Employee Training + Leadership Flashcards
1
Q
Allows a twice yearly meeting with employees, the time to discuss their strengths and weaknesses.
A
Semiannual performance appraisal review
2
Q
It provides a fair basis on which to determine an employee’s salary increase.
A
Performance Appraisal
3
Q
Promotion of employees until they reach their highest level of incompetence.
A
Peter Principle
4
Q
When performance management techniques are not successful, the results of performance review might suggest that the best course of action is to what?
A
Terminate employee.
5
Q
In an environment in which employees are very cohesive, the use of __ might reduce the cohesiveness.
A
Peer ratings
6
Q
Though they may not see every minute of an employee’s behavior, they do see the end result.
A
Supervisors
7
Q
These kinds of performers evaluate their peers more strictly.
A
High performers
8
Q
Employees who score high in self esteem and self monitoring and low in individualism react ___ to peer ratings.
A
Most favorably.
9
Q
This kind of rating can be difficult to obtain because employees fear a backlash if they rate unfavorably.
A
Subordinate ratings
10
Q
They provide feedback on employee performance by filing complaints, completing evaluation cards or complimenting a manager about one of her employees.
A
Customers
11
Q
Current customers who have been enlisted by a company to periodically evaluate the service they receive in exchange for a monetary reward and free meal.
A
Secret shoppers
12
Q
This kind of evaluation tends to suffer from leniency and correlate only moderately with actual performance and poorly with subordinate and management ratings.
A
Self Appraisal
13
Q
Self Appraisal appears to be most accurate when it will not be used for what purposes?
A
Administrative purposes
14
Q
The appraisal dimension that concentrates on such employee attributes as dependability, honesty and courtesy.
A
Trait-Focused Performance Dimensions
15
Q
Appraisal dimension that concentrates on the employee’s knowledge, skills and abilities.
A
Competency-Focused Performance Dimensions
16
Q
This appraisal dimension is organized by the similarity of tasks that are performed and easier to evaluate performance than with other dimensions.
A
Task-Focused Performance Dimensions
17
Q
This dimension of appraisal is organized on the basis of goals to be accomplished by the employee.
A
Goal-Focused Performance Dimension
18
Q
The effort an employee makes to get along with peers, improve the organization and perform tasks that are needed but not necessarily an official part of the employee’s job description.
A
Contextual Performance
19
Q
The appraisal dimension which provides poor feedback and thus will not result in employee development and growth.
A
Trait-Focused Performance Dimensions
20
Q
This kind of employee comparison is easily used when there are only a few employees.
A
Rank Order
21
Q
How can we determine how many comparisons can be made in a paired comparison?
A
n (n-1)
_______
2
22
Q
The method of employee comparison where a predetermined percentage of employees are placed in each of the five categories.
A
Forced Distribution or Rank and Yank
23
Q
An objective measure that is obtained by simply counting the number of relevant job behaviors that take place.
A
Quantity of Work
24
Q
It is usually measured in terms of errors, which are defined as deviations from a standard. To obtain this, there must be a standard against which to compare an employee’s work.
A
Quality of Work
25
An objective measure that is mostly used for research purposes when evaluating success of selection decisions.
Attendance
26
What are the 3 distinct criteria for measuring attendance?
Absenteeism
Tardiness
Tenure
27
A rating scale which has 5-10 dimensions accompanied by words such as "excellent" and "poor" anchoring the ends of the scale.
Graphic Rating Scale
28
Graphic Rating Scale is susceptible to what rating errors?
Halo and leniency
29
Consists of a list of behaviors, expectations, or results for each dimension. This is used to force supervisors to concentrate on the relevant behavior that falls under a dimension.
Behavioral Checklist
30
What are the two kinds of behavioral checklists?
Behavior-based statements
Result-focused statementss
31
An employee can do everything asked of her by an organization and still not get the desired results due to factors outside of her control.
Contamination
32
The kind of rating that uses critical incidents to formally provide meaning to numbers on a rating scale.
Behavioral Anchored Rating Scales (BARS)
33
Two kinds of Behavioral Anchored Rating Scales (BARS)
Mixed-standard Scales
Forced-choice Scales
34
Training format that provides raters with job-related information, practice in rating and examples of ratings made by experts as well as the rationale behind those expert ratings.
Frame-of-reference training
35
Formal accounts of excellent and poor employee performance that were observed by the supervisor.
Critical Incidents logs
36
Without documentation, supervisors tend to remember what behaviors?
First impression
Recent behaviors
Unusual or extreme behaviors
Behavior consistent with supervisor's opinion
37
A method consisting of a two-color form. Half of the sheet is used to record examples of good behaviors and the other half to record examples of poor behaviors.
Employee Performance Record
38
Reading these should reduce errors of primacy, recency and attention to unusual information.
Critical Incident logs
39
A rating error made when a rater uses only one part of a rating scale.
Distribution errors
40
Rating error where raters tend to rate every employee at the upper end of the scale regardless of the actual performance of the employee.
Leniency Error
41
A rating error where every employee is being rated in the middle of the scale.
Central Tendency Error
42
A rating error where raters rates every employee at the low end of the scale.
Strictness Error
43
Rater allows either a single attribute or an overall impression of an individual to affect the rating that she makes on each relevant job dimension.
Halo Errors
44
What error occurs when the rater has little knowledge of the job and is less familiar with the person being rated?
