Midterm Flashcards
1
Q
The process of influencing and supporting other to work enthusiastically toward achieving objectives
A
Leadership
2
Q
Leading people towards a main goal
A
Leadership
3
Q
Three important elements in the definition
A
Goal achievement
Influence/Support
Voluntary effort
4
Q
They achieve results by directing the activities of others
A
Managers
5
Q
They create vision and inspire others to achieve this vision to stretch themselves beyond their normal caoabilities
A
Leaders
6
Q
Traits of effective leaders
A
Physical
Intellectual
Personality
7
Q
Height, body sizes and shapes and personal attractions
A
Physical
8
Q
Intelligences, ambition, and aggressiveness
A
Intellectual
9
Q
Characteristics
A
Personality
10
Q
Two Types of Leadership Traits
A
Positive leadership traits
Negative leadership traits
11
Q
Positive Leadership traits
A
Primary and Secondary traits
12
Q
Primary traits
A
Personal drive and energy
Desire to lead
Honesty and integrity
Self-confidence
13
Q
Secondary traits
A
Cognitive ability Charisma Flexibility Adaptiveness Positive effectivity Knowledge of business Creativity\Originality
14
Q
Narcissism and alpha dogs
A
Negative leadership traits
15
Q
In this view, successful leadership depends more on appropriate behavior, skills and action and less on personal traits
A
Leadership behavior
16
Q
Three broad types of skills leaders use
A
Technical Skills
Human Skills
Conceptual Skills
17
Q
Refers to a person’s knowledge and ability in any type of process and technique
A
Technical Skills
18
Q
Ability to work effectively with people and to build teamwork
A
Human Skills
19
Q
Ability to think in terms of plan
A
Conceptual skills
20
Q
Ability to do manual labor
A
Technical skills
21
Q
Low type of skill
A
Technical Skills
22
Q
High type of skills
A
Conceptual skill
23
Q
Successful leadership requires behavior that unities and stimulates followers toward defined objectives in specific situations
A
Situational flexibility
24
Q
Refers to a role held by certain individuals in an organization, team or group.
A
Followership
25
Specifically, it is the capacity of an individual to actively follow a leader
Followership
26
Pattern of explicit and implicit leaders actions as seen by employees
Leadership styles
27
Approach emphasizes rewards, economic and supportive approach
Positive leadership
28
Emphasis is placed on threats, fear, harshness, intimidation and penalties
Negative leadership
29
Styles and the Use of Power
Autocratic leaders
Consultative leaders
Participative leaders
30
Centralizes power and decision making in themselves
Autocratic leaders
31
Approach one or more employees and ask them for inputs prior to making a decision
Consultative leaders
32
Decentralized authority
Participative leader
33
Concerned about the human needs of the employees
Consideration or Employee orientation
34
Believe that they get results by keeping people constantly busy, monitoring employee actions, ignoring their personal issues and emotions, and urging them to produce at ever-higher level
Structure or Task orientation
35
Managerial Grid
Robert R. Blake
| Jane S. Mouton
36
5 different leadership styles
1. 1 Management
1. 9 Management
5. 5 Management
9. 1 Management
9. 9 Managment
37
Have low concern for people and production
1.1 Management
38
High concern for people, low concern for production
1.9 Management
39
Balance and compromise
5.5 Management
40
Overly concerned in production to the exclusion of employees needs
9.1 Management
41
High concern is paid to both people and production
9.9 Management
42
Concern for people
Y-axis
43
Concern for Production
X-axis
44
Attention to needs of people for satisfying relationship leads to comfortable friendly org
1.9 Management
45
Work accomplishments is from committed people, Interdependence through a common state in org leads to trust and respect
9.9 Management
46
Adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at satisfactory level
5.5 Management
47
Exertion of minimum effort to get work done is appropriate to sustaining org membership
1.1 Management
48
Efficiency of operations results from arranging conditions of work in such a way that human elements interfere to a minimum degrees
9.1 Management
49
These models state that the most appropriate style of leadership depends on an analysis of the nature of the situation facing the leader
COntingency approaches
50
The contingency model of leadership was developed by ___
Fred Fiedler
51
This model builds upon the previous distinction between task and employee orientation and suggests that the most appropriate leadership style depends on whether the overall situation is favorable, unfavorable or in an intermediate stage of favorability to the leader
Fiedler's Contingency Model
52
Fiedler shows that a leader's effectiveness is determined by the interaction of employee orientation with 3 additional variables that relate to the followers, the task and the organization:
Leader-member relations
Task Structure
Leader Position
53
They are determined by the manner in which the leader is accepted by the group
Leader-member relations
54
reflects to the degree to which one specific way is required to do the job.
