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Exam 2 Study Guide Flashcards

1
Q

Leadership can be defined as a social _______ process

A

influence

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2
Q

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

A

equity

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3
Q

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

A

inclusion

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4
Q

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

A

diversity

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5
Q

multi-rater (360-degree) feedback systems can play a critical role in leadership development. describe what multi-rater feedback systems are and what are 2 benefits and 2 challenges associated with this type of assessment?

A

multi-rater (360-degree) feedback refers to employees being evaluated by a group of raters with diverse types of connection to the focal employee such as subordinates, peers, customers and managers, as well as themselves

benefits: ideal for assessing social and emotional skill-based behavior; collects multiple perspectives that can be compared to the self-perspective

challenges: getting rater buy-in and participation; managing follow up

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6
Q

what is leadership?

A

the use of power and influence to direct the activities of followers toward goal achievement; a social influence process; defined by organizational goals, culture, and business strategy; can occur at different levels; may be formal or informal

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7
Q

what is 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; intrapersonal and interpersonal development (leader development vs. leadership development)

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8
Q

intrapersonal competencies

A

self awareness (emotional awareness, self confidence, accurate self image), self regulation (self control, trustworthiness, personal responsibility, adaptability), self motivation (initiative, commitment, optimism)

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9
Q

interpersonal competencies

A

social awareness (empathy, service orientation, political awareness), social skills (building bonds, team orientation, change catalyst, conflict management)

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10
Q

why do organizations invest in leadership development?

A

to meet current and future needs of the organization

benefits: organizational effectiveness, employee engagement, talent retention, succession planning, organizational attractiveness

organizations spend $50 bullion annually for L&D training

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11
Q

what are the 4 types of effective leadership behavior?

A
  1. task-oriented (ensures people, equipment, and other resources are used in an efficient way to reach goals)
  2. relations-oriented (enhances member skills, leader-member relationship quality, org. identification, and commitment)
  3. change-oriented (increases innovation, collective learning, and adaptation to change)
  4. external leadership (facilitates performance by providing relevant info about outside events, acquiring resources/assistance, and promoting the reputation and interest of the org.)
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12
Q

specific behaviors of task-oriented

A

planning and organizing activities, clarifying roles and objectives, monitoring operations, problem solving

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13
Q

specific behaviors of relations-oriented

A

supporting, developing, recognizing, empowering

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14
Q

specific behaviors of change-oriented

A

advocating change, envisioning change, encouraging innovation, facilitating collective learning

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15
Q

specific behaviors of external leadership

A

networking, external monitoring, representing

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16
Q

what are the 6 key areas of importance for leadership development?

A
  1. needs assessment
  2. audience selection
  3. supportive infrastructure
  4. learning system
  5. evaluate effectiveness
  6. rewards and improvements
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17
Q

best practices for needs assessment

A
  • developing clear objectives for the program (ensuring that leadership development systems are linked to business strategy)
  • identifying elements for effective leadership (competency model) and gaps in current/potential leaders
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18
Q

best practices for audience selection

A
  • clear connection between succession plans and leadership development
  • nurturing and developing talent that will serve strategic purposes
  • should be guided by clear and objective criteria not just manager nomination
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19
Q

best practices for supportive infrastructure

A
  • leadership development in embedded in organizational culture
  • there is ongoing support and involvement in leadership development from senior management
  • social networks within the organization facilitate growth (leaders are allowed to grow and implement their ideas or learning without constraints from the organization)
  • shared ownership and accountability for leadership development across different functions and levels of the organization (360 feedback)
  • other systems should be aligned with leadership development objectives (performance management, rewards, succession planning, etc.)
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20
Q

best practices for learning systems

A
  • system comprised of formal training and action learning activities
  • action learning can range from on the job training to learning projects (job assignments are a type of action learning activity)
  • developmental relationships are key components of an effective learning system (mentoring and coaching)
  • 360 degree feedback
  • senior leaders and executives participate in program delivery
  • balance fulfilling organization, individual, and team needs
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21
Q

best practices for evaluating effectiveness

A
  • effectiveness of leadership development initiatives can be challenging to evaluate
  • should be evaluated based on the extent to which it fulfills the initial needs outlined in the assessment process based on the program objectives, leadership characteristics, and desired results
  • should focus on the impact leadership development initiatives have on the organization’s ability to operate more strategically because of its leadership capability
  • Kirkpatrick’s four-level training evaluation theory/model can be used to evaluate leadership development initiatives
  • multiple methods should be used to increase validity
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22
Q

best practices for rewards and improvements

A

feedback from the evaluation system should be used to reward success and improve deficiencies

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23
Q

what is diversity?

