Exam #1 Flashcards
Four principles of Ulrich & Smallwood’s article, “What is Leadership
Four principles
- Clarify why leadership matters: What are the outcomes of good leadership?
- Nail the basics: What must every leader know, do, and be?
- Create leadership brand: How do we develop leadership (not just leaders) from the outside/in?
- Ensure leadership sustainability: How do leaders make long term change really happen?
Five rules of the Leadership Code?
The Leadership Code
- Shape the future
- Make things happen
- Engage today’s talent
- Build the next generation
- Invest in yourself
Summarize the “Get My Way Behaviors” and our class discussion of feelings.
What do we do when things aren’t going the way we want? Helplessness, suffering, and anger follow.
Nobody can “make” you do or feel anything. You have to take responsibility for your own feelings. They are voluntary, caused by you, and are not shared. “If you don’t like what you are, then change what you do.”
Leadership Effectiveness Formula
L = F (L + GM + S) Leadership = function of the leader + group members + situational variables
What is Reinforcement Theory?
Skinner’s operant conditioning model. Stimulant > response > reinforcement > behavior
Based around Skinner’s operant conditioning model
Behavior can be changed by altering the significant reinforces, but it is unlikely to last over time without the person integrating the dynamic into their own conscious awareness
Significance of reinforcer to target person and timing of its delivery are critical to enhancing predictability of the behavioral outcome
Life is a constant series of internal and external dialogues within ourselves and between ourselves and others. The nature of these dialogues is directly related to our self concept.
What is Transactional Analysis?
What are Covey’s 8 habits?
- Be Proactive; take charge of your life
- Begin with the end in mind; always know where you want to end up
- Put first things first; keep your priorities straight and operational
- Think win/win; seek for consensus through productive collaboration in your problem solving
- Seek first to understand and then to be understood
- Synergize; the whole is greater than the sum of its parts
- Sharpen the saw; constantly be renewing yourself
- Look for that inner core that drives who you really are and help others find their own theme in themselves
Self-awareness, self-regulation, motivation, empathy, social skill
What are the basic principles of Goleman’s Emotional Intelligence?
“The servant-leader is servant first…It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong (Greenleaf).”
What is Servant Leadership?
Growth is all about identifying and leveraging one’s “signature” strengths rather than focus solely on developmental weaknesses. Individuals are consciously placed in organizations where they can magnify these strengths and, therefore, flourish. POS explores the side of human behavior that is most elusive and, therefore, is often left to languish.
What is Cameron’s Positive Organizational Scholarship?
Business success will never compensate for personal failure. Building people and making a difference in their lives should guide our every action. Apply “disruptive technology” to our personal lives.
What is Disruptive Leadership (a.k.a. Disruptive Innovation)?
To behaviorally anchor a leadership trait is to define it in an observable way. What does the trait do?
What does it mean to behaviorally anchor a leadership trait?
What is the MBTI, its basic preferences, and the main characteristics of the 16 types?
The MBTI is one of the most widely used personality tests in the workplace. It is an indicator of preferences rather than skills and is a way of describing a person in a non-judgmental way.
Extraversion vs Introversion: Where do I focus my attention and where do I get my energy
Sensing vs iNtuition: How do I acquire and process info/data?
Thinking vs Feeling: How do I go about making my decisions?
Judging vs Perceiving: How do I orient myself to my everyday environment?
According to the slides and our discussions in class, what do extroverts need to understand about introverts and vise versa? S’s and N’s? T’s and F’s? J’s and P’s? Again, knowing the definitions of the preferences will provide you with some intuition when considering the assumptions one type makes about another.
E’s need to understand that I’s need - time to digest information - to have their ideas drawn out - to be let into the conversation I’s need to understand that E’s need - to be allowed to think outloud - to get reactions from others - to build their ideas through verbal dialogue N’s need S’s to help them - bring up pertinent facts - to apply experience to problems - to have patiences - to notice what needs attention now T’s need F’s to help them - to persuade and conciliate - to forecast feelings - to teach and sell - to arouse enthusiasm F’s need T’s to help them - organise and analyse - find flaws in advance - to hold to a policy - to stand firm J’s need p’s to help them - be flexible - listen for new information - to provide options P’s need J’s to help them - to plan ahead - to set deadlines - to make decisions
What does FIRO-B stand for? What are the 3 fundamental interpersonal needs?
Fundamental Interpersonal Relationship Orientation
- Inclusion - recognition, participation, contact with others, belonging
- Control - concerns influence, responsibility, decision making, leadership
- Affection - openness, closeness, personal warmth, sensitivity
What are the differences between the 2 dimensions of the FIRO-B (i.e. expressed vs. wanted)?