Halo errors
45
Rating made on one dimension affects the rating made on the dimension that immediately follows it physically on the rating scale.
Proximity Errors
46
The performance rating one person receives can be influenced by the performance of a previously evaluated person.
Contrast Errors
47
When a new supervisor continues to give excellent ratings to an employee even when his performance deteriorates just because of its previous excellent evaluations.
Assimilation
48
A supervisor tells an employee everything she has done poorly and then sells her on ways she can improve. What approach is this?
Tell and sell approach
49
At least how long should be allocated to prepare before the interview and in the interview itself?
1 hour
50
How often should performance appraisal review interviews be scheduled for most employees?
At least once every 6 months
51
When are review interviews commonly scheduled after an employee begins working for the organization?
6 months after
52
Aside from performance appraisal, what should be held throughout the year to provide feedback?
Informal "progress checks"
53
How is the review interview process probably best begun?
Employee's own ratings and her justification.
54
Positive feedback followed by negative feedback, finishing with more positive feedback.
Feedback sandwich
55
Attribute others' failure or poor performance to personal rather than situational factors.
Fundamental Attribution error
56
In the private sector, the employment-at-will-doctrine in most states allows employees freedom to fire an employee with __.
In the public sector, employees can be fired when _.
Without a reason
Only for a cause.
57
Employees can be terminated more easily during this period than at any other time.
Probationary Period
58
Employees in the probationary period can be immediately fired for __.
A rule infraction.
59
The longer an employee has been with an organization, the greater the number of steps that must be taken to correct her behavior. What is this called?
Progressive discipline
60
Employees can be terminated if it is in the best economic interests of an organization to do so.
Reduction in force (Layoff)
61
What are the legal reasons for terminating employees?
Probationary Period
Violation of Company rules
Inability to Perform
Reduction in force (Layoff)
62
What are the examples of help that an organization might want to offer the employee after termination?
References, severance pay, outplacement assistance
63
The systematic acquisition of skills, rules, concepts or attitudes that result in improved performance.
Training
64
What is the first step in developing an employee training system?
Needs analysis
65
What are the 3 types of Needs Analysis?
Organizational Analysis
Task Analysis
Person Analysis
66
Its purpose is to determine those organizational factors that either facilitate or inhibit training effectiveness.
Organizational Analysis
67
Its purpose is to use the job analysis methods to identify the tasks performed by each employee, the conditions under which these tasks are performed and the competencies needed to perform the tasks under the identified conditions.
Task Analysis
68
What are the most common job analysis methods used in Task analysis?
Interviews
Observations
Task inventories
69
Its purpose is to determine which employees need training and in which areas.
Person Analysis
70
What are the types of rating errors that can reduce the accuracy of performance appraisal scores in person Analysis?
Leniency errors
Strictness errors
71
What are the ways to conduct training needs surveys?
Questionnaire
List of job related tasks
72
This method yields more in-depth answers to questions about training needs and reveals the employee's feelings and attitudes more clearly but are often difficult to quantify and analyze.
Interviews
73
If all employees score poorly on these tests, training across the organization is indicated. If only a few employees score poorly, they are singled out for individual training. However, relatively few tests are available for this purpose.
Skills and Knowledge Tests
74
When employees play a role in choosing and planning the types of training offered, they are more likely to attend. This increases what?
Employee buy-in
75
What are the types of incentives that can be used to motivate learning (training)?
Money
Job security
Self improvement
Advancement
Fun (interesting training program)
Opportunity to enter a new career
76
How do you call it when an employee is either promoted or to receive a pay raise for increasing a particular skill?
Skill based pay
77
What are the 4 common skill based pay plans?
Vertical skill plans
Horizontal skill plans
Depth skill plans
Basic skill plans
78
Pay for skill in a single job.
Vertical skill plans
79
Pay for skills used across multiple jobs.
Horizontal skill plans
80
Reward employees for learning specialized skills.
Depth skill plans
81
Pay for basic skills such as Math and English.
Basic Skill Plans
82
How can a topic in training be made interesting?
Relevant to employees' lives
Activities
Variety of training techniques
Humor
Maximizing audience participation
83
What will happen if too little feedback is given to an employee?
Employees will not learn.
84
What will happen if too much or overly detailed feedback was given to an employee?
Frustration
Will not learn at an optimal level.
85
The kind of feedback that provides an incentive to continue correct behavior.
Praise
86
What should accompany negative feedback?
Specific suggestions for improvement
87
The most common training method, commonly called a seminar, lecture or workshop.
Classroom instruction
88
Who provides training in a classroom instruction method?
Either member of the training staff or outside consultant.
89
They conduct training when a training program will be presented too frequently to justify the cost or when the training topic is so specific to the organization.
In-house Trainers
90
They are the ones to conduct the training when the trainers in an organization lack the expertise on a particular topic or when the cost of developing a training program exceeds the cost of contracting with a trainer.
External trainers
91
Used when it has a clear economic advantage over live lectures and when the training session is to be repeated many times.
Videotapes/videos
92
Trainers that are typically used for technical and leadership training. Most appropriate when only a few employees need training at any given time and the cost of setting up a training lab is prohibitive.
Local Colleges and Universities
93
Less expensive training location.
On-site location
94
This training location allows employees to concentrate on their training.
Off-site location
95
It is better to conduct a weeklong training session rather than divide the training into 10 half-day sessions spread over one month period.
