MGT 402 Leadership in Organizations Final

11 Proactive Influence Tactics

Rational Persuasion, Apprising, Inspirational Appeals, Consultation, Collaboration, Ingratiation, Personal Appeals, Exchange, Coalition Tactics, Legitimating Tactics, and Pressure.

Personal Power

Referent Power and Expert Power fall under this type of category?

Competencies

Relevant traits and skills for a particular set of tasks.

Agreeableness

Specific related traits that align with this big five personality trait is being cheerful and optimistic, being sympathetic or helpful, and having a need for affiliation.

Intellectance

Specific related traits that align with this big five personality trait is being curious and inquisitive, being open-minded, and having an orientation to learn.

Conscientiousness

Specific related traits that align with this big five personality trait is being dependable, having a high level of personal integrity, and having a high need for achievement.

Adjustment

Specific related traits that align with this big five personality trait is being emotionally stable, have high self-esteem, and having self-control.

Surgency

Specific related traits that align with this big five personality trait is being extroverted, having a high energy level, and having a need for power (i.e. being assertive).

Emotions

Strong feelings that demand attention and are likely to affect cognitive processes and behavior. Some examples include anger, fear, sadness, joy, shame, and or surprise.

The Big Five Personality Traits

Surgency, Conscientiousness, Agreeableness, Adjustment, Intellectance

Skills Required for Leading A Cross-Functional Team

Technical Expertise, Project Management Skills, Interpersonal Skills, Cognitive Skills, and Political Skills are all skills required for leading this type of team?

Taxonomy of Skills for Effective Leadership

Technical skills, Interpersonal skills, and Conceptual skills

Behavioral Flexibility (Primary Component of Social Intelligence)

The ability and willingness to vary one's behavior to accommodate situational requirements. A leader with a high level of this component of social intelligence is able to evaluate his or her behavior and modify it as needed. This ability is facilitated by self-monitoring.

Self-Awareness/Communication Skills (Part of Emotional Intelligence)

The ability to accurately express one's feelings to others with language and nonverbal communication (i.e. facial expressions & gestures)

Self-Regulation (Part of Emotional Intelligence)

The ability to channel emotions into behavior that is appropriate for the situation, rather than responding with impulsive behavior (i.e. lashing out at someone who made you angry).

Skills

The ability to do something in an effective manner. These can be learned and have a higher influence than traits in making a leader what they are.

Empathy (Part of Emotional Intelligence)

The ability to recognize moods and emotions in others, to differentiate between genuine and false expression of emotions, and to understand how someone is reacting to your emotions/behavior. This part of emotional intelligence is associated with strong social skills that are needed

Need

A desire for particular types of stimuli or experiences.

Emotional Stability and Maturity (Personality Trait for Leadership Effectiveness)

A person who has this personality trait is well adjusted and does not suffer from psychological disorders. They have more self-awareness of their own strengths and weaknesses and orient themselves toward self-improvement instead of denying weaknesses and fantasizing success. These types of people with this personality trait care about others, instead of about themselves. They are receptive to criticism and are willing to learn from their mistakes.

Traits

A variety of an individual's attributes, including aspects of personality, temperament, needs, motives, and values. These reside in one's personality

Executive Teams

All organizations have this type of team that usually includes the CEO and other top executives. There is a traditional approach and an innovative approach with these types of teams. An organization with this type of team can have a CEO that may be an autocratic leader or they can have a CEO who allows other executives to take part sharing the responsibility and authority.

Emotional Self-Awareness (Part of Emotional Intelligence)

An understanding of one's own moods and emotions, how they evolve and change overtime, and the implications for task performance and interpersonal relationships.

Positive Advantages of Delegation

By doing this action, it will give the leader or group a new perspective, it will save time, it will build loyalty among members within the organization, it will optimize and utilize resources, it can lead to better decision making knowledge, and growth and developmental knowledge will increase.

Social Intelligence (Part of Emotional Intelligence)

Defined as the ability to determine the requirements for leadership in a particular situation and select an appropriate response. Two primary components of this competency are social perceptiveness and behavioral flexibility.

Managerial Competencies

Emotional Intelligence, Social Intelligence, and Learning Ability

Determinants of Follower Attributions about Leaders

Followers use information about a leader's actions, changes in the performance of the team or organization, and the external conditions to reach conclusions about a leaders success or failures. Also concerned about how a leader deals with problem deficiencies.

