Management Exam Review

• Motivation and Job Attitudes:

• Attitudes

• Relatively stable clusters of feeling, beliefs, behavioral predispositions

• Job attitudes

• Job satisfaction/dissatisfaction, positive or negative attitudes held by individuals towards their jobs

• Job Commitment

• The extent to which an individual identifies and is involved with his/her organization and is unwilling to leave

• Values and how they align with your organizations values

• Motivation (energy)

• Set of process that arouse, direct and maintain behavior towards attaining a goal

• Measuring job attitude

• Common dimensions

• Work itself
• Pay/benefits
• Promotion opportunities
• Quality of supervision***
• Co-worker relationships

• Motivation theories

• know content views and process views which are which
• use one process theory and use one content theory
• content views are older theories (satisfy everyone)
• process views are how you can get someone into a motivated state
• Content Views:

• Maslow’s Hierarchy/ Alderfer’s Extension
• McCleland’s Achievement Motivation Theory
• Herzber’s Two Factor Theory

• Process Views

• Equity theory
• Expectancy theory/ Porter-Lawler Model

• Goal Setting Theory

• Maslow’s Hierarchy
• [pic 1]

• self actualization is becoming all that your capable of becoming

• Erg theory (extension of maslow)

• Collapse 5 needs in 3
• Existence needs
• Relatedness needs
• Growth needs

• Mcclelland’s need theory (concentrated on need for power, achievement etc)

• Need for achievement (nAch) drive to succeed as high levels
• Need for power (nPow) the need to influence others to do what you want
• Need for affiliation (nAff) need for close personal relationships

• 3 characteristics (orange)
• [pic 2]
• Herzberg’s Two Factor Theory (only motivators lead to high performance)

• Feels that motivation job satisfaction is dependent on motivator factors
• Hygiene factors are related to job dissatisfaction
• Motivators and hygiene’s

[pic 3]

• Job design core elements

• Lead to certain psychological states
• Job variety
• Task significance
• Autonomy
• Feedback
• identity

• Process Theories

• equity theory (fairness)
• organizational justice (3 types)- employees focus on 3 categories to determine if they are being treated correctly

• distributive justice

• how organization divvies out pay, bonuses, should be fair

• procedural justice

• how rules and policies are applied, cant be exceptions
• cant have one person come in late and get in trouble and another come in late but not get in trouble

• interactional justice

• how the managers interact with employees
• Ex. Being sarcastic, rude, not being treated well, bullying

• distributive justice (3 types)

• equality norm

• Everyone is treated the same

• equity norm

• If you do more, you get more

• need norm

• You didn’t get a bonus bc someone else needed one

• types of equity comparisons

• outside and within (satisfied by companies through job evaluations)
• internal: within the organization

• develop job evaluation survey

• external: outside the org (product, service, labor market)

• Key terms of equity theory

• Outcome (money, status, promotion, opportunities)
• Input (effort, edu level, experience)
• Comparison person (someone viewed as similar)

• Equity occurs when:

• O/I= O/I of comparison person--highly productive and satisfied

• When it doesn’t equal it doesn’t occur it creates stress

• Don’t work as hard, leave, ask for a raise

• Performance implications

• Consequences chart overpaid underpaid thing

• [pic 4]
• Expectancy theory 

• if you want people to be motivated they have to feel that they will lead to high performance and that it will lead to reward
• Effort→performance→reward
• High effort leads to→good grades, letter of rec, but little time with friends
• What is the likelihood of these happening?

• Porter-Lawler

• Tried to explain relationship between performance and job satisfaction

[pic 5]

• Applying behavior modification

• Define target behaviors
• Positively reinforce behavior-use shaping if necessary
• Ignore undesirable behavior
• Avoid delays in reinforcements
• Determine schedules of reinforcement

• Schedules of partial reinforcement
• [pic 6]
• the individual doesn’t know if reinforcement is going to occur, they will always act well
• its like when a teacher likes to give pop quizzes to that the student is always prepared
• Goal setting theory

• Only if all steps are in place
• Stretch goals but have to be accepted
• To increase performance

• Need specific goal (numerical always does better than do oyur best)
• Goals must be challenging
• Goals must be accepted
• Must have knowledge of results
• People must have ability and feelings of self-efficacy

• SMART goals

• Based on goal setting theory
• Specific- Well-defined, clear to anyone who has basic knowledge of the task
• Measurable- Know if the goal is obtainable and how far away completion is. Know when it has been achieved.
• Achievable- Agreement of stakeholders about what the goals should be. Make sure it is possible.
• Realistic- Within the availability of resources, knowledge, and time.
• Time-bound- Enough time to achieve the goal, but not too much time.

