Org pysc Exam 1 part 2
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Org pysc Exam 1 part 2
Org pysc Exam part
Org pysc Exam 1 part 2
teaching people how to do their jobs by explaining various job requirements and how to meet them.
teaching employees to acquire and improve job-related skills and knowledge.
formal training programs on the job and classroom training usu. over a long period.
cross cultural training
way of preparing employees to live and work in another country.
centers devoted to handling a company's training needs full time.
executive training programs
sessions where companies try to develop top leaders in specific skills or general managerial skills.
trainin based on disseminating information online like through the internet or a company network.
principles of learning
practices that make training effectiv
participation, repetition, transfer of training, feedback
active involvement in the process of learning
repeating a task until learned
learner centered techniques where indivs are active participants in the learning process.
transfer of training
degree to which the skills learned during training sessions may be applied to performance of one's job.
knowledge of the results of one's behavior.
360 degree feedback
getting feedback from multiple sources at a variety of org levels.
organizational behavior management
practice of altering behavior in orgs by administering rewards systematically.
administering punishments systematically.
practice of gradually increasing severity of punishment for employees who continue exhibiting unacceptable job behavior.
the unique and relatively stable pattern of behavior thoughts, and emotions shown by individuals.
view that behavior is a result of a complex interplay between personality and situational factors.
extent to which the traits and abilities of indivs match the requirements of the jobs they must perform.
questionnaires and inventories designed to measure various aspects of personality.
extent to which a test is consistent on various occasions,
extent to which all of its items measure the same construct.
extent to which a test actually measures what it claims to measure.
extent to which the score on a test predicts some measure of a person's wok performance later.
Big Five dimensions of personality
dimensions related strongly to different forms of org behavior.
tendency to seek stimulation and enjoy company of other people.
tendency to be compassionate toward others.
tendency to show self-discipline, strive for competence and achievement.
tendency to experience unpleasant emotions easily.
openness to experience
tendency to enjoy new experiences and new ideas.
tendency to experience positive moods and feelings in a wide range of settings/conditions.
tendency to experience negative moods in a whide range of settings and under many different conditions.
people's evaluations of themselves/conclusions about themselves.
orverall value one places on oneself as a person.
person's beliefs about his capacity to perform specific tasks successfully.
locus of control
extent to which indivs feel they are able to control tings in a manner that affect them.
tendency to see oneself as confident, secure, and steady (opposite of neuroticism)
personality trait involving willingness to manipulate others for on's own purposes.
need for achievement
strength of an indivs desire to excel-succeed at difficult tasks and do them better than others.
learning goal orientation
desire to perform well b/c it satisfies an interest in meeting a challenge and learning new skills.
performance goal orientation
desire to perform well to demonstrate one's competence to others.
avoidance goal orientation
desire to achieve csuccess to avoid appearing incompetent and avoid receiving negative evaluation from others.
indivs who feel most energetic and alert early in the day.
indivs who feel most energetic and alert late in the day or at night.
mental and physical capacities to perform various tasks.
dexterity at performing specific tasks, which has been acquired through training or experience.
ability to understand complex ideas, adapt to the environment, learn from experience, engage in reasoning, overcome obstacles.
ability to make accurate judgments of emotions and use such knowledge to enhance the quality of one's thinking
ability to recognize and regulate our own emotions, influence others and facilitate performance.
adeptness at solving the practical problems of everyday life.
cascading model of emotional intelligence
emo. intelligence influences job performance through a succession of abilities
ability to perceive emotions, to understand them, regulate them are linked to personality variables.
capacities to engage in the physical tasks required to perform a job.
ability to interact effectively with others.