MGT FINAL EXAM

ch. 13, 14, 16, 17, 18

\*communication

fluid, evolving process involving the sending and receiving of messages between two or more people

sender

person wanting to communicate information the message

receiver

person, group, or organization for whom the message is intended

encoding

translates thoughts into code or language that can be understood by others

selecting a medium

depends on the nature of the message, its intended purpose, type of audience, proximity to the audience, time horizon for disseminating the message, personal preferences, and the complexity of the problem/situation

decoding

occurs when receivers receive a message \n process of interpreting and making sense of a message

model of communication

sender, receiver, encoding, selecting a medium, decoding, feedback

\*effective communication

occurs when the intended meaning of the source and the perceived meaning of the receiver are virtually the same

noise

interference with the transmission and understanding of a message

\*functions of communication

control, motivation, emotional expression, information

\*barriers to effective communication (will be on the exam, give an example of each)

filtering, emotions, information overload, defensiveness, language, national culture

defensiveness

natural response to aggressive communication

language

you have to know your audience, more clarity, don't use loaded words, words have different meanings

national culture

some cultures don't appreciate confrontation \n might come off as rude \n some cultures believe in eye contact, handshake, etc. \n ^ examples of _______

\*other barriers to effective communication

time zone differences, telephone-line static, network problems, crashed computers, office design

overcoming barriers to communication

feedback, simplifying language, active listening, constraining emotions, watching nonverbal cues

nonverbal communication

messages sent outside of the written and spoken word \n body movement and gestures, touch, facial expression, eye contact

\*listening

process of taking in what we hear and mentally organizing it to make sense of it

art of listening

truly listening \n demands attention \n concentration \n effort

\*types of listening

passive, attentive, active or emphatic

\*active listening

most powerful level of listening and requires the largest amount of work on the part of the listener

listener not only hears and reacts to the words spoken but also paraphrases, clarifies, and gives feedback to the speaker about the messages being received.

(actually understanding what ur hearing)

\*eight behaviors associated with effective active-listening skills

make eye contact

exhibit affirmative head nods and appropriate facial expressions

avoid distracting actions or gestures

ask questions

paraphrase

avoid interrupting the speaker

don't over talk

make smooth transitions between roles of speaker and listener

\*passive listening

occurs when one is trying to absorb as much of the information as possible

may not understand the message

one-way communication

"in one year and out the other"

\*attentive listening

occurs when one is genuinely interested in the speaker's point of view. The listening makes assumptions about the messages being relayed and fill in the gaps with their own assumptions, etc.

women

are more likely to share credit for success, ask questions, act tactfully give feedback

men

are more likely to boast, to bluntly give feedback, and less likely to admit fault or weakness

\*multicommunication

the use of technology to participate in several interactions at the same time

internet

(on the exam) \n a global network of computer networks

\*intranet

an organization's private internet

\*extranet

connects internal employees with selected customers, suppliers, and strategic partners

\*benefits of email

reduced the cost of distributing information

increased teamwork

reduced paper costs

increased flexibility

\*drawbacks to email

wasted time and effort

information overload

increased costs to organize, store, and monitor usage

neglect of other media

videoconferencing

uses video and audio links along with computer to enable people in different locations to see, hear, and talk with one another

\*organizational communication networks

combination of vertical and horizontal flows into a variety of patterns

chain, wheel, & all channel

\*chain network

individuals communicate in a set sequence

(chain of command)

\*wheel network

most info travels through one central member of the group

\*all-channel network

every group member communicates with everyone else

\*grapevine

the unofficial communication system of the informal organization (usually informal)

telepresence

advanced form of teleconferencing \n requires specially designed rooms with multiple cameras, sound-damping equipment and high-definition video screens

benefits of video conferencing and telepresence

systems can reduce an organization's travel expenses \n allow people working across the world to participate in the innovation process on as as needed basis \n allow employees to speed up the decision making process

group support systems

using computer software and hardware to help people work better together \n have demonstrated increased productivity and cost savings

teleworking

a work practice in which an employee does part of his job in a remote location using a variety of information technologies \n also called telecommuting

blog

online journal in which people comment on any topic

\*motivation

an internal force within the individual that is responsible for the level of effort and drive expended on a job

\*content theories

need based theories which focus on factors that arouse motivation and behavior

\*process theories

these theories compliment the content theories by adding the thought processes involved in motivated behaviors. Emphasize the nature of the interaction between the individual and the environment

\*Maslow's Hierarchy of Needs

self-actualization

esteem

love (social)

safety and security

physiological

\*Alderfer's ERG theory

existence, relatedness, growth

\*McClelland's Need theory

need for achievement

need for power

need for affiliation

need for affiliation

a manifest (easily perceived) need that concerns an individual's need to establish and maintain warm, close, intimate relationship with other people

\*Herzberg's two-factor theory

hygiene factor

motivation factor

\*Hygiene Factor (Herzberg)

work condition related to dissatisfaction caused by discomfort or pain

maintenance factor

contributes to employee's feeling not dissatisfied

contributes to absence of complaints

\*motivation factor (Herzberg)

work condition related to the satisfaction of the need for physiological growth

job enrichment

leads to superior performance & effort

\*Process Theories of Motivation

(equity and expectancy) these theories compliment the content theories by adding thought processes involved in motivated behaviors. emphasize the nature of the interaction between the individual and the environment

