HCM350 Organizational Behavior Mid-Term Study Guide

Primary determinants o !ehavior that OB o"uses on#

1. Individuals 2. Groups 3. Structures

Systemati" $n%uiry#
looking at relationship and attempting to attribute cause and effect, and basing the conclusion on scientific evidence Gathered data under controlled conditions and measured and interpreted in a reasonably rigorous manner.

&is"i'lines that OB is "onstru"ted rom#

1. Psychology at individual or micro level! "easure, e#plain, and sometimes change human behaviors $he most important 2. Social psychology group%organi&ation or macro level! 'n area (ithin psychology that blends concepts from psychology and sociology and that focuses on the influence of people on one another. 3. Sociology group%organi&ation or macro level! $he study of people in relation to their fello( human beings. ). 'nthropology group%organi&ation or macro level! $he study of societies to learn about human beings and their activities.

(aria!les used to 'redi"t OB

*ontingency variables+ variables that moderate the relationship bet(een 2 or more or more other variables. , leads to -, but only under the specific conditions specified in . contingency!. $humbs up ,! understood compliment -!, in the /S .!

)ll a!out )ttitudes

'ttitudes+ 0valuating statements or 1udgments concerning ob1ects, people, or events. 3 components of attitudes+ 1. *ognitive component+ the opinion or belief segment of an attitude. 2. 'ffective component+ $he emotional or feeling segment of an attitude 3. 2ehavioral component+ an intention to behave in a certain (ay to(ard someone or something

*o! Satis a"tion

3ob Satisfaction+ a positive feeling about the 1ob resulting from an evaluation of its characteristics

Personality
Personality+ ' stable set of characteristics ad tendencies that determine commonalities and differences in people4s behavior. ' sum total of (ays in (hich an individual reacts and interacts (ith others, measurable traits a person e#hibits "yer52riggs $ype Indicator+ - ' personality test that taps ) characteristics and classifies people into 1 of 16 personality types. - *an be a variable tool for self5a(areness and career guidance, but should not be used as a selection tool because it has not been related to 1ob performance. - 0#troverted vs. introverted7 Sensing vs. Intuitive7 $hinking vs. feeling7 3udging vs. perceiving 2ig 8ive "odel+ 9*0'0 1. 9penness to e#perience+ *urious, imaginative, artistic, and sensitive. 2. *onscientiousness+ responsible, dependable, persistent, and organi&ed 3. 0#troversion+ Sociable, gregarious, assertive ). 'greeableness+ good natured, cooperative, trusting :. 0motional Stability+ calm, self5confident, secure under stress positive!, versus nervous depressed and insecure under stress. $ype '+ 're al(ays moving, (alking, and eating rapidly. 8eel impatient (ith the rate at (hich mot events take place Strive to think or do 2 or more things at once *annot cope (ith leisure time 're obsessed (ith numbers, measuring their success in terms of ho( many or ho( much of everything they ac;uire. $ype 2+ <ever suffer from a sense of time urgency (ith its accompanying impatience. 8eel no need to display or discuss either their achievements or accomplishments. Play for fun and rela#ation, rather than to e#hibit their superiority at any cost. *an rela# (ithout guilt

G+OB, vs- Ho stede.s "ultural dimensions

G=920+ >esearch program that is an ongoing cross5cultural investigation of leadership and national culture7 it uses data from ?2: organi&ations in 62 countries to identified nine dimensions on (hich national cultures differ @ofstedeAs *ultural Bimensions : values (here managers and employees vary+ 1. Po(er distance+

If people accept that po(er in institutions and organi&ations is distributed une;ually. ' high rating on po(er distance means that large ine;ualities of po(er and (ealth e#ist and are tolerated in the culture, as in a class or caste system that discourages up(ard mobility. ' lo( po(er distance rating characteri&es societies that stress e;uality and opportunity.

