Leadership and Change Exam 2

strengths-based leadership.

(1) get clarity about what a person is good at, (2) find jobs or tasks that leverage each person's strengths, and (3) minimize the time spent improving weaknesses, as this negatively impacts overall effectiveness. The authors of this assessment believe the most effective leaders spend the majority of their time doing the activities in which they excel and surrounding themselves with followers whose strengths make up for their shortcomings.

divergent thinking vs convergent thinking

*divergent thinking* is the ability to propose many possible solutions. *convergent thinking* is the ability to narrow possibilities to a single answer.

Types of 360-degree, or multirater, feedback instrument approaches

1. competency based 2. versatility based 3. verbal based

operant approach

A reward is any consequence that increases the likelihood that a particular behavior will be repeated. Punishment is the administration of an aversive stimulus or the withdrawal of something desirable, each of which decreases the likelihood that a particular behavior will be repeated. Contingent rewards or punishments are administered as consequences of a particular behavior. Noncontingent rewards and punishments are not associated with particular behaviors.

Leader Behavior Description Questionnaire (LBDQ)

A test used to measure perceptions of a leader's style by his or her subordinates. Questions such as: - He lets subordinates know when they've done a good job. - He sets clear expectations about performance. - He shows concern for subordinates as individuals. - He makes subordinates feel at ease.

cognitive resources theory (CRT)

A theory that maintains leaders with practical intelligence perform better under stress and those with analytic intelligence perform better when not stressed.

ABC Stress sequence

A. Triggering event (knocking your boss's coffee onto his lap). B. Your self-talk ("He must think I'm a real jerk."). C. Feelings and behaviors (anxiety, fear, embarrassment, perspiration).

Vroom and Yetton Autocratic process

AI: The leader solves the problem or makes the decision by himself using the information available at the time. AII: The leader obtains any necessary information from followers, then decides on a solution to the problem herself. She may or may not tell followers the purpose of her questions or give information about the problem or decision she is working on. The input provided by them is clearly in response to her request for specific information. They do not play a role in the definition of the problem or in generating or evaluating alternative solutions.

Myers-Briggs Type Indicator (MBTI),

According to Myers and Myers,112 there are four basic preference dimensions in which people can differ. These four dimensions include extraversion-introversion (outgoing vs. quiet), sensing-intuition (detail vs. big picture oriented), thinking-feeling (rational vs. emotional-based decision-making), and judging-perceiving (planful vs. flexible approach to work).

Assertiveness

Assertiveness involves direct and frank statements of our own goals and feelings, and a willingness to address the interests of others in the spirit of mutual problem solving and a belief that openness is preferable to secretiveness and hidden agendas. Assertiveness is the behavioral opposite of both acquiescence and aggression, as depicted in Figure 8.4. The qualitative differences between these three styles are like the differences between fleeing (acquiescence), fighting (aggression), and problem solving (assertiveness).

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

Vroom and Yetton Consultative process

CI: The leader shares the problem with the relevant followers individually, getting their ideas and suggestions without bringing them together as a group. Then she makes a decision. This decision may or may not reflect the followers' influence. CII: The leader shares the problem with his followers in a group meeting. In this meeting, he obtains their ideas and suggestions. Then he makes the decision, which may or may not reflect the followers' influence.

Autonomy

Do followers have the freedom to work on things they find interesting, or are they given the latitude to get things done in ways that make sense to them?

Hogan and Warrenfelz 4 skill categories - easiest to hardest to learn

Easiest to hardest 1. business 2. leadership 3. interpersonal 4. intrapersonal

just world hypothesis

Effective leaders are more likely to believe in the just world hypothesis, which states that if one simply works hard and achieves superior results then good things will happen

Vroom and Yetton Group process

GII: The leader shares the problem with his followers as a group. Together they generate and evaluate alternatives and attempt to reach agreement (consensus) on a solution. The leader's role is much like that of a chairperson, coordinating the discussion, keeping it focused on the problem, and making sure the critical issues are discussed. She can provide the group with information or ideas that she has, but she does not try to press them to adopt "her" solution. Moreover, leaders adopting this level of participation are willing to accept and implement any solution that has the support of the entire group.

