Sport Leadership Exam 3

What is achievement orientation?

-Atkinson has proposed that an individual's tendency to exert effort toward task accomplishment depends partly on the strength of his or her motivation to achieve success, or as Atkinson called it, ACHIEVEMENT ORIENTATION. -McClelland further developed Atkinson's ideas and said that individuals with a strong achievement orientation (or in McClelland's terms, a strong need for achievement) strive to accomplish socially acceptable endeavors and activities. These individuals also prefer tasks that provide immediate and ample feedback and are moderately difficult (that is, tasks that require a considerable amount of effort but are accomplishable). Additionally, individuals with a strong need to achieve feel satisfied when they successfully solve work problems or accomplish job tasks. - Achievement orientation is also a component of the Five Factor Model or OCEAN model of personality dimension of conscientiousness. Conscientiousness has been found to be positively related to performance across virtually all jobs as well as predict success in school. (The C in OCEAN is conscientiousness.) -Achievement orientation is often a key success factor for people who advance to the highest levels of organizations.

What are the five aspects of the operant approach?

1) Reward- A reward is any consequence that increases the likelihood that a particular behavior will be repeated. For example, if Julie gets a cash award for a suggestion to improve customer service at the ski resort, she will be more likely to forward additional suggestions. 2) Punishment- Punishment is the administration of an average stimulus or the withdrawal of something desirable, each of which decreases the likelihood that a particular behavior will be repeated. Thus if Ling Ling loses her bonus for not getting her paperwork in on time, she will be less likely to do so again in the future. 3) Contingent rewards and punishments- They are administered as consequences of a particular behavior. Examples might include giving Julie a medal immediately after she wins a skiing race or giving Ling Ling a bonus check for exceeding her sales quota. 4) Noncontingent rewards and punishments- They are not associated with particular behaviors. Monthly paychecks might be examples if both Julie and Ling Ling receive the same amount of base pay every month whatever their actual effort or output. 5) Extinction- behaviors that are not rewarded may eventually be eliminated through the process of extinction. Look at page 353

How can leaders improve their feedback skills?

1. Be Helpful- The purpose of feedback is to provide others with information they can use to change their behavior. Being clear about the intent and purpose is important because giving feedback sometimes can become emotional for both the person giving it and the person receiving it. People can improve the impact of the feedback they give when it is addressed to a specific individual. A common mistake in giving feedback is addressing it to "people at large" rather than to a specific individual. 2. Be Specific- Feedback is most helpful when it identifies particular behaviors that are positive or negative. If someone turned in a draft of a paper to the instructor for constructive comments and the instructor's comments about the paper were "Good start, but needs work in several areas," the writer would not know what to change or correct. More helpful feedback from the instructor would be specific comments like "This paragraph does not logically follow the preceding one" or "Cite an example here." 3. Be Descriptive- In giving feedback, it is good to stick to the facts as much as possible, being sure to distinguish them from inferences or attributions. A behavior description reports actions that others can see, about which there can be little question or disagreement. Such descriptions must be distinguished from inferences about someone else's feelings, attitudes, character, motives, or traits. It is a behavior description, for example, to say that Sally stood up and walked out of a meeting while someone else was talking. It is an inference, though to say she walked out because she was angry. However, sometimes it is helpful to describe both the behavior itself and the corresponding impressions when giving feedback. This is particularly true if the feedback giver believes that the other person does not realize how the behavior negatively affects others' impressions. 4. Be Timely- Feedback usually is most effective when it is given soon after the behavior occurs. The context and relevant details of recent events or behaviors are more readily available to everyone involved, thus facilitating more descriptive and helpful feedback. 5. Be Flexible-Although feedback is best when it is timely, sometimes waiting is preferable to giving feedback at the earliest opportunity. In general, everyone should remember that the primary purpose of feedback is to be helpful. It may not be constructive to give someone else feedback when the person receiving it is in an emotional state. 6. Give Positive as Well as Negative Feedback- It's better to give both. 7. Avoid Blame or Embarrassment- Demeaning someone isn't helpful which is what the purpose of feedback is.

