Psychology Final Exam PDF

PSYC FINAL Study online at https://quizlet.com/_ef70qd 1. Motivation The extent to which persistent effort is directed toward a goal. 2. Need Theories Describes motivated behaviour as individuals' efforts to meet their needs. 3. Examples of Need Theories Maslow's Hierarchy of Needs, ERG Theory, Two-...

PSYC FINAL Study online at https://quizlet.com/_ef70qd 1. Motivation The extent to which persistent effort is directed toward a goal. 2. Need Theories Describes motivated behaviour as individuals' efforts to meet their needs. 3. Examples of Need Theories Maslow's Hierarchy of Needs, ERG Theory, Two-Factor Theory, McClelland's Need Theory. 4. Maslow's Hierarchy of Needs Lowest to highest (physiological, safety, social, esteem, and self-actualization). 5. Ability The power or skill to do something. Sometimes the key determinant of effectiveness. 6. Environmental Factors Having the resources, information, and support one needs to perform well is critical to determine performance. 7. ERG Theory Modified version of Maslow's Hierarchy of Needs. Includes existence, relatedness, and growth. Recognizes that when employees are frustrated while attempting to satisfy higher-level needs, they may regress. 8. ERG Theory - Relatedness Corresponds to Maslow's social needs. 9. ERG Theory - Existence Corresponds to Maslow's physiological and safety needs. 10. ERG Theory - Growth Refers to Maslow's esteem and self-actualization needs. 11. Two-Factor Theory By asking individuals what satisfies them on the job and what dissatisfies them, based on hygiene and motivators. 12. Two-Factor Theory - Hygiene Factors Company policies, supervision, working conditions, salary, safety, and security on the job. 1 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 13. Two-Factor Theory - Motivator Factors Factors that are intrinsic to the job, such as achievement, recognition, interesting work, increased responsibilities, advancement, and growth opportunities. 14. McClelland's Theory of Needs Suggests three main categories of needs: need for achievement, affiliation, and power. People will be motivated at work to the extent that their job matches their needs. 15. Process Theories Explains the thought processes of individuals who demonstrate motivated behavior. 16. A separate stream of reSatisfying a need. search views motivation as something more than action aimed at __________ 17. Examples of Process-based Theories Reinforcement Theory, Equity Theory, Expectancy Theory. 18. Process-based theories view motivation as a __________ Rational process. 19. Equity Theory Employees are demotivated when they view reward distribution as unfair. 20. Inputs (Equity Theory) The contributions people feel they are making to the environment. 21. Outcomes (Equity Theory) The perceived rewards someone can receive from the situation. 22. Referents (Equity Theory) May be a specific person as well as a category of people. They should be comparable to us otherwise the comparison is not meaningful. 23. Equity Sensitivity Explains different reactions to inequity. 2 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 24. Benevolents Those who give without waiting to receive much in return. 25. Entitled Those who expect to receive a lot without giving much in return. 26. Distributive Justice The degree to which the outcomes received from the organization are perceived to be fair. 27. Procedural Justice The degree to which fair decision-making procedures are used to arrive at a decision. 28. Interactional Justice The degree to which people are treated with respect, kindness, and dignity in interpersonal interactions. 29. McClelland's Theory of Needs States that motivation comes from learned needs. People will be motivated at work to the extent that their job matches their needs. 30. What learned needs come nAch = Achivement from motivation from the nAff = Affiliation McClelland's Theory of nPow = Power Needs? 31. Expectancy Theory Vroom Source of motivation: desire to attain val(1964) ued outcomes. Individuals are rational decision-makers. 32. What comes with Vroom's Motivation = E x I x V, Expectancy, Instrumenexpectancy theory? tality, and Valence. 33. Expectancy (Vroom's Expectancy Theory) The probability that effort will lead to performance. Example: Will my effort in a class relate to performing well in that class? 34. Managerial Implications of Expectancy 3 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd Ensure employees have proper KSAs and encourage people to believe their effort makes a difference. 35. Instrumentality (Vroom's Expectancy Theory) Probability that performance will lead to outcome. Example: Are they going to give me a 2% pay raise? 36. Managerial Implications of Reward good employee performance and exInstrumentality plain how rewards are linked to performance. 37. Valence (Vroom's Expectancy Theory) Value of outcomes. Example: Do I feel that this 2% pay raise is desirable? 38. Managerial Implications of Ensure rewards are desirable to employees Valence and give employees choice over rewards. 39. Self-compassion It is directed inward. Consists of self-kindness, common humanity, and mindfulness. 40. Reinforcement Theory Based on the work of Ivan Pavlov on behavioural conditioning and the later work of B. F. Skinner on operant conditioning. Behaviour is a function of its outcomes. 