BUAD 304 Midterm - USC Cummings Test Questions with Answers Verified 100% Correct

BUAD 304 Midterm - USC Cummings Test Questions with Answers Verified 100% Correct Attitudes - ANSWER -stem from values and represent our feelings or opinions about people, places, and objects - guide our intent to behave, very difficult to change attitudes because they are "comfortable" How we reduce cognitive dissonance - ANSWER -change attitude and/or change behavior, but it is much easier to change an attitude than a behavior because you can self-justify your attitude Personality - ANSWER -a combination of physical, behavioral, and mental traits that give us our unique identity, approx. 40% derived from genes and 60% determined by our environment, relatively stable over time and across situations Which Big-5 category is the most important? - ANSWER -if you are high in conscientiousness you will be a more appealing candidate Example of cognitive dissonance - ANSWER -when people continue to smoke (behavior) even though they know it's bad for them (cognitive), they will self justify and claim "It's not that bad" (attitude change) Emotional intelligence - ANSWER -the ability to monitor your own emotions and those of others, understand them, and behave effectively - crucial to being a good leader, requires both personal and social competence Personal competence - ANSWER -understanding your own emotions - having self-awareness, self-management Why is it important for a leader to understand cognitive dissonance? - ANSWER poor leaders escalate cognitive dissonance in workers by pushing them to do things that don't align with their values and attitudes, so good leaders should take into consideration the values and attitudes of their workers to alter their required behavior and reduce the dissonance at work Behavioral outcomes stem from - ANSWER -Self (values, attitudes, emotions, personality, abilities), how we make sense of and respond to the world, and how well a specific behavior fits a given situation - having no motivation, opportunity, or ability will lead to no performance Motivation - ANSWER -how much effort is put forth to achieve organizational goals Big-5 Model of Personality - ANSWER -determines an individual's openness to experience, emotional stability, conscientiousness, agreeableness, and extroversion Performance - ANSWER -motivation x ability x opportunity All theories of motivation - ANSWER -center around hedonism and fit into two categories, learning and cognitive need Hedonism - ANSWER -the pursuit of pleasure/self-satisfaction Learning theory of motivation - ANSWER -environment determines behavior, can be impacted by shaping (reinforcement and punishment drive motivation) Social competence - ANSWER -understanding others' emotions - social awareness, relationship management, active listening Law of effect - ANSWER -all behavior has an effect Applications of learning theory of motivation - ANSWER -well pay vs sick pay, lotteries to reduce absenteeism Cognitive need theory of motivation - ANSWER -person determines behavior, can be impacted by unfulfilled needs Lower-order needs - ANSWER -physiological, safety, etc Higher-order needs - ANSWER -social, esteem, self-actualization, etc Extrinsic needs - ANSWER -satisfied externally from the environment (pay, promotion, recognition, etc) Intrinsic needs - ANSWER -satisfied internally from self (self-praise, positive feelings from doing well, etc) More recent theories of motivation - ANSWER -take into account both environment and needs Equity theory - ANSWER -people strive for fairness and justice in social situations, assessing their ratio of outcomes to inputs - should not be under or over rewarded When we are under-rewarded - ANSWER -we will often lower our inputs Expectancy - ANSWER -belief that effort will lead to good performance What impacts level of expectancy? - ANSWER -skills/experience, performance clarity (if what to expect is fuzzy/clear) Instrumentality - ANSWER -belief that good performance will lead to desired outcomes What impacts level of instrumentality? - ANSWER -intrinsic (job enrichment) or extrinsic (clear line of sight) factors Valence - ANSWER -how much person desires those outcomes What impacts level of valence? - ANSWER -intrinsic/extrinsic needs Effort to perform - ANSWER -expectancy x instrumentality x valence (having 0 of one of these leads to 0 effort to perform) When we are over-rewarded - ANSWER -cognitive dissonance comes into play - "oh, I deserve this!" Job enrichment theory - ANSWER -job characteristics (task significance, etc) should be used to make work more meaningful, ultimately leading to high intrinsic motivation Expectancy theory - ANSWER -people are motivated to behave in ways that produce desired expected outcomes, drives all behavior all the time (Cummings' favorite theory because it is the most powerful) An effective Performance Management System should - ANSWER -define performance clearly, monitor and evaluate performance, review performance and deliver feedback, and provide consequences to fit the situation (rewards, punishments)