2. Individualism vs. *ollectivism+ Individualism+ degree to (hich people prefer to act as individuals rather than as members of groups and believe in individual rights above all else. *ollectivism+ emphasi&es a tight social frame(ork in (hich people e#pect others in groups of (hich they are a part to look after them and protect them. 3. "asculinity vs. 8emininity+ "asculinity+ the degree to (hich the culture favors traditional masculine roles such as achievement, po(er, and control, as opposed to vie(ing men and (omen as e;uals. 8emininity+ a high rating means the culture sees little differentiation bet(een male and female roles and treats (omen as the e;uals of men in all respects ). /ncertainty 'voidance+ $he degree to (hich people in a country prefer structured over unstructured situations :. =ong5$erm 9rientation+ these people look to the future and value thrift, persistence, and tradition. Short5$erm 9rientation+ these people value the here and no(7 they accept change more readily and don4t see commitments as impediments to change.

Per"e'tion and Ma/ing *udgments#

Perception+ ' process by (hich individuals organi&e and interpret their sensory impressions in order to give meaning to their environment. 3 8actors that Influence Perception+ 1. $he Perceiver C you interpretation is heavily influenced by your personal characteristics D attitudes, motives, interests, e#periences, e#pectations 2. $he $arget C noticing very attractive or unattractive, or e#tremely loud people7 group things that are similar, like men, (omen, blacks, (hites, 'sians. 3. $he Situation C time, (ork setting, social situation7 also heat light and location can affect our perception 'ttribution $heory+ attempting to determine (hether a behavior is internally under the personal control of the individual! or e#ternally outside causes EforceF you to behave a certain (ay! caused. 0#ample of an e#ternally cause behavior+ employee is late because of a flat tire. G He 1udge people differently, depending on the meaning (e attribute to a given behavior.

3 factors that help us determine internal or e#ternal+ 1. Bistinctiveness+ individual displays different behaviors in different situations7 determining (hether the behavior is different from normally e#pected behaviors. 2. *onsensus+ Bifferent people respond the same (ay in the same situation. ' behavior that sho(s consensus is one (hen everyone responds the same (ay to the situation. 8or e#ample, if everyone (ho took the same route to (ork is late, there is high consensus in behaviorD0,$0><'= behaviors. If several employees took the same route and everyone else (as on timeD (e attribute it to I<$0><'= behaviors. 3. *onsistency+ does the person behave the same (ay over time7 coming in 1I minutes late to (ork for the first time in months vs. coming in 1I minutes late and typically being late 253 times a (eek. $he more the consistent the behavior, the more (e attribute it to I<$0><'= Short5cuts+ 1. Selective Perception C a perceptual filtering process based on interests, background, and attitude. "ay allo( observers to dra( un(arranted conclusions from an ambiguous situation. 2. @alo 0ffect C dra(ing a general impression based on a single characteristic7 attracted to certain characteristics pretty, intellectual, punctual, football fan! 3. *ontrast 0ffects C our reaction is influenced by others (e have recently encountered the conte#t of the observation!. @ire someone because you think they seem a lot like another person you kno( that is a good employee. ). Stereotyping C 1udging someone on the basis of the perception of the group to (hich they belong.

&e"ision-Ma/ing Models#
>ational+ consistent, value5ma#imi&ing choices (ithin specified constraints $his model relies on assumptions+ the decision maker has all of the information, is able to identify all of the relevant options in an unbiased manner, and chose the option (ith the highest utility. Si# step process+ 1! Befine the problem 2! Identify the decision criteria 3! 'llocate (eights to the criteria )! Bevelop the alternatives :! 0valuate the alternatives 6! Select the best alternative 2ounded >ationality+ Becision makers construct simplified models that e#tract the essential features from problems (ithout capturing all their comple#ity7 most people respond to a comple# problem by reducing it to a level at (hich they can readily understand it ESatis i"e#F So people seek solutions that are satisfactory and sufficient, rather than optimal. 3 Steps of 2ounded >ationality+ 1. =imited search for criteria and alternatives C familiar criteria and easily found alternatives 2. =imited revie( of alternatives C focus alternatives, similar to those already in effect 3. Satisficing C selecting the first alternative that is Egood enoughF

Intuition+ ' non5conscious process created out of distilled e#perience7 J/I*K B0*ISI9<S - Increases (ith e#perience - *an be a po(erful complement to rational analysis in decision making