Cost-efficiency Period
96
For the highest level of learning, training material should be presented in small, easily remembered chunks distributed over a period of time (distributed learning) rather than learned all at once (massed learning).
Interest Perspective
97
When training is massed, training performance will be __.
Lower
98
What must a trainer consider to adjust for the audience in preparation of classroom setting?
Size, Demographics, Ability of audience.
99
What materials can the trainees take back to their jobs? This includes a cover sheet of title, list of goals, schedule for training, biographical sketch of trainer, notes, references and suggestions and a form to evaluate the quality of training program.
Handouts
100
How does a training session usually begin with?
Introduction of the trainer
101
What are the three considerations in choosing an icebreaker for training?
Goal of icebreaker, length of training session and nature of audience.
102
For case studies to be most successful for applying knowledge from training, the cases should be taken from what? It is also found superior to the typical case study.
Actual situation/ Living case
103
Using this exercise to practice new skills allows the trainee to work with equipment under actual working conditions without the consequences of mistakes.
Simulation
104
Simulation exercise can be effective only if it physically and psychologically simulates what?
Actual job conditions.
105
This activity allows the trainee to perform necessary interpersonal skills by acting out simulated roles.
Role Play
106
Reluctance about role play can be reduced to some extent by using _ exercises and __ employees after they participate.
Warm up
Praising
107
It is similar to role play except that trainees roe play ideal behavior rather than behavior they might normally perform.
Behavioral Modeling
108
This type of training allows employees to learn material at their own pace, at a time and place that is convenient to them.
Distance Learning
109
What can be used for programmed instruction in a Distance Learning type of training?
Books, Videos, Interactive Video, Computer based or Web-based
110
A common method of CBT and e-learning where employees see a videotaped situation on a television, computer screen or iPod and they choose their response. The computer then selects a video that shows what would happen based on the employee's response.
Interactive Video
111
What are the fast growing sources of e-learning?
Webinars (Web-based seminar)
Webcast
Teleconferences
Blogs
Wikis
Listserves
112
Trainees are sent a PowerPoint presentation that they view on their computer while the trainer conducts the audio portion of the training over the phone.
Teleconferences
113
Informal training by experienced peers and supervisors that occurs on the job and during the job task.
On-the-Job Training
114
What are the different sources of learning for OJT?
Learning by Modeling others
Job rotation
Apprentice Training
Coaching
Mentoring
115
What are the characteristics of people we tend to model behavior?
Similar to us
Successful
Have status
116
Employees perform several different jobs within an organization. Especially popular for managerial training as it allows manager trainees to experience and understand most jobs.
Job Rotation
117
An individual usually takes 144 hours of formal class work each year and works with an expert for several (usually 4) years to learn a particular trade and perhaps become eligible to join a trade union.
Apprentice Training
118
What are the two forms of Coaching?
Experienced employees as coaches
Professional coaches
119
Experienced workers are temporarily assigned to the training department. The workers are taught training techniques and then spend several months training new employees before resuming their old jobs.
Pass-through programs.
120
Corporate coaches are similar to consultants, yet rather than working with the organization as a whole, they are hired to coach a particular employee, usually a manager.
Professional Coaches
121
A form of coaching. They who do these are older and at least one level or position above the employee being mentored.
Mentoring
122
The term for practicing a task even after it has been successfully learned.
Overlearning
123
What are the two factors that differentiate various methods for evaluation of training results?
Practicality
Experimental Rigor
124
The first measurement of job knowledge that is taken before the implementation of training.
Pretest
125
The second measurement of performance or job knowledge taken after the training program is complete.
Post test
126
The method of evaluation for training results that allows a researcher to look at the training effect after controlling for outside factors.
Method 2: Control Group and Experimental group
127
The research design for training results evaluation that allows a researcher not only to control for outside effects but also to control for any pretest effect.
Method 3: Solomon four groups design
128
One of the evaluation criteria for training results, comparing training content with knowledge, skills and abilities required to perform a job.
Content validity
129
One of the evaluation criteria for training results that involve asking employees if they enjoyed the training and learned from it.
Employee Reactions
130
One of the evaluation criteria for training results. It is the extent to which employees can actually use the learned material.
Application of Training
131
One of the evaluation criteria for training results. It evaluates whether the goals for training were met.
Business impact
132
One of the evaluation criteria for training results that asks a question, "After accounting for the cost of the training, did the organization save money?
Return of Investment
133
The internal force that drives a worker to action as well as the external factors that encourage the action.
Motivation
134
Increased worker motivation results in increased _.
Job performance
135
What are the three individual difference traits that are most related to work motivation?
Self esteem
Intrinsic motivation
Need for achievement and power
136
The extent to which a person views himself as valuable and worthy.
Self esteem
137
The theory that posits that there is a positive correlation between self esteem and performance.
Korman's Consistency Theory
138
What are the 3 types of self esteem?
Chronic self esteem
Situational self esteem or self efficacy
Social influenced self esteem
139
It is a person's overall feeling/self esteem about himself.
Chronic self esteem
140
It is a person's feeling/ esteem about himself in a particular situation.
Situational self esteem/ Self-efficacy
141
It is how a person feels about himself on the basis of the expectations of others.
Socially influenced self esteem
142
An individual will perform as well or as poorly as he expects to perform.
Self-fulfilling prophecy
143
The relationship between self-expectations and performance.