41. Positive Reinforcement Positive behaviour followed by positive consequences (Manager praises the employee). 42. Negative Reinforcement Positive behavior followed by removal of negative consequences (Manager stops nagging the employee). 43. Punishment Negative behavior followed by negative consequences (Manager demotes the employee). 44. Extinction 4 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd Negative behaviour followed by removal of positive consequences (Manager ignores the behavior). 45. Continuous Schedule Reinforces follow all instances of positive behaviour. 46. Fixed-ratio Schedules Providing rewards to every nth the right behaviour is demonstrated. Example: Giving the employee a bonus for every tenth sale he makes. 47. Variable Ratio Providing the reinforcement on a random pattern, such as praising the employee occasionally when the person shows up on time. 48. There is some evidence that __________ produce higher performance than do __________ Continuous schedules; Variable schedules. 49. Organizational Behaviour Modification (Or OB Mod) A systematic application of reinforcement theory to modify employee behaviors in the workplace. Consists of 5 stages. 50. Step 1 of OB Mod Identifying the behavior that will be modified. 51. Step 2 of OB Mod Measure the baseline level of absenteeism. 52. Step 3 of OB Mod Analyze its antecedents and consequences. 53. Step 4 of OB Mod Intervene. 54. Step 5 of OB Mod Evaluate and maintain. 55. Information Overload When the information processing demands on an individual's time to perform interactions and internal calculations exceed the supply or capacity of time available for such processing. 5 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 56. Semantics Words that can mean different things to different people, or they might not mean any thing to another person. 57. Effective Form of Verbal Communication Storytelling. 58. Crucial Conversations Discussions in which not only are the stakes high but also the opinions vary and emotions run strong. 59. Problems With Communication Intended message versus message sent, Message sent versus message received, Message received versus message interpreted. 60. Intended Message vs. Mes- -Thinking sage Sent -Practice -Learn Better Communication Skills 61. Message Sent vs. Message -Choose words carefully Received -Choose channel carefully -Non-verbal cues -Noise -Amount of information 62. Message Received vs. Mes- -Listening Skills sage Interpreted -Emotional State -Cognitive Ability -Bias 63. Upward Communication ^ Flows from the bottom of the organization toward the top. 64. Downward Communication Flows from the top of the organization to the v bottom. 65. Horizontal Communication Occurs between departments (useful for coor dinating). 66. Filtering 6 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd The distortion or withholding of information to manage a person's reactions. 67. MUM Effect The tendency to avoid communicating unfavourable news to others. Applies to upwards and downward communication. 68. Effective Communication Free flow of information contributes to effective communication. 69. Employee Voice (Effective The constructive expression of disagreement Communication) or concern about work unit or organizational practices. 70. High-context Cultures -Social context affects the meaning of the message; context is as if not more important than the message -Japan and Saudi Arabia 71. Low-context Cultures -The meaning of the message is explicitly expressed by the words; social context has less effect -North America and Australia 72. The sender __________ the Encodes message, translating the idea into words. 73. The __________ of this encoded message may be spoked words, written words, or signs. Medium 74. The receiver _________ Decodes the message by assigning meaning to the words. 75. Communication fulfills three functions within organizations: Coordination, the transmission of information, and sharing emotions and feelings. 7 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 76. Selective Perception Filtering what we see and hear to suit our own needs. 77. A __________ who is emo- Receiver tionally upset tends to ignore or distort what the sender is saying. 78. A __________ who is emo- Sender tionally upset may be unable to present ideas or feelings effectively. 79. Grapevine The informal gossip network within a given organization. 80. Jargon When companies often have their own acronyms and buzzwords that are clear to them but impenetrable to outsiders. 81. Public Relations Professionals Create external communications about a client's product, services, or practices for specific receivers. 82. Mediator The underlying cause; WHY something occurs. Example: Does the type of weather have an affect on job performance? 83. Moderator The limiting conditions that determine and effect our outcome (e.g., when, or for whom). Example: What kind of weather primarily affected job performance? 84. Forming The first stage of team development, in which team members meet each other, form ini8 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd tial impressions, and begin to establish team norms. 85. Storming The second stage of team development, characterized by conflict and disagreement, in which team members disagree over what the team should do and how it should do it. 86. Norming The third stage of team development, in which team members begin to settle into their roles, group cohesion grows, and positive team norms develop. 