Management Exam Review
Essay by danielbenchimol • March 13, 2017 • Study Guide • 4,092 Words (17 Pages) • 918 Views
Page 1 of 17
- Motivation and Job Attitudes:
- Attitudes
- Relatively stable clusters of feeling, beliefs, behavioral predispositions
- Job attitudes
- Job satisfaction/dissatisfaction, positive or negative attitudes held by individuals towards their jobs
- Job Commitment
- The extent to which an individual identifies and is involved with his/her organization and is unwilling to leave
- Values and how they align with your organizations values
- Motivation (energy)
- Set of process that arouse, direct and maintain behavior towards attaining a goal
- Measuring job attitude
- Common dimensions
- Work itself
- Pay/benefits
- Promotion opportunities
- Quality of supervision***
- Co-worker relationships
- Motivation theories
- know content views and process views which are which
- use one process theory and use one content theory
- content views are older theories (satisfy everyone)
- process views are how you can get someone into a motivated state
- Content Views:
- Maslow’s Hierarchy/ Alderfer’s Extension
- McCleland’s Achievement Motivation Theory
- Herzber’s Two Factor Theory
- Process Views
- Equity theory
- Expectancy theory/ Porter-Lawler Model
- Goal Setting Theory
- Maslow’s Hierarchy
- [pic 1]
- self actualization is becoming all that your capable of becoming
- Erg theory (extension of maslow)
- Collapse 5 needs in 3
- Existence needs
- Relatedness needs
- Growth needs
- Mcclelland’s need theory (concentrated on need for power, achievement etc)
- Need for achievement (nAch) drive to succeed as high levels
- Need for power (nPow) the need to influence others to do what you want
- Need for affiliation (nAff) need for close personal relationships
- 3 characteristics (orange)
- [pic 2]
- Herzberg’s Two Factor Theory (only motivators lead to high performance)
- Feels that motivation job satisfaction is dependent on motivator factors
- Hygiene factors are related to job dissatisfaction
- Motivators and hygiene’s
[pic 3]
- Job design core elements
- Lead to certain psychological states
- Job variety
- Task significance
- Autonomy
- Feedback
- identity
- Process Theories
- equity theory (fairness)
- organizational justice (3 types)- employees focus on 3 categories to determine if they are being treated correctly
- distributive justice
- how organization divvies out pay, bonuses, should be fair
- procedural justice
- how rules and policies are applied, cant be exceptions
- cant have one person come in late and get in trouble and another come in late but not get in trouble
- interactional justice
- how the managers interact with employees
- Ex. Being sarcastic, rude, not being treated well, bullying
- distributive justice (3 types)
- equality norm
- Everyone is treated the same
- equity norm
- If you do more, you get more
- need norm
- You didn’t get a bonus bc someone else needed one
- types of equity comparisons
- outside and within (satisfied by companies through job evaluations)
- internal: within the organization
- develop job evaluation survey
- external: outside the org (product, service, labor market)
- Key terms of equity theory
- Outcome (money, status, promotion, opportunities)
- Input (effort, edu level, experience)
- Comparison person (someone viewed as similar)
- Equity occurs when:
- O/I= O/I of comparison person--highly productive and satisfied
- When it doesn’t equal it doesn’t occur it creates stress
- Don’t work as hard, leave, ask for a raise
- Performance implications
- Consequences chart overpaid underpaid thing
- [pic 4]
- Expectancy theory
- if you want people to be motivated they have to feel that they will lead to high performance and that it will lead to reward
- Effort→performance→reward
- High effort leads to→good grades, letter of rec, but little time with friends
- What is the likelihood of these happening?
- Porter-Lawler
- Tried to explain relationship between performance and job satisfaction
[pic 5]
- Applying behavior modification
- Define target behaviors
- Positively reinforce behavior-use shaping if necessary
- Ignore undesirable behavior
- Avoid delays in reinforcements
- Determine schedules of reinforcement
- Schedules of partial reinforcement
- [pic 6]
- the individual doesn’t know if reinforcement is going to occur, they will always act well
- its like when a teacher likes to give pop quizzes to that the student is always prepared
- Goal setting theory
- Only if all steps are in place
- Stretch goals but have to be accepted
- To increase performance
- Need specific goal (numerical always does better than do oyur best)
- Goals must be challenging
- Goals must be accepted
- Must have knowledge of results
- People must have ability and feelings of self-efficacy
- SMART goals
- Based on goal setting theory
- Specific- Well-defined, clear to anyone who has basic knowledge of the task
- Measurable- Know if the goal is obtainable and how far away completion is. Know when it has been achieved.