A

any dimension that may differentiate one person from another

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24
Q

what is equity?

A

fair treatment, access, equality of opportunity and advancement for all employees

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25
what is inclusion?
creating an environment in which employees share a sense of belonging, mutual respect, and commitment to others
26
dimensions of diversity
race - ethnicity - culture - gender - gender identity and expression - sexual orientation - socioeconomic status - religion - -spirituality - disability - age - national origin - immigration status - language
27
business case for DEI in organizations
- diversity, equity, and inclusion leads to positive (financial) outcomes for organizations - more widely adopted by Fortune 500 companies
28
moral case for DEI in organizations
pursuing diversity, equity, and inclusion is the right thing to do
29
explicit bias
- conscious bias - explicit bias is a choice - exists in society and organizations
30
implicit bias
- unconscious bias - implicit bias is a pattern of perception rooted in belief systems that develop over time, generally outside of a person's awareness (bias toward or against) - manifest as attitudes and stereotypes - exists in society and organizations
31
what is shown in the the visual representation in the corporate pipeline by gender and race?
- c-suite executives are 62% white men, 13% colored men, 20% white women, and 4% colored women - in entry level, manager, sr. manager, VP, SVP, and c-suite there is a large presence of white men, second largest presence being white women - colored men and women have low representation in the corporate pipeline - women lose the most ground at the first step to manager - for every 100 men who are promoted, 86 women are promoted
32
raising awareness around implicit bias
- identifying various social identity categories or groups - understanding the historical and current context of their experiences in society - considering the specific challenges they face in organizations - interventions to raise awareness and consciousness can be particularly impactful in dealing with implicit bias - awareness alone is not a sufficient solution
33
5 strategic considerations for improving DEI in leadership development
- setting the foundation - identifying hihg-potential employees - preapring high-potential employees for leadership - preparing the organization for diverse leadership - promote/hire diverse leaders
34
global DEI
- important to understand the unique diversity priorities of a particular region - priorities outside of the U.S. include gender, ethnicity, country of origin, disability status, religious affiliation, socioeconomic background
35
selecting an audience for leadership development
- focal employees for leadership development may vary by level, position, or employee type - many organizations offer broad leadership development opportunities for all employees, but allocate more resources to developing employees who have the potential to fill important leadership roles in the organization
36
what are high potential employees?
- employees that a company believes are capable of being successful in higher level managerial positions, such as general manager of a strategic business unit, functional director, or CEO - typically the focus of succession planning
37
why do organizations disproportionately invest in developing high-potential employees?
- expectation of greater and quicker returns - promote future success for the org. - efficient resource allocation - attract, motivate, and retain top talent
38
key issues in identifying high potential employees
- how is leadership potential defined/measured? - implicit leadership theories (ideas and prototypes we hold about leaders) - ethical issues (can ethical competencies be developed?) - performance rating are messy (rater bias, contamination) - development opportunities for all employees - transparency and the effects of non-high-potential employees
39
three markers of high potential
1. ability 2. social skills 3. and drive
40
talent review
process used by organizations to support the talent pipeline in which managers identify and discuss employees to determine who should receive enhanced developmental focus, resources, promotions, and special placements
41
9-box grid
- used by managers to analyze and discuss talent, identify high-potential employees, and create development plans - shows distinction between performance and potential - past performance predicts future performance in similar roles - used for succession planning, identifying and evaluating, developing, and tracking hi-po employees - may also be used to identify development
42
4 types of approaches to L&D
1. formal education 2. assessment 3. job experiences 4. interpersonal relationship
43
formal education approach
off and onsite programs for the company's employees (short courses, executive education programs, tuition reimbusement)
44
assessment approach
collective information and providing feedback to employees about their behavior, communication style, or skills (personality tests and inventories, assessment centers, performance appraisal, 360 feedback)
45
job experiences approach
relationships, problems, demands, tasks, or other features that employees face in their jobs ((stretch assignments, job enlargement, job rotation, lateral moves, temporary assignments, projects volunteering, sabbaticals)
46
interpersonal relationships approach
interacting with more experienced organizational members (mentoring, coaching, sponsorship)