Expressed Behavior
- How much do you prefer to initiate the behavior?
- How much will you actually behave?
- What will other people see when they look at what you do?
Wanted Behavior
- How much do you prefer others to take the initiative?
- How much do you want to be the recipient of those behaviors?
List and define the conflict handling modes of the Thomas-Kilmann Conflict Mode Instrument.
- Competing: High assertiveness, low cooperativeness. Power oriented, wants to win; a little selfish
- Avoiding: Low assertiveness, low cooperativeness. No action; conflict is not addressed directly. Fear; withdrawl
- Accommodating: Low assertiveness, high cooperativeness. Neglects own concern to satisfy others
- Collaborating: High assertiveness, high cooperativeness. Work with others to find a mutually satisfactory solution without sacrificing either position
- Compromising: Middle of the road. Objective is to get over conflict as soon as possible whether or not both parties got their way.
According to the readings and class discussion, explain what the least desired and most desired conflict handling modes of the Thomas-Kilmann are.
The most desirable conflict handling mode is collaborating because both parties get what they want without sacrificing anything (some people might not be ready for such an investment). The least desirable is avoiding because the problem is still there and it is creating negative emotions.
What are the five factors of the Five-Factor Personality Theory?
Extroversion/Introversion: social adaptability
Neuroticism: anxiety and volatility
Agreeableness: Social compatibility
Conscientousness: thoughtful decision making
Openness: adaptability to new ideas/situations
What is the HEXACO model of personality?
Same as the five factor personality theory plus an added factor:
Honesty/Humility: sincerity, fairness, greed avoidance, modesty
Explain Maslow’s theory of motivation.
Based on five fundamental needs (hierarchically arranged) Basic physiological needs Safety needs Belongingness/Social needs Esteem/Ego needs Self-actualizing needs
Explain Hertzberg’s theory of motivation.
Two-factor theory
- Satisfiers or Motivators
- Intrinsic Elements within the content of the job
- challenging, level of responsibility, recognition, etc - Dissatisfiers or Hygiene Factors
- Extrinsic rewards which are significant when they are absent or deficient
- salary, benefits, location, supervisor, etc.
Explain McClelland’s theory of motivation.
Need for achievement - a key driver for generating results. Competitive
Need for power - focuses on making an impact on others
Need for affiliation - establishing and maintaining close relationships
(Needs are learned. Called manifest needs)
Explain Vroom’s theory of motivation.
Valence: the value or importance we place on a particular outcome (reward)
Expectancy: the perception that effort leads to performance
Instrumental: the belief that performance leads to desired results
Explain the Behavioral theory of motivation.
Motivation and learning are predicated on the connection that one makes between their manifest behavior and the connection they make between their behavior and the consequences that result from an exhibition between that behavior.
Timing and value of the “reinforcer” to the individual is important as are the schedules of reinforcement: continuous, intermittent, (ratio vs interval; fixed or variable)
Ratio = amount of responses Interval = amount of time Fixed = scheduled absolute reinforcement Variable = average
Reinforcement is the attempt to strengthen a given behavior by altering the consequences.
Punishment is the attempt to weaken or eliminate undesirable behavior.
Explain Warrilow’s theory.
Balancing organization and individual interests
Differentiating rationality from emotionality
Motivating is all to do with energy
3 tips to inspiring motivation in the workplace
Find out what is important to the person
Support others in achieving their goals
Share what you care about
Explain Reinforcement Theory.
Classical Conditioning (Pavlov)
- Conditioned Stimulus + Unconditioned Stimulus = Conditioned Response (CS + UCS = CR)
- Deals with the condition of reflexive behaviors which are elicited by antecedent conditions.
Operant Conditioning (Skinner)
- An individuals behavior is modified by it’s consequences; the behavior may change in form, frequency, and strength.
- Reinforcement - greater frequency
- Punishment - less frequency
- Extinction
Chang Human Behavior
- State goal
- Monitor behavior
- Reinforce desired behavior
- Reduce incentives to perform undesired behavior
What is the Think-Do-Teach model?
Teaching the skill to think critically
- the act of doing (behaving) consistent with what one is thinking will result in learning if the consequence of the doing and behaving are reinforced by the consequences found in one’s environment
- the act of teaching serves to increase one’s conscience awareness so that positive or negative response will determine whether learning from thinking-doing-teaching has occurred.
- When consistency between the 3 conditions exists, the resulting learning is embedded much more firmly.
What are the stages of Kolb’s learning theory? What are the definitions of his learning styles? How are the stages and learning style types related?