Know what the principles of effective delegation are.

1. Decide what to delegate 2. Decide whom to delegate to 3. Make the assignment clear and specific 4. Assign an objective, not a procedure 5. Allow for autonomy while monitoring performance 6. Give credit, but don't blame

What are the five steps to the coaching process according to Peterson and Hicks?

1. Forging a partnership built on trust 2. Inspiring commitment by conducting a GAPS analysis 3. Growing skills by creating development and coaching plans 4. Promoting persistence by helping followers stick to their plans 5. Transferring skills by creating a learning environment

What are the four developmental stages of a group?

1. Forming- was characterized by polite conversation, the gathering of superficial information about fellow members, and low trust. The group's rejection of emerging potential leaders with negative characteristics also took place during the forming stage. 2. Storming-usually was marked by intragroup conflict, heightened emotional levels, and status differentiation as remaining contenders struggled to build alliances and fulfill the group's leadership role. 3. Norming: The clear emergence of a leader and the development of group norms and cohesiveness were the key indicators of norming stage of group development. 4. Performing: when group members played functional, interdependent roles that were focused on the performance of group tasks.

Why is delegating important?

1. Frees time for the leader 2. Develops followers 3. Strengthens the organization

Know the three types of items typically found on a job satisfaction survey.

1. Global satisfaction- assesses the overall degree to which employees are satisfied with their organization and their job. 2. Facet satisfaction- which assess the degree to which employees are satisfied with different aspects of work, such as pay, benefits, promotion policies, working hours and conditions, and the like. 3. Life satisfaction- People who are happier with their jobs also tend to have higher life satisfaction ratings. Life satisfaction concerns one's attitudes about life in general. Because leaders are often some of the most influential people in their followers' lives, they should never underestimate the impact they have on their followers' overall well-being.

What two factors did Herzberg identify as two factors of motivation?

1. Motivators 2. Hygiene factors Herzberg labeled the factors that led to satisfaction at work motivators and he labeled the factors that led to dissatisfaction at work hygiene factors. According to the two-factor theory, efforts directed toward improving hygiene factors will not increase followers' motivation or satisfaction. No matter how much leaders improve working conditions, pay, or sick leave policies, for example, followers will not exert additional effort or persist longer at a task. HYGIENE FACTORS MOTIVATORS Supervision Achievement Working Conditions Recognition Co-workers The work itself Pay Responsibility Policies/procedures Advancement and growth Job Security

What are some qualities of a good coach?

1. Orchestrate rather than dictate development 2. Help followers clarify career goals. 3. Identify and prioritize development needs. 4. Create and stick to development plans. 5. Create environments that support learning and coaching.

What are the eight components of the rocket model?

1. Power 2. Norms 3. Mission 4. Morale 5. Buy-in 6. Talent 7. Context 8. Results

What are the six characteristics that goals should have to be achievable?

1. Specific 2. Observable 3. Attainable 4. Challenging 5. Supported by actual commitment 6. Accompanied by feedback

What are some common reasons for avoiding delegation?

1. Takes too much time in the short run 2. Risky because it reduces the leader's direct control 3. Fear the job will not be done properly. 4. May resist delegating tasks that are a source of power or prestige 5. Feel guilty about delegating because people are already too busy

What are four variables that need to be in place for a team to work effectively?

1. Task: Does the team know hat its task is? Is the task reasonably unambiguous and consistent with the mission of the team? 2. Boundaries: Is the collective membership of the team appropriate for the task to be performed? Are there too few or too many members? Do members collectively have sufficient knowledge and skills to perform the work? In addition to task skills, does the team have sufficient maturity and interpersonal skills to be able to work together and resolve conflicts? 3. Norms: Does the team share an appropriate set of norms for working as a team? Norms can be acquired by the team in three ways: (a) they can be imported from the organization outside the team, (b) they can be instituted and reinforced by the leader or leaders of the team, or (c) they can be developed by the team itself as the situation demands.