benefits to forming diverse problem-solving groups

Group members with similar experiences, values, and preferences will be less likely to create a wide variety of solutions and more apt to agree on a solution prematurely than more diverse groups. Thus selecting people for a group or committee with a variety of experiences, values, and preferences should increase the creativity of the group, although these differences may also increase the level of conflict within the group and make it more difficult for the leader to get consensus on a final solution

two-factor theory

Herzberg labeled the factors that led to satisfaction at work motivators, and he labeled the factors that led to dissatisfaction at work hygiene factors

hierarchy effect

In general, people with longer tenure or in higher positions tend to have higher global and facet satisfaction ratings than those newer to or lower in the organization

powerlessness also corrupts

In other words, if workers are given only a small amount of power, they will jealously guard whatever power they have.

Hogan and Warrenfelz 4 skill categories

Intrapersonal, interpersonal, leadership, business

rater bias

It may be that some leaders work in functions, organizations, or cultures that tend to provide systematically higher or lower ratings that are unrelated to actual performance.

Maslow's hierarchy of needs

Maslow posited that people were motivated by five basic needs, which include the need to survive physiologically, the need for security, the need for affiliation (that is, belongingness), the need for self-esteem, and the need for self-actualization.

professional energy

People should identify which aspects of work or projects they find energizing and then look for jobs or opportunities that have more of these activities.

portable vs nonportable skills

Portable skills, like coding or PowerPoint expertise, can easily be transferred from one job to the next. Other skills, like running an artillery battery or loading a missile onto a fighter aircraft, do not readily transfer to other organizations

contagion effect

Research shows that emotions are contagious, which means that someone hanging out with a friend who is despondent, mad, or elated is much more likely to exhibit the same emotions. It turns out the contagion effect may also happen with good and bad leadership. Research on 360-degree feedback shows that those individuals who work for superiors receiving above-average ratings from others were more likely to receive above-average ratings themselves.

triarchic theory of intelligence

Robert Sternberg's theory that describes intelligence as having analytic, creative and practical dimensions

360-degree, or multirater, feedback instrument

These tools show that direct reports, peers, and superiors can have very different perceptions of a leader's behavior, and these perspectives can paint a more accurate picture of the leader's strengths and development needs than self-appraisals alone

The Folly of Rewarding A While Hoping for B

We hope for ... But we often reward: Long-term growth ... Quarterly earnings Teamwork ... Individual effort Commitment to total quality ... Shipping on schedule, even with defects Reporting honest news ... Reporting good news, whether it is true or not

executive presence.

a person's ability to radiate confidence, poise, and authority; in other words, these programs teach participants how to show up like a leader. Dress, grooming, weight, eye contact, speaking with confidence and energy, avoiding tentative language, using the latest corporate buzzwords, and networking are some of the modules covered in executive presence programs.

Aggression

an effort to attain objectives by attacking or hurting others. Aggressive people trample on others, and their aggressiveness can take such direct forms as threats, verbal attacks, physical intimidation, emotional outbursts, explosiveness, bullying, and hostility—and such indirect forms as nagging, passive-aggressive uncooperativeness, guilt arousal, and other behaviors that undermine an adversary's autonomy. It is important to understand that aggressiveness is not just an emotionally strong form of assertiveness. Aggressiveness tends to be reactive, and it tends to spring from feelings of vulnerability and a lack of self-confidence. Aggressive people inwardly doubt their ability to resolve issues constructively through the give-and-take of direct confrontation between mutually respecting equals. Aggressiveness is a form of interpersonal manipulation in which we try to put ourselves in a "top dog" role and others in a "bottom dog" role.19 Additionally, aggressive people have difficulty expressing positive feelings.

intrapersonal skills

are leadership competencies and behaviors having to do with adapting to stress, goal orientation, and adhering to rules. These skills and behaviors do not involve interacting with others, and they are among the most difficult to change

Leadership skills

are skills and behaviors concerned with building teams and getting results through others, and these are more easily developed than the skills and behaviors associated with the first two categories.

interpersonal skills

are those that involve direct interaction, such as communicating and building relationships with others. These skills are somewhat easier to develop.

