MGMT Final Exam

· Effective Communication o Communication process o Written o Verbal o Non-verbal

communication, which is a transfer of understanding and meaning from one person to another. 3 I's; Ideas, information, instruction communication process. (1) the communication source or sender (2) encoding (3) the message (4) the channel (5) decoding (6) the receiver (7) feedback. Written -Advantages: Well, they're tangible, verifiable, and more permanent than oral communication -disadvantage- consumes a great deal of time Verbal -spoken -verbal intonation Non-Verbal 1.Body language refers to gestures, facial configurations, and other movements of the body 2. Research indicates that from 65 to 90 percent of the message of every face-to-face conversation is interpreted through body language. Barriers to Effective Communication 1. Filtering 2. Selective Perception 3. Information Overload 4. Emotions 5. Lanuage 6. Gender 7. National Culture Overcome Comm Barriers 1. Feedback 2. Simplify Language 3. Listen Actively 4. Constrain Emotions 5. Look for Non-verbal Cues

Immediate Corrective Action vs. Basic Corrective Action

immediate -corrects problems at once to get performance back on track Basic Corrective -looks at how and why performance deviated before correcting the source of deviation. It's not unusual for managers to rationalize that they don't have time to find the source of a problem (basic corrective action) and continue to perpetually "put out fires" with immediate corrective action. Effective managers analyze deviations and, if the benefits justify it, take the time to pinpoint and correct the causes of variance.

Fiedler

keys define those leadership styles and the different types of situations,and then identify the appropriate combinations of style and situation .least-preferred coworker (LPC) questionnaire -the leader described the least preferred coworker in relatively positive terms then the r style would be described as relationship oriented. -In contrast, if you saw the least preferred coworker in relatively unfavorable terms your style would be labeled as task oriented. assumed leadership style was fixed regardless of situation Leader-member relations: the degree of confidence, trust, and respect employees had for their leader; rated as either good or poor. Task structure: the degree to which job assignments were formalized and structured; rated as either high or low. Position power: the degree of influence a leader had over activities such as hiring, firing, discipline, promotions, and salary increases; rated as either strong or weak. concluded that task-oriented leaders performed better in very favorable situations and in very unfavorable situations.relationship -oriented leaders performed better in moderately favorable situations.

· Contemporary Issues

o Cross-cultural differences -Methods of controlling employee behavior and operations can be quite different in different countries. In fact, the differences in organizational control systems of global organizations are primarily in the measurement and corrective action steps of the control process. In a global corporation, for instance, managers of foreign operations tend not to be closely controlled by the home office if for no other reason than that distance keeps managers from being able to observe work directly. Because distance creates a tendency for formalized controls, the home office of a global company often relies on extensive, formal reports for control. The global company may also use information technology to control work activities - o Workplace concerns 1. computer privacy, making sure employees are doing work not surfing the web 2. employee theft 3. workplace violence

· When control takes place

o Feedforward o Concurrent o Feedback 1. Feedforward -The most desirable type of control—feedforward control—prevents problems because it takes place before the actual activity 2. Concurrent -Concurrent control, as its name implies, takes place while a work activity is in progress. 3. Feedback -The most popular type of control relies on feedback. In feedback control, the control takes place after the activity is done. -However, in many work areas—the financial area being one example—feedback is the only viable type of control.

· Situational Leadership (Contingency Theories of Leadership)

o Fiedler -LPC questionaire o Hersey-Blanchard (Situational Leadership Theory) -employee readiness o Leader-participation o Path-goal

Goal Setting Theory

says that specific goals increase performance and that difficult goals, when accepted, result in higher performance than do easy goals. What does goal-setting theory tell us? 1. working toward a goal is a major source of job motivation 2. participation is probably preferable to assigning goals when employees might resist accepting difficult challenges. 3. We know that people will do better if they get feedback on how well they're progressing toward their goals because feedback helps identify discrepancies between what they've done and what they want to do -self generated feedback is best 1. , goal-setting theory assumes that an individual is committed to the goal. more likely when made public, internal control, goal is self made 2. self-efficacy refers to an individual's belief that he or she is capable of performing a task. The higher your self-efficacy, the more confidence you have in your ability to succeed in a task. 3 the value of goal-setting theory depends on the national culture

