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MADM 701 > Chapter 14 - Great Leaders - An Evidence-Based Approach > Flashcards

Chapter 14 - Great Leaders - An Evidence-Based Approach Flashcards

1
Q

10 qualities that help make great leaders and shape managerial successes

A

(1) honesty
(2) ability to delegate
(3) communication
(4) sense of humor
(5) confidence
(6) commitment
(7) positive attitude
(8) creativity
(9) intuition
(10) ability to inspire

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2
Q

Three “Faces” of Leaders

A

(1) manager (disciplined, rational, organizing, controlling, intellect, strategic, decision maker)
(2) artist (curious, independent, creative, emotional,
innovator)
(3) priest (ethical, pure, empathetic, inspiring, comforting, transcendent)

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3
Q

Shifting Roles of Leaders

A
  • moving from a local to a global focus
  • following the market
  • seeking innovation
  • being open
  • staying intent on the quality of the execution rather than the idea
  • remaining inquisitive and innovative
  • being a networker rather than the lone ranger
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4
Q

Generational Differences in the View of Leadership

A
  • many young (Gen Y), capable new employees actively avoid the prospect of becoming a leader or manager, because the idea of managing itself is obsolete, exhausting, irrelevant, and an unfashionable career choice
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5
Q

The e-boss

A
  • focuses on speed, technology, high risk taking, and megaprofits in short periods of time.
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6
Q

Types of Charismatic

Leadership Styles

A
  • Envisioning (Creating a picture of the future—or a desired future state—with which people can identify and that can generate excitement)
  • Energizing (Directing the generation of energy, the motivation to act, among members of the organization)
  • Enabling (Psychologically helping people act or perform in the face of challenging goals)
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7
Q

2 Classic Leadership Styles

A
  1. Task style. The leader organizes and defines roles for members of the work group; the leader explains the tasks that group members are to do and when, where, and how they are to do them.
  2. Relationship style. The leader has close, personal relationships with the members of the group, and there is open communication and psychological and emotional support.
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8
Q

Styles based on the maturity level of work group members (Hersey and Blanchard)

A
  1. Telling style. This is a high-task, low-relationship style and is effective when followers are at a very low level of maturity.
  2. Selling style. This is a high-task, high-relationship style and is effective when followers are on the low side of maturity.
  3. Participating style. This is a low-task, high relationship style and is effective when followers are on the high side of maturity.
  4. Delegating style. This is a low-task, low-relationship style and is effective when followers are at a very high level of maturity.
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9
Q

10 Behaviors and approaches of great leaders (House and Podsakoff)

A
  1. Vision
  2. Passion and self-sacrifice
  3. Confidence, determination, and persistence.
  4. Image building
  5. Role modeling
  6. External representation
  7. Expectations of and confidence in followers
  8. Selective motive arousal
  9. Frame alignment
  10. Inspirational communication
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10
Q

Vision

A

Great leaders articulate an ideological vision that describes a better future to which the followers have a moral right.

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11
Q

Passion and self-sacrifice

A

Great leaders display a passion for, and have a strong conviction of, the moral correctness of their vision. They engage in outstanding or extraordinary behavior and make extraordinary self sacrifices in the interest of their vision and the mission.

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12
Q

Confidence, determination, and persistence

A

Great leaders display a high degree of faith in themselves and in the attainment of the vision they articulate. Theoretically, such leaders need to have a very high degree of self-confidence and moral conviction because their mission usually challenges the status quo and, therefore, is likely to offend those who have a stake in preserving the established order.

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13
Q

Image building

A

Great leaders are self-conscious about their own image. They recognize that they must be perceived by followers as competent, credible, and trustworthy.

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14
Q

Role modeling

A

Leader image building sets the stage for effective role modeling because followers identify with the values of role models who are perceived positively.

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15
Q

External representation

A

Great leaders act as the spokesperson for their organization and symbolically represent the organization to external constituencies

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16
Q

Expectations of and confidence in followers

A

Great leaders communicate high performance expectations to their followers and strong confidence in their followers’ ability to meet such expectations

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17
Q

Selective motive arousal

A

Great leaders selectively arouse those motives of followers that are of special relevance to the successful accomplishment of the vision and mission.

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18
Q

Frame alignment

A

To persuade followers to accept and implement change, great leaders engage in frame alignment. This refers to the linkage of individual and leader interpretive orientations such that some set of followers’ interests, values, and beliefs, as well as the leader’s activities, goals, and ideology, becomes congruent and complementary.

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19
Q

Inspirational communication

A

Great leaders often, but not always, communicate their messages in an inspirational manner using vivid stories, slogans, symbols, and ceremonies.