• Group Processes

• Group size: depends on task, odd numbers more effective
• Cohesiveness

• Homogeneity
• Size
• Opportunities to communicate
• Group isolation
• External threat
• Group success
• Individual mobility
• Effective leadership

• Norms
• Roles

Managing groups

• 2 or more people
• common goal
• interact
• everyone has to perceive themselves as being in a group

• 2 types of groups

• informal-
• formal-

• Stages of Group Development

• Tuckman’s:

• Forming

• Classroom groups never go beyond forming
• Estasblish relationships, find existing norms

• Storming

• Where there is conflict, some groups can split up due to internal conflict
• 2 types, the one is directed toward an external source, like a professor,
• conflict between personalities within the group

• Norming

• group members get excited when group does well, and depressed when group doesn’t do well
• becomes more cohesive, focus on group goal rather than individual goal
• group leader

• Performing

• Everyone knows everyone else very well
• Group is a high performing team
• If someone leaves, performance goes down

Successful teams have:

• Psychological safety
• Collective efficacy
• Common, clear purpose
• Team identification
• (trust, phsychological safety)

• How to handle and increase cohesiveness chart
• [pic 7]
• Norms

• Exist only for behavior viewed as important
• Not applied equally to all
• Strong pressure to conform
• Sample Norms:
• [pic 8]

• Levels of conflict

• Intrapersonal
• Interpersonal
• Intragroup
• Intergroup
• Intraorganizational

• Intergroup

• Stereotyping

• When conflict becomes intense, start stereotyping

• We vs they
• Pseudo speciation

• False
• Don’t think of the other members in the group as human, think of them as lower
• This is a problem because the group will not interact with the group they think is below them

• Intraorganizational

• Levels of interdependence: how much do you need another department to get the job done
• Pooled interdependence

• Don’t need the other department at all to get the job done

• Advertising department and delivery done need each other

• Sequential interdependence

• One department becomes highly dependent on another

• Seeing a specialist in the hospital and they prder tests, if they don’t get them right away the specialist will get annoyed ** hospital

• Reciprocal interdependence

• Mkt goals: (mkt share, mkt volume, sales)

• Time frame (quarterly)
• Interpersonal styles (extroversion)

• R+D goals: (innovation, patents)

• Time frame (longer)
• Interpersonal styles (introvert)

• Conflict Resolution techniques

• Structural

• Domincance approach
• Decoupling

• Removing source of conflict

• Buffers (linking pin, middle man)

• Field reps deal with customers who are not satisfied with the person who bought the car so that they feel good and in the future will purchase the car

• Role negotiation

• Role clarification

• Integration units

• Product leaders, managers

• Confrontation

• Bargaining negotiation
• Third party interventions

• Mediation
• Arbitration
• Process consulting

• Others: superordinate goals (common enemy)

• GroupThink

• Find another example of one (where people rush to make decision and don’t speak up)
• Political situations
• Ex. Entering Iraq

• 1. Illusion of Invulnerability: Members ignore obvious danger, take extreme risk and are overly optimistic.
• 2. Collective Rationalization: Members discredit and explain away warning contrary to group thinking.
• 3. Illusion of Morality: Members believe their decisions are morally correct, ignoring the ethical consequences of their decisions.
• 4. Excessive Stereotyping: The group constructs negative sterotypes of rivals outside
• the group.
• 5. Pressure for Conformity: Members pressure any in the group who express arguments against the group's stereotypes, illusions, or commitments, viewing such opposition as disloyalty.
• 6. Self-Censorship: Members withhold their dissenting views and counterarguments.
• 7. Illusion of Unanimity: Members perceive falsely that everyone agrees with the group's decision; silence is seen as consent.
• 8. Mindguards: Some members appoint themselves to the role of protecting the group from adverse information that might threaten group complacency.