Review Guide for Exam 4 PDF

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Review Sheet – Exam #4 (covers comprehensive component & weeks 13-16) MGT 350 – Professor Chung (F17)

COMPREHENSIVE COMPONENT (WORTH 20% OF EXAM GRADE): OB General and Managerial Challenges:  Hofstede’s Research (e.g., power distance, individualism/collectivism, ST vs. LT orientation, etc.) on cultural differences o Individualism/Collectivism  Individualism: worried about self, family (US, Canada)  Collectivism: care about group (China, Japan) o Power Distance: degree to which you accept power differentials between yourself and your supervisors  High power distance: hierarchical – readily accept power (India)  Low power distance: not going to give someone power unless they deserve it (US, Denmark, Australia) o Uncertainty Avoidance: degree to which you avoid uncertainty – some cultures are more comfortable w/ uncertainty  Low uncertainty avoidance: (high risk taker) – US, Australia  High uncertainty avoidance: (low risk taker) – likes safety, certainty  Japan, Italy o Masculinity vs. Femininity  Masculine country: highly delineated roles – gender roles enforced (Mexico)  Feminine country: males/females equally valued – gender roles blurred (Denmark, Sweden, Norway) o Time Orientation  Long term: China  Short term: US, Russia Coping w/ different cultures   Study the country – show interest, learn customs, research  Hire foreign nationals  Sensitivity training, etc. 

Diversity (gender, age, race) o Gender  Increase in women entering WF (decrease in men), 2020: expect equal #s men and women (2017: 53% men, 47% women)  Women: 41% PhD, 57% MA/MS, 56% BA/BS, only make 77% of male counterpart  Women at work: most – speech pathologists, least – HVAC and refrigeration installation o Age  2017: median age – 42.3 average age is getting older  Silent generation (born 1930-1945)  Boomers 1946-1964  Busters (1965-1976)  Boomlet (1977-1999) – large age range  More older Americans will work longer

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The numbers of Caucasian is expected to decrease 76% - 68%. New entrants are largely non-Caucasian o (Dis)Ability  1 in 5 Americans are disabled – 1 in 10 severe  Average 50% unemployed  Americans w/ Disabilities Act (1992) – protects against past and current illnesses – companies have to make reasonable accommodations Hawthorne Studies – how to improve productivity o First result: increase in productivity due to researchers attention – people caring made a difference o Second result: employees have needs beyond $$ o Third result: informal groups can have influence on behavior (“rate buster” – too much/too little) – when people work together, create informal groups and set certain standards/norms  Higher norms: higher productivity  Informal group has huge influence on how people work Formal/informal parts of organizations o Formal: part that is on the surface – finances, buildings, descriptions, etc. o Informal: part that’s beneath the surface: not always recognized – attitudes, norms, motivations, etc.

Personality, Perceptions, and Attributions:  Personality characteristics (e.g., self-esteem, self-efficacy, locus of control, self-monitoring, positive/negative affect) o Self-esteem: general feelings of self-worth  High: more satisfied in jobs and more successful  Low: very affected by people o Self-efficacy: individuals expectancies and beliefs about accomplishing specific tasks  High: can-do attitude, keep trying, and overcome obstacles.  Low: giving up on things easily  Derive from 4 things…  1. Prior experience – if we did it before and were successful, will have high  2. Behavioral models – see other people doing it successfully (role models)  3. Persuasion from others that you can do it – boss says you can  4. Own assessment o Positive/Negative affect: persistent mood disposition  Positive: see positive in world, absent from work less  Negative: see negative things about people – tend to be more stressed @ work and less cooperative in work o Locus of control: general belief of whether you have control over what happens to you  Internal: what happens to you is within your control  Higher job satisfaction, more likely to be in managerial positions  Higher salaries, more motivation, less anxiety  External: what happens to you is based on others, luck, or external circumstances – less participation (countries like India)