· Leadership o Leader trait o Behavioral studies

-Our definition of a leader is someone who can influence others and who has managerial authority. -Leadership is what leaders do; that is, it's a process of leading a group and influencing that group to achieve its goals. Early leadership theories focused on: — The person (leader trait theories) — The behaviors—how the leader interacted with his or her group members (behavioral theories) Hard to find traits for leaders, easier for leadership (process) Leadership Traits -drive -desire to lead -honesty/intergrity -confidence -intelligence -job relevant knowledge -extraversion -proness to guilt Behavioral Studies UNIVERSITY OF IOWA Behavioral Dimension 1. Democratic style: involving subordinates, delegating authority, and encouraging participation 2. Autocratic style: dictating work methods, centralizing decision making, and limiting participation 3. Laissez-faire style: giving group freedom to make decisions and complete work Democratic style of leadership was most effective Ohio State 1.Consideration: being considerate of followers' ideas and feelings 2. Initiating structure: structuring work and work relationships to meet job goals High-high leader (high in consideration and high in initiating structure) achieved high subordinate performance and satisfaction, but not in all situations UNIVERSITY OF MICHIGAN 1. Employee oriented: emphasized interpersonal relationships and taking care of employees' needs 2. Production oriented: emphasized technical or task aspects of job Employee-oriented leaders were associated with high group productivity and higher job satisfaction. MANAGERIAL GRID 1. Concern for people: measured leader's concern for subordinates on a scale of 1 to 9 (low to high) 2. Concern for production: measured leader's concern for getting job done on a scale 1 to 9 (low to high) Leaders performed best with a 9,9 style (high concern for production and high concern for people).

· Attitudes

-are evaluative statements, either favorable or unfavorable, concerning objects, people, or events. They reflect how an individual feels about something. ---When a person says, "I like my job," he or she is expressing an attitude about work. Three Components of an Attitude? 1. Cognitive 2. Affective 3. Behavioral Job-Related Attitudes 1. Job satisfaction 2. job involvment 3. organizational commitment

· Group o Stages of Group Development

-is defined as two or more interacting and interdependent individuals who come together to achieve specific goals. Formal groups -are work groups that are defined by the organization's structure and have designated work assignments and specific tasks directed at accomplishing organizational goals. 1. command group 2. task group 3. cross-functional team 4.self-managed teams Informal groups -are social groups. These groups occur naturally in the workplace and tend to form around friendships and common interests. 5 strages of group development 1. forming 2. storming 3. norming 4. performing 5.adjourning

· Organizational Behavior o Visible and Hidden aspects

.is the study of the actions of people at work. The goals of OB are to explain, predict, and influence behavior. Visible Aspects -strategies -objectives -chain of command -procedures -strucutre Hidden Aspects -attitudes -perceptions -group norms -interactions/conflicts Focus of OB 1. Individual 2. group 3. Organizational SIX important employee behaviors that managers are specifically concerned with explaining, predicting, and influencing 1. Employee productivity 2. Absenteeism 3. Turnover 4. Organizational Citizenship Behavior 5. Job Satisfaction 6. Workplace Behavior

SIX important employee behaviors that managers are specifically concerned with explaining, predicting, and influencing

