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Ch1: What is Organizational Behavior? Q1: What is the importance of Interpersonal Skills? 1. Lower turnover of quality employees. 2.

Higher quality applications for recruitment. 3. Better financial performance. Q2: What do Managers do in terms of functions, roles, and skills? In terms of functions, managers do the following: Planning: A process that includes defining goals, establishing strategy, and developing plans to coordinate activities. As managers advance, they do this function more often. Organizing: Determining what tasks are to be done, who is to do them, how the tasks are to be grouped, who reports to whom, and where decisions are to be made. Leading: A function that includes motivating employees, directing others, selecting the most effective communication channels, and resolving conflicts. Controlling: Monitoring performance, comparing actual performance with previously set goals, and correcting any deviation. In terms of roles, managers do the following: Interpersonal Roles: 1. Figurehead: symbolic head; requires to perform a number of routine duties of a legal or social nature. 2. Leader: responsible for the motivation and direction of employees. 3. Liaison: maintains a network of outside contacts who provide favors and information. Informational Roles: 1. Monitor: receives wide variety of information; serves as nerves center of internal and external information of the organization. 2. Disseminator: transmits information received from outsiders or from other employees to members of the organization. 3. Spokesperson: transmits information to outsiders on organizations plans, policies, actions, and results; serves as expert on organizations industry. Decisional Roles 1. Entrepreneur: searches organization and its environment for opportunities and initiates projects to bring about change. 2. Disturbance Handler: responsible for corrective action when organization faces important, unexpected disturbances. 3. Resource Allocator: makes or approves significant organizational decisions.
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4. Negotiator: responsible for representing the organization at major negotiations.

In terms of skills, managers do the following: 1. Technical Skills: The ability to apply specialized knowledge or expertise. 2. Human Skills: The ability to work with, understand, and motivate other people, both individually and in groups. 3. Conceptual Skills: The mental ability to analyze and diagnose complex situations. Q3: What is Organizational Behavior (OB)? Organizational behavior: is a field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organizations effectiveness. Q4: Why is it importance to complementing Intuition with Systematic Study?. The importance of the Evidence Based Management is basing managerial decisions on the best available scientific evidence. And for the Intuition it's a gut feeling not necessarily supported by research. In addition that Manager Should Use All Three Approaches The trick is to know when to go. Intuition is often based on inaccurate information. Systematic study can be time-consuming. Another answer: An Outgrowth of Systematic Study Evidence Based Management: Must think like scientists: Pose a managerial question Search for best available evidence Apply relevant information to case Q5: What are the major behavior science disciplines that Contribute to the OB Field? 1. Psychology: The science that seeks to measure, explain, and sometimes change the behavior of humans and other animals. Unit of Analysis: Individual 2. Social Psychology: An area within psychology that blends concepts from psychology and sociology and that focuses on the influence of people on one another. Unit of Analysis: Group 3. Sociology: The study of people in relation to their social environment or culture. Unit of Analysis: Organizational System &Group 4. Anthropology: The study of societies to learn about human beings and their activities. Unit of Analysis: Organizational System &Group. Q6: Why are there Few Absolutes in OB?
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Because of situational factors that make the main relationship between two variables change e.g., the relationship may hold for one condition but not another. Q7: What are the challenges and opportunities for managers in using OB concepts? 1. Responding to Globalization 2. Managing Workforce Diversity 3. Improving Quality and Productivity 4. Improving Customer Service 5. Improving People Skills 6. Stimulating Innovation and Change 7. Coping with Temporariness 8. Working in Networked Organizations 9. Helping Employees Balance Work-Life Conflicts 10.Creating a Positive Work Environment 11.Improving Ethical Behavior Q8: What are the three levels of analysis in this books OB model? There are three main levels that included in the "Organizational Behavior Model", and they are as the following: 1. Individual Level Variables: Biographical characteristics, personality and emotions, values and attitudes, ability, perception, motivation, individual learning and individual decision making 2. Group Level Variables: Communication, group decision making, leadership and trust, group structure, conflict, power and politics, and work teams. 3. Organization System Level Variables: Organizational culture, human resource policies and practices, and organizational structure and design. Ch2: Foundations of Individual Behavior. Q1: What are the two types of ability? Types of Ability 1. Intellectual Abilities: 2. Physical Abilities: Q2: What is intellectual or cognitive ability, and is it relevant to OB? Intellectual Ability: the capacity to do mental activities such as; thinking, reasoning, and problem solving. Dimensions of Intellectual Ability 1. Number Aptitude.
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2. 3. 4. 5. 6. 7.