Teams

Functional Work, Cross-Functional, Self-Managed, Virtual, and Executive are all different types of what?

Guidelines for Correcting Performance Deficiencies

Gather Information about the Performance Problem, Try To Avoid Attribution Biases, Provide Corrective Feedback Promptly, Describe the Deficiency Briefly in Specific Terms, Explain the Adverse Impact of Ineffective Behavior, Stay Calm and Professional, Mutually Identify the Reasons for Inadequate Performance, Ask the Person to Suggest Remedies, Express Confidence that the Person Can Improve, Express a Sincere Desire to Help the Person, Reach Agreement on Specific Action Steps, and Summarize the Discussion and Verify the Agreement

Specific Traits Related to Leadership Effectiveness

High Energy Level/High Stress Tolerance, Internal Locus of Control Orientation, Emotional Maturity, Personal Integrity, Socialized Power Motivation, Moderately High Achievement Orientation, Moderately High Self-Confidence, Moderately Low Need for Affiliation

Two-Stage Attribution Theory (Leader Attributions about Subordinates)

In the first stage, the manager tries to determine the cause of the poor performance; and in the second stage, the manager tries to select an appropriate response to correct the problem. Within this theory, managers attribute the major cause of poor performance either something internal to the subordinate (i.e. lack of effort or ability) or to external problems beyond the subordinate's control (i.e. the task has inherent obstacles, resources were inadequate, or the information was insufficient). A manager's traits such as an internal locus of control orientation can also influence attributions.

Functional Work Teams

In this team setting, members are likely to have jobs that are somewhat specialized but still part of the same basic function (i.e. equipment operating crew, maintenance crew, SWAT team). This team typically continues operating for a long duration of time and the membership is relatively stable. There is an appointed leader and most leadership responsibilities are carried out by this formal leader, but other group members may perform other leadership functions.

Values

Internalized attitudes about what is right and wrong, ethical and unethical, moral and immoral. These manifests as self-concepts.

Socialized Power Motivation (Personality Trait for Leadership Effectiveness)

Leaders with this type of personality trait are more emotionally mature. They exercise power more for the benefit of others and are hesitant about using power in a manipulative manner. They are more willing to take advice from people with relevant expertise and they try to use their influence to build up the organization and make it successful. These type of leaders are more likely to use a participative coaching style of managerial behavior than a coercive/autocratic approach.

Position Power

Legitimate Power, Reward Power, Coercive Power, Information Power, and Ecological Power are under this type of category?

Power Sources

Legitimate Power, Reward Power, Expert Power, Coercive Power, Referent Power, Information Power, and Ecological Power...all these are what?

Personalized Power Motivation (Personality Trait)

Managers with this type of power orientation use power to aggrandize themselves and satisfy their strong need for esteem and status. They exercise power impulsively and they seek to dominate subordinates by keeping them weak and dependent. Authority for making important decisions for this type of personality trait is centralized in the leader-information is often restricted and reward and punishments are used to manipulate and control subordinates.

Self-Managed Teams

Much of the responsibility of this type of team is usually vested in a manager's position that is turned over individually to the other team members. These types of teams are usually meant for teams that perform the same type of operational tasks repeatedly. Their team members have similar functional backgrounds and their members are forced to learn multiple tasks, which increases' the teams flexibility and provides opportunity to learn new skills.

Internal Locus of Control (Personality Trait for Leadership Effectiveness)

People with this personality trait believe that events in their lives are determined more by their own actions than by chance or uncontrollable factors. They have a future-oriented perspective and they are more likely to proactively plan how to accomplish objectives. People with this trait are more likely to use persuasion rather than coercive or manipulative influence tactics. And when setbacks or failures occur, they are more likely to learn from them rather than just dismissing them as bad luck.

Moderately High Achievement Orientation (Personality Trait for Leadership Effectiveness)

People with this personality trait have a willingness to assume responsibility, perform at a high level, and are typically concerned about task objectives. Managers with this personality trait are more effective than managers with someone with a low orientation.

Social Perceptiveness (Primary Component of Social Intelligence)

The ability to understand the functional needs, problems, and opportunities that are relevant for a group or organization, and the membership characteristics, social relationships, and collective processes that will enhance or limit attempts to influence the group or organization. A leader with this primary component of social intelligence understands what needs to be done and to make a group or organization more effective and how to do it. This skill involves conceptual and interpersonal skills and the knowledge of the organization.

Personal Appeals

The agent asks the target to carry out a request or support a proposal out of friendship, or asks for a personal favor before saying what it is. This is describing this proactive influence tactic?

