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L&D exam 2 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

Leadership

A

The use of power and influence to direct the activities of followers toward goal achievement, Social influence process

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2
Q

Leadership development

A

The process of preparing individuals and collectives to effectively engage in leading-following processes. Historically focused on developing individuals, but should also focus on the social context of leadership

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3
Q

Intrapersonal

A

Human Captial, Individual, Personal Power

Skills: Self-awareness, self-regulation, self-motivation

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4
Q

Interpersonal

A

Social Captial, Relational, Trust

Skills: Social awareness, social skills, team orientation

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5
Q

Why do organizations invest in leadership development?

A

To meet the current and future needs of the organization

Benefits:
Organizational effectiveness
Employee engagement
Talent retention
Succession planning
Organizational attractiveness

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6
Q

What are the 4 types of effective leadership behaviors?

A
  1. task oriented
  2. relations oriented
  3. change oriented
  4. external leadership
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7
Q
  1. Task oriented
A

planning and organizing activities, monitoring operations, problem solving

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8
Q
  1. Relations oriented
A

supporting, developing, recognizing, empowering

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9
Q
  1. Change oriented
A

advocating change, encouraging innovation, facilitating collective learning

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10
Q
  1. External leadership
A

networking, representing, external monitoring

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11
Q

What are the 6 key areas of importance for LD best practices?

A

N.A.S.L.E.R
1. needs assessment
2. audience selection
3. supportive infrastructure
4. learning system
5. evaluate effectiveness
6. rewards & improvements

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12
Q

Diversity?

A

The representation or composition of various social identity groups that correspond to societal differences in power and privilege

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13
Q

Equity?

A

An ongoing process of assessing needs, correcting historical inequities, and creating conditions for optimal outcomes by members of all social identity groups

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14
Q

Inclusion?

A

An environment that offers affirmation, celebration, and appreciation of differences, thus allowing all individuals to bring in their whole selves (and all of their identities)

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15
Q

Types of diversity dimensions? (identity categories)

A

Race
Sexual orientation
Age
Ethnicity
Socioeconomic status
National origin
Culture
religion
Immigration status
Gender
spirituality
Language
Gender identity & expression
disability

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16
Q

Business case?

A

DEI leads to positive financial outcomes for organizations

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17
Q

Moral case?

A

Pursuing DEI is the right thing to do

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18
Q

Explicit bias?

A

conscious; a choice

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19
Q

Implicit bias?

A

unconscious; unaware

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20
Q

Representation in the corporate pipeline by gender and race (graphic from a McKinsey & Co. 2021 report)

A

Entry level
1. White men- the majority
2. White women
3. Men of color & Women of color – tied

Manager, SR manager/director, VP, SVP, C-suite (in order for highest%-lowest%)
1. White men- the majority
2. White women
3. Men of color
4. Women of color

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21
Q

Raising awareness around implicit bias

A

I.U.C.I
1. Identify various social identity categories/groups
2. Understand the historical current context of their experiences in society
3. Consider the specific challenges they face in organizations
4. Interventions to raise awareness and consciousness can be impactful in dealing w/ implicit bias

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22
Q

The 5 strategic considerations for improving DEI in LD?

A

S.I.P.P.P
1. setting the foundation
2. identifying high-potential employees
3. preparing high-potential employees for leadership
4. preparing organizations for diverse leadership
5. promote/hire diverse leaders

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23
Q

Global DEI

A

Important to understand the unique diversity priorities outside of the U.S. like gender, ethnicity, disability, etc

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24
Q

High-potential employees: selecting an audience for leadership development

A

No mention of an audience, but the presumption is that you need to have a strategic process of identifying and selecting high-potential employees for leadership development

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25
Q

Definition of high-potential employees

A

people that the company believes are capable of being successful in higher-level managerial positions, such as general manager of a strategic business unit, functional director (such as a director of marketing), or a CEO

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26
Q

Why do organizations disproportionately invest in developing high-potential employees?

A
  • they invest because of the value they bring to the business in their current roles, as well as their potential value to the business if an upper-level employee leaves the company
27
Q

What is succession planning? and how does it help organizations?

A
  • the process of identifying, evaluating, developing, and tracking high-potential employees who can move into different positions in the company.

helps organizations:
1. Identifies and prepares future company leaders
2. Helps ensure the company runs smoothly when key employees and managers leave
3. Creates opportunities for development and promotion

28
Q

What are the key issues related to high-potential employees?

