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Fundamentals of Leadership > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Out-group

A

refers to those individuals in a group who do not feel a part of the larger group

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2
Q

Out-group people may be/feel

A

may be in opposition or simply disinterested, may feel powerless, unaccepted, alienated, or even discriminated against.

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3
Q

4 forms of out-groups

A
  • Minorities who think their voice won’t be heard
  • People who feel their ideas are unappreciated
  • People who do not identify with the group
  • “Social loafers”: group members who are inclined to goof off or work below their capacity
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4
Q

4 reasons out-groups exist

A
  • People disagree with the social, political, or ethical position of majority—in opposition.
  • Some individuals cannot identify with beliefs, norms, or values & as a result do not embrace the dominant group’s reality (Social Identity Theory).
  • People feel excluded by the larger group. They do not know where they “fit in.”
  • People lack communication skills or social skills to relate to a larger group.
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5
Q

Stages of LMX

A

Testing and assessment
Development of trust
Creation of emotional board

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6
Q

Typically, the in-groups display

A

Greater mutual trust
Greater respect
Higher felt obligation

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7
Q

LMX Theory

A

Leader-Member Exchange Theory

  • Leaders should create a special, high-quality relationship with each one of their followers.
  • This results in out-group members becoming a part of the group.
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8
Q

6 practical implications of LMX

A

Avoid highly differentiated groups
Keep membership fluid and dynamic
Maintain different in-groups for different activities
Base in-group membership on performance and potential
Review criteria for in-group membership regularly
Consider culture when determining membership

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9
Q

3 adverse effects of out-groups

A

Run counter to building community
Have a negative impact on group synergy
Out-group members do not recieve the respect they deserve from others

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10
Q

6 ways to listen to out-groups in practice

A

Listen to out-group members.
Show empathy to out-group members.
Recognize the unique contributions of out-group members.
Help out-group members feel included.
Create a special relationship with out-group members.
Give out-group members a voice; empower them to act.

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11
Q

Listen to out-group members

A

More than anything, out-group members want to be heard.
Listening requires that leaders set aside their own biases to allow out-group members to express their viewpoints freely.
When out-group members feel they have been heard, they feel confirmed and connected to the larger group.

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12
Q

Show empathy to out-group members

A

Similar to listening, but more demanding
An effort to understand the feelings of out-group members
Leader must suspend his or her own feelings to “stand in the shoes” of out-group members
Techniques include restatement, paraphrasing, reflection, & giving support

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13
Q

Recognize Unique Contributions of Out-Group Members

A

Expectancy Theory: First step in motivation process is to let workers know they are competent in their work. Motivation builds when people know they are able to do the job.
It is common for out-group members to feel like others do not recognize their strengths.
Leaders should identify out-group members’ unique abilities & assets and integrate these into the group process.

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14
Q

Help Out-Group Members Feel Included

A

Out-group members do not feel as if they belong & need to feel included (Schutz [1966] research on interpersonal need for inclusion)
Leaders include out-group members by:
Responding to their communication cues appropriately
Asking for the out-group member’s opinion

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15
Q

Create a Special Relationship With

Out-Group Members

A

-Research Study on Out-Groups: LMX Theory
-Special relationships are built on: good communication, respect, trust
-Relationships are often initiated when:
Leaders recognize out-group members who are willing to step out of their scripted roles & take on different responsibilities
Leaders challenge out-group members to become engaged and try new things

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16
Q

Give Out-Group Members a Voice [& Empower Them to Act]

A

Allow out-group members to be on equal footing with other members of group.
When out-group members have a voice: they know their interests are being recognized and they have an impact

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17
Q

Empowering others to act

A

Allowing out-group members to be more involved, independent, responsible for their actions
Requires giving up some control & allowing out-group members to have more control
Includes allowing them to participate in the workings of the group (e.g., planning and decision-making)

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18
Q

Mutual agreement is possible in any conflict situation if

A

people are willing to negotiate in authentic ways

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19
Q

_____ plays a central role in handling conflict.

A

Communication

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20
Q

Conflict

A

a felt struggle between two or more interdependent individuals over perceived incompatible differences in beliefs, values, and goals, or over differences in desires for control, status, and connectedness

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21
Q

3 level conflicts occur at

A

intrapersonal
interpersonal
societal

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22
Q

4 aspects of conflict

A

struggle
interdependence
feelings
differences

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23
Q

2 dimension of messages

A

content

relationship

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24
Q

Content dimension of messages

A

Objective, observable aspects
What the message is about
Ex.: “Please stop texting at work”

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25
Q

Relationship dimension of messages

A

Indicates how the two parties are affiliated

Determines how the content dimension should be interpreted

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26
Q

2 types of conflict

A

content

relational

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27
Q

Content conflicts

A

regarding beliefs and values

regarding goals

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28
Q

Relational conflicts

A

issues of esteem
issues of control
issues of affiliation

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29
Q

Content conflicts, regarding goals (2 types)

A

Procedural: how do we reach the goal?
Substantive: what should our goal be?