What are the five approaches to collective leadership?

1. Team leadership 2. Network leadership 3. Shared leadership 4. Complexity leadership 5. Collective leadership

What is the rocket model?

1. The Rocket Model of Team Effectiveness is a prescriptive model of team building. a) It tells leaders what steps to take and when to take them when building new teams. 2. The Rocket Model is also a diagnostic model of team building. a) It helps determine where existing teams are weak and what needs to be done to get them back on track.

What must a provider do to give good feedback?

1. The development of good feedback skills is related to developing good communication, listening, and assertiveness skills. 2. To give good feedback, the provider must: a) Be clear about the purpose. b) Choose an appropriate context and medium. c) Send proper nonverbal signals. d) Try to detect emotional signals from the recipient e) Be somewhat assertive in providing it.

What is a group?

A group can be though of as "two or more persons who are interacting with one another in such a manner that each person influences and is influenced by each other." Three aspects of this definition are particularly important to the study of leadership. 1. This definition incorporates the concept of reciprocal influence between leaders and followers- an idea considerably different from the one-way influence implicit in the dictionary's definition of followers. 2. Group members interact and influence each other. 3. The definition does not constrain individuals to only one group. Almost everyone belongs to a number of different groups; an individual could be a member of various service, production, sports, religious, parent, and volunteer groups simultaneously.

What is affectivity? What are the two types?

AFFECTIVITY refers to one's tendency to react to stimuli in a consistent emotional manner. 1. Negative affectivity: People with a disposition for NEGATIVE AFFECTIVITY consistently react to changes, events, or situations in a negative manner. They tend to be unhappy with themselves and their lives, and are more likely to focus on the downside or disadvantages of a situation. 2. Positive affectivity: People with a disposition for POSITIVE AFFECTIVITY consistently react to changes, events, or situations in a positive manner. They are happy with their lives and tend to take an upbeat, optimistic approach when faced with new situations.

Know what the categories of Maslow's hierarchy of needs are, and what they mean.

According to Maslow, people are motivated by five basic types. (Bottom to top) These include the need to survive physiologically, the need for security, the need for affiliation with other people (that is, belongingness), the need for self-esteem, and the need for self-actualization. (Physiological needs, Security needs, Belongingness needs, Esteem needs, Self-actualization needs) According to Maslow, lower-level needs must be satisfied before the next higher level becomes salient in motivating behavior. Leadership practitioners should watch for mismatches between their motivational efforts and followers' lowest (on the hierarchy) unsatisfied needs.

What is an additive task?

An additive task is one where the group's output simply involves the combination of individual outputs. Such a case may be illustrated by the number of individuals needed to push a stalled truck from an intersection. One individual probably would not be enough-maybe not even two or three. At some point, though, as group size increases in this additive task, there will be enough combined combined force to move the truck.

What is a clique and when are they more likely to develop?

As groups become larger, cliques are more likely to develop. CLIQUES are subgroups of individuals who often share the sam goals, values, and expectations. Because cliques generally wield more influence than individual members, they are likely to exert considerable influence-positively or negatively on the larger group. Leaders need to identify and deal with cliques within their groups; many intragroup conflicts are the results of cliques having different values, goals, and expectations.

What is the Team Leadership Model?

At the most basic level, this model resembles a systems theory approach with inputs at the base (individual, team, and organizational factors), processes or throughputs in the center (what the team actually does to convert inputs to outputs and what we can tell about the team by actually observing team members at work), and outputs at the top (how well the team did in accomplishing its objectives, ideally a high performance team). It is often helpful to think of these components as parts of a metaphorical iceberg. While almost everyone can see the outputs of the team (the portion of the iceberg above the waterline, and some can see the processes, most of the inputs are in the organizational background (or underwater in the iceberg metaphor)> But anyone who has seen an iceberg recognizes that most of its mass is the part that is underwater- and this part supports the part that is visible.

What is a virtual team?

