Term
| 1. What are the five needs in Maslow’s hierarchy of needs? (Know what each need is and be able to recognize what need is being satisfied in a given situation) |
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Definition
Physiological-need for food, water, air, and sex.
Safety-need for security, stability, and freedom from fear or threat.
Social-need for friendship, affection, acceptance, and interaction with others.
Esteem-need for personal feelings of achievement, self-esteem, and recognition and respect from peers.
Self-actualization-a feeling of self-fulfillment or the realization of one’s potential. MAXIMUM PERSONAL MOTIVATION, THE NEED FOR GROWTH AND DEVELOPMENT, BE ALL THAT YOU CAN BE. |
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Term
| 2. According to Maslow, what motivates your behavior? |
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Definition
| According to Maslow, people are motivated by the lowest unsatisfied need in the hierarchy. |
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Term
| 3. What does Maslow believe about satisfied needs? |
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Definition
| According to Maslow, satisfaction of a need triggers dissatisfaction at the next higher level. |
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Term
| 4. If a need is frustrated, what will the employee experience, according to Maslow? Can the employee still be motivated if his/her needs are frustrated? |
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Definition
| If a need were threatened then it would again become dominant and assume an important position in the person’s motivational system. |
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Term
| 5. What needs are typically unsatisfied in most organizations? Why is this the case? What would help satisfy these needs? |
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Definition
| Esteem and self-actualization needs are often unsatisfied in organizations. |
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Term
| 6. What need is the highest level of personal motivation? How many people reach this level? Is it ever fully satisfied or fulfilled? |
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Definition
| Maslow thought that the drive for self-actualization was Universal, but he also thought that it was rarely if ever achieved and never fully fulfilled |
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Term
| 7. What is a peak experience? |
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Definition
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Term
| 8. What does the research say about Maslow’s hierarchy of needs? |
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Definition
Research has not been able to find more than 2 to 3 needs, instead of 5.
People don’t climb the hierarchy in the same progression.
Satisfaction does not reduce the drive for self-actualization-in fact, once people have self-actualized they want more.
They have found no support that a highly satisfied need is no longer an important motivator of behavior. |
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Term
| 9. What is a cafeteria style benefits plan? |
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Definition
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Term
| 10. How would you apply Maslow’s theory of motivation if you were a manager? |
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Definition
motivation is generally determined by multiple needs
organization must be flexible and tailor the incentives to individual employees,
realize needs change from time to time and from situation to situation. People will be at different levels at different times
create a climate in which an employee can maximize his/her potential.
Failure to provide work-related opportunities for need satisfaction is likely to lead to employee frustration, reduced output, and increased turnover. |
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Term
| 11. What are the three needs in ERG theory that can motivate behavior? |
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Definition
Existence Needs – similar to Maslow’s physiological and safety needs.
Relatedness Needs – similar to Maslow’s social and self-esteem needs.
Growth Needs – similar to Maslow’s self-actualization need. |
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Term
| 13. What does Alderfer’s ERG theory say about a satisfied need? |
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Definition
1) the more completely a concrete need is satisfied, the greater is the desire to satisfy the less concrete needs, and
2) the less completely a need is satisfied, the greater is the desire to have it satisfied. |
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Term
| 15. What does Herzberg say is the opposite of job satisfaction? The opposite of job dissatisfaction? |
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Definition
I------------------------------------------------------------------------I
JOB SATISFACTION NO JOB SATISFACTION
I------------------------------------------------------------------------I
JOB DISSATISFACTION NO JOB DISSATISFACTION |
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Term
| 16. What is a motivator factor and what is it related to in 2-factor theory? (be able to recognize what are motivators on the job). Motivators are like what needs in Maslow’s hierarchy? |
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Definition
| Motivators. These factors produced job satisfaction INTRINSIC FACTORS Motivators are roughly equivalent to the two upper level needs of Maslow’s hierarchy of needs |
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Term
| 17. What is a hygiene factor and what is it related to in 2-factor theory? (be able to recognize what are hygienes on the job). Hygienes are like what needs in Maslow’s hierarchy? |
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Definition
Hygienes. These factors are related to job dissatisfaction EXTRINSIC FACTORS
Hygienes are roughly equivalent to the three lower level needs in Maslow’s hierarchy of needs |
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Term
| 18. What does Herzberg advocate as the only way to motivate employees (i.e., make them job satisfied)? |
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Definition
| Based upon this dichotomy, he concluded that motivators produced job satisfaction, whereas hygienes merely prevent job dissatisfaction |
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Term
| 19. What is the effect of good pay, good supervision, good benefits, etc…on job dissatisfaction? Can hygiene factors motivate people according to Herzberg? |
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Definition
| To the degree that hygienes are absent, dissatisfaction will occur. When present, hygienes prevent dissatisfaction, but don’t lead to job satisfaction. (also see above question) |
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Term
| 20. If I gave you an example of a person holding a certain type of job (e.g., specialized or enriched) and having either good or poor hygienes (e.g., pay, benefits, and supervision), you will be able to tell me what the person is experiencing in terms of job satisfaction or no job satisfaction and job dissatisfaction or no job dissatisfaction). |
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Definition
Specialized Job= No Job Satisfaction and Job Disastisfaction
Enriched Job= Job Satisfaction and No Job Dissatisfaction |
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Term
| 21. What are the problems with Herzberg’s 2-factor theory? |
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Definition
Some people’s hygienes (pay, etc.) are other people’s motivators.
