Org Behavior Exam 3

judgements or evaluative statements - either favorable or unfavorable about objects, people or events

attitudes reflect how we ... about something

cognitive (evaluation), affective (feeling), behavioral (action)

"My supervisor gave a promotion to a coworker who deserved it less than I did. My supervisor is unfair.”

"I dislike my supervisor"

“I am looking for other work; I have complained about my supervisor to anyone who would listen.”

any incompatibility an individual might perceive between two or more attitudes or between behavior and attitudes

degree to which a person identifies with a job, actively participates in it, and considers performance important to self – worth

identifying with a particular organization and its goals, wishing to maintain membership in the organization

two or more individuals, interacting and interdependent, who come together to achieve particular objectives

those defined by the organization’s structure

alliances that are neither formally structured nor organizationally determined

social categorization processes can sometimes lead people to think of people who share their social identity as the ingroup and people from different groups as outgroups

set an expected behavior patterns attributed to someone occupying a given position in a social unit

one’s perception of how to act in each situation

how others believe one should act in each situation

situation in which an individual faces divergent role expectations

when the expectations of our different, separate groups are in opposition

acceptable standards of behavior within a group that are shared by the group’s members

can dictate the experience of ... for the individuals and the groups. People can interpret their shared emotions in the same way

tendency for individuals to expend less effort when working collectively than alone

situations in which group pressures for conformity deter the group from critically appraising unusual, minority or unpopular views

can overcome pressures for conformity

group leader states the problem
members then “free – wheel” alternatives
no criticism
one idea stimulates the others. “think the unusual”

(two way) & (one way)

sensing and processing before responding

acknowledging or restating to ensure understanding

body language and movement. Contact and senses (sounds, smell, touch). Physical space and the use of time

email, text, natural language processing

rely on nonverbal cues, hierarchy and subtlety

value direct and explicit communication

learn differences, show respect, adjust communication style

same departments, meet to discuss quality and efficiency

operate autonomously, handle supervisory roles

members from different departments working toward a shared goal

use technology to collaborate remotely

two or more interdependent teams working toward a larger objective

adequate resources, strong leadership, supportive culture, rewards systems, clear structure

skill mix, diversity, proper size, aligned personalities

common plan, consistent mental models, conflict management, motivation

cohesion, trust, efficacy, shared identity

success depends on context (resources, leadership, structure), composition (skills, diversity, roles), process (goals, conflict resolution, trust)

reward both team performance and individual contributions that support team goals. Training and selection should focus on interpersonal and teamwork skills.

the ability to influence a group toward the achievement of a vision or set of goals. Not all leaders are managers; not all managers are leaders

focus on personal qualities and characteristics. Search for personality, social, physical or intellectual attributes. Traits predict the emergence of leaders better than effectiveness

imply we can train people to be leaders. Can be learned. 2 key behaviors initiating structure (defining roles) and consideration (trust, respect)

leadership effectiveness depends on the match between style and situation.

Fiedler Model: task- vs. relationship-oriented.
Situational Leadership: adjusts style based on follower readiness.
Leader–Participation adapts involvement based on task structure.

inspires, motivates, challenges thinking, offers individualized consideration

focuses on follower growth and well-being

acts consistently with personal values

provides vision and sense of mission, instills pride and gains respect

communicates high expectations, uses symbols to focus efforts, expresses important purposes in simply ways

promotes intelligence, rationality and careful problem solving

gives personal attention, treats each employee individually, coaches and advises

a psychological state that exists when you agree to make yourself vulnerable to another because you have positive expectations about how things are going to turn out

integrity, benevolence, ability & the propensity to trust  Trust  risk taking, information sharing, group effectiveness and productivity

"how likely an employee is to trust a leader.”

“do trust look the same in every culture.”

we come to trust people by observing their behavior over a period of time

trust can be restored when we observe a consistent pattern of trustworthy behavior