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Psychology and Management (OPA1) > Leadership > Flashcards

Leadership Flashcards

1
Q

What are the 4 pillars considered as the basics of leadership?

A
  1. Group phenomenon: there are no leaders without followers
  2. Influence and persuasion: guide groups through a certain course of action or toward the achievement of certain goals
  3. Some form of hierarchy: the presence of a leader
  4. Goal directed behaviour
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2
Q

Compare briefly the Trait approach, the Behaviour Approach and the Contingency approach for understanding leadership.

A

> Trait approach: you’re born a leader
Behaviour approach: you’re made a leader
Contingency approach: it depends on the environment (situational factors)

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3
Q

Combining the basics of leadership, how can we define a leader?

A

As a person who:

  • influences individuals and groups in an organization,
  • helps them establish goals,
  • guides them toward achievement of those goals,
  • and allows them to be effective as a result.
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4
Q

What are the 2 requirements of leadership?

A
  1. Competence

2. Some degree of Conformity to the group or organization

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5
Q

What is competence?

A

The ability and expertise to perform one or more tasks well.

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6
Q

What is conformity?

A

The acceptance of group norms.

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7
Q

According to the Trait Theories of leadership, what are the traits that define a future leader?

A

> Ambition and Energy: Desire to Lead
Honesty and Integrity: Self-Confidence
Intelligence: Job-relevant Knowledge

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8
Q

According to the 3 studies on leadership characteristics, what people seek above all in a leader (4 major characteristics)?

A
  1. Honest
  2. Forward-looking
  3. Competent
  4. Inspiring
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9
Q

What are the 2 studies that participated to Behavioral theories of leadership?

A

2 studies at:

  • Ohio State (1940)
  • University of Michigan
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10
Q

From the results of the Ohio State study (1940), what are the 2 categories that accounted for most of the behaviour of leaders?

A

> Initiating structure: behavior that attempts to organize work, goals, and work relationships
Consideration: concern for the comfort, status, satisfaction, and well-being of subordinates

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11
Q

According to the Ohio State study (1940), what are the behaviours of a leader who is high in initiating structure?

A

> Assigns group members to particular tasks,

> or emphasises the meeting of deadlines.

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12
Q

According to the Ohio State study (1940), what are the behaviours of a leader who is high in consideration?

A

> Helps subordinates with personal problems,
is friendly and approachable,
and treats all subordinates as equals.

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13
Q

What did the research at the University of Michigan consist of?

A

Identify characteristics of leaders that appeared to relate to measures of performance effectiveness.

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14
Q

What did the research at Ohio State (1940) consist of?

A

Identify independent dimensions of leader behavior.

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15
Q

What are the the 2 dimensions of leadership that were found in the research at the University of Michigan?

A

> Employee orientation

> Production orientation

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16
Q

According to the research at the University of Michigan, what was the behaviour of employee-oriented leaders?

A

Employee-oriented leaders emphasized personal relationships; they cared about the needs of their subordinates and accepted individual differences among them.

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17
Q

According to the research at the University of Michigan, what was the behaviour of production-oriented leaders?

A

Production-oriented leaders emphasized the technical or task aspects of the job. Their main concern was accomplishing their group’s tasks, and the group members were a means to that end.

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18
Q

What is the managerial grid? What is the main characteristic of this grid?

A

It illustrates the manager’s concern for people and concern for production on separate axes (X = production ; Y = people).
Proponents of this two-dimensional view focus on the extremes of the grid.

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19
Q

According to the managerial grid, what are the management styles?

A

> (1.1) Management: low concern for production and for people
(1.9) Management: low concern for production and high concern for people
(9.1) Management: high concern for production and low concern for people
(5.5) Management: medium concern for production and for people
(9.9) Management: high concern for production and for people

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20
Q

In the managerial grid, what is the (1.1) Management style?

A

Exertion of minimum effort to get required work done is appropriate to sustain organization membership.

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21
Q

In the managerial grid, what is the (1.9) Management style?

A

Thoughtful attention to needs of people for satisfying relationship leads to a comfortable, friendly atmosphere and work tempo.

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22
Q

In the managerial grid, what is the (9.1) Management style?

A

Efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree.

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23
Q

In the managerial grid, what is the (5.5) Management style?

A

Adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level.

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24
Q

In the managerial grid, what is the (9.9) Management style?

A

Work accomplished from committed people and interdependence through a common style in organization purpose leads to relationships of trust and respect.