The sample Herzberg based his theory on (Accountants and Engineers) is not representative of the total work force. Research has shown differences in work preferences of professional and nonprofessional employees.
The manner (interviews using the critical incidents technique) in which Herzberg gathered information for his theory was faulty. People attribute success to their own achievements (job content-motivator factors) and failure to factors beyond their control (job context-hygiene factors). This is known as the self-serving bias.
It is a one best-way theory of motivation. It assumes that all employees will be motivated by job enrichment. |
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Term
| 22. What is the basic premise behind goal setting theory? |
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Definition
| Goal setting theory is a cognitive model that assumes that there is a direct relationship between our intentions (goal) and our behavior (performance/motivation). Goals serve to energize behavior and to direct both attention and action. |
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Term
| 23. What does SCARF mean in goal setting theory? |
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Definition
| Specific, Challenging, Accepted, Rewarded, Feedback |
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Term
| 24. How does one build greater of acceptance of specific and challenging goals? |
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Definition
Reward for goal attaintment
Participation in goal setting by subordinate
Autocratic tell and sell method |
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Term
| 25. How does participation in goal setting increase performance? |
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Definition
| Concerning participation in goal setting, research has shown that participation in goal setting can have a positive effect on effort and performance when this participation leads to greater goal acceptance (STEP 1) and this greater goal acceptance, in turn, leads to improved performance (STEP 2). Thus, participation in goal setting is characterized by a two-step model. |
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Term
| 26. When does participation in goal setting not work? |
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Definition
| the organizational climate is distrustful, when management and labor do not trust each other, when participation does not fit the manager’s style, and when the employee does not want to participate. |
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Term
| 27. What is the autocratic tell-sell method of goal setting? When do you use it? |
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Definition
1) the autocratic manager must tells the subordinates what their goals are but she must also sell them to these goals
2) the importance of the goals in terms of the subordinates performance, the work-units’ performance, and the overall organization’s performance,
3) 3) the value of these goals to the subordinate). |
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Term
| 28. In reinforcement theory, what is Thorndike’s law of effect? |
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Definition
| states that behaviors that are followed by positive consequences tend to be repeated whereas behaviors that are followed by negative or no consequences will tend not to be repeated. Thus, the consequence or the effect of the behavior determines the behavior’s frequency |
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Term
| 29. What is positive reinforcement? What does it do to the frequency of the behavior? |
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Definition
| providing a positive consequence when a behavior occurs. This increase the likelihood that the behavior will be repeated in the future. It increases frequency of that behavior |
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Term
| 30. What is negative reinforcement? What does it do to the frequency of the behavior? |
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Definition
| the taking away of a negative consequence when a behavior occurs. This increases the likelihood that the behavior will be repeated in the future. The person learns by avoiding something negative. It increases the frequency of the behavior. |
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Term
| 31. What is extinction? What does it do to the frequency of the behavior? |
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Definition
| no consequence (i.e. withhold positive consequences) is provided when a behavior occurs. “If you ignore it long enough it will go away.” This decreases the likelihood that this behavior will be repeated in the future. It decreases the frequency of the behavior. |
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Term
| 32. What is an extinction spike? |
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Definition
| The problem with extinction is that there is usually an increase in frequency of the undesirable response/behavior for a period of time soon after extinction has begun. However, if given sufficient time and given that the extinction is properly continued, the behavior will start to decrease in frequency. |
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Term
| 33. What is punishment? What does it do to the frequency of the behavior? |
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Definition
| providing negative consequences when a behavior occurs. This will reduce the likelihood that the behavior will be repeated in the future. This will decrease the frequency of the behavior |