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30
Q

Esteem

A

one of the major human needs

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31
Q

Control

A

the most common interpersonal conflict
-Each of us desires to have an impact on others. Having control increases our feeling of potency and minimizes feelings of helplessness.When we see others hindering us or limiting our control, conflict often results.

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32
Q

Affiliation

A

the need to feel included in our relationships, to be liked and to recieve affection

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33
Q

Fisher and Ury Approach to conflict

A

Principled negotiation emphasizes deciding issues on their merits rather than through competitive haggling or excessive accommodation.

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34
Q

Fisher and Ury: 4 principles of negotiation

A

people
interests
options
criteria

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35
Q

Negotiation principle: People

A

separate the people from the problem

  • able to recognize uniqueness and needs
  • mutually confront the problem
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36
Q

Negotiation principle: interests

A

focus on interests, not positions

position: our stance
interest: reasoning behind position
- address the “real” conflict

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37
Q

Negotiation principle: options

A

invent options for mutual gains

  • we natually see conflicts as win or lose
  • brainstorm for win-win
  • where do interests overlap?
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38
Q

Negotiation principle: criteria

A

insist on using objective criteria

- unbiased lens

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39
Q

Differentiation

A

defines conflict and requires explaining positions

  • focus on differences
  • early in conflict
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40
Q

Differentiation is useful because

A
  • focuses on conflict
  • give credit to both interests
  • depersonalizes conflict
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41
Q

Fractionation

A

breaking down conflict into smaller more manageable pieces

42
Q

Fractionation is useful because

A
  • less complex
  • gives focus
  • facilitates relationship
43
Q

Face saving

A

consists of messages that individuals express to each other to maintain positive sel-images during a conflict

44
Q

Face saving is useful because

A
  • acknowledge other’s view without offense

- makes conflicts less threatening

45
Q

3 ways to manage conflict

A

Differentiation
Fractionation
Face saving

46
Q

Kilmann & Thomas Conflict Styles

A 
Competing
Collaborating
Compromising
Avoiding
Accomodating
47
Q

Avoidance Style

A

low on coopertiveness and assertiveness

48
Q

Avoidance Style: pros/cons

A

advantages: trivial issue, great potential damage, cooling off period
disadvantages: counterproductive, furthers conflict, static approach, doesn’t solve anything

49
Q

Competition Style

A

high assertiveness, low cooperativeness

essentially a win-lose

50
Q

Competition Style: pros/cons

A

advantages: for quick decisive action, generate creativity, best efforts
disadvantages: winner and loser, creates unstable situation, failure to recognize needs

51
Q

Accomodation Style

A

high cooperativeness, low assertiveness

confront problems by deferring to others

52
Q

Accomodation Style: pros/cons

A

advantages: move away from uncomfortable feelings, works when issue is more important to one party
disadvantages: lose-win strategy, sacrifices ownn goals or values, need for harmony may override the need to find an optimal solution

53
Q

Compromise Style

A

moderate on both cooperativeness and assertiveness

54
Q

Compromise Style: pros/cons

A

advantages: attending to boths goals, works best after other styles have failed, force equal power balance
disadvantages: doesn’t go far enough resolving conflict, can be an easy way out, neither completely satisfied

55
Q

Collaboration Style

A

high assertiveness and cooperativeness

- confronts conflict uses it to produce positice outcomes

56
Q

Collaboration Style: pros/cons

A

advantages: both win, comm satisfying, relationships strengthened, cost effective long run
disadvantages: energy, hard work, shared control, takes time

57
Q

why ethical leadership

A

leadership has a moral dimension bc leaders influence the lives of others
obligation to common good

58
Q

ethical leadership

A

is the influence of a moral person who moves others to do the right thing in the right way for the right reasons

59
Q

6 factors related to ethical leadership

A 
character
actions
goals
honesty
power
values
60
Q

character of the leader

A

refers to the disposition & core values of the leader, developed
moral person demonstrates the virtues of courage, generosity, self-control, honesty, sociability, modesty, fairness, & justice

61
Q

6 pillars of character

A 
trustworthiness
respect
responsibility
fairness
caring
citizenship
62
Q

actions of the leader

A

ends justify means?

