Leadership - 15%

3.2.6 Differentiate between listening and hearing. (p. 69)

hearing is when sound reaches your ears while listening is when it reaches your brain. In more detail, hearing is merely the ability of the ear to sense and receive sounds. Listening is more of a conscious effort to interpret the sounds and requires mental effort

3.1.3 What does Posner list as the most important traits? (p. 54)

honest, forward-looking, competent, inspiring, and intelligent.

3.1.2 What did the Hay Group identify as the most important leadership traits? (p. 54)

trustworthiness, and the ability to communicate

3.2.5 What are the barriers to communication? Describe each. (p. 68)

. Culture, Background, and Bias - Although these elements are helpful to communication when they permit a background to understand something new, they are detrimental when they form a barrier by changing the message. 2. Noise - Noise may be audible or may take the form of thoughts clouding reception of a message. 3. Ourselves - An individual's defensiveness or feelings of superiority can interfere with the message. 4. Perception - The feelings held on the speaker may affect an individual's ability to receive an uncluttered message. 5. Message - Distractions happen when the focus is on individual facts rather than the idea. 6. Environmental - Bright lights, an attractive person, unusual sights, or any other stimulus can be a potential distraction. 7. Smothering - When we assume that listeners already know the facts there is a risk of withholding the information that they may already know. 8. Stress - What we see and believe at a given moment is influenced by our psychological frames of references - our beliefs, values, knowledge, experiences, and goals

3.1.10 Use the Managerial Grid to identify and describe four types of leaders. (p. 60-61)

1. Authoritarian (9 on task, 1 on people = high task, low relationship) - People who get this rating are very much task oriented and are hard on their workers (autocratic). There is little or no allowance for cooperation or collaboration. Heavily task oriented people display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it; they are intolerant of what they see as dissent (it may just be someone's creativity), so it is difficult for their subordinates to contribute or develop. 2. Team Leader (9 on task, 9 on people = high task, high relationship) - This type of person leads by positive example and endeavors to foster a team environment in which all team members can reach their highest potential, both as team members and as people. They encourage the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They normally form and lead some of the most productive teams. 3. Country Club (1 on task, 9 on people = low task, high relationship) - This person uses predominantly reward power to maintain discipline and to encourage the team to accomplish its goals. Conversely, they are almost incapable of employing the more punitive coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members. 4. Impoverished (1 on task, 1 on people = low task, low relationship) - A leader who uses a "delegate and disappear" management style. Since they are not committed to either task accomplishment or maintenance, they essentially allow their team to do whatever it wishes and prefer to detach themselves from the team process by allowing the team to suffer from a series of power struggles

3.2.12Describe the categories of feedback. (p. 72)

1. Evaluative - Making a judgment about the worth, goodness, or appropriateness of the other person's statement. 2. Interpretive - Paraphrasing: attempting to explain what the other person's statement means. 3. Supportive - Attempting to assist or bolster the other communicator. 4. Probing - Attempting to gain additional information, continue the discussion, or clarify a point. 5. Understanding - Attempting to discover completely what the other communicator means by her statements.

3.2.15Describe the most common types of non-verbal communications. (p. 72-73)

1. Eye Contact - This helps to regulate the flow of communication. It signals interest in others and increases the speaker's credibility. People who make eye contact open the flow of communication and convey interest, concern, warmth, and credibility. 2. Facial Expressions - Smiling is a powerful cue that transmits happiness, friendliness, warmth, and liking. So, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and people will react favorably. They will be more comfortable around you and will want to listen more. 3. Gestures - If you fail to gesture while speaking you may be perceived as boring and stiff. A lively speaking style captures the listener's attention, makes the conversation more interesting, and facilitates understanding. 4. Posture and Body Orientation - You communicate numerous messages by the way you talk and move. Standing erect and leaning forward communicates to listeners that you are approachable, receptive and friendly. Interpersonal closeness results when you and the listener face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided as it communicates disinterest. 5. Proximity - Cultural norms dictate a comfortable distance for interaction with others. You should look for signals of discomfort caused by invading the other person's space. Some of these are: rocking, leg swinging, tapping, and gaze aversion. 6. Vocal - Speaking can signal nonverbal communication when you include such vocal elements as: tone, pitch, rhythm, timbre, loudness, and inflection. For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms of many speakers is that they speak in a monotone voice. Listeners perceive this type of speaker as boring and dull