87. Performing The fourth stage of team development, in which performance improves because the team has matured into an effective, fully functioning team. 88. Adjourning Task completion, good feeling about achievements, recognition. 89. Punctuated Equilibrium Model A set of phases that temporary groups go through that involves transitions between inactivity and activity. 90. Phase 1 of the Punctuated First meeting to midpoint of existence, little Equilibrium Model progress is made. 91. Midpoint Transition of the Punctuated Equilibrium Model Significant changes and accelerated activity. 92. Phase 2 of the Punctuated Decisions and approaches are played out. Equilibrium Model 93. Social Loafing The tendency of individuals to put in less effort when working in a group context. 94. Collective Efficacy Refers to a group's perception of its ability to successfully perform well. 9 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 95. Production Tasks Tasks that include actually making something such as a building, product, or a marketing plan. 96. Idea-generation Tasks Deal with creative tasks, such as brainstorming a new direction or creating a new process. 97. Problem-solving Tasks Refers to coming up with plans for actions and making decisions. 98. Task Interdependence Refers to the degree that team members are dependent on one another to get information, support, or materials from other team members to be effective. 99. Pooled Interdependence When team members may work independently and simply combine their efforts to create the team's output. 100. If the student team decid- Reciprocal Interdependence. ed that in order to create a top-notch research paper they should work together on each phase of the research paper so that their best ideas would be captured at each stage, they would be undertaking __________ 101. If one person's output be- Sequential Interdependence. comes another person's input, the team would be experiencing __________ 102. Outcome Interdependence The rewards that an individual receives depend on the performance of others. 103. Criticisms of the Stage Model of Development Linearity Time Frame 10 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd (Forming, Storming, Norm- Overemphasis on Conflict ing, Performing) Limited Empirical Support 104. What is the IPO framework? Team effectiveness models build on this framework: Input: Composition, size, task design, rewards; Process: Communication, team cohesion, team conflict; Output: Team performance, member reactions. 105. Additive Tasks Tasks for which the contributions from every member add up to determine team performance. 106. Disjunctive Tasks Performance is dependent on the best member. 107. Conjunctive Task Performance is limited by the poorest member. 108. Free-rider Theory Desire to benefit from the efforts of others. 109. Sucker-effect Theory Match the low level expected of others. 110. Ways to counteract Social Make individual performance more visible, InLoafing crease performance feedback, & reward group performance. 111. How to overcome Dominat- A good way to overcome this barrier is to deing Team Members? sign a team evaluation to include a "balance of participation" in meetings. 112. How to overcome Poor Per- In situations in which the poor performer is formance of Team Memperceived as lacking in ability, teams are more bers? likely to train the member. When members perceive the individual as simply being low on mo11 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd tivation, they are more likely to try to motivate or reject the poor performer. 113. How to overcome Poor Per- Form a behavioral contract between the two formance Poorly Managed parties. That is, if one party agrees to do X, Team Conflict? then the other will agree to do Y 114. What makes a good leader? Intelligence (both mental ability and emotional intelligence), personality (extraversion, conscientiousness, openness to experience, self-esteem), and integrity. 115. Task-oriented Leader Behaviours Structuring the roles of subordinates, providing them with instructions, and behaving in ways that will increase the performance of the group. 116. People-oriented Leader Be- They show concern for employee feelings and haviours treating employees with respect. They care demonstrate concern in their actions and decisions. 117. Authoritarian Decision Making Leaders make the decision alone without necessarily involving employees in the decision-making process. 118. Democratic Decision Mak- Employees participate in the making of the ing decision. 119. Laissez-faire Decision Making Leave employees alone to make the decision. The leader provides minimum guidance and involvement in the decision. 120. Fiedler's Contingency The- There is not one best style of leadership. Inory stead, a leader's effectiveness is based on the situation. Task-oriented leaders would be most effective when the situation was the most and the least favourable, whereas people-oriented leaders 12 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd would be effective when situational favorableness was moderate. 121. Situational Leadership Theory According to this model, employee readiness (a combination of competence and commitment levels) is the key factor determining the proper leadership style. 