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Group Skills and Team Leadership > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What was one of the first systematic attempts to study leadership?

A

Trait approach

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2
Q

“Great man” Theories (early 1900s)

A

-Focused on identifying innate qualities and characteristics possessed by great social, political, and military leaders
-Assumes certain people are “born with” leadership capabilities

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3
Q

What did Landmark Stogdill study in 1948?

A

-Analyzed and synthesized 124 trait studies to study traits interacting with situational demands
-Leadership reconceptualized as a relationship between people in a social situation
-He found that the average individual in a leadership role is different from an average group member with regard to intelligence, alertness, insight, responsibility, initiative, persistence, self confidence, and sociability

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4
Q

Mann in 1959 reviewed 1400 findings of personality and leadership in small groups and found…

A

-Less emphasis on situations as compared to Stogdill
-Suggested personality traits could be used to discriminate leaders from nonleaders

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5
Q

How was the critical role of traits in leader effectiveness revived?

A

-Stogdill (1974) analyzed 163 new studies to validate his original study and found 10 characteristics positively identified w leadership
-Lord, DeVader, and Alliger found that personality traits can be used to differentiate leaders/nonleaders
-Kirkpatrick and Lock found 6 traits make up the “right stuff” for leaders

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6
Q

What are the 5 major leadership traits that are known today?

A

Intelligence, confidence, determination, integrity, and sociability

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7
Q

Intelligence

A

-Verbal, perceptual, and reasoning capabilities
-Significantly contributes to a leader’s acquisition of complex problem solving skills and social judgment skills
-Research also indicates that a leader’s intellectual ability should not differ too much from insubordinates

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8
Q

Confidence (self-confidence)

A

-Certainty about one’s competencies and skills
-Includes self esteem, self assurance, and the belief that one can make a difference

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9
Q

Determination

A

-Desire to get the job done (i.e., initiative, persistence, drive)
-People with determination are willing to assert themselves, are proactive, and have the capacity to persevere in the face of obstacles

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10
Q

Integrity

A

-The quality of honesty and trustworthiness
-Leaders with integrity inspire confidence in others because they can be trusted to do what they say they are going to do
-They are loyal and dependable

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11
Q

Sociability

A

-Leader’s inclination to seek out pleasant social relationships
-Leaders who show sociability are friendly, outgoing, courteous, tactful, and diplomatic
-Social leaders have good interpersonal skills and create cooperative relationships with their followers

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12
Q

Five factor personality model and leadership

A

-A strong relationship between the big 5 personality traits and leadership
-Extraversion was the factor most strongly associated with leadership
-Then conscientiousness, openness, and low neuroticism
-Agreeableness was the only one found weakly associated with leadership

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13
Q

the tendency to be informed, creative, insightful and curious

A

Openness

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14
Q

the tendency to be thorough, organized, controlled, dependable, and decisive

A

Conscientiousness

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15
Q

the tendency to be sociable and assertive and to have positive energy

A

Extraversion

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16
Q

the tendency to be accepting, conforming, trusting, and nurturing

A

Agreeableness

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17
Q

the tendency to be depressed, anxious, insecure, vulnerable, and hostile

A

Neuroticism

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18
Q

What is emotional intelligence?

A

The ability to perceive and:
-apply emotions to life’s tasks
-reason/understand emotions
-express emotions
-use emotions to facilitate thinking
-manage emotions within oneself and relationships

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19
Q

Emotional intelligence as it relates to leadership

A

People who are more sensitive to their emotions and their impact on others will be more effective leaders

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20
Q

What are some different ways to measure EQ?

A

-MSCEIT: EQ as a set of mental abilities including the abilities to perceive, facilitate, understand, and manage emotion
-Goleman: EQ as a set of personal and social competencies including self awareness, confidence, self regulation, conscientiousness, and motivation
-Shankman and Allen: EQ as awareness of 3 aspects of leadership including context, self, and others

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21
Q

What is the focus of the trait approach?

A

-Focuses exclusively on the leader
-What traits leaders exhibit
-Who has these traits
-This approach emphasized that having a leader with a certain set of traits is crucial to having effective leadership

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22
Q

How do organizations use the trait approach?

A

-Organizations use personality assessments to find the “right” people assuming that it will increase organizational effectiveness
-Helps specify characteristics/traits for specific positions

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23
Q

What are the strengths of the trait approach?

A

-Intuitively appealing (people “need” to view leaders as gifted
-Credibility due to a century of research support
-Highlights the leadership component in the leadership process
-Provides benchmarks for what to look for in a leader

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24
Q

What are criticisms of the trait approach?

A

-fails to delimit a definitive list of leadership traits
-doesn’t take into account situational effects
-list of most important leadership traits is highly subjective
-research fails to look at traits in relationship to leadership outcomes
-not useful for training and development

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25
Q

How is the skills approach different from the trait approach?

