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| How much people are motivated to excel at the tasks they are performing. |
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| reflects a desire to establish and maintain warm and friendly relationships with other people. |
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| the need to control things |
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Intrinsic or internal– something inside us– satisfation They usual deal with our ability to get a sense of achievement from performing our job |
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| Extrinsic or External---dissatisfaction – focuses on the work environment and the need to avoid unpleasantness |
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| Look at our inputs compared to our outcomes |
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| Essentially equity theory focuses on distributive justice. |
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| Essentially equity theory focuses on distributive justice. |
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| OUTCOMES are just and fair |
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| PROCESSES used are just and fair |
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| Pleasant consequeses following a behavior |
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| A change in behavior causes something undesirable to be taken away |
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- Bad consequence that makes things less likely to occur Ex. Sent home early |
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withhold reinforcement for a previously reinforced behavior Ex. Stop telling person to speed up |
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| The process of Developing, negotioning, and establishing targets that challenge the individual |
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| Developing measures and feedback systems that push employees to engage in behaviors and produce results |
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Used in personnel decisions (pay raises, layoffs, etc.) |
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Provide feedback Improve communication Evaluate goal achievement |
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| Extent to which standards relate to the strategic objectives of the organization |
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| Outside factors beyond an employee’s control that affects their performance |
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| Extent to which standards capture the entire range of an employee’s responsibilities |
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| Consistency of a performance measure |
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| Whether those who use the performance measure accept it |
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| Extent to which a performance measure tells employees what is expected of them and how they can meet these expectations |
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| job-related, given written copy of standards, measurable standards, supervisor training, open discussion, appeals procedure |
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| when you can have only a certain in the excellent category |
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| Leniency, Severity, or Central Tendency- |
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| Ways of thinking for managers |
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| when your compared to the person who went directly before you |
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| – Only look at the employees most recent error |
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| an appraiser will inflate an employees evaluation because they are like the employee in some way |
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| bias toward a certain group, good or bad |
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| make mistakes they don’t mean to |
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| know they rate someone high or low that does not deserve it |
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| teach them observation or feedback skills |
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| we can help people to not be subjective and rate accurately |
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| Frame-of-reference training- |
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| you see who really is execent and you can compair |
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| someone looks and tells you whether u did good or not |
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| Rate the rater on how well they evaluate others’ performance- |
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| ppl you rate rate you on how well you did |
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Different compensations for different values within a firm Ex. Accounts get paid what the other accounts get paid |
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Compensations that are consistent with the labor market Ex. Account arcoss the street gets paid more than you |
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| Process to determine the relative level and importance of each job |
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| order jobs from highest to the lowest |
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| Group people according to wage grades |
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| Determine compensable factors |
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| elements that constitute what the job is composed of i.e. things that are worth compensation. |
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| Collapses traditional salary grades into a few wide bands |
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| Occurs when less experienced, often junior employees, earn as much or more than experienced employees due to high starting salaries for new employees |
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| Only paid once, also can hurt culture because of competition |
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Usually given annually Supervisor Performance Rating Widely Used |
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| rate for each unit produced |
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| employees whose production exceeds the standard amount of output receive a higher rate for all of their work than the rate paid to those who do not exceed the standard rate. |
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| standard time X hourly rate |
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| tied to performance objectives. |
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| employees receive a year-end merit payment, which is not added in their base pay |
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| paid for duties that are not immediately reflected in their sales volume. |
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| all compensation based on a percentage of sales |
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| Combined salary and commission |
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| combines straight salary and commission |
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| every member of the team gets the same bonus |
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| Individual incentive plan |
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| you can earn a different bonus then the rest of your team |
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| using employee and management committees to gain cost reduction improvements |
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| a gainsharing program in which bonuses are based on the overall productivity of the work team |
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Tie bonuses to the profit of the organization Helps educate employees about firm performance |
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| Employee Stock Ownership Plans |
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| the companies own stock is used for retirement purposes |
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| Individual incentives for professional employees |
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Executive base salaries Executive short term incentives – annual bonuses Executive long term incentives – stock options Executive benefits – usually broader in coverage and free Executive Perquisites – nonmonetary rewards |
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| Gives an employee the right to buy a certain number of shares in the company at a fixed price in a certain number of years |
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| A collection of two or more people who interact with one another in a way such that each person influences and is influenced by the others |
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| fundamental characteristics of a group |
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The atmosphere tends to be relaxed, comfortable, and informal. The group’s task is well understood and accepted by the members. The members listen well to one another; most members participate in a good deal of task relevant discussion People express both their feelings and their ideas. Conflict and disagreement are present and centered around ideas or methods, not personalities or people. The group is aware and conscious of its own operation and function. Decisions are usually based on consensus, not majority vote. When actions are decided, clear assignments are made and accepted by members of the group |
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| A group of people with complementary skills who are committed to a common mission, performance goals, and approach for which they hold themselves mutually accountable. |
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| standards that a work group uses to evaluate the behavior of its members |