Galatea effect
144
If an employee feels that a manager has confidence in him, his self-esteem will increase, as well as his performance.
Pygmalion effect
145
Negative expectations of an individual cause a decrease in that individual's actual performance.
Golem effect
146
People who are __ will seek to perform well because they either enjoy performing the actual tasks or enjoy the challenge of successfully completing the task.
Intrinsically motivated
147
People who are intrinsically motivated don't need __ as it may reduce their satisfaction and intrinsic motivation.
External rewards
148
Yield scores on two dimensions of intrinsic motivation (enjoyment, challenge) and two dimensions of extrinsic motivation (compensation, outward orientation).
Work Preference Inventory
149
A theory developed by David McClelland suggests that employees differ in the extent to which they are motivated by the need for achievement, affiliation and power.
Acquired Needs Theory
150
This need is motivated by jobs that are challenging and over which they have some control.
Need for Achievement
151
This need is motivated by jobs in which they can work with and help other people.
Need for Affiliation
152
This need is motivated by a desire to influence others rather than simply to be successful.
Need for Power
153
A discrepancy between what an employee expected a job to be like and the reality or job.
Job Expectations
154
It means being honest bout the negative aspects of a job which may reduce applicant pool but decreases the chances of hiring a person who will later lose motivation or become dissatisfied.
Realistic Job Preview
155
Jobs will have motivation potential if the outcome is appreciated by coworkers as well as by others in society.
Task Significance
156
Maslow's Needs Hierarchy is composed of what?
Basic Biological Needs, Safety Needs, Social Needs, Ego Needs and Self Actualization Needs
157
This theory was developed by Clayton Alderfer. It explains why a higher level need sometimes does not become more important once a lower level need has been satisfied.
ERG Theory
158
What is the composition of Two Factor Theory?
Motivators/ Job content
Hygiene Factors/ Job context
159
Which among the two factors theory are necessary but not sufficient for job satisfaction and motivation, but instead a source of job dissatisfaction.
Hygiene Factors/ Job context
160
Which factor is the level of responsibility, amount of job control and the interest of work in the Two Factor Theory?
Motivator/ Job context
161
The more __ the goal, the greater the productivity. (General/Specific)
Specific
162
Setting __ goals generally leads to better performance. (Lower/Higher)
Higher
163
Setting goals that are too difficult to be accomplished can result not only in __ performance but in __ in unethical behavior as well. (Decrease/ Increase)
Decreased
Increased
164
__ tend to set higher goals. (Optimist/Pessimist)
Optimist
165
In OCEAN, people who score high in __, __, __ and low in __, __ tend to set high goals.
High in OCE
Low in AN
166
What should be the qualities of goals to be successful?
Specific
Measurable
Difficult but attainable
Relevant
Time-bound
Employee Participation
167
How can feedback be provided? Through what?
Verbal
Chart
Non verbal
168
Feedback __ performance when it is positive and informational.
Increases
169
This theory posits that employees monitor their own progress toward attaining goals and then make the necessary adjustments.
Self regulation theory
170
What is the basis for incentive systems?
Operant conditioning principles
171
A reinforcer or a punisher is most effective if it occurs __ after the performance of behavior. (soon/long)
Soon
172
What types of incentives result in an increased level of performance?
Financial, non financial and social rewards
173
According to this principle, reinforcement is relative and that a supervisor can reinforce an employee with something that on the surface does not appear to be a reinforcer.
Premack Principle
174
An employee lists his preferences for a variety of reinforcers.
Reinforcement hierarchy
175
It can be used to motivate better worker performance by making a variable pay an integral part of an employee's compensation package or bonus for accomplishing certain goals.
Financial Rewards
176
Financial Rewards/ compensation should include what?
Base pay & benefits package
Salary adjustment
Variable pay
177
What are the 6 Factors to be considered in determining the effectiveness of an incentive program?
Timing of incentive
Contingency of Consequences
Types of Incentives used
Financial Rewards
Recognition
Travel
178
Designed to make high levels of individual performance financially worthwhile. It helps reduce such group problems as social loafing.
Individual Incentive Plans
179
What are the two common individual Incentive plans?
Pay for Performance
Merit Pay
180
Also called earnings at risk plans. Pay according to how much they individually produce.
Pay for Performance
181
Base their incentives on performance appraisal scores. A potentially good technique for jobs in which productivity is difficult to measure.
Merit pay
182
These plans reward employees for reaching group goals.
Group Incentive Plans
183
Developed by Albert Gallatin, provide employees with a percentage of profits above a certain amount, paid directly to employees as bonus or placed into employees retirement fund (deferred plans).
Profit Sharing
184
Ties groupwide financial incentives to improvements (gains) in organizational performance.
Gainsharing
185
Employees are given the opportunity to purchase stock in the future, typically at the market price on the day the options were granted.
Stock Options
186
What are the 3 group Incentive plans?
Profit sharing
Gainsharing
Stock options
187
First proposed by Vroom and then modified by others including Porter and Lawler. It is composed of 3 components which are: Expectancy, Instrumentality, Valence.
Expectancy Theory
188
The perceived relationship between the amount of effort an employee puts in and the resulting outcome. How well the person believes he can perform the tasks.
Expectancy (E)
189
The extent to which the outcome of a worker's performance, if noticed, results in a particular consequence. Subjective evaluation of the probability that performance will lead to certain outcomes.