Verbal Comprehension. Perceptual Speed. Inductive Reasoning . Deductive Reasoning . Spatial Visualization. Memory.

Q3: What are the key biographical characteristics, and why are they relevant to OB? Personal Characteristics: 1. Age: Older workers bring experience, judgment, a strong work ethic, and commitment to quality. 2. Gender: Few differences between men and women that affect job performance. 3. Race (the biological heritage used to identify oneself): Contentious issue: differences exist, but could be more culture-based than race-based. Other Biographical Characteristics 1. Tenure: People with job tenure (seniority at a job) are more productive, absent less frequently, have lower turnover, and are more satisfied. 2. Religion: Islam is especially problematic in the workplace in this post-9/11 world. 3. Sexual orientation: Federal law does not protect against discrimination (but state or local laws may). Domestic partner benefits are important considerations. 4. Gender identity: Relatively new issue transgendered employees. Q4: What is learning, and what are the major theories of learning? Learning: a relatively permanent change in behavior that occurs as a result of experience. Major theories of learning: 1. Classical Conditioning: A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. 2. Operant Conditioning: A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment 3. Social-Learning Theory: People can learn through observation and direct experience. Ex: Attentional processes - Retention processes - Motor reproduction processes - Reinforcement processes. Q5: What is shaping, and how can it be used as a management tool? Shaping Behavior: systematically reinforcing each successive step that moves an individual closer to the desired response. Key Concepts Reinforcement is required to change behavior. Some rewards are more effective than others.
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The timing of reinforcement affects learning speed and permanence. Schedule of Reinforcement 1. Continuous Reinforcement: A desired behavior is reinforced each time it is demonstrated. 2. Intermittent Reinforcement: A desired behavior is reinforced often enough to make the behavior worth repeating but not every time it is demonstrated Fixed interval schedule: Rewards are spaced at uniform time intervals. Variable interval schedule: Rewards are initiated after a fixed or constant number of responses Fixed ratio schedule: Reward given at amounts of output Variable ratio schedule: Reward given at a variable amounts of output. Q6: How does culture affect our understanding of intellectual abilities, biographical characteristics, and learning? Intellectual abilities Thinking of the people differ from person to another one, that depends on his environment, thinking, skills, abilities, talent, experience and his ability to solve problems. The culture can affect our understanding of intellectual abilities as follows: Number Aptitude: Verbal Comprehension: the people who have good communication skills Perceptual Speed: the people who have a speed understanding of the situation Inductive Reasoning: solve problems in their work many immediately and in good way. Deductive Reasoning: the people who analyze the situation and know the main reason for any phenomenon Spatial Visualization: that depends on the thinking way of the person. Memory: who have a good memory Biographical characteristics: The culture can affect our understanding of Biographical characteristics as follows: 1. Age: Older workers bring experience, judgment, a strong work ethic, and commitment to quality. 2. Gender: Few differences between men and women that affect job performance. 3. Race: differences exist, but could be more culture-based than race-based. 4. Tenure: People with job tenure are more productive, absent less frequently, have lower turnover, and are more satisfied. 5. Religion: Islam is especially problematic in the workplace in this post-9/11 world. 6. Sexual orientation: Federal law does not protect against discrimination 7. gender identity: Relatively new issue. Learning: The culture can affect our understanding of learning as follows: 1. Involves change 2. Is relatively permanent
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3. Is acquired through experience.