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20
Q

Guidelines for Authentic and Effective Leadership

A
  1. You must make sure that every follower fully understands the main message that guides the future direction you have chosen to pursue.
  2. You must be consistent with your principles, beliefs, and values.
  3. You need to provide appropriate reinforcing recognition for the contributions made by each follower.
  4. Build ownership in the mission you are pursuing.
  5. Build PsyCap (confidence, hope, optimism, and resiliency) in yourself and others.
  6. Explore the future with others and help each other bring it to the present.
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21
Q

Three Interpersonal Leader / Manager Roles

A
  • arises directly from formal authority and refer to the relationship between the manager and others
    1. figurehead role
    2. leader role
    3. liaison role
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22
Q

Figurehead role

A
  • a symbol of the organization (because of the formal position)
  • has ceremonial duties
23
Q

Leader role

A
  • uses his or her influence to motivate and encourage subordinates to accomplish organizational objectives
24
Q

Liaison role

A
  • This role recognizes that managers often spend more time interacting with others outside their unit (with peers in other units or those completely outside the organization) than they do working with their own leaders and subordinates
25
Q

Three Informational Roles

giving and receiving information

A
  1. Monitor (continually scanning the environment
    and probing subordinates, bosses, and outside contacts and the Internet for information)
  2. Disseminator (distributes information)
  3. Spokesperson (the manager provides information to outsiders)
26
Q

Four Decisional Roles

act on information

A
  1. Entrepreneur (initiates the development of a project and assembles the necessary resources)
  2. Disturbance handler (reactive to the problems and pressures of the situation)
  3. Resource allocator (decides who gets what)
  4. Negotiator (spends time at all levels in the give-and-take of negotiating with subordinates, bosses, and outsiders)
27
Q

Planning/Coordinating

A

a. setting goals and objectives
b. defining tasks needed to accomplish goals
c. scheduling employees, timetables
d. assigning tasks and providing routine instructions
e. coordinating activities of each work group member to keep work running smoothly
f. organizing the work

28
Q

Staffing

A

a. developing job descriptions for position openings
b. reviewing applications
c. interviewing applicants
d. hiring
e. contacting applicants to inform them of being hired or not
f. “filling in” where needed

29
Q

Training/Developing

A

a. orienting employees, arranging for training seminars, etc.
b. clarifying roles, duties, job descriptions
c. coaching, mentoring, walking work group members through task
d. helping work group members with personal development plans

30
Q

Decision Making/Problem Solving

A

a. defining problems
b. choosing between two or more alternatives or strategies
c. handling day-to-day operational crises as they arise
d. weighing the trade-offs; cost-benefit analyses
e. actually deciding what to do
f. developing new procedures to increase efficiency

31
Q

Processing Paperwork

A

a. processing mail
b. reading reports, in-box
c. writing reports, memos, letters, etc.
d. routine financial reporting and bookkeeping
e. general desk work

32
Q

Exchanging Routine Information

A

a. answering routine procedural questions
b. receiving and disseminating requested information
c. conveying results of meetings
d. giving or receiving routine information over the phone and e-mail
e. staff meetings of an informational nature (status update, new company policies, etc.)

33
Q

Monitoring/Controlling Performance

A

a. inspecting work
b. walking around and checking things out, touring
c. monitoring performance data (e.g., computer printouts, product, financial reports)
d. preventive maintenance

34
Q

Motivating/Reinforcing

A

a. allocating formal organizational rewards
b. asking for input, participation
c. conveying appreciation, compliments
d. giving credit where due
e. listening to suggestions
f. giving positive performance feedback
g. increasing job challenge
h. delegating responsibility and authority
i. letting work group members determine how to do
their own work
j. sticking up for the group to managers and others, backing a work group member

35
Q

Disciplining/Punishing

A

a. enforcing rules and policies
b. nonverbal glaring, harassment
c. demotion, firing, layoff
d. any formal organizational reprimand or notice
e. “chewing out” a work group member, criticizing
f. giving negative performance feedback

36
Q

Interacting with Outsiders

A

a. public relations
b. customers
c. contacts with suppliers, vendors
d. external meetings
e. community service activities

37
Q

Managing Conflict

A

a. managing interpersonal conflict between work group members or others
b. appealing to higher authority to resolve a dispute
c. appealing to third-party negotiators
d. trying to get cooperation or consensus between conflicting parties
e. attempting to resolve conflicts between a work group member and self

38
Q

Socializing/Politicking

A

a. non-work-related chitchat (e.g., family or personal matters)
b. informal “joking around,” B.S.ing
c. discussing rumors, hearsay, grapevine
d. complaining, griping, putting others down
e. politicking, gamesmanship

39
Q

Routine communication (29%)

A

Exchanging information

Handling paperwork

40
Q

Traditional management (32%)

A

Planning
Decision making
Controlling

41
Q

Networking (19%)

A

Interacting with outsiders

Socializing/Politicking

42
Q

Human resource Management (20%)

A 
Motivating/Reinforcing
Disciplining/Punishing
Managing conflict
Staffing
Training/Developing
43
Q

What Do Successful Managers Do?

