Final Exam Flashcards
Climate
the atmosphere of a team or organization
related to climate are the rituals, values, procedures and underlying assumptions of a group
Constructive Climate
provides an atmosphere that promotes positive outcomes
for example, group members satisfaction, encouraging individuals to achieve their personal best
Elements of a Constructive Climate
- Provide structure
- Clarify norms
- Build cohesiveness
- Promote standard of excellence
What Happens Without Structure?
Work without structure is more difficult for everyone
Providing structure gives people a sense of security, direction and stability
- They know their role, where they fit in (group contract)
Norms
rules or behaviour that are established and shared by group members - not always explicit
What is:
- appropriate/inappropriate
- right/wrong
- allowed/not allowed
Develop early in a group and are difficult to change so leaders need to try to shape norms that will maximize group effectiveness
Cohesiveness
Allows employees too:
- Express their personal viewpoints
- Give and receive feedback
- Accept different opinions
- Feel free to do meaningful work
- Appreciate the group and be appreciated by the group
Cohesiveness at Zappos
Every employee is given the opportunity to issue a $50 “co-worker bonus award” each month to one of their deserving colleagues
The sky bridge from the parking structure to the office is decommissioned so employees to walk through the central courtyard, often colliding with others, before heading up to work
Hseih institutes practices like this because he believes good ideas, conversations and connections stem from collusion
Promoting Standards of Excellence
The expressed and implied expectations for performance that exists within a group or organization
LaFasto and Larson
identified several ways that leaders can influence performance and promote standards of excellence
- Require results
- Review results
- Reward results
Based on studies of more than 600 teams leaders and 6000 team members
Require Results
Leaders need to articulate their concrete expectations clearly for team members
Groups must establish mutual goals and identify specific objectives for achieving results
This is the first crucial step in managing performance
Without expectations, members are uncertain about what is required of them and flounder
Review Results
Leaders must give constructive feedback and resolve performance issues
Constructive feedback is
- Honest, direct communication about member performance
- Not mean-spirited nor overly nice or patronizing
- Lets group members know how to maintain or improve
Resolving performance issues is critical for effective leadership
Reward Results
Effective leaders reward group members for achieving results
A practical process that every leader can do
Members feel valued and there is a greater sense of group identity and community spirit
Paying attention to members, offering encouragement, giving personalized appreciation
Out Groups
Although groups should work together to achieve a goal, almost inevitable there will be one (or more) individuals who
- Do not identify with the group
- Is not on board with the group’s goal; whether because of opposition or lack of interest
- Are disconnected
- Feels unaccepted, alienated, left out, powerless
These individuals are part of the outgroup and they decrease group performance
Why Do Out Groups Form?
Do not feel a sense of belonging; don’t fit in
Do not get along with someone within the group and are purposely excluded
Intentionally withhold effort
Social Loafter
an outgroup member that is not contributing to the team for any reason
they exert less effort in a group than they would individually
Sucker Effect
influences other group members to engage in social loafing since others are doing it
What Can Leaders Do About Out Groups?
Listen - ask them about their ideas, attitudes and feelings
Have empathy - restate, paraphrase, reflect, support
Giving recognition - acknowledge their contributions
Including them - directly invite or ask them to participate
Building a relationship - communication, respect and trust
Empowering them - relinquish control
Philosophies and Styles
Philosophies: our beliefs and attitudes
Style: our behaviours
In other words, the way we think about human nature (beliefs and attitudes) influence how we (leaders) behave towards other humans (followers)
Theory X
Leaders are responsible for organizing resources
People dislike work; resist work; and need to be controlled, rewarded, punished, and persuaded at every step in order to be productive
So leaders need to…
- control their individual’s actions, direct their efforts and modify their behaviour
Theory Y
Leaders are responsible for organizing resources
People do not dislike nor resist work; if this is true, it’s their experiences that have made them this way
So leaders need to…
- Create conditions so people can reach goals (e.g. remove and provide guidance)
Authoritarian
Related to Theory X
Exert influence and control over group members
Communication is top down
Agenda is set by the leaders
praise/criticism is given freely, but it is based on personal standards (not objective standards)
Democratic
Related to Theory Y
Egalitarian view
- The leader is NOT superior
- EVERYONE’s voice should be heard
The role is more of a teacher - work with followers (not over)
- Provide guidance and support
- Make sure that employees have the resources to get the job done
Laissez Faire
A hands-off, let things ride approach
Abdicates responsibility
Delays decisions
Gives no feedback
Make little effort to help followers satisfy their needs
Path Goal Theory
There are a lot of obstacles we can face; some are personal, while others are situational or task-related
A leader has to adapt their leadership style to the type of their followers are facing
Situational Leadership - General Strategy
Identify important outcomes - what are the goals?
