Review Items for Organizational Behavior

Midterm Examination, 2015

1. Benefits of studying Organizational Behavior. [First four ang nasa book]
Personal growth via insight into self and others [personal growth]
Development of soft (interpersonal skills) [skill development]
Sharpening and refining of common sense
Enhancement of organizational and individual effectiveness
Familiar with teamwork
Understand how organizations work
Address issues
2. Key developments in the history of Organizational Behavior.
Classical approach
Hawthorne studies
Human relations movement
The contingency approach
Positive organizational behavior
3. Enneagram and the nine (9) personality types.
Type 1 Reformer
Type 2 Helper
Type 3 Achiever
Type 4 Individualist
Type 5 Investigator
Type 6 Loyalist
Type 7 Enthusiast
Type 8 Challenger
Type 9 Peacemaker
4. Seven (7) consequences of individual differences that have an impact on
managing people. (pages 20-21)
People differ in productivity.
Quality of work varies because people vary in their propensity for
achieving high-quality results.
Empowerment is effective with some workers, but not with all.
A given leadership style does not work with all people.
People differ in their need for contact with other people.
Company management will find that commitment to the firm varies
considerably.
Workers vary in their level of self-esteem, which, in turn, influences
their productivity and capacity to take on additional responsibilities.
5. Generation stereotypes that influence work behavior. (page 23, Exhibit 2-1)
Traditionalists (Veterans; 1925-1945)
o Practical
o Patient, loyal, and hardworking
o Respectful of authority
o Rule followers
Baby Boomers (1946-1960)

o Optimistic
o Teamwork and cooperation
o Ambitious
o Workaholics
Generation X (1961-1980)
o Skeptical
o Self-reliant
o Risk-taking
o Balance work and personal life
Generation Y (Millennials; 1981-present)
o Hopeful
o Meaningful work
o Value diversity and change
o Technology savvy
6. Tiarchic Theory of Intelligence and Theory of Multiple Intelligences.
Triarchic Theory of Intelligence (page 27, Exhibit 2-3)
o Analytical the traditional type of intelligence needed for
solving difficult problems with abstract reasoning.
o Creative the type of intelligence required for imagination and
combining things in novel ways.
o Practical is the type of intelligence required for adapting to an
environment to suit and individuals needs; is the major
contributor to being street-smart.
Theory of Multiple Intelligences (pages 28-29, Exhibit 2-4)
o Linguistic enables people to communicate through language
including reading, writing, and speaking.
o Logical-Mathematical enables individuals to see relationships
between objects and solve problems such as in calculus and
statistics.
o Musical gives people the capacity to create and understand
meanings made out of sounds and to enjoy different types of
music.
o Spatial enables people to perceive and manipulate images in
their brain and to recreate them from memory such as in making
graphic designs.
o Bodily-Kinesthetic enables people to use their body and
perceptual and motor systems in skilled ways such as dancing,
playing sports, and expressing emotion through facial
expressions.
o Intrapersonal enables people to distinguish among their own
feelings and acquire accurate self-knowledge.
o Interpersonal makes it possible to individuals to recognize and
make distinctions among the feelings, motives, and intentions of
others, as in managing and parenting.
o Naturalist enables individuals to differentiate among, classify,
and use various features of the physical environment.
7. Eight (8) major personality factors and traits. (pages 29-32)

Neuroticism Higher neuroticism: lower emotional stability

Extraversion being social, gregarious, assertive, talkative, and active.
Openness to experience people with high openness: well-developed
intellects; imaginative, cultured, curious, original, broad-minded,
intelligent, and artistically sensitive.
Agreeableness reflects the quality of a persons interpersonal
orientation; an agreeable person is friendly and cooperative;
courteous, flexible, trusting, good natured, cooperative, forgiving,
softhearted, and tolerant.
Conscientiousness implies dependability; industriousness, order, selfcontrol, responsibility, traditionalism, and virtue; also includes being
hardworking, achievement oriented, and persevering.
Self-monitoring behavior process of observing and controlling how we
appear to others; high self-monitors are pragmatic, and are even
chameleon like actors in social groups; often say what others want to
hear.
Risk-taking and thrill-seeking crave constant excitement on the job;
willing to risk their lives to achieve thrills.
Optimism tendency to experience positive emotional states and to
typically believe that positive outcomes will be forthcoming from most
activities; optimism tends to enhance job satisfaction.
8. Four (4) key factors in emotional intelligence. (pages 36-37)
Self-awareness
Self-management
Social awareness
Relationship management
9. Three (3) learning styles. (page 49)
Visual (seeing)
Auditory (hearing)
Kinesthetic (movement and touch)
o Kinesthetic (movement)
o Tactile (touch)
10.Four (4) learning orientations or styles which are based on the learning cycle.
(page 52)
An orientation toward concrete experiences.
An orientation toward observation and reflections.
An orientation toward formation of abstract concepts and
generalizations.
An orientation toward testing implications of concepts in new
situations.
11.Ethical theories.

12.Eight-step guide to ethical decision making. (pages 76-77)

a. Gather the facts
b. Define the ethical issues
c. Identify the affected parties
d. Identify the consequences

e. Identify the obligations

f. Consider your character and integrity
g. Think creatively about potential actions
h. Check your intuition
13.Strategies to enhance motivation. (page 105)
a. Needs hierarchy
b. Two-factor theory
c. Achievement-power-affiliation triad
d. Goal theory
e. Reinforcement theory
f. Expectancy theory
g. Equity theory
h. Social learning theory
i. Intrinsic values versus extrinsic motivation
j. Job design
k. Organizational behavior modification
l. Recognition
m. Financial incentives
14.Characteristics of an enriched job. (pages 89-90)
Direct feedback
Client relationships
New learning
Control over method
Control over scheduling
Unique experience
Control over resources
Direct communication authority
Personal accountability
15.Three (3) forms of job crafting. (page 93, Exhibit 5-3)
Changing the number and type of job tasks
Changing the interaction with others on the job
Changing ones view of the job
16.Steps in a formal OB modification program. (pages 94-95)
a. Begins with identifying behaviors that require change.
b. Measure baseline performance.
c. Analyze the behavioral antecedents and contingent consequences in
the performance-related context.
d. Decide on an intervention strategy appropriate to the situation.
e. After intervening, measure performance again to assess whether the
desired effect has been achieved.
f. CASE A: If appropriate behavior does not occur frequently, choose a
new intervention strategy or repeat the entire process.
CASE B: If performance increases as planned, the manager must
maintain the desirable behavior through a schedule of reinforcement.
g. Look for improvements in the employees behavior.
17.Identify ten (10) strategies to overcoming communication barriers.
Improving the sending of messages.
Clarify ideas before communicating.

 Motivate the receiver.

Discuss differences in frames of reference or paradigms.
Foster informal communication.
Communicate feelings behind the facts.
Be aware of nonverbal communication.
Obtain feedback.
Adapt to the other persons communication style.
Engage in meta-communication.
18.Differentiate nominal group technique from the Delphi technique. (pages 156157, Summary of Key Points, No. 4)
Using the nominal group technique, each person writes down ideas
separately and later shares down ideas separately and later shares
ideas with the group before all the ideas are ranked by group
members. With the Delphi technique, each member responds to a
questionnaire about the problem, passing along his or her input to the
team leader, who aggregates the information and redistributes it as
often as necessary. Finally, group members vote on the best solution.