leadership midterm

adapting to the superior's style

-Clarifying expectations about their role on the team, committee, or work group -Listing major responsibilities and use them to guide discussions with the superior about other ways to accomplish the task and relative priorities of the tasks -Being honest and dependable

intelligence

A person's all-around effectiveness in activities directed by thought; relatively difficult to change because of heredity but can be modified with education and experience Intelligent leaders: •Are faster learners •Make better assumptions, deductions, and inferences •Are better at creating a compelling vision and strategizing to make their vision a reality •Can develop better solutions to problems •Can see more of the primary and secondary implications of their decisions

power

Capacity to produce effects on others or the potential to influence others •Function of the leader, the followers, and the situation •Does not need to be exercised in order to have its effect •Attributed to others on the basis and frequency of influence tactics they use and on their outcomes

influence

Change in a target agent's attitudes, values, beliefs, or behaviors as the result of influence tactics Influence tactics: One person's actual behaviors designed to change another person's attitudes, beliefs, values, or behaviors •Apart from leaders, followers can also wield power and influence over leaders as well as over each other

what is leadership

Complex phenomenon involving a leader, his or her followers, and the situation Because of the complexity of leadership, leadership researchers have defined the concept in many different ways: •Process by which an agent induces a subordinate to behave in a desired manner •Directing and coordinating the work of group members •Interpersonal relation in which others comply because they want to, not because they have to

Values

Constructs representing generalized behaviors or states of affairs that are considered by the individual to be important; play a central role in one's overall psychological makeup and can affect behavior in different situations

glass cliff

Female candidates for an executive position are more likely to be hired than equally qualified male candidates when an organization's performance is declining •Challenge for women in addition to the glass ceiling •Reflects a greater willingness to put women in precarious positions

triarchic theory of intelligence

Focuses on what a leader does when solving complex mental problems Types of intelligence •Analytic intelligence: General problem-solving ability •Practical intelligence: Knowing how things get done and how to do them •Creative intelligence: Ability to produce novel and useful work •Tests of creativity •Tests that assess divergent thinking have many possible answers, and tests that assess convergent thinking have one single best answer

leadership pipeline

Individual contributor - Technically proficient, Use company tools, Build relationships with team members First-line supervisor -Plan projects, Delegate work, Coach and provide feedback, Monitor performance Midlevel manager -Select, train, and manage first-line supervisors, Manage boundaries and deploy resources to teams Functional leader -Manage the whole function, Communicate with and listen to everyone in the function, Make subfunction trade-offs, Interact with other functions Business unit leader - Build cross-functional leadership team, Financial acumen, Balance future goals with short-term business needs Group manager - Manage business portfolio, Allocate capital to maximize business success, Develop business unit leaders CEO or enterprise leader- Analyze and critique strategy, Manage the entire company and multiple constituencies, Deliver predictable business results, Set company direction, Create company culture, Manage the board of directors

coaching

Key leadership skill that can help leaders improve the bench strength of the group and retain high-quality followers Process of equipping people with the tools, knowledge, and opportunities that they need to develop and become more successful

taxonomy of social power

Leaders can usually exert more power during a crisis than during periods of relative calm Research indicates that leaders who rely on referent and expert powers have subordinates who are more motivated and satisfied, absent less, perform better

leaders "doing the right things"

Leaders face dilemmas that require choices between competing sets of values and priorities; authentic leaders Qualities of leadership that engender trust •Vision •Empathy •Consistency •Integrity

upward ethical leadership

Leadership behavior enacted by individuals who take action to maintain ethical standards in the face of questionable moral behaviors by higher-ups General quality of an organization's ethical climate affects whether or not employees raise ethical concerns •In ethical climates, ethical standards or norms are consistently and clearly communicated, embraced, and enforced by organizational leaders •In unethical climates, unethical behavior exists with little corrective action, and misbehavior may even be condoned

why study leadership behavior?