122. Path-Goal Theory of Lead- The leader's job is to ensure that employees ership view their effort as leading to performance, and to increase the belief that performance would be rewarded. 123. Directive Leaders Provide specific directions to their employees. 124. Supportive Leaders Provide emotional support to employees. 125. Participative Leaders Make sure that employees are involved in the making of important decisions. 126. Achievement-oriented Leaders Sets goals for employees and encourage them to reach their goals. 127. Transformational Leaders Lead employees by aligning employee goals with the leader's goals. (Employees working for ___________ leaders start focusing on the company's well-being rather than on what is best for them as individual employees). 128. Transactional Leaders Ensure that employees demonstrate the right behaviours and provide resources in exchange. 129. What do Transformational They challenge organizational norms and indiLeaders utilize? vidualized consideration. 130. Leader-Member Exchange Proposes that the type of relationship leaders (LMX) Theory have with their followers (members of the organization) is the key to understanding how leaders influence employees. 13 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 131. In high-quality LMX relationships: The leader forms a trust-based relationship with the member. 132. In low-quality LMX relation- The leader and the member have lower levels ships: of trust, liking, and respect toward each other. 133. Servant Leadership Defines the leader's role as serving the needs of others and puts their employees first. 134. Vroom's Expectancy Theo- Effort (Expectancy) -> Performance (Instrury mentality) -> Reward (Valence) 135. Contingent, active manWhat rewards do Transactional Leaders utiagement by exception, and lize? passive management. 136. Contingent Rewards Rewarding employees for their accomplishments. 137. Active Management by Ex- Leaving employees to do their jobs without ception interference, but also proactively predicting potential problems and preventing them from occurring. 138. Passive Management by Exception Leaving employees alone, but in this method the manager waits until something goes wrong before coming to the rescue. 139. Authentic Leadership The view that effective leaders need to be aware of, feel comfortable with, and act consistently with their values, personality, and self-concept. 140. Conformity People's tendencies to behave consistently with social norms. 141. Scarcity The uniqueness of a resource. Having a resource is one reason people depend on you. Example: Making an opportunity seem more 14 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd attractive to persuade people. "You have to sign on today because if you don't, I have to offer it to someone else." 142. Substitutability One's ability to find another option that works as well as the one offered. Example: "How difficult would it be for me to find another way to this? 143. Importance The value of the resource. Example: if Kecia is the only person who knows how to fill out reimbursement forms, it is important that you are able to work with her, because getting paid back for business trips and expenses is important to most of us. 144. Dependency is increased Scarce, important, and nonsubstitutable when you possess something that is considered ___, ___, and ___ by others. 145. Legitimate Power Power that comes from one's organizational role or position. Example: A boss can assign projects, a policeman can arrest a citizen, and a teacher assigns grades. 146. Reward Power The ability to grant a reward. Example: Increase in pay, or an attractive job assignment. 147. Coercive Power To take something away or punish someone for noncompliance. 15 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd Example: Government dictators who threaten physical harm for noncompliance. 148. Expert Power They are derived from your knowledge (education, work/volunteer experiences earned you respect, and people also defer to you). Example: Keeping your education up to date and earning extra possible certifications. 149. Information Power Access to and control over specific information. Example: A professor may have access to educational information, a CEO (people of higher hierarchy), admin stuff could also help you in an organization because they have access to peoples schedules (lower hierarchy). 150. Soft Tactics You can do this to influence others that will have a positive relationship. 151. Reference Power Admirable personal characteristics of a person where people respect and want to be like them. Referred to as charisma. Example: When people are well-liked in an organization, they have more positive relationships, and people are willing to do more things for you. 152. Rational Persuasion "Soft" Using logical arguments and facts to perInfluence Tactics suade. 153. Inspirational Appeal "Soft" Arousing enthusiasm by appealing to one's Influence Tactics aspirations, values and ideals. Example: "Ask not what your country can do for you, ask what you can do for your country." 16 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 154. Consultation "Soft" Influence Tactics Asking for participation in decision-making or planning a change. 