Lesson 14: Management Development Flashcards

Question

What is transactional leadership?

Answer 1

Transactional leadership is a style in which leaders make clear to the followers the behaviors and attitudes associated with rewards and punishment. They provide clarity by specifying individual goals and monitoring work behaviors relevant to those goals.

Answer 2

Transformational leadership is a style in which leaders influence followers by inspiring them to engage willingly in the attainment of goals and to forgo self-interest for the common good. Charismatic leaders, a subset of transformational leaders, display two fundamental characteristics: (1) presenting an idealized vision or goal that promises a better future (2) convincing followers that the vision can be achieved.

Answer 3

Transformational leadership theory combines traits, behaviors, and situations in the following ways: Charismatic leaders have, or project, personal traits such as self-confidence and unconventionality. They engage in specific behaviors, mainly supported by exceptional communication skills. Contextually, charisma tends to emerge when followers feel concern and anxiety about the current situation, and when they feel a strong need for change.

Answer 4

Authentic leadership refers to leaders who are self-aware, ethical, and transparent, reflecting their true beliefs and moral values in relationships with others.

Answer 5

Positive consequences include greater job satisfaction, reduced burnout, better job performance, increased employee commitment, and improved firm performance.

Answer 6

Yes, charismatic leadership skills such as presentational skills and communicating emotions can be partially developed through training.

Answer 7

Servant leadership is a style that focuses on employees' needs, empowering them and serving their needs for growth, autonomy, and competence.

Answer 8

Servant leadership has a positive effect on both employees and the organization.

Answer 9

1) Human relations skills. 2) Competitiveness and control. 3) Individual entrepreneurship and innovativeness. 4) Order and rationality.

Answer 10

EI is the ability to manage and cope with emotions, including one's own emotions and those of others.

Answer 11

1) Self-awareness. 2) Self-control. 3) Motivation or drive. 4) Empathy. 5) Interpersonal skills.

Answer 12

Managers with higher levels of EI are more effective, more likely to be promoted, and sometimes considered more important than cognitive intelligence (IQ) for managerial success.

Answer 13

A model of management skills development is a basic blueprint that identifies the components or steps to be included in the development of training programs.

Answer 14

Initial skills assessment Skill acquisition Skill practice Skill application on the job

Answer 15

The purpose of the initial skill assessment is to help managers become self-aware of their strengths and weaknesses relative to the skill in question and to identify learning and behavioral styles that should be considered when developing training programs.

Answer 16

Reinforce learning and shift from declarative to procedural learning Build self-efficacy in performing the skill Maintain trainee interest, attention, and motivation on the learning task

Answer 17

The final step is skill application on the job (transfer). Organizational support in the form of follow-ups, additional coaching, and reinforcement is required to ensure that managers transfer their newly learned skills and do not relapse into pre-training behaviors.

Answer 18

Self-assessment Learn skill concepts Check concept learning Identify behaviors that define the skill Model the skill Practice the skill during training Re-assess skills Questions to assist in skill application Exercises to reinforce skill application Planning for future development

Answer 19

Conceptual skills Technical skills Interpersonal skills

Answer 20

EMT is a training approach that allows and encourages trainees to make errors, which can be especially useful for developing management skills that require problem-solving and adaptive expertise.

Answer 21

Definition of the problem Generation of alternative solutions Evaluation and selection of a solution Implementation of the solution and follow-up

Answer 22

A SWOT analysis involves identifying the strengths (S) and weaknesses (W) of the unit managed, as well as the opportunities (O) and threats (T) that exist in the environment.

Answer 23

Assessing the performance of people Establishing goals and directions to encourage improved future performance

Answer 24

Specific, Measurable, Achievable, Relevant, and specified in Time.

Answer 25

Examples include expertise in computer spreadsheet programs like Excel, presentation skills using programs like PowerPoint, and staying up-to-date with specialized information in their field through conferences, workshops, or professional journals.

Answer 26

Key interpersonal skills include communication, coaching, managing conflict and stress, as well as developing political skills and empowering and motivating employees.

