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L&D > Exam 2 Study Guide > Flashcards

Exam 2 Study Guide Flashcards

1
Q

Leadership can be defined as a social _______ process

A

influence

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2
Q

an ongoing process of assessing needs, correcting historical inequities, and creating conditions for optimal outcomes by members of all social identity groups

A

equity

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3
Q

an environment that offers affirmation, celebration, and appreciation of differences, thus allowing all individuals to bring in their whole selves (an all of their identities)

A

inclusion

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4
Q

the representation or composition of various social identity groups that correspond to societal differences in power and privilege

A

diversity

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5
Q

multi-rater (360-degree) feedback systems can play a critical role in leadership development. describe what multi-rater feedback systems are and what are 2 benefits and 2 challenges associated with this type of assessment?

A

multi-rater (360-degree) feedback refers to employees being evaluated by a group of raters with diverse types of connection to the focal employee such as subordinates, peers, customers and managers, as well as themselves

benefits: ideal for assessing social and emotional skill-based behavior; collects multiple perspectives that can be compared to the self-perspective

challenges: getting rater buy-in and participation; managing follow up

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6
Q

what is leadership?

A

the use of power and influence to direct the activities of followers toward goal achievement; a social influence process; defined by organizational goals, culture, and business strategy; can occur at different levels; may be formal or informal

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7
Q

what is leadership development?

A

the process of preparing individuals and collectives to effectively engage in leading-following processes; historically focused on developing individuals, but should also focus on the social context of leadership; intrapersonal and interpersonal development (leader development vs. leadership development)

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8
Q

intrapersonal competencies

A

self awareness (emotional awareness, self confidence, accurate self image), self regulation (self control, trustworthiness, personal responsibility, adaptability), self motivation (initiative, commitment, optimism)

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9
Q

interpersonal competencies

A

social awareness (empathy, service orientation, political awareness), social skills (building bonds, team orientation, change catalyst, conflict management)

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10
Q

why do organizations invest in leadership development?

A

to meet current and future needs of the organization

benefits: organizational effectiveness, employee engagement, talent retention, succession planning, organizational attractiveness

organizations spend $50 bullion annually for L&D training

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11
Q

what are the 4 types of effective leadership behavior?

A
  1. task-oriented (ensures people, equipment, and other resources are used in an efficient way to reach goals)
  2. relations-oriented (enhances member skills, leader-member relationship quality, org. identification, and commitment)
  3. change-oriented (increases innovation, collective learning, and adaptation to change)
  4. external leadership (facilitates performance by providing relevant info about outside events, acquiring resources/assistance, and promoting the reputation and interest of the org.)
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12
Q

specific behaviors of task-oriented

A

planning and organizing activities, clarifying roles and objectives, monitoring operations, problem solving

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13
Q

specific behaviors of relations-oriented

A

supporting, developing, recognizing, empowering

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14
Q

specific behaviors of change-oriented

A

advocating change, envisioning change, encouraging innovation, facilitating collective learning

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15
Q

specific behaviors of external leadership

A

networking, external monitoring, representing

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16
Q

what are the 6 key areas of importance for leadership development?

A
  1. needs assessment
  2. audience selection
  3. supportive infrastructure
  4. learning system
  5. evaluate effectiveness
  6. rewards and improvements
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17
Q

best practices for needs assessment

A
  • developing clear objectives for the program (ensuring that leadership development systems are linked to business strategy)
  • identifying elements for effective leadership (competency model) and gaps in current/potential leaders
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18
Q

best practices for audience selection

A
  • clear connection between succession plans and leadership development
  • nurturing and developing talent that will serve strategic purposes
  • should be guided by clear and objective criteria not just manager nomination
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19
Q

best practices for supportive infrastructure

A
  • leadership development in embedded in organizational culture
  • there is ongoing support and involvement in leadership development from senior management
  • social networks within the organization facilitate growth (leaders are allowed to grow and implement their ideas or learning without constraints from the organization)
  • shared ownership and accountability for leadership development across different functions and levels of the organization (360 feedback)
  • other systems should be aligned with leadership development objectives (performance management, rewards, succession planning, etc.)
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20
Q

best practices for learning systems

A
  • system comprised of formal training and action learning activities
  • action learning can range from on the job training to learning projects (job assignments are a type of action learning activity)
  • developmental relationships are key components of an effective learning system (mentoring and coaching)
  • 360 degree feedback
  • senior leaders and executives participate in program delivery
  • balance fulfilling organization, individual, and team needs
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21
Q

best practices for evaluating effectiveness

A
  • effectiveness of leadership development initiatives can be challenging to evaluate
  • should be evaluated based on the extent to which it fulfills the initial needs outlined in the assessment process based on the program objectives, leadership characteristics, and desired results
  • should focus on the impact leadership development initiatives have on the organization’s ability to operate more strategically because of its leadership capability
  • Kirkpatrick’s four-level training evaluation theory/model can be used to evaluate leadership development initiatives
  • multiple methods should be used to increase validity
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22
Q

best practices for rewards and improvements

A

feedback from the evaluation system should be used to reward success and improve deficiencies

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23
Q

what is diversity?