1. Employee productivity—a performance measure of both work efficiency and effectiveness. Managers want to know what factors will influence the efficiency and effectiveness of employees. 2. Absenteeism—the failure to show up for work. Studies have shown that the total of all major types of absences cost organizations an average 35 percent of payroll, with unscheduled absences costing companies around $660 per employee per year. Although absenteeism can't be totally eliminated, excessive levels have a direct and immediate impact on the organization's functioning. 3. Turnover—the voluntary and involuntary permanent withdrawal from an organization. It can be a problem because of increased recruiting, selection, training costs, and work disruptions. Just like absenteeism, managers can never eliminate turnover, but it is something they want to minimize, especially among high-performing employees. 4. Organizational citizenship behavior —discretionary behavior that's not part of an employee's formal job requirements, but which promotes the effective functioning of the organization. -Examples of good OCB include helping others on one's work team, volunteering for extended job activities, avoiding unnecessary conflicts, and making constructive statements about one's work group and the organization. -drawbacks to OCB arise if employees experience work overload, stress, and work-family conflicts. 5. Job satisfaction —an employee's general attitude toward his or her job. Although job satisfaction is an attitude rather than a behavior, it's an outcome that concerns many managers because satisfied employees are more likely to show up for work, have higher levels of performance, and stay with an organization. 6. Workplace misbehavior —any intentional employee behavior that is potentially harmful to the organization or individuals within the organization. Workplace misbehavior shows up in organizations in four ways: 1. deviance 2. aggression 3. antisocial behavior 4. violence. - Such behaviors can range from playing loud music just to irritate coworkers, to verbal aggression, to sabotaging work, all of which can create havoc in any organization.

Big 5 Model of Personality

1. Extraversion -A personality dimension that describes the degree to which someone is sociable, talkative, and assertive. 2. Agreeableness A personality dimension that describes the degree to which someone is good-natured, cooperative, and trusting. 3. Conscientiousness -A personality dimension that describes the degree to which someone is responsible, dependable, persistent, and achievement oriented. 4. Emotional stability -A personality dimension that describes the degree to which someone is calm, enthusiastic, and secure (positive) or tense, nervous, depressed, and insecure (negative). 5. Openness to experience -A personality dimension that describes the degree to which someone is imaginative, artistically sensitive, and intellectual.

What is the Myers-Briggs Type Indicator?

1. Extraversion versus Introversion (EI) The EI dimension describes an individual's orientation toward the external world of the environment (E) or the inner world of ideas and experiences (I). 2.Sensing versus Intuition (SN) The SN dimension indicates an individual's preference for gathering data while focusing on a standard routine based on factual data (S) to focusing on the big picture and making connections among the facts (N). 3.Thinking versus Feeling (TF) The TF dimension reflects one's preference for making decisions in a logical and analytical manner (T) or on the basis of values and beliefs and the effects the decision will have on others 4.(F). Judging versus Perceiving (JP) The JP dimension reflects an attitude toward how one deals with the external world—either in a planned and orderly way (J) or preferring to remain flexible and spontaneous

Focus of Organizational Behavior

1. Individual behavior -Based predominantly on contributions from psychologists, this area includes such topics as attitudes, personality, perception, learning, and motivation. 2. Group behavior -which includes norms, roles, team building, leadership, and conflict. Our knowledge about groups comes basically from the work of sociologists and social psychologists. 3. Organizational -aspects including structure, culture, and human resource policies and practices.

Job related attitudes

1. Job satisfaction -is an employee's general attitude toward his or her job. When people speak of employee attitudes, more often than not they mean job satisfaction. 2. Job involvement -is the degree to which an employee identifies with his or her job, actively participates in it, and considers his or her job performance important for self-worth. 3. Organizational commitment - represents an employee's orientation toward the organization in terms of his or her loyalty to, identification with, and involvement in the organization.

Five specific personality traits have proven most powerful in explaining individual behavior in organizations.

1. Locus of Control -Internal- They have control, take responsibility External- blame for mistakes, do not have control 2. Machiavellianism -pragmatic, maintains emotional distance, believes that ends can justify the means, and may have beliefs that are less ethical. 3. self-esteem - A number of studies confirm that high SEs are more satisfied with their jobs than are low SEs. 4. self-monitoring -Individuals high in self-monitoring can show considerable adaptability in adjusting their behavior to external, situational factors 5. propensity for risk taking -High-risk-taking managers made more rapid decisions and used less information in making their choices than did the low-risk-taking managers. Interestingly, the decision accuracy was the same for both groups.

