MGMT 300 midterm 1 terms

Job performance: the value of the set of employee behaviors that contribute to organizational goal accomplishment

Task performance: employee behaviors that are directly involved in the transformation of organizational resources into the goods or services that the organization produces

Routine task performance: well-known responses to demands that occur in a normal, routine, or otherwise predictable way

Adaptive task performance: employee responses to task demands that are novel, unusual, or, at the very least, unpredictable.

Creative task performance: the degree to which individuals develop ideas or physical outcomes that are both novel and useful

Job analysis: how organizations identify the sets of behaviors that represent “task performance” for different jobs

Occupational information network (O*NET): an online database that includes, among other things, the characteristics of most jobs in terms of tasks, behaviors, and the required knowledge, skills, and abilities

Citizenship behavior: voluntary employee activities that may or may not be rewarded but that contribute to the organization by improving the overall quality of the setting or context in which work takes place

Interpersonal citizenship behavior: behaviors that benefit coworkers and colleagues and involve assisting, supporting, and developing other organizational members in a way that goes beyond normal job expectations

Helping: assisting coworkers who have heavy workloads, aiding them with personal matters, and showing new employees the ropes when they first arrive on the job

Courtesy: keeping coworkers informed about matters that are relevant to them

Sportsmanship: maintaining a good attitude with coworkers, even when they’ve done something annoying or when the unit is going through tough times

Organizational citizenship behavior: These behaviors benefit the larger organization by supporting and defending the company, working to improve its operations, and being especially loyal to it

Voice: involves speaking up and offering constructive suggestions regarding opportunities to improve unit or organizational functioning or to address problems that could lead to negative consequences for the organization

Civic virtue: participating in the company’s operations at a deeper-than-normal level by attending voluntary meetings and functions, reading and keeping up with organizational announcements, and keeping abreast of business news that affects the company

Boosterism: representing the organization in a positive way when out in public, away from the office, and away from work.

Counterproductive behavior: intentional employee behaviors that hinder organizational goal accomplishment

Property deviance: behaviors that harm the organization’s assets and possessions

Sabotage: the purposeful destruction of physical equipment, organizational processes, or company products

Theft: another form of property deviance and can be just as expensive as sabotage (if not more)

Production deviance: directed against the organization but focuses specifically on reducing the efficiency of work output

Substance Abuse: If employees abuse drugs or alcohol while on the job or shortly before coming to work, then the efficiency of their production will be compromised because their work will be done more slowly and less accurately.

Political Deviance: behaviors that intentionally disadvantage other individuals rather than the larger organization

Gossiping: casual conversations about other people in which the facts are not confirmed as true

Incivility: communication that’s rude, impolite, discourteous, and lacking in good manners

Personal Aggression: hostile verbal and physical actions directed toward other employees.

Harassment: when employees are subjected to unwanted physical contact or verbal remarks from a colleague on an ongoing basis

Abuse: when an employee is assaulted or endangered in such a way that physical and psychological injuries may occur

Prosocial Counterproductive Behavior: workplace behaviors that are well intentioned (intended to help others or the organization), but nevertheless are also counterproductive in the sense that they violate norms, rules, policies, or laws, and thus, they harm, or could potentially harm, the organization

Knowledge work: employees engage in cognitive work, applying theoretical and analytical knowledge acquired through education and continuous learning

Service work: work that provides intangible goods to customers through direct electronic, verbal, or physical interaction

Gig work: jobs that are short term in nature, temporary, or involve freelance work. The jobs of musicians, writers, babysitters, landscapers, and consultants are often structured this way.

Management by objectives (MBO): management philosophy that bases an employee’s evaluations on whether the employee achieves specific performance goals

Behaviorally anchored rating scales (BARS): measure performance by directly assessing job performance behaviors

360-degree feedback: collecting performance information not just from the supervisor but from anyone else who might have firsthand knowledge about the employee’s performance behaviors

Forced ranking: stack ranking and “rank and yank.”

Social performance management: systems made for employees to request feedback from others in the organization to have a better understanding of whether they should change what they are doing

Organizational commitment: the desire on the part of an employee to remain a member of the organization.

Withdrawal behavior: a set of actions that employees perform to avoid the work situation—behaviors that may eventually culminate in quitting the organization

Affective commitment: a desire to remain a member of an organization due to an emotional attachment to, and involvement with, that organization

Continuance commitment: a desire to remain a member of an organization because of an awareness of the costs associated with leaving it

Normative commitment: a desire to remain a member of an organization due to a feeling of obligation.

