組織行為學(xué)(全英文版)復(fù)習(xí)題

1、OB 復(fù)習(xí)題 復(fù)習(xí)題一、名詞解釋1、Learning: Any relatively permanent change in behavior that occurs as a result of experience.2、Attitude: Evaluate statements or judgements concerning objects,people,or events.3、Informal Group: A group th

2、at is neither formally structured nor organizationally determined; appears in response to the need for social contact.4、Communication:The transference and understanding of meaning.5、Leadership:The ability to influence a

3、group toward the achievement of goals.6、Organization :A consciously coordinated social unit,composed of two or more people,that functions on a relatively continuous basis to achieve a common goal or set of goals.7、Motiva

4、tion:The process that account for an individual's intensity,direction,and persistence of effort toward attaining a goal.8、Personality:The sum total of ways in which an individual reacts and interacts with thers.9、Neg

5、otiation:A process in which two or more parties exchange goods or services and attempt to agree on the exchange rate for them.二、掌握的知識(shí)點(diǎn)1、Attitude: ①implication above; ②It can be seen by looking at the three components: co

6、gnition, affect, and behavior. ③Most research in OB has been concerned with three types of attitudes: job satisfaction, job involvement, and organizational commitment. ④Attitude and Consistency: Research has genera

7、lly concluded that people seek consistency among their attitudes and between their attitudes and their behavior. ⑤Cognitive Dissonance Theory: No individual, of course, can completely avoid dissonance. If the elements cr

8、eating the dissonance are relatively unimportant, the pressure to correct this imbalance will be low. The degree of influence that individuals believe that they have over the elements will have an impact on how they will

9、 react to the dissonance. High rewards accompanying high dissonance tend to reduce the tension inherent in the dissonance. ⑥Measuring the A-B(attitude-behavior) relationship: A. Moderating Variables: The more specific t

10、he attitude and the more specific the behavior, the stronger the link between the two.B. Self-perception theory: Attitudes are used after the fact to make sense out of an action that has already occurred.⑦An application

11、—Attitude Surveys: Elicit responses from employees through questionnaires about how they feel about their jobs, work groups, supervisors(監(jiān)督者), and the organization.⑧Attitude and Workforce Diversity(勞動(dòng)多樣性): It is increasi

12、ngly concerned with changing employee attitudes to reflect shifting perspectives on racial, gender, and other diversity issues.2、Job involvement: It is a kind of the degree to which a person identifies with his or her jo

13、b, actively participates in it, and considers his or her performance important to self-worth.3、The big five model: The Big-Five model includes the following five factors:①Extroversion: A personality dimension describing

14、 someone who is sociable, gregarious(協(xié)作的), and assertive（信任的）;9、Double-loop learning: Learning organizations use double-loop learning.Errors are corrected by modifying the organization's objectives, policies, and sta

15、ndard routines.In this way, it provides opportunities for radically different solutions to problems and dramatic jumps in improvement.10、Selective perception: People selectively interpret what they see on the basis of th

16、eir interests, background, experience, and attitudes,which is called selective perception.11、Methods of shaping behavior: Shaping behavior Systematically reinforces each successive step that moves an individual closer to

17、 the desired response.There are four ways to shape behavior: ①through positive reinforcement, ②through negative reinforcement,③punishment,④extinction(消亡).12、Five-stage group-development model: ①Forming stage: the first

18、 stage in group development, characterized by much uncertainty.②Storming stage: the second stage in group development, characterized by intragroup conflict.③Norming stage: the third stage in group development, characteri

19、zed by close relationships and cohesiveness.④Performing stage: the fourth stage in group development, when the group is fully functional.⑤Adjourning stage: the final stage in group development for temporary groups, chara

20、cterized by concern with wrapping up activities rather than task performance.三、簡答1、List the Henri Fayol’s five management functions and today’s four management functions.Henri Fayol's five management functions: plan,

21、 organize, command, coordinate, control.Today's four management functions: planning, organizing, leading, controlling.2、List the 10 different , highly interrelated management roles.Interpersonal roles include: figure

22、head(虛君), leader, liaison（聯(lián)絡(luò)者）Informational roles include: monitor（監(jiān)聽者）, disseminator（消息發(fā)布者）, spokesperson （發(fā)言人）Decisional roles include: entrepreneur, disturbance handler（控制者）, resource allocator, negotiator3、Ex

23、plain the three essential management skills that Robert Katz has identified.①Technical Skills: They encompass the ability to apply specialized knowledge or expertise.②Human Skills: They refer to the ability to work with,

24、 understand, and motivate other people, both individually and in groups.③Conceptual Skills: They refer to the mental ability to analyse and diagnose complex situations. 4、List three theories of learning.①Classical Condit

25、ioning: It grew out of experiments by Russia physiologist Ivan Pavlov. It is a type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response.②Operant Conditioning