155. Ingratiation "Soft" Influence Tactics Getting someone to do what you want by putting that person in a good mood or getting him or her to like you. 156. Personal Appeal "Soft" In- Appealing to feelings of loyalty and friendship fluence Tactics before making a request. Example: We enjoy saying yes to people we know and like. 157. Hard Tactics More negative tactics that affect co-worker relationship. It can even hurt others and damage their reputation. 158. Exchange "Hard" Influence Promising some benefits in exchange Tactics for complying with a request. 159. Coalition Building "Hard" Influence Tactics Seeking the assistance of others or noting the support of others. Example: Unions that may threaten to strike if their demands are not met. 160. Legitimating "Hard" Influ- Pointing out one's authority to make a request. ence Tactics 161. Pressure "Hard" Influence Seeking compliance by using demands, Tactics threats, or intimidation. 162. Impression Management Actively shaping the way you are perceived by others. Example: You can do this through your choice of clothing, the avatars or photos you use to represent yourself online, the descriptions of yourself on a résumé or in an online profile, etc. 17 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 163. Nonverbal Impression Management Includes the clothes you choose to wear and your demeanor. Example: Body art, piercings, and tattoos. More managers surveyed said they are less likely to hire someone with visible body art. 164. Verbal Impression Manage- Tone of voice, rate of speech, what you choose ment to say and how you say it. Example: If your voice has a high pitch and it is shaky, others may assume that you are nervous or unsure of yourself. 165. Behaviour Impression Management How you perform on the job and how you interact with others. Example: Complimenting your boss, conforming, making excuses, apologizing, promoting your skills, doing favours, and making desirable associations known. 166. Upward Influence ^ The ability to influence your boss and others in positions higher than yours. Example: Managers reported using Coalition Building - Seeking the assistance of others and Rationality - Using logic and facts to persuade managers And Assertiveness - with subordinates. 167. Peer Influence > Influencing each other without being destructively competitive Example: Appealing to a higher authority or citing the firm's goals as an overarching reason for others to follow your cause. Rational 18 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd Persuasion - Using logic or facts - is most frequently used. 168. Downward Influence v The ability to influence employees lower than you. 169. _________ is the most fre- Rational persuasion, resistance quently used influence tactic, although it is frequently met with _________ 170. Political Skill Social Astuteness - Observe others and accurately interpret behaviour. Interpersonal Influence - Ability to influence and engage others. Networking Ability - Able to build diverse networks. Apparent Sincerity - Is forthright, genuine, and honest. 171. What do organizations dri- Lowered employee organizational commitven by unhealthy levels of ment, job satisfaction, and performance, and political behaviour suffer higher levels of job anxiety and depression. from? 172. Individual Antecedents of Political skill Political Behavior Internal locus of control Investment in the organization Expectations of success 173. Organizational Antecedents of Political Behavior Scarcity of resources Role ambiguity Performance evaluations Promotions Democratic decision making 174. Power Distance 19 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd How cultures differ in their acceptance of unequal power distributions. 175. High Power Distance Cultures prefer formal hierarchy, assume great differences in rank, authority, privileges and status. Members are expected to hew to rank. 176. Low Power Distance Cultures prefer a sense of equality amongst all members, are relatively informal comfortable with personal differences. 177. What is Stress according to The body's reaction to a change that requires psychologists? a physical, mental, or emotional adjustment or response. 178. What is the Amygdala responsible for? Among other things, stimulating fear responses. 179. General Adaptation Syndrome (GAS) Selye's concept of the body's adaptive response to stress in three phases—alarm, resistance, exhaustion. 180. What happens in the Alarm Your body activates a "fight-or-flight" moment. Phase in the GAS? 181. What happens in the Resis- The body begins to release cortisol and draws tance Phase in the GAS? on reserves of fats and sugars to find a way to adjust to the demands of stress. 182. What happens in the Exhaustion Phase in the GAS? The body has depleted its stores of sugars and fats, and the prolonged release of cortisol has caused the stressor to significantly weaken the individual. 183. Stressors Environmental events or conditions that have the potential to induce stress. 184. Distress Bad or negative stress. 20 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd When there is too much stress and nothing is done to reduce or counteract its effects. 185. Eustress Good or positive stress. When stress results in feelings of challenge or achievement. 186. Challenge Stressors Work demands that can potentially be reduced through motivated action by the employee. Perceived as stressful, yet they may also potentially challenge and engage employees. 187. Hindrance Stressors Work demands that employees view as obstacles to successful performance that cannot be overcome through increased effort. They also restrain progress towards goals. 