MGMT Test 2

Problem-focused coping

Targets the demand.

Emotion-focused coping

Regulates feelings about the demand.

Behavioral coping

Involves actions taken to cope.

Cognitive coping

Involves thoughts used to cope.

Goal-setting theory

Specific and difficult goals outperform easy or 'do your best' goals.

Integrity

The perception the authority adheres to sound values and principles.

Physiological response to pressure

Examples include high blood pressure, headaches, back pain, and stomachaches.

Stress

A psychological response to demands with stakes that tax or exceed one's resources.

Benign job demand

A demand appraised in primary appraisal as not stressful (benign/irrelevant).

Primary appraisal

Asks 'Is this stressful?'

Secondary appraisal

Asks 'How can I cope?'

Daily hassles

A work hindrance stressor characterized by stressful demands that keep popping up.

Role overload

A work hindrance stressor characterized by too much stuff going on.

Instrumental support

Direct aid to address stressful demands.

Emotional support

Helps with feelings related to stress.

Stressor types

Stressors split into work vs nonwork and hindrance vs challenge.

Work stressor examples

Time pressure, work complexity, work responsibility (challenge) OR role conflict/ambiguity/overload/daily hassles (hindrance).

Nonwork stressor examples

Work-family conflict, negative life events, financial uncertainty (hindrance) OR family time demands, personal development, positive life events (challenge).

High-leverage tool

Set specific, difficult goals and ensure feedback and commitment.

Job performance factors

Specific & difficult goals plus feedback (and strategies) raise intensity and persistence.

Self-efficacy

Past accomplishments, vicarious experiences, verbal persuasion, and emotional cues.

Expectancy theory components

Expectancy: effort→performance; instrumentality: performance→outcomes; valence: value of outcomes.

Basic/physiological needs

Food and shelter.

High self-efficacy

Self-efficacy (confidence you can perform the task).

Visualization

When setting goals you picture yourself doing it—what is that called (ability facet)?

Extrinsic motivation

Motivation that comes from outside you (e.g., pay, bonuses).

Intrinsic motivation

Motivation that comes from inside you (e.g., interest, enjoyment, purpose).

Feedback's role in goals

Feedback strengthens the link from goals to performance by guiding effort and strategies.

Trust

The willingness to be vulnerable to an authority based on positive expectations.

Justice

Provide behavioral evidence of trustworthiness via distributive, procedural, interpersonal, and informational fairness.

Business ethics

Ethics is the degree to which authority behavior aligns with accepted moral norms.

Trustworthiness facets

Integrity and benevolence (along with ability) underlie cognition-based trust.

Trust propensity

A disposition to rely on others' words and promises.

Trustworthiness

The trustee's characteristics that inspire trust—ability, benevolence, integrity.

Benevolence

The authority wants to do good for the trustee.

Affect‑based trust

Feelings/emotional bonds with the trustee (trust rooted in emotion).

Ability

Relatively stable capabilities to perform a range of related activities.

Determinants of abilities

Genes and environment.

Broad categories of abilities

Cognitive, emotional, and physical.

Cognitive ability scenario

Tasks requiring acquiring/applying knowledge to solve problems (verbal, quantitative, reasoning, spatial, perceptual).

High reasoning scenario

Sensing and solving problems via rules/logic (problem sensitivity, inductive/deductive reasoning, originality).

Cognitive ability

Helps people learn and use knowledge.

Motivation

Determines the direction, intensity, and persistence of effort.

Ability improvement

Your natural level of a given ability does not affect improving that ability.

Cognitive ability types

Verbal, quantitative, reasoning, spatial, or perceptual.

Verbal ability importance

Most important in roles where effectiveness depends on understanding and communicating ideas to others (e.g., writing/speaking‑heavy jobs).