3.1.6 The four factors of leadership include what? Describe each. (p. 56)

1. Follower - Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee. A person who lacks motivation requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature, such as needs, emotions, and motivation. You must become familiar with your employees' be, know, and do attributes. 2. Leader - You must have an honest understanding of who you are, what you know, and what you can do. Also, note that it is the followers, not the leader who determines if a leader is successful. If they do not trust or lack confidence in their leader, then they will be uninspired. To be successful you have to convince your followers, not yourself or your superiors, that you are worthy of being followed. 3. Communication - You lead through two-way communication. Much of it is nonverbal. For instance, when you "set the example," that communicates to your people that you would not ask them to perform anything that you would not be willing to do. What and how you communicate either builds or harms the relationship between you and your employees. 4. Situation - All are different. What you do in one situation will not always work in another. You must use your judgment to decide the best course of action and the leadership style needed for each situation. For example, you may need to confront an employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective.23

3.1.5 List the leadership principles of the American Army. (p. 54-55)

1. Know Yourself and Seek Self-Improvement - In order to know yourself, you have to understand your be, know, and do attributes. Seeking self-improvement means continually strengthening your attributes. This can be accomplished through self-study, formal classes, reflection, and interacting with others. 2. Be Technically Proficient - As a leader, you must know your job and have a solid familiarity with your employees' tasks. 3. Seek Responsibility and Take Responsibility For Your Actions - Search for ways to guide your organization to new heights. And when things go wrong - they always do sooner or later - do not blame others. Analyze the situation, take corrective action, and move on to the next challenge. 4. Make Sound and Timely Decisions - Use good problem solving, decision making, and planning tools. 5. Set the Example - Be a good role model for your employees. They must not only hear what they are expected to do, but also see. 6. Know Your People and Look Out for Their Well-Being - Know human nature and the importance of sincerely caring for your workers. 7. Keep Your Workers Informed - Know how to communicate with not only them, but also seniors and other key people. 8. Develop a Sense of Responsibility in Your Workers - Help to develop good character traits that will help them carry out their professional responsibilities. 9. Ensure That Tasks are Understood, Supervised, and Accomplished - Communication is the key to this responsibility. 10. Train as a Team - Although many so-called leaders call their organization, department, section, etc. a team; they are not really teams, they are just a group of people doing their jobs. 11. Use the Full Capabilities of Your Organization - By developing a team spirit, you will be able to employ your organization, department, section, etc. to its fullest capabilities.

3.2.10Describe the four listening styles as well as the positive and negative aspects ofeach. (p. 70-71)

1. People-Oriented - These listeners show a strong concern for others and their feelings, and are externally focused. They will focus on emotions and may seem vulnerable. They may associate so strongly with others they do not see limitations and faults, and may be drawn into unwise relationships. They also may be seen as intrusive when they seek to connect with others who are not so relationship-oriented. 2. Content-Oriented - Listeners who are content-oriented are interested more in what is said than who is saying it or what they are feeling. They assess people more by how credible they are and will seek to test expertise and truthfulness. They focus on facts and evidence and happily probe into detail. They can run into trouble when they ignore the ideas and wishes of the otherperson and may reject information because it does not have sufficient supporting evidence. 3. Action-Oriented - These Listeners are interested in what will be done, what actions will happen, and when and who will do them. They look for plans of action and like clear, crisp descriptions and answers that are grounded in concrete reality. They like structure, bullet-points and numbered action items. On the other hand, they can be impatient and hurry speakers towards conclusions. They may also be critical of people who start with the big picture and talk in ideas or concepts which can lead them to be overly concerned with control and less with the well-being of other people. 4. Time-Oriented - Listeners who are time-oriented have their eyes constantly on the clock. They organize their day into neat compartments and will allocate time for listening, though will be very concerned if such sessions over-run. They manage this time focus by talking about time available and seeking short answers which are to the point. This may constrain and annoy people who are focused first on people elements and want to take as long as is needed.

3.2.16Name and describe the ten interview types. (p. 74)