47
developmental needs addressed by job experience
- job enlargement (interested in developing new skills; would like to continue in current position; position has opportunities for development) - job rotation/transfer (desires a job with similar responsibilities to current position but with assignments requiring new skills; interested in learning about another function, division, or product of the org.) - promotion (ready to assume more responsibility and accountability for other employees and projects; desires to influence business decisions) - downward move (considering changing or trying out a new profession/career and needs to acquire new skills; wants to reduce job stress or achieve better work/nonwork balance; prefers a previous job) - temporary assignments, project work, volunteer work, sabbatical (wants a new understanding/perspective of customers, products, or community issues; obtain job experiences and develop skills in jobs not available by the company; wants to use and develop current skills in a new context; wants to avoid burnout and alleviate stress)
48
sponsorship
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; a mentor is someone who has knowledge and will share it; a sponsor is someone who has power and will use it
49
ABCDs of sponsorship
Amplify (being aware and talking up a protege's accomplishments; goal is to create/increase perceivers' positive impressions of the protege) Boost (formally nominating a protege for specific opportunities; writing letters of recommendations; goal is to increase others' expectations of protege's potential and readiness for advancement) Connect (introducing a protege to high status individuals; goal is to create perceivers' positive impressions of protege) Defend (challenging others' negative perceptions of a protege; goal is to reverse or neutralize others' uncertainty of the protege)
50
development planning system
designed to retain and motivate employees by identifying and helping to meet their development needs
51
process of development planning for both the employee and company
1. self assessment (employee - identify opportunities and needs to improve; company - provide assessment info to identify strengths, weaknesses, interests, values) 2. reality check (employee - identify what needs are realistic; company - communicate performance evaluation, where employee fits in long-range plans, changes in industry, profession, and workplace) 3. goal setting (employee - identify goal and method to determine goal progress; company - ensure goal is SMART, commit to help employee reach goal) 4. action planning (employee - identify steps and timeline to reach goal; company - identify resources employee needs to reach goals like assessments, courses, and relationships/experiences)
52
benefits of development and career planning
- allows employees to take ownership of their development - enhances motivation and commitment - helps managers understand employees' motivations and aspirations - provides an avenue for developmental feedback
53
performance management
process of measuring, communicating, and managing employee performance in the workplace so that performance is aligned with organizational strategy
54
challenges of performance appraisal and how to overcome them
Challenges: - developmental vs. administrative - defining performance (traits, behaviors, results, goals) - rating errors and bias Overcoming: - rater training - rater accountability - rater calibration - record keeping and auditing
55
challenges of 360 degree feedback and how to overcome them
Challenges: - picking the right measures - getting rater buy-in and participation - high cost and time investment - managing follow-up Overcoming: - measures should align with leadership competencies - ensure rater anonymity - individual differences influence how employees interpret feedback - use along with coaching
56
GROW model of coaching
Goal, Reality, Options, Will or Way forward
57
considerations for formal mentoring programs
- mentors should be evaluated to assess their effectiveness in developing employees - common criteria should be used for mentor-protégé matching - mentors and proteges should co-create expectations for their relationship - mentors should receive development training and/or access to resources on development
58
3 primary considerations for assessing impact
1. outcomes of interest (what will be measured?) 2. measures (which measurement tools will be used?) 3. study design (how will data be collected?)
59
how to select outcomes of interest
- outcomes of interest should be linked to leadership development objectives - align with a relevant leadership competency model - fulfill assessed needs - serve the organization's strategic goals
60
types of outcomes of interest
-participant reactions - learning or cognitive - behavioral change and transfer - results
61
types of measures/tools for assessing impact
- surveys - assessments - behavioral observation - archival data - business impact - other (assessment center, work sample tests, etc.)
62
considerations for study design
minimize threats to internal and external vilidity by utilizing pre and post tests as well as control groups if possible
63
calculating ROI
ROI = (total benefit - total cost)/total cost - may be challenging to estimate benefits precisely; select a methodology and clearly explain judgment calls; calculate multiple estimates, altering inputs based on a range of potential differences

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