Ch3: Attitudes and Job Satisfaction. Q1: What are the main components of attitudes?. Are these components related or unrelated?. Cognitive Component : The opinion or belief segment of an attitude. Affective Component : The emotional or feeling segment of an attitude. Behavioral Component : An intention to behave in a certain way toward someone or something. They are related together, Cognitive Component: helps to evaluate the work both in terms of positive or negative, and this leads to support the affective Component and improve the behavioral Component toward the job. Q2: Does behavior always follow from attitudes?. Why or why not?. Discuss the factors that affect whether behavior follow from attitudes. It depends on the nature of the case and whether yes or no. Any incompatibility between two or more attitudes or between behavior and attitudes. Individuals seek to reduce this uncomfortable gap, or dissonance, to reach stability and consistency. Consistency is achieved by changing the attitudes, modifying the behaviors, or through rationalization. Desire to reduce dissonance depends on: Importance of elements Degree of individual influence Rewards involved in dissonance Predicting Behavior from Attitudes Important attitudes have a strong relationship to behavior. The closer match between attitude and behavior, the stronger the relationship: Specific attitudes predict specific behavior. General attitudes predict general behavior. High social pressures reduce the relationship and may cause dissonance. Attitudes based on personal experience are stronger predictors. Attitudes predict behavior, as influenced by moderating variables. Q3: What are the major job attitudes?. In what ways are these attitudes alike?. What is unique about each?. Job Satisfaction: A positive feeling about the job resulting from an evaluation of its characteristics 2. Job Involvement: Degree of psychological identification with the job where perceived performance is important to self-worth.
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Psychological Empowerment: Belief in the degree of influence over the job, competence, job meaningfulness, and autonomy. 4. Organizational Commitment: Identifying with a particular organization and its goals, while wishing to maintain membership in the organization. 5. Perceived Organizational Support (POS): Degree to which employees believe the organization values their contribution and cares about their wellbeing. 6. Employee Engagement: The degree of involvement with, satisfaction with, and enthusiasm for the job. These attitudes alike: these attitudes are highly related, Variables may be redundant (measuring the same thing under a different name). The unique about each: there is some distinction, there is also a lot of overlap.
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Q4: How do we measure job satisfaction? 1. Single global rating (one question/one answer) - Best 2. Summation score (many questions/one average) OK Another Types of tests are: 1. Rating scales and Questionnaires 2. Job Descriptive Index. 3. Minnesota Tests. Q5: What causes job satisfaction? For most people, is pay or the work itself more important? 1. Pay influences job satisfaction only to a point. 2. Personality can influence job satisfaction. Negative people are usually not satisfied with their jobs. People with positive core self evaluation (Bottom-line conclusions individuals have about their capabilities, competences, and worth as a person). Pay influences job satisfaction only to a point. After about $40,000 a year (in the U. S.), there is no relationship between amount of pay and job satisfaction. Money may bring happiness, but not necessarily job satisfaction. Q6: What outcome does job satisfaction influence?. What implications does this have for management?. Job Performance: Satisfied workers are more productive & more productive workers are more satisfied!. 2. Organizational Citizenship Behaviors: Satisfaction influences OCB through perceptions of fairness. 3. Customer Satisfaction: Satisfied frontline employees increase customer satisfaction and loyalty.
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Absenteeism: Satisfied employees are moderately less likely to miss

work. Turnover: Satisfied employees are less likely to quit. Many moderating variables in this relationship: Economic environment and tenure. Organizational actions taken to retain high performers and to weed out lower performers. 6. Workplace Deviance: Dissatisfied workers are more likely to unionize, abuse substances, steal, be tardy, and withdraw. The implications does this have for management. Managers Often Dont Get It: Despite the overwhelming evidence of the impact of job satisfaction on the bottom line, most managers are either unconcerned about or overestimate worker satisfaction.
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Q7: Is job satisfaction a uniquely concept?. Does job satisfaction appear to way by country?. job satisfaction a uniquely concept, It is depends on: Attitudes influence toward administration. individuals are not content with the satisfaction of lower-order needs at work, example, those associated with: Minimum salary levels. Achievement, Recognition, Responsibility, Advancement, And the nature of the work itself. Motivation, based on the presence of one set of job characteristics, or incentives lead to worker satisfaction at work, while another separate set of job characteristics lead to dissatisfaction at work. Improve job attitudes and productivity, administrators must recognize and attend to both sets of characteristics satisfaction, dissatisfaction job.

