MGMT 600 Midterm
About this set
Created by:
mahill0106 on October 26, 2012
Description:
First 5 chapters
Log in to favorite or report as inappropriate.
Order by
77 terms
Terms | Definitions |
|---|---|
 sensitive line | the point at which individuals become defensive or protective when encountering information about themselves that is inconsistent with their self concept or when encountering pressure to alter their behavior |
| Areas of self-awareness | emotional intelligence, personal values, cognitive style, orientation towards change |
| emotional intelligence | the ability to manage oneself and to manage relationships with others |
| personal values | the core of the dymanics of behavior and play so large a part in unifying personality. |
| cognitive style | the manner in which individuals gather and process information |
| orientation towards change | the methods people use to cope with change in their environment |
| core self-evaluation | captures the essential aspects of personality |
| importance of self-awareness | predictors of managerial performance, achieving life success, performing effectively in teams, competent decision making,life-long learning, job performance, and job satisfaction |
| locus of control | the attitude people develop regarding the extent to which they are in control of their own destinies |
| 4 characteristics of EI | 1- the ability to diagnose and recognize your own emotions 2- the ability to control your own emotions 3- the ability to recognize and diagnose the emotions displayed by others 4- the ability to respond appropriately to those emotional cues |
| instrumental values | values that prescribe desirable standards of conduct or methods for attaining an end |
| terminal values | values that prescribe desirable ends or goals for the individual |
| three dimensions of cognitive style | 1 - knowing 2 - planning 3 - creating |
| internal locus of control | feeling one is in charge of his destiny |
| external locus of control | feeling one is not in charge of her destiny |
| core self-evaluation | the overal positive self-regard, the extent to which people value themselves or feel proficient as individuals |
| four components of self-evaluation | 1. self-esteem 2. self-efficacy 3. emotional stability 4. locus of control |
| high core self-evaluation | personality uniqueness, job satisfaction, job performance, life happiness |
| types of stressors | time stressors encounter stressors situational stressors anticipatory stressors |
| time stressors | stress from too much to do in too little time |
| encounter stressors | stress that result from interpersonal interactions |
| situational stressors | stress that arises from the environment in which a person lives or from a person's circumstances |
| stages of stress | alarm stage and resistance stage |
| alarm stage | acute increases in anxiety or fear if the stressor is a threat or by increases in sorrow or depression if the stressor is a loss. |
| resistance stage | defensive mechanism start and the body begins to store up excess energy |
| Five types of defense mechanisms | 1. aggression 2. repression 3. withdrawal 4. fixation 5. exhaustion |
| types of coping strategies | enactive, proactive, temporary |
| enactive strategies | create a new, environment for the individual that does not contain the stressors, permanent but takes a long time and lots of effort to enact |
| proactive strategies | enhance your ability to handle stress and increasing personal resiliency, moderate effort and time required, long lasting effects |
| reactive strategies | on the spot remedies to temporarily relieve stress, takes little effort or time to enact, but is short lived |
| relationship to job and stress | higher levels have less stress due to higher control, higher discretion, high interest and low demand; older tend to have less stress |
| small wins approach | making small changes, incrementally, starting with the easy to change, creates momentum |
| steps of analytical problem solving | 1. define the problem 2. generate alternative solutions 3. evaluate and select an alternative 4. implement and follow up on the solution |
| define stage | find facts,causes, information gathering, who owns it, state problem not solutions |
| alternative solutions stage | do not evaluate, gather feedback from all parties, short and long term goals, build on ideas |
| evaluate and select stage | compare to a standard, and to goals, evaluate systematically, consider side effects, state selected explicitly |
| implement and follow up | get feedback, implement as decided upon, monitor, evaluate on problem solution |
| issues with analytical problem solving | doesn't always address complicated problems well jump to conclusions, not defining problem, defining symptoms not problems, possible alternatives are limited, first acceptable solution is usually accepted, accept satisfactory not optimal, implemented before problem is defined |
| brainstorming rules | 1. no evaluation of any kind is permitted as alternatives are being generated 2. wildest and most divergent ideas are encouraged 3. quantity of ideas takes precedence over quality 4. participants should build on and modify ideas of others |
| four types of creativity | 1. imagination 2. improvement 3. investment 4. incubation |
| imagination | create new, risk taking, revolutionary, the ipad |
| improvement | careful methods, building on what's already been done, process control, clarifying problems |
| investment | rapid goal achievement, competitive approach, attack problems directly |
| incubation | coordination among individuals, teamwork, empowering people to foster creativity |
| creative problem solving roles | idea champion, sponsor, orchestrator, rule breaker |
| idea champion | the person who comes up with creative solutions |
| sponsor | the person who helps provide the resources, environment and encouragement for the idea |
| orchestrator | the person who brings together cross-functional groups and necessary political support |
| rule breaker | the person who goes beyond organizational boundaries and barriers to ensure success |
| communication skills and success | 80% of managements time is spent in communication face to face communication skills are most critical in determining promotability |
| coaching | managers must pass along advice or information or set standards, typically when employees are incompetent, lack information, or lack ability |
| counseling | addressing problems that stem from attitudes, personality clashes, defensiveness or other factors tied to emotions |
| 8 principles of supportive communications | 1. congruent 2. descriptive 3. problem-oriented 4. validating 5. specific 6. conjunctive 7. owned 8. supportive listening |
| congruent | thoughts and feelings match |
| descriptive | describing an objective occurrence, your reaction and offering alternatives |
| problem oriented | focus on problems not on people |
| validating | statements that communicate respect, flexibility, collaboration, and areas of agreement |
| specific | focus on specific events or behaviors, and avoiding general, extreme, or either-or statements |
| conjunctive | statements that flow from what's been said previously and facilitate interaction |
| owned | use "I" statements, taking responsibility |
| supportive listening | using a variety of appropriate repsonses, with a bias toward reflective responses |
| sources of personal power | expertise, personal attraction, effort, legitimacy |
| sources of postional power | centrality, flexibility, visibility, relevance |
| expertise | task-relevant knowledge |
| personal attraction | desirable characteristics associated with friendship |
| effort | higher-than-expected commitment of time |
| legitimacy | behavior consistent with key organizational values |
| centrality | access to information in a communication network |
| flexibility | amount of discretion vested in a position |
| visibility | degree to which task performance is seen by influential people in the organization |
| relevance | alignment of assigned tasks and organizational priorities |
| influence strategies | 1. retribution 2. reciprocity 3. reason |
| retribution | coercion and intimidation |
| reciprocity | exchange and ingratiation |
| reason | persuasion based on facts, needs or personal values |
| importance of personal power | political competence, intercede favorably on behalf of someone in trouble, mobilize resources, control agendas, help out talented subordinates, access to top decision makers |
| problems with abuse of power | institutional v. personal power, using power to do good, insensitive/arrogant/betrayal/not delegating |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.