A

The skills approach shifts focus from personality characteristics to an emphasis on skills and abilities that can be learned and developed

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26
Q

Three skill approach (Katz, 1955)

A

-Katz suggests that effective leadership depends on 3 basic personal skills: technical, human, and conceptual

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27
Q

Technical skill

A

-Having knowledge about and being proficient in a specific type of work or activity
-Specialized competencies, analytical ability, use of appropriate tools and techniques
-Technical skills involve hands on ability with a product or process
-Most important at lower levels of management

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28
Q

Human skill

A

-Having knowledge about and being able to work with people
-Being aware of ones own perspective and others’ perspectives at the same time
-Assisting group members in working cooperatively to achieve common goals
-creating an atmosphere of trust and empowerment of members
-important at all levels of the organization

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29
Q

Conceptual skill

A

-the ability to do the mental work of shaping meaning of organizational policy or issues (what the company stands for and where its going)
-works easily with abstraction and hypothetical notions
-central to creating and articulating a vision and strategic plan for an organization
-most important at top management levels

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30
Q

What are leadership skills?

A

the ability to use one’s knowledge and competencies to accomplish a set of goals or objectives

31
Q

-It examines the relationship between a leader’s knowledge and skills (aka capabilities) and the leader’s performance
-Leadership capabilities can be developed over time through education and experience
-Has 5 components: competencies, individual attributes, leadership outcomes, career experiences, and environmental influences

A

The skill based model of leadership also characterized as the capability model (Mumford and colleagues)

32
Q

Individual attributes

A

-general cognitive ability (persons intelligence, information processing, creative thinking, memory)
-crystallized cognitive ability (intellectual ability learned or acquired over time)
-motivation (includes willingness, dominance, and social good)
-personality (tolerance for complex organizational situations)

33
Q

Competencies/skills

A

-problem solving (creative ability to solve organizational problems)
-social judgment (capacity to understand people and social systems)
-knowledge (the accumulation of information and the mental structures to organize the information)

34
Q

Leadership outcomes

A

-Problem solving (criteria= originality and quality of solutions to problem situations)
-performance (degree to which a leader has successfully performed his/her assigned duties)

35
Q

Career experiences

A

-challenging assignments, mentoring, appropriate training, hands on experience
-Experiences gained during career influences leader’s knowledge and skills to solve complex problems
-Leaders learn and develop higher levels of conceptual capacity if they progressively confront more complex and long-term problems as they ascend the organizational hierarchy

36
Q

Environmental influences

A

-Factors in a leaders situation that lie outside of his or her competencies, characteristics, and experiences
-Internal and external

37
Q

Internal environmental influences

A

Can include factors like technology, facilities, expertise of subordinates, and communication
Ex. outdates technology skill level of employees

38
Q

External environmental influences

A

-Can include economic, political, and social issues, as well as natural disasters, and can provide a unique challenge to leaders
-Not usually under the control of the leader

39
Q

What is the focus of the skills approach?

A

-Focus is primarily descriptive; it describes leadership from skills perspective
-Provides structure for understanding the nature of effective leadership

40
Q

Principle research perspectives of the skills approach

A

-Katz (1955) suggests importance of particular leadership skills varies depending where leaders reside in management hierarchy
-Mumford and colleagues (2000) suggest leadership outcomes are direct result of leader’s skilled competency in problem solving, social judgment, and knowledge

41
Q

360 assessments

A

-Helps put skills approach into practice
-Leadership skills assessment from 3 angles: supervisors (top down evaluation), peers (same level evaluation), direct reports (bottom up evaluation)
-typically anonymous
- very effective for leadership skills development

42
Q

What are the strengths of the skills based approach?

A

-describing leadership in terms of skills makes leadership available to everyone
-provides an expansive view of leadership that incorporates wide variety of components
-provides a structure consistent with leadership education programs

43
Q

What are criticisms of the skills based approach?

A

-breadth of the skills approach appears to extend beyond the boundaries of leadership, making it more general, less precise
-Weak in predictive value; does not explain how skills lead to effective leadership performance
-Skills model include some individual attributes that are trait like

44
Q

What does the Behavior approach focus on?

A

-Emphasizes the behavior of the leader
-Focuses exclusively on what leaders do and how they act
-Primarily a framework for assessing leadership as behavior with a task and relationship dimension

45
Q

What two general kinds of behaviors is the behavioral approach composed of?

A

-Task behaviors which facilitate goal accomplishment; they help group members achieve their objectives
-Relationship behaviors which help followers feel comfortable with themselves, with each other, and with that situation in which they find themselves

46
Q

What did the university of Michigan studies explore?

A

Explored the specific emphasis on impact of leadership behavior on performance of small groups

47
Q

What were the results of the University of Michigan Studies?

A

-Two types of leadership behaviors conceptualized as opposite ends of a single continuum:
-Employee orientation (strong human relations emphasis; people oriented)
-Production orientation (stresses the technical aspects of a job; task oriented)

48
Q

Describe the Ohio State studies

A

-Analyzed how individuals acted when they were leading a group or an organization
-Done through the Leadership Behavior Description Questionnaire
-Resulted in particular clusters of behavior that were “typical of leaders”
-Shortened version of LBDQ resulted in two general types of leader behaviors

49
Q

What two general types of leader behaviors did the shortened version of the LBDQ find?