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Term
| 34. What are the problems with punishment? |
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Definition
| it doesn’t replace the bad behavior with a good behavior; it may result in aggression against the punisher, negative feelings, apathy on the part of the worker, etc.; the bad behavior may only not occur when the punisher is around |
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Term
| 35. What is the leave-alone zap trap? What does the manager do when you perform well? What does the manager do when you perform poorly or make a mistake? |
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Definition
| when you perform well, they leave you alone, do nothing. They give you no consequence (EXTINCTION) for high performance However, when you make a mistake, the manager zaps you-punishes you in order to get you to stop the undesired behavior. |
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Term
| 36. What kind of work climate is created by the leave-alone zap manager? |
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Definition
| This creates an atmosphere based on avoidance and fear. Employees become alienated and frustrated. They start avoiding the manager and hide problems from them. An unproductive work climate is born! |
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Term
| 37. How do you overcome the leave-alone zap trap as a manager? |
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Definition
| managers need to manage by walking around (MBWA) and through monitoring behavior, catch people doing things right and provide positive consequences for good behavior.Thus, good performance is clearly specified and when it is achieved rewards are attached to it! |
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Term
| 38. How many positive consequences to every negative consequence does it take for your subordinate not to perceive you as a punisher, in general? |
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Definition
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Term
| 39. What is the jelly bean motivation trap? How does it affect motivation and performance? How do you overcome it? Rewards are only meaningful when they are tied to what? |
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Definition
| Everybody gets the same positive consequence, regardless of their performance. Thus, the positive consequence has no meaning (it’s not special) because it’s not tied to performance. It does not improve performance.When you are a manager, you must make sure the rewards you deliver are based upon behavior not on some other criteria such as how you feel or whether you like the person, if you want to improve productivity. |
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Term
| 40. What is the rewarding on assumed needs trap? What do you turn a reward into when you fall into this trap? How do you avoid this trap? |
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Definition
| They assume things about the rewards people desire for high performance and when they assume things in terms of rewards: the rewards they provide their employees for high performance may not be motivating because their hunches are often wrong! Ask the subordinate what is motivating. Then give them these things for high performance. Establish this upfront. |
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Term
| 41. What is the concern of equity theory? |
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Definition
| concerned with defining what individuals in our society consider to be equitable (fair) and their reactions to being in situations they perceive as unfair. |
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Term
| 42. What are the four basic postulates or tenants of equity theory? |
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Definition
Individuals strive to create and maintain a state of equity.
When a state of inequity is perceived, it creates tension which the individual is motivated to reduce or eliminate it.
The greater the magnitude of perceived inequity, the greater is the motivation to act to reduce the state of tension.
Individuals should perceive an unfavorable inequity (e.g., receiving too little pay) more readily than a favorable one. |
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Term
| 43. What is the difference between equity and equality? |
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Definition
Equity: OUTCOMESp = OUTCOMESo
INPUTSp INPUTSo
Equality: OUTCOMESp = OUTCOMESo |
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Term
| 44. What is more important in equity theory: perception or reality? |
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Definition
| Thus, motivation, according to equity theory, is the perceived equity between the effort a person puts into the job and what he/she receives in return, especially compared to other people in similar positions. PERCEIVED EQUITY NOT ACTUAL EQUITY THAT IS IMPORTANT!!! |
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Term
| 45. What is favorable inequity? Unfavorable inequity? |
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Definition
UNFAVORABLE INEQUITY:
OUTCOMESp < OUTCOMESo
INPUTSp INPUTSo
FAVORABLE INEQUITY:
OUTCOMESp > OUTCOMESo
INPUTSp INPUTSo |
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Term
| 46. When faced with unfavorable inequity, what are the different ways one can use to restore equity? |
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Definition
Reduce quantity of work.
