Handbook of Principles of Organizational Behavior - Soltanieh ...

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186 A LBERT B ANDURA Table 10.1 The distinctive sets of factors within each of four modes of effi cacy infl uence what can affect the construction of self effi cacy beliefs Enactive Efficacy Information Interpretive biases Perceived task diffi culty and diagnosticity Effort expenditure Amount of external aid received Situational circumstances of performance Transient affective and physical states Temporal pattern of successes and failures Selective bias in self-monitoring of performance Selective bias in memory for performance attainments Persuasory Efficacy Information Credibility Expertness Consensus Degree of appraisal disparity Familiarity with task demands Vicarious Efficacy Information Model attribute similarity Model performance similarity Model historical similarity Multiplicity and diversity of modeling Mastery or coping modeling Exemplifi cation of strategies Portrayal of task demands Somatic And Affective Information Degree of attentional focus on somatic states Interpretive biases regarding somatic states Perceived source of affective arousal Level of arousal Situational circumstances of arousal The indicators people single out provide the information base on which the self - appraisal process operates. The second function in efficacy judgment involves the combination rules or heuristics people use to weight and integrate efficacy information from the diverse sources in forming their efficacy beliefs. The informativeness of the various efficacy indicants will vary for different spheres of functioning. The various sources of efficacy information may be integrated additively, multiplicatively, configurally, or heuristically. This judgmental pro cess is not entirely dispassionate. Strong preconceptions and affective proclivities can alter self efficacy appraisals positively or negatively. The multiple benefits of a strong sense of personal efficacy do not arise simply from the incantation of capability. Saying something should not be confused with believing it to be so. A sense of personal efficacy is constructed through a complex process of self - persuasion based on integrating constellations of efficacy information conveyed enactively, vicariously, socially, and physiologically. Enablement through guided mastery Guided mastery provides one of the most effective ways of cultivating competencies. However, a skill is only as good as its execution, which is heavily governed by self - regulatory and motivational factors. Individuals may, therefore, perform poorly, adequately, or well with the same set of skills depending on the beliefs they hold about their capabilities in
CULTIVATE SELF - EFFICACY FOR PERSONAL AND ORGANIZATIONAL EFFECTIVENESS 187 given situations (Bandura, 1997 ). Part of the power of guided mastery stems from its use of all four modes of effi cacy development. The method that produces the best gains in both self - efficacy and skill combines three components (Bandura, 1986 ). First, the appropriate skills are modeled to convey the basic rules and strategies. Second, the learners receive guided practice under simulated conditions to develop proficiency in the skills. Third, they are provided with a graduated transfer program that helps them to apply their newly learned skills in work situations in ways that will bring them success. Enabling modeling. Modeling is the first step in developing competencies. Complex skills are broken down into subskills, which can be modeled on videotape in easily mastered steps. Subdividing complex skills into subskills produces better learning than trying to teach everything at once. After the subskills are learned by this means, they can be combined into complex strategies to serve different purposes. Effective modeling teaches general rules and strategies for dealing with different situations rather than only specifi c responses or scripted routines. Voiceover narration of the rules and strategies as they are being modeled, and brief summaries of the rules, enhance development of generic competencies. The execution of skills must be varied to suit changing circumstances. People who learn rules in the abstract usually do a poor job in applying them in particular situations. However, teaching abstract rules with varied brief examples promotes generalizability of the skills being taught by showing how the rules and strategies can be widely applied and adjusted to fit changing conditions. A single lengthy example teaches how to apply the rule in that particular situation but provides no instruction on how to adapt its application to varying situations. People fail to apply what they have learned, or do so only half - heartedly, if they distrust their ability to do it successfully. Therefore, modeling influences must be designed to build a sense of personal effi cacy as well as to convey knowledge about rules and strategies. The impact of modeling on beliefs about one ’s capabilities is greatly increased by perceived similarity to the models. Learners adopt modeled ways more readily if they see individuals similar to themselves solve problems successfully with the modeled strategies than if they regard the models as very different from themselves. The characteristics of models, the type of problems with which they cope, and the situations in which they apply their skills should be made to appear similar to the trainees ’ own circumstances. Guided skill perfection. Factual and strategic knowledge alone will not beget profi cient performance. Knowledge structures are transformed into proficient action through a conception - matching process (Bandura, 1986 ). Enabling modeling provides the guiding conception for proficient management of one ’s worklife. The feedback accompanying enactments provides the information needed to detect and correct mismatches between the generic conception of requisite skills and action. This comparative process is repeated until a close match is achieved. Putting into practice what one has learned cognitively can also reveal gaps and flaws in the guiding conception. Recognizing what one does not know contributes to the refinement of cognitive representations by further modeling and verbal instruction regarding the problematic aspects of the representation.