63
Q

3 actions that show ethical standards

A

showing respect
serving others
showing justice

64
Q

goals of the leader

A

Identifying & pursuing just & worthy goals are the most important steps an ethical leader will undertake

65
Q

goals should incorporate

A

The interests of others in the group or organization
The interests of the community
The larger culture in which they work

66
Q

honesty of the leader

A

quality in leader people want the most
honest=ethical
dishonest= bad interpersonal relationships

67
Q

honesty challenge for the leader

A

striking a balance between being open & being candid while at the same time, monitoring what is appropriate to disclose in particular situations

68
Q

power of the leader

A

the capacity to influence or affect others (beliefs, attitudes, actions)

69
Q

5 common and important bases of power

A 
referent
expert
legitimate
reward
coercive
70
Q

values of the leader

A

the ideas, beliefs, and modes of action that people find worthwhile or desirable

71
Q

3 kinds of leadership values

A 
ethical values (kindness, altruism)
modal values (responsibility, accountability
end values (justice, community)
72
Q

what is the giving pledge?

A

lead by Warren Buffett, Bill and Melinda Gates

billionaire make inspirational public promises to give away at least half their fortunes during their lifetimes

73
Q

ethical leadership: the four component model

A

moral awareness
moral judgement
moral intent
ethical behavior

74
Q

contributing factors to the four component model

A

individual factors

situational factors

75
Q

frameworks of the four component model

A

telelogical (outcomes)

deontological (duty)

76
Q

3 responsibilites of leadership

A

ethical
legal
economic

77
Q

(individual characteristics + situational factors) + behavior=

A

outcomes

78
Q

what people look for in leaders

A

honest
forward-looking
inspiring
competent

79
Q

if you don’t believe the messenger…..

A

you won’t believe the message

80
Q

what is meant by credibility

A

they do what they say they will do

81
Q

why does credibility matter

A 
more likely to:
have pride in organization
team spirit
personal values match org
org committment
82
Q

if leaders lack credibility

A 
more likely to:
good work only when watched
motivated by $
criticise org privately
feel unsupported/appreciated
look for other job
83
Q

5 leadership practices from the leadership challenge

A 
model the way
inspire a shared vison
challenge the process
enable others to act
encourage the heart
84
Q

what does the “climate” of an organization mean?

A

the atmosphere; rituals, valus, procedure, underlying assumptions

85
Q

what does it mean to be a constructive climate?

A

provides an atmosphere that promotes group members’ satisfaction and achieving their personal best

86
Q

In establishing a constructive climate, leaders need to

A

Provide Structure
Clarify Norms
Build Cohesiveness
Promote Standards of Excellence

87
Q

Providing structure gives people a sense of

A

security, direction, & stability

88
Q

Group work without structure is

A

more difficult for everyone involved

89
Q

How Can Leaders Provide Structure?

A

Telling people the goals of the group

Identifying the unique ways that each member can contribute to the group

90
Q

Norms are

A

the rules of behavior that are established & shared by group members

91
Q

Leaders need to try to shape norms that

A

will maximize group effectiveness

92
Q

Cohesiveness is

A

the sense of “we-ness,” or the esprit de corps, that exists within a group

93
Q

cohesiveness allows members to

A

Express their personal viewpoints, give and receive feedback, accept differing opinions, & feel free to do meaningful work
Appreciate the group & to be appreciated by the group

94
Q

How Can Leaders Build Cohesiveness?

A

Create a climate of trust.
Invite members to be active participants.
Encourage passive members to become involved.
Listen and accept group members for who they are.
Help group members achieve their goals.
Promote the free expression of divergent viewpoints.
Share leadership responsibilities.
Foster and promote member-to-member interaction

95
Q

Positive Outcomes of Cohesiveness

A

Increased participation and better interaction among members
Group membership is more consistent
Group exerts strong influence on members (i.e., behavioral norms)
Member satisfaction is high
Members are more productive

96
Q

Negative outcomes of cohesiveness

A

groupthink

97
Q

symptoms of groupthink

A 
Illusion of invulnerability
Belief in the morality of the group
Collective rationalization
Stereotyping outsiders
Self-censorship
Illusion of unanimity
Direct pressure on dissenters
Self-appointed mindguards
98
Q

consequences of groupthink

A 
Poor information gathering
Selective information processing
Development of few alternatives
Failure of consider real risk fully
Failure to reevaluation decision and alternatives
Failure to develop contingency plan
99
Q

Standards of Excellence are the

A

expressed & implied expectations for performance that exist within a group or organization

100
Q

LaFasto and Larson (2001) identified several ways that leaders can influence performance and promote standards of excellence

A

require results
reviews results
reward results

Fundamentals of Leadership (3 decks)

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