Reduce quality of work.
Convince boss to give you a raise.
Convince your co-worker (comparison other) to reduce his inputs/outcomes.
Quit your job.
Select a different comparison other (one that gives you a state of equity).
Distort your inputs or outcomes.
Distort inputs and/or outcomes of your comparison other |
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Term
| 47. When faced with unfavorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
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Definition
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Term
| 48. When faced with favorable inequity, how do people normally restore equity? (behaviorally or cognitively) |
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Definition
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Term
| 49. What is an Entitled? Equity Sensitive? Benevolent? What does each type perceive as fair? |
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Definition
Entitleds: OUTCOMESp > OUTCOMESo
INPUTSp INPUTSo
Sensitives: OUTCOMESp = OUTCOMESo
INPUTSp INPUTSo
Benevolents: OUTCOMESp < OUTCOMESo
INPUTSp INPUTSo |
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Term
| 50. Which of the three types listed in question #49 is most prevalent? Least prevalent? |
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Definition
| Equity Senstives are most prevalent while Benvolents are least prevalent |
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Term
| 51. What are the problems with equity theory? |
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Definition
Little is known about how people decide with whom to compare themselves (there are a number of different referents available to individuals: professions, co-workers, internal standards, etc…). Different comparison others lead to different perceptions of equity/inequity.
Difficult to define inputs and outcomes. What do people consider these to be? For example, one person’s outcome (increased responsibility on the job) may be another’s input. Changing an input to an outcome or an outcome to an input can change one’s perceptions of equity/inequity.
Selection of means to reduce inequity is troublesome to predict. There are many different ways to restore equity-person may do it behaviorally or cognitively. The trouble with equity theory is predicting what way the person will chose to reduce the inequity. |
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Term
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Definition
| Leadership is the art of influencing individual or group activities toward achievement of organizational goals. Leadership is about getting people to assist you willingly and harmoniously in accomplishing organizational goals. |
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Term
| 53. What is the difference between management and leadership? |
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Definition
| Being a great leader does not necessarily make you a great manager because leadership is only one function of management. However, having leadership ability will make you a better manager because through leadership employees become motivated and they start assisting you in carrying out your other management functions. |
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Term
| 54. What is the difference between leadership and supervision? |
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Definition
| Leadership is based upon informal authority (persuasion-personal sources of power) and supervision relies on formal authority (position power). |
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Term
| 55. What is reward power? coercive power? legitimate power? expert power? referent power? (be able to recognize when each is being used in a situation) |
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Definition
1) Reward power: the capacity to allocate rewards to subordinates who comply with a manager’s request is reward power.
2) Coercive power: the capacity to dispense punishments to subordinates who don’t comply with a manager’s request is coercive power. This base of power also entails the use of threats to get subordinates to comply with the manager’s request.
3) Legitimate power: the right of the manager to request reasonable actions from subordinates and expect that they will comply is legitimate power. This is also known as position power. From position power springs reward and coercive power.
4) Expert power: the special knowledge or expertise that a manager may possess is expert power. Subordinates comply with a manager’s request here because the manager knows the best way to accomplish the task.
5) Referent power: the identification of the subordinate with the manager is referent power. The subordinate admires the manager in terms of the personal qualities the manager possesses and/or the goals the manager is achieving. This is the power of example! A subordinate complies with a manager’s request here because the subordinate admires and desires to be like the manager and wishes to gain the manager’s approval. |
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Term
| 56. What power bases does a leader use? supervisor use? |
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Definition
| A “leader” will be more likely to use referent and/or expert power and a “supervisor” will use legitimate, reward, and/or coercive power. |
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Term
| 57. Which of the power bases best exemplifies supervision? leadership? |
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Definition
| Referent power best exemplifies leadership whereas legitimate power best exemplifies supervision |
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Term
| 58. What is the relationship between the five power bases and productivity? |
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Definition
| legitimate and reward power have no significant relation to productivity, coercive power is negatively related to productivity, and expert and referent power are positively associated with productivity. The message from this research is clear: to gain high productivity a manager must lead and not supervise. |
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Term
| 59. What are theory x and theory y? How do they affect leadership? |
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Definition
Theory X assumes that people dislike work; they must be coerced, controlled, directed, and threatened to get them to put forth effort; people prefer to be directed and wish to avoid responsibility
Theory Y assumes that people like to work; they would exercise self-direction and self-control; they accept, as well as seek responsibility; and they have a need for achievement, for responsibility, and a chance to be creative.