- Achievable- Agreement of stakeholders about what the goals should be. Make sure it is possible.
- Realistic- Within the availability of resources, knowledge, and time.
- Time-bound- Enough time to achieve the goal, but not too much time.
- Group Processes
- Group size: depends on task, odd numbers more effective
- Cohesiveness
- Homogeneity
- Size
- Opportunities to communicate
- Group isolation
- External threat
- Group success
- Individual mobility
- Effective leadership
- Norms
- Roles
Managing groups
- 2 or more people
- common goal
- interact
- everyone has to perceive themselves as being in a group
- 2 types of groups
- informal-
- formal-
- Stages of Group Development
- Tuckman’s:
- Forming
- Classroom groups never go beyond forming
- Estasblish relationships, find existing norms
- Storming
- Where there is conflict, some groups can split up due to internal conflict
- 2 types, the one is directed toward an external source, like a professor,
- conflict between personalities within the group
- Norming
- group members get excited when group does well, and depressed when group doesn’t do well
- becomes more cohesive, focus on group goal rather than individual goal
- group leader
- Performing
- Everyone knows everyone else very well
- Group is a high performing team
- If someone leaves, performance goes down
Successful teams have:
- Psychological safety
- Collective efficacy
- Common, clear purpose
- Team identification
- (trust, phsychological safety)
- How to handle and increase cohesiveness chart
- [pic 7]
- Norms
- Exist only for behavior viewed as important
- Not applied equally to all
- Strong pressure to conform
- Sample Norms:
- [pic 8]
- Levels of conflict
- Intrapersonal
- Interpersonal
- Intragroup
- Intergroup
- Intraorganizational
- Intergroup
- Stereotyping
- When conflict becomes intense, start stereotyping
- We vs they
- Pseudo speciation
- False
- Don’t think of the other members in the group as human, think of them as lower
- This is a problem because the group will not interact with the group they think is below them
- Intraorganizational
- Levels of interdependence: how much do you need another department to get the job done
- Pooled interdependence
- Don’t need the other department at all to get the job done
- Advertising department and delivery done need each other
- Sequential interdependence
- One department becomes highly dependent on another
- Seeing a specialist in the hospital and they prder tests, if they don’t get them right away the specialist will get annoyed ** hospital
- Reciprocal interdependence
- Mkt goals: (mkt share, mkt volume, sales)
- Time frame (quarterly)
- Interpersonal styles (extroversion)
- R+D goals: (innovation, patents)
- Time frame (longer)
- Interpersonal styles (introvert)
- Conflict Resolution techniques
- Structural
- Domincance approach
- Decoupling
- Removing source of conflict
- Buffers (linking pin, middle man)
- Field reps deal with customers who are not satisfied with the person who bought the car so that they feel good and in the future will purchase the car
- Role negotiation
- Role clarification
- Integration units
- Product leaders, managers
- Confrontation
- Bargaining negotiation
- Third party interventions
- Mediation
- Arbitration
- Process consulting
- Others: superordinate goals (common enemy)
- GroupThink
- Find another example of one (where people rush to make decision and don’t speak up)
- Political situations
- Ex. Entering Iraq
- 1. Illusion of Invulnerability: Members ignore obvious danger, take extreme risk and are overly optimistic.
- 2. Collective Rationalization: Members discredit and explain away warning contrary to group thinking.
- 3. Illusion of Morality: Members believe their decisions are morally correct, ignoring the ethical consequences of their decisions.
- 4. Excessive Stereotyping: The group constructs negative sterotypes of rivals outside
- the group.
- 5. Pressure for Conformity: Members pressure any in the group who express arguments against the group's stereotypes, illusions, or commitments, viewing such opposition as disloyalty.
- 6. Self-Censorship: Members withhold their dissenting views and counterarguments.
- 7. Illusion of Unanimity: Members perceive falsely that everyone agrees with the group's decision; silence is seen as consent.
- 8. Mindguards: Some members appoint themselves to the role of protecting the group from adverse information that might threaten group complacency.
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