1. Screening Interviews - Organizations use screening interviews to ensure that candidates meet minimum qualification requirements 2. Informational Interview - On the opposite end of the stress spectrum from screening interviews is the informational interview. These meetings are initiated by the applicant for a position and its purpose is for job seekers to seek the advice of someone in their current or desired field and to gain further references to people who can lend insight. During an informational interview, the jobseeker and employer exchange information and get to know one another better without reference to a specific job opening. 3. The Directive Style - In this style of interview, the interviewer has a clear agenda that he or she follows unflinchingly. Sometimes companies use this rigid format to ensure parity between interviews; when interviewers ask each candidate the same series of questions, they can more readily compare the results. 4. The Meandering Style - This interview type, usually used by inexperienced interviewers, relies on the candidate to lead the discussion. It might begin with a statement like "Tell me about yourself," and then the interviewer might ask other broad, openended questions before falling into silence. 5. The Stress Interview - This style of interview is designed to determine if a candidate has the aptitude to withstand the company culture, the clients or other potential stress. Candidates may be forced to wait extensive periods of time before the interview commences, face long silences or cold stares, or perform an impossible task on the fly. 6. The Behavioral Interview - Many companies increasingly rely on behavior interviews since they use employees' previous behaviors to indicate future performance. In these interviews, employers use standardized methods to mine information relevant to competency in a particular area or position. 7. The Audition - For some positions, such as computer programmers or trainers, it may be necessary to see a candidate in action. For this reason, a simulation or brief exercise may be used in order to evaluate skills. 8. The Group Interview - Interviewing several candidates simultaneously can give an organization a good sense of the candidates' relative potential and style. The group interview helps the company get a glimpse of how individuals interact with peers and use tools of persuasion 9. The Tag-Team Interview - This method of interviewing is often attractive for companies that rely heavily on team cooperation. Some organizations might have multiple people interview candidates simultaneously, while others have candidates pass through a series of interviews with different interviewers. 10. The Follow-up Interview - Many organizations bring candidates back for second and sometimes third or fourth interviews for a number of reasons - to confirm first impressions, to make a selection from a 'short-list', or to include Senior Management in the selection choice.4

3.2.8 What are the traits of active listeners? Describe each. (p. 69-70)

1. Spends more time listening than talking. 2. Does not finish the sentence of others. 3. Does not answer questions with questions. 4. Is aware of biases. We all have them...we need to control them. 5. Never daydreams or become preoccupied with their thoughts when others talk. 6. Lets the other speaker talk. Does not dominate the conversation. 7. Plans responses after the other person has finished speaking and not while they are speaking. 8. Provides feedback, but does not interrupt incessantly. 9. Analyzes by looking at all the relevant factors and asking open-ended questions. 10. Keeps the conversation on what the speaker says and not on what interests them. 11. Takes brief notes to help them concentrate on what is being said.37

3.2.3 What three things are needed for communication to occur? (p. 67)

1. Thought - First, information exists in the mind of the sender. This can be a concept, idea, information, or feelings. 2. Encoding - Next, a message is sent to a receiver in words or other symbols. 3. Decoding - Lastly, the receiver translates the words or symbols into a concept or information that he or she can understand.

3.1.8 Identify and define the four basic leadership theories. (p. 58)

1. Trait - Individuals are more likely to become leaders if they possess certain personality traits (such as those suggested above). 2. Behaviour - The actions of a leader depend on their personal orientation which can be concern for people, concern for task, directive, or participative. 3. Situation - A crisis or event can bring out dormant leadership qualities in a person as they rise to the occasion. 4. Transformational Leadership Theory - Individuals can decide to become leaders and undertake personal development to enhance their innate abilities.25

3.1.9 The Four Framework Approach to leadership describes four types of leaders who can be both effective and ineffective. Define each type of leader as an effective leader and ineffective and identify the focus for each. (p. 58-59)

1. Trait - Individuals are more likely to become leaders if they possess certain personality traits (such as those suggested above). 2. Behaviour - The actions of a leader depend on their personal orientation which can be concern for people, concern for task, directive, or participative. 3. Situation - A crisis or event can bring out dormant leadership qualities in a person as they rise to the occasion. 4. Transformational Leadership Theory - Individuals can decide to become leaders and undertake personal development to enhance their innate abilities. 2. Human Resources Framework - In an effective leadership situation, this leader is a catalyst and servant whose leadership style is to support, advocate, and empower. In an ineffective leadership situation, the leader is a pushover, whose leadership style is abdication and fraud. Human Resource leaders believe in people and communicate that belief, are visible and accessible, and move decision-making down into the organization. 3. Political Framework - In an effective leadership situation, the leader is an advocate, whose leadership style is coalition and building. In an ineffective situation, this leader can be a manipulative hustler. Political leaders clarify what they want and what they can get, assess the distribution of power and interests, build linkages to other stakeholders, and use persuasion first, then negotiation, and coercion only if necessary. 4. Symbolic Framework - In an effective leadership situation, the leader is a prophet, whose leadership style is inspiration. In an ineffective leadership situation, the leader is a fanatic or fool, whose leadership style is smoke and mirrors. Symbolic leaders view organizations as a stage or theater to play certain roles and give impressions. These leaders use symbols to capture attention, try to frame experience by providing plausible interpretations of experiences and discover and communicate a vision.