Identify possible leadership styles - what styles could you use?
Identify situational conditions - of what do you need to be aware?
Match leadership to conditions - what style fits what parts of the situation?
Make the match: select the right style - can you adapt your style? If not, select a different leader
Task-oriented Behaviours
Initiating structure Production orientation Concern for production Find meaning in doing GOALS
Relationship-Oriented Behaviours
Consideration Employee orientation Concern for people Find meaning in being LEADERS AND OTHERS
Task Style: focused on…
Achieving goals Getting the task done Structuring work and timelines Defining responsibilities Concerned with productivity and task performance
Task Style: Pro’s
Challenge people to reach higher levels of performance than they might otherwise
Provide clarity on how a task should be completed and deadlines for task completion
Create a “culture of productivity”
The group tends to be more productive
May be seen as “stronger, more promotable” leader
Task Style: Cons
May treat people impersonally, like “cogs in a machine”
Less group member satisfaction
Relationship Style: focused on..
Treating followers with dignity and respect
Building relationships; helping people get along
Making the workplace a pleasant place to be
Relationship Style: Pros
More likely to “contribute to the development of followers”
More attentive to individuals needs
Seen as approachable
Lower absenteeism, employee grievances and turnover among employees
Provides a positive work environment
More creativity and innovation
Relationship Style: Cons
Time and energy consuming
More fun than work - what about productivity?
Employees can take advantage
Diversity Defined
The mixture of races, genders, or religions that make up a group. The collective amount of differences among members within a social unit
WE USE: the amount of difference among members of a group or organization
From Diversity to Inclusion
Leaders often recognize the value of diversity, but struggle with creating supportive and inclusive environments
Inclusion: the process of incorporating different individuals into a group or organization; feelings of belongingness
How Can We Foster Inclusion?
Societal: how a society thinks about/addresses inclusion
Organizational: policies and practices
Leadership: promoting inclusion at all levels
Group: establish enabling norms
Interpersonal: letting people know our willingness to be included and to include others
Individual: the degree to which individuals feel safe, trusted, and accepted
9 Dimensions from Globe Study
Power distance - the degree to which members of a collective expect power to be distributed equally
Uncertainty avoidance - the extent to which a society relies on social norms, rules and procedures to alleviate unpredictability of future events
Humane orientation - the degree to which a collective encourages and rewards individuals for being fair, altruistic, generous, caring and kind
Collectivism I (institutional) - encourage and reward collective distribution of resources and collective action
Collectivism (in-group) - the degree to which individuals express pride, loyalty, and cohesiveness in their organizations or families
Assertiveness - the degree to which individuals are assertive, confrontational, and aggressive in their relationships with others
Gender egalitarianism - the degree to which a collective minimizes gender inequality
Future orientation - the extent to which individuals engage in future-oriented behaviours such as delaying gratification, planning, and investing in the future
Performance orientation - the degree to which a collective encourages group members for performance improvement and excellence
Globe Study Results
Cultural similarity: highest for countries in the same cluster
Cultural dissimilarity: increases the further clusters are apart
Cultural Preferences for 6 Leadership Styles
Team-oriented style: instills pride, loyalty, collaboration among organizational members; and highly values team cohesiveness and a common purpose or goals
Participative style: encourages input from others in decision-making and implementation; emphasizes delegation and equality. This style includes the facets of (reverse scored) autocratic and (reverse scored) non-participative
Humane style: stresses compassion and generosity and it is patient, supportive, and concerned with the wellbeing of others
Self-protective style: emphasizes procedural, status-conscious, and face-saving behaviours; focuses on the safety and security of the individual and group
Autonomous style: characterized by an independent, individualistic, and self-centric approach to leadership
Conflict
Is inevitable