Instrumentality (I)
190
The extent to which an employee values a particular consequence.
Valence (V)
191
Give ways for punishment to be effective.
Employee must understand why he is being punished and be shown alternative ways of behaving.
Punishment must fit the crime.
Should be done in private.
192
Too severe punishment will cause __.
Too lenient punishment will __.
Resentment
Not motivate a change in behavior
193
It is based on the premise that our levels of motivation and job satisfaction are related to how fairly we believe we are being treated in comparison with others.
Equity Theory
194
What are the 3 components involved in the perception of fairness?
Inputs
Outputs
Input/Output Ratio
195
Personal elements that we put into our jobs.
Input
196
Elements that we receive from our job.
Outputs
197
How can we get the input/output ratio?
By dividing output value to input value.
198
How do employees often respond to being overpaid?
By feeling guilty of working harder.
199
It focused on the fairness of many aspects of work such as the process of procedural justice, distributive justice and interactional justice.
Organizational Justice
200
The process of how decisions are made in organizational Justice.
Procedural Justice
201
The outcomes of the decisions in organizational Justice.
Distributive justice
202
The way in which decisions and other information are communicated to employees in organizational Justice.
Interactional justice
203
The idea that people who become leaders possess traits or characteristics different from people who do not become leaders.
Leader Emergence
204
According to Judge et al. (2002), people who are high in what traits in Big Five and low in one of it are more likely to emerge as leaders.
High- OCEA
Low- N
205
People who adapt their behavior to the social situation.
Self-monitors
206
Which is more useful, looking at patterns of abilities or looking at individual abilities?
Looking at patterns of abilities
207
What are the 3 aspects of motivation to lead?
Affective identity motivation
Noncalculative motivation
Social normative motivation
208
People with this aspect of motivation become leaders because they enjoy being in charge and leading others. They tend to have the most leadership experience and are rated by others as having high leadership potential.
Affective identity motivation
209
People with this aspect of motivation seek leadership positions when they receive that such positions will result in personal gain.
Noncalculative motivation
210
People with this aspect of motivation become leaders out of a sense of duty.
Social-normative motivation
211
Management, decision making and oral communication skills were highly correlated with what?
Leadership effectiveness.
212
Cognitive ability is most important when the leader is not distracted by stressful situations and when the leader uses what leadership style?
More directive
213
He theorized that the key to effective leadership is the synthesis of 3 variables: wisdom, intelligence (academic & practical) and creativity.
Sternberg
214
A high need for power and low need for affiliation; found by McClelland and Boyatzis (1982) to be demonstrated by high performance managers.
Leadership motive pattern
215
What are various psychological tests that can measure the need for power, achievement and affiliation?
Thematic Apperception Tests (TAT)
Job Choice Exercise (JCE)
216
Projective test in which a person is shown a series of pictures and asked to tell a story about what is happening in each.
Thematic Apperception Test (TAT)
217
It was developed by Stahl and Harrel. The person reads descriptions of jobs that involve varying degrees of power, achievement and affiliation needs and rates how desirable he finds each particular job.
Job Choice Exercise
218
What gender is more likely to engage in behaviors associated with high quality leadership?
Women
219
This kind of leaders, such as country club leaders, Theory Y leaders and leaders high in consideration act in a warm and supportive manner and show concern for their subordinates.
Person oriented leaders
220
Person oriented leaders believe that employees are ___ motivated and use a more __ approach.
Intrinsically motivated
Hands-off approach
221
Under pressure, person oriented leaders tend to become __.
Socially withdrawn.
222
This kind of leader such as Theory X leaders and leaders high in initiating structure define and structure their own roles and those of their subordinates to attain the group's formal goals.
Task oriented leaders
223
Task oriented leaders see their employees as __ motivated.
Extrinsically motivated
224
Under pressure, task-oriented leaders become __.
Anxious, defensive and dominant.
225
__ leaders tend to appreciate humor.
__ leaders tend to produce humor.
Person-oriented leaders
Task-oriented leaders.
226
It is an instrument used to measure a leader's task or person orientation. It is filed out by supervisors or leaders who want to know their own behavioral style.
Leadership Opinion Questionnaire
227
It is an instrument used to measure a leader’s task or person orientation. It is completed by subordinates to provide a picture of how they perceive their leader's behavior.
Leader Behavior Description Questionnaire
228
What are the traits of unsuccessful leaders?
Lack of training
Cognitive Deficiencies
Insecure personality
229
A leader with this type of personality has deeply rooted, but perhaps unconscious, resentment and anger. Charming, quiet people on the surface but they resent the success of others.
Paranoid/Passive-aggressive leader
230
This person goes along with the group, is friendly to everyone and never challenges anyone's idea, they are well liked. Their employees have high morale but show relatively low performance.
High-likability floater
231
Leaders who overcome their insecurity by overconfidence. They like to be the center of attention, promote their own accomplishments and take most of the credit for successes of their group l, but avoid all blame for failure.
Narcissist
232
This model holds that any individual's leadership style is effective only in certain situations.
Fiedler's contingency model
233
In this scale, leaders identify the subordinate or employee with whom they would least want to work and rate them on several semantic differential scales from nice to nasty, from friendly to unfriendly.
Least Preferred Coworker Scale
234
In LPC score compared with the favorableness of the situation to determine leader effectiveness, what does low score and high score implies?
Low- task oriented
High- more concerned with interpersonal relations.