A

any dimension that may differentiate one person from another

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24
Q

what is equity?

A

fair treatment, access, equality of opportunity and advancement for all employees

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25
Q

what is inclusion?

A

creating an environment in which employees share a sense of belonging, mutual respect, and commitment to others

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26
Q

dimensions of diversity

A

race
- ethnicity
- culture
- gender
- gender identity and expression
- sexual orientation
- socioeconomic status
- religion
- -spirituality
- disability
- age
- national origin
- immigration status
- language

27
Q

business case for DEI in organizations

A
  • diversity, equity, and inclusion leads to positive (financial) outcomes for organizations
  • more widely adopted by Fortune 500 companies
28
Q

moral case for DEI in organizations

A

pursuing diversity, equity, and inclusion is the right thing to do

29
Q

explicit bias

A
  • conscious bias
  • explicit bias is a choice
  • exists in society and organizations
30
Q

implicit bias

A
  • unconscious bias
  • implicit bias is a pattern of perception rooted in belief systems that develop over time, generally outside of a person’s awareness (bias toward or against)
  • manifest as attitudes and stereotypes
  • exists in society and organizations
31
Q

what is shown in the the visual representation in the corporate pipeline by gender and race?

A
  • c-suite executives are 62% white men, 13% colored men, 20% white women, and 4% colored women
  • in entry level, manager, sr. manager, VP, SVP, and c-suite there is a large presence of white men, second largest presence being white women
  • colored men and women have low representation in the corporate pipeline
  • women lose the most ground at the first step to manager
  • for every 100 men who are promoted, 86 women are promoted
32
Q

raising awareness around implicit bias

A
  • identifying various social identity categories or groups
  • understanding the historical and current context of their experiences in society
  • considering the specific challenges they face in organizations
  • interventions to raise awareness and consciousness can be particularly impactful in dealing with implicit bias
  • awareness alone is not a sufficient solution
33
Q

5 strategic considerations for improving DEI in leadership development

A
  • setting the foundation
  • identifying hihg-potential employees
  • preapring high-potential employees for leadership
  • preparing the organization for diverse leadership
  • promote/hire diverse leaders
34
Q

global DEI

A
  • important to understand the unique diversity priorities of a particular region
  • priorities outside of the U.S. include gender, ethnicity, country of origin, disability status, religious affiliation, socioeconomic background
35
Q

selecting an audience for leadership development

A
  • focal employees for leadership development may vary by level, position, or employee type
  • many organizations offer broad leadership development opportunities for all employees, but allocate more resources to developing employees who have the potential to fill important leadership roles in the organization
36
Q

what are high potential employees?

A
  • employees that a company believes are capable of being successful in higher level managerial positions, such as general manager of a strategic business unit, functional director, or CEO
  • typically the focus of succession planning
37
Q

why do organizations disproportionately invest in developing high-potential employees?

A
  • expectation of greater and quicker returns
  • promote future success for the org.
  • efficient resource allocation
  • attract, motivate, and retain top talent
38
Q

key issues in identifying high potential employees

A
  • how is leadership potential defined/measured?
  • implicit leadership theories (ideas and prototypes we hold about leaders)
  • ethical issues (can ethical competencies be developed?)
  • performance rating are messy (rater bias, contamination)
  • development opportunities for all employees
  • transparency and the effects of non-high-potential employees
39
Q

three markers of high potential

A
  1. ability
  2. social skills
  3. and drive
40
Q

talent review

A

process used by organizations to support the talent pipeline in which managers identify and discuss employees to determine who should receive enhanced developmental focus, resources, promotions, and special placements

41
Q

9-box grid

A
  • used by managers to analyze and discuss talent, identify high-potential employees, and create development plans
  • shows distinction between performance and potential
  • past performance predicts future performance in similar roles
  • used for succession planning, identifying and evaluating, developing, and tracking hi-po employees
  • may also be used to identify development
42
Q

4 types of approaches to L&D

A
  1. formal education
  2. assessment
  3. job experiences
  4. interpersonal relationship
43
Q

formal education approach

A

off and onsite programs for the company’s employees (short courses, executive education programs, tuition reimbusement)

44
Q

assessment approach

A

collective information and providing feedback to employees about their behavior, communication style, or skills (personality tests and inventories, assessment centers, performance appraisal, 360 feedback)

45
Q

job experiences approach

A

relationships, problems, demands, tasks, or other features that employees face in their jobs ((stretch assignments, job enlargement, job rotation, lateral moves, temporary assignments, projects volunteering, sabbaticals)