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o Self monitoring: degree to which you base your behavior on cues from others and the environment  High: behave appropriately in situations – less consistent – blend in more  Promoted more, change jobs more, respond to feedback more  Low: not worried about situational cues and what other people think  More consistent across situations – don’t always read what is appropriate o Big 5 Personality (not on sheet but)  Extroversion  Agreeableness  Conscientiousness  Emotional Stability  Openness to Experience First impression error o First impressions are lasting – judge someone w/in 5 minutes o First things you say are remembered more  primacy effect o Last things you say are remembered  recency effect Selective perception o Have a tendency to choose info that comes in (positive or negative) that supports our initial theory about someone  Ex: think someone is smart – look for and choose info that confirms that Perceptions of target characteristics  physical appearance, verbal communication, nonverbal cues, intentions o Certain characteristics make you able to be persuaded more (ex: low self-esteem, young people, certain affect people (depends on if message is pos. or neg.), someone in a good mood o Physical appearance: height, weight, etc. – tend t notice if different from norm o Verbal communication: judge based on tone, voice, speed, accent, etc. o Nonverbal cues: judge on eye contact, facial expressions, etc. o Intentions: try to derive intentions o Barriers to accurate perceptions?? (Selective perception, stereotyping/implicit personality theory, first impression error, projection, etc.) Impression management: process by which people try to control the impressions others have of them o Two types…  Self-enhancing: name-dropping, manage appearance (dressing the part)  Other-enhancing: flattery, agreement w/ others’ opinions  Sometimes trying to get less work, get attention, engage in negative impression management  In general, these techniques work  Rated higher in interviews, more likely to get hired Internal/external attributions o Attribution theory: seeks to explain why people behave the way they do o Internal Attributions: attribute behavior/result to an internal source of responsibility o External Attributions: attribute behavior/result to something outside of the situation – luck o Low self esteem people  success are internal, failures are external o Internal LOC people – successes are internal, failures are internal

Attitudes, Emotions, and Values:

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Attitude formation (direct vs. indirect) o Direct experience: more powerful, better remembered, harder to change, more accessible  Get directly from interacting w/ that thing  Ex: learn you don’t like snakes b/c one bit you o Social learning (indirect): through family, peer groups, religious orgs, cultures  All affect you and what you think is good/not – get attitude from others Cognitive dissonance: tension produced when there is a conflict between attitudes and behaviors o Usually w/in ourselves  Ex: asked to use program at work – don’t like it, but forced to use it  creates cognitive dissonance  Ex: customer service – have to behave well even though you hate it o Managerial implications: must assess all 3 levels when putting employees in situations (?) Work attitudes (Job satisfaction, commitment, OCB – organizational citizenship behavior) o Job Satisfaction: degree to which you have a positive assessment of one’s job/job experience  5 Dimensions  Pay: not usually cause of dissatisfaction  Work itself: is the work meaningful? Boring?  Promotion opportunities: am I able to advance?  Supervision: how do you like management?  Coworkers:  Satisfaction is declining… companies are wanting more from workers (heavier loads, faster results)  Job satisfaction  performance (very small link)  Performance  job satisfaction = higher performers tend to be happier  Link is stronger if… o Job involvement: attached, find meaning o Valued rewards are equitable o Intrinsic rewards o Challenging/accepted goals  More job satisfaction  more organizational citizenship behavior (OCB) (Stuff you do beyond duty – stay late, etc.) o Org Commitment: Instrumental and terminal values o Terminal values: represent the goals to be achieved (terminal: END goals)  Ex: respect, wisdom, world peace, freedom, equality o Instrumental values: values that tell you the conduct or behavior – reflect the means to achieve the goals – more about the process. (Ways to achieve terminal goals)  Ex: honesty, politeness, courage Machiavellianism: one’s willingness to do what it takes to get one’s way o High: more worried about getting your way, believe in deceit, create fear in others, cynical view, strong manipulator, believe end justifies means, emotionally detached, all about self o Low: value relationships, loyalty, less willing to use people, care about others’ opinions o Trying to reduce High Mac behavior – put them on a team (will neutralize) – manipulation will be controlled Emotional labor