All Ch4,5,6,9 Organizational Behavior Ch4: personality and Values 1. What is personality?. How do we typically measure it?. What factors determine personality?. Personality: The dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment. Measuring Personality: a. Personality Tests: Helpful in hiring decisions b. Self-reporting surveys: Most common method. c. Observer-ratings surveys: provide an independent assessment of personality often better predictors Other ways to measuring personality Self-report surveys Observer-rating surveys Projective measures Rorschach Inkblot Test Thematic Apperception Test Factors determine personality: a. Heredity b. Personality Traits Other Factors determine personality c. Environment d. Situation 2. What is the Myers-Briggs Type indicator (MBTI), and What does it measure?. Myers Briggs Indicator (MBTI): A personality test that taps four characteristics and classifies people into 1 of 16 personality types using 100 questions. Myers Briggs Indicator measure: a. Extroverted (E) vs. Introverted (I) b. Sensing (S) vs. Intuitive (N) c. Thinking (T) vs. Feeling (F) d. Judging (J) vs. Perceiving (P) Participants are classified on four axes to determine one of 16 possible personality types, such as ENTJ. Most widely-used instrument in the world. 3. What are the Big Five personality traits?. Big Five Personality Model: A personality assessment model that taps five basic dimensions. 1. Extroversion 2. 3. 4. 5. Agreeableness Conscientiousness Emotional Stability Openness to Experience. 10

4. How do the Big Five traits predict work behavior?. 1. Extroversion: The quality of being comfortable with relationships (Sociable, gregarious, and assertive). Higher performance Enhanced leadership Higher job & life satisfaction. 2. Agreeableness: The ability to get along with others (Good-natured, cooperative, and trusting). Higher performance Lower levels of deviant behavior. 3. Conscientiousness: The number of goals on which a person focuses (Responsible, dependable, persistent, and organized). Higher performance Enhanced leadership Greater longevity. 4. Emotional Stability: Less moodiness and insecurity (Calm, self-confident, secure under stress (positive), versus nervous, depressed, and insecure under stress (negative). High job & life satisfaction Lower stress level 5. Openness to Experience: The capacity to entertain new ideas and to change as a result of new information (Curious, imaginative, artistic, and sensitive). Training performance Enhanced leadership More adaptable to change. 5. Besides the Big Five, what other personality traits are relevant to OB?. 1. Core Self-Evaluation: The degree to which people like or dislike themselves. Positive self-evaluation leads to higher job performance. 2. Machiavellianism: A pragmatic, emotionally distant power-player who believes that ends justify the means. High Machs are manipulative, win more often, and persuade more than they are persuaded. Flourish when: Have direct interaction. Work with minimal rules and regulations. Emotions distract others. 3. Narcissism An arrogant, entitled, self-important person who needs excessive admiration. Less effective in their jobs. 4. Self-Monitoring The ability to adjust behavior to meet external, situational factors. High monitors conform more and are more likely to become leaders. 5. Risk Taking The willingness to take chances. May be best to align propensities with job requirements. Risk takers make faster decisions with less information. 6. Type A vs. Type B personality Aggressively involved in a chronic, incessant struggle to achieve more in less time. 11

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Impatient: always moving, walking, and eating rapidly. Strive to think or do two or more things at once. Cannot cope with leisure time. Obsessed with achievement numbers. but quality of the work is low. Type B people are the complete opposite. Proactive Personality Identifies opportunities, shows initiative, takes action, and perseveres to completion. Creates positive change in the environment.

