Organizational Behavior

• power distance
• indiviualism versus collectivism
• quantity versus quality
• uncertainty avoidance (Unsicherheitsvermeidung)
• Long-term versus short-term orientation

yes, but it depends on the kind of job!

simple/repetitive jobs do not lead to more productivity - complex jobs do!

Insonsistencies between a person's expressed attidues and actual behavior.

People generally try to reduca such dissonance because it leads to conflicts. (Oppurtinitäskosten)

• mentally challenching work
• Equitable (fair) rewards
• supportive / conductive work conditions
• supportive colleagues

Perceptions are what you believe to be true. We interpet what we see and call it reality.

• Factors inside the perceiver (attitudes, peronality, interests, experiences, expectations)
• Characteristics of the object/target 
• the context in whis we see objects or event

The trasfer of goodwil or positive feelings about one characteristic (such as pleasing appearance) of a product or person to another, possibly unrelated, characteristics (such as performance). Contrasts with devil's horns.

Horn effect is the contrary!

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• we are always learning whether we want to or not
• we tend to repeat a behavior that is followed by favorable expereinces (and vise versa)

An external influence (boss, teacher, parent, etc.) shapes behavior throught graduated steps using rewards, reinforcment. "We learn from mistakes!"

An internal realization or awarness causes us to model (copy) behavior of others that we consider to be successflu or desirable. E.g. mentoring, training, etc. 

By effectively matching personalities with jobs organisations are better able to reach their goals: Increased employee satisfactio, reduced employee tunover -> better results!

• Assessment centers
• personality assesements (MBTI)
• Tests (EQ, IQ, physical exams)
• Interviews
• Job sampling
• Apprencticeships
• Observations
• Online tools

1. locus of control the degree to which a person sees himslef as in control over their circumstanses
2. self-esteem the degree to wich a person either like or dislikes himself
3. self-monitoring the degree to which a person is able to adjust his or her behavior to a situation
4. risk-propensity the degree to which a person is willing to take risks
5. type A or B personality the degree to which a person is deiven to achieve goals

• intrinsic factors (within the person)
• extrinsic factors (enviromental)

1. Intensitiy: how hard does the person try?
2. Direction: how strongly does the effort benefit the organization?
3. Persistence: how long does the person maintain the intensity?

• need for achievement
• need for power
• need for affiliation 

The drive to excel to achieve in relation to a set of standards, and to strive to succeed.

High achievers have the need to do things better or more efficiently than others.

The need to make others behave in a way they would not have behaved otherwise.

Often such individuals are more concerned with gainging power than with achieving results. 

The desire for friendly close interpersonal relationships. Need to seek frienships/cooperation

Jobs with personal reponsibility, feedback, and medium risk. 

• specific
• challenging
• feedback has to be made on progress

Individuals are likely to be motivated if they clearly know what to do and when and how to do it. 

The more difficult a goal, the higher the level of performance - assuming that the person's anility and acceptance of the goal don't change. 

The level of motivation inceases if behavior is followed by a positive outcome (reinforcement) a behaviorist approach (opposite of goal-setting theory)

Individuals are motivatrd by perceived equity/inequity in relation to that of relevant other individuals or groups. 

My  rewards / efforts       compared to      others rewars / efforts

• the strength of the tendency to act in a particular way (motivation) depends on the relationships of 

1. effort to performace
2. performance to reward
3. rewards to personal goals

• Example: A studnets willingness to work hard relates to her belief that

1. hard work will lead to good grades
2. good grades will be recognized and help her to get ahead
3. getting ahead is important and leads to personal satisfaction

• for people in individualist cultures, motivation is related to the need for achievement
• people in collectivist cultures alre likely to be motivated in ways that relate to group values
• the desire for interesting work is universl

• offer well-designed jobs that are challenging
• manage performance by offering inncentives / disincentives
• set clear and meaningful objectives
• offer appropriate / cometitive compensation

1. skill variety
2. task identity
3. task significance
4. autonomy
5. feedback

1. specific and measurable objectives
2. participative decision making
3. defined time period
4. performance feedback

- specific

- measurable

-attainable

-results-oriented

-time-based

a small number of people with complementary skilly who are committed to a common purpose goals, and approach for which they hold themselves mutually accountable

• formal groups (taks groups or demand groups)
• informal groups (natural formations among people that are not pfficially designated by the organization. These groups serve organization members social needs and have a strong impact on behavior and performance. - Friendship groups - Interest groups

1. forming
2. storming
3. norming
4. perfoming
5. adjourning