A

whether or not to tell high-potential employees that they are high-potential

Advantage- high-potential employees might be more likely to stay with the company because they know their career is heading somewhere

Disadvantage- those who are not on the list may become disillusioned and leave the company

29
Q

What are the 3 markers of high potential?

A
  1. ability
  2. social skills
  3. drive
30
Q
  1. Ability
A

demonstrating the knowledge and skills required to perform key leadership tasks

  • Can be assessed using work sample tests
  • Difficult because performance in one role does not entirely predict future performance in an entirely different role
  • May require an assessment of learning ability and other factors
31
Q
  1. Social skills
A

Managing self (handling pressure and adversity, maintaining dignity and respect)

Managing others (establishing high-quality relationships, influencing others)

  • Emotional intelligence assessments can be used
32
Q
  1. Drive
A

the motivation to do what is needed to achieve

  • May be assessed using measures of conscientiousness, achievement motivation, ambition
  • May also be assessed through behavioral observation
33
Q

Talent review?

A

a succession planning review process

  • This first involves employees’ managers and human resources
  • Includes an overall assessment of leadership talent in the company, an identification of high-potential employees based on their performance and potential, and a discussion of plans to keep key managers from leaving the company
34
Q

Succession planning?

A
  • refers to the process of identifying, evaluating, developing, and tracking high-potential employees who can move into different positions in the company in the event of planned or unplanned job openings due to turnover, promotion, or business growth
35
Q

9-box grid (axes and potential uses)

A

What is it- Three-by-three matrix used by groups of managers and executives to compare employees within one department, function, division, or the entire company

Used for analysis of talent
- Helps formulate effective development plans and activities
- Helps identify talented employees who can be groomed for top-level management positions within the company

Y-axis is “job performance”

The X-axis is generally labeled “potential” or “promotability”

Uses of the nine-box grid
- clearly defining each box
- Provides examples of desirable behavior to managers
- managers categorize their direct reports on the grid and meet with other managers to compare, discuss, and defend their categorizations in a “calibration meeting”
- Nine-box grid is used to determine the development plan for their direct reports and to decide who to recommend for high-potential leadership positions or development programs
- Can be used to see if talent exists to meet strategic needs of the organization

The value of the grid is that it is:
- based on multiple and shared perspectives of talent
- helps managers provide development plans and experiences that best fit employees based on performance and potential
- Provides a snapshot of the company’s talent

For effective use, the process must include;
- An honest discussion of employees by their managers
- A discussion of the information gathered with employees to inform their development plans
- Identification and placement of employees into key job roles and experiences needed to best use their skills in the company

36
Q

Four types of approaches to leadership development (including specific examples)

A
  1. formal education
  2. assessment
  3. job experiences
  4. interpersonal relationships
37
Q
  1. Formal education
A

short courses, executive ed programs, tuition reimbursement, group leaderless discussion

38
Q
  1. Assessment
A

Personality tests and inventories, assessment centers, performance appraisal, 360-degree feedback systems

39
Q
  1. Job experiences
A

Stretch assignments, job enlargement, job rotation, lateral moves, transfers, promotions, downward moves, temporary assignments, projects, volunteering, sabbaticals

40
Q
  1. Interpersonal relationships
A

mentoring, coaching, sponsorship

41
Q

Developmental needs/goals addressed by different job experiences

A

job enlargement
- skill development

job rotation/transfer
- interest in learning about another function/division of the org

promotion
- want more responsibility, accountability & desire to influence business decisions

downward move
- changing/trying new profession

temporary assignments, project work, volunteer work, sabbatical
- new understanding/perspective of something new to avoid burnout and alleviate stress

42
Q

What is a sponsorship?

A

A helping relationship in which senior, powerful people use their personal clout to talk up, advocate for and place a more junior person in a key role

43
Q

Sponsorship vs. mentorship?

A

A mentor is someone who has knowledge and will share it with you; a sponsor is a person who has power and will use it for you.

44
Q

ABCDs of sponsorship (including behavioral examples and intended goal)

A

Amplify
- ex. be aware of talking up a protege’s accomplishments
- goal, create/increase perceivers + impression of the protege

Boost
- ex. nominating protege; writing letters of rec
- goal, increase other expectations of the protege’s potential

Connect
- ex. introducing protege to high-status individuals
- goal, create/enhance perceiver’s positive impressions of the protege

Defend
- challenging others’ negative perceptions of a protege
- goal, reverse or neutralize others’ negative perceptions

45
Q

Development planning system?