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| The “interpersonal glue” that makes members of a group stick together. |
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| the failure of a group member to contribute personal time, effort, thoughts, or other resources to a group |
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| everyone starts to think alike. |
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| A social process in which individual group members lose self-awareness and its accompanying sense of accountability, inhibition, and responsibility for individual behavior. |
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| Why is diversity important in groups? |
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Important in formation. Applies to ethnic, gender, and cultural diversity. Diversity enhances group performance. Interpersonal diversity – Watch out for subtle discrimination- gender or culture specific language |
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| People with some diversity in there group are happier overall |
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| gender or culture specific language |
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Little agreement Unclear purpose Guidance and direction |
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Conflict Increased clarity of purpose Power struggles Coaching |
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Agreement and Consensus Clear roles and responsibilities Facilitation |
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Clear vision and purpose Focus on goal achievement Delegation |
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Task completion Good feeling about achievements Recognition |
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Purpose and Mission Behavioral Norms- standards of behavior Group Cohesion Status Structure- someone is incharge Been together along time |
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| An activity directly related to the effective completion of a team’s work |
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| An activity essential to effective, satisfying interpersonal relationships within a team or group. |
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| Demographic dissimilarity influences employees’ absenteeism, commitment, turnover intentions, beliefs, work group relationships, self esteem, and organizational citizenship behavior |
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| may be positively related to task and relationship conflict, but is negatively related to team involvement. |
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| Enhanced through diversity, training facilitators, membership change in teams, and brainstorming. |
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| the process of guiding and directing the behavior of people in the work environment. Taking charge of the activities of other people. Followers are the most important part in the leader-follower relationship. You can learn leadership. Leader's aren't always necessarily charismatic |
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| Good managers need to be kind, supportive, and look out for team members |
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| Focused on goal achievement and attainment, in particular, meeting deadlines |
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| Focused on relationships, less close supervision, few written rules, and displayed concern for people and their needs |
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| Constant influence attempts on employees; close supervision, many rules; focus is on getting work done |
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| Considered ideal; very flexible |
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| attempt to avoid conflict; they want to be popular; they're accommodating; they keep people happy thru relationships |
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| Balance a concern for people and production; no commitment to either |
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| Only care about getting work done; human relationships aren't necessary |
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| relationship oriented people, unstructed, weak position power, good Leader Member relations |
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| Task oriented people, structured, strong postion power, weak Leader Member relations |
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| Degree of Clarity or direction |
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| Leader's Formal position or title |
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| Focused on interpersonal relationships |
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| Path Goal Theory of Leadership |
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| Focused on helping the employees achieve their goals; broadest theory of leadership; based on expectancy theory |
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| Directive also known as instrumental |
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| They provide guidance and establish rules and procedures; these are needed when things aren't very clear |
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| Friendly, approachable, show concern; good when the job is stressful |
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| Consult with subordinates and get their ideas; good when the task is unstructured |
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| When leaders set challenging goals and expect employees to meet them; good when you're focusing on goal setting |
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| Leader-Member Exchange (LMX Theory) |
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| Leaders form two groups of follower: an in-group and an out-group |
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| Like the leader; they get more rewards; more responsibility; more attention |
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| not like the leader; they recieve less attention, fewer rewards, managed by formal rules |
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| The Situational Leadership Model |
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| The leader's behavior should be adjusted to the maturity level of followers. Task oriented and relationship oriented from Ohio State studies |
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| When a follower is unable and unwilling to do a certain task. this style involves providing instructions and closely monitoring performance. High Task and low relationship behavior |
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| When the follower is unable but willing and confident to do a task the leader can use a selling style in which there is a high task behavior and high relationship behavior. The leader explains decisions and provides opportunities for the employee to seek clarification or help |
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| Sometimes a follower will be able to complete a task but many seem unwilling or insecure about doing so. High relationship but low task behavior. The leader encourages the follower to participate in decision-making. |
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| Tasks for which a follower is able and willing the leader is able to use a delegating style characterized by low task behavior and low relationship behavior. Follower readiness is high and low levels of leader involement are needed |
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| Transformational Leadership |
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| A leader who moves and changes things "in a big way" by inspiring others to perform the extraordinary. They're doing this through their values, vision, or passion. |
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| Transformational Leaders help their followers recognize problems and ways of solving them |
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| Individualized consideration |
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| Transformal leaders give their followers the support and attention they need to perform their jobs well |
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| Transformational leaders clearly communicate the importance of the company's mission and rely on symbols to help focus their efforts |
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| An individual who is capable of influencing others thru an emotional and/ or intellectual attraction to the leader's dream for that which "can be",; linking the present and future |
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| People who possess legitimate power that arises from "exceptional sanctity, heroism, or exemplary character" |
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| A leader who is guided by explicit values that emphasize collective interest, enabling them to operate at high levels of moral integrity |
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| Ability to recognize and manage emotion in yourself and others |
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| When followers believe that the leader has their welfare in mind |
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| people who are active and responsible; they have freedom in their behavior; they can be critical without being disrespectful |
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| emotionally distanced from leaders; potentially disruptive |
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| do simply as they are told by their leaders |
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| they uncritically reinforce the ideas of their leader; most dangerous because they are most likely to give a false positive |
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| least disruptive and lowest risk followers; "better safe than sorry" |
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