Fundamentals of Management Exam 3 - Module 7+8 (Imported)

Leader effectiveness is determined both by characteristics of leaders and by the level of situational control
-Relationship oriented and task oriented
-3 facors: leader member relations, task structure, position power

the degree to which the requirements of a subordinate's tasks are clearly specified

the degree to which leaders are able to hire, fire, reward, and punish workers

the degree of confidence, trust, and respect subordinates have in their leader

A questionnaire that measures leader style by scoring leaders' responses to questions about the co-employee with whom they have the most difficulty working

Leaders that value interpersonal relationships
-Wants to be liked by and to get along well with subordinates
-Getting job done is second priority

Leaders that value efficient completion of tasks
-Wants high performance and accomplishment of all tasks
-Getting job done is first priority

Behavior indicating that a leader trusts, respects, and values good relationships with their leaders
-Employee-centered behavior

Behavior that ensures work gets done, and that subordinates perform their jobs acceptably
-Job-oriented behavior

Leaders form different relations with various subordinates and these relationships influence subordinates' performance and satisfaction

A person who influences other people toward the direction of a goal

The process whereby one individual influences other group member toward the attainment of defined goals
-Requires non-coercive influence (respect, like, or admiration)

"If you do this, I'll give you this"
-Contingent reward
-Management by exception (active and passive)

"Trying to really motivate and inspire people to do the job"
-Idealized influence
-Inspirational motivation
-Intellectual stimulation
-Individualized consideration

Guides leaders in determining the extent to which subordinates should participate in decision-making
-balancing authority with empowerment
-Maximize perceptions of justice
-Maximize acceptance of change

Autocracy vs delegation

Traits do a better job of predicting the emergence of leaders than they do at distinguishing between effective and ineffective leaders

The transfer and understanding of meaning

The amount of information that can be transmitted during a communication episode

Transforming a sender's message back into the ideas
-What you understand when you hear the message

Transforming an idea into symbols or language so that it can be transmitted

an informal channel of communication, separate from management's formal, official communication channels

The change in the meaning a message undergoes when travelling between people (accidental or on purpose)

A condition in which information inflow exceeds and individual's processing capacity
-Receiving too much information at once

The pathways over which messages are transmitted
ex: over the phone, mail, email, etc

Factors capable of distorting the clarity of messages at any point during the communication process
ex: multi-tasking, distractions, daydreaming

Knowledge about the impact of messages on receivers

communication using body movements, gestures, and facial expressions rather than speech

The recipient of a message

unfounded information spread among people

the originator of the message in the communication process

expressing ideas to others by using spoken words

communication channels established by an organization to transmit messages related to the professional activities of members

communication channels that are created spontaneously and that emerge as responses to individual choices

Cultures that rely heavily on nonverbal and subtle cues in communication
ex: Japan, Kenya, Saudi Arabia, India

Cultures that rely heavily on verbal cues in communication - straightforward
ex: USA, Australia, Germany, Denmark, Poland

Linguistic styles vary across cultures:
-Tone, volume, speed, use of pauses, (in)directness, choice of words, questions, jokes, willingness to take credit for ideas, nonverbals

Intercultural communication should be based on sensitivity and pursuit of common goals
-From an ad hoc "third culture"

The leader makes the decision without input from subordinates

subordinates have some input but the leader makes the decision

the group makes the decision, and the leader is just another group member

the leader gives exclusive responsibility to subordinates

-Decision significance is high
-Importance of commitment is high
-Leader expertise is low
-Goal alignment is high
-Likelihood of disagreement is high
-Group expertise is high
-Team Competence is high

An overall perception of what is fair in the workplace, composed of distributive, procedural, informational, and interpersonal justice

The perceived fairness of the process used to determine the distribution of rewards

The degree to which employees are provided truthful explanations for decisions

The degree to which employees are treated with dignity and respect

A theory stating that individuals compare their job inputs and outcomes with those of others and then respond to eliminate any inequities

Perceived fairness of the amount and allocation of rewards among individuals

The inequity that exists when a person perceives that his or her own outcome-input ratio is greater than the ratio of a referent
-You are getting overpaid and you don't deserve it

The inequity that exists when a person perceives that his or her own outcome-input ratio is less than the ratio of a referent
-You are getting underpaid and you don't deserve it

A theory that 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 that outcome to an individual

the perceived relationship between performance and rewards
-"Will I really get the reward if I achieve this goal?"

the attractiveness or desirability of a reward or outcome
- "Do I value this reward?"

the perceived relationship between effort and performance

Behavior performed to acquire rewards or avoid punishment

-motivation is coming from outside of the individual

Behavior performed for personal satisfaction

-motivation is coming from within the individual

Psychological forces that determine the direction of a person's behavior in an organization, a person's level of effort, and a person's level of persistence.

