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STUDY FLASHCARDS > BME 2102 Module 9- LEADERSHIP > Flashcards

BME 2102 Module 9- LEADERSHIP Flashcards

1
Q

The ability to influence a group toward the achievement of a vision or set f goals

A

Leadership

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2
Q

Focus on personal qualities and characteristics that differentiate leaders from nonleader

A

Trait Theories of Leadership

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3
Q

-Effective problem-solving skills
-Imagination, creativity, willingness to experiment with unproven methods o
-Technical and professional competence, or knowledge of a particular business

A

Cognitive skills or mental ability and knowledge

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4
Q

Six traits on which leaders tend to differ from nonleaders are

A

a. Ambition and energy b. Desire to lead
c. Honesty and integrity
d. Self-confidence
e. Intelligence
f. Knowledge

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5
Q

involves consistency and integrity

A

Trustworthiness

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6
Q

refers to reliability and predictability

A

Consistency

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7
Q

centers on telling the truth and keeping promises

A

Integrity

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8
Q

is related to trustworthiness and being more concerned about the welfare of others than self

A

Authenticity

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9
Q

a major contributor to leadership effectiveness

A

Emotional intelligence

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10
Q

Personality traits

A

-Self-awareness
-Self-confidence
-Trustworthiness
-Consistency
-Integrity
-Authenticity
-Emotional intelligence

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11
Q

Need for power and achievement are closely associated with leadership effectiveness

A

Motives

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12
Q

theories proposing that specific behaviors differentiate leaders from nonleaders

A

Behavioral approach to leadership

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13
Q

found two behaviors that accounted for most leadership behavior described by employees

A

Ohio State Studies

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14
Q

is the extent to which a leader is likely to define and structure his or her role and those of employees in the search for goal attainment.

A

Initiating Structure behavior

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15
Q

is the extent to which the leader is likely to have job relationships characterized by mutual trust, respect for subordinates ideas, and regard for their feelings.

A

Consideration behavior

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16
Q

suggests there are international differences in preference for initiating structure and consideration.

A

GLOBE(Global Effectiveness and Organizational Behavior Effectiveness) Study

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17
Q

believes that the best style of leadership depends on factors relating to group members and the work setting.

A

Contingency theories of leadership

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18
Q

the theory that effective groups depend on a proper match between a leader’s style of interacting, with subordinates and the degree to which the situation gives control to the leader.

A

Fiedler contingency model

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19
Q

questionnaire to measure whether a person is task or relationship-oriented.

A

Least Preferred Coworker (LPC)

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20
Q

the degree of confidence, trust, and respect members have in their leader.

A

Leader-member relations (good/poor)

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21
Q

the degree to which the job assignments are procedurized (that is, structured or unstructured).

A

Task structure (high/low)

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22
Q

is the degree of influence a leader has over power variables such as hiring, firing, discipline, promotions, and salary increases.

A

Position power (strong/weak)

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23
Q

Leadership Style Required

A

Follower Readiness

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24
Q

Give clear and specific directions

A

Unable and unwilling

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25
Q

Display high task orientation to compensate for lack of ability and high relationship orientation to get them “buy into the leader’s desires.

A

Unable and willing

26
Q

Use a supportive and participative style.

A

Able and unwilling

27
Q

Does not need to do much

A

Able and willing

28
Q

states that it is the leader’s job to assist followers in attaining their goals and to provide the necessary direction and/or support to ensure that their goals are compatible with the overall objectives of the firm.

A

Path-goal theory

29
Q

involves initiating structure, setting guidelines on standards, and conveying expectations. This results to greater employee satisfaction when tasks are ambiguous or stressful than when they are highly structured and well laid out.

A

Directive leadership

30
Q

showing concern for the well-being of group members and developing mutually satisfying relationships. It results in high employee performance and satisfaction when employees are performing structured tasks.

A

Supportive leadership

31
Q

relates leadership behavior to subordinate participation in decision making.

A

The leader-participation model

32
Q

argues that because of time pressures, leaders establish a special relationship with a small group of their followers. These individuals make up the ingroup—they are trusted, get a disproportionate amount of the leader’s attention, and are more likely to receive special privileges. Other followers fall into the outgroup.

A

The leader-member exchange (LMX) theory

33
Q

states that followers make attributes of heroic or extraordinary leadership abilities when they observe certain behaviors.

