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SOCIAL PSYCHOLOGY > CHAPTER 9: LEADERSHIP AND GROUP DECISION MAKING > Flashcards

CHAPTER 9: LEADERSHIP AND GROUP DECISION MAKING Flashcards

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1
Q

Getting group members to achieve the group’s goals.

A

Leadership

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2
Q

Perspective on leadership that attributes effective leadership to innate or acquired individual characteristics.

A

Great person theory

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3
Q

The five major personality dimensions of extraversion/ surgency, agreeableness, conscientiousness, emotional stability and intellect/openness to experience.

A

Big Five

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4
Q

Leaders who use a style based on giving orders to followers.

A

autocratic leaders

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5
Q

Leaders who use a style based on consultation and obtaining agreement and consent from followers.

A

Democratic leaders

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6
Q

Leaders who use a style based on disinterest in followers.

A

Laissez-faire leaders

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7
Q

Scale devised by the Ohio State leadership researchers to measure leadership behaviour and distinguish between ‘initiating structure’ and ‘consideration’ dimensions.

A

Leader behaviour description questionnaire (LBDQ)

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8
Q

Theories of leadership that consider the leadership effectiveness of particular behaviours or behavioural styles to be contingent on the nature of the leadership situation.

A

Contingency theories

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9
Q

Fiedler’s scale for measuring leadership style in terms of favourability of attitude towards one’s leastpreferred co-worker.

A

Least-preferred co-worker (LpC) scale

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10
Q

A high LPC score indicated a____________ leadership style because the respondent felt favourably inclined towards a fellow member even if he or she was not performing well.

A

relationship-oriented

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11
Q

A low LPC score indicated a __________ leadership style because the respondent was harsh on a poorly performing co-worker.

A

Task-oriented

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12
Q

Fiedler’s classification of task characteristics in terms of how much control effective task performance requires.

A

Situational control

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13
Q

A contingency theory of leadership that focuses on the effectiveness of different leadership styles in group decision-making contexts.

A

Normative decision theory (NDt)

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14
Q

NDT identifies three decision-making strategies among which leaders can choose, WHICH ARE?

A

AUTOCRATIC- subordinate input is not sought

CONSULTATIVE- subordinate input is sought, but the leader retains the authority to make the f inal decision

GROUP DECISION MAKING- leader and subordinates are equal partners in a truly shared decision-making process

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15
Q

subordinate input is not sought

A

AUTOCRATIC

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16
Q

subordinate input is sought, but the leader retains the authority to make the final decision

A

CONSULTATIVE

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17
Q

leader and subordinates are equal partners in a truly shared decision-making process

A

GROUP DECISION-MAKING

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18
Q

A contingency theory of leadership that can also be classified as a transactional theory – it focuses on how ‘structuring’ and ‘consideration’ behaviours motivate followers.

A

path–goal theory (pGt)

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19
Q

Approach to leadership that focuses on the transaction of resources between leader and followers. Also a style of leadership.

A

transactional leadership

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20
Q

Hollander’s transactional theory, in which followers reward leaders for achieving group goals by allowing them to be relatively idiosyncratic.

A

Idiosyncrasy credit

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21
Q

Theory of leadership in which effective leadership rests on the ability of the leader to develop goodquality personalised exchange relationships with individual members.

A

Leader–member exchange (LMX) theory

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22
Q

An early form of leadermember exchange (LMX) theory in which a sharp distinction is drawn between dyadic leadermember relations: the subordinate is treated as either an ingroup member or an outgroup member.

A

Vertical dyad linkage (VDL) model

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23
Q

Approach to leadership that focuses on the way that leaders transform group goals and actions – mainly through the exercise of charisma. Also a style of leadership based on charisma.

A

transformational leadership

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24
Q

three key components of transformational leadership:

A

1 individualised consideration (attention to followers’ needs, abilities and aspirations, in order to help raise aspirations, improve abilities and satisfy needs);

2 intellectual stimulation (challenging followers’ basic thinking, assumptions and practices to help them develop newer and better mindsets and practices); and

3 charismatic/inspiring leadership, which provides the energy, reasoning and sense of urgency that transforms followers (Avolio & Bass, 1987; Bass, 1985).

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25
Q

The most popular and widely used scale for measuring transactional and transformational leadership.

A

Multifactor leadership questionnaire (MLQ)

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26
Q

Leadership style based upon the leader’s (perceived) possession of charisma.

