MGMT:2100 University of Iowa Midterm 1

Rebuilt for Review Sheet Midterm 1 Exam Fall 2026. Uses textbook definitions and course-slide wording; lecture-only items use the course explanations already checked. Related lists consolidated and duplicate terms removed. Review sheet: https://drive.google.com/file/d/1aStlfhLFUFjZ1kuo98G9WrllI1UDMq0i/view . Sources: MGMT 13, course slides 01–08, syllabus pp. 1, 6, 22–23, and Webber. The Paper Brigade character trivia is not included because it was not verified in these materials.

Management

getting work done through others

Efficiency

getting work done with a minimum of effort, expense, or waste

Effectiveness

accomplishing tasks that help fulfill organizational objectives

Planning

determining organizational goals and a means for achieving them

Organizing

deciding where decisions will be made, who will do what jobs and tasks, and who will work for whom

Leading

inspiring and motivating workers to work hard to achieve organizational goals

Controlling

monitoring progress toward goal achievement and taking corrective action when needed

Top managers

executives responsible for the overall direction of the organization

Middle managers

responsible for setting objectives consistent with top management’s goals and for planning and implementing subunit strategies for achieving these objectives

First-line managers

responsible for training and supervising the performance of nonmanagerial employees who are directly responsible for producing the company’s products or services

Team leaders

managers responsible for facilitating team activities toward goal accomplishment. Team leaders help their team members plan and schedule work, learn to solve problems, and work effectively with each other. Team leaders are also responsible for managing external relationships.

Model/Theory

Useful simplification of reality

Two main differences across types of managers

Time horizon: how far into the future are they thinking as they plan or organize or lead or control. Scope of influence: how many people do you affect or influence when you make your plans, or you get organized or you lead or you control?

Technical skills

the specialized procedures, techniques, and knowledge required to get the job done

Human skills

the ability to work well with others

Conceptual skills

the ability to see the organization as a whole, understand how the different parts affect each other, and recognize how the company fits into or is affected by its environment

Management skills at different levels

Technical skills are most important for team leaders and lower-level managers. Human skills are equally important at all levels of management, from team leaders to CEOs. Conceptual skills increase in importance as managers rise through the management hierarchy.

Gaining management skills

Sources of learning: Reading; Reflection; Relationships; Real experience. Skills gains occur best through deliberately: Combining multiple sources; Self-management.

Mintzberg’s three main managerial roles

interpersonal, informational, and decisional. In other words, managers talk to people, gather and give information, and make decisions.

Figurehead role

the interpersonal role managers play when they perform ceremonial duties

Leader role

the interpersonal role managers play when they motivate and encourage workers to accomplish organizational objectives

Liaison role

the interpersonal role managers play when they deal with people outside their units

Monitor role

the informational role managers play when they scan their environment for information

Disseminator role

the informational role managers play when they share information with others in their departments or companies

Spokesperson role

the informational role managers play when they share information with people outside their departments or companies

Entrepreneur role

the decisional role managers play when they adapt themselves, their subordinates, and their units to change

Disturbance handler role

the decisional role managers play when they respond to severe pressures and problems that demand immediate action

Resource allocator role

the decisional role managers play when they decide who gets what resources and in what amounts

Negotiator role

the decisional role managers play when they negotiate schedules, projects, goals, outcomes, resources, and employee raises

Motivation to manage

an assessment of how motivated employees are to interact with superiors, participate in competitive situations, behave assertively toward others, tell others what to do, reward good behavior and punish poor behavior, perform actions that are highly visible to others, and handle and organize administrative tasks

Top three mistakes managers make

Insensitive to others: abrasive, intimidating, bullying style; Cold, aloof, arrogant; Betrays trust.

Transition to management

Transition to management: initial expectations: their job was to exercise formal authority and to manage tasks – basically being the boss, telling others what to do, making decisions, and getting things done Transition to management: after six months: The first surprise was the fast pace and heavy workload involved. The other major surprise after six months on the job was that the managers’ expectations about what they should do as managers were very different from their subordinates’ expectations. Transition to management: after a year: most of the managers thought of themselves as managers and no longer as doers. In making the transition, they finally realized that people management was the most important part of their job.

Self-management process

1. Self-Assessment and Planning; 2. Goal Setting; 3. Self- and Environmental-Control; 4. Evaluating and Rewarding Progress.

Self-assessment and planning: tips and mistakes

Who am I now? Who do I want to be? What are my strengths? What do I want them to be? What am I doing now? What do I want to be doing? Where am I now? Where do I want to go? Common Mistakes: Not having any standards; Ignoring important parts of our identities.