Trying to increase good behavior by "pushing" the individual until they do the good behavior. The reward for this good behavior is that they are no longer being pushed
ex: micromanaging, nagging, threatening; leads to learned helplessness/giving up

A method of learning that involves rewards and punishments to reward good behavior and discourage bad behavior

Using reinforcement well:
-emphasize positive reinforcement
-tell employees explicitly what's rewarded
-specify what behavior will entail a reward
-make consequences equivalent to behavior
-be consistent
-Do not reward all people equally, reward relative to effort

Trying to increase good behavior by offering rewards for good behavior
ex: recognition, praise, monetary rewards

Making bad behavior less likely to reoccur by issuing penalties

Using punishment effectively:
-Catch the negative behavior early
-Punishment should follow negative behavior immediately
-Punishment should focus on negative behavior, not on the individual
-Provide specific information about the right way of doing things and how this positive behavior will be rewarded
-Praise in public, punish in private

An individual's belief of being capable of performing a task

The belief that an individual has control over and is able to execute a behavior
-One's beliefs that one has the resources available to accomplish tasks

-Past performance
-Vicarious modeling (if others have been successful)
-Verbal persuasion (encouragement)
-Arousal (physical manifestations of anxiety)

How individuals learn from the experiences of others

The need to excel or achieve to a set of standards

The need to establish friendly and close interpersonal relationships

The need to make others behave in a way in which they would not have behaved otherwise

A theory of motivation at work concerning autonomy, intrinsic motivation, extrinsic motivation, and the satisfaction of psychological work needs

A theory that intentions to work toward a goal are considered a major source of work motivation and lead to higher performance

Goals lead to more success when they are specific, measurable, reasonably achievable (more difficult tasks generate higher task performance), and time-bound

Specific
Measureable
Achievable
Reasonable
Timetable

actions that actively damage the organization, including stealing, behaving aggressively toward coworkers, or being late or absent

The investment of an employee's physical, cognitive, and emotional energies into job performance

A program that encompasses specific goals, participatively set, for an explicit time period, with feedback on goal progress

Changing the characteristics of a job in order to get more favorable personal and work outcomes

A model proposing that any job can be described in terms of five core job dimensions: skill variety, task identity, task significance, autonomy, and feedback

The degree to which a job provides substantial freedom and discretion to the individual in scheduling the work and in determining the procedures to be used in carrying it out

The degree to which a job requires a variety of activities using different skills or talents

The degree to which a job has a substantial impact on the lives or work of other people

The extent to which a job involves performing a whole piece of work from its beginning to its end

The degree to which carrying out the work activities required by a job results in the individual obtaining direct and clear information about the effectiveness of their performance

the degree to which employees feel their jobs are important, worthwhile, and meaningful

The extent to which employees feel personally responsible or accountable for their job performance

A psychological state indicating the extent to which employees are aware of how well or how poorly they are doing.

The way the elements in a job are organized

Constructing jobs so employees see the positive difference they can make in the lives of others directly through their work

Horizontal job loading - increasing the number of tasks an employee performs, while keeping all the tasks at the same level of difficulty and responsibility

Vertical job loading - Providing opportunities for employee growth by giving employees more responsibility and control, increasing autonomy

The periodic shifting of an employee from one task to another

a predictive index that suggests the motivating potential in a job

Flexible work hours

An arrangement that allows two or more individuals to split a traditional full-time job

Working from home, or anywhere else the employee chooses that is outside of the physical workplace

a process in which subordinates share a significant degree of decision-making power with their immediate superiors

A pay plan that bases a portion or all of an employee's pay on some individual and/or organizational measure of performance

A pay plan based on performance appraisal ratings

An organization-wide program that distributes compensation based on some established formula designed around a company's profitability

A plan to encourage specific employee behaviors by formally appreciating specific employee contributions