Task structure
55
Types of Task Structure
Clear and Structured
| Vague or Unstructured
56
describes the organizational power that goes with the position the leader occupies.
Leader position
57
Examples are power to hire and fire, status symbols and power to give pay raises and promotions.
Leader position
58
They are shown on the vertical scale
High and low employee orientation
59
They are shown on the horizontal scale
Eight distinct combinations
60
Eight distinct combinations
```
Good (Structured and Strong)
Good (Structured and Weak)
Good (Unstructured and Strong)
Good (Unstructured and Weak)
Moderately Poor (Structured and Strong)
Moderately Poor (Structured and Weak)
Moderately Poor (Unstructured and Strong)
Moderately Poor (Unstructured and Weak)
```
61
Short for the situational leadership (or life-cycle) model
Hersey and Blanchard's Situational Leadership
62
Situational analysis model was developed by __
Paul Hersey and Kenneth Blanchards
63
The model states the most important factors affecting the selection of a leader's best style is the development (maturity) level of the subordinate.
Hersey and Blanchard's Situational Leadership Model
64
Task specific combination of an employee's task competence and motivation to perform (commitment) Managers assess development level by examining an employee's level of job, knowledge, skill, and ability, as well as their willingness to take responsibility and their capacity to act independently.
Development level
65
The Hersey-Blanchard Situational Leadership Theory has two pillars: ___(Also called ___) orientations to create four major styles:
Guidance and Supportive
Task and Relationship
Telling
Selling
Participating
Delegating
66
The model is simple and intuitively appealing and accents an important contingency factor
Hersey and Blanchard Situational Analysis Leadership model
67
High directiveness and low supportiveness
Telling
68
High directiveness and high supportiveness
Selling
69
Low directiveness and high supportiveness
Participating
70
Low directiveness and low supportiveness
Delegating
71
The most direct form of leadership.
Telling
72
The leader of the group simply tells each member what to do, and how they would like them to do it.
Telling
73
When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled.
Telling
74
The employees have a desire to work independently but they are not capable of doing this yet.
Selling (Coaching)
75
They are employees who have not reached full maturity and are hindered by circumstances. By explaining his decision-making and by listening to the employee and giving him undivided attention, the leader is guiding him
Selling (Coaching)
76
At this level of situational leadership, the employees are capable but (temporarily) unwilling.
Participating (Supporting)
77
They are qualified workers but because of the number of tasks, they might get the idea that they are being inundated with work. This can make them insecure and reluctant. To take away this insecurity, it is important that the leader confers with the employees and supports them in their work.
Participating (Supporting)
78
By having employees participate in the decision-making process, acceptance will increase and the employees will be able to work independently again.
Participating (Supporting)
79
The employees can and want to carry out their tasks independently, they have a high level of task maturity as a result of which they need less support.
Delegating
80
___ have further developed a path-goal view of leadership initially presented by ___ which is derived from the expectancy model of motivation
Robert House and Others
| Martin Evans
81
It states that the leader's job is to use structure, support and rewards to create a work environment that helps employees reach the organization's goals
Path-goal leadership
82
The two major roles of Path-Goal Model of Leadership
Create goal orientation
| Improve the goals so they would be attained
83
Provide a balance of both of the Path-goal leadership support
Task Support
| Psychological Support
84
It is when they help assemble the resources, budgets, power and other elements that are essential to get the job done
Task Support
85
Leaders must stimulate people to want to do the job and attend to their emotional nneds
Psychological support
86
The Path-Goal Leadership Process
Leader identifies employee needs
Appropriate goals are established
Leader connects rewards with goals
Leader provides assistance on employee path toward goals
Employees become satisfied and motivated and may accept the leader
Effective performance occurs
Both employees and organization are better able to reach their goals
87
Four types of Leadership alternatives:
Directive leadership
Supportive leadership
Achievement-Oriented leadership
Participative leadership
88
Directive leadership
Telling
89
Supportive leadership
Selling and Participating
90
The leader focuses on clear task assignments, standards of successful performance and work schedules
Directive leadership
91
The leader demonstrates concern for employees's well-being and needs, while trying to create a pleasant work environment
Supportive leadership
92
The leader sets high expectations for employees, communicates confidence in their ability to achieve challenging goals, and enthusiastically models the desired behavior
Achievement-oriented leadership
93
The leader invites employees to provide input to decisions, and seriously seeks to use their suggestions as final decisions are made
Participative leadership
94
The leader informs her followers on what is expected of them, such as telling them what to do, how to perform a task, and scheduling and coordinating work.