A

Charismatic leadership

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27
Q

We have a variety of schemas about how different types of leaders behave in different leadership situations. When a leader is categorized as a particular type of leader, the schema fills in details about how that leader will behave.

A

Leader categorization theory

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28
Q

Theory of influence in groups that attributes greater influence to those who possess both taskrelevant characteristics (specific status characteristics) and characteristics of a highstatus group in society (diffuse status characteristics). Also called expectation states theory.

A

Status characteristics theory

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29
Q

Development of social identity theory to explain leadership as an identity process whereby in salient groups prototypical leaders are more effective than less prototypical leaders.

A

Social identity theory of leadership

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30
Q

View that procedural justice within groups makes members feel valued, and thus leads to enhanced commitment to and identification with the group.

A

Group value model

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31
Q

Tyler’s account of how effective authority in groups rests upon fairness- and justice-based relations between leader and followers.

A

relational model of authority in groups

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32
Q

The fairness of the outcome of a decision.

A

Distributive justice

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33
Q

The fairness of the procedures used to make a decision.

A

procedural justice

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34
Q

Situations in which shortterm personal gain is at odds with the long-term good of the group.

A

Social dilemmas

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35
Q

An invisible barrier that prevents women, and minorities in general, from attaining top leadership positions.

A

Glass ceiling

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36
Q

Mainly applied to the gender gap in leadership – because social stereotypes of women are inconsistent with people’s schemas of effective leadership, women are evaluated as poor leaders.

A

role congruity theory

37
Q

Feeling that we will be judged and treated in terms of negative stereotypes of our group, and that we will inadvertently confirm these stereotypes through our behaviour.

A

Stereotype threat

38
Q

A tendency for women rather than men to be appointed to precarious leadership positions associated with a high probability of failure and criticism.

A

Glass cliff

39
Q

Explicit or implicit decisionmaking rules that relate individual opinions to a final group decision.

A

Social decisions schemes

40
Q

refers to the amount of agreement required by the rule – unanimity is extremely strict and majority-wins less strict.

A

Strictness

41
Q

among members refers to how authoritarian the rule is – authoritarian rules concentrate power in one member, while egalitarian rules spread power among all members

A

Distribution of power

42
Q

James Davis distinguished between several explicit or implicit decision-making rules that decision-making groups can adopt, WHICH ARE

A

UNANIMITY
MAJORITY WINS
TRUTH WINS
TWO-THIRDS MAJORITY
FIRST SHIFT

43
Q

Discussion is aimed at pressurising deviants to conform.

A

Unanimity

44
Q

Discussion confirms the majority position, which is then adopted as the group position.

A

Majority wins

45
Q

Discussion reveals the position that can be demonstrated to be correct.

A

Truth wins

46
Q

unless there is a two-thirds majority, the group is unable to reach a decision.

A

Two-thirds majority

47
Q

The group ultimately adopts a decision in line with the direction of the first shift in opinion shown by any member of the group.

A

First shift

48
Q

Method for charting incremental changes in member opinions as a group moves towards a final decision.

A

Social transition scheme

49
Q

Uninhibited generation of as many ideas as possible in a group, in order to enhance group creativity.

A

Brainstorming

50
Q

Reduction in individual creativity and productivity in brainstorming groups due to interruptions and turn taking.

A

Production blocking

51
Q

Experience-based belief that we produce more and better ideas in groups than alone.

A

Illusion of group effectivity

52
Q

Group members have a shared memory for who within the group remembers what and is the expert on what.

A

transactive memory

53
Q

McDougall’s idea that people adopt a qualitatively different mode of thinking when in a group.

A

Group mind

54
Q

A mode of thinking in highly cohesive groups in which the desire to reach unanimous agreement overrides the motivation to adopt proper rational decision-making procedures.

A

Groupthink

55
Q

Tendency for group discussion to produce group decisions that are more risky than the mean of members’ pre-discussion opinions, but only if the pre-discussion mean already favoured risk.

A

risky shift

56
Q

Tendency for group discussion to produce more extreme group decisions than the mean of members’ pre-discussion opinions, in the direction favoured by the mean

A

Group polarisation

57
Q

View that people in groups are persuaded by novel information that supports their initial position, and thus become more extreme in their endorsement of their initial position.

A

persuasive arguments theory

58
Q

Comparing our behaviours and opinions with those of others in order to establish the correct or socially approved way of thinking and behaving.