5 Major Concepts of Group Behavior

1. Roles -Behavior patterns expected of someone who occupies a given position in a social unit -We adjust our roles to the group we belong to at the time. — Role conflict happens when an employee has conflicting role expectations. 2. Norms+Conformity -Acceptable standards shared by a group's members Each group has its own unique set of norms. -Most organizations have common norms, which typically focus on: Effort and performance — Probably most widespread norm — Can be extremely powerful in affecting an individual employee's performance -Dress codes (what's acceptable to wear to work) -Adjusting one's behavior to align with a group's norms --We all want to be accepted by groups to which we belong, which makes us susceptible to conformity pressures. 3. Status Systems -A prestige grading, position, or rank within a group and an important factor in understanding behavior -Human groupings have always had status hierarchies. -A disparity between what individuals perceive their status to be and what others perceive it to be is a significant motivator with behavioral consequences. 4. Group Size -Small Groups (5-7) are better at 1. Completing tasks faster 2. Figuring out what to do 3.Getting job done Large Groups (12+)better at 1. Problem solving 2. Finding facts 3.Gaining diverse input Drawback of large group social loafing—reducing effort because dispersion of responsibility encourages individuals to slack off. 5. Group Cohesiveness -The degree to which members are attracted to one another and share the group's goals - Highly cohesive groups are more effective than are those with less cohesiveness. Relationships between Cohesiveness and Alignment of Goals 1. High C High AG = Strong Increase in Productivity 2. High C High AG= Decrease IN productivity 3. Low C High AG= moderate increase in producivity 4. Low C Low AG= No effect on productivity

Three Components of an Attitude?

1. cognitive component -of an attitude is made up of the beliefs, opinions, knowledge, and information held by a person. For example, Brad feels strongly that smoking is unhealthy. 2. affective component -is the emotional or feeling part of an attitude. This component would be reflected in the statement by Brad, "I don't like Erica because she smokes." Cognition and affect can lead to behavioral outcomes. 3. behavioral component -of an attitude refers to an intention to behave in a certain way toward someone or something. So, to continue our example, Brad might choose to avoid Erica because of his feelings about her smoking habit.

5 Stages of Group Development

1. forming stage has two phases. The first occurs as people join the group. Once they've joined, the second phase begins: defining the group's purpose, structure, and leadership. This phase involves a great deal of uncertainty as members "test the waters" to determine what types of behavior are acceptable. This stage is complete when members begin to think of themselves as part of a group. 2. Storming -There's conflict over who will control the group and what the group needs to be doing. When this stage is complete, a relatively clear hierarchy of leadership and agreement on the group's direction will be evident. 3. Norming -one in which close relationships develop and the group becomes cohesive. The group now demonstrates a strong sense of group identity and camaraderie. -This stage is complete when the group structure solidifies and the group has assimilated a common set of expectations (or norms) regarding member behavior. 4. performing -group structure is in place and accepted by group members. Their energies have moved from getting to know and understand each other to working on the group's task. -This is the last stage of development for permanent work groups. 5. Adjourning -group prepares to disband. Attention is focused on wrapping up activities instead of task performance.

perception shortcuts

1. selective perception (allows us to SPEED READ) -Individuals can't assimilate all they observe, so they're selective in their perception. They absorb bits and pieces. These bits and pieces are not chosen randomly; rather, they're selectively chosen depending on the interests, background, experience, and attitudes of the observer. 2. Assumed similarity -It's easy to judge others if we assume that they're similar to us 3. stereotyping - When we judge someone on the basis of our perception of a group he or she is part of, 4. halo effect - When we form a general impression about a person on the basis of a single characteristic, such as intelligence, sociability, or appearance, we're being influenced by the halo effect

· Foundations for understanding group behavior

5 Major Concepts of Group Behavior 1. Roles 2. Norms +Conformity 3. Status Systems 4. Group Size 5.Group Cohesiveness

MIS

A Management Information System (MIS) Can be manual or computer-based, although most organizational MIS are computer-supported applications. System in MIS implies order, arrangement, and purpose. Focuses specifically on providing managers with information (processed and analyzed data), not merely data (raw, unanalyzed facts).