4 stage learning cycle
- Concrete experience (CE) - feeling
- Reflective observation (RO) - watching
- Abstract conceptualization (AC) - thinking
- Active experimentation (AE) - doing
Explain the Conscious Competence Learning Model.
The model for describing how any new skill is learned – using the interaction of two fundamental skills: Competence and Awareness
Stage 1: Unconscious incompetence
Stage 2: Conscious incompetence
Stage 3: Conscious competence
Stage 4: Unconscious competence
Stage 5: Reflective competence (continuous improvement)
Techniques to Remedy Leadership Behaviors That Are Resistant to Development
Pay particular attention to readings for and discussion of:
Self-Confidence - positive self talk. You are the only one making the decision to think/feel that you are lacking in confidence
Self-Insight - It is the accuracy to thoroughness of one’s self-insights that will determine how much growth will take place
Linear/concrete thinking vs strategic capability
Intuition vs analysis
Creativity
Managing Conflict
Intellectual horsepower
Introvert vs Extrovert
Narcissism
Passive-Aggressive Behaviors
Changing Fundamental Motivation
Comfort with Ambiguity
What are the desired outcomes of conducting a 360 analysis?
- Honest, well balanced feedback
- Gather data from at least 5 sources
- Identify your beginning working hypothesis
- What are your conclusions based only on these observations (strength and development needs)?
- Make sure that you connect all the dots (who are you as others see you?), regardless of any apparent discrepancies in the feedback.
- Also, include all of these data into your overall personal leadership analysis (LDP).
Explain the role of leadership in an organization according to handout 5.
Human development is as important as the financial bottom line
Should use virtues of compassion, humility, courage, hope, etc
Stories and scripts defining these core values become critical along with organizational resources in support of such virtues
List, define, and give examples of the different bases of power.
Coercive: rule by fear (failure to comply - punishment)
Ex. Do this right or you’re fired! I coerce you!
Legitimate: based on status - the boss;s power
Ex. I am your superior, and you will do what I say!
Expert: things you know give you power
Ex. I’m an engineer, and…
Reward: “I’ll give you a cookie” leadership - stuff to be gained
Ex. I’ll give you a cookie (follow-through leads to rewards)
Referent: personality power - awesome person - charisma
Ex. Dr. Gantt is so awesome and likable… I must give him power
Informational: “in the know” power - don’t withhold from others; feeling informed
Ex. This just came in about our findings…
*Not Expert - more about knowing what’s going on than a given skill
Connection: networking, relationships - who you know
Ex. I talked to John and I think he can help you out…
Ex. (long standing friendship) - Hey friend, I need some help…
What competencies should one develop when attempting to gain influence?
Trailblazing: new opportunities to use expertise
Ex. I can use my word-processing skills to create a daily outline for my work…
Toolmaking: making new tools that spread expertise
Ex. I can create a new answer sheet that will help in answering emails…
Teamwork: personal interaction with others to improve productivity
Ex. I can work with my companion to teach more effectively…
Translation: making things easy to understand for “decision makers”
Ex. simplified emails to superiors about specific information
Best results: combination of all four
Discuss conceptual types of creativity.
Imagination: original ideas
Improvement: making an existing thing better
Investment: get things done
*Quick responses and goal achievement take priority
Incubation: “teamworking” ability - use everyone together, brainstorming, etc.
What are Cameron’s behavioral guidelines for learning creativity? (There are 6)
Follow four steps
- define the problem
- generate alternative solutions
- evaluate the alternatives
- select/implement the optimal solution
Different types of creativity
imagination, -improvement, investment, incubation
Overcoming conceptual blocks by:
-challenging stereotypes, lateral and vertical thinking, right and left brain thinking, be inquisitive, identify themes, etc.
Use techniques to expand problem definition
-metaphors, alternative definitions, reverse definition
Elaborate possible alternative solutions
-defer judgment, subdivide problem, etc.
Foster creativity
- provide autonomy (ex. Google - time to work on personal projects)
- create diversity
- accountability for learning
Read the article, “Women Rising: The Unseen Barriers.”
Barriers:
Absence of affirmation - lowers self-confidence, diminishes developmental opportunities
Men tend to gravitate toward each other, and there are more men in the business workplace than women - thus, women are disadvantaged
Second-generation bias (women ought to be in the kitchen, let dad bring the bacon, etc.)
W. aren’t expected to have the “right skill set and experience”
Decreased to take risks in “unfamiliar territory” (e.g., women feeling alone in upper management circles)
W. are perceived to be “liked less” as leaders than similarly-evaluated men
Pursuing family building responsibilities (e.g., mom, wife, etc.)
W. receive less attention overall