THEORY X MANAGER IS AN AUTOCRATIC LEADER AND THEORY Y MANAGER IS A DEMOCRATIC LEADER. THEORY X IS A SUPERVISOR AND THEORY Y IS A LEADER. |
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Term
| 60. What are the beliefs that underlie theory x? theory y? |
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Definition
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Term
| 61. What is meant by the phrase “ these theories (x and y) can become self-fulfilling prophecies”? |
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Definition
| If you treat people like theory x then they will act like theory x while if you treat people like theory y then they will act like theory y |
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Term
| 62. What is the basic idea behind trait theory of leadership |
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Definition
| Trait: This approach tried to determine what specific traits made a person an effective leader. This approach investigated both the physical and psychological characteristics (traits) that separated leaders from followers and effective from ineffective leaders. |
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Term
| 63. What is the great man trait theory? Learned traits theory? |
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Definition
Great man theory is the view of leadership that leaders are born not made (learned behavior was irrelevant). This is the NATURE perspective. It believed that great leaders were endowed with inherited qualities that made them effective leaders in any situation.
a theory that held these traits could be learned: LEARNED TRAITS THEORY. This was the NURTURE point of view. |
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Term
| 64. In general, what has the research revealed about traits separating leaders from followers? |
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Definition
| Traits don’t seem to separate leaders from followers. |
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Term
| 65. What trait does reliably tells you if someone will be a leader or not? |
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Definition
| one trait is characteristic of a large number of leaders: Behavioral Flexibility (ability to perceive group member’s need and goals and to adjust one’s approach accordingly). |
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Term
| 66. Why was the trait in #65 not identified until recently? |
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Definition
| Ohio State Leadership Studies (The beginning of the behavioral phase) was not conducted until recently |
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Term
| 67. What is the focus of behavioral theory (also known as the Ohio State Studies)? |
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Definition
| The purpose of these studies was to determine the relationship between effective leader behavior and subordinate satisfaction and performance. |
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Term
| 68. What is initiating structure? consideration? (be able to recognize these behaviors in a situation) |
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Definition
| Analysis of these studies revealed 2 independent dimensions of leader behavior: 1) consideration (people-oriented): leader behavior oriented toward developing mutual trust, 2-way communication, respect for subordinates ideas, and concern for their feelings, and 2) initiating structure (task-oriented): leader behavior oriented toward task, structuring subordinates’ for the purpose of goal attainment. |
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Term
| 69. Which combination of behaviors did behavioral theorists originally think would be the best in all situations? |
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Definition
| high consideration, high initiating structure |
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Term
| 70. What is the major drawback of the behavioral theory (Ohio State Studies) as originally proposed? |
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Definition
| it started off as one best way theory and therefore paid limited attention to the situation. |
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Term
| 71. What combination of behaviors is actually the best in behavioral theory? |
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Definition
| it was more important for the leader to strive balance between the two depending upon the particular situation |
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Term
| 72. What combination of behaviors does a theory x manager exhibit? theory y exhibit? |
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Definition
Theory X: High Initiating Structure Low Consideration
Theory Y: Low Initiating Structure High Consideration |
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Term
| 73. In Fielder’s contingency theory of leadership, work group performance is a function of what? |
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Definition
| It holds that work group performance is contingent upon the match between: 1) a person’s leadership style and 2) the “favorableness of the leadership situation. |
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Term
| 74. According to Fiedler, what is your leadership style based on? As a result, does Fiedler believe you can change your leadership style? |
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Definition
| Fiedler believes that leadership style depends upon person’s personality and therefore is relatively fixed |
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Term
| 75. What does Fiedler believe about leadership training that teaches you how to be flexible and change your style to match the situation? |
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Definition
| 5) Leader Match. Fiedler’s training program. Focuses on training the leader to change the favorability of the situation. Through this, a leader could diagnose the situation and then change/alter the situation to match his style for maximum work group effectiveness. |
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Term
| 76. What scale did Fiedler develop to measure your leadership style? |
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Definition
| Least preferred Co-worker scale (LPC) |
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Term
| 77. If your LPC score is low, what does that mean? What type of leader are you? |
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Definition
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Term
| 78. If your LPC score is high, what does that mean? What type of leader are you? |
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Definition
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Term
| 79. What are the three factors that determine situational favorableness? Which is most important? Least important? |
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Definition
1) leader-member relations: the degree to which group members like and trust and therefore, are willing to follow their leader, 2) task structure: the extent to which the group’s task can be spelled out step-by-step and performed according to a standard or well-defined procedure, and 3) position power: the power inherent in the leader’s position including the freedom to hire, fire, promote, or demote, and the support from higher management for these decisions.