Job Design Theory Job characteristics model (JCM)

A framework for analyzing and designing jobs that identifies five primary core job dimensions, their interrelationships, and their impact on outcomes 1. Skill variety. The degree to which the job requires a variety of activities so the worker can use a number of different skills and talents 2. Task identity. The degree to which the job requires completion of a whole and identifiable piece of work 3. Task significance. The degree to which the job affects the lives or work of other people 4. Autonomy. The degree to which the job provides freedom, independence, and discretion to the individual in scheduling the work and in determining the procedures to be used in carrying it out 5. Feedback. The degree to which carrying out the work activities required by the job results in the individual's obtaining direct and clear information about the effectiveness of his or her performance JCM suggests that internal rewards are obtained when an employee learns (knowledge of results through feedback) that he or she personally (experienced responsibility through autonomy of work) has performed well on a task that he or she cares about job enrichment The vertical expansion of a job by adding planning and evaluation responsibilities

Discuss contemporary issues in control.

Adjusting controls for cross-cultural differences may be necessary, primarily in the areas of measuring and taking corrective actions. Workplace concerns include workplace privacy, employee theft, and workplace violence. For each of these, managers need to have policies in place to control inappropriate actions and ensure that work is getting done efficiently and effectively.

Comparing Performance against a standard

Allowable Range of Variation

McGregor's Theories X and Y

Based on two assumptions about human nature. Theory X: a negative view of people that assumes workers have little ambition, dislike work, want to avoid responsibility, and need to be closely controlled to work effectively. Theory Y: a positive view that assumes employees enjoy work, seek out and accept responsibility, and exercise self-direction. To maximize employee motivation, use Theory Y practices—allow employees to participate in decisions, create responsible and challenging jobs, and encourage good group relations.

· Control o The control process

Control -is the management function that involves monitoring activities to ensure that they're being accomplished as planned and correcting any significant deviations. value of control seen in 3 specific areas 1. planning 2. empowering employees 3. protecting the workplace The control process is a three-step process of (1) measuring actual performance (2) comparing actual performance against a standard, (3) taking managerial action to correct deviations or to address inadequate standards.

Expectancy Theory

Expectancy theory states that an individual tends to act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. It includes three variables or relationships 1. Expectancy or effort -performance linkage is the probability perceived by the individual that exerting a given amount of effort will lead to a certain level of performance. 2. Instrumentality or performance- -reward linkage is the degree to which the individual believes that performing at a particular level is instrumental in attaining the desired outcome. 3. Valence or attractiveness of reward- - is the importance that the individual places on the potential outcome or reward that can be achieved on the job. Valence considers both the goals and needs of the individual.

Measuring

Four common sources of information frequently used to measure actual performance include personal observation, statistical reports, oral reports, and written reports Management by walking around (MBWA) is a phrase used to describe when a manager is out in the work area, interacting directly with employees and exchanging information about what's going on. Management by walking around can pick up factual omissions, facial expressions, and tones of voice that may be missed by other sources. Unfortunately, in a time when quantitative information suggests objectivity, personal observation is often considered an inferior information source. It is subject to perceptual biases; what one manager sees, another might not. Personal observation also consumes a good deal of time. Finally, this method suffers from obtrusiveness. Employees might interpret a manager's overt observation as a lack of confidence or a sign of mistrust. Given the varied advantages and disadvantages of each of these four measurement techniques, managers should use all four for comprehensive control efforts.

