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CU Denver - MGMT 3000 - Study Guide

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CU Denver - MGMT 3000 - Study Guide

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background image An overview of topics that may appear on Exam 1 – Spring 2016 Employee Performance: Job Performance: The value of a set of employee behaviors that contribute either positively or 
negatively to organizational goal accomplishment. 
Types (i.e. facets) of performance Task performance (in role performance): Employee behaviors that are directly involved in the  transformation of an organization. Citizenship Behavior (Extra­role performance): voluntary employee behaviors that contribute to  the organization by improving the overall quality of the setting which work takes place.  Counterproductive Behavior: employee behaviors that intentionally hinder organizational goal  accomplishment.  Variations (i.e. scope) of task performance Routine Task Performance: Involves well known responses to demand that occur in a normal,  routine, or otherwise predictable way. Adaptive Task Performance : commonly known as “adaptability” involves employee responses to  task demands that are novel, unusual, and unpredictable.  Creative Task Performance: the degree to which individuals develop ideas or physical outcomes  that are both novel and useful.  Assessing performance for… Task Performance Job Analysis ( process of gathering and organizing detailed information about various jobs within an organization so that managers can better understand the process through which they are 
performed most effectively) 
Performance Appraisals: primarily comparative or category based Comparative Methods: simple ranking in which employees are compared to their fellow  employees.  Category­based Methods: Contain descriptive components or checklist like items.   Roughly 6 questions on exam Job Attitudes (Part I & II) Social exchange: Pattern of shared obligation in a relationship­ The expectation for reciprocity  Organizational commitment – general details and Meyer and Allen’s model: Psychological state,  or a force, that binds the individual to the organization (Meyer and Allen 1990).  
background image An overview of topics that may appear on Exam 1 – Spring 2016 Commitment does not just not just have to be to an organization, it can be a commitment to  supervisors, peers, customers, etc.  Meyer and Allen’s Three Component Mode (1991): Affective Commitment: Desire to remain a member or an organization due to an emotional  attachment  Normative Commitment: desire to remain a member of an organization due to a feeling of  obligation (you stay because you feel like you need to). Continuance Commitment: Desire to remain a member of an organization due to the awareness of the costs associated with leaving it (you stay because you need money). Perceived organizational support: The degree to which employees believe that the organization values  their contributions and cares about their well­being.  Value Percept theory: Job satisfaction depends on whether or not you perceive that your job supplies the 
things you value. 
Job Satisfaction – general details and what makes people satisfied Pay Satisfaction: Refers to employees feelings about their pay. Promotion Satisfaction: Refers to employees’ feelings about the company’s promotion policies.  Supervision Satisfaction: Reflects employees’ feelings about their boss, including their attitudes,  behavior, and competence.  Coworker Satisfaction: Refers to employees’ feelings about their fellow employees. Satisfaction with the Work Itself: Reflects employee’s feelings about their actual work tasks  indication whether or not they’re challenging, interesting, respected, etc.  Emotional labor: The need to manage emotions to effectively complete job duties successfully.  Emotional contagion: One Person can, “catch” or, “be infected by” the emotion of another person.  Roughly 9 questions on exam Employee Motivation (Part 1 & II) Expectancy theory General principle that employee behavior is directed towards pleasure and away from pain,  towards certain outcomes and away from others.  Concerns the cognitive process that individuals go through to make choices among different  voluntary responses Expectancy: 
background image An overview of topics that may appear on Exam 1 – Spring 2016 The belief that exerting a high level of effort will result in the successful performance of some  task. A subjective probability, ranging from 0 to 1 that a specific amount of effort will result in a  specific level of performance (E   P). Goal­setting theory: Focuses on how individuals set goals and respond to them and the overall impact of  this process on motivation.  What type of goals are most desirable? (Specific goals and Difficult goals)  “Moderators” affecting the relationship between goal setting and outcomes Receiving feedback: 1. From managers: Demonstrates attention and meaningfulness 2. From the work itself: Provides details on progress toward goal  How complex is the task? 1. Specific and difficult goals are shown to be more critical for simpler tasks Goal commitment: The degree to which a person accepts a goal and is determined to reach it. Effects of any goal setting details generally weaker if the individual is not committed to the goal Self­determination theory: Humans have the desire to seek out challenging situations, grow, learn, and  adapt. Does the work environment allow for the fulfillment of primary needs?  Autonomy: Individuals have the choice and freedom to act. Relatedness: Desire to establish connections with others.  Competence: aspiration to have an effect on one’s environment and have the opportunity to  achieve valued outcomes.  If the workplace provides for such opportunities, motivation levels will be optimal. Extrinsic Motivation: Motivation that is controlled by some kind of outside source. Intrinsic Motivation: Motivation that comes from within. Self­efficacy: the belief that a person has the capabilities needed to execute the behaviors required for task success. Past accomplishments, vicarious experiences, verbal persuasion, emotional cues Task specific Beyond just an expectancy construct – e.g. socio­cognitive theories
background image An overview of topics that may appear on Exam 1 – Spring 2016 Reinforcement contingencies and schedules     Contingencies of Reinforcement The types of consequences that are employed to attempt to modify employees behavior  Essentially “types of reinforcement” Two reinforcement strategies used to     increase     desired behaviors: Positive reinforcement: A positive outcome follows a desired behavior.  Most common type of reinforcement  E.g., promotion for good performance in current job Negative reinforcement: An unwanted outcome is removed following a desired behavior. Note that while “negative” – goal is to increase desired behavior E.g., Perform a task correctly so as to not scolded by manager Five general schedules, categorized in three schedule types: Continuous Interval – Fixed and Variable Ratio – Fixed and Variable Means for implementing base pay: Classification systems Development of groups of jobs in an organization by “grades,” which specify a  salary range Movement across grades comes predominately through a change in positions Movement within grades often (though not always) reflect seniority based  premises Point systems Points are ascribed to various elements of a job (called compensable factors),  often with differential weighting, and compensation levels are based on point 
totals
Roughly 9­10 questions on exam  Job Design o Job characteristics theory (Hackman & Oldham, 1974; 1975; 1980)

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School: University of Colorado Denver
Department: Business Management
Course: Managing Individuals- Teams
Professor: Kyle Ehrhardt
Term: Winter 2016
Tags: Managing individuals and teams
Name: Management Exam #1 Study guide
Description: These notes cover the topics outlined on the first exam.
Uploaded: 03/09/2016
16 Pages 101 Views 80 Unlocks
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