| a model that argues that rare and inimitable resources help firms maintain competitive advantage | resource based theory |
| -½ organizations don't believe organization behavior matters
-½ make singular changes but need more systematic changes
-½ won't persist long enough
(1/2 of ½ of ½ is 1/8) | Rule of 1/8th |
| -good people comprise a valuable resource for companies
-rare
-hard to imitate
-history cannot be bought or copied
-make numerous small decisions that cannot be observed by competitors
-create socially complex resources such as culture, teamwork, trust, and reputation | Why might firms that are good at OB tend to be more profitable? |
| A cornerstone of organizational behavior theory in which a systematic approach is used to understand some aspect of behavior in the work place by individuals, teams, or organizations. | Role of Theory in the scientific method |
| 1. Method of experience
2. Method of intuition
3. Method of Science
4. Method of Authority | What are the ways of knowing? |
| the set of employee behaviors that contribute to organizational goal accomplishment.
1. Task performance
2. Citizenship behavior
3. Counterproductive behavior. | Definition of job performance - 3 diminsions of job performance |
| A relativily permanent change in an empoyee's knowledge or skill that results from experience | Learning |
| Sharing important information with coworkers | Courtesy |
| Type of knowledge that employees can only learn through experience | Tacit |
| Assisting coworkers who have heavy workloads, aiding them with personal matters, and showing new employees the ropes when they are first on the job | Helping |
| A process by which an organization determines reqirements of a specific job | Job Analysis |
| States of feeling that are mild in intensity, last for an extended period of time, and are not directed at anything | Moods |
| Simple and efficient rules of thumb that allow one to make decisions more easily | Heuristics |
| The degree to which a job requires different activities and skills | Variety |
| an employees connection to and sense of fit in the organization and community | Embeddedness |
| A form of physical withdrawl in which employees voluntarily leave the organization. | Quitting |
| Positively representing the organization when in public | Boosterism |
| Maintaining a positive attitute with coworkers through good and bad times | Sportsmanship |
| Assumtions made about others based on their social group membership | Stereotype |
| The knowledge and skills that distinguish experts from novices | Expertise |
| Employees with low commitment levels and low task performance levels who exert the minimum amount of effort needed to keep their jobs. | Apathetics |
| Motivation in which the work effort is based on the sense that task performance serves as its own reward | Intrinsic |
| Employee behaviors that are directly involved in the transformation of organizational resources into the good or services that the organizational produces | Task Performance |
| The degree to which a job allows indiviual freedom and discretion regarding how the work is to be done. | Autonomy |
| When an employee speaks up to offer constructive suggestions for change, often in reaction to a negative work event. | Voice |
| Employees with high commitment levels and high task performance levels who serve as role models within the organization. | Stars |
| Voluntary employee behaviorsthat contribute to organizational goals by improving the context in which work takes place. | Citizenship Behavior |
| A form of psychological withdrawl in which employees use work time and resouces to do non work-related activities. | Moonlighting |
| When a decision maker chooses the first acceptable alternative considered. | Satisficing |
| The degree to which the behaviors of an authority are in accordance with generally accepted moral norms. | Ethics |
| The perceived fairness of an authority's decision making. | Justice |
| The type of knowledge that is easily communicated and available to everyone. | Explicit |
| Includes employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces | What is task performance? |
| Organizations gather information about relevant task behaviors using job analysis and o'net | How do organizations identify the behaviors that underlie task performance? |
| They are voluntary employee activities that may or may not be rewarded but that contribute to the organization by improving the overall quality of the setting in which work takes place.
Examples: helping, courtesy, sportsmanship, voice, civic virtue and boosterism. | What is citizenship behavior? Examples? |
| Employee behaviors that "intentionally" hinder organizational goal accomplishment.
Examples: sabotage, theft, wasting resources, substance abuse, gossiping, incivility, harassment and abuse. | What is counterproductive behavior? Examples? |
| Knowledge work: applying theoretical and analytical knowledge acquired through education
Service work: work that provides non tangible goods to customers | What workplace trends affect job performance in today's organizations? |
| Manage by Objectives (MOB)
-based on weather or not the employee achieves specific objectives
Behaviorally anchored rating scales
-based on job performance behaviors
360-degree feedback
-collecting info from anyone with first hand knowledge about the employees performance behaviors. can be biased | How can organizations use job performance information to manage employee performance? |
| Organizational Commitment: The desire on the part of an employee to remain a member of the organization.