Leadership behaviors are a function of intelligence, personality traits, emotional intelligence values, attitudes, interests, knowledge, and experience •Over time, leaders learn and discern the most appropriate and effective behaviors •Individual differences, followers, and situational variables play a pivotal role in a leader's actions

implications of the triarchic theory of intelligence

Leadership effectiveness or emergence is positively correlated with analytic intelligence: •Sometimes, personality is much more predictive of leadership emergence and effectiveness than analytic intelligence •In certain cases, analytic intelligence may have a curvilinear relationship with leadership effectiveness •Leaders' primary role is to build an environment where others can be creative •Various sorts of incentives or rewards can have various effects on creativity •Creativity can be hindered if ideas will be evaluated •In order to develop new products and services, the level of turnover should be low and goals should be clear

leadership is both rational and emotional

Leadership includes actions and influences based on: •Reason and logic •Inspiration and passion Since people are both rational and emotional, leaders use rational techniques and emotional appeals to influence followers •Leaders should weigh the rational and emotional consequences of their actions •Some leaders have been able to inspire others to deeds of great purpose and courage Aroused feelings can be used either positively or negatively, constructively or destructively •Mere presence of a group causes people to act differently than when they are alone

there is no simple recipe for effective leadership

Leadership must always be assessed in the context of the leader, the followers, and the situation Leaders may need to respond to: •Various followers differently in the same situation •Same followers differently in different situations

leadership is both a science and an art

Leadership remains partly an art as well as a science •Some managers may be effective leaders without ever having taken a course or training program in leadership •Some scholars in the field of leadership may be relatively poor leaders themselves

formal coaching

One-on-one relationship between manager and coach lasts from six months to more than a year: •Process begins with an assessment of the manager to clarify development needs •Coach and manager meet regularly to build skills •Role plays and videotape are used extensively, and coaches provide immediate feedback •Outcomes of coaching programs: •Clarification of managers' values •Identification of discrepancies between managers' espoused values and their actual behaviors •Development of strategies to better align managers' behaviors with their values •Formal coaching programs can cost more than 100,000 dollars •Coaching may be more effective at changing behavior than more traditional learning and training approaches

leader motives

People vary in their motivation to influence or control others

mentor

Personal relationship in which a more experienced mentor acts as a guide, role model, and sponsor of a less experienced protégé Experienced person willing to take an individual under his or her wing •Usually someone 2 to 4 levels higher in an organization •Provides protégés with knowledge, advice, challenge, counsel, and support about career opportunities, organizational strategy and policy, and office politics Not the same as coaching because: •It may not target specific development needs •Guidance is provided by someone several leadership levels higher in the organization and not the immediate supervisor •Mentor may not even be part of the organization Informal mentoring may be more effective than formal mentoring as it creates a stronger emotional bond and can last a lifetime

illustrating the interactional framework: women in leadership roles

Practice interactive leadership •Interactive leadership developed by women's socialization experiences and career paths Factors that explain the shift toward more women in leadership roles •Women themselves have changed •Leadership roles have changed •Organizational practices have changed •Culture has changed

stress

Process by which one perceives and responds to situations that challenge or threaten him or her Responses may include: •Increased levels of emotional arousal •Changes in physiological symptoms; increased perspiration, heart rate, cholesterol level, or blood pressure •Often occurs in situations that are complex, demanding, or unclear •Can either facilitate or inhibit performance, depending on the situation •Stressors: Characteristics in individuals, tasks, organizations, or the environment that pose some degree of threat or challenge to people

community leadership

Process of building a team of volunteers to accomplish an important community outcome •Represents an alternative conceptualization of leadership behavior •Community leaders do not have position power and have fewer resources and rewards

Moral Reasoning

Process used by leaders to make decisions about ethical and unethical behaviors •Value differences among individuals often result in different judgments regarding ethical and unethical behavior •Not everyone fully develops their moral judgment •Unconscious biases may affect one's moral judgments, which is why many organizations are developing programs to develop moral decision-making competence among leaders

Leader Development in College

Programs on leadership studies are being offered by many higher education institutions and colleges Leadership programs should be multidisciplinary and should cultivate values represented in the broader field •Service learning is used to inculcate values such as social responsibility and the expectation to become engaged in one's community •Should focus on expected developmental outcomes, with associated assessment and evaluation to determine program effectiveness

cognitive resources theory (crt)

