HR Competencies: Leadership and Navigation Competency Flashcards
Ability to create connections or rapport with others.
Social intelligence
Factors that initiate, direct, and sustain human behavior over time.
Motivation
Ability to be sensitive to and understand one’s own and others’ emotions and impulses.
Emotional intelligence (EI)
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According to Daniel Goleman, this leadership approach entails a leader IMPOSING a vision or solution on the team and demanding that the team follow this directive.
Effective during crises, when immediate and clear action is required.
Ineffective as it can damage employees’ sense of ownership in their work and motivation. (pg 55)
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Coercive
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According to Daniel Goleman, this leadership approach entails the leader PROPOSING a bold vision or solution and invites the team to join this challenge.
Effective at times when there is no clear path forward.
Ineffective when the leader lacks real expertise. (pg 55)
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Authoritative
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According to Daniel Goleman, this leadership approach entails the leader creating strong relationships with and inside the team, encouraging feedback. The team members are motivated by loyalty.
Effective when a leader has inherited a dysfunctional and dispirited team that needs to be transformed.
Ineffective when used alone. Leader fears damaging a relationship. (pg 55)
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Affiliative
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According to Daniel Goleman, this leadership approach entails the leader inviting followers to collaborate and commits to acting by consensus.
Effective when the leader does not have a clear vision or anticipates strong resistance to a change.
Ineffective when time is short, since building consensus takes time and multiple meetings. (pg 55)
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Democratic
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According to Daniel Goleman, this leadership approach entails the leader setting a model for high performance standards and challenging followers to meet these expectations.
Effective when teams are composed of highly competent and internally motivated employees.
Ineffective when expectations and the pace of work become excessive. (pg 55)
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Pacesetting
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According to Daniel Goleman, this leadership approach entails the leader focusing on developing team members’ skills and aligning the organization’s goals with employees’ personal and professional goals.
Effective when leaders are highly skilled in strategic management, communication, motivation and when they can manage their time to include coaching as a primary activity.
Ineffective when employees resist changing their performance. (pg 55)
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Coaching
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This leadership theