4143 Flashcards
(70 cards)
1
Q
What is leadership?
A
is a complex phenomenon involving the leader, the followers, and the situation. The process of influencing an organized group toward accomplishing its goals
2
Q
What are managers?
A
administer, maintain, control, have a short-term view, ask how and when, imitate and accept the status quo.
3
Q
What are leaders?
A
innovate, develop, inspire, have a long-term view, ask what and why, originate, challenge the status quo.
4
Q
What are the two traditions of evidence-based management?
A
- Academic tradition
2. Troubadour tradition
5
Q
What is academic tradition?
A
empirical, peer-reviewed, published articles based on data
Difficult for anyone without a PhD to read
6
Q
What is troubadour tradition?
A
published materials that are based on anecdotal evidence or opinion Very popular Not based on science Sometimes involves bad advice Sometimes inspiring
7
Q
Components of Evidence-Based Management?
A
Focuses on the decision making process
Involves the scientific method
Bases decisions on data
Thinks in terms of probability instead of golden bullets
8
Q
EVIDENCE-BASED MANAGEMENT FOUNDING MOTHER?
A
Denise M. Rousseau
9
Q
EVIDENCE-BASED MANAGEMENT: FOUNDING FATHERS
A
Jeffery Pfeffer & Robert Sutton
10
Q
What is leadership emergence?
A
Study of the characteristics of individuals who become leaders, Examine the basis on which they were elected, appointed, and most critically, accepted.
11
Q
What is leadership effectiveness?
A
Study of the behaviors of a leader that lead to outcomes valued by the organization or work group, Indifferent to how the person became a leader
12
Q
What three motives could lead one to aspire to be a leader?
A
- ) Affective identity: you like to lead others
- ) Noncirculative: you aren’t worried about the costs of leadership
- ) Social-normative: you feel obligated to lead
13
Q
Who is most likely to become a leader?
A
Leaders are born, not made - Both are true
Formal training and experience both make an individual a better leade
14
Q
How do you measure leadership effectiveness?
A
Often begins with 360 feedback/surveys, goal setting in response to the feedback
15
Q
Types of followers
A
Alienated follower, Conformist follower, Pragmatist followers, Passive followers, Exemplary followers
16
Q
Alienated follower:
A
skeptical, cynical, debby-downer
17
Q
Conformist follower:
A
“yes people”
18
Q
Pragmatist follower:
A
don’t like to stick out, mediocre performers who do just enough to get by, experts in managing bureaucracy
19
Q
Passive follower:
A
no initiative, no sense of responsibility, incompetent
20
Q
Exemplary follower:
A
independent, willing to disagree when necessary, innovative, effective
21
Q
Leader Development (when compared to leadership development)
A
training a person to be a better leader
22
Q
Leadership development (when compared to leader development)
A
making an organizational (or team) change so that everyone becomes a better leader
23
Q
Single-loop-learners
A
They only seek to meet self-set goals
o They seek very little feedback
o Becomes a self-fulfilling prophecy (e.g., I think I am good at giving speeches, so I only seek out proof that I am good at speeches, which might allow me to overlook the fact that I am a terrible listener)
24
Q
Double-loop-learns
A
This involves learning how to learn
o These individuals become open to information (even negative feedback)
o These individuals often use After-Event-Reviews (AER’s), or debriefing one’s strengths and weaknesses after a leadership episode
25
Be able to tell me what type of development program should be used for a given scenario
Programs for first-level supervisors use lectures, case studies, and role-playing exercises to improve supervisory skills:
Training / Monitoring / Giving feedback / Completing performance reviews
26
Be able to tell me what type of development program should be used for a given scenario.
Mid-level manager programs use individualized feedback, case studies, presentations, role playing, simulations, and in-basket exercises to improve the following:
Interpersonal skills / Oral and written communication skills / Time management skills / Planning / Goal settinng
27
Leadership programs for senior executives and CEOs focus on:
strategic planning, public relations, and interpersonal skills.
28
What is Action Learning?
o Traditional training programs involve personnel taking leadership classes during work hours.
o Such training addresses common leadership issues, but its artificial nature makes it difficult to transfer concepts to actual work situations.
o In contrast, action learning involves the use of actual work issues and challenges as the developmental activity itself.
o The philosophy of action learning is that the best learning involves learning by doing.
29
What is coaching?
is a key leadership skill that can help leaders improve the bench strength of the group and retain high-quality followers.
30
What is informal coaching?
takes place whenever a leader helps followers to change their behaviors
31
5 steps to coaching:
Forging a partnership / Inspiring commitment / Growing skills / Promoting persistence / Shaping the environment
32
Executive coaching:
o One-on-one goal-focused coaching
o Typically done in real-time (either face-to-face/shadowing or virtually)
o Executive is not removed from the workplace
o Sometimes the goal isn’t just leadership effectiveness, but also stress reduction, satisfaction, work-family balance, etc.
o Often begins with 360 feedback/surveys, goal setting in response to the feedback
33
Two types of executive coaching:
o Counseling/psychology-based: work on interpersonal skills (listening, regulating, adaptability, empathy)
o Consulting-based: identifying competencies, get feedback, set goals
34
What is mentoring?
A personal relationship in which a more experienced mentor acts as a guide, role model, and sponsor of a less experienced protégé.
o Mentoring is usually about support and guidance, whereas coaching is usually more about specific developmental needs
o Mentors can also be informal (develops naturally) or formal (explicitly assigned)
35
Does mentoring work?
Those who have mentors are more committed, have higher job satisfaction, lower turnover, higher compensation, more promotions, etc.
o The mentor relationship is often how the protégé views the entire organization
o Informal mentoring is more effective than formal mentoring
o Mentor-protégé similarity is important
36
Mentoring buzzwords:
o Think of yourself as both a protégé and a mentor
o What can you offer others as a mentor?
o Create a network of development advisors. Do not expect 1 mentor to fulfill all your developmental needs
o Be proactive about communicating your needs
37
Development planning is:
a process that helps leaders to accelerate the development of their own leadership skills. Good plans are constantly revise
38
how you can develop yourself and others once you are in a leadership position?
To make enduring behavioral changes, leaders must provide positive answers to five questions:
1. ) Do leaders know which of their behaviors need to change?
2. ) Is the leader motivated to change these behaviors?
3. ) Do leaders have plans in place for changing targeted behaviors?
4. ) Do leaders have opportunities to practice new skills?
5. ) Are leaders held accountable for changing targeted behaviors?
39
The history of the trait approach/Great Man Theory
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Thomas Carlyle (1841) proposed the“Great ManTheory”
Great men possess some special trait or characteristic that allows them to rise to the top in any situation
Carlyle was a philosopher, not an empirical researcher
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40
Trait approach
Leadership research in the first half of the 20th century searched for the special trait of leaders:
Traits examined included:
o physical traits such as height, weight, physique, appearance
o energy and health
o intelligence, knowledge,
judgment
o speech fluency
o extraversion
o adaptability, originality
o dominance, persistence
o social skills
41
Trait approach
Traits Are recurring regularities or trends in a person’s behavior.
Trait theory maintains that people behave the way they do because of the strengths of the traits they possess.
42
What traits predict leadership emergence?
Extraversion, Openness, Conscientiousness
43
What traits predict leadership effectiveness?
Openness, Agreeableness
44
Personality Traits and Leadership
Personality traits predict leadership behavior
more strongly in weak situations rather than
strong situations
Weak situations are unfamiliar and ambiguous.
Strong situations are governed by specific rules,
demands, or organizational policies, which can minimize
the effects that traits have on behavior.
45
How do you measure intelligence?
Wonderlic
SAT/ACT/GRE/GMAT/LSAT
Raven’s Progressive Matrices
ASVAB
46
```
An analysis of 151 studies indicates that leadership is related
to intelligence (r= .27; Judge et al., 2004)
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Leadership emergence is related to intelligence (r= .25)
| Leadership effectiveness is related to intelligence (r= .17)
47
Emotional Intelligence and Leadership
Individuals who are high on emotional intelligence are rated
higher on transformational leadership (Harms & Crede, 2010)
Individuals who are high on emotional intelligence tend to
emerge as leaders more often (Cote et al. 2010)
One way of answering this: I addressed what types of emotions are displayed by effective leaders
48
Meta-analysis of emotions and leadership
Transformational leadership
Leadership emergence
Leadership effectiveness (e.g., objective outcomes)
49
IS A HAPPY LEADER A GOOD LEADER?
A happy leader is a good leader
Leaders who display positive emotions are more effective leaders and tend to emerge as leaders more often
50
Leadership styles: Behavioral approach description
Emphasizes the behavior of the leader
Focuses exclusively on what leaders do and how they act rather than what kind of person a
leader tends to be (the trait approach)
Composed of two general kinds of behaviors
51
Task behaviors
Facilitate goal accomplishment, help group members achieve objectives
52
Relationship behaviors
Help subordinates feel comfortable with themselves, each other, and the situation
53
history of the behavioral approach
The Ohio State University Studies:
1950s
Ed Fleishman
Identified 1800 behaviors
A reduced set of 150 behaviors became the basis for the
Leader Behavior Description Questionnaire (LBDQ)
Really just two basic dimensions…
54
history of the behavioral approach (pt.2)
The University of Michigan Studies:
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Simultaneous with Ohio
Concentrated more on the interactions of leaders and groups
Three behavioral components
Task-oriented behavior
Relations-oriented behavior
Participative behavior
Task-oriented: initiating structure
Relations & participative: consideration
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55
Understand all the leadership styles and be able to compare and contrast them
BLAKE & MOUTON’S MANAGERIAL LEADERSHIP GRID
Developed in early 1960s
Used extensively in organizational training & development
Two factors
Concern for production
How a leader is concerned with achieving organizational tasks
Concern for people
How a leader attends to the members of the organization who are trying to achieve its goals
56
Understand the effect of the situation on leadership styles
THE WORKPLACE SITUATION
Fiedler thought the key aspect of the workplace situation was its “favorableness”, i.e., the ease with which a supervisor could influence subordinates.
Favorableness is a function of 3 factors:
Quality of interpersonal relations between leader and followers
Task structure, i.e., degree of clarity and structure of the work
Formal position power of leader due to job
Favorable and unfavorable situations require a task-oriented leader
Moderately favorable situations require a relationship-oriented leader
57
Transformational leadership:
the process of engaging with others to create a connection that
increases motivation and morality in both the leader and follower.
58
Pseudotransformational Leadership:
Leaders who are transforming but in a negative way
Focuses on the leader’s own interests rather than the interests of his or her followers
Self-consumed, exploitative, power-oriented
E.g., Adolph Hitler, Saddam Hussein
59
TRANSFORMATIONAL LEADERSHIP FACTORS: THE 4 I’S:
Idealized Influence
Displays conviction and trust
Acts as a strong role model
Has high standards of moral and ethical conduct
Makes others want to follow the vision
Inspirational Motivation
Articulates an appealing vision of the future
Communicates high expectations
Inspires followers to commitment and engagement in shared vision
Uses symbols & emotional appeals to focus group members to achieve more than self-interest
Intellectual Stimulation
Questions old assumptions
Stimulates followers to be creative and innovative
Challenges their own beliefs and values those of leader and organization
Supports followers to try new approaches
Develops innovative ways of dealing with organization issues
Individualized Consideration
Treats others as individuals
Listen, advise, coach
Listens carefully to the needs of followers
Acts as a coach to assist followers in becoming fully actualized
Helps followers grow through personal challenges
60
Charisma:
A special personality characteristic that gives a person superhuman or exceptional powers and is reserved for a few, is of divine origin, and results in the person being treated as a leader (Weber, 1947)
61
Charismatic Leadership Theory (House, 1976)
Charismatic leaders act in unique ways that have specific charismatic effects on their followers leadership
62
Charismatic Leadership –
Transforms follower’s self-concepts; tries to link identity of followers to collective identity of the organization
Forge this link by emphasizing intrinsic rewards & de-emphasizing extrinsic rewards
Throughout process, leaders
Express high expectations for followers
Help followers gain sense of self-confidence and self-efficacy
Charismatic leadership is a necessary but not sufficient condition for transformational leadership
63
(If you had to develop someone else’s authentic leadership, how would you do it?)