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25
Q

Which management style do the proponents of the managerial grid claim as characteristic of effective leaders?

A

The (9.9) management style.

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26
Q

What is the basic premise of Fiedler’s Contingency Model of leadership?

A

> The match between the leader’s style and the leadership situation will determine the leader’s effectiveness.
Leadership style is stable and not easily changed.

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27
Q

What does Fiedler uses to determine if a leader is task or relationship oriented? Why?

A

The Least-Preferred Coworker (LPC) Scale:

- People’s perception and description of their least preferred co-worker indicate their basic goals and priorities.

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28
Q

What is the meaning of a low LPC score and a high LPC score?

A

> Low LPC = you give low rating to the least-preferred coworker
High LPC = you give high rating to your least-preferred coworker

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29
Q

According to Fiedler’s Contingency Model, what is the type of leader of someone with low LPC?

A

Low LPC = task-motivated:

- they draw their self-esteem primarily from accomplishing their task well

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30
Q

According to Fiedler’s Contingency Model, what is the type of leader of someone with high LPC?

A

High LPC = relationship-motivated:

- they draw their self-esteem primarily from having good relationships with others

31
Q

What does Fiedler uses to describe the situation and the amount of control the leader has?

A

Three situation-control factors:

  1. Leader-Member relations
  2. Task structure
  3. Position power
32
Q

In Fiedler’s Contingency model of leadership, what are the Leader-Member relations? How is it a situational control factor?

A

The quality of the relationship and the cohesion between the leader and the followers and among the followers:

  • If the group is cohesive and supportive -> leader has a high degree of control for implementing what he or she wants.
  • If the group is divided and has little respect for the leader, his or her control is low.
33
Q

In Fiedler’s Contingency model of leadership, what is the task structure? How is it a situational control factor?

A

The degree of clarity of a given task:

  • Structured tasks have clear goals or procedures, few correct solutions, and are easy to evaluate;
  • Unstructured tasks lack clear goals and procedures, have many possible solutions, and are not easy to evaluate.
  • Leaders have a high degree of control over structured tasks and a low degree of control over unstructured tasks.
34
Q

In Fiedler’s Contingency model of leadership, what is the position power? How is it a situational control factor?

A

The leader’s official power and influence over hiring, firing, rewarding, and punishing:
- The leader with a lot of formal power will be more comfortable than one who has little formal power.

35
Q

Following Fiedler’s 3 situational control factors, what amounts for high situational control of a leader?

A
  • A good relationship between the leader and the followers,
  • a highly structured task,
  • and high position power
    provide the leader with high situational control.
36
Q

Following Fiedler’s 3 situational control factors, what amounts for low situational control of a leader?

A
  • A poor relationship between the leader and the followers,
  • an unstructured task,
  • and low position power
    do not provide the leader with any sense of control or ease of leadership.
37
Q

What is the prediction Fiedler’s Contingency Model makes between low-LPC leaders and situational control?

A

Low-LPC, task motivated leaders will be effective in high and low situational control.

38
Q

What is the prediction Fiedler’s Contingency Model makes between high-LPC leaders and situational control?

A

High-LPC, relationship motivated leaders will be effective in moderate situational control.

39
Q

What are the practical implications Fiedler’s model has for managers?

A

> A leader must understand his or her style and the situation.
A leader should focus on changing the situation to match his or her style.
A good relationship with followers can compensate for a lack of power.
A leader can compensate for task ambiguity through training and experience.

40
Q

How does the job of a leader differ from a manager’s job?

A

> Leadership: take group from point A to point B and maintain the group’s integrity.
Management: optimise the productivity

41
Q

What is the premise of the Situational Leadership Theory (Hershey and Blanchard)?

A

> Leadership success depends on the match between the maturity (readiness) of Followers and the behaviours of Leaders.
You should adjust, adapt your style of leadership to the situation

42
Q

Following the argument of the Situational Leadership Theory (Hershey and Blanchard), what behaviours should leaders take according to the readiness of followers

A

> Unable and unwilling -> Clear, specific directions
Unable and willing -> High task orientation
Able and unwilling -> Support and participation
Able and willing -> Let Followers perform, but set a goal

43
Q

What does Hershey and Blanchard’s Contingency Model of leadership consist of?

A

> Leader Behavior: a graph (Task behavior x Relationship behavior)
Follower Readiness: a continuum (low ; moderate ; high)

44
Q

In Hershey and Blanchard’s Contingency Model of leadership, what are the leader behaviors and how are they defined?