Challenges are associated with leading geographically dispersed teams, also known as virtual teams. Leaders of virtual teams need to bear in mind the following research conclusions: -First, the distance between members of a virtual team is multidimensional. "Distance" includes not just geographical distance but also organizational distance (different group or department cultures), temporal distance (different time zones), and differences in national culture. -Second, the impact of such distances on the performance of a distributed work group is not directly proportional to objective measures of distance. In fact, Armstrong and Cole suggested that a new measure of distance between group members that reflects the degree of group cohesion and identity- a measure of psychological distance between members- would predict group performance better than geographical distance. -Finally, differences in the effects of distance on work groups are due at least partially to two intervening variables (1) integrating practices within a virtual team, and (2) integrating practices between a virtual team and its larger host organization.

Know the definition of performance.

Concerns behaviors directed toward the organization's mission or goals or the products and services resulting from those behaviors. At work or school we can choose to perform a wide variety of behaviors, but performance would include only those behaviors related to the production of goods or services or obtaining good grades.

What is empowerment?

EMPOWERMENT is the final approach to motivation that will be discussed in this chapter. In general, people seem to fall into one of the two camps with respect to empowerment. Some believe empowerment is about delegation and accountability; it is a top-down process in which senior leaders articulate a vision and specific goals and hold followers responsible for achieving them. Others believe empowerment is more of a bottom-up approach that focuses on intelligent risk taking, growth, change, trust, and ownership; followers act as entrepreneurs and owners who question rules and make intelligent decisions. Leaders tolerate mistakes and encourage cooperative behavior in this approach to empowerment. (UPS Christmas example) The psychological components of empowerment can be examined at both MACRO and MICRO levels. Three macro psychological components underlie empowerment: motivation, learning, and stress. As a concept, empowerment has been around since at least the 1920s, and the vast majority of companies that have implemented empowerment programs have done so to increase employee motivation, and in turn, productivity. As a motivational technique empowerment has a mixed record; often empowered workers are more productive than unempowered workers, but at times this may not be the case. When empowerment does not increase productivity, senior leaders may tend to see empowerment through rose-colored glasses. They hear about the benefits an empowerment program is having in another company but do not consider the time, effort, and changes needed to create a truly empowered workforce. Although the motivational benefits of empowerment are sometimes not realized, the learning and stress reduction benefits of empowerment are more clear-cut. Given that properly designed and implemented empowerment programs include a strong developmental component, a key benefit to these programs is that they help employees learn more about their jobs, company, and industry. These knowledge and skill gains increase the intellectual capital of the company and can be a competitive advantage in moving ahead. In addition to the learning benefits, well-designed empowerment programs can help reduce burnout. -There are also four MICRO components of empowerment. These components can be used to determine whether employees are empowered or unempowered, and include self determination, meaning, competence, and influence. Empowered employees have a sense of self-determination; they can make choices about what they do, how they do it, and when they need to get it done. Empowered employees also have a strong sense of meaning; they believe what they do is important to them and to the company's success. Empowered employees have a high level of competence: they know what they are doing and are confident they can get the job done. Finally, empowered employees have an impact on others and believe that they can influence their teams or work units and that co-workers and leaders will listen to their ideas.

What are the two types of employee turnover? What are their definitions?

FUNCTIONAL TURNOVER- some followers are retiring, did not fit into the organization, or were substandard performers. DYSFUNCTIONAL TURNOVER- occurs when the "best and brightest" in an organization become dissatisfied and leave. Dysfunctional turnover is most likely to occur when downsizing is the response to organizational decline (increased costs or decreased revenues, market share, or profitability).

What is goal setting?

GOAL SETTING involves setting clear performance targets and helping followers create systematic plans to achieve them. Goals: a) Direct attention b) Mobilize effort c) Help people develop strategies for achievement d) help people continue effort until goals are reached. First, this research showed goals that were both specific and difficult resulted in consistently higher effort and performance when contrasted to "do your best" goals. Second, goal commitment is critical. Merely having goals is not enough. Although follower participation in setting goals is one way to increase commitment, goals set either by leaders unilaterally or through participation with followers can lead to necessary levels of commitment. Third, followers exerted the greatest effort when goals were accompanied by feedback; followers setting goals or feedback alone generally exerted less effort.