o Effort, planning, and control needed to express organizationally desired emotions during interpersonal transactions o Display rules – “smile: we’re on stage” – norms that ask you to display certain emotions based on what’s congruent w/ your role – conflict between required and actual o Emotional dissonance: forced to display emotion that is not along w/ your true emotion  burnout o Dealing w/ emotional labor  cross cultural differences -23% Americans, 83% Japanese think inappropriate to show emotion in business Communication:  Communication model o Communicator: sending the message o Receiver: getting message o Perceptual screens around both of them – personality, experiences, cultures  distort how we send/receive messages  affect quality, accuracy, and clarity – we all have. o Message: two components  Content  Affect: emotion  Ex: ask how you're doing – Ok!! Vs. Ok. – Same content, different affect o Feedback loop: check back and see if that is what you meant to say  Barriers to communication o Physical separation: different geographic locations – harder to maintain relationship o Status differences: meeting w/ higher level people – not going to be able to speak your mind – give employees a chance to feel unrestricted o Language: we use lots of tech terms and euphemisms, acronyms, etc. o Cultural diversity: different words mean different things o Gender: men say what they mean – women want to be heard  Nonverbal distance zones o Proxemics: study of individuals perception and use of space (intimate, personal, social, and public  For performance appraisal – open communication o Intimate: 1.5ft and less o Personal: 1.5-4ft o Social: 4-12ft o Public: 12+ ft. o Arab countries – very close conversational space o Studies show there’s a larger distance in cooler climates (England, US) o Study on touching  South America – 100times/hour  US – 4times/hour  England – 0 times Conflict Management:  Individual and organizational causes of conflict

o Organizational Factors  Specialization – if in highly specialized job (consulting, taxes), you’re not aware of others tasks and goals – have tunnel vision – that’s why companies sometimes do rotation  Sets up more conflict  Interdependence – if you rely on others for job – more conflict  Common Resources – if group shares a lot of resources, when resources are tight – more conflict  Ex: money  Goal Differences – different departments have different goals, we set up goals w/out knowing others – might clash  Ex: accounting and marketing – clash about spending, IT and MIS, etc.  Status Inconsistencies – lot of differences between groups of employees in terms of what they get for perks  Ex: management vs. non management, professors vs. lecturers  Jurisdictional Ambiguities – unclear lines of responsibility – sometimes overlaps and causes confusion  Ex: housekeeping and management o Individual Factors  Skills and abilities – different for all employees – older employees w/ boss right from college – cause of conflict. Going to think other is incompetent  Personalities – learn to appreciate different types  Perceptions – how we see things – filters we see things through  Values and ethics – some people may value taking a sick day as a mental health, some think that’s bad  Emotions – if you’re in a bad mood, looking for conflict  Communication barriers – everything from physical separation, language, acronyms, etc.  Cultural differences – different cultures have different values Test Q: if part time and full time employees are often engaged in conflict, what might that be due to? Status differences  Conflict management styles o Choose one over the other based on…  Personality  Past experiences – uses ones you’ve seen in the past  What’s worked for you in the past o Assertiveness: desire to satisfy own concerns o Cooperativeness: desire to satisfy another’s concerns o Research shows if you predominantly use competing and avoiding, you tend to have lower performance and higher conflict.  Use collaborating: higher performance, less conflict o Cultural differences:  US and Canadian managers – collaborating, competing, compromising  Singapore – avoiding, accommodating o Neither is better than the other – use the right one in the right situation  Conflict management strategies o Effective:  Superordinate goals: Meta goal that both competing groups that want to meet

 Ex: space station – US and Russians were a part of it Expanding resources: try to grow the resources – less fighting  Ex: only giving out certain amount of A’s creates conflict  Creating different ways to share the resource  Changing personnel: if there’s a huge conflict, you might have to fire/transfer the person  Changing structure: might change structure of jobs – maybe not do the customer service part if someone is bad at that  Confronting and negotiating: trying to have an arbitrator or some way of dealing w/ conflict o Ineffective:  Nonactive: doing nothing and hoping the conflict goes away – hide from it  Usually doesn’t work for long  Secrecy: trying to hide conflict – creates suspicion – usually doesn’t work, people know it’s there  Administrative orbiting: buying time by delaying action – ‘we’re working on it’ – postponing by excuses  Creates resentment  Due process nonaction: procedure you set up to deal w/ conflict that is so complicated no one uses it  Programs or forms tat are too hard to do  Character assassination: try to slander/talk bad about people or discredit them 

