers-Briggs Type Indicator | a method of identifying personality types |
| big five model | 5 factor model of personality that includes extroversion, agreeableness, conscientiousness, emotional stability, & openness to experience |
| 16 personality types in myers briggs | based on 4 dimensions: extroversion v introversion, sensing v intutitve, thinking v feeling, judging v perceiving |
| sensing/intuitive dimension | indicates an individual's reliance on info gathered from the external world or from the world of ideas |
| thinking/feeling | reflects one's preference of evaluating info in an analytical manner or on the basis of values & beliefs |
| judging/perceiving | reflects an attitude toward the external world tha tis either task completion or information seeking |
| important to know personality types | because they influence the way people interact & solve problems |
| extroversion | dimension that describes the degree to which someone is sociable, talkative, & assertive |
| agreeableness | dimension that describes the degree to wich someone is good natured, cooperative, & trusting |
| conscientiousness | dimension that describes the degree to which someone is responsible, dependable, perisitence, & achievement oriented |
| emotional stability | dimension that describes the degree to which someone is calm, enthusiastic, & secure (positive) or tense, nervous, depressed, & insecure (negative) |
| openness to experience | describes the degree to which someone is imaginative, artistically sensitive, & intellectual |
| there are relationships between personality dimensions & job performance | except emotional stability |
| emotional intelligence (EI) | an assortment of noncognitive skills, capabilities, & competencies that influence a person's ability to cope w/ environmental demands & pressures |
| EI | 5 dimensions: self awareness, self management, self motivation, empathy, & social skills |
| self awareness | being aware of what you're feeling |
| self management | the ability to manage your own emotions & impulses |
| self motivation | the ability to persist in the face of setbacks & failures |
| empathy | the ability to sense how others are feeling |
| social skills | the ability to handle the emotions of others |
| locus of control | a personality attribute that measures the degree to which people believe that they are masters of their own fate |
| machiavelliansim | a measure of the degree to which people are pragmatic, maintain emotional distance, & believe that ends can justify the means |
| self esteem | an individual's degree of like or dislike for him/her self |
| self monitoring | a measure of an individual's ability to adjust his/her behavior to external, situational factors |
| high self monitors | tend to pay closer attention to the behavior of others & are more capable of conforming than low self monitors |
| risk taking | a preference to assume or avoid risk has been shown to have an impact on how long it takes individuals to make a decision & how much info they need before making their choice |
| John Holland | theory states that an employee's job satisfaction w/ his/her job as well as his/her propensity to leave that jbo depends on the degree to which the individual's personality matches his/her occupatonal envoronment. |
| Holland's hexagonal diagram | 6 types: realistic, investigative, social, conventional, enterprising, artistic |
| realistic-prefers physical activities that require skill, strength, & coordination | char: shy, genuine, persistent, stable, conforming, practical (mechanic, drill press operator, farmer) |
| investigative-prefers activities involving thinking, organizing, & understanding | char: analytical, original, curious, independent (biologist, economist, mathematician, reporter) |
| social-prefers activities involving helping & developing others | char: sociable, friendly, cooperative, understanding ( social worker, teacher, counselor, clincal psych) |
| conventional-prefers rule-regulated, orderly, & unambiguous activities | char: conforming, efficient, practical, unimaginative, inflexible (accountant, corporate mgr, bank teller, file clerk) |
| enterprising- perfers verbal activies where there are opportunities to influence others and attain power | char: self confident, ambitious, energetic, domineering (lawyer, real estate agent, public relations specialist) |
| artistic-prefers ambiguous & unsystematic activities taht allow creative expression | char: imaginative, disorderly, idealistic, emotional, impractical (painter, writer, musician, interior decorator) |
| culture variations | North Americans believe they are masters of their destiny. Middle Easterners believe they have little control over fate...that life is preordained |
| perception | the process of organizing & interpreting sensory impressions in order to give meaning to the environment |
| attribution theory | a theory based on the premise that wejudge people differently depending on the meaning we attribute to a given behavior |
| behaviors are determined by internal & external causes | externally caused behavior results from outside causes |
| 3 factors to determin external/internal behavior | distinctiveness, consensus, & consistency |
| distinctiveness | whether an individual displays a behavior in many situtations or if it is particular to one situation |
| consensus | if everyone exhibits the same behavior (late to work due to bad traffic)on a particular day |
| consistency | does the individual engage in the behaviors regularly & consistently (more likely to be internal) |
| fundamental attribution error | the tendency to underestimate the influence of external factors & overestimate the influence of internal or personal factors when makng judgments about the behavior of others |
| self serving bias | the tendency for individuals to attribute their own successes to internal factors while putting the blame for failures on external factors |
| 5 short cuts methods to judging others | selectivity, assumed similarity, stereotyping, halo effect, self fulling prophecy |
| selectivity | people assimilate certain bits & pieces of what they observe depending on their interests, background, experience, & attitudes(speed reading-inaccurate picture) |
| assumed similarity | people assume that others are like them (may fail to take into account indiv differences, resulting in incorrect similarities) |
| stereotyping | people judge others on the basis of their perception of a group to which the others belong (no factual foundation) |
| halo effect | people form an impression of others on the basis of a single trait (fails to take into account the total picture) |
| self fulfilling prophecy | people perceive others in a certain way, & in turn, those others behave in ways that are consistent w/ the perception (may result in getting the behavior expected, not the true behavior) |
| learning | any relatively permanent change in behavior that occurs as a result of experience |
| operant conditioning | a behavioral theory that argues that voluntary, or learned, behavior is a function of its consequences |
| social learning theory | the theory that people can learn through observation & direct experience |
| 4 processes of social learning theory | 1. attentional 2. retention 3. motor reproduction 4. reinforcement |
| shaping behavior | systematically reinforcing each successive step that moves an individual closer to a desired behavior |
| group | 2 or more interacting & interdependent individuals who come together to achieve particular objectives |
| role | a set of expected behavior patterns attributed to someone who occupies a given position in a social unit |
| why people join groups | security, status, self esteem, affiliation power, goal achievement |
| norm | acceptable standards shared by the members of a group |
| status | a prestige grading, position, or rank w/in a group |
| social loafing | the tendency of an individual in a group to decrease his/her effort because responsibility & individual achievement cannot be measured |
| group cohesiveness | the degree to which members of a group are attracted to each other & share goals |
| negative reinforcement | the reinforcement rewarding a response w/ a termination or w/drawl of something pleasant |
| punishment | penalizes undesireable behavior |
| extinction | no response to a behavior; when a behavior isn't reinforced, it will gradually disappear |
| positive reinforcement | a positive response that will ensure a behavior is repeated |