A

Leader Behaviors (Task behavior x Relationship behavior):
> Delegating: turn over responsibility for decisions and implementation (S4)
> Participating: share ideas and facilitate in decision making (S3)
> Selling: explain decisions and provide opportunity for clarification (S2)
> Telling: provide specific instructions and closely supervise performance (S1)

45
Q

In Hershey and Blanchard’s Contingency Model of leadership, how is the Follower Readiness presented?

A

> Low Follower Readiness:
- Unable and Unwilling or Insecure (R1) -> Leader directed
Moderate Follower Readiness:
- Unable but Willing or Confident (R2) -> Leader directed
- Able but Unwilling or Insecure (R3) -> Follower directed
High Follower Readiness:
- Able and Willing or Confident (R4) -> Follower directed

46
Q

What does the Normative Decision Model of leadership consist of?

A

> Relies on 2 principles of group dynamics:
(1) groups are wasteful and inefficient
(2) participation in decision making leads to commitment
Leaders adjust their styles based on the quality requirements of the decision and the likelihood that employees will accept it.
There are 3 decision methods:
- Autocratic
- Group
- Consultation
-> The right style depends on the situation

47
Q

In the Normative Decision Model of leadership, what is the autocratic method of decision making?

A

Autocratic method: the leader makes decision with little or no input from followers.

48
Q

In the Normative Decision Model of leadership, what is the group method of decision making?

A

Group method: the leader relies on consensus building to solve problems.

49
Q

In the Normative Decision Model of leadership, what is the consultation method of decision making?

A

Consultation method: the leader consults with follower yet retains decision-making authority.

50
Q

How does the Normative Decision Model of leadership differ from Fiedler’s Contingency Model?

A

> It is limited to decision making, not general leadership.
It assumes that leaders can adopt different styles as needed.
It is concerned with decision quality rather than group performance.

51
Q

What are the contingency factors the Normative Decision Model focuses on?

A

Focus on:

  • Quality of the decision
  • Acceptance and Commitment by followers
52
Q

In the Normative Decision Model, what are the contingency factors that represent the steps to decision making?

A
  1. Quality requirement (QR): how relevant is it?
  2. Commitment requirement (CR): how relevant is it to the implementations of the decision?
  3. Leader information (LI): does the leader have enough information to make a high-quality decision?
  4. Structure of the problem (ST): is the problem clear and well structured?
  5. Commitment probability (CP): how likely is the employee commitment to the decision if the leader makes the decision alone?
  6. Goal congruence (GC): do employees agree with and support organisational goals?
  7. Employee Conflict (CO): is there conflict among employees over solutions?
  8. Subordinate information (SI): do employees have enough information do make a high-quality decision?
53
Q

In the Normative Decision Model, how are the different contingency factors used in decision making?

A

> The combination fo the different contingency factors create leadership situations.
Each situation requires a different decision-making style to ensure that a high-quality, timely decision is made and implemented by followers.

54
Q

In the Normative Decision Model, what are the different leadership situations the combination of contingency factors can lead to?

A

> Autocratic l (Al): Leader solves the problem along using information that is readily available to him/her
Autocratic ll (All): Leader obtains additional information from group members, then makes decision alone. Group members may or may not be informed.
Consultative l (Cl): Leader shares problem with group members individually, and asks for information and evaluation. Group members do not meet collectively, and leader makes decision alone.
Consultative ll (Cll) Leader shares problem with group members collectively, but makes decision alone
Group ll (Gll): Leader meets with group to discuss situation. Leader focuses and directs discussion, but does not impose will. Group makes final decision.

55
Q

What are the Normative Decision Model implications for managers?

A

> Leaders must understand the situation and how to use different decision styles
Participation is not always desirable
Leaders must pay attention to their followers’ needs and reactions when making decisions

56
Q

What does the Cognitive Resource Theory consist of?

A 
> Leader's intelligence and experience
> Contingency factors:
- level of stress
- interpersonal conflitc
- concerns about performance
57
Q

What are the Cognitive Resource Theory implications for managers?

A

> The role of stress must be considered and assessed

> Organizations must consider both leader’s intelligence and experience

58
Q

What is the conceptual basis for the Path-Goal theory?

A

The Expectancy Model of motivation and research on behavior.

59
Q

What is the premise of the Path-Goal theory?