Groups:  Stages of group development o Issues in group development: 3 issues prevalent in the 4 stages  Interpersonal: trust, comfort, security, getting along  Task: goals, methods, doing the task  Authority: roles, leadership, arguments o 1. Forming: lot of relationship-oriented behavior – starting to get to know each other, some leadership, some task behavior  Majority: getting to know  interpersonal relationships o 2. Storming: trying to figure out priorities, competition over roles, leadership, people might withdraw – fighting stage  Can be shortened or eliminated if you do a lot of forming – do something social  More forming = less storming  Primary issue  authority o 3. Norming: lots of task-oriented behavior – sharing info, accepting different info, sending norms – lots of cohesion, cooperation  2 primary issues  interpersonal and task o 4. Performing: very efficient as a team now – roles have been worked through – doing tasks efficiently  Primary issue  task o 5. Adjourning: (on occasion) sometimes you close/end the group o You can get stuck at any point o If new member shows up  have to go back to the beginning to integrate person

Group roles: we assume roles based on personality, race, gender, culture, who else is in the group, etc. Sometimes arise organically, but usually do same roles o Task Oriented: functional roles (IICE)  Initiators: offer new ideas  Info seekers – clarify suggestions, gather and obtain new info  Info Givers: relate relevant experiences – providing it  Coordinators: people who clarify relationships between ideas, pull ideas together, coordinate activities  Evaluators: assess the team’s functioning – evaluate logic of ideas, test practicality (Devil’s Advocate) o Relation Oriented: unite the team (GFESH)  Gatekeepers: encourage participation and limit dominant people – get everyone involved  Followers: friendly followers – we need them – go along w/ things and help w/ different tasks  Encouragers: cheerleaders make people feel good, accept new ideas and show warmth – people underestimate the need for this  Standard setters: express standards for team, try to get people to reach a high level, certain quality  Harmonizers: relieve tension o Self Oriented: (negative)  Blocker: someone who is really negative, stubborn, and resistance – bring back same topic b/c it didn’t go their way – keep things moving forward  Recognition seekers: call attention to self, all about personal achievement, want to seem superior  Dominators: people who assert their authority, interrupt people, manipulative  Aviators: stay away and try to resist things, stay insulted from the action  Jokers: always telling unrelated stories, get people off task – distraction Test Q: what role I you mediate conflict and relieve tension? Harmonizer  Terms (social loafing, norms of behavior, group cohesion) o Norms of behavior: set by group, (un)written, explicit/implicit – everyone know them and how to behave  Ex: maybe a team doesn’t talk before meetings, gets coffee on Tuesdays, etc. o Group cohesion: interpersonal glue that ties a group together – when you identify w/ the group  More group cohesion  more satisfaction, more communication, more productivity, more commitment, more control over members, less tension. o Social loafing: tend not to put that much effort into group – fail to contribute own resources/time/effort  free rider  Can happen because….  Too many commitments  Lazy/not motivated  Feel there is an inequity  Net effect = drags the group down  3 Ways to deal with  1. Talk to them – find out why it’s happening  2. Peer evaluation – rank the group members  3. Giving people individual contribution units

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Sucker effects: dragging down – when you see free riders, you reduce your own effort b/c you don’t want to work that hard o Loss of individuality: (de-individuation) – when you’re in a group, you start to lose your sense of self-awareness and sense of accountability  Usually a negative thing 

Decision-making by Individuals/Groups:  Models of decision-making o Rational Model: economic – assumes decisions are completely rational and outcome will be rational – consistent set of preferences you use, and you know ALL possible alternatives and how successful you are  Not realistic – hard to do o Bounded Rationality Model: most people use – Herbert Simon – we have constraints as humans. We mostly make decisions that are imperfect. 4 Assumptions:  1. Manager selects first alternative that satisfies – good enough  2. Managers recognize that their world view is simple  3. Managers are comfortable making decisions w/out exploring all alternatives  4. Managers make decisions based on rule of thumb or heuristics  Problem: if we have a bad rule of thumb, will continue making mistakes  Should try to explore as many alternatives when we can o Garbage Can: decision based on luck, timing, right place @ right time  Usually done in a crisis w/ high uncertainty  Factors in decision making (e.g., risk aversion, escalation of commitment, intuition) o Risk: level of risk taking of individual/group/company/country – affects quality of decisio...