1
Q
3 Major Approaches
A
- Dispositional approach
- Situational approach
- Interactionist approach
1
Q
Personality
A
Stable set of psychological characteristics that influences how an individual interacts with their environment and how they feel, think, and behave. It summarizes a person’s style of dealing with the world. It’s stable but can change over time.
2
Q
Dispositional approach
A
Individuals possess stable traits that influence their attitudes and behaviours within the organization
3
Q
Situational approach
A
The environment that we are in influences our personality
4
Q
Person-situation debate (part of situational approach)
A
debate about whether dispositions or the situation matter more for explaining behaviour.
5
Q
Weak situations (part of situational approach)
A
- situations where it is not always clear how a person should behave.
- No rewards/punishment.
- Personality has the strongest effect
6
Q
Strong situations (part of situational approach)
A
situations with clear expectations for appropriate behaviour.
7
Q
Interactionist approach (interactionism)
A
- Most widely used approach.
- organizational behaviour is a function of both dispositions and the situation; to predict and understand behaviour, you need to know something about the person and the setting.
- So it’s how dispositional and situational interact to create the personality.
8
Q
High autonomy (part of interactionist approach)
A
Higher job performance (more creativity/freedom)
9
Q
Low autonomy (part of interactionist approach)
A
lower job performance (more rules/less space for freedom)
10
Q
Trait activation theory
A
personality traits lead to certain behaviours only when the situation makes the need for that trait salient (the situation “calls for” that trait).
11
Q
Implications of Employees Personalities (3)
A
- Fit
- Person-job fit
- Person-organization fit
12
Q
Fit
A
putting the right person in the right job (or group/organization), and matching employees to appropriate management styles.
13
Q
person-job fit
A
Fit between personality type and occupational environment is associated with higher satisfaction and decreased turnover.
14
Q
person-organization fit
A
Argues that people leave organizations that are not compatible with their personalities
15
Q
Five-Factor Model (Big Five): O.C.E.A.N.
A
- Conscientiousness
- Agreeableness
- Neuroticism (opposite of emotional stability)
- Openness to experience
- Extraversion
16
Q
Conscientiousness
A
- degree to which a person is responsible and achievement-oriented.
- Predicts job performance for most jobs
- Low: unprepared, anxious, unorganized, unpredictable
- High: Responsible, organized, diligent, dependable
17
Q
Agreeableness
A
- extent to which a person is friendly and approachable.
- Positively related to performance in service jobs
- Low: Selfish, suspicious, less need to be liked
- High: Kind, selfless, people pleaser, warm, trusting, forgiving
18
Q
Neuroticism
A
- Inability to handle stress. Has emotional swings
- A minimum threshold of emotional stability is necessary for job performance
Ex. Doctors are needed to have low neuroticism - Low: Calm, confident, secure, content with oneself
- High: Stressed, overthinks, lost, insecure, sensitive, angry, depressed
19
Q
Openness to experience
A
- extent to which a person thinks flexibly and is receptive to new ideas.
- Positively related to training proficiency
Ex. Getting a new software (makes it better), low: no we don’t need new software - Low: Cautious, narrow-minded
- High: Curious, imaginative, playful, artistic
20
Q
Extraversion
A
- extent to which a person is outgoing versus shy. Degree of sociability
- Positively related to performance when job requires social interaction
- Low: Reserved, quiet, solitary
- High: Social, assertive, talkative, gregarious, expressive
21
Q
Locus of control
A
Beliefs about the location of the factors that control one’s behaviour.
- High internals
- High externals
22
Q
High internals
A
- believe the opportunity to control their own behaviour resides within themselves.
- Feels more satisfied with their jobs since they control everything. The way you think
23
Q
High externals
A
- believe external forces determine their behaviour (e.g., fate, luck, powerful people).
24
Self-monitoring
- Extent to which people observe and regulate how they appear and behave in social settings and relationships. (Politics)
- Low self-monitors
- High self-monitors
25
Low self-monitors
- “wear their heart on their sleeve”; less concerned with fitting behaviour to the social situation.
- Genuine, they are consistent in their behaviour no matter in what situation or around who
26
High self-monitors
- carefully observe others and control the images they project; regulate behaviour and self-presentation based on social cues
27
Self-esteem
- Degree to which a person has a positive self-evaluation
- High: more secure, confident
- Low: self-concious, looks for validation
28
Behavioural plasticity theory
- people with low self-esteem are more susceptible to external and social influences than those with high self-esteem (more pliable).
29
Positive Affectivity
- An enduring tendency to view the world (including oneself and other people) in a positive light.
- Optimistic
30
Negative Affectivity
- An enduring tendency to view the world (including oneself and other people) in a negative light.
- Pessimistic
31
Proactive personality
- Taking initiative to improve current circumstances or create new situations
High: more successful in companies, taking more efforts to improve the situation, proactive, initiative
32
General self-efficacy
- Belief in one’s ability to succeed in a variety of challenging situations.
- High: do well in challenging situations, believe in their capabilities
- Low: more likely to give up in challenging tasks
33
Core self-evaluations
- Broad, multidimensional evaluations about self-worth, competence, and capability
- CSE components: self-esteem, general self-efficacy, locus of control, neuroticism/emotional stability.
34
Imposter Phenomenon
- feeling that one’s successes are due to external factors rather than one’s abilities/competence.