A

> Managers can motivate employees by removing obstacles that weaken linkages between effort and performance, and performance and outcomes.
Leaders can correctly analyze a situation, decide which behaviors are needed, and change his or her behavior to suit the situation.

60
Q

In the Path-Goal theory, what are the 2 contingency factors used to evaluate a situation?

A
  1. Nature of the task: its structure and clarity
    - if the task is new and lacks structure, followers may waste time and get frustrated;
    - if the task has a familiar structure, followers may get bored.
  2. Characteristics of the followers:
    - some followers, for instance, need guidance and clear instructions;
    - others want challenge and autonomy.
61
Q

What does the Path-Goal theory proposes for a leader to become effective?

A
  1. The leader identifies the situational factors

2. He/she must change the leadership behaviors of initiation of structure and consideration to fit the situation

62
Q

How is the leadership effectiveness measured in the Path-Goal theory?

A

By the levels of employee satisfaction and motivation.

63
Q

Following the Path-Goal theory, how should the leadership type change according to the nature of the task and characteristics of the followers?

A

> If a task is highly structured, unambiguous, or boring, for example, the leader must be supportive and considerate to boost employee satisfaction.
If a task is novel, ambiguous, or unstructured, the leader must provide structure and direction to boost employee satisfaction and motivation.

64
Q

Why can the Path-Goal theory enrich a leader’s approach to managing others?

A

> This theory proposes that leaders are obstacle removers and motivators
and states when task or relationship behaviors are appropriate.

65
Q

What are some practical applications of the Path-Goal theory for managers?

A

Leaders must:

  • remove obstacles
  • meet needs of followers
  • provide minimum guidance for those who seek challenges
  • be supportive and understanding with those who do routine tasks
66
Q

What does the Leader-Participation model consist of?

A

> This model identifies 5 leadership behaviors
These behaviors evolve according to 2 continuums:
- leader control
- employee involvement

67
Q

What are the leadership behaviors identified by the Leader-Participation model?

A
  1. The leader makes the decision alone.
  2. The leader asks for information from group members but makes the decision alone. Group members may or may not be informed about the decision.
  3. The leader shares the situation with each group member and asks for information and evaluation. Members do not meet as a group, and the leader makes the decision.
  4. The leader and group members discuss the situation, but the leader makes the decision.
  5. The leader and group members discuss the situation, and the group makes the decision.
68
Q

How does the Leader-Participation model originally determined the best leadership style from the identified leadership behaviors?

A

The model used 7 contingency variables which relevance could be identified by making a series of “yes” or “no” choices.

69
Q

What changed in the revised version of the Leader-Participation model?

A

The new model retains the same five alternative leadership styles which range from the leader making the decision alone to sharing the problem with the group and obtaining a consensus decision. But it expands contingency variables to twelve.

70
Q

What does the model of Substitutes for Leadership consist of?

A

> The model identifies situations that substitute for or neutralize leadership behavior.
Substitutes: situational or individual factors that replace the leader’s actions.
Neutralizers: situations or factors that make the leader’s actions irrelevant.

71
Q

What are the substitutes for leadership proposed in the said model?
Explicit.

A 
> Follower characteristics:
- experience or training,
- lack of value for goals,
- professionalism
> Task characteristics:
- routine tasks,
- feedback from tasks,
- challenging tasks
> Organizational characteristics:
- cohesive team,
- leader’s lack of power,
- standardization and formalization,
- organizational rigidity,
- physical distance between followers and leaders
72
Q

How can leaders use the model of Substitutes for Leadership?

A

> Recognize the presence of substitutes and neutralizers.
Encourage substitutes and avoid neutralizers in order to free up time.
Learn to change the situation.
=> Leaders and organizations can use knowledge of substitutes and neutralizers to reduce the need for leadership or strengthen the role of the leader.

73
Q

According to Robbins and Finley (1995), what are the elements that allow a leader to be an effective leader?

A
  1. Project energy.
  2. Be involved and involve others.
  3. Assist evaluation and change for the group.
  4. Persuade and persevere.
  5. Look beyond the obvious.
  6. Maintain perspective.
  7. Utilize pyramid learning (teach others).
  8. Target energy on success opportunities.
  9. Foster task linkage with others (outside the group).
  10. Influence cooperative action.
  11. Support creativity.
  12. Take the initiative.
  13. Eschew the negative.
  14. Never be satisfied (seek continuous improvement).

Psychology and Management (OPA1) (4 decks)

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