Herzberg's Two-factor theory (motivation Hygiene)

Frederick Herzberg's two-factor theory (also called motivation-hygiene theory)—intrinsic factors are related to job satisfaction, while extrinsic factors are associated with job dissatisfaction. When people felt good about their work, they tended to cite intrinsic factors arising from the job content (job itself), such as achievement, recognition, and responsibility. When they were dissatisfied, they tended to cite extrinsic factors arising from the job context, such as company policy and administration, supervision, interpersonal relationships, and working conditions. Herzberg concluded that the traditional view—the opposite of satisfaction is dissatisfaction—was wrong. He believed that the factors that led to job satisfaction were separate and distinct from those that led to job dissatisfaction. 1. When hygiene factors are adequate, people won't be dissatisfied, but they won't be motivated, either. 2. To motivate people, use the motivators.

· Technology and communication

IT has radically changed the way organizational members work and communicate. - Improves manager's ability to monitor individual and team performance - Allows employees to have more complete information to make faster decisions - Provides employees more opportunities to collaborate and share information - Allows employees to be fully accessible 24/7 Networked Comm -Organizational computers are linked through compatible hardware and software, creating an integrated organizational network. Employees communicate with each other and get information wherever they are. types 1. Email 2. IM 3. voice mail 4. fax 5.Electronic data interchange (EDI)—organizations exchange business transaction documents such as invoices or purchase orders, using direct computer-to-computer networks. 6. teleconference Intranet - employees only extranet- outsiders (vendors etc. ) Wireless- can be plugged in at all times concerns privacy safety

· Shaping Behavior

Learning -A relatively permanent change in behavior that occurs as a result of experience 1.Operant conditioning 2. social learning theory Shape Behavior 1. Positive reinforcement: - Follow a desired behavior with something pleasant—a manager praising an employee for a job well done. 2. Negative reinforcement: -Follow a desired behavior by terminating or withdrawing something unpleasant—a manager telling an employee he won't dock her pay if she starts coming to work on time 3. Punishment penalizes undesirable behavior—suspending an employee for two days without pay for showing up drunk. 4 Extinction is not reinforcing (ignoring) a behavior, making it gradually disappear.

· Perception

Perception is a process by which we give meaning to our environment by organizing and interpreting sensory impressions. - Research on perception consistently demonstrates that individuals may look at the same thing yet perceive it differently. What Influences Perception? (1) the perceiver, (2) the object or target being perceived, (3) the context of the situation in which the perception is made. Attribution Theory -how we judge people differently depending on what meaning we attribute to a given behavior. three factors: (1) distinctiveness -does behavior happen in other situations (2) consensus, -would most exhibit this behavior (3) consistency. -is this behavior normal? fundamental attribution error -failures are internal rather than external self-serving bias -attriubute own success to internal factors failues external perception shortcuts 1. Selective perception 2. assumed similarity 3. stereotyping 4. halo effect

· When Teams aren't the answer

Teamwork takes more time and often more resources than does individual work. - Teams require managers to communicate more, manage conflicts, and run meetings. -So, the benefits of using teams need to exceed the costs. 3 Tests 1. can the work be done better by more than one person? -Task complexity would be a good indicator of a need for different perspectives. Simple tasks that don't require diverse input are probably better done by individuals. 2. does the work create a common purpose or set of goals for the people in the group that's more than the sum of individual goals? -For instance, many car dealerships use teams to link customer-service personnel, mechanics, parts specialists, and sales representatives. Such teams can better meet the goal of outstanding customer satisfaction. 3. the interdependence of the individuals. -Using teams makes sense when there's interdependence between tasks; that is, when the success of everyone depends on the success of each person and the success of each person depends on the others. -For example, soccer is an obvious team sport. Success requires a lot of coordination between interdependent players. On the other hand, swim teams aren't really teams, except on relays. They're groups of individuals, performing individually, whose total performance is merely the sum of their individual performances.

· Cross Cultural Differences

The desire for interesting work seems to be global. Most current motivation theories were developed in the United States by Americans and about Americans.40 Maybe the most blatant pro-American characteristic in these theories is the strong emphasis on individualism and achievement. studies suggest some universality to the importance of intrinsic factors identified by Herzberg in his two-factor theory.