6. What are Values, why are they important, and what is the difference between terminal and instrumental values? Values: Basic convictions on how to conduct yourself or how to live your life that is personally or socially preferable to an opposite or converse mode of conduct or end state of existence. They are important: 1. Provide understanding of the attitudes, motivation, and behaviors 2. Influence our perception of the world around us 3. Represent interpretations of right and wrong 4. Imply that some behaviors or outcomes are preferred over other. The difference between terminal and instrumental values: Terminal Values: Desirable end-states of existence; the goals that a person would like to achieve during his or her lifetime. Instrumental Values: Preferable modes of behavior or means of achieving ones terminal values. 7. Do values differ across generations?. How so?. Yeas, The dominant work values differ from generations. How: Experience has shown that: 1. Generations in the age of 65+: They are do Hard working, conservative, conforming; loyalty to the organization 2. Generations in the age of 40:60: They are Success, achievement, ambition, dislike of authority; loyalty to career 3. Generations in the age of 20:40: They are Work/life balance, team-oriented, dislike of rules; loyalty to relationships 4. Generations in the age of 30: They are Confident, financial success, self-reliant but team-oriented; loyalty to both self and relationships. 8. Do values differ across cultures?. How so?. Values differ across cultures. How: Experience Hofstedes Framework for assessing culture five value dimensions: Power distance Individualism vs. Collectivism Masculinity vs. Femininity Uncertainty Avoidance Long-term vs. Short-term Orientation.

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Ch5: Perception and Individual Decision Making 1. What is perception? And what factors influence our perception?.

Perception: A process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Factors influence our perception. 1. Factors in the perceiver: Attitudes Motives Interests Experience Expectations. 2. Factors in the situation: Time Work setting Social setting. 3. Factors in the target: Novelty Motion Sounds Size Background Proximity Similarity. 2. What is attribution theory? What are the three determinants of attribution?. What are its implications for explaining organizational behavior? Attribution Theory: An attempt to determine whether an individuals behavior is internally or externally caused. Internal causes are under that persons control. External causes are not person forced to act in that way. The three determinants of attribution: Observation Interpretation Attribution of Cause. 1. Observation of behavior 2. Interpretation Distinctiveness: Shows different behaviors in different situations. Consensus: Response is the same as others to same situation. Consistency: Responds in the same way over time. 3. Attribution of Cause -- Internal or External causes 3. What shortcuts do people use in making judgments about others?.

Frequently Used Shortcuts in Judging Others: Selective Perception: People selectively interpret what they see on the basis of their interests, background, experience, and attitudes. Halo Effect: Drawing a general impression about an individual on the basis of a single characteristic 1. Contrast Effects: Evaluation of a persons characteristics that are affected by comparisons with other people recently encountered who rank higher or lower on the same characteristics. 2. Stereotyping: Judging someone on the basis of ones perception of the group to which that person belongs a prevalent and often useful, if not always accurate, generalization 3. Profiling: A form of stereotyping in which members of a group are singled out for intense scrutiny based on a single, often racial, trait. Specific Shortcut Applications in Organizations 4. Employment Interviews: a. Perceptual biases of raters affect the accuracy of interviewers judgments of applicants. b. Formed in a single glance 1/10 of a second!

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5. Performance Expectations: Self-fulfilling prophecy (Pygmalion effect): The lower or higher performance of employees reflects preconceived leader expectations about employee capabilities. 6. Performance Evaluations: a. Appraisals are often the subjective (judgmental) perceptions of appraisers of another employees job performance. b. Critical impact on employees. 4. What is the link between perception and decision making?. How does one affect the other?. The Link Between Perception and Individual Decision Making: Problem: A perceived discrepancy between the current state of affairs and a desired state. Decision: Choices made from among alternatives developed from data. How does one affect the other: Perception Linkage: 1. All elements of problem identification and the decision making process are influenced by perception. 2. Problems must be recognized. 3. Data must be selected and evaluated. 5. What is the rational model of decision making? How is it different from bounded rational and intuition?. Rational Decision-Making: The perfect world model: assumes complete information, all options known and maximum payoff. Six-step decision-making process: 1. Define the problem 2. Identify the decision criteria. 3. Allocate weights to the criteria. 4. Develop the alternatives. 5. Evaluate the alternatives. 6. Select the alternatives. Rational Decision-Making is different from bounded rational and intuition: Bounded Reality: The real world model: seeks satisfactory and sufficient solutions from limited data and alternatives. Intuition: A non-conscious process created from distilled experience those results in quick decisions. Relies on holistic associations. Affectively charged engaging the emotions. 6. What are some of the common decision biases or errors that people make?