Acquiescence

avoiding interpersonal conflict entirely either by giving up and giving in or by expressing our needs in an apologetic, self-effacing way. Acquiescence is not synonymous with politeness or helpfulness, though it is sometimes rationalized as such. People who are acquiescent, or nonassertive, back down easily when challenged. By not speaking up for themselves, they abdicate power to others and, in the process, get trampled on. Besides the practical outcome of not attaining our goals, an acquiescent style typically leads to many negative feelings such as guilt, resentment, and self-blame, as well as a low self-image.

Organizational justice

based on the premise that people who are treated unfairly are less productive, less satisfied, and less committed to their organizations

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.

Two main aspects of credibility

building expertise, building trust

business skills

competencies concerned with analyzing issues, making decisions, financial savvy, and strategic thinking. These skills and competencies are often the focus of MBA programs and are among the easiest to learn of the four categories

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.

Competency models

describe the behaviors and skills managers need to exhibit if an organization is to be successful.

double loop learning

determining what they as leaders need to do differently to avoid problems in the future. The primary reason why many leaders are not good at double-loop learning is because most have not experienced real failure.

hub-and-spoke model of leadership,

focuses on the behaviors leaders need to exhibit when dealing with followers on a one-on-one basis

analytic intelligence

general problem-solving ability and can be assessed using standardized mental abilities tests. They see connections between issues, and have the ability to make accurate deductions, assumptions, and inferences with relatively unfamiliar information.

creative intelligence

he ability to produce work that is both novel and useful. Using both criteria (novel and useful) as components of creative intelligence helps to eliminate outlandish solutions to a potential problem by ensuring that adopted solutions can be realistically implemented or have some type of practical payoff.

Presenteeism (as opposed to absenteeism)

he notion of being at work while one's brain is not fully engaged;

functional turnover

healthy: some followers are retiring, did not fit into the organization, or were substandard performers

Pygmalion effect

hen leaders articulate high expectations for followers; in many cases these expectations alone will lead to higher-performing followers and teams.

engagement-shareholder value chain

higher employee engagement drives higher customer satisfaction, which in turn results in higher customer loyalty, sales, profitability, and share price.

Consideration

how friendly and supportive a leader is toward subordinates. Leaders high in consideration engage in many different behaviors that show supportiveness and concern, such as speaking up for subordinates' interests, caring about their personal situations, and showing appreciation for their work.

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

The Five-Factor or OCEAN Model of Personality

openness to experience, conscientiousness, extroversion, agreeableness and neuroticism

forer effect

people are willing to agree with the results of a personality test, especially when the statements were positive, vague, and un-personalized

Leadership Grid

profiles leader behavior on two dimensions: concern for people and concern for production. X-Y axis

Initiating structure

refers to how much a leader emphasizes meeting work goals and accomplishing tasks. Leaders high in initiating structure engage in many different task-related behaviors, such as assigning deadlines, establishing performance standards, and monitoring performance levels.

Interactional justice

reflects the degree to which people are given information about different reward procedures and are treated with dignity and respect.

single loop learning

reviewing data and facts and identifying the underlying root causes from the information gathered

Great Man Theory

suggests that some individuals are born with characteristics that naturally make them skilled leaders

Golem effect

the Golem effect is also true—leaders who have little faith in their followers' ability to accomplish a goal are rarely disappointed. Thus a leader's expectations for a follower or team have a good chance of becoming a self-fulfilling prophecy

Framing

the leadership competency of helping a group or community recognize and define its opportunities and issues in ways that result in effective action. Framing helps the group or community decide what needs to be done, why it is important that it be done, and how it is to be done, and communicate that in clear and compelling ways.

neuroleadership

the use of studies of the brain (brain chemistry, activity, structures, and processes) to help improve people's ability to lead other people, especially in business. Neuroleadership attempts to apply cognitive science to such concepts as situational awareness, stress tolerance, focus, motivation, personality, values, judgment and decision-making, followership, and leadership, and it has become a major enterprise

Dysfunctional turnover

unhealthy: when the "best and brightest" in an organization become dissatisfied and leave

Leadership Pipeline

useful model for explaining where leaders need to spend their time, what they should be focusing on and what they should be letting go, and the types of behaviors they need to exhibit as they move from first-line supervisor to functional manager to CEO