What are group roles? What are two types of group roles?

GROUP ROLES are the sets of expected behaviors associated with particular jobs or positions. Most people have multiple roles stemming from the various groups with which they are associated. In addition, it is not uncommon for someone to occupy numerous roles within the same group as situations change. Ginnett found that members of airline crews have varying roles over the course of a day. 1. Task Role- deals with getting tasks done 2. Relationship Role- deals with supporting relationships within the work group.

What is delegating?

Gives the responsibility for decisions to those individuals most likely to be affected by or to implement the decision

What is social loafing?

Group size can affect group effectiveness in a number of other ways. As group size increases, the diminishing returns of larger work groups may be due to SOCIAL LOAFING, which is the phenomenon of reduced effort by people when they are not individually accountable for their work.

What does process losses?

However, as the group size increases beyond that needed to move the truck, the individual contribution of each member will appear to decrease. Steiner suggested this may be due to PROCESS LOSS resulting from factors such as some members not pushing in the right direction. Process loss can be thought of as the inefficiencies created by more and more people working together.

Know the definition of job satisfaction.

JOB SATISFACTION is not how hard one works or how well one works, but rather how much one likes a specific kind of job or work activity. Job satisfaction deals with one's attitudes or feelings about the job itself, pay, promotion or educational opportunities, supervision, co-workers, workload, and so on. Research has also shown that people who are more satisfied with their jobs are more likely to engage in ORGANIZATIONAL CITIZENSHIP BEHAVIORS- behaviors not directly related to one's job but helpful to others at work. Organizational citizenship behaviors create a more supportive workplace. Examples might include volunteering to help another employee with a task or project or filling in for another employee when asked. Happier workers tend to be more helpful workers.

What is a reference group?

Job satisfaction surveys are used extensively in both public and private institutions. Organizations using these instruments typically administer them every one or two years to assess workers attitudes about different aspects of work, changes in policies or work procedures, or other initiatives. Such survey results are most useful when they can be compared with those from some REFERENCE GROUP. The organization's past results can be used as one kind of reference group-are people's ratings of pay, promotion, or overall satisfaction rising or falling over time? Job satisfaction ratings from similar organizations can be another reference group-are satisfaction ratings of leadership and working conditions higher or lower than those in similar organizations?

What are the characteristics of a leader with a large span of control?

Leaders with a large span of control tend to be more directive, spend less time with individual subordinates, and use more impersonal approaches when influencing followers. Leaders with a small span of control tend to display more consideration and use more personal approaches when influencing followers.

Know the definition of motivation.

Most researchers define MOTIVATION as anything that provides direction, intensity, and persistence to behavior. Thus motivation comes into play whenever someone chooses an activity or task to engage in, puts forth a certain level of effort toward this activity, and persists with this effort for some time.

What is organizational justice, and what are the three components that it consists of?

ORGANIZATIONAL JUSTICE is based on the premise that people who are treated unfairly are less productive, satisfied, and committed to their organizations. 1. Interactional justice: reflects the degree to which people are given information about different reward procedures and are treated with dignity and respect. 2. Distributive justice: concerns followers' perceptions of whether the level of reward or punishment is commensurate with an individual's performance or infraction. Dissatisfaction occurs when followers believe someone has received too little or too much reward or punishment. 3. Procedural justice: involve the process by which rewards or punishments are administered. If someone is to be punished, followers will be more satisfied if the person being punished has been given adequate warnings and has had the opportunity to explain his or her actions, and if the punishment has been administered in a timely and consistent manner.

Know what the types of problems that can impede group performance.