Consultation

The agent encourages the target to suggest improvements in a proposal or to help plan an activity or change for which the target person's support and assistance are desired. This is describing this proactive influence tactic?

Apprising

The agent explains how carrying out a request or supporting a proposal will benefit the target personally or help advance the target person's career. This is describing this proactive influence tactic?

Inspirational Appeals

The agent makes an appeal to values and ideals or seeks to arouse the target person's emotions to gain commitment for a request or proposal. This is describing this proactive influence tactic?

Exchange

The agent offers an incentive, suggests an exchange of favors, or indicates willingness to reciprocate at a later time the target will do what the agent requests. This is describing this proactive influence tactic?

Collaboration

The agent offers to provide relevant resources and assistance if the target will carry out a request or approve a proposed change. This is describing this proactive influence tactic?

Coalition Tactics

The agent seeks the aid of others to persuade the target to do something, or uses the support of others as a reason for the target to agree. This is describing this proactive influence tactic?

Legitimating Tactics

The agent seeks to establish the legitimacy of a request or to verify authority to make it by referring to rules, policies, contracts, or precedent. This is describing this proactive influence tactic?

Pressure

The agent uses demands, threats, frequent checking, or persistent reminders to influence the target to carry out a request. This is describing this proactive influence tactic?

Rational Persuasion

The agent uses logical arguments and factual evidence to show a proposal or request is feasible and relevant for attaining important task objectives. This is describing this proactive influence tactic?

Ingratiation

The agent uses praise and flattery before or during an influence attempt, or expresses confidence in the target's ability to carry out a difficult request. This is describing this proactive influence tactic?

Political Skills (Leading A Cross-Functional Team)

The leader must be able to develop coalitions and gain resources, assistance, and approvals from top management and other relevant parties. This skill is?

Project Management Skills (Leading A Cross-Functional Team)

The leader must be able to plan and organize the project activities, select qualified members of the team, and handle budgeting and financial responsibilities. This skill is?

Cognitive Skills (Leading A Cross-Functional Team)

The leader must be able to solve complex problems that require creativity and systems thinking, and must understand how the different functions are relevant to the success of the project. This skill is?

Interpersonal Skills (Leading A Cross-Functional Team)

The leader must be able to understand the needs and the values of team members, to influence them, resolve conflicts, and build cohesiveness. This skill is?

Contingency Theory

Theories that define how leaders' traits or behaviors are related to indicators of leadership effectiveness. The different types include: LPC Contingency Theory, Path-Goal Theory of Leadership, Situational Leadership Theory, Multiple Linkage Model, Cognitive Resources Theory, Normative Decision Theory (Vroom & Yetton Model).

Reasons for Lack of Delegation

There are potential threats that come along with this decision and the following below describe the reasons why you would not do this: don't trust your employees, don't have enough time, want to keep decision involving confidential information to yourself, want to keep tasks and decisions that are important to yourself because of their importance, and you want to keep tasks and decisions that are central to your role as leader.

Situational Variables (Contingency Theory)

These are variables within contingency theories that explain the aspects of the situation that the leader is not able to change, which can alter the outcome.

Mediating Variables (Contingency Theory

These are variables within contingency theories that explain the influence of the leader's behavior and situation on outcomes. These are usually subordinate characteristics (i.e. skill level).

Limitations of a Cross-Functional Team

These below are a proof of limitations for this type of team setting and explain why leaders would not want to seek out this strategy. Members could have conflicting loyalties to the team and their home department, decisions can be difficult because the problem and solutions are more complex, the projects can be time consuming, its difficult to get members' schedules aligned, and there can be communication and expertise barriers at first because there are some many different people from different departments.

Benefits of Delegation

These below are benefits of this leadership action and they include: stronger task commitment, a greater initiative in carrying out role responsibilities, a greater persistence in the face of obstacles and temporary setbacks, more innovative learning, a higher job satisfaction, a stronger organizational commitment, and less employee turnover.

Benefits of a Cross-Functional Team

These benefits are benefits for this type of team. They include: flexibility because you have an efficient deployment of personnel and resources to solve problems as they are discovered, coordination is improved and many problems are avoided, there is a fostering of communication with external solutions, one can view a challenge or a problem from a different perspective, and members can learn new skills from different subunits.