A

Social comparison (theory)

59
Q

The view that people in groups use members’ opinions about the position valued in the wider culture, and then adjust their views in that direction for social approval reasons.

A

Cultural values theory

60
Q

Turner and associates’ theory of how the process of categorizing oneself as a group member produces social identity and group and intergroup behaviours.

A

Self-categorization theory

61
Q

An order of presentation effect in which later presented information has a disproportionate influence on social cognition.

A

recency

62
Q

The four most prominent patterns of bad leadership are:

A

failure to build an effective team,
poor interpersonal skills to manage the team,
insensitivity and lack of care about others,
and inability to adjust to being promoted above one’s skills or qualifications

63
Q

dark triad of personality variables

A

narcissism, Machiavellianism and psychopathy

64
Q

particularly harmful because they tend to surround themselves with a ruling elite that they cajole ideologically and through rewards and punishment. This allows them to control the masses by fear and the exercise of raw power rather than by providing leadership

A

Dictatorial leaders

65
Q

prepared to do pretty much anything to maintain their status and position of power in the group (they carefully plot and plan and play different individuals and groups off against each other in the group)

A

Machiavellian leaders

66
Q

consumed with grandiosity, self-importance, envy, arrogance, haughtiness and lack of empathy, as well as a sense of entitlement, feelings of special/unique/high status and fantasies of unlimited success

A

narcissistic leaders

67
Q

a process of social influence through which an individual enlists and mobilises the aid of others in the attainment of a collective goal

A

Leadership

68
Q

They created a friendly, group-centred, task-oriented atmosphere that was associated with relatively high group productivity, which was unaffected by whether the leader was physically present or not

A

Democratic leaders

69
Q

created an aggressive, dependent and self-oriented group atmosphere, which was associated with high productivity only when the leader was present.

A

autocratic leaders

70
Q

created a friendly, groupcentred but play-oriented atmosphere that was associated with low productivity which increased only if the leader was absent

A

Laissez-faire leaders

71
Q

define the group’s objectives and organise members’ work towards the attainment of these goals: they are task-oriented.

A

Leaders high on initiating structure

72
Q

concerned with the welfare of subordinates and seek to promote harmonious relationships in the group: they are relationship-oriented

A

Leaders high on consideration

73
Q

Fiedler classified situations in terms of three dimensions in descending order of importance:

A

the quality of leader–member relations;

the clarity of the structure of the task; and the intrinsic power

and authority the leader had by virtue of his or her position as leader.

74
Q

These relationships range from ones that are based on mutual trust, respect and obligation

A

High quality LMX Relatioships

75
Q

mechanically based on the terms of the formal employment contract between leader and subordinate

A

low quality LMX relationships

76
Q

the leader has expectations and tries out different roles on the subordinate

A

Role taking

77
Q

mutual leader–member exchanges, e.g. of information or support, establish the subordinate’s role

A

Role making

78
Q

the leader–member relationship has become stable, smooth-running and automatic

A

role routinisation

79
Q

characteristics that match what the group actually does

A

specific status characteristics

80
Q

stereotypical characteristics of high-status groups in society

A

diffuse status characteristics

81
Q

. For ____________________ tasks (there is a demonstrably correct solution, such as a mathematical puzzle) groups tend to adopt the truth-wins rule;

A

intellective

82
Q

for_________________ tasks (there is no demonstrably correct solution, such as what colour to paint the living room) the majoritywins rule

A

judgmental

83
Q

a situation in which group members have shared information favouring an inferior choice or decision, and unshared private information favouring a superior choice or decision.

A

Hiden profile

84
Q

The inferior performance of brainstorming groups can be attributed to at least four factors

A

Evaluation apprehension
Social loafing and free riding
Production matching
Production blocking

85
Q

reduces the extent to which the production of new ideas is blocked by such things as listening to others or waiting for a turn to speak

A

Electronic brainstorming

86
Q

members have diverse types of knowledge about the brainstorming topic may create a particularly stimulating environment that alleviates the effects of production blocking

A

Heterogeneous groups

87
Q

sophisticated memory-assignment systems:

A

Groups can negotiate responsibility for different memory domains
Groups can assign memory domains on the basis of relative expertise
Groups can assign memory domains on the basis of access to information

88
Q

There are two variants of the social comparison perspective:

A

The bandwagon effect
Pluralistic Ignorance

SOCIAL PSYCHOLOGY (4 decks)

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