A

Designed to retain & motivate employees by identifying and helping to meet their development needs (showing them the possible career path or leadership opportunities they could have at this org) – set goals for your career and identify action steps to achieve it

IDPs (individual development plans) can be used for leadership development or just for employee development more generally

46
Q

Process of development planning (including employee vs. company responsibilities)

A

self-assessment> reality check> goal setting> action planning

employee identify needs to improve > identify realistic needs > identify goal & method > identify steps & timetable

company provide assessment +/- > communicate performance eval > ensure goal is SMART > identify resources employee needs to reach goal

47
Q

Benefits of development and career planning

A
  • Allows employees to take ownership of their development
  • Enhances motivation and commitment to the org
  • Helps managers understand employees’ motivations and aspirations
  • Provides a perfect avenue for developmental feedback
48
Q

Performance management?

A

Process of measuring, communicating, and managing employee perf in the workplace so perf is aligned with org strategy

  • Used to assess current perf and compare with expected perf
  • Managers can identify perf issues and highlight opportunities for dev
49
Q

Performance appraisal?

A

the measurement or evaluation of employee performance

  • Difficult bc of developmental vs administrative (typically more administrative and don’t provide good info about developmental needs)
50
Q

Challenges of performance appraisal and ways to overcome challenges

A

Other challenges:
- Defining performance (traits, behaviors, results, goals)
- Rating errors and bias

Overcoming challenges:
- Rater training
- Rater accountability - having repercussions for rating incorrectly
- Rater calibration (comparing ratings across business units to identify patterns/inconsistencies)
- Record keeping and auditing

51
Q

What is 360-degree feedback?

A

Multi-source or multi-rater feedback - Employees are evaluated by subordinates, peers, customers, managers, and themselves

  • Ideal for assessing social and emotional skill-based behavior
52
Q

Complexities of 360-degree feedback systems and

A
  1. Picking the right measures
  2. Getting rater buy-in and participation
    – typically voluntary participation
    – If subordinates are being asked to rate their boss, they may still be uneasy to share their true feelings even if the answers are supposed to be kept confidential.
  3. High cost and time investment (depending on method)
    – Example: interviews can be very costly
  4. Managing follow-up
    – How do we share the information back to the person? Be aware of individual characteristics at play
53
Q

Ways to overcome complexities of 360-degree feedback

A
  • Measures should align with leadership competencies
  • Ensure rater anonymity
  • Indiv differences influence how employees interpret feedback
  • Use along with coaching
54
Q

What is coaching?

A

A customized approach that generally involves interactions with an indiv who helps motivate, guide self-awareness, and provide feedback

ex. leadership and executive coaching

55
Q

GROW model of coaching

A

Goal
- what do you want to achieve?

Reality
- what support/challenges do you need

Options
- consider pros/cons of each

Will or way forward
- motivation/desire

56
Q

Pros of mentoring programs

A
  • socializing new employees
  • developing managers
  • providing opportunities for women & minorities to share experiences and gain exposure/skills needed to move into management positions
57
Q

Considerations for formal mentoring programs

A
  • Mentors should be evaluated to assess their effectiveness in developing employees
  • Common criteria should be used for mentor-protégé matching
  • Mentors and protégés should co-create expectations for the relationship
  • Mentors should receive development training and/or access to resources on development
58
Q

Three primary considerations for assessing impact

A
  1. What will be measured? (outcomes of interest)
  2. Which measurement tools will be used? (measures)
  3. How will data be collected? (study design)
59
Q

What should outcomes of interest do?

A
  • Be linked to leadership development objectives
  • Align with a relevant leadership competency model
  • Fulfill assessed needs
  • Serve the organization’s strategic goals
60
Q

What are the 4 types of outcomes of interest?

A
  1. Participant reactions
  2. Learning or cognitive
  3. Behavioral change and transfer
  4. Results
61
Q

Types of measures (or measurement tools) for evaluating LDP effectiveness

A
  • Surveys (self- and other-report)
  • Assessments
  • Behavioral observation
  • Archival data (e.g., performance appraisal)
  • Business impact (e.g., output, cost or time savings, engagement)
  • Other (assessment center, work sample test)
62
Q

What should you consider for study design?

A

Minimize threats to internal and external validity by utilizing pre- and post-tests, as well as control groups (if possible)

63
Q

Calculating ROI

A

ROI = (Total Benefit - Total Cost)/Total Cost
ex. I made $15,000 but bought a $10,000 watch. ROI would = 50%

L&D exam 2 (1 decks)

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