35
Learning
- A relatively permanent change in behaviour potential that occurs due to practice or experience.
36
Organizational Citizenship Behaviour
- Not a job requirement, but done out of respect and to help others.
- Ex: staying late for someone, covering someone's shift
37
Continuous learning culture
- Organizational members believe knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life.
38
Law of Effect
- People repeat behaviours that bring them satisfaction and pleasure, and stop those that bring them dissatisfaction and pain
- Antecedents: My manager shows me how to do a new task
- Behaviours: I do it right
- Consequences: My manager praises me
39
Practical skills
job-specific skills
knowledge
and technical competence.
40
Intrapersonal skills
problem solving
critical thinking
learning alternative work processes
risk taking.
41
Interpersonal skills
communicating
teamwork
conflict resolution.
42
Cultural awareness
- learning organizational social norms
- understanding company goals/business operations/company expectations.
43
Operant learning theory
- learning in which the subject learns to operate on the environment to achieve certain consequences.
44
Stimulus
Something that can be added to the situation
45
Reinforcement
- process by which stimuli strengthen behaviours. Increase in Behaviour
- Reinforcer
- Positive reinforcement
- Negative reinforcement
46
Reinforcer
- a stimulus that follows some behaviour and increases or maintains the probability of that behaviour. (both are good)
47
Positive reinforcement
- increases or maintains behaviour by applying/adding a stimulus (a positive reinforcer).
- Behaviour: goof performance
- Stimulus: Pay increase
- Response: Continued good performance
48
Negative reinforcement
- increases or maintains behaviour by removing a stimulus from the situation; can occur when a response prevents a stimulus from occurring (the removed stimulus is a negative reinforcer).
- Behaviour: Good performance
- Stimulus: Nagging stops
- Response: Continued good performance
49
Decrease in Behavior
- Extinction
- Punishment
50
Extinction
- terminating the reinforcement that is maintaining an unwanted behaviour.
- Behaviour: Joking around
- Stimulus: Remove laughter (first was funny, now everyone is tired of it)
- Response: Less joking around
51
Punishment
- following an unwanted behaviour with an unpleasant/aversive stimulus to reduce the probability of that response.
- Behaviour: Treat a client badly in meeting
- Stimulus: Verbal warning or reprimand (pay decrease)
- Response: Treat client better next time
52
Negative reinforcement vs punishment
- negative reinforcement removes a nasty stimulus after a behaviour (increases the behaviour);
- punishment applies a nasty stimulus after a behaviour (decreases the behaviour).
- Often confused with each other
53
Performance feedback
- providing quantitative or qualitative information on past performance to change or maintain performance in specific ways
54
Social recognition
- informal acknowledgment (attention, praise, approval, genuine appreciation) for work well done.
55
Formal recognition programs
- Employee recognition program
- Peer recognition programs
- Training and development programs
56
Continuous reinforcement
- Reinforcement applied every time the behaviour occurs.
- Immediately use especially when learning new skill so they do it correctly.
- Rewarded every time they behave correctly to build their confidence (trainees)
57
Partial/delayed reinforcement
- Reinforcement not applied every time and/or not applied immediately; behaviour learned this way tends to be more persistent.
- Can be bonuses, employee recognition, this is for employees that are not trainees
58
Common organizational errors with reinforcement
- Confusing rewards with reinforcers.
- Neglecting diversity in preferences for reinforcers.
- Neglecting important sources of reinforcement.
59
Social Cognitive Theory
- emphasizes cognitive processes in learning and behaviour regulation;
- people can regulate thoughts, feelings, motivation, and actions;
- people learn by observing others and thinking about consequences.
60
Triadic reciprocal causation
personal factors, behaviour, and environmental factors interact and determine each other.
61
Observational learning
- learning by observing and imitating others; - includes noticing consequences and anticipating outcomes if you act the same way.
62
Self-efficacy beliefs
- beliefs about one’s ability to successfully perform a specific task.
- task-specific cognitive appraisal of one’s ability to perform a specific task.
- Determinants of self-efficacy beliefs:
- Performance mastery
- Observation
- Verbal persuasion / social influence
- Psychological state
63
Self-regulation
using learning principles to regulate one’s own behaviour.
64
Self-observation
observing one’s own behaviour.
65
Self-evaluation
comparing one’s behaviour with a standard.
66
Self-reinforcement
rewarding oneself when behaviour meets the standard.
67
Discrepancy reduction
when there’s a gap between goals and performance, people are motivated to modify behaviour to reach goals.
68
Discrepancy production
when goals are met, people tend to set higher/more challenging goals.
69
Organizational behaviour modification
systematic use of learning principles to influence organizational behaviour.
BU288
flashcards
Decks in class (13)
# Cards
-
Midterm 1 - Chapter 132
-
Midterm 1 - Chapter 270
-
Midterm 1 - Appendix34
-
Midterm 1 - Chapter 338
-
Midterm 1 - Chapter 451
-
Midterm 2 - Chapter 558
-
Midterm 2 - Chapter 766
-
Midterm 2 - Chapter 13 (Managing conflict with negotiation)14
-
Midterm 2 - Chapter 647
-
Midterm 2 - Chapter 1136
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Final Exam - Chapter 13 (without negotiation)46
-
Final Exam - Chapter 952
-
Final Exam - Chapter 1026