Focus of commitment: the various people, places, and things that can inspire a desire to remain a member of an organization

Erosion model: suggests that employees with fewer bonds will be most likely to quit the organization

Social influence model: employees who have direct linkages with “leavers” will themselves become more likely to leave.

Embeddedness: summarizes employees’ links to their organization and community, their sense of fit with their organization and community, and what they would have to sacrifice for a job change

Volunteering: the giving of time or skills during a planned activity for a nonprofit or charitable group

Exit: an active, destructive response by which an individual either ends or restricts organizational membership

Voice: an active, constructive response in which individuals attempt to improve the situation 

Loyalty: a passive, constructive response that maintains public support for the situation while the individual privately hopes for improvement

Neglect: a passive, destructive response in which interest and effort in the job decline

Stars: possess high commitment and high performance and are held up as role models for other employees.

Citizens: possess high commitment and low task performance but perform many of the voluntary “extra-role” activities that are needed to make the organization function smoothly

Lone wolves: possess low levels of organizational commitment but high levels of task performance and are motivated to achieve work goals for themselves, not necessarily for their company

Apathetics: possess low levels of both organizational commitment and task performance and merely exert the minimum level of effort needed to keep their jobs

Psychological withdrawal: consists of actions that provide a mental escape from the work environment.

Physical withdrawal: consists of actions that provide a physical escape, whether short term or long term, from the work environment.

Independent forms model: the various withdrawal behaviors are uncorrelated with one another, occur for different reasons, and fulfill different needs on the part of employees

Compensatory forms model: the various withdrawal behaviors negatively correlate with one another—that doing one means you’re less likely to do another

Progression model: the various withdrawal behaviors are positively correlated

Psychological contracts:  reflect employees’ beliefs about what they owe the organization and what the organization owes them.

Transactional contracts: based on a narrow set of specific monetary obligations (e.g., the employee owes attendance and protection of proprietary information; the organization owes pay and advancement opportunities)

Relational contracts: based on a broader set of open-ended and subjective obligations (e.g., the employee owes loyalty and the willingness to go above and beyond; the organization owes job security, development, and support)

Perceived organizational support: reflects the degree to which employees believe that the organization values their contributions and cares about their well-being

Job Satisfaction: a pleasurable emotional state resulting from the appraisal of one’s job or job experiences

Values: things that people consciously or subconsciously want to seek or attain

Value-percept theory: job satisfaction depends on whether you perceive that your job supplies the things that you value

Pay satisfaction: employees’ feelings about their pay, including whether it’s as much as they deserve, secure, and adequate for both normal expenses and luxury items

Promotion satisfaction: employees’ feelings about the company’s promotion policies and their execution, including whether promotions are frequent, fair, and based on ability.

Supervision satisfaction:  employees’ feelings about their boss, including whether the boss is competent, polite, and a good communicator (rather than lazy, annoying, and too distant).

Coworker satisfaction: employees’ feelings about their fellow employees, including whether coworkers are smart, responsible, helpful, fun, and interesting as opposed to lazy, gossipy, unpleasant, and boring.

Satisfaction with work: employees’ feelings about their actual work tasks, including whether those tasks are challenging, interesting, respected, and make use of key skills rather than being dull, repetitive, and uncomfortable

Meaningfulness: the degree to which work tasks are viewed as something that “counts” in the employee’s system of philosophies and beliefs 

Responsibility for outcomes: the degree to which employees feel that they’re key drivers of the quality of the unit’s work

Knowledge of results: the extent to which employees know how well (or how poorly) they’re doing

Job characteristics theory: the central characteristics of intrinsically satisfying jobs, attempts to answer that question

Variety: the degree to which the job requires a number of different activities that involve a number of different skills and talents.

Identity: the degree to which the job requires completing a whole, identifiable, piece of work from beginning to end with a visible outcome

Significance: the degree to which the job has a substantial impact on the lives of other people, particularly people in the world at large.

Autonomy: the degree to which the job provides freedom, independence, and discretion to the individual performing the work

Feedback: the degree to which carrying out the activities required by the job provides employees with clear information about how well they’re performing.