Benefits of Virtual Teams

These benefits below describe this type of team: can involve the most qualified people available to work on a decision, regardless of where they are located, membership is often fluid, because technology makes it easy for people to participate in a different ways only when they are needed, and you can have more members from different cultures, time zones, and organizations-which can offer different perspectives and innovative ideas.

Benefits of Self-Managed Teams

These benefits below describe this type of team: stronger commitment to work, more effective management of work related problems, improved efficiency, more job satisfaction, less employee turnover, less absenteeism, and it lowers the number of employees which lowers the cost.

Facilitating Conditions for Self-Managed Teams

These conditions are optimal for this type of team establishment: clearly defined/shared objectives, complex and meaningful task, small size and stable membership, members can determine their own work processes, members all have relevant skill sets to perform task, all members have access to relevant information, there is an appropriate recognition and reward structure, strong support by top level management, and having a competent external leader.

Guidelines for Leading Teams

These guidelines are key for leading this? Emphasize common interests and values, use ceremonies, rituals, and symbols to develop collective identification, encourages and facilitates social interaction, tell people about the different group activities and achievements, conduct process analysis sessions, increase incentives for mutual cooperation, hold practice sessions under realistic conditions, and use after-activity reviews to facilitate collective learning by the team.

How A Leader Would Delegate

These guidelines define how a leader would transition work onto another group or individual and why they would be needed. They include specifying the responsibilities clearly, providing adequate authority and specifying limits of discretion, specifying reporting requirements, ensuring subordinate acceptance of responsibilities, monitoring progress in appropriate ways, and providing information and assistance when needed.

Limitations of Self-Managed Teams

These limitations below describe this type of team: difficult to implement, very situational circumstances in which you can actually use these teams, and often leads to interpersonal conflicts (i.e. lack of trust or cooperation).

Limitations of Virtual Teams

These limitations below describe this type of team: lack of frequent face to face contact makes it more difficult to monitor the performance of members, to influence members, and to develop trust and a collective identity, its difficult to gain commitment from diverse members with responsibilities in their local work unit that may be more important, hard to coordinate problems, and the environment is often unpredictable.

Interpersonal Skills

These skills describe knowledge about the human behavior and interpersonal processes. They describe the ability to understand the feelings, attitudes, and motives of others from what they say and do (empathy & social sensitivity), the ability to communicate clearly and effectively (speech fluency & persuasiveness), and the ability to establish effective and cooperative relationships (tact, diplomacy, listening skill, and knowledge about acceptable social behavior).

Conceptual Skills

These skills describe the general analytical ability, logical thinking, and proficiency in concept formation and conceptualization of complex an ambiguous relationships. They also include the skills to be creative thinking of new ideas and being able to problem solve. People with these skills have the ability to analyze events and perceive trends.

Technical Skills

These skills describe the knowledge about methods, processes, procedures, and techniques for conducting a specialized activity. They also include the ability to use tools and equipment relative to that activity. They include factual knowledge about the organization (i.e. rules, structure, management systems, and employee characteristics). These skills are acquired through a combination of formal education, job training, and job experience.

Cross-Functional Teams

These types of teams are being used increasingly in organizations to improve coordination of interdependent activities among specialized subunits. The team usually includes representatives from each of the functional subunits to be involved in the project. The team is given responsibility for planning and conducting a complex activity that requires considerable coordination, cooperation, and joint problem solving among the different parties involved. Examples of activities these teams would address would include: developing a new product and bringing it into production, implementing a new information system, identifying ways to improve product quality, planning an ad campaign for the client of an advertising agency, carrying out a consulting project, developing a new health care program in a hospital, etc.

Learning Ability (Managerial Competency)

This is a managerial competency that requires leaders to be flexible enough to learn from their mistakes, change their assumptions and beliefs, and refine their mental models. It is one of the most important competencies for successful leadership in changing situations. This competency involves traits as well as skills. Traits that appear relevant for this competency includes achievement orientation, emotional stability, self-monitoring, and an internal locus of control.

Emotional Intelligence (Managerial Competency)

This managerial competency can be learned but requires individual coaching, relevant feedback, and a strong desire for significant personal development. It allows managers to be empathetic, to use self-regulation, and express one's feelings to others with language and nonverbal communication (i.e. facial expressions & gestures). It is relevant for leadership effectiveness because leaders with a high level in this competency are more capable of solving complex problems, more capable of planning how to use their time effectively, and can adapt their behavior to certain situations to manage crises.