Common Biases and Errors in Decision-Making: 1. Overconfidence Bias: Believing too much in our own ability to make good decisions especially when outside of own expertise. 2. Anchoring Bias: Using early, first received information as the basis for making subsequent judgments. 14

3. Confirmation Bias: Selecting and using only facts that support our decision. 4. Availability Bias: Emphasizing information that is most readily at hand. 5. Escalation of Commitment: Increasing commitment to a decision in spite of evidence that it is wrong especially if responsible for the decision!. 6. Randomness Error: Creating meaning out of random events superstitions. 7. Winners Curse: Highest bidder pays too much due to value overestimation. 8. Likelihood increases with the number of people in auction. 9. Hindsight Bias: After an outcome is already known, believing it could have been accurately predicted beforehand.

7. What are the influences of individual differences, organizational constraints, and culture on decision making? The influences of Individual Differences in Decision-Making: 1. Personality: Conscientiousness may effect escalation of commitment. Achievement strivers are likely to increase commitment. Dutiful people are less likely to have this bias. High self-esteem people are susceptible to self-serving bias. 2. Gender Women analyze decisions more than men rumination. Women are twice as likely to develop depression. organizational constraints, and culture on decision making: 1. Performance Evaluation: Managerial evaluation criteria influence actions. 2. Reward Systems: Managers will make the decision with the greatest personal payoff for them. 3. Formal Regulations: Limit the alternative choices of decision makers. 4. System-imposed Time Constraints: Restrict ability to gather or evaluate information. 5. Historical Precedents: Past decisions influence current decisions. 6. Are unethical decision more a function of an individual decision maker or decision maker's environment?. Explain. The decision maker is responsible for the ethics of a decision regardless of the work environment. Of course, the decision maker may be influenced by the work environment. Decision making occurs as a reaction to a problem or an opportunity. A problem is a discrepancy between some current state of affairs and some desired state, requiring consideration of alternative courses of action. Ethical Decision Criteria: 1. Utilitarianism: Decisions made based solely on the outcome 2. Rights: Decisions consistent with fundamental liberties and privileges 3. Justice: Imposing and enforcing rules fairly and impartially.

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What is creativity? And what is the three-component model of creativity?.

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Creativity: The ability to produce novel and useful ideas. Creativity Potential: Those who score high in openness to experience, intelligent, independent, self-confident, risk-taking, have an internal locus-of-control, tolerant of ambiguity, low need for structure, and who persevere in the face of frustration. The Three-Component Model of Creativity: 1. Expertise: This is the foundation 2. Creative-Thinking Skills : The personality characteristics associated with creativity. 3. Intrinsic Task Motivation: The desire to do the job because of its characteristics.

Ch6: motivation concepts


1. Define motivation?. What are the key elements of motivation?. A. Motivation: The processes that account for an individuals intensity, direction, and persistence of effort toward attaining a goal specifically, an organizational goal. B. Three key elements: 1. Intensity how hard a person tries. 2. Direction effort that is channeled toward, and consistent with, organizational goals. 3. Persistence how long a person can maintain effort.

2. What are the early theories of motivation?. How well have they been supported by research?. A. The early theories of motivation: 1. Maslows Hierarchy of Needs Theory Alderfers ERG (Existence, Relatedness, and Growth) 2. McGregors Theory X and Theory Y 3. Herzbergs Two-Factor Theory 4. McClellands Theory of Needs. B. They been supported by research: Theories may not be valid, but they do form the basis for contemporary theories and are still used by practicing managers. 3. What is cognitive evaluation theory?. What does it assume about the effects of intrinsic rewards on behavior?. A. Cognitive Evaluation Theory: Providing an extrinsic reward for behavior that had been previously only intrinsically rewarding tends to decrease the overall level of motivation. B. It assume about the effects of intrinsic rewards on behavior: It will offer Self-concordance to the personal, When the personal reasons for pursuing goals are consistent with personal interests and core values (intrinsic motivation), people are happier and more successful. 4. What are the major predictions of goal-setting theory?. Have these predictions been supported by research?. A. Lockes Goal-Setting Theory Basic Premise: 16