188. Work-family Conflict Occurs when the demands from work and family are negatively affecting one another. 189. What are examples of Chal- Heavy workload, time pressure, and job comlenge Stressors? plexity. 190. What are examples of Hin- Role stressors. drance Stressors? 191. Flow A state of consciousness in which a person is totally absorbed in an activity. 192. Sabbaticals Paid time off from the normal routine at work. 193. Breaking down a busy workday into smaller pieces. How can individuals shift from the "stress" of work to a more engaged state of flow? 194. Role Ambiguity Lack of clarity about job responsibilities. 195. Role Conflict Conflicting demands at work. 21 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 196. Role Overload Insufficient time and resources to complete one's job. 197. How can individuals man- Exercise, diet, and sleep routines, positive soage stress? cial network, time-management skills. 198. How can organizations Set clear expectations, give employees aumanage the stress of their tonomy, create fair work environments, conemployees? sider telecommuting, sabbaticals (paid time off work), and utilize employee assistant programs. 199. Emotional Contagion The process by which emotions are transferred from one person to another. (Negative emotions tend to last longer than positive emotions). 200. Why do negative emotions It has a stronger connection to the tend to last longer? fight-or-flight situations people experience. 201. Affective Events Theory (AET) Explains how workplace events can generate affective reactions - which in turn influence work attitudes and behaviours. 202. Affect-driven Behavior Occurs when emotions trigger a particular response. Example: Getting a morning coffee from a colleague causing you to be happy and surprised which may inspire to do something you haven't done before like volunteer for a special project. 203. Persona A professional role that involves acting out feelings that may not be real as part of their job. 204. Emotional Labour The regulation of feelings and expressions to fulfill the emotional requirements of the job. 205. Surface Acting Faking the required emotions. 22 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 206. Deep Acting Putting effort into actually feeling and expressing the required emotions. 207. Genuine Acting No acting - the person spontaneously or genuinely expresses natural emotions that align with required emotions. 208. Cognitive Dissonance A mismatch among emotions, attitudes, beliefs, and behavior. Example: Believing that you should always be polite to a customer regardless of personal feelings, yet having just been rude to one. 209. Self-awareness Exists when you can accurately perceive, evaluate, & display appropriate emotions. 210. Self-management When you can direct your emotions in a positive way when needed. 211. Social Awareness When you can understand how others feel. 212. Relationship Management When you can help others manage their emotions and establish supportive relationships with others. 213. What are the 4 steps to 1. Self Awareness - You can accurately peremotional intelligence from ceive, evaluate, and display appropriate emostart to end? tions. 2. Self Management - When you can positively direct your emotions when needed. 3. Social Awareness - When you can understand how others feel. 4. Relationship Management - When you can help others manage their emotions and establish supportive relationships with others. 23 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 214. Problem-focused Coping Do something about the stressor. Problem solving; time management. 215. Emotion-focused Coping Try to alleviate the emotions associated with the stressor. Meditation; drinking alcohol. 216. Avoidance Coping Denying any negative emotions and avoid thinking about the stressor. Ignore; deny. 217. Job-Demands Resource Model (JD-R) Recognizes that: 1. There are a variety of demands other than work load. 2. Job control is one of many resources that resources employees can use to meet the demands of their jobs. 3. Focuses on both negative and positive indicators of employee well-being. 218. Type A Personality Competitive, time urgent, hostile & aggressive. 219. Type B Personality Relaxed, patient, and easy-going 220. Team Cohesion The degree to which members like and trust one another. 221. Homogenous Groups Members are similar. 222. Heterogeneous Groups Members are different. 223. Slightly Heterogeneous Groups A few members have different characteristics. 24 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 224. Transformational Leadership - Idealized influence (Charisma) Leader serves as strong role models and are willing to sacrifice personal gain and has high ethical/moral standards. 225. Transformational Leader- Leader articulates an appealing vision and has ship - Inspirational Motiva- the ability to inspire and motivate followers. tion 226. Transformational Leader- Challenge followers to be innovative and creship - Intellectual Stimula- ative. Question assumptions, reframe probtion lems, and take risks. 227. Transformational Leadership - Individualized Consideration Treat followers as individuals with own set of skills, prior experiences and needs. Accept individual differences. 