Provides a conceptual scheme for explaining how leader behavior changes under stress levels to impact group performance •Key concepts of C R T: Intelligence, experience, stress, and group performance •Greater experience but lower intelligence may account for higher-performing groups in high-stress conditions •Leaders with high levels of experience may misapply old solutions when situations require creative solutions

leadership by example

Research shows that role models can be characterized using the following categories of attitudes and behaviors: •Interpersonal behaviors: They show care, concern, and compassion for others •Basic fairness: They show fairness to others •Ethical actions and self-expectations: They hold themselves to high ethical standards and behave consistently in both their public and private lives •Articulating ethical standards: They articulate a consistent ethical vision and are uncompromising toward it

the action-observation-reflection model

Shows that leadership development is enhanced when the experience involves the following processes: •Action •Observation •Reflection Spiral of experience •Most productive way to develop as a leader

interactional framework for analyzing leadership

States that leadership is the result of a complex set of interactions among the leader, the followers, and the situation Example: In-groups and out-groups •In-groups: High degree of mutual influence and attraction between the leader and a few subordinates •Subordinates feel a high degree of loyalty, commitment, and trust toward the leader •Other subordinates belong to the out-group

understanding the superior's world

Superiors and followers sharing the same values, approaches, and attitudes will: •Experience less conflict •Provide higher levels of mutual support •Be more satisfied with superior and follower relationships Followers receive better performance appraisal ratings

the leader

Unique personal history, Interests, Character traits, Motivation Effective leaders differ from their followers and from ineffective leaders on elements such as personality traits, cognitive abilities, skills, and values Leaders are generally calm and are not prone to emotional outbursts Leaders appointed by superiors may have less credibility and may get less loyalty •Leaders elected or emerging by consensus from ranks of followers are seen as more effective Leader's experience or history in a particular organization is usually important to her or his effectiveness Leader's legitimacy is affected by the extent of follower participation in a leader's selection

the followers

Workers who share a leader's goals and values, and who feel intrinsically rewarded for performing a job well may be more motivated Importance of the leader and follower relationship has undergone dynamic change for the following reasons: •Increased pressure to function with reduced resources •Trend toward greater power sharing and decentralized authority in organizations •Increase in complex problems and rapid changes in an organization

Learning from Experience

a. Creating Opportunities to Get Feedback b. Taking a 10 Percent Stretch c. Learning from Others d. Keeping a Journal

Building Technical Competence

a. Determining How the Job Contributes to the Overall Mission b. Becoming an Expert in the Job c. Seeking Opportunities to Broaden Experiences

communication can be improved by

a. Know what your purpose is b. Choose an appropriate context and medium c. Send clear signals d. Actively ensure that others understand the message

effective stress managment

a. Monitor your own and your followers' stress levels b. Identify what is causing the stress c. Practice a healthy lifestyle d. Learn how to relax e. Develop supportive relationships f. Keep things in perspective

how to be assertive

a. Use "I" statements b. Speak up for what you need c. Learn to say no d. Monitor your inner dialogue e. Be persistent

principle-centered leadership

asserts a fundamental interdependence between the personal, interpersonal, managerial, and organizational levels of leadership •Interdependence between the levels posited in principle-centered leadership is similar to the conceptualizations of authentic leadership

the two components of credibility

building trust and building credibility

compentency models

describe the behaviors and skills managers need to exhibit if an organization is be successful •All organizational competency models fall into one of the following categories: •Intrapersonal skills •Interpersonal skills •Leadership skills •Business skills

myths

good leadership is all common sense leaders are born, not made the only school you learn leadership from is the school of hard knocks

personality

has two meanings: •Public reputation - the impression a person makes on others •Identity - how people see or define themselves Trait approach maintains that people behave the way they do because of the strengths of the traits they possess

double-loop learning

involves being willing to confront one's own views and inviting others to do the same •Mastering double-loop learning is viewed as learning how to learn •Learning is enhanced through a practice of systematic reflection or after event reviews or A E Rs

leadership and management

leaders develop, managers maintain

ffm / ocean model

openness to experience - i like traveling to foreign countries conscientiousness - i enjoy putting together detailed plans extraversion - i like having responsibility for others agreeableness - i am a sympathetic person neuroticism - i remain calm in pressure situations

single-loop learning

seek relatively little feedback that may significantly confront their fundamental ideas or actions •Individuals learn only about subjects within the comfort zone of their belief systems

informal coaching

steps: •Forging a partnership •Inspiring commitment •Growing skills •Promoting persistence •Shaping the environment def: •Process can be used to diagnose why behavioral change is not occurring and what can be done about it •Can and does occur anywhere in the organization and is effective for both high-performing and low-performing followers •Increases in difficulty when it occurs either remotely or across cultures