Answer 27

Effective communication involves congruency (ensuring the message sent aligns with actions), clarity (using appropriate language), and ensuring comprehension by actively soliciting feedback from the listener.

Answer 28

Avoidance Accommodation Forcing Compromise Collaboration

Answer 29

Interpersonal conflict (co-workers who may dislike one another) Issue-based conflict (people who may have conflicting views on a problem or its solution)

Answer 30

Conflict is not inherently "bad" because issue-based disagreements can often enhance the quality of the final decision. However, improperly managed conflict can create organizational problems.

Answer 31

Collaboration is the ultimate conflict resolution outcome, although it is not always possible.

Answer 32

Treating the parties with respect Listening to the other party and ensuring they know they have been heard and understood Sharing their own needs and feelings

Answer 33

A stress reaction is a person's emotional and physical response to a perceived threat. Stress reactions serve as useful warning mechanisms that inform people that "something is wrong" and that they should do something about it.

Answer 34

Role conflict - associated with having contradictory task demands Role ambiguity - not knowing what is expected

Answer 35

Change the environment by removing the stressors Learn to cope with and manage stressors more effectively

Answer 36

Recognizing when one is experiencing stress.

Answer 37

Stress-related training programs usually rely on informational (reviewing basic principles related to stress and its management) and experiential techniques (principally simulations and role plays).

Answer 38

Informational - focusing on learning principles Experiential - providing direct experience and engagement

Answer 39

Experiential learning is learning by experience. It involves active exercises designed to engage the learner and provide direct experience, which allows managers to derive personal lessons and understandings that shape future behaviors.

Answer 40

Management education programs Management training programs On-the-job management development

Answer 41

An After-Event Review (AER) is a formal, structured debriefing held immediately following an experiential learning situation. Led by a facilitator, participants discuss the task objectives, outcomes realized, and specific behaviors that facilitated or inhibited the achievement.

Answer 42

Understanding and integrating principles taught in management training is important because it enables managers to apply them correctly in a manner that is appropriate to their personal style and the work group situation. This helps them operate effectively in fluid and varied environments.

Answer 43

The main goal of management education programs is to develop a broad range of knowledge, principles, and general conceptual abilities relevant to the managerial role.

Answer 44

Case studies serve two purposes in management education programs: They exemplify the principles and techniques discussed during lectures. They allow trainees to test and modify their understandings of the principles, providing valuable feedback.

Answer 45

A corporate university is a function or department, independent of the human resource department, that offers an integrated set of learning and development experiences tailored to a specific organization or industrial sector. Its main objective is to develop individual competencies that are relevant to the organization.

Answer 46

Corporate universities differ from traditional management education programs in that they are owned by companies, focus on developing competencies specific to the organization or industry, and sometimes operate in collaboration with universities, contributing credits toward formal degrees and diplomas.

Answer 47

Management training refers to training programs that involve activities and experiences designed to develop specific, immediately applicable managerial skills (e.g., communication, decision making) in a particular organizational setting.

Answer 48

Examples of management training programs include specialized workshops and seminars, as well as outdoor wilderness training activities such as rock climbing, white-water rafting, or winter camping.

Answer 49

The purpose of outdoor wilderness training is to expose trainees to physically and psychologically demanding activities that require self-reliance, teamwork, strong communication skills, and trust in others, ultimately helping to enhance individual skills and improve the ability to function collaboratively with others.

Answer 50

In North America, management training sessions typically last from one-half to three days and are conducted by internal trainers from the company's HR department or external specialized trainers, depending on the organization's size and internal expertise.

Answer 51

Concerns with commercially available management training programs include their potential inappropriateness due to being designed for and used in different organizations, leading to content that may not be relevant to the specific trainees. This raises concerns about "identical elements," or the extent to which the training context matches the job context.

Answer 52

On-the-job management development refers to programs that provide individuals with managerial learning experiences while they are working in their job positions. These programs aim to develop managerial skills and competencies through real-life experiences and interactions.