Withdrawal behavior is a set of actions that employees perform to avoid the work situation.
Commitment and withdrawal are negatively related to each other - the more committed employees are, the less likely they are to engage in withdrawal. | What is organizational commitment? What is withdrawal behavior? How are the two connected? |
| 1. Affective commitment: occurs when employees want to stay and is influenced by the emotional bonds between employees.
2. Continuance commitment: occurs when employees need to stay and is influenced by salary and benefits and the degree to which they are embedded in the community.
3. Normative commitment: occurs when employees feel that they ought to stay and is influenced by an organization investing in its employees or engaging in charitable efforts | What are the three types of organizational commitment, and how do they differ? |
| 1. Exit - A form of physical withdrawal in which the employee either ends or restricts organizational membership.
2. Voice - An active and constructive response by which employees attempt to improve the situation.
3. Loyalty - Passive and constructive; employees remain supportive while hoping the situation improves on its own
4. Neglect - A form of psychological withdrawal in which interest and effort in the job decrease | What are the four primary responses to negative events at work? |
| Examples of psychological WD: Daydreaming, socializing, looking busy, moonlighting, and cyberloafing.
Examples of physical WD: tardiness, long breaks, missing meetings, absenteeism, and quitting.
Consistent with the progression model, withdrawal behaviors tend to start with minor psychological forms before escalating to more major physical varieties. | What are some examples of psychological and physical withdrawal? How do these types of withdrawal relate to each other? |
| The increased diversity of the workforce can reduce commitment if employees feel lower levels of affective commitment or become less embedded in their current jobs. The employee-employer relationship, which has changed due to decades of downsizing, can reduce affective and normative commitment, making it more of a challenge to retain talented employees | What workplace trends are affecting organizational commitment in today's organizations? |
| By fostering perceived organizational support, which reflects the degree to which the organization cares about employees' well-being. Commitment can also be fostered by specific initiatives directed at the three commitment types. | How can organizations foster a sense of commitment among employees? |
| People are satisfied when their job provides the things that they value | How do values affect job satisfaction? |
| pay satisfaction, promotion satisfaction, supervision satisfaction, coworker satisfaction, satisfaction with the work itself | People often evaluate their job satisfaction according to specific facets. What are those facets? |
| -Variety
-identity
-significance
-autonomy and
-feedback | Which job characteristics can create a sense of satisfaction with the work itself? |
| -Moods are states of feeling that are often mild in intensity, last for an extended period of time, and are not explicitly directed at anything.
-Emotions are states of feeling that are often intense, last only for a few minutes, and are clearly directed at someone or some circumstance. | What are mood and emotions, and what specific forms do they take? |
| Job satisfaction predicts job performance and is moderately correlated with task performance. Job satisfaction also has a strong positive correlation to organizational commitment. | How does job satisfaction affect job performance and organizational commitment? How does it affect life satisfaction? |
| -Through attitude surveys such as the Job Descriptive Index which assess pay, job supervisor, coworker satisfaction, and as well as overall satisfaction.
-Check compensation levels of competitors and asses programs while revising its system | What steps can organizations take to assess and manage job satisfaction? |
| The intensity of a tendency to perform in a particular manner is dependent on the intensity of an expectation that the performance will be followed by a definite outcome and on the appeal of the outcome to the individual.
1. Expectancy- effort is believed to result in performance
2. Instrumentality- performance is believed to result in outcomes
3. Valence- outcomes are anticipated to be valuable | What is expectancy theory, and what are the three beliefs that help determine how work effort is directed? |
| Goal Setting Theory: Views goals as the primary drivers of the intensity and persistence of effort
Goals become strong drivers of motivation and performance when they are difficult and specific. Specific and difficult goals affect performance by increasing self-set goals and task strategies. Those effects occur more frequently when employees are given feedback, tasks are not too complex, and goal commitment is high. | What is goal setting theory? What two qualities make goals strong predictors of task performance? How and when do those effects occur? |
| Rewards are equitable when a person's ratio of outcomes to inputs matches those of some relevant comparison other. A sense of inequity triggers equity distress. Under-rewarded inequity typically results in lower levels of motivation or higher levels of counterproductive behavior. Overreward inequity typically results in cognitive distortion, in which inputs are reevaluated in a more positive light.