Goal setting: tips and mistakes

What do I need to do in order to get where I want to go? Set S.M.A.R.T. goals. Common Mistakes: Failing to set goals – “hope and a wish”; Setting vague goals – “do your best”; Failing to follow through with goals.

SMART goals (lecture wording)

Specific; Measurable; Attainable; Relevant; Timely or time bound or has a deadline.

Self-control: tips and mistake

Important: produces a desired result. Urgent: demands immediate attention. Focus on Activities that are Important but Not Urgent. Common Mistake: Allowing negative emotions or habits to derail us.

Environmental control: tip and mistake

Proactively structure work environment to increase likelihood of success. Common Mistake: Allowing others to control your time.

Evaluating and rewarding progress

Determine what you’ve accomplished and reward yourself accordingly. Common mistakes: Rewarding yourself too early, too late, or too much; Punishing yourself if you fail.

FranklinCovey questions: nature and purpose

It asks creative, imaginative questions to draw on all sides of your brain to surface more parts of who you are, to create a more complete vision of who you want to be in the future.

Counting your blessings

Write down three good things that had happened that day. The simple act of reflecting or counting your blessings 30s a day significantly elevates your positive moods, your work, job and life satisfaction and decreases your anxiety, stress, and dejection.

Autobiographical reflection

what good strengths do you have and how can you use them?

Morgenstern’s time management tips

Assign to-do list tasks to a “home” in your schedule. Not enough time to do all the tasks? Delete; Delay; Diminish; Delegate.

Stars at work (Webber)

It isn't what stars have in their heads that makes them stand out. It's how they use what they have.

Four elements of initiative (Webber)

It means doing something above and beyond your job description. It means helping other people. Usually it involves some element of risk-taking. And when you're really taking initiative, it involves seeing an activity through to completion.

Three rules of initiative (Webber)

First, before you take on anything new, make sure that you're doing your assigned job well. Second, remember that social initiatives don't count for much. Third, the kind of initiatives that matter to your career are those that relate to the company's critical path.

Economics of networking (Webber)

Stars realize that networking is a barter system. If you expect people to trade with you, you have to establish that you have something worth trading. You have to have expertise that people need but don't already have. Be prepared to help out a lot of people before you ask anyone for help in return.

Advantages of teams/groups

Improve customer satisfaction; Improve product/service quality; Improve employee job satisfaction; Improve some steps in the decision making process.

Team productivity equation

Actual productivity = Potential productivity + Process Gains − Process Losses. Potential productivity depends on members’ resources: knowledge, skills & abilities (KSAs) & personality.

Process gains

Information Exchange; Load Balancing; Social Facilitation.

Process losses

Group Maintenance (unavoidable); Social Loafing; Production Blocking.

Social loafing

behavior in which team members withhold their efforts and fail to perform their share of the work

Production blocking

good ideas get lost while you wait for someone to stop talking

Norms and cohesiveness

Norms: Informally agreed upon standards that regulate team behavior. What creates norms? Formal written agreements made early in team formation; Team manager’s repeated actions; Team’s responses to critical events. Cohesiveness: the extent to which team members are attracted to a team and motivated to remain in it Building cohesiveness: All members present at meetings; Arrange additional time to work together; Do something non-work together; Create a special identity for yourselves.

Groupthink

a barrier to good decision-making caused by pressure within the group for members to agree with each other

Minority domination

just a few team members dominate team discussions

Team size

For most teams, the right size is somewhere between six and nine members. Very small or very large teams may not perform as well as moderately sized teams.

Forming

the first stage of team development, in which team members meet each other, form initial impressions, and begin to establish team norms

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

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

Performing

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

Team decline

de-norming: team performance begins to decline as the size, scope, goal, or members of the team change; de-storming: the team’s comfort level decreases, team cohesion weakens, and angry emotions and conflict may flare; de-forming: team members position themselves to control pieces of the team, avoid each other, and isolate themselves from team leaders.

Task roles

Teams need members to complete work and solve problems. Whenever you are using your knowledge and your skill to complete team goals and objectives, you are fulfilling a task role.

Social roles

all the behaviors associated with building unity and group cohesion. Social roles build cooperation.

Task conflict (c-type / cognitive conflict)

disagreement that focuses on problem- and issue-related differences of opinion. Task Conflict (beneficial).

Relationship conflict (a-type / affective conflict)

disagreement that focuses on individuals or personal issues. Relationship Conflict (harmful).

Increasing desirable conflict

Use a Devil’s Advocate; Listen, check for understanding, then speak…; Avoid Production Blocking; Use the Nominal Group Technique.