46
Q

interpersonal relationships approach

A

interacting with more experienced organizational members (mentoring, coaching, sponsorship)

47
Q

developmental needs addressed by job experience

A
  • job enlargement (interested in developing new skills; would like to continue in current position; position has opportunities for development)
  • job rotation/transfer (desires a job with similar responsibilities to current position but with assignments requiring new skills; interested in learning about another function, division, or product of the org.)
  • promotion (ready to assume more responsibility and accountability for other employees and projects; desires to influence business decisions)
  • downward move (considering changing or trying out a new profession/career and needs to acquire new skills; wants to reduce job stress or achieve better work/nonwork balance; prefers a previous job)
  • temporary assignments, project work, volunteer work, sabbatical (wants a new understanding/perspective of customers, products, or community issues; obtain job experiences and develop skills in jobs not available by the company; wants to use and develop current skills in a new context; wants to avoid burnout and alleviate stress)
48
Q

sponsorship

A

a helping relationship in which senior, powerful people use their personal clout to talk up, advocate for, and place a more junior person in a key role; a mentor is someone who has knowledge and will share it; a sponsor is someone who has power and will use it

49
Q

ABCDs of sponsorship

A

Amplify (being aware and talking up a protege’s accomplishments; goal is to create/increase perceivers’ positive impressions of the protege)

Boost (formally nominating a protege for specific opportunities; writing letters of recommendations; goal is to increase others’ expectations of protege’s potential and readiness for advancement)

Connect (introducing a protege to high status individuals; goal is to create perceivers’ positive impressions of protege)

Defend (challenging others’ negative perceptions of a protege; goal is to reverse or neutralize others’ uncertainty of the protege)

50
Q

development planning system

A

designed to retain and motivate employees by identifying and helping to meet their development needs

51
Q

process of development planning for both the employee and company

A
  1. self assessment (employee - identify opportunities and needs to improve; company - provide assessment info to identify strengths, weaknesses, interests, values)
  2. reality check (employee - identify what needs are realistic; company - communicate performance evaluation, where employee fits in long-range plans, changes in industry, profession, and workplace)
  3. goal setting (employee - identify goal and method to determine goal progress; company - ensure goal is SMART, commit to help employee reach goal)
  4. action planning (employee - identify steps and timeline to reach goal; company - identify resources employee needs to reach goals like assessments, courses, and relationships/experiences)
52
Q

benefits of development and career planning

A
  • allows employees to take ownership of their development
  • enhances motivation and commitment
  • helps managers understand employees’ motivations and aspirations
  • provides an avenue for developmental feedback
53
Q

performance management

A

process of measuring, communicating, and managing employee performance in the workplace so that performance is aligned with organizational strategy

54
Q

challenges of performance appraisal and how to overcome them

A

Challenges:
- developmental vs. administrative
- defining performance (traits, behaviors, results, goals)
- rating errors and bias

Overcoming:
- rater training
- rater accountability
- rater calibration
- record keeping and auditing

55
Q

challenges of 360 degree feedback and how to overcome them

A

Challenges:
- picking the right measures
- getting rater buy-in and participation
- high cost and time investment
- managing follow-up

Overcoming:
- measures should align with leadership competencies
- ensure rater anonymity
- individual differences influence how employees interpret feedback
- use along with coaching

56
Q

GROW model of coaching

A

Goal, Reality, Options, Will or Way forward

57
Q

considerations for formal mentoring programs

A
  • mentors should be evaluated to assess their effectiveness in developing employees
  • common criteria should be used for mentor-protégé matching
  • mentors and proteges should co-create expectations for their relationship
  • mentors should receive development training and/or access to resources on development
58
Q

3 primary considerations for assessing impact

A
  1. outcomes of interest (what will be measured?)
  2. measures (which measurement tools will be used?)
  3. study design (how will data be collected?)
59
Q

how to select outcomes of interest

A
  • outcomes of interest should be linked to leadership development objectives
  • align with a relevant leadership competency model
  • fulfill assessed needs
  • serve the organization’s strategic goals
60
Q

types of outcomes of interest

A

-participant reactions
- learning or cognitive
- behavioral change and transfer
- results

61
Q

types of measures/tools for assessing impact

A
  • surveys
  • assessments
  • behavioral observation
  • archival data
  • business impact
  • other (assessment center, work sample tests, etc.)
62
Q

considerations for study design

A

minimize threats to internal and external vilidity by utilizing pre and post tests as well as control groups if possible

63
Q

calculating ROI

A

ROI = (total benefit - total cost)/total cost

  • may be challenging to estimate benefits precisely; select a methodology and clearly explain judgment calls; calculate multiple estimates, altering inputs based on a range of potential differences

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