Usually is uncomfortable but is not necessarily bad
Can negatively impact our feelings of self-esteem, affiliation, and control
Content Conflict - Beliefs and Values
Belief conflict: incompatible differences in viewpoints; what you believe/think
Value conflict: incompatible differences in what is considered important
Content Conflict - substantive vs. procedural
Substantive: the actual goal; what you are doing/striving for
Procedural: the best way to achieve an agreed-upon goal; how to do something
Relational Conflicts - esteem
We want to be recognized and validated by others; to feel significant, useful, and worthwhile
Conflict occurs when we aren’t recognized at the level we want
Sometimes validation can be a limited resource which can also cause conflict
Relational Conflicts - control
We want to impact others and our situations; remember, control makes us feel powerful
Conflict occurs when we don’t have the level of control we want; control is a limited resource that both parties want
Relational Conflicts - affiliation
We want to feel included like we belong; though individual differences exist
Conflict occurs when we don’t have our desired level of affiliation
Fisher and Ury - Managing Conflict
Separate people from the problem - recognize that everyone has different feelings/perspectives/is unique
Focus on interest, not positions - helps address the “real” conflict
Invent options for mutual gains - find where your interests overlap and brainstorm creative solutions
Insist on objective criteria - helps reduce bias, similar to bringing in a “neutral third party”
Communication Strategies
Differentiation - focus on differences, not similarities; recognizes the interests of both parties
Fractionation - break down the conflict into smaller pieces; reduces complexity, improve working relationship
Face-saving - preserving one’s reputation, credibility, or dignity
Why is ethical leadership important?
Leadership has a moral dimension because leaders influence the lives of others
There is an obligation to work for the common good
Despite this, there have been numbers of scandals in the business and public sectors
Ethical leadership is the influence of a moral person who moves others to:
- Do the right thing in the right way for the right reasons
Ethical Leadership: Character
A leader with strong character is seen as a good and honourable human being
Character refers to the disposition and core values of the leader
Aristotle argued that a moral person demonstrates the virtues of courage, generosity, self-control, honesty, sociability, modesty, fairness and justice
Can be developed (e.g. character education)
Six Dimensions of Character
Trustworthiness: a variety of qualities like honesty, integrity, reliability, and loyalty
Respect: no ethical duty to hold people in high esteem but treat with respect
Responsibility: be accountable, pursue excellence, use self-restraint
Caring: be concerned about the welfare of others
Citizenship: give more than you take
Fairness: a balanced standard of justice, separate from emotions
Ethical Leadership: Actions
The way a leader goes about their work - is it morally appropriate?
Do the ends justify the means?
- Rewarding some people but not others
- Lying on the resume so you can get a better job and make more money
3 Ethical Standards of Actions
Show respect, serve others, show justice
Ethical Leadership: Goals
Identifying and pursuing just and worth goals are the most important steps an ethical leader will undertake
The goals incorporate many perspectives:
- The interests of others in the group or organization
- The interests of the community
- The large culture in which they work
An ethical leader tries to establish goals in which all parties can mutually agree
Ethical Leadership: Honesty
More than any other quality, people want their leaders to be honest
Being honest is synonymous with being ethical
Dishonesty has a negative effect on a leader’s interpersonal relationships
Dishonesty, even when used with good intentions, contributes to the breakdown of relationships
Ethical Leadership: Power
Power = the capacity to influence or affect others
Leaders have the power to affect others beliefs, attitudes, and behaviours
Types of Power
You have power because…
Referent power - people like and respect you
Legitimate power - of you your position
Expert power - you have special knowledge and expertise
Reward - you can give people rewards
Coercive - you can give people punishments
Ethical Leadership: Values
Peace, justice, integrity, fairness, community
Three types:
- Ethical: character
- Modal: actions
- Ends: outcomes or goals
The challenge: be true to your own values while being sensitive to the values of others
Cultural differences in values