228. Job Specialization Fredrick Taylor: Breaking down jobs into their simplest components and assigning them to employees so that each person would perform a select number of tasks repetitively. 229. Using __________, manTime-motion Studies. agement could determine how much time each task would require and plan the tasks so that the job could be performed as efficiently as possible. 230. Job Rotation Moving employees from job to job at regular intervals. 231. Job Enlargement Increasing the number of tasks performed by employees to add more variety. 232. Job Enrichment Giving workers more tasks to perform but also more control over how to perform them. 233. Potential Problems with Job Enrichment Lack of desire or skill, demand for rewards, supervisory resistance. 25 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 234. Job Characteristics Model Hackman and Oldman (1975) One of the most influential attempts to design jobs with increased motivational properties. 235. Core Job Characteristics STAF: Skill Variety, Task Identity, Task Signifi(Job Characteristics Mod- cance, Autonomy, Feedback from Job. el) 236. Critical Psychological EM ER KR: Experienced Meaningfulness of States (Job Characteristics the work, Experienced Responsibility for outModel) comes of the work, Knowledge of the actual Results of the work activities. 237. Outcomes (Job Character- High Internal Work Motivation, High "Growth" istics Model) Satisfaction, High General Job Satisfaction, High Work Effectiveness. 238. Skill Variety The opportunity to do a variety of job activities using various skills and talents. 239. Task Identity The extent to which a job involves doing a complete piece of work, from beginning to end. 240. Task Significance The impact that a job has on other people. 241. Autonomy The freedom to schedule one's own work activities and decide work procedures. 242. Feedback Information about the effectiveness of one's work performance. 243. Motivating Potential Score The extent to which a job is designed to moti(MPS) From Job Character- vate. istics Model 244. Equation of Motivating Po- (Skill Variety + Task Identity + Task Sign ÷ 3) x tential Score (MPS) From Autonomy x Feedback Job Characteristics Model 26 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 245. Critical Psychological States Jobs that are higher on the core job characteristics are intrinsically motivating and have more motivating potential because of their effect on three psychological states. 246. 3 of the Critical Psycholog- 1. Experienced meaningfulness of the work ical States 2. Experienced responsibility for the outcomes of the work 3. Knowledge of the actual results of the work activities. 247. Jobs that are high on __________, __________, and __________ are perceived as more meaningful. Skill Variety, Task Significance, and Task Identity. 248. Jobs that are high on ________ provide for greater __________ for work outcomes. Autonomy, responsibility. 249. Jobs that are high on Feedback, knowledge. _________ provide workers with ________ of the results of their work activities. 250. Outcomes - The presence 1. Higher intrinsic motivation of the critical psychologi- 2. Greater performance and satisfaction cal states leads to a num- 3. Reduced absenteeism and turnover ber of outcomes that are relevant to both the individual and the organization: 251. Moderator: Growth Need Strength The extent to which people desire to achieve higher-order need satisfaction. 252. When employees are new to an organization Task Significance, Job Satisfaction, Autonomy. 27 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd __________ is a positive influence over __________, but __________ may be a negative influence. 253. Managerial Implications of Combine jobs to enable worker to do entire job Skill Variety/Task Identity 254. Managerial Implications of Load jobs vertically to allow greater responsiAutonomy bility and control over work. 255. Managerial Implications of Establish client relationships allows employFeedback ees to meet and service recipients. 256. Goal-Setting Theory Specific and difficult goals lead to higher performance. 257. Effective Goal Setting Characteristics SCAFP: Specific, Challenging, Accepted (committed), Feedback, and Participative (sometimes). 258. Piece Rate Pay (Money as a Employees are paid a fixed amount of money Motivator) for each unit they produce. 259. Merit Pay (Money as a Moti- Employees receive an annual percentage invator) crease in their pay based on job performance. 260. Bonus Pay (Money as a Mo- Lump sum payment contingent on meeting a tivator) performance goal. 261. Empowerment (Extends the idea of autonomy) The removal of conditions that make a person powerless. 262. Structural Empowerment The aspects of the work environment that gives employees discretion, autonomy, and the ability to do their jobs effectively. 263. SMART Goals Specific, Measurable, Aggressive, Realistic, and Time-bound 28 / 29 PSYC FINAL Study online at https://quizlet.com/_ef70qd 264. 4 Reasons why SMART Goals motivate Energizes us, gives direction, provides challenge, makes you think outside the box 265. Goal Commitment The degree to which a person is dedicated to reaching the goal. 266. Downsides to Goal Setting Learning decreases, adaptability declines, single mindedness develops, ethical problems increase. 267. Management by Objectives A systematic approach to ensure that individ(MBO) ual and organizational goals are aligned. 29 / 29