Chapter 4: Leadership Development Flashcards
What is Leadership?
The process of influencing others to achieve a certain outcome.
The behavioral process of influencing individuals and groups toward set goals
A process that includes influencing the task objectives and strategies of a group or organization, influencing the people in the organization to implement the strategies, and achieve the objectives, influencing group maintenance and identification, and influencing the culture of the organization.
Name 3 aspects to coaching leadership based on Vella and colleagues’ research.
The coach–athlete relationship does not directly affect athlete outcomes but rather acts as a mediating variable between coach behavior and athlete outcomes.
Coach leadership behaviors are used to bring about the athlete outcomes of competence, confidence, connection, and character.
Coach leadership behaviors are determined by the coaching context, the coach’s personal characteristics, and athlete characteristics.
What are the 4 main approaches to studying leadership that we highlighted by Carron, Hausenblas, and Eys (2005)?
- Universal Traits
- Situational Traits
- Universal Behavior
- Situational Behavior
What is the Universal Traits Approach to studying leadership?
Seeks to understand which personality traits characterize the most successful leaders. Identifying these typical personality traits would, in theory, enable one to select natural born leaders. This approach, though, has been largely dismissed as being too simplistic since a single set of key personality traits could not be found and because it fails to account for the broad range of people who are successful in leadership roles.
What is the Situational Traits Approach to studying leadership?
Focuses on both the traits of the person and the characteristics of the specific situation. The approach works on the assumption that some personality types will be more effective in some situations than others, as proposed in Fiedler’s (1967) contingency theory of leadership. The extension of this line of thinking is that leaders are born to be effective in certain situations, but they cannot be successful in all types of environments. Examples of the sorts of traits that have been historically linked to successful leadership include confidence, decision making, delegation, creativity, and authority (Cotterill, 2012).
What is the Universal Behavior Approach to studying leadership? What are the 4 styles that have emerged from this?
Suggests that individuals are not born as leaders or followers but that leadership can be developed.
Four main styles have emerged from this approach (Cotterill, 2012):
- Concern for task: a focus on achieving specific objectives
- Concern for people: seeking to understand the people you lead
- Directive leadership: making decisions for others
- Participative leadership: sharing decisions with others
What is the Situational Behavior Approach to studying leadership?
Focuses on identifying behaviors that are successful in specific situations. Examples of behaviors that have been associated with effective leadership include leading by example, communicating effectively, asking for feedback, treating everyone fairly, listening, and acting consistently. Positive behaviors in a coach’s leadership approach include asking questions and asking for the input of athletes, while at the same time being effective in communicating why certain decisions were made rather than simply what the decision is.
What is the Mediational Model of Leadership?
Seeks to embed a range of factors, including leadership behavior and subordinate perceptions. The core components of the model are coach behaviors, athletes’ perceptions of and recall of these behaviors, and athletes’ evaluative reactions to the coach.
What is the Multi Dimensional Model of Leadership?
This model, developed by Chelladurai (1978), focuses on the congruence between three categories of leadership behaviors: REQUIRED, ACTUAL, and PREFERRED behaviors.
What is Transformational Leadership?
The leader transforms the aspirations and attitudes of group members and subordinate leaders by creating and articulating a new mission for the group.
What are the 4 leader behaviors that were found in Transformational Leadership that were the most impactful and what do they mean?
- Idealized Influence: Behavior that seeks to instill pride in the group members, set a good example, and earn the respect of the group.
- Inspirational Motivation: Refers to leaders motivating and inspiring those around them by developing a collective purpose and shared vision
- Intellectual Stimulation: When the leader and participant efforts are more creative and innovative as a result of questioning assumptions, reframing problems, and encouraging creativity in one another.
- Individualized Consideration: Suggests that leaders grow future leaders by paying attention to each individual participant’s needs for achievement and growth.
What is Authentic Leadership?
A “pattern of leader behavior that draws upon and promotes both positive psychological capacities and a positive ethical climate, to foster greater self-awareness, internalized moral perspective, balanced processing of information, and relational transparency on the part of leaders working with followers, fostering positive self-development” (Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008, p. 90).
What are 3 characteristics of an Authentic Leader?
- Leads with a purpose
- Gives more consideration to contextual and organizational factors that influence the effectiveness of leadership
- Ensures the psychological well-being of followers
What does the Authentic Leadership concept of followership refer to?
Create transparent two-way relationships with athletes (Bandura & Kavussanu, 2018). Through the creation of these meaningful relationships, authentic leaders raise levels of follower commitment, motivation, and positive emotion, and they facilitate positive follower behaviors such as active engagement and independent critical thinking (Sağnak & Kuruőz, 2016).
What are the 4 coach-athlete relationship frameworks, and how are they described?
- Closeness: Reflected in mutual feelings of trust and respect that result from appraisals of coaches’ and athletes’ relationship experiences.
- Commitment: Represented in coaches’ and athletes’ long-term orientation toward the relationship. This orientation includes thoughts of attachment and the intention to maintain the athletic relationship.
- Complementary: Reflected in coaches’ and athletes’ actions of cooperation.
- Co-orientation: Includes reciprocal behavior whereby, for example, the coach instructs while the athlete follows instructions.