Directive leadership
95
It is most effective when people are unsure about the task or when there is a lot of uncertainty within the environment.
Directive leadership
96
This includes giving them schedules of specific work to be done at specific times. Rewards may also be increased as needed and role ambiguity decreased (by telling them what they should be doing).
Directive leadership
97
the leader makes work pleasant for the workers by showing concern for them and by being friendly and approachable. It is most effective in situations in which tasks and relationships are physically or psychologically challenging.
Supportive leadership
98
This includes increasing the follower's self-esteem and making the job more interesting. This approach is best when the work is stressful, boring or hazardous.
Supportive leadership
99
Setting challenging goals, both in work and in self-improvement (and often together).
Achievement-oriented leadership
100
High standards are demonstrated and expected. The leader shows faith in the capabilities of the follower to succeed. This approach is best when the task is complex.
Achievement-oriented leadership
101
The leader consults with his followers before making a decision on how to proceed. This approach is best when the followers are expert and their advice is both needed and they expect to be able to give it.
Participative leadership
102
Directive leadership
Telling
103
Supportive leadership
Selling and Participating
104
Achievement-oriented leadership
Delegating
105
Participative
Participating
106
3 significant variables of the Path-Goal Model
Locus of control
Willingness to accept the influence of others
Self-perceived task ability
107
Alternative beliefs about whether an employee's achievements are the product of his or her own efforts or the result of outside forces
Locus of control
108
Types of Locus Control
Internal Locus
| External Locus
109
Which is more compatible with a participative style
Internal Locus
110
Which is more receptive to a directive approach
External Locus
111
If this variable is high, a directive approach will be more successful, if it's low, a participative style is more appropriate
Willingness to accept the influence of others
112
Employees who have high confidence in their potential will react most favorably to a supportive leader. Alternatively, employees lacking a perception of their own task ability will likely embrace an achievement-oriented leader
Self-perceived task ability
113
Stereotypically, they have a stronger internal locus of contol, an unwillingness to accept the influence of superiors, and a strong image of their own task competence, capacity to learn, and ability to act independently
Generation Y employees
114
Consequently, this suggests that they are more successful under a participative leadership style
Generation Y Employees
115
It has made a contribution by identifying additional contingency variables, as well as broadening the range of leader behaviors to choose from
The Path-Goal Model of Leadership
116
It is also pragmatic since it explicitly relates leadership style to an underlying motivational model
Path-Goal Model of Leadership
117
A useful decision-making model for selecting among various degrees of leadership style (autocratic to participative)
Victor H. Vroom
118
They recognized that problem-solving situations differ, so they developed a structured approach for managers to examine the nature of those differences and to respond appropriately
Victor H. Vroom
Philip Yetton
Arthur Jago
119
Include cost consideration and the availability of information and whether or not the problem is structured
Decision-quality dimensions
120
Include the need for their commitment, their prior approval, the congruence of their goals with the organization's objectives and the likelihood of conflict among the employees
Employee-acceptance dimension
121
Five Consultative approaches
```
Autocratic I
Autocratic II
Consultative I
Consultative II
Group II
```
122
Leader indvidually solves the problem using the information already available
Autocratic I
123
Leader obtains data from subordinates and then decides
Autocratic II
124
Leader explains problem to individual subordinates and obtains ideas from each before deciding.
Consultative I
125
Leaders meet with group of subordinates to share the problem and obtain inputs, and then decides.
Consultative II
126
Leader shares problems with group and facilitates a discussion of alternatives and a reaching of group agreement on a solution.
Group II
127
Styles of Autocratic I & II
Autocratic
128
Styles of Consultative I & II
Consultative
129
Style of Group II
Collaborative
130
You use the information you already have and make the decision
Autocratic I
131
Set of favorable and unfavorable feelings and emotions with which employees view their work
Job satisfaction
132
It is an affective attitude
Job satisfaction
133
Three dimensions of attitude
Feelings
Thoughts
Intensions
134
Refer to job-related feelings such as boredom, anxiety, acknowledgement, and excitement
Feelings
135
Pertains to beliefs regarding one's job whether it is respectable, mentally demanding/ challenging and rewarding
Thoughts
136
Include people's actions in relation to their work such as tardiness, working late, faking illness in order to avoid work
Intensions
137
Example: "I enjoying having a variety of task to do."
Feelings
138
Example: "My work is quite complex."
Thoughts
139
Example: "I plan to quit this job in three months."