Simulations and games

structured activities designed to mirror the challenges or decisions commonly faced in the work environment

Case studies and role playing

used as vehicles for leadership discussions

implications of ffm / ocean model

useful in the following ways: •Helps leadership researchers categorize findings of the personality and leadership performance research •Helps in profiling leaders •Seems to be universally applicable across cultures Personality traits: •Can be reliably categorized into the five major dimensions of the F F M •Are good measures of leadership potential •Can be used to make predictions about typical behavior at work •Tend to be difficult to change •Are exhibited automatically and without conscious thought •Predispose people to act in certain ways, but behaviors can be modified through experience, feedback, and reflection

Hogan and Warrenfelz domain model of leadership

•Allows people to see connections between models •Makes predictions about the ease or difficulty of changing leadership behaviors and skills •Points out what behaviors leaders must exhibit to be effective

implications of crt

•Best leaders are often smart and experienced •Leaders may be unaware of the degree to which they are causing stress in their followers •Level of stress inherent in the position needs to be understood before selecting leaders

Guth and Shaw's tips for conducting meetings

•Determine whether a meeting is necessary •List the objectives •Stick to the agenda •Provide pertinent materials in advance •Make it convenient •Encourage participation •Keep a record

Concluding thoughts about French and Raven's power taxonomy

•Effective leaders take advantage of all their sources of power •Leaders in well-functioning organizations are open to being influenced by their subordinates •Leaders vary in the extent to which they share power with subordinates •Effective leaders generally work to increase their various power bases or become more willing to use their coercive power

"Fronts" of leadership action required to create an ethical climate

•Formal ethics policies and procedures •Core ideology •Integrity •Structural reinforcement •Process focus

drivers of community change

•Framing: Helping a group or community recognize and define its opportunities and issues •Building social capital: Developing and maintaining relationships •Mobilization: Engaging a critical mass to take action and achieve a specific outcome or a set of outcomes

Sources of leader power

•Furniture arrangement •Shape of the table used for meetings and seating arrangements •Prominently displayed symbols •Appearances of title and authority •Choice of clothing •Presence or absence of crisis

important distinctions

•Influence can be measured by the behaviors or attitudes manifested by followers as a result of a leader's influence tactics •Leaders with high amounts of power can cause fairly substantial changes in subordinates' attitudes and behaviors •Amount of power followers have in work situations can also vary dramatically •Some followers may exert relatively more influence than the leader does in certain situations Individuals with a relatively large amount of power may successfully employ a wider variety of influence tactics Followers often can use a wider variety of influence tactics than the leader •This is because the formal leader is not always the person who possesses the most power in a leadership situation

leaders can use power for good or ill

•Leader's personal values and ethical code may be the most important determinants of how that leader exercises available power sources •Recent scandals involving political, business, and religious figures highlight the need to consider values and ethics in terms of leadership •Scholarly and popular literature have turned greater attention to the question of ethical leadership

the situation

•Leadership makes sense in the context of how the leader and followers interact in a given situation •Most ambiguous aspect of the leadership framework

Making the Most of Your Leadership Experiences: Learning to Learn from Experience

•Learning events and developmental experiences that punctuate one's life are stressful •Being able to go against the grain of one's personal historical success requires a strong commitment to learning and a willingness to let go of the fear of failure and the unknown •To be successful, learning must continue throughout life and beyond the completion of one's formal education

individualized feedback to students:

•Personality, intelligence, values, or interest test scores •Leadership behavior ratings

building effective relationships with peers

•Recognizing common interests and goals •Understanding peers' tasks, problems, and rewards •Practicing a theory Y attitude

generational values

•The Veterans, 1922 to 1943 •The Baby Boomers, 1942 to 1960 •The Gen Xers, 1961 to 1981 - define leading as removing obstacles and giving followers what they need to work well •Millennials, 1982 to 2005 Studies show that Boomers, Xers, and Millennials in the managerial workforce are more similar than different in their views of organizational leadership

McGregor's styles of managerial behavior on the basis of people's implicit attitudes about human nature

•Theory X asserts that most people need extrinsic motivation because they are not naturally motivated to work •Theory Y asserts that most people are intrinsically motivated by their work