\*equity theory

a theory that states that people will be motivated when they perceive that they are being treated fairly

inputs = outputs

equity \n negative equity \n positive equity

___: outcomes A / inputs = outcomes B / inputs \n ___: outcomes / inputs < outcomes / inputs \n ___: outcomes / inputs > outcomes / inputs

valence

the importance that the individual places upon the expected outcome

\*expectancy theory

the belief that an individual chooses their behaviors based on what they believe leads to the most beneficial outcome

instrumentality

the belief that a person will receive a desired outcome if the performance expectation is met

3 causes of motivation problems

1. belief that effort will not result in performance
2. belief that performance will not result in rewards
3. the value of a person places on, or the preference a person has for, certain rewards

theory y

a set of assumptions of how to manage individuals motivated by higher order needs (self-actualization, esteem love (social)

theory x

a set of assumptions of how to manage individuals motivated by lower order needs (safety & security , physiological)

\*Job characteristics model

skill variety, task identity, task significance, autonomy, feedback

\*skill variety

the degree to which a job requires a variety of activities so that an employee can use a number of different skills and talents

\*task identity

the degree to which a job requires completion of a whole and identifiable people of work

\*task significance

the degree to which a job has a substantial impact on the lives or work of other people

\*autonomy

the degree to which a job provides substantial freedom, independence, and discretion to the individual in schedeuling work and determining the procedures to be used in carrying it out

\*feedback

the degree to which carrying out work activities requires by a job in the individual's obtaining direct and clear information about his or her performance effectiveness

\*group

two or more people working together over time to achieve a common goal

\*stages of group formation

forming, storming, norming, performing, adjourning

forming

the first stage of team development, in which team members meet each other, form initial impressions, and begin to establish team norms \n emphasis on interpersonal concern and awareness

storming

the second stage of development, characterized by conflict and disagreement, in which team members disagree over what the team should do and how it should do it emphasis on task planning, authority, and influence

norming

the third stage of team development, in which team members begin to settle into their roles, group cohesion grows, and positive team norms develop emphasis on task accomplishment, leadership, and performance

performing

the fourth stage of team development, in which performance improves because the team has matured into an effective, fully functioning team emphasis on rewards and punishment

adjourning

The fifth stage of group development during which the group finishes its tasks and decides or is forced to dissolve membership work is done, time to move on to other things

\*roles

expected behavior for a given position

\*task roles

perform those activities directly related to the effective completion of the team's work give information, initiate ideas, test ideas, seek information, coordinate activities, summarize ideas, evaluate effectiveness, etc.

\*maintenance roles

roles performed by group members to maintain good relations within the group support others, follow each other's lead, harmonize conflict, set standards, express member feelings, test group decisions

\*norms

shared attitudes, opinions, feelings, or actions that guide social behavior

\*when a group becomes a team

leadership becomes a shared activity

accountability shifts from strictly individual to both individual and collective

the group develops its own purpose or mission

problem solving becomes a way of life, not a part-time activity

\*team

small group with complementary skills who hold themselves mutually accountable for common purpose, goals, and approach

task groups that have matured to the performing stage

\*characteristics of effective work teams

clear goals, relevant skills, mutual trust, unified commitment, negotiating skills, appropriate leadership, internal and external support

\*groupthink

the practice of thinking or making decisions as a group in a way that discourages creativity or individual responsibility

\*symptoms of groupthink

Invulnerability, inherent morality, rationalization, stereotypes views of opposition, self-censorship, illusion of unanimity, peer pressure, mind guards

invulnerability (groupthink)

members feel they cannot fail, illusion that the group is performing well

inherent morality (groupthink)

a belief that encourages the group to ignore ethical implications (inherently ignoring morality)

rationalization (groupthink)

when team members convince themselves that despite evidence to the contrary, the decision or alternative being presented is the best one

stereotypes (groupthink)

leads members of the in-group to ignore or even demonize out-group members who may oppose or challenge the group's ideas

self-censorship (groupthink)

members of the group withhold dissenting views, keep silent about misgivings and minimize the importance of their doubts

illusion of unanimity (groupthink)

members of the group falsely perceive that everyone agrees with the group decision

peer pressure (groupthink)

influence enacted by a peer that encourages conformity

mind guards (groupthink)

a member of the group who, in an attempt to preserve the central group idea, omits any information which may cause doubts to arise within the group

\*social loafing

decrease in individual effort as group size increases

\*controlling

management function that involves monitoring, comparing and correcting work performance help evaluate whether other functions have been carries out properly

\*the control process

a three-step process of measuring actual performance, comparing actual performance against a standard, and taking managerial action to correct deviations or inadequate standards


1. setting up standards
2. performance appraisal
3. corrective measures

immediate corrective action

corrective action that corrects problems at once to get performance back on track

basic corrective action

corrective action that looks at how and why performance deviated before correcting the source of deviation

feed forward control

control that takes place before a work activity is done

concurrent control

control that takes place while a work activity is in progress

management by walking around

a term used to describe when a manager is out in the work area interacting directly with employees