The most important determinant of favorability was leader-member relations followed by task structure, which in turn, is followed by position power.
Situational favorability is highest when leader-member relations are good, task is structured, and position power is strong. |
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Term
| 80. When is a high LPC leader the best? Low LPC? Middle LPC? Why is the case according to Fiedler? |
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Definition
| Fiedler found that 1) High LPC leaders were most effective in middle situational favorability (4 and 5), 2) Low LPC leaders were effective in high and low situational favorability (1,2,3 and 8), and 3) Middle LPC leaders seemed to be best across all situations-largely independent of situational factors. |
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Term
| 81. What is another name for middle LPC leadership? |
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Definition
| situational favorableness |
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Term
| 82. What are the implications of Fiedler’s contingency theory for managers? |
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Definition
| Evidence suggests that other situational variables, such as training and experience, play a role in leader effectiveness, and 2) Some doubt that LPC is a true measure of leadership style. |
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Term
| 83. What does Fiedler recommend as a way to improve leadership effectiveness when a leader finds herself in a situation that does not match her style? |
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Definition
| 3) Leadership effectiveness can be enhanced by “engineering the job to fit the manager”-modifying the favorableness of the situation in which he/she is placed (e.g. increasing or decreasing position power, changing the structure of the task, or influencing leader – member relations). It should be realized that this option might be limited. |
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Term
| 84. What is Vroom and Yetton’s normative theory of leadership really a theory of? |
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Definition
| It offers normative guidelines for how decisions ought to be made in a specific situation. It focuses on the extent a leader should allow subordinates to share in decision-making. It’s therefore a limited theory of leadership, since a leader’s approach to decision-making is only one factor of leadership. |
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Term
| 85. What is the basic idea behind Vroom and Yetton’s normative theory of leadership? |
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Definition
| It offers normative guidelines for how decisions ought to be made in a specific situation. It focuses on the extent a leader should allow subordinates to share in decision-making. It’s therefore a limited theory of leadership, since a leader’s approach to decision-making is only one factor of leadership. |
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Term
| 86. What is AI? AII? CI? CII? and GII? (Be able to recognize each decision making style) |
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Definition
1) Autocratic: (AI ad AII)
2) Consultative: (CI and CII)
3) Group. |
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Term
| 87. What two situational factors in Vroom and Yetton’s normative theory of leadership determine the best decision making method for the situation? |
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Definition
| According to Vroom and Yetton, the appropriate decision-making method to use in a specific situation depends on answer to seven questions. The questions relate to problem being solved and the subordinates involved. The first three are intended to protect the quality of a decision, whereas the final four are designed to enhance subordinate acceptance. Thus, the two contingency variables in this model are decision quality and decision acceptance. |
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Term
| 88. What is a feasible set? |
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Definition
| The first number that one comes to specifies the problem type (numbered 1-14). Each problem type is associated with one or more decision-making methods deemed appropriate to what problem. |
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Term
| 89. What is the minimum man hours rule and the employee development rule? When do you use these rules? (be able to apply these rules to a feasible set) |
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Definition
| Vroom and Yetton have developed a rule to be used in their model with respect to time pressures: the minimum-man hour’s rule. This rule minimizes the time expended on a decision. Applying this rule leads to the selection of the most autocratic decision when more than one alternative is present. There is also the employee development rule, which states that a manager should choose the most participative decision-making method in the feasible set. |
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Term
| 90. What are the problems with Vroom and Yetton’s normative theory of leadership? |
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Definition
1) There are more than five decision-making models.
2) Should other characteristics than decisions quality and subordinates acceptance be included as questions? For example, work group size, need for secrecy, and time pressure have been suggested as being appropriate for inclusion in the model.