AUTHENTIC LEADERSHIP
Focuses on whether leadership is genuine
Relies on the life stories of the leader
Leadership can be nurtured and developed over a lifetime
Can be triggered by major life events
Five characteristics of an authentic leader (George, 2003):
They understand their purpose
They have strong values about the right thing to do
They establish trusting relationships with others
They demonstrate self-discipline and act on their values
They act from the heart
64
Four authentic leadership components
Self-awareness:
Reflecting on one’s core values, identity, emotions, motives
Being aware of and trusting one’s own feelings
Internalized moral perspective:
Self-regulatory process using internal moral standards to guide behavior
Balanced processing:
Ability to analyze information objectively and explore other people’s opinions before making a decision
Relational transparency:
Being open and honest in presenting one’s true self to others
65
SERVANT LEADERSHIP
Greenleaf Center for Servant Leadership
Advocating for building consensus in groups rather than using coercive leadership
Inspired by Hesse’s novel, Journey to the East, where the travelers discovered the true leader of their group was the servant
Leaders have a social responsibility for the “have-nots”
Leaders shift authority to those who are being led
66
10 CHARACTERISTICS OF A SERVANT LEADER
Listening - acknowledging the viewpoint of followers and validating these perspectives.
Empathy – “standing in the shoes” of another person and attempting to see the world from that person’s point of view.
Healing – in helping followers become whole, servant leaders are themselves healed.
Awareness – understanding oneself and the impact one has on others.
Persuasion– creates change through gentle, nonjudgmental argument.
Conceptualization– the ability to be a visionary for an organization.
Foresight– the ability to predict what is coming based on what is occurring in the present and what has happened in the past.
Stewardship– carefully managing the people and organization one has been given to lead. Holding the organization in trust for the greater good of society.
Commitment to the Growth of People – treating each follower as a unique person with intrinsic value beyond what he/she contributes to the organization.
Building Community – allowing followers to identify with something greater than themselves that they value.
67
SERVANT LEADERSHIP IN PRACTICE (LIDEN ET AL., 2008)
Conceptualizing: have a thorough understanding of the organization
Emotional healing: recognize others’ problems and take time to address them
Putting followers first
Helping followers grow and succeed: know followers’ goals (personal and professional)
Behaving ethically: do the right thing in the right way
Empowering: allow followers the freedom to be independent, make decisions on their own, and be self-sufficient
Create value for the community: intentionally give back to the community and encourage followers to volunteer for community service
68
WHAT IS LMX
LMX = leader member exchange theory
It’s more of a theory of leadership than a leadership style
However, some people think of it as a style
Conceptualized leadership as the interactions between a leader and a follower
Other forms of leadership assume that a leader treats all of his/her followers the same
LMX suggests that each leader/follower relationship is different
69
LMX TODAY
It’s all about the quality of the exchange between the leader and follower
Mutual respect
Mutual liking
Mutual trust
Reciprocal influence
70
Researchers found that high-quality leader–member exchanges resulted in
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Less employee turnover
More positive performance evaluations
Higher frequency of promotions
Greater organizational commitment
More desirable work assignments
Better job attitudes
More attention and support from the leader
Greater participation
Faster career progress
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