Creativity
*reativity+ a trait that a decision maker needs to have if they are to fully appraise a problem and even see problems that others are not a(are of $he ability to produce novel and useful ideas @elps people to+ 1! 2etter understand the problem 2! See problems others canAt see 3! Identify all viable alternatives )! Identify alternatives that arenAt readily apparent 3 component model of creativity+ 1. 0#pertise+ the foundation for all creative (ork and is based on the kno(ledge and e#perience of the individual $he potential for creativity is enhanced (hen individuals have abilities, kno(ledge, proficiencies, and similar e#pertise in their field of endeavor. 2. *reative5thinking skills+ personality characteristics associated (ith creativity such as the ability to use analogies and the talent to see things differently 3. Intrinsic $ask "anager+ the desire to (ork on something because it4s interesting, involving, e#citing, satisfying, or personally challenging. It4s (hat turns creativity potential into actual creative ideas.

Motivation Theories#
Hierar"hy o 0eeds 1Maslo23# Sel -)"tualization ,steem So"ial 0eeds Sa ety 4 Se"urity Physiologi"al 0eeds Survival+ air, shelter, (ater, food, sleep, se#! Theory 5 6 7 1M"Gregor3# - $heory ,+ the assumption that employees dislike (ork, are la&y, dislike responsibility, and must be directed or coerced to perform $heory -+ the assumption that employees like (ork, are creative, seek responsibility, and can e#ercise self5direction

T2o-8a"tor Theory# theory that relates intrinsic factors to 1ob satisfaction and associates e#trinsic factors (ith dissatisfaction. 'lso called motivation5hygiene theory. - Intrinsic factors+ advancement, recognition, responsibility, and achievement - 0#trinsic factors+ supervision, pay, company policies, and (orking conditions Gemployees that liked their 1ob normally relate to intrinsic factors and employees that disliked their 1ob related it to e#trinsic 1obs M"Clelland.s Theory o 0eeds# a theory that states achievement, po(er, and affiliation are three important needs that help e#plain motivation 3 needs+ 1. <eed for 'chievement+ the drive to e#cel, to achieve in relationship to a set of standards, and to strive to succeed 2. <eed for Po(er+ the need to make others behave in a (ay in (hich they (ould not have behaved other(ise 3. <eed for 'ffiliation+ the desire for friendly and close interpersonal relationships Sel -&etermination Theory+ theory of motivation that is concerned (ith the beneficial effects of intrinsic motivation and the harmful effects of e#trinsic motivation "ognitive evaluation theory+ a version of self5determination theory (hich holds that allocating e#trinsic re(ards for behavior that had been previously intrinsically re(arding tends to decrease the overall level of motivation if the re(ards are seen as controlling Sel -"on"ordan"e+ the degree to (hich peoples4 reasons for pursuing goals are consistent (ith their interests and core values Goal-setting theory# a theory that says that specific and difficult goals, (ith feedback, lead to higher performance Management !y o!9e"tives 1MBO3# a program that encompasses specific goals, participatively set, for an e#plicit time period, (ith feedback on goal progress Sel -e i"a"y+ an individual4s belief that he or she is capable of performing a task

:ein or"ement theory+ a theory that says that behavior is a function of its conse;uences Behaviorism+ a theory that argues that behavior follo(s stimuli in a relatively unthinking manner So"ial-learning theory+ the vie( that (e can learn through both observation and direct e#perience ,%uity theory# theory that says that individuals compare their 1ob inputs and outcomes (ith those of others and then respond to eliminate any ine;uities &istri!utive 9usti"e+ perceived fairness of the amount and allocation of re(ards among individuals Organizational 9usti"e# an overall perception of (hat is fair in the (orkplace, composed of distributive, procedural, and interactional 1ustice Pro"edural 9usti"e# the perceived fairness of the process used to determine the distribution of re(ards $ntera"tional 9usti"e# the perceived degree to (hich an individual is treated (ith dignity, concern, and respect e;'e"tan"y theory# theory that says that the strength of a tendency to act in a certain (ay depends on the strength of an e#pectation that the act (ill be follo(ed by a given outcome and on the attractiveness of that outcome to the individual