That specific and difficult goals, with self-generated feedback, lead to higher performance. B. These predictions been supported by research: While Goal-Setting Theory limited in scope, it is good predictor. Relationship between goals and performance depends on: Goal commitment, Task characteristics, Culture. 5. What is reinforcement theory?. How is it related to goal-setting theory?. Has supported reinforcement theory?. A. Reinforcement Theory: Behavior is a function of its consequences. B. It related to goal-setting theory: Reinforcement Theory are Similar to Goal-Setting Theory, but reinforcement theory focused on a behavioral approach rather than a cognitive one. C. Yes Goal-setting theory has supported reinforcement theory Goal-setting theory focus of goal commitment, self-efficacy, task characteristics, and national culture on goal-setting theory. Reinforcement Theory Powerful predictor in many work areas, and usually a good predictor of quality and quantity of work, persistence of effort, absenteeism, tardiness, and accident rates. 6. What is equity theory?. Why has it been supplanted by organization justice?. A. Equity Theory: Employees compare their ratios of outcomes-to-inputs of relevant others and then respond to eliminate any inequities. B. It supplanted by organization justice: Organizational Justice: Overall perception of what is fair in the workplace. Made up of: 1. Distributive Justice: Fairness of outcome. Perceived fairness of the amount and allocation of rewards among individuals. 2. Procedural Justice: Fairness of outcome process. Perceived fairness of the process used to determine the distribution of rewards. 3. Interactional Justice: Being treated with dignity and respect. The perceived degree to which an individual is treated with dignity, concern, and respect. 7. What are the key tenets of expectancy theory?. What has research had to say about this theory?. A. Vrooms Expectancy Theory: The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of the outcome to the individual. 17

B. key tenets of expectancy theory: Individual Effort. Individual Performance. Organizational Rewards. Personal Goals. C. Research had to say about this theory, It focuses on three relationship: Effort - Performance Relationship Performance Reward Relationship Rewards- Personal Goals Relationship 8. How do the contemporary theories of work motivation complement one another?. Contemporary theories of work motivation complement one another: A. There is integrating between contemporary theories of motivation. B. Employees opportunity, ability and the purpose or objectives of the current performance evaluation system in which they work. C. Link between individual effort individual performance organizational rewards and personal goals. D. 9. A. Influenced by a variety of factors (needs, reinforcement, equity).

Do you think motivation theories are often culture bound?. Why or why not?. Motivation theories are often culture-bound 1. Maslows Hierarchy of Needs Theory: Order of needs is not universal 2. McClellands Three Needs Theory: presupposes a willingness to accept risk and performance concerns not universal traits 3. Adams Equity Theory: A desire for equity is not universal. a. Each according to his need socialist/former communists. b. Desire for interesting work seems to be universal. 4. There is some evidence that the intrinsic factors of Herzbergs Two-Factor Theory may be universal.

B. Why: Note that most theories were developed in the US. While there may be many differences across cultures, there are some cross-cultural consistencies.

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Ch9: foundation of group behavior 1. Define group?. What are the different types of groups?. Group: Two or more individuals interacting and interdependent, who have come together to achieve particular objectives. Different types of groups: 1. Formal Group: Defined by the organizations structure with designated work assignments establishing tasks. a. Command Group: A group composed of the individuals who report directly to a given manager. b. Task Group: Those working together to complete a job or task in an organization but not limited by hierarchical boundaries. 2. Informal Group: Alliances that are neither formally structured nor organizationally determined. a. Interest Groups: Members work together to attain a specific objective with which each is concerned. b. Friendship Groups: Those brought together because they share one or more common characteristics. 2. What are the five stages of group development?. Five Stages of Group Development Model: 1. Forming: Members feel much uncertainty. 2. Storming: Lots of conflict between members of the group. 3. Norming Stage: Members have developed close relationships and cohesiveness. 4. Performing Stage: The group is finally fully functional. 5. Adjourning Stage: In temporary groups, characterized by concern with wrapping up activities rather than performance. 3. Do role requirements change in different situations?. If so, how?. Role requirements change in different situations: Yes. How: Role: A set of expected behavior patterns attributed to someone occupying a given position in a social unit. Classes of role: 1. Role Identity: Certain attitudes and behaviors consistent with a role 2. Role Perception: An individuals view of how he or she is supposed to act in a given situation received by external stimuli. 3. Role Expectations: How others believe a person should act in a given situation. 4. Role Conflict: A situation in which an individual is confronted by divergent role expectations. 5. An Experiment: Zimbardos Prison Experiment.