A

-Initiating structure: leaders provide structure for subordinates. Includes task behaviors: organizing work, giving structure to the work context, defining role responsibility, and scheduling work activities
-Consideration: leaders nurture subordinates. Includes relationship behaviors: building camaraderie, respect, trust, and liking between leaders and followers

50
Q

Blake and Mouton’s Managerial Leadership Grid

A

-Developed in 1960s
-Used extensively in organizational training and development
-Designed to explain how leaders help organizations to reach their purpose
-Two factors: concern for production and concern for people

51
Q

Two factors of Blake and Mouton’s Managerial Leadership Grid

A

-Concern for production: how a leader is concerned with achieving organizational tasks
-Concern for people: how a leader attends to the members of the organization who are trying to achieve its goals

52
Q

Leadership grid components/styles of Blake and Mouton’s Managerial Leadership Grid

A

-Authority Compliance
-Country club management
-Impoverished management
-Middle of the road management
-Team management
-Paternalism/Maternalism
-Opportunism

53
Q

Authority compliance

A

-Places heavy emphasis on task and hob requirements, and less emphasis on people, except the extent that people are tools for getting the job done
-Communicating with subordinates is not emphasized except for the purpose of giving instructions about the task

54
Q

Country club management

A

-Represents a low concern for task accomplishment coupled with a high concern for interpersonal relationships
-Deemphasizes production
-Leaders stress attitudes and feelings of people, making sure the personal and social needs of followers are met

55
Q

Impoverished management

A

-Representative of a leader who is unconcerned with both the task and interpersonal relationships
-Goes through the motions of being a leader but acts uninvolved and withdrawn
-Leader could be described as indifferent, noncommittal, resigned, and apathetic

56
Q

Middle of the road management

A

-Describes leaders who are compromisers, who have an immediate concern for the task and intermediate concern for the people who do the task
-They find a balance between taking people into account and still emphasizing the work requirements

57
Q

Team management

A

-This style places a strong emphasis on both tasks and interpersonal relationships
-Promotes a high degree of participation and teamwork in the organization and satisfies basic need in employees to be involved and committed to their work

58
Q

Paternalism/Maternalism

A

-This is the benevolent dictator who acts graciously but does so for the purpose of goal accomplishment
-Treats people as if they were dissociated from the task

59
Q

Opportunism

A

-refers to a leader who uses any combination of the basic 5 styles for the purpose of personal advancement
-May be seen as ruthless and cunning
-May also be seen as adaptable and strategic

60
Q

What is the importance of the behavioral approach?

A

Marked a major hit in leadership research from exclusively trait focused to include behaviors and actions of leaders

61
Q

Criticisms of the behavioral approach

A

-research has not adequately demonstrated how leaders’ styles are associated w/ performance outcomes
-no universal style of leadership that could be effective in almost every situation
-most of the research comes from the U.S

62
Q

The Situational Approach perspective

A

-Developed by Hersey and Blanchard
Focuses on leadership in situations
-emphasizes adapting style: different situations demand different kinds of leadership
-Used extensively in organizational leadership training and development

63
Q

Situational Approach definition

A

-Composed of both a directive dimension and supportive dimension
-Each dimension must be applied appropriately in a given situation
-Leaders evaluate employees to assess their competence and commitment to perform a given task

64
Q

Directive behaviors:

A

help group members in goal achievement via one way communication through giving directions, establishing goals and how to achieve them, methods of evaluation and time lines, defining roles

65
Q

Supportive behaviors

A

assist group members via two way communication in feeling comfortable with themselves, coworkers and situation. Includes asking for input, problem, solving, praising, and listening

66
Q

Four leadership styles of situational approach

A

Telling, selling, participating, and delegating

67
Q

What decides which leadership style is used with the situational approach?

A

Development levels: the degree to which followers have the competence and commitment necessary to accomplish a given task or activity

68
Q

Telling

A

-low competence, low commitment

69
Q

Selling

A

-some competence, low commitment

70
Q

Participating

A

-high competence, varied commitment

71
Q

Delegating

A

-high competence, high commitment

72
Q

What is the focus of the situational approach?

A

-Assumes that subordinates vacillate along the developmental continuum of competence and commitment
-Leader effectiveness depends on: assessing subordinate’s developmental position and adapting his/her leadership style to match subordinate developmental level

73
Q

Strengths of the situational approach

A

-marketplace approval/credible model for training employees to become effective leaders
-practicality/straightforward
-prescriptive value
-Leader flexibility
-differential treatment

74
Q

Criticisms of the situational approach

A

-lack of empirical foundation
-further research is required to determine how commitment and competence are conceptualized for each developmental level
-conceptualization of commitment is unclear
-does no account for different demographics

Group Skills and Team Leadership (5 decks)

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