-Employees create a "mental ledger" of the outcomes (or rewards) they get from their job duties | What does it mean for rewards to be “equitable,” and how are perceptions of equity determined? How do employees respond when they feel a sense of inequity? |
| A form of motivation derived from the belief that one's work tasks are contributing to some larger purpose
Fostered by four beliefs:
1. Meaningfulness
2. Self-Determination
3. Competence
4. Impact | What is psychological empowerment? What four beliefs help create a sense of empowerment among employees? |
| Motivation has a strong positive relationship with job performance and a moderate positive relationship with organizational commitment. Of all the energetic forces subsumed by motivation, self-efficacy/competence has the strongest relationship with performance. | How does motivation affect job performance and organizational commitment? |
| -disposition-based trust
-cognition-based trust
-affect-based trust | In what three sources can trust be rooted? |
| -the willingness to be vulnerable to a trustee based on positive expectations about the authority's actions and intentions
-justice: reflects the perceived fairness of an authority's decision making
-ethics: reflects the degree to which the behaviors of an authority are in accordance with generally accepted moral norms (can change depending on time and location) | What is trust, and how does it relate to justice and ethics? |
| 1. Ability
2. Benevolence (the degree to which authority wants to do good for trustor), 3. Integrity | What dimensions can be used to describe the trustworthiness of an authority? |
| -distributive justice: reflects the perceived fairness of decision-making outcomes
-procedural justice: reflects the perceived fairness of decision-making processes
-interpersonal justice: reflects the perceived fairness of the treatment received by employees from authorities
-informational justice: reflects the perceived fairness of the communications provided to employees from authorities | What dimensions can be used to describe the fairness of an authority’s decision making? |
| -moral awareness
-moral judgement
-moral intent
-ethical behavior | What is the four-component model of ethical decision making? |
| -Moderate positive relationship with job performance
-Strong positive relationship with organizational commitment. | How does trust affect job performance and organizational commitment? |
| By emphasizing corporate social responsibility, a perspective that acknowledges that the responsibilities of a business encompass the economic, legal, ethical, and citizenship expectations of society. | What steps can organizations take to become more trustworthy? |
| -Learning is a relatively permanent change in an employee's knowledge or skill that results from experience.
-Decision making refers to the process of generating and choosing from a set of alternatives to solve a problem. Learning allows employees to make better decisions by making those decisions more quickly and by being able to generate a better set of alternatives. | What is learning, and how does it affect decision making? |
| Employees gain both:
1.explicit- easily communicated and available to everyone.
2. tacit- something employees can learn only through experience. | What types of knowledge can employees gain as they learn and build expertise? |
| Employees learn new knowledge through reinforcement and observation of others. That learning also depends on whether the employees are learning-oriented or performance-oriented. | What are the methods by which employees learn in organizations? |
| 1. Programmed decisions: become somewhat automatic because a person's knowledge allows him or her to recognize and identify a situation and the course of action that needs to be taken. Many task-related decisions made by experts are programmed decisions.
2. Nonprogrammed decisions are made when a problem is new, complex, or not recognized. Ideally, such decisions are made by following the steps in the rational decision-making model. | What two methods can employees use to make decisions? |
| Employees are less able to translate their learning into accurate decisions when they struggle with limited information, faulty perceptions, faulty attributions, and escalation of commitment. | What decision-making problems can prevent employees from translating their learning into accurate decisions? |
| -moderate positive relationship with job performance
-weak positive relationship with organizational commitment | How does learning affect job performance and organizational commitment? |
| Through various forms of training, companies can give employees more knowledge and a wider array of experiences that they can use to make decisions. | What steps can organizations take to foster learning? |