Normative Decision Model (Vroom & Yetton Model)

This model incorporates different stages which include AI, AII, CI, CII, & GII. In the AI stage, the leader makes the decision without any additional information (autocratic). In the AII stage, the leader seeks information and makes the decision alone. In the CI stage, the leader shares the problem with others individually and makes the decision alone (private ordeal). In the CII stage, the leader shares the problem with others collectively and makes the decision alone (group perspective-increases diversity, increases team collaboration to give a different expertise). In the GII stage, the group discusses the problem collectively and the group makes the decision.

High Energy and Stress Level (Personality Trait for Leadership Effectiveness)

This personality trait for effective leadership helps managers cope with the hectic pace and long hours and the unrelenting demands of the job. They are more likely to stay calm and provide confident, decisive direction to subordinates in a crisis.

Moderately High Self-Confidence (Personality Trait for Leadership Effectiveness)

This personality trait for effective leadership is related positively to effectiveness and advancement. Leaders with this trait are more likely to attempt difficult tasks and set challenging objectives for themselves/subordinates. You have to have the right level of this personality trait or your subordinates may see you as too arrogant, which would be a negative effect.

Personal Integrity (Personality Trait for Leadership Effectiveness)

This personality trait means that a person's behavior is consistent with espoused values. Values related to this personality trait are being honest, being ethical, and being trustworthy. This personality trait is a primary determinant of interpersonal trust as well as a major determinant of expert and referent power.

Technical Expertise (Leading A Cross-Functional Team)

This skill is necessary so that a leader can be able to communicate about technical matters with team members from diverse functional backgrounds.

Transformational Leadership

This style of leadership includes a few-relations oriented behaviors such as supporting and developing and a few-change-oriented approaches such as articulating a vision and encouraging innovative thinking.

Virtual Teams

This team is based on its members being geographically separated. They seldom meet face to face and most of the communications tend to happen over the phone or Skype.

Path-Goal Theory of Leadership

This theory describes how a leader's task oriented behavior and relations oriented behavior influence subordinate satisfaction and performance in different situations.

Leader-Member Exchange Theory

This theory describes the role-making processes between a leader and each individual subordinate and the exchange relationship that develops overtime. The basic premise is that leaders develop an exchange relationship with each subordinate as the two parties mutually define the subordinate's role. These exchange relationships are formed on the basis of personal compatibility and subordinate competence and dependability. High-exchange relationships are formed gradually overtime through reciprocal reinforcement of a behavior by the leader. The basis for this relationship is the leader's control over outcomes that are desirable to the subordinate.

Factors that Determine How Followers Assess Leader Effectiveness

Timely indicators of performance, consider the leader's actions, uniqueness of changes made by the leader, followers use the given information about the present situation at hand, they judge the leader's intentions as well as leader competence, and the followers' own moods can affect attributions about a leaders' intentions.

Guidelines for Adaptive Leadership

Understand Your Leadership Situation and Try To Make it More Favorable, Increase Flexibility by Learning How to Use a Wide Range of Relevant Behaviors, Use More Planning for a Long Complex Task, Consult More People Who Have Relevant Knowledge, Provide More Direction to People With Interdependent Roles, Monitor a Critical Task or Unreliable Person More Closely, Provide More Coaching to an Inexperienced Subordinate, Be More Supportive to Someone with a Highly Stressful Task

Internal Attribution (Two-Stage Attribution Model)

When this attribution is made, the manager determines that the problem is insufficient ability, and the likely response is to provide detailed instruction, monitor the subordinate's work more closely, provide coaching when needed, set easier goals or deadlines, or assign the subordinate to another job.

Internal Attribution (Two-Stage Attribution Model)

When this attribution is made, the manager determines that the problem is perceived to be the lack of effort or responsibility on the subordinate's part. The likely reaction to this is to give directive or non directive counseling, give warning or reprimand, punish the subordinate, monitor subsequent behavior more closely, or find new incentives for the individual.

External Attribution (Two-Stage Attribution Model)

When this attribution is made, the manager is more likely to respond by trying to change the situation, such as providing more resources, providing assistance in removing obstacles, or providing better information.

Unconscious Competence (F1)

You are clueless and have no idea about how the process works.

Unconscious Incompetence (F4)

You don't need to think about the process or task because you can now just do it from memory. You do it without even thinking about it.

Conscious Incompetence (F2)

You have an understanding of how the process works but you still have not mastered the skill

Conscious Competence (F3)

You understand the process and have mastered the skill or implementation of a task, but you still have to think about the mechanics.