Leader-Participation Theory

The leader-participation model assumes that the leader can adapt his or her style to different situations. model too complex not sure if it works

Communication Process

This model has seven parts: (1) the communication source or sender, (2) encoding, (3) the message, (4) the channel, (5) decoding, (6) the receiver, and (7) feedback. The sender initiates a message by encoding a thought. Four conditions affect the encoded message: skill, attitudes, knowledge, and the social cultural system. The message is the actual physical product from the source that conveys some purpose. The channel is the medium through which the message travels. However, before the message can be received, the symbols in it must be translated into a form that can be understood by the receiver—the decoding of the message. Just as the encoder was limited by his or her skills, attitudes, knowledge, and social cultural system, the receiver is equally restricted. Accordingly, the source must be skillful in writing or speaking; the receiver must be skillful in reading or listening; and both must be able to reason. A person's knowledge, attitudes, and cultural background influence his or her ability to receive, just as they do the ability to send. Feedback is the check on how successful we've been in transferring our messages as originally intended. It determines whether understanding has been achieved.

Situational Leaderhsip Theory (Hersey Blanchard)

a contingency theory that focuses on followers' readiness. readiness, as defined by Hersey and Blanchard, refers to the extent to which people have the ability and willingness to accomplish a specific task. 1. Telling (high task-low relationship): The leader defines roles and tells people what, how, when, and where to do various tasks. 2. Selling (high task-high relationship): The leader provides both directive and supportive behavior. 3.Participating (low task-high relationship): The leader and followers share in decision making; the main role of the leader is facilitating and communicating. 4. Delegating (low task-low relationship): The leader provides little direction or support. The final component in the model is the four stages of follower readiness: R1: unable and unwilling to take responsibility for doing something. .R2: People are unable but willing to do the necessary job tasks. R3: People are able but unwilling to do what the leader wants. R4: People are both able and willing to do what is asked of them. Telling-R1 Selling R2 Parcipating R3 Delegating R4

· Personality

a unique combination of emotional, thought, and behavioral patterns that affect how a person reacts to situations and interacts with others. Your personality is your natural way of doing things and relating to others. Your personality traits influence, among other things, how you interact with others and how you solve problems Myers-Briggs Type Indicator 1. Extraversion Versus Intraversion (EI) 2. Sensing versus Intution (SN) 3. Thinking Versus Feeling (TF) 4. Judging versus Perceving (JP) Big 5 Model of Personality 1. Extraversion 2. Agreeableness 3. Conscientiousness 4. emotional stability 5. openness to experience Emotional intelligence-refers to an assortment of noncognitive skills, capabilities, and competencies that influences a person's ability to cope with environmental demands and pressures It's composed of five dimensions: 1.Self-awareness. Being aware of what you're feeling. 2. Self-management. Managing your own emotions and impulses. 3. Self-motivation. Persisting in the face of setbacks and failures. 4. Empathy. Sensing how others are feeling. 5. Social skills. Adapting to and handling the emotions of others. Five specific personality traits have proven most powerful in explaining individual behavior in organizations. 1. Locus of Control 2. Machiavellianism 3 self-esteem 4 self-monitoring 5 propensity for risk taking Holland's Personality-Job Fit (1) there do appear to be intrinsic differences in personality among individuals (2) there are different types of jobs (3) people in job environments compatible with their personality types should be more satisfied and less likely to resign voluntarily than people in incongruent jobs. The five personality factors studied in the Big Five model appear in almost all cross-cultural studies How Can an Understanding of Personality Help Managers Be More Effective? 1.Job-Person Compatibility. 2. Understanding Different Approaches to Work 3. Being a better manager