Intensions
140
Ultimate purpose why employees are discovering
Job satisfaction
141
What can make employees stay especially front of the house (customer-based interaction)
Job satisfaction
142
It is a group satisfaction
Morale
143
According to effects of employee attitudes, (Farrell 1983), employees' response to dissatisfaction with the workplace can take from the others on two dimensions:
Active vs Passive
| Constructive vs Destructive
144
The Four responses(Dissatisfied employees)/Effects of employee attitudes:
Exit
Voice
Loyalty
Neglect
145
It refers to the behavior aimed at leaving the company, such as looking for a new job
Exit
146
It is a destructive and active response
Exit
147
Refers to the employee initiative to improve conditions in the organization
Voice
148
For example, offering ideas on how to improve the business
Voice
149
It is an active and constructive response
Voice
150
Refers to employee's attitude of trust toward the organization
Loyalty
151
It can manifest itself as a passive but optimistic hope for improvements to come about
Loyalty
152
It is passive and constructive
Loyalty
153
It occurs when an employee shows absenteeism, shows up late for work and puts less effort at work
Neglect
154
By performing inadequately at work, the employee is allowing conditions to deteriorate
Neglect
155
It is passive and destructive
Neglect
156
The performance-satisfaction-Effort loop
Performance- Rewards - Perception of equity in rewards (Fair or Unfair)- Satisfaction or Dissatisfaction- Greater or lesser commitment- Greater or lesser effort
157
Job Satisfaction is
```
Overall
Multi-dimensional
Job context
Capability of Job Satisfaction
JOB SATISFACTION = LIFE SATISFACTION
```
158
Important to monitor
Effects of Employee Attitudes
159
Organization's effects
```
Turnover
Absenteeism
Tardiness
•Presenteeism
Theft
•Rule Bending
Violence
Poor organizational citizenship
```
160
Labor Turnover
Positive effects
| Negative effects
161
Negative effects
```
Separation costs
Training costs for new employees
Vacancy cost
Replacement cost
Morale effects
```
162
Positive effects
Opportunities for internal promotions
Welcome/Removal Disruptive employees
Infusion of expertise from newly-hired employees
163
Mutual relationships
Employee and Employer
164
Should I stay or Should I leave?
Labor turnover
165
Short type of absenteeism
Tardiness
166
Sick, depression, emotions of not wanting to work (Habitual)
Presenteeism
167
Not limited to items but time
Theft
168
Bend their rules to make it fair
Rule bending
169
Extreme measures caused by work, stress (PTSD)
Violence
170
Also known as Pro-Social Behavior
Organizational Citizenship
171
Feelings and beliefs that determine how employees will perceive their environment, commit themselves and ultimately behave
Attitudes
172
Behavior that is particularly stable across time (Permanent)
Attitudes
173
Form of mental sets that affect how we view something else
Attitudes
174
Types of attitudes
Positive affectivity
| Negative Affectivity
175
Optimistic, upbeat, cheerful and courteous
Positive affectivity
176
Pessimistic, downbeat, irritable and abrasive
Negative affectivity
177
Employee's feeling to their job that are both diffused and highly dynamic
Work moods
178
They reflect overall views and can change within a day, hour, or minutes
Work moods
179
Both diffuse and dynamic/ change within a day or hour
Work moods
180
A degree to which employees immerse themselves in their jobs, invest time and energy and view work as a central part of their overall lives
Job involvement
181
This is is similar to Organizational identification
Job involvement
182
Employees blend in so well and fit the organization's ethics (principles and values) and expectations and they experience sense of oneness with the firm
Organizational identification
183
Results to seldom absent, willing to work long hours and attempt to be high performers
Job involvement
184
Other term for Organizational commitment
Employee loyalty
185
Employee's willingness to remain with the firm in the future, being strongly connected and engaged with the organization
Organizational commitment
186
Usually stronger to those long-term employees
Organizational commitment
187
Three forms of Organizational commitment
Continuance commitment
Affective commitment
Normative commitment
188
Like a magnet attracting
Organizational commitment
189
In which an employee want to exert effort and choose to remain with the organization
Affective commitment
190
The choice to stay because of the strong cultural ethics that drive them to do so
Normative commitment
191
Encourages employees to stay because of the high "investments" in the organization
Continuance Commitment
192
Factors that inhibit and stimulate employee commitment
Inhibiting factors
| Stimulating factors
193
Feels not to be commited
Inhibiting factors
194
Motivated, feel committed
Stimulating factors
195
Inhibiting factors
Insincere gratitude
Failure to follow through
Inflated egos and bullying
Excessing blaming
196
Stimulating factors
```
Clarity of rules and policies
Respects and appreciation of efforts
Investment employees training
Making employees feel valued
Providing support
```