Knowledge/skill: whether employees have strong needs for personal accomplishment or developing themselves beyond where they currently are

Growth need strength: whether employees have strong needs for personal accomplishment or developing themselves beyond where they currently are

Job enrichment: the duties and responsibilities associated with a job are expanded to provide more variety, identity, and autonomy

Job crafting: where employees shape, mold, and redefine their jobs in a proactive way.

Moods: states of feeling that are often mild in intensity, last for an extended period of time, and are not explicitly directed at or caused by anything.

Pleasantness: whether you feel pleasant (in a “good mood”) or unpleasant (in a “bad mood”)

Activation: whether you feel activated and aroused or deactivated and unaroused

Flow: a state in which employees feel a total immersion in the task at hand, sometimes losing track of how much time has passed

Affective events theory: workplace events can generate affective reactions—reactions that then can go on to influence work attitudes and behaviors

Emotions: states of feeling that are often intense, last for only a few minutes, and are clearly directed at (and caused by) someone or some circumstance.

Positive emotions: joy, pride, relief, hope, love, and compassion

Negative emotions: anger, anxiety, fear, guilt, shame, sadness, envy, and disgust.

Emotional labor: the need to manage emotions to complete job duties successfully.

Emotional contagion: one person can “catch” or “be infected by” the emotions of another person

Life satisfaction: the degree to which employees feel a sense of happiness with their lives

Stress: as a psychological response to demands that possess certain stakes for the person and that tax or exceed the person’s capacity or resources

Stressors: The demands that cause people to experience stress

Strains: The negative consequences that occur when demands tax or exceed a person’s capacity or resources

Transactional theory of stress: explains how stressors are perceived and appraised, as well as how people respond to those perceptions and appraisals.

Primary appraisal: occurs as people evaluate the significance and the meaning of the stressor they’re confronting

Benign job demands: Job demands that tend not to be appraised as stressful

Hindrance stressors: stressful demands that people tend to perceive as hindering their progress toward personal accomplishments or goal attainment

Challenge stressors: stressful demands that people tend to perceive as opportunities for learning, growth, and achievement

Role conflict: conflicting expectations that other people may have of us.

Role ambiguity: an absence of role clarity, or the lack of information, about what needs to be done in a role, as well as unpredictability regarding the consequences of performance in that role

Role overload: when the number of demanding roles a person holds is so high that the person simply cannot perform some or all of the roles effectively

Daily hassles: the relatively minor day-to-day demands that get in the way of accomplishing the things that we really want to accomplish.

Time pressure: a strong sense that the amount of time you have to do a task is not quite enough

Work complexity:  the degree to which the requirements of the work—in terms of knowledge, skills, and abilities—tax or exceed the capabilities of the person who is responsible for performing the work

Work responsibility: the nature of the obligations that a person has toward others

Work-family conflict: a special form of role conflict in which the demands of a work role hinder the fulfillment of the demands of a family role

Negative life events: a number of life events are perceived as quite stressful, particularly when they result in significant changes to a person’s life

Financial uncertainty:  conditions that create uncertainties with regard to the loss of livelihood, savings, or the ability to pay expenses.

Family time demands: the time that a person commits to participate in an array of family activities and responsibilities

Personal development: participation in formal education programs, music lessons, sports-related training, hobby-related self-education, participation in local government, or volunteer work

Positive life events: sources of nonwork challenge stressors.

Secondary appraisal: how people cope with the various stressors they face

Coping:  the behaviors and thoughts that people use to manage both the stressful demands they face and the emotions associated with those stressful demands

Behavioral coping: involves the set of physical activities that are used to deal with a stressful situation

Cognitive coping: thoughts that are involved in trying to deal with a stressful situation

problem-focused coping: behaviors and cognitions intended to manage the stressful situation itself

emotion-focused coping: the various ways in which people manage their own emotional reactions to stressful demands

Burnout:  the emotional, mental, and physical exhaustion that results from having to cope with stressful demands on an ongoing basis

Type A behavior pattern: a strong sense of time urgency and tend to be impatient, hard-driving, competitive, controlling, aggressive, and even hostile.

Recovery: the degree to which energies used for coping with work demands are replenished from a period of rest or relief from work, is a second factor that influences the stress process

Social support: the help that people receive when they’re confronted with stressful demands, and there are at least two major types

Instrumental support:  the help people receive that can be used to address the stressful demand directly.

Emotional support: the help people receive in addressing the emotional distress that accompanies stressful demands