3.2.2 When does effective communication occur? (p. 67)

Effective communication, however, occurs only if the receiver understands the exact information or idea that the sender intended to transmit

3.2.4 Differentiate between content and context. (p. 67)

Content is the actual words or symbols of the message which is known as language - the spoken and written words combined into phrases that make grammatical and semantic sense. Context is the way the message is delivered and is known as Paralanguage - it includes the tone of voice, the look in the sender's eyes, body language, hand gestures, and state of emotions (anger, fear, uncertainty, confidence, etc.) that can be detected.

3.2.14Why is non-verbal communication used? (p. 72)

First, words have limitations and there are numerous situations where nonverbal communication is more effective than verbal. Second, nonverbal signals are powerful as they can often express feelings. Third, nonverbal messages are often more genuine because they cannot be controlled as easily as spoken words. Fourth, nonverbal signals can express feelings that may be inappropriate to put into words. Finally, this type of communication channel is necessary to help send complex messages.

3.2.9 What can you do in a work environment to promote better listening? (p. 70)

It can be as simple as, if you have something else on your mind, write it down before you start a conversation. With a note as a reminder, your mind is free to concentrate on the conversation. Another tip is to clear your desk, or whatever is between you and the speaker, so that you can focus on what the speaker is saying. Finally, do not accept phone calls while you are talking with someone else. Interrupting a conversation to take a call makes the person in the room with you feel unimportant and makes what you have to say seem unimportant.

3.2.7 What is the difference between passive and active listeners? (p. 69)

Passive listening is little more than hearing. It occurs when the receiver of the message has little motivation to listen carefully, such as when listening to music, story-telling, television, or when being polite. Active listening is a way of listening and responding to another person that improves mutual understanding.

3.2.17What questions should be avoided in an interview? (p. 75)

Questions about race, gender, religion, marital status, age, disabilities, ethnic background, country of origin, sexual preferences, or age should be avoided unless they are in some way relevant to the job.44

3.1.11Using the Style and Situation Model describe the different leadership styles. (p.61)

Telling (high task/low relationship behavior) - This style or approach is characterized by giving a great deal of direction to subordinates and by giving considerable attention to defining roles and goals. The style is recommended for dealing with new staff, menial or repetitive work, or tight deadlines. Leaders who employ this approach generally view subordinates as being unable or unwilling to perform well. Selling (high task/high relationship behavior) - Here, while most of the direction is still given by the leader, there is an attempt at encouraging people to 'buy into' the task. Sometimes characterized as a coaching approach, it is used when people are willing and motivated but lack the required experience or skills. Participating (high relationship/low task behavior) - Here decisionmaking is shared between leaders and followers and the main role of the leader is to facilitate and communicate. It entails high support and low direction and is used when people are able, but are perhaps unwilling or insecure. Delegating (low relationship/low task behavior) - The leader still identifies the problem or issue, but the responsibility for carrying out the response is given to followers. This entails having a high degree of competence and maturity.27

3.1.7 Differentiate between a task-oriented, transaction, and transformational leader.(p. 57)

The task-oriented leader focuses on the job, and concentrates on the specific tasks assigned to each employee to reach goal accomplishment. This leadership style may encounter the same motivation issues as autocratic leadership as it does not take people's needs into account. The transaction leader is given power to perform certain tasks and reward or punish for the team's performance. It gives the opportunity to the manager to lead the group and the group agrees to follow his lead to accomplish a predetermined goal in exchange for something else he transformation leader motivates its team to be effective and efficient. Communication is the base for goal achievement focusing the group in the final desired outcome or goal attainment. This leader is highly visible and uses chain of command to get the job done. Transformational leaders focus on the big picture, needing to be surrounded by people who take care of the details.

3.2.1 Define communication. (p. 67)

as the exchange and flow of information and ideas from one person to another and involves a sender transmitting an idea to a receiver

3.1.1 Is leadership a process or ability? (p. 53)

both

3.1.4 Is simply having the traits enough for a leader to inspire others? (p. 54)

it is not enough to possess these traits; they must be demonstrated on a regular basis and be observed by followers

3.2.13 - Define non-verbal communication. (p. 72)

s communication without words. It includes apparent behaviors such as facial expressions, eyes, touching, and tone of voice, as well as less obvious messages such as dress, posture, and spatial distance between two or more people.

3.2.11What is the purpose of feedback? (p. 71)

to change and alter messages so the intention of the original communicator is understood by the second communicator. It includes verbal and nonverbal responses to another person's message. Providing feedback is accomplished by paraphrasing the words of the sender. Restate the sender's feelings or ideas in your own words, rather than repeating their words. Your words should be saying,