One type of role problem concerns the DYSFUNCTIONAL ROLES (dominating-monopolizing group time, forcing views on others, blocking-Stubbornly obstructing and impeding group work, persistent negativism, attacking, distracting). The common denominator among these roles is how the person's behavior serves primarily selfish or egocentric purposes rather than group purposes. Another role problem is ROLE CONFLICT. Role conflict involves receiving contradictory messages about expected behavior and can turn adversely affect a person's emotional well-being and performance. Role conflict can occur in several different ways. Perhaps most common is receiving inconsistent signals about expected behavior from the same person. When the same person sends mixed signals, it is called INTRASENDER ROLE CONFLICT ("I need this report back in five minutes, and it had better be perfect"). INTERSENDER ROLE CONFLICT occurs when someone receives inconsistent signals from several others about expected behavior. INTERROLE CONFLICT occurs when someone is unable to perform all of his roles as well as he would like. A final type occurs when role expectations violate person's values. This is known as PERSON-ROLE CONFLICT. A different sort of role problem is ROLE AMBIGUITY. In role conflict, one receives clear messages about expectations, but the messages are not all congruent. With role ambiguity, the problem is lack of clarity about exactly what the expectations are.

What are three problems that can occur in highly cohesive groups?

Overbounding: Researchers have found that some groups can become so cohesive they erect what amount to fences or boundaries between themselves and others. Such OVERBOUNDING can block the use of outside resources that could make them more effective. Competitive product development teams can become so overbounded (often rationalized by security concerns or inordinate fears of "idea thieves") that they will not ask for help from willing and able staff within their own organizations. Groupthink: Cohesive groups tend to evolve strong informal norms to preserve friendly internal relations. Preserving a comfortable, harmonious group environment becomes a hidden agenda that tends to suppress dissent, conflict, and critical thinking. Unwise decisions may result when concurrence seeking among members overrides their willing ness to express or tolerate deviant points of view and think critically. Olliesim: when illegal actions are taken by overly zealous and loyal subordinates who believe that what they are doing will please their leaders.

Know the definition of effectiveness

Performance differs from EFFECTIVENESS, which generally involves making judgements about the adequacy of behavior with respect to certain criteria such as work group or organizational goals.

What is coaching?

Peterson and Hicks have described coaching as the "process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more successful."

What is social facilitation?

Sometimes working in the presence of others may actually increase effort or productivity through a phenomenon called social facilitation. Social facilitation was first documented in classic experiments at the Hawthorne plant of the Western Electric Company. However, social facilitation is not limited to research situations. It refers to any time people increase their level of work due to the presence of others. Typically this occurs when the presence of others increases individual accountability for work, in contrast to other occasions when being in a group reinforces individual anonymity and social loafing.

What is the difference between the Pygmalion effect and Golem effect?

The PYGMALION EFFECT occurs when leaders articulate high expectations for followers; in many cases these expectations alone will lead to higher-performing followers and teams. Unfortunately the GOLEM EFFECT is also true-leaders who have little faith in their followers' ability to accomplish a goal are rarely disappointed. These results indicate that leaders wanting to improve individual or team performance should set high but achievable goals and express confidence and support and the followers can get the job done.

What is the operant approach to motivation?

The operant approach utilizes the following components to change the direction, intensity, or persistence of behavior. ?????????

What are norms?

informal rules groups adopt to regulate and regularize group members' behaviors.

What is a cluster?

intact teams that are self-managed. They are formed outside a company context, but are hired and paid by companies as a unit, as a permanent part of the company. They manage, govern and develop themselves; define their own working practices and tools; and share out remuneration.

What is a group perspective?

looks at how different group characteristics can affect relationships both with leader and among followers.

What is group cohesion?

the glue that keeps a group together. IT is the sum of the forces that attract members to a group, provide resistance to leaving it, and motivate them to be active in it. Highly cohesive groups interact with and influence each other more than less cohesive groups do. Furthermore, a highly cohesive group may have low absenteeism and turnover often contribute to higher group performance; high er performance can, in turn, contribute to even higher cohesion, thus resulting in an increasingly positive spiral.