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HANDBOOK OF PRINCIPLES OF ORGANIZAT
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This edition first published 2009
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vi CONTENTS PART III TURNOVER AND S
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viii CONTENTS 29 Sustain Organizati
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x CONTRIBUTORS AND EDITOR Beth A. B
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xii CONTRIBUTORS AND EDITOR Edwin A
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Preface The handbook, now in its se
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PREFACE xvii in the field of organi
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PREFACE xix describe important decl
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PREFACE xxi and how they connect to
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PREFACE xxiii Highhouse, S. ( 2008
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xxvi EDITOR ’ S INTRODUCTION “
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xxviii EDITOR ’ S INTRODUCTION
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xxx EDITOR ’ S INTRODUCTION not b
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1 Select on Intelligence FRANK L. S
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SELECT ON INTELLIGENCE sample tests
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SELECT ON INTELLIGENCE Selectivity
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SELECT ON INTELLIGENCE Among people
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SELECT ON INTELLIGENCE Although mos
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SELECT ON INTELLIGENCE The measure
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SELECT ON INTELLIGENCE Hunter, J. E
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SELECT ON INTELLIGENCE EXERCISES Hi
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20 MURRAY R. BARRICK AND MICHAEL K.
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3 Structure Interviews to Recruit a
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STRUCTURE INTERVIEWS TO RECRUIT AND
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Part II TRAINING AND PERFORMANCE AP
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60 E DUARDO S ALAS AND K EVIN C. ST
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62 Table 4.1 (continued ) Training
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66 Table 4.1 (continued) Training p
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86 MARIA ROTUNDO subordinates, or c
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88 MARIA ROTUNDO Utilize multiple s
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90 MARIA ROTUNDO criteria managers
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92 MARIA ROTUNDO Train raters The e
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94 MARIA ROTUNDO Performance apprai
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96 MARIA ROTUNDO circumstances, man
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98 MARIA ROTUNDO More specifically,
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100 MARIA ROTUNDO may take place on
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102 MARIA ROTUNDO Murphy , K. R. ,
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104 MARIA ROTUNDO and delivering th
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6 Promote Job Satisfaction through
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PROMOTE JOB SATISFACTION THROUGH ME
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0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 P
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CONCLUSION PROMOTE JOB SATISFACTION
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124 MARION B. EBERLY, BROOKS C. HOL
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Page 194 and 195: 162 G ARY P. LATHAM and persistence
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Page 200 and 201: 168 G ARY P. LATHAM worst enemy. Mi
Page 202 and 203: 170 G ARY P. LATHAM Proximal goals
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Page 210 and 211: 178 G ARY P. LATHAM EXERCISES Group
Page 212 and 213: 180 A LBERT B ANDURA Outcome Expect
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Page 232 and 233: 200 A LBERT B ANDURA Building team
Page 234 and 235: 202 JAY A. CONGER AND CRAIG L. PEAR
Page 250 and 251: 218 CATHY C. DURHAM AND KATHRYN M.
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236 CATHY C. DURHAM AND KATHRYN M.
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238 CATHY C. DURHAM AND KATHRYN M.
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240 FRED LUTHANS AND ALEXANDER D. S
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14 Promote Procedural and Interacti
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PROMOTE PROCEDURAL AND INTERACTIONA
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CONCLUSION PROMOTE PROCEDURAL AND I
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15 Foster Team Effectiveness by Ful
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FOSTER TEAM EFFECTIVENESS BY FULFIL
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296 DEBORAH ANCONA AND DAVID CALDWE
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17 Making Group Process Work: Harne
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MAKING GROUP PROCESS WORK 311 exten
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MAKING GROUP PROCESS WORK 313 such
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MAKING GROUP PROCESS WORK 315 opini
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MAKING GROUP PROCESS WORK 317 of ho
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MAKING GROUP PROCESS WORK 319 Overa
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MAKING GROUP PROCESS WORK 321 vice
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MAKING GROUP PROCESS WORK 323 Harve
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MAKING GROUP PROCESS WORK 325 the l
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328 LAURIE R. WEINGART AND KAREN A.