A

Charismatic leadership theory

34
Q

are characterized to have a vision, they are willing to take personal risks to achieve that vision, they are sensitive to follower needs, and they exhibit behaviors that are out of the ordinary.

A

Charismatic leaders

35
Q

Many leaders don’t necessarily act in the best interest of their companies. Many have allowed their personal goals to override the goals of the organization. Narcissistic individuals are also in some higher behaviors associated with charismatic leadership

A

The Dark Side of Charismatic Leadership

36
Q

leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements.

A

Transactional leaders

37
Q

leaders who inspire followers to transcend their own self-interests and who are capable of having a profound and extraordinary effect on followers.

A

Transformational leaders

38
Q

Research indicates that transformational leadership is more strongly correlated than transactional leadership with lower turnover rates, higher productivity, lower employee stress and burnout, and higher employee satisfaction

A

Transformational leadership versus transactional leadership

39
Q

Charismatic leadership places more emphasis on the way leaders communicate (are they passionate and dynamic?), while transformational leadership focuses more on what they are communicating (is it a compelling vision?). Both focus on the leader’s ability to inspire followers.

A

Transformational versus Charismatic Leadership

40
Q

leaders who know who they are, know what they believe in and value, and act on those values and beliefs openly and candidly. Their followers would consider them to be ethical people. The primary quality produced by authentic leadership is trust. They share information, encourage open communication, and stick to their ideals. The result: People come to have faith in them.

A

Authentic Leaders

41
Q

are leaders who treat their followers with fairness, especially by providing honest, frequent, and accurate information.

A

Ethical leaders

42
Q

leadership that conveys other-centered values by leaders who model ethical conduct

A

socialized charismatic leadership

43
Q

is an approach to leadership focused on serving others

A

Servant leadership

44
Q

go beyond their self-interest and focus on opportunities to help followers grow and develop

A

Servant leaders

45
Q

is a positive expectation that another will not act opportunistically. It implies familiarity and risk.

A

Trust

46
Q

refers to honesty and truthfulness

A

Integrity

47
Q

means the trusted person has your interests at heart

A

Benevolence

48
Q

encompasses an individual’s technical and interpersonal knowledge and skills

A

Ability

49
Q

-Integrity
-Benevolence
-Ability

A

Three characteristics of a trustworthy leader

50
Q

refers to how likely a particular employee is to trust a leader. Some people are simply more likely to believe others can be trusted.

A

Trust propensity

51
Q

in the work context, trust in an employment relationship may be built on very different perceptions from culture to culture.

A

Trust and Culture

52
Q

We come to trust people by observing their behavior over a period of time.

A

The Role of Time

53
Q

Once it has been violated, trust can be regained, but only in certain situations and depending on the type of violation.

A

Regaining Trust

54
Q

is a senior employee who sponsors and supports a less-experienced employee, called a protégé

A

A mentor

55
Q

says leadership is merely an attribution people make about other individuals.

A

The attribution theory of leadership

56
Q

There are times when leaders are not needed. Experience and training are among the substitutes that can replace the need for a leader’s support or ability to create structure

A

Substitutes for and Neutralizers of Leadership

57
Q

are attributes that make it impossible for a leader to make any difference to follower outcome.

A

Neutralizers

58
Q

This area needs more research. Today’s managers and employees are increasingly linked by networks rather than geographic proximity.

A

Online Leadership

59
Q

Reviewing specific requirements for the position such as knowledge, skills, and abilities needed to the job effectively. Consider personality tests to identify leadership traits. Situation-specific experience is relevant.

A

Selecting Leaders

60
Q
  • Leadership training is likely to be more successful with high self-monitors.  Teach implementation skills.
  • Teach trust building, mentoring, and situational-analysis.
  • Behavioral training through modeling exercises can increase an individual’s charismatic leadership qualities. -Review leadership after key organizational events.
  • Train in transformational leadership skills.
A

Training Leaders

61
Q

Hire candidates whom you believe are ethical and trustworthy for management roles and train current managers in your organization’s ethical standards in order to increase leadership effectiveness.

A

Implications for Managers

62
Q

I
N
F
L
U
E
N
C
E

A
  • integrity
  • nurture
  • faith
  • listen
  • understand
  • encourage/enhance/empower
  • navigate
  • connect
  • enlarge

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