Answer 53

Two common examples of on-the-job management development techniques are job rotation and coaching.

Answer 54

Job rotation is a planned process that involves posting the manager to different jobs, areas, or functions of the organization. It develops managers by giving them the opportunity to use existing and new skills in diverse ways, with different people, and in various functional contexts, ultimately enhancing their skills and helping them learn about the organization itself.

Answer 55

Coaching and mentoring both aim to help managers become more effective, but they differ in their focus. Coaching usually targets the development of specific skills or overcoming specific challenges, while mentoring focuses on broader, more diffuse goals, nurturing the manager's growth and providing a long-term perspective on general managerial problems and difficulties.

Answer 56

The key benefits of using coaching and mentoring as management development approaches include their high congruence with and relevance to the specific organizational culture, their focus on one-on-one sessions between the manager and another person (mentor or coach), and their ability to address both specific skills and broader career development strategies.

Answer 57

Coaching is a one-on-one structured learning experience aimed at helping managers develop insights and techniques pertinent to the accomplishment of specific aspects of their job. The success of coaching relies on the qualities of the coach and the manager's openness to the coaching experience.

Answer 58

Internal coaches are employees within the organization who may have a better understanding of the company's culture and can often intervene within the organization to remove obstacles. External coaches are consultants hired for their expertise in specific sectors or specialized content, offering a fresh perspective and unbiased advice.

Answer 59

Three key qualities of great coaches are goal orientation, being challengers, and being person-focused. Great coaches listen and empathize with learners, help them clarify their goals, challenge their beliefs and thinking, and focus on the learner's individual development rather than imposing a single way of doing things.

Answer 60

The five key elements in the development pipeline are insight, motivation, capabilities, real-world practices, and accountability. Coaches help managers recognize their strengths and weaknesses, care about change, identify resources and best practices, implement changes in their day-to-day work, and commit to specific actions.

Answer 61

Positive outcomes of coaching for managers include progress in management of people, relationships with others, communication skills, goal-setting, engagement, and productivity. These outcomes are greater when coaches are committed to change and the organizational environment actively supports managers in their attempts to change.

Answer 62

Management development is found to be highly effective in increasing learning levels but only moderately effective in building expertise. The impact on organizational outcomes is less clear due to the limited number of studies assessing these outcomes. However, some data indicate that leadership development programs contribute to an organization's effectiveness.

Answer 63

Effective training programs tend to have two distinguishing characteristics: (1) the contents are developed following a thorough needs analysis, and (2) they provide significantly more time for the practice of learned skills. Organizations that invest more effort and are more mindful of skill development tend to be more successful at it.

Answer 64

Meta-analyses reveal that management training has a major impact on learning and a more modest impact on expertise and organizational outcomes. However, there is variation in results across different development efforts, with some programs being more effective than others.

Answer 65

The six silent killers are: Unclear organizational priorities and strategies. Lack of commitment to change by upper management. A reluctance to allow honest discussions of problems. Lack of coordination across different elements of the organization. Inability to identify and nurture talented individuals. Managers' reluctance (fear?) to tell the truth about barriers to behavior change on the job.

Answer 66

Beer and his colleagues suggest that leadership training and development should be tied to organizational development efforts. The target for change should be the organization and not just the individual. Senior management needs to be directly involved with the development of leadership, and HR needs to play a more active role in ensuring the transfer of skills to the job.

Answer 67

HR needs to: Provide more than a list of static classes. Accept responsibility for the transfer of skills to the job. Carefully assess training needs and ensure congruency between the trained behaviors and the acceptability of these skills to local management. Recognize the difficulty of displaying newly learned behaviors and provide on-the-job support, such as help lines, job aides, and mentoring and coaching.

Answer 68

Tying leadership training and development to organizational development efforts is important because it addresses the root causes of performance issues, which often lie within the organization rather than just the individual. It also ensures that both HR and senior management play a larger role in developing leadership, resulting in more effective training programs and a higher likelihood of transfer.