A
  • Of the four major activities, only networking had a statistically significant relationship with success
  • Human resource management
    activities made the least relative contribution
44
Q

cesspool syndrome

A
  • organizations in decline lose their best employees first, leaving behind the “dreck,” which then floats to the top
  • although being successful as opposed to effective may seem less desirable to the organization, from an individual manager’s perspective, it may be part of an effective career strategy
45
Q

What Do Effective Managers Do?

A

(1) getting the job done through high quantity and quality standards of performance
(2) getting the job done through people, requiring their satisfaction and commitment
- It was found that communication and human resource management activities made by far the largest relative contribution to the managers’ effectiveness and that the traditional management activities, and especially the networking activities, made by far the least relative contribution

46
Q

“dark side” to leadership

A

This negative side of leadership includes power bases derived from the Communist era, which demanded loyalty at any cost. This form of leadership created an increasing escalation of commitment to various courses of action (e.g., the Russian armed conflicts with Chechnya) and takes advantage of a halo effect derived from leaders and a sense of nationalism (“Mother Russia” combined with the continued popularity of the Stalin legacy).

47
Q

What Skills Do Leaders Need?

A
  1. Cultural flexibility. In international assignments this skill refers to cultural awareness and sensitivity. In domestic organizations the same skill could be said to be critical for success in light of increasing diversity. Leaders must have the skills not only to manage but also to recognize and celebrate the value of diversity in their organizations.
  2. Communication skills. Effective leaders must be able to communicate—in written form, orally, and nonverbally.
  3. HRD skills. Because human resources are so much a part of leadership effectiveness, leaders must have human resource development (HRD) skills of developing a learning climate, designing and conducting training programs, transmitting information and experience, assessing results, providing career counseling, creating organizational change, and adapting learning materials.
  4. Creativity. Problem solving, innovation, and creativity provide the competitive advantage in today’s global marketplace. Leaders must possess the skills to not only be creative themselves but also provide a climate that encourages creativity and assists their people to be creative.
  5. Self-management of learning. This skill refers to the need for continuous learning of new knowledge and skills. In this time of dramatic change and global competitiveness, leaders must undergo continuous change themselves. They must be self-learners.
48
Q

10 most valuable management skills

Whetten and Cameron

A
  1. Verbal communication (including listening)
  2. Managing time and stress
  3. Managing individual decisions
  4. Recognizing, defining, and solving problems
  5. Motivating and influencing others
  6. Delegating
  7. Setting goals and articulating a vision
  8. Self-awareness
  9. Team building
  10. Managing conflict
49
Q

Three characteristics of Leadership Skills

Whetten and Cameron

A
  1. The skills are behavioral. They are not traits or, importantly, styles. They consist of an identifiable set of actions that leaders perform and that result in certain outcomes.
  2. The skills, in several cases, seem contradictory or paradoxical. For example, they are neither all soft- nor all hard-driving, oriented neither toward teamwork and interpersonal relations exclusively nor toward individualism and entrepreneurship exclusively.
  3. The skills are interrelated and overlapping. Effective leaders do not perform one skill or one set of skills independent of others. In other words, effective leaders are multiskilled.
50
Q

Whetten and Cameron Model of Personal Skills

A
  1. Developing Self-Awareness
  2. Managing Stress
  3. Solving Problems Creatively
  4. Communicating Supportively
  5. Gaining Power and Influence
  6. Motivating Others
  7. Managing Conflict
51
Q

authentic leadership development (ALD)

A
  • life’s both planned or unplanned “moments that matter” can be accelerated
  • heredity, life events, and specific leadership experiences all affect one’s ALD
  • ALD process can be accelerated by both negative (e.g., painful life events such as being unjustly fired, loss of a loved one, or a heart attack) and positive (finding out what is really important such as helping a friend or traveling to a foreign country) moments
  • the ALD process can be proactively accelerated by starting with a desired end-point, enhanced self awareness (both understanding your actual self and your potential best self) and self-regulation
52
Q

Effective Coaching

A
  • to move away from the concept that “managing equals controlling” and forward to the idea that “managing equals creating a context for coaching.”
53
Q

Tactics that support effective coaching

A

accessibility, attention, validation, empathy, support, compassion, and consistency

54
Q

degrees of separation

A
  • the chain of acquaintances between them
  • Forty years ago a study found that there were at most six degrees of separation between any two people in America
  • even with the great increase in population, this has become only 4.6 degrees of separation.

MADM 701 (14 decks)

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