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How does group norms influence an individual's behavior?.

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Norms: Acceptable standards of behavior within a group that are shared by the groups members. Classes of Norms: a. Performance norms level of acceptable work. b. Appearance norms what to wear. c. Social arrangement norms friendships and the like. d. Allocation of resources norms distribution and assignments of jobs and material. Norms and Behavior are evidence of influence an individual's behavior: a. Conformity: Gaining acceptance by adjusting ones behavior to align with the norms of the group b. Reference Groups: Important groups to which individuals belong or hope to belong and with whose norms individuals are likely to conform. c. Asch Studies: Demonstrated the power of conformance. 5. How does group size affect group performance?. Size: Group size affects behavior (Twelve or more members is a large group - Seven or fewer is a small group). a. Best Attribute for use of small group affect group performance: Speed, Individual Performance, Overall Performance. b. Best Attribute for use of large group affect group performance: Problem Solving, Diverse Input, Fact-Finding Goals. 6. What are the advantages and limitations of cohesive groups?. Cohesiveness: Degree to which group members are attracted to each other and are motivated to stay in the group. Advantages and limitations of cohesive groups had managerial implications to increase cohesiveness: 1. Make the group smaller. 2. Increase time members spend together. 3. Stimulate competition with other groups. 4. Physically isolate the group. 5. Encourage agreement with group goals. 6. Increase group status and admission difficulty. 7. Give rewards to the group, not to individuals. 7. What are the strengths and weaknesses of group (versus individual) decision making?. Strengths of Group Decision Making: a. Generate more complete information and knowledge. b. Offer increased diversity of views and greater creativity. c. Increased acceptance of decisions. d. Generally more accurate (but not as accurate as the most accurate group member). Weaknesses of Group Decision Making: a. Time-consuming activity. b. Conformity pressures in the group. c. Discussions can be dominated by a few members. 20

d. A situation of ambiguous responsibility. Correct the weaknesses and focus on the strengths lead to Effectiveness and Efficiency. 8. How effective are interacting, brainstorming, nominal, and electronic meeting groups?. The effective are: 1. Interacting Groups: where members meet face-to-face and rely on verbal and nonverbal communication. Its High effective in Social Pressure, Potential for Interpersonal Conflict, Commitment to Solution, Development of Group Cohesiveness. 2. Brainstorming: An idea-generating process designed to overcome pressure for conformity. Its High effective in Task Orientation, Development of Group Cohesiveness. 3. Nominal Group Technique: Works by restricting discussion during the decision-making process. Members are physically present but operate independently. Its High effective in Number and quality of ideas, Task Orientation.

4. Electronic Meeting: Uses computers to hold large meetings of up to 50 people. Its High effective in Number and quality of ideas, Money Costs, Task Orientation. 9. What is the evidence for the effect of culture on group status and social loafing?. How does diversity affect groups and their effectiveness over time?. The evidence for the effect of culture on group status and social loafing: a. Status and Culture: The importance of status varies with culture &And certainly varies from one group to another. b. Social Loafing: Most often does not affect in individually culture, And shows clearly the impact of social loafing in collectively cultures. Group Diversity affect groups and their effectiveness over time: a. Increased diversity leads to increased conflict. b. May cause early withdrawal and lowered morale. c. If the initial difficulties are overcome, diverse groups may perform better. d. Surface diversity may increase openness.

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