235
The favorableness of the situation is determined by 3 variables, namely; and which is the most important?
Task structuredness
Leader-position Power
Leader-member Power (Most important)
236
The more structured the task, the __ favorable the situation. (More/Less)
More
237
The __ the position or legitimate power of the leader, the more favorable the situation. (greater/lesser)
Greater
238
The more the subordinates like their leader, the __ favorable the situation. (More/Less)
More
239
This theory is about an organizational climate, developed by Geier, Downey and Johnson.
Organizational Climate
240
What does IMPACT theory stand for?
Informational style
Magnetic style
Position style
Affiliation style
Coercive style
Tactical style
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The leader who has this style provides information in a climate of ignorance, where important information is missing from the group.
Informational Style
242
A leader with this style leads through energy and optimism and is effective only in a climate of despair, which is characterized by low morale.
Magnetic style
243
A person with position style leads by virtue of power inherent in that position and will be effective only in what climate?
Climate of instability
244
A person with this style leads by liking and caring about others. This style is similar to person oriented leaders and will be most effective in a climate of anxiety.
Affiliation style
245
A person with coercive style leads by controlling reward and punishment and is most effective in what climate?
Climate of crisis.
246
A leader with this style leads through the use of strategy and is most effective in a climate of disorganization.
Tactical style
247
According to House's theory, a leader can adopt one of 4 behavioral leadership styles to handle each situation.
Path-goal theory
248
What are the 4 leadership styles in path-goal theory?
Instrumental style (planning & organizing)
Supportive style (concern)
Participative style (shares info in decision making)
Achievement oriented style (sets challenging goals)
249
The __ the level of subordinate ability, the less directive the leader should be. (higher/lower)
Higher.
250
The more __ the situation, the more directive the leader should be.
Unstructured
251
It is defined as the ability and willingness of a follower to perform a particular task.
Follower Readiness
252
What are the 4 approaches according to Situational leadership theory?
Directing approach
Coaching approach
Supporting
Delegating
253
Who developed situational leadership theory?
Hershey and Blanchard
254
Leaders using this approach explain and clarify how work should be done as the employees are willing to do the work but not sure how to do it.
Coaching approach
255
This approach is successful because employees already know what to do but are not sure whether they want to do it, as they were given plenty of emotional support and 2 way communication.
Supporting
256
The leader's job is to delegate specific tasks to subordinates and then let them complete those tasks with minimal supervision or guidance.
Delegating
257
The leader directs the follower by telling him what to do and how to do it.
Directing approach
258
Leadership-member exchange (LMX) theory is originally called __ . Its name is from the relationship between two people (), position of the leader above the subordinate (), and their interrelated behavior ().
Vertical Dyad Linkage (VDL) theory
(Dyad)
(Vertical)
(Linkage)
259
This theory states that leaders develop different roles and relationships with people under them and thus act differently with different subordinates.
Leadership-member exchange theory (LMX)
260
What are the 2 categories of subordinates?
In-group
Out- group
261
These are subordinates characterized by a high quality relationship with the leader, allowing them to participate in decisions and rarely disciplining them.
In-group subordinates
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These subordinates are characterized by a low quality relationship with the leader. They are more likely to be given direct orders and to have less say about how affairs are conducted.
Out-group subordinates
263
What theory did Yukl, Carter, Hemphill and Coons and Gibbs propose about the specific leader skills?
Behavioral Theory
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This model provides a flowchart that can tell a leader what process to go through to make a decision in a particular situation.
Vroom-Yetton Model
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Leaders are __ effective when they are out of their offices, walking around and meeting with and talking to employees about their needs and progress. (More/less)
More
266
Leaders who know something useful will have this power.
Expert power
267
Leaders obtain this power on the basis of their positions. They are best able to get employees to comply with their orders.
Legitimate power
268
This power involves having control over financial and nonfinancial rewards.
Reward Power
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For a leader to have this kind of power, it is important that others believe that she is willing to use her ability to punish.
Coercive Power
270
This power lies in the positive feelings that others hold for him. Leaders can obtain this power by complimenting others, doing favors and generally being friendly and supportive. Employees of these leaders are most committed to their organizations and satisfied with their jobs.
Referent Power
271
This leadership consists of many of the task-oriented behaviors such as setting goals, monitoring performance and providing a consequence to success or failure.
Transactional Leadership
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What are the 3 dimensions of transactional leadership?
Contingent rewards dimension (reward followers)
Management by exception- active (actively monitor performance)
Management by exception-passive (do not actively monitor follower behavior)
273
This kind of leadership focuses on changing or transforming the goals, values, ethics, standards and performance of others. They lead by developing a vision, changing and motivating employees to reach the vision.
Transformational leadership
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These kinds of leaders are confident, have a need to influence others and hold a strong attitude that their beliefs and ideas are correct.
Transformational leaders
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What are the 3 highly related dimensions to transformational leadership?
Charisma
Intellectual stimulation
Individual consideration
276
Leaders who have this dimension are with high morale and ethical standards, strong vision of where they want their followers to go and use enthusiasm to motivate followers.
Charisma
277
This dimension of transformational leader encourages change and open thinking, challenges the status quo and appreciates diversity.
Intellectual stimulation
278
This dimension of transformational leader makes him encourage individual growth and take the time to mentor and coach their followers.