3) Bounded rationality – it is possible that managers aren’t’ sufficiently rational to apply normative theory. |
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Term
| 91. What are the basic ideas behind reciprocal theory of leadership? What makes the theory reciprocal? |
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Definition
1. Reciprocal Theory: Vertical Dyad Linkage
This theory is also called leader-member exchange.
This theory states that influence is mutual between supervisor and subordinate (e.g. basketball team).
This theory has criticized other theories because they tend to ignore individual differences. Those theories assume that 1) the subordinates are homogeneous, each responds to the leader in a similar way; and 2) leaders respond similarly to all subordinates. These theories subscribe to an “average leadership style approach”.
However, with VDL they argue that you have to examine every supervisor-subordinate dyad separately. This theory separates leadership from supervision much like the discussion in the first part of this outline. They go on to state that the leader will choose either leadership or supervision depending upon whether the subordinate is perceived to be a member of the in-group or the out group. (THIS IS WHERE THE THEORY IS RECIPROCAL). |
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Term
| 92. What determines whether a subordinate will be lead or supervised by his manager in reciprocal theory? |
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Definition
| In-group members are perceived by the supervisor as more competent, more skilled are to be trusted, and deserve greater responsibility. As a result, these in-group members are given more freedom to negotiate job matters and receive more attention and support from their supervisor. So, in-group members are basically led and out-group members are basically supervised. |
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Term
| 93. What has the research revealed when the manager is taught to lead the out-group as well as the in-group? |
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Definition
Theory states that when you lead, there are more positive outcomes that occur (increased job satisfaction, less turnover, etc…).
It has been shown that the dyads for the out-group can be improved through training. That is, the supervisor tends to lead the out-group members more. When this occurred, the result was increased job satisfaction, improved productivity, and increased supervisory satisfaction. |
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Term
| 94. What is the basic idea behind implicit theory of leadership? |
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Definition
| According to this theory, we have implicit beliefs or stereotypes about the personal qualities and behavior of “typical” leaders. When we observe someone who displays these qualities and who acts, as we believe a leader acts (stereotype), we take this as proof or evidence of leadership. Therefore, leadership is in the eye of the beholder. Subordinates attribute leadership to the supervisor to explain what has happened to them. |
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Term
| 95. What is the basic idea behind substitutes for leadership? |
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Definition
In some situations, there may be sources of support such that leadership is irrelevant to employee satisfaction and performance. Therefore, there are substitutes to leaderships. Among the leadership substitutes are:
1) Experience and knowledge: substitute for initiating structure.
2) Technology: substitute for initiating structure.
3) Work group cohesiveness and norms: substitute for initiating structure and consideration.
4) Job satisfaction: substitute for consideration. |
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Term
| 96. What does substitutes for leadership say about leaders receiving credit and blame? |
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Definition
| It suggests that leaders sometimes receive credit and blame for their subordinates’ behaviors that they don’t deserve it. Those subordinate behaviors can be explained sometimes by the circumstances over which the leader has little or no control! |
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Term
| 97. What factors substitute for leadership, making it irrelevant to subordinate satisfaction and performance? |
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Definition
1) Experience and knowledge: substitute for initiating structure.
2) Technology: substitute for initiating structure.
3) Work group cohesiveness and norms: substitute for initiating structure and consideration.