Nominal Group Technique

a decision-making method that begins and ends by having group members quietly write down and evaluate ideas to be shared with the group

Good team meetings

Have a Written Agenda; Start and End on Time; Begin with a review; Have clear ground rules for decision making; Include time for questions and debate; Encourage equal participation; End with summary of who is doing what, when.

Team diversity and its benefits

Team diversity: the variances or differences in ability, experience, personality, or any other factor on a team Maximizing benefits of diversity: Get to know one another’s backgrounds; Create time/space for questions to clarify meaning; Assume the best intentions.

Enhancing work-team effectiveness

Setting Team Goals and Priorities; Selecting People for Teamwork; Team Training; Team Compensation and Recognition.

Setting team goals and priorities

setting a specific goal for the team clarifies team priorities by providing a clear focus and purpose. Challenging team goals affect how hard team members work. In particular, they greatly reduce the incidence of social loafing.

Stretch goals and support

Stretch goals: extremely ambitious goals that workers don’t know how to reach. Four things must occur for stretch goals to effectively motivate teams: a high degree of autonomy; control of resources; structural accommodation; bureaucratic immunity. Structural accommodation: giving teams the ability to change organizational structures, policies, and practices if doing so helps them meet their stretch goals Bureaucratic immunity: teams no longer have to go through the frustratingly slow process of multilevel reviews and sign-offs to get management approval before making changes

Selecting people for teamwork

A focus on teamwork (individualism-collectivism), team level, and team diversity can help companies choose the right team members.

Team level

the average level of ability, experience, personality, or any other factor on a team

Team training and rewards

Team training: To be successful, teams need significant training, particularly in interpersonal skills, decision-making and problem-solving skills, conflict resolution skills, and technical issues. Team compensation and recognition: the level of rewards (individual versus team) must match the level of performance (individual versus team). Employees can be compensated for team participation and accomplishments in three ways: skill-based pay, gainsharing, and nonfinancial rewards. Skill-based pay: programs pay employees for learning additional skills or knowledge Gainsharing: companies share the financial value of performance gains, such as productivity increases, cost savings, or quality improvements, with their workers

Marshmallow principle

the power of prototyping. It is the draft and revise. Or the prototype and refine cycle.

Ethics

a set of principles that defines what is right and wrong for a person or group

Ethical behavior

behavior that conforms to a society’s accepted principles of right and wrong

Production deviance

unethical behavior that hurts the quality and quantity of work produced

Property deviance

unethical behavior aimed at the organization’s property or products

Political deviance

using one’s influence to harm others in the company

Personal aggression

hostile or aggressive behavior toward others

Ethical intensity

the degree of concern people have about an ethical issue

Magnitude of consequences

the total harm or benefit derived from an ethical decision

Social consensus

agreement on whether behavior is bad or good

Probability of effect

the chance that something will happen that results in harm to others

Temporal immediacy

the time between an act and the consequences the act produces

Proximity of effect

the social, psychological, cultural, or physical distance between decision makers and those affected by their decisions

Concentration of effect

the total harm or benefit that an act produces on the average person

Preconventional moral development: stages 1 and 2

Stage 1: Punishment and obedience (preconventional): Avoid Punishment Stage 2: Instrumental exchange (preconventional): Maintain Exchange Relationships

Conventional moral development: stages 3 and 4

Stage 3: Good boy, nice girl (conventional): Earn the Approval of Others Stage 4: Law and order (conventional): Follow Rules and Laws

Principled/postconventional moral development: stages 5 and 6

Stage 5: Social contract (principled/postconventional): Protect Individuals’ Rights Stage 6: Universal principle (principled/postconventional): Follow Universal Principles

Principle of long-term self-interest

an ethical principle that holds that you should never take any action that is not in your or your organization’s long-term self-interest

Principle of personal virtue

an ethical principle that holds that you should never do anything that is not honest, open, and truthful and that you would not be glad to see reported in the newspapers or on TV

Principle of religious injunctions

an ethical principle that holds that you should never take any action that is not kind and that does not build a sense of community

Principle of government requirements

an ethical principle that holds that you should never take any action that violates the law, for the law represents the minimal moral standard

Principle of utilitarian benefits

an ethical principle that holds that you should never take any action that does not result in greater good for society

Principle of individual rights

an ethical principle that holds that you should never take any action that infringes on others’ agreed-upon rights

Principle of distributive justice

an ethical principle that holds that you should never take any action that harms the least fortunate among us: the poor, the uneducated, the unemployed