Individual consideration
279
Hunt and Laing hypothesized that good leaders possess 5 characteristics not shared by poor leaders, which are:
Vision
Differentiation
Strong Values
Transmission of vision and values
Flaws
280
For leaders to persuade their followers by communication, they must have:
Expertise
Trustworthiness
Attractiveness
281
In terms of the message of a leader to persuade followers, what should the leader ask for?
More than you want and back down during negotiations.
282
When is it best to argue on one side of an issue and on both sides?
One side- if a person is already positive about an idea
Both sides- if the other person disagrees with the reasoning
283
What is psychological reactance to threat?
React against the threat that they do the opposite of what the leader wants.
284
What are the conditions that should be met in job performance?
Capacity to perform
Opportunity to perform
Willingness to perform
285
This condition of job performance relates to the degree to which the employee possesses skills, abilities, knowledge, and experiences relevant to his job.
Capacity to perform
286
This condition of job performance will depend on the work environment provided to the employee; it can be diminished by lack of equipment, lack of funds and insufficient authority.
Opportunity to perform
287
This condition of job performance relates to the degree in which an employee desires to exert effort to achieve the goals assigned to him.
Willingness to Perform
288
The process of activating behavior sustaining it and directing it toward a particular goal. It moves people to act and accomplish.
Motivation
289
This theory arranges human needs into pyramid-shaped model with basic physiological needs at the bottom and self actualization needs at the top.
Maslow's Hierarchy of Needs
290
For what general needs are the lower order needs and the higher order needs in the hierarchy of needs?
Lower- deficiency needs
Higher- growth needs
291
When needs at a given level of the hierarchy of needs are gratified, they lose their __.
Potency
292
This refers to needs satisfied by such factors as food, air, water, pay and working conditions in ERG Theory.
Existence
293
This refers to the needs satisfied by meaningful social and interpersonal relationships in ERG theory.
Relatedness
294
This refers to the needs satisfied by an individual making creative or productive contributions in the ERG theory.
Growth
295
A motivation theory based upon the premise that people acquire or learn certain needs from their culture.
Acquired Needs Theory
296
A theory developed by Edwin A. Locke, based on the premise that behavior is regulated by valuea and goals, defined as the theory that specific and difficult goals with feedback lead to higher performance.
Goal-setting theory
297
The specific target that an individual is trying to achieve.
Goal
298
Deadlines __ the effectiveness of goals. (Improve/Decrease)
Improve
299
What goal orientation improves performance?
Learning goal orientation
300
This theory posits the contention that behavior is determined by its consequences which are the rewards and punishment.
Reinforcement theory
301
It is the application of pleasurable or values consequences when a person exhibits the desired response.
Positive reinforcement
302
Is rewarding people by taking away uncomfortable consequences.
Negative reinforcement/avoidance motivation
303
Is weakening or decreasing the frequency of undesirable behavior by removing the reward for such behavior. It is the absence of reinforcement.
Extinction
304
Is the presentation of an undesirable consequences for a specific behavior.
Punishment
305
According to this theory, motivation results from deliberate choices to engage in activities in order to achieve worthwhile outcomes.
Expectancy Theory of motivation
306
Two types of inequity.
Over rewarded
Under rewarded.
307
A person's beliefs about the extent to which an activity can satisfy his or her needs for competence and self determination.
Intrinsic motivation
308
According to this theory, workers are active agents rather than passive reactors to environment forces.
Self determination theory
309
What are the 2 characteristics of a task that promotes intrinsic motivation?
Challenge and Autonomy
310
4 Motivational Methods and Programs
Motivation through job design
Organization behavior modification
Motivation through recognition and pride
Motivation through financial incentives
311
Refers to the practice of building motivating factors like responsibility, achievement and recognition into job content. It provides the worker with an exciting job and increases his job satisfaction.
Job Enrichment
312
It means employees receive immediate evaluation of their work. One characteristic of an enriched job.
Direct feedback
313
The employee is responsible for his or her result. He accepts credits for doing a good job and blame for a poor job. This is one of the characteristics of an enriched job.
Personal accountability
314
This is one of the characteristics of an enriched job. It means an employee is given a chance to serve an internal and external client.
Client Relationship
315
Employees have some control over which method to choose to accomplish a task. This is one of the characteristics of an enriched job.
Control over method
316
Employees have the ability to schedule his work. This is one of the characteristics of an enriched job.
Control over scheduling
317
This is one of the characteristics of an enriched job. The job provides the employee the opportunity to communicate directly with people who use their output.
Direct Communication authority
318
This is one of the characteristics of an enriched job. Employees have control over resources such as money, material or people.
Control over resources
319
The process of sharing power with group members, thereby enhancing their feelings of Self-efficacy.
Empowerment
320
Refers to the method of a job design that focuses on the task and interpersonal demands of a job. This method emphasizes the interaction between the individual and the specific attributes of the job and is based on both needs theory and expectancy theory.
Job Characteristics Model
321
What are the 5 core characteristics of special importance to job design?
Skill variety
Task identity
Task significance
Autonomy
Feedback
322
The degrees to which there are many skills to perform.
Skill variey
323
The degree to which one worker is able to complete a job from the beginning to end, with the tangible and possible outcome.
Task identity
324
The degree to which the job has a substantial impact on the lives or work of other people.
Task significance
325
The degree to which the job gives the employees substantial freedom, independence and discretion in scheduling the work and determining the procedures used in carrying it out.
Autonomy
326
The degree to which a job provides direct information about performance.