Equity Theory

developed by J. Stacey Adams, proposes that employees compare what they get from a job (outcomes) in relation to what they put into it (inputs) and then compare their inputs-outcomes ratio with the inputs-outcomes ratios of relevant others If an employee perceives her ratio to be equitable in comparison to those of relevant others, there's no problem. However, if the ratio is inequitable, she views herself as underrewarded or overrewarded. When inequities occur, employees attempt to do something about it. The result might be lower or higher productivity, improved or reduced quality of output, increased absenteeism, or voluntary resignation. referent -the other persons, systems, or selves individuals compare themselves against in order to assess equity Originally, equity theory focused on distributive justice which is the perceived fairness of the amount and allocation of rewards among individuals. More recent research has focused on looking at issues of procedural justice which is the perceived fairness of the process used to determine the distribution of rewards. This research shows that distributive justice has a greater influence on employee satisfaction than procedural justice, while procedural justice tends to affect an employee's organizational commitment, trust in his or her boss, and intention to quit.

· Types of Control

o Financial -Ratio analysis A. Ratios are calculated using selected information from the organization's balance sheet and income statement. o Company information -Managers need RIGHT INFORMATION at the RIGHT TIME and in the RIGHT AMOUNT to help them monitor and measure organizational activities: -Information controls- encryptions, etc. - MIS systems o Organizational Performance -Budgeting Budget analysis. Budgets are used for both planning and controlling. 1. Planning tool: indicates which work activities are important and what and how much resources should be allocated to those activities. 2. Controlling tool: provides managers with quantitative standards against which to measure and compare resource consumption. Significant deviations require action and a manager to examine what has happened and why and then take necessary action.

· Contemporary theories

o Goal-setting theory o Job design theory o Equity theory o Expectancy theory

· Early theories

o Maslow's Hierarchy of needs theory o McGregor's Theories X and Y o Herzberg's Two-factor theory (motivation Hygiene) (also Mcellend 1. achievment 2. power 3. affiliation)

Maslow's Hierarchy of Needs

proposed that within every person is a hierarchy of five needs: -Each level must be substantially satisfied before the next need becomes dominant; an individual moves up the hierarchy from one level to the next .-Lower-order needs are satisfied predominantly externally, and higher-order needs are satisfied internally. Widely popular among practicing managers probably because it's easy to understand and intuitive 1 self acculization 2 esteem 3 social 4 safety 5 physiological

· Motivation

refers to the process by which a person's efforts are energized, directed, and sustained toward attaining a goal. - This definition has three key elements: 1. energy -measure of intensity or drive 2. direction -Effort that's directed toward, and consistent with, organizational goals is the kind of effort we want from employees. 3. persistence. -We want employees to persist in putting forth effort to achieve those goals.

Path-Goal Theory

which states that the leader's job is to assist followers in attaining their goals and to provide direction or support needed to ensure that their goals are compatible with the goals of the group or organization. Developed by Robert House, path-goal theory takes key elements from the expectancy theory of motivation 4 leadership behaviors 1. Directive leader: Lets subordinates know what's expected of them, schedules work to be done, and gives specific guidance on how to accomplish tasks. 2. Supportive leader: Shows concern for the needs of followers and is friendly. 3. Participative leader: Consults with group members and uses their suggestions before making a decision. 4. Achievement-oriented leader: Sets challenging goals and expects followers to perform at their highest level. In contrast to Fiedler's view that a leader couldn't change his or her behavior, House assumed that leaders are flexible and can display any or all of these leadership styles depending on the situation.

· Teams o Groups versus teams

work teams are groups whose members work intensely on a specific, common goal using their positive synergy, individual and mutual accountability, and complementary skills. group- interact primarily to share information and to make decisions to help each member do his or her job more efficiently and effectively. There's no need or opportunity for work groups to engage in collective work that requires joint effort. Group Vs. Team 1. Goal Team- Collective Performance Group- share info 2. Synergy Team- positive Group- neutral or negative 3. Accountability Team- self and mutual Group- self 4. Skills Team- complimentary Group- random and varied Types of teams 1. Probelm Solving 2. Self Managed 3. Cross Functional 4. Virtual