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19 Use Power Effectively to Infl ue
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USE POWER EFFECTIVELY TO INFLUENCE
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368 SHELLEY A. KIRKPATRICK THE IMPO
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370 SHELLEY A. KIRKPATRICK a vision
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372 SHELLEY A. KIRKPATRICK mechanis
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374 SHELLEY A. KIRKPATRICK IMPLEMEN
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376 SHELLEY A. KIRKPATRICK IMPLEMEN
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378 SHELLEY A. KIRKPATRICK CASE EXA
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380 SHELLEY A. KIRKPATRICK facts bu
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382 SHELLEY A. KIRKPATRICK close fr
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384 SHELLEY A. KIRKPATRICK Bass , B
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386 SHELLEY A. KIRKPATRICK Peikoff
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21 Foster Trust through Ability, Be
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FOSTER TRUST THROUGH ABILITY, BENEV
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Part VII ORGANIZATIONAL PROCESSES
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408 L EX DONALDSON COORDINATION MEC
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410 L EX DONALDSON it relates to sc
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412 L EX DONALDSON has some choice
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414 L EX DONALDSON have a functiona
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416 L EX DONALDSON units are acquir
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418 L EX DONALDSON are distributed
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420 L EX DONALDSON Product division
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422 L EX DONALDSON Child , J. ( 197
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424 L EX DONALDSON Structure: How w
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426 DEBORAH A. CAI AND EDWARD L. FI
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446 J OHN A. W AGNER III PARTICIPAT
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448 J OHN A. W AGNER III on organiz
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450 J OHN A. W AGNER III informatio
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452 J OHN A. W AGNER III attributed
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454 J OHN A. W AGNER III CONCLUSION
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456 J OHN A. W AGNER III Latham , G
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458 J OHN A. W AGNER III Wagner , J
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25 Broaden the Decision Frame to Ma
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BROADEN THE DECISION FRAME TO MAKE
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26 Stimulate Creativity by Fueling
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STIMULATE CREATIVITY BY FUELING PAS
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500 T ABEA R EUTER AND R ALF SCHWAR
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28 Manage Confl ict through Negotia
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MANAGE CONFLICT THROUGH NEGOTIATION
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Cost Condition 1 Condition 2 Condit
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538 MICHAEL BEER environments (Lawr
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540 MICHAEL BEER People FIGURE 29.1
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542 MICHAEL BEER resource practices
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544 MICHAEL BEER need for change. U
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546 MICHAEL BEER Eisenstat and I (B
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548 MICHAEL BEER In the Electronic
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550 MICHAEL BEER problems and its p
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552 MICHAEL BEER restructuring, cos
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554 MICHAEL BEER Beer , M., and Noh
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Part VIII ENTREPRENEURSHIP
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560 J. ROBERT BAUM threading of the
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562 J. ROBERT BAUM measurable and w
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564 J. ROBERT BAUM The entire set o
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566 J. ROBERT BAUM Sam Walton faile
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568 J. ROBERT BAUM creates competit
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570 J. ROBERT BAUM I address the va
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572 J. ROBERT BAUM rewards. Incenti
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574 J. ROBERT BAUM region, and a bu
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576 J. ROBERT BAUM Baum , J. R. , L
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578 J. ROBERT BAUM Stevenson , H. H
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31 Achieve Work - Family Balance th
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ACHIEVE WORK - FAMILY BALANCE 583 f
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ACHIEVE WORK - FAMILY BALANCE 585 i
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ACHIEVE WORK - FAMILY BALANCE 587 L
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ACHIEVE WORK - FAMILY BALANCE “ I
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ACHIEVE WORK - FAMILY BALANCE 591 s
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ACHIEVE WORK - FAMILY BALANCE 593 F
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32 Use Information Technology for O
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33 Make Management Practice Fit Nat
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MAKE MANAGEMENT PRACTICE FIT NATION
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360 degree feedback systems 88-9 10
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cultivating helpful conditions 330-
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decision support system (DSS) 599-6
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organizational change 544 perfectin
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informal recognition 240-5, 247 inf
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communication 434-5 formal/informal
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trust 395 having a voice 262-6 orga
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goal-based 572 power 202-3, 351-2 t
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Team Diagnostic Survey (TDS) 293 te
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INDEX 651 symbols/images 375 wirele
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