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Management Exam Review

Essay by   •  March 13, 2017  •  Study Guide  •  4,092 Words (17 Pages)  •  918 Views

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  • 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
  • Effortperformancereward
  • High effort leads togood 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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