Feedback
327
Refers to the physical and mental changes workers make in the task or relationship aspects of their job.
Job crafting
328
The 3 common types of job crafting involve changing..
1. The number & type of job tasks
2. The interaction with others on the job
3. One's view of the job.
329
The application of reinforcement theory for motivating people in work settings, based on reinforcement theory.
Organization behavior modification (OB MOD)
330
What are the 4 reward groups in organizational behavior modification (OB MOD)?
Routine pay for Performance
Monetary incentives based on the behavior mod
Social recognition
Performance feedback
331
Motivating workers by giving them praise and recognition can be considered a direct application of what?
Positive reinforcement
332
A strong motivator because it is normal human need to crave for it.
Recognition
333
This type of monetary reward uses the number of hours worked as a means of determining rewards. Maybe classified as hourly rate or weekly wage or monthly salary.
Time rates
334
This scheme links pay to the quantity of the individual output.
Payment by results
335
This scheme considers results or output plus actual behavior in the job. It consists of a lump sum and bonus.
Performance related pay
336
This is an organization wide scheme where pay is linked to company profits. It takes the form of direct cash outlay or allocation of stock options.
Profit related pay
337
Also known as competency based or knowledge based pay. It sets pay levels on the basis of how many skills employees have or how many jobs they can do.
Skill based pay
338
A benefit plan that allows each employee to put together a benefit package individually tailored to his or her own needs and situation.
Cafeteria or Flexible benefit system
339
The process of guiding and directing the behavior of people in the organization in order to achieve certain objectives.
Leadership
340
Leaders are intuitive and visionary while managers are __.
Leaders are primarily concerned with __, while managers are concerned with the efficiency of results.
Leaders obtain power from __, while managers obtain theirs from __.
Who among the two performs other administrative function?
Rational problem solvers
Results
Below; above
Managers
341
Who found out that management, decision making and oral communication skills were highly correlated with leadership effectivenessm
Youngjohn and woehr (2001)
342
A measure of leadership that classifies a leader into one of five leadership.
Managerial grid
343
The best known and most controversial situational theory, developed by Fred Fiedler.
Situational Favorability
344
A theory of leadership stating that leaders will be effective if their behavior helps subordinates achieve relevant goals.
Path Goal Theory
345
A theory of leadership stating that effective leaders must adapt their style of leadership to fit both the situation and followers.
Situational Leadership Theory
346
A theory developed by Danseareau, Graen and Haga (1975). A unique situational theory that makes use of intuitive sense. It concentrates on interactions between leaders and subordinates.
Leader-member exchange theory.
347
Raven (1992) Five basic types of power
Expert power
Legitimate power
Reward Power
Coercive Power
Referent Power
348
The first contingency model of leadership, developed by Robert Tannenbaum and Schmidt.
Continuum of Leadership Behavior
349
3 Factors that the leader's choices depend
Forces in the manager
Forces in subordinates
Forces in the situation
350
It was developed by Paul Hershey and Kenneth Blanchard. This theory suggests that a leader's style should be determined by matching it with maturity level of each subordinate.
The Hershey-Blanchard Situational Leadership Theories
351
The Readiness in SLT consists of 2 concerns which are:
Job readiness or task competence
Psychological readiness or commitment
352
Subordinates may be classified as:
Those with low competence and _ commitment D1
Those with _ competence and _ commitment D2
Those with high competence and _ commitment D3
Those with _ competence and _ commitment D4
low
low & high
low
high & high
353
Also known as The Leader Participation Model and Decision Making Model of Leadership. It views leadership as a decision making process in which the leader examines certain factors within the situation to determine which decision making style will be most effective.
The Normative Decision Model
354
Who developed and revised The Normative Decision Model?
Developed by Victor and Phillip Yetton and revised by Vroom and Arthur Jago.
355
What are the 5 decision making styles by Normative model?
Autocratic I
Autocratic II
Consultative I
Consultative II
Group II
356
A decision making style where the leader individually solves the problem using the information already available.
Autocratic I
357
A decision making style where the leader obtains data from subordinates and then decides.
Autocratic II
358
A decision making style where the leader explains the problem to the individual subordinates obtains ideas from each other before deciding.
Consultative I
359
A decision making style where the leader meets with a group of subordinates to share the problem and obtain inputs and then decide.
Consultative II
360
A decision making style where the leader shares the problem with the group and facilitates a discussion of alternatives aiming to reach a group agreement on a solution.
Group II
361
This model was developed by Jan P. Muczyk and Bernard C. Reinmann. This suggests that participation behavior is concerned with the degree to which subordinates are allowed to be involved in decision making, separated from direction.
The Muczyk-Reiman model
362
Viewed as the degree of supervision exercised in the execution of the tasks associated with carrying out the decision.
Direction
363
What are the 4 leaderships considered to make delegation effective?
Directive autocrat
Permissive autocrat
Directive democrat
Permissive democrat
364
The leader makes decisions unilaterally and closely supervises the activities of subordinates.
Directive autocrat
365
The leader makes decisions unilaterally but allows subordinates a great deal of latitude in exception.
Permissive autocrat
366
This leader wants full participation but closely supervises subordinate activity.
Directive democrat
367
This leader allows high participation in decision making and in execution.
Permissive democrat
368
A method of evaluation with pre-test and post test but has no control group.
Pre-test/Post-test Comparison