4) Job satisfaction: substitute for consideration. |
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Term
| 98. How do formal and informal groups differ? |
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Definition
Formal Informal
1) deliberately created to achieve a develop naturally and may not support an
specific goal organization’s goals
2) emphasize authority and position emphasize personal and social relations
3) specialized roles and work duties help satisfy social needs of employees |
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Term
| 99. What personal needs are satisfied by groups? |
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Definition
| social, esteem, security, and reality |
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Term
| 100. What is a reality need? |
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Definition
| A reality need is when one uses the group to check out the validity of one’s perceptions about an event |
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Term
| 101. What are the five stages of group development and what happens at each stage? |
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Definition
| Forming, Storming, Norming, Performing, and Adjourning |
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Term
| 102. At what stage is group cohesiveness the greatest? |
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Definition
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Term
| 103. At what stage is intragroup and interpersonal conflict most likely to occur? |
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Definition
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Term
| 104. At what stage is the group likely to make the best decisions? |
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Definition
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Term
| 105. Which stage is most difficult to achieve? |
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Definition
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Term
| 106. What is the relationship between group size and effectiveness? |
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Definition
| The greater the size the less the effectiveness |
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Term
| 107. What is cohesiveness? |
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Definition
| Cohesiveness-willingness or desire for a member to remain part of a group |
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Term
| 108. What does cohesiveness have to do with a group’s influence over its members? |
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Definition
| The greater the cohesiveness the greater the influence |
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Term
| 109. What are the factors that increase and decrease cohesiveness? |
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Definition
Increase: small group, winning, high status group, attractive group goals, external threat, severe initiation, lots of time spent together
Decrease: large group, losing, poor public image, unattractive group goals, disagreeable tasks/demand |
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Term
| 110. What are the benefits and drawbacks of highly cohesive groups? |
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Definition
Benefits of Highly Cohesive Groups
1) higher morale or general job satisfaction
2) increase member sense of security
3) members have higher self-esteem
4) less absenteeism and turnover
5) more and better group interaction
6) greater interpersonal coordination
Drawbacks of Highly Cohesive Group
1) groupthink
2) can limit creativity and originality-thus, they miss opportunities! |
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Term
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Definition
| Norms-norms are standards of behavior accepted by a group’s members |
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Term
| 112. How do norms and cohesiveness interact to determine a group’s performance? |
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Definition
| The relationship between cohesiveness and performance is moderated by the group’s performance norms. |
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Term
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Definition
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Term
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Definition
| High cohesiveness low productivity norm |
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Term
| 1. What is self-efficacy and how does it influence motivation and performance? (p.255/341) |
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Definition
| A person’s belief about his or her ability to perform a behavior successfully. The greater self-efficiency the greater motivation and performance. |
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Term
| 2. What are employee stock options? (p.257/343) |
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Definition
| Financial instruments that entitle stock the bearer to buy shares of an organization’s stock at a certain price during a certain period of time under certain circumstances. |
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Term
| 3. How are stock options supposed to motivate employees? (p.258/344) |
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Definition
| The conditions might specify that the manager has to have worked at the organization for 12 months or perhaps met some performance target before being able to exercise the option |
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Term
| 4. What is a piece-rate pay plan? (p.258/344) |
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Definition
| An individual-merit based plan where managers base employees’ pay on the number of units each employee produces. |
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Term
| 5. What is a commission pay plan? (p.258/344) |
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Definition
| An individual-based merit plan where managers base employees’ pay on a percentage of sales. |
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Term
| 6. What is the Scanlon plan? (p.258-9/344-5) |
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Definition
| Focuses on reducing expenses or cutting costs; members of an organization are motivated to come up with and implement cost-cutting strategies because a percentage of the cost savings achieved during a specified time is distributed to the employees. |
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Term
| 7. What is a profit sharing plan? (p.259/345) |
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Definition
| Employees receive a share of an organization’s profits. |
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Term
| 8. What are three ways in which transformational leaders change their subordinates? (p.285/371) |
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Definition
a. Make subordinates aware of how important their jobs are for the organization and how necessary it is for them to perform those jobs as best they can so that the organization can attain its goals.
b. Make their subordinates aware of the subordinates’ own needs for personal growth, development, and accomplishment.
c. Motivate their subordinates to work for the good of the organization as a whole, not just for their own personal gain or benefit. |
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Term
| 9. What are the three ways transformational leaders influence their followers? (p.286/372) |
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Definition
a. Have increased awareness of the importance of their jobs and high performance
b. Are aware of their own needs for growth, development, and accomplishment
c. Work for the good of the organization and not just their own personal benefit |
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Term
| 10. What is a transactional leader? (p. 287/373) |
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Definition
| Leadership that motivates subordinates by rewarding them for high performance and reprimanding them for low performance. |
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Term
| 11. What is social loafing? (p.323/410) |
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Definition
| The tendency of individuals to put forth less effort when they work in groups than when they work alone. |
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Term
| 12. What are three ways to reduce social loafing? (p.323-4/410-1) |
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Definition
a. Make individual contributions to a group identifiable.
b. Emphasizing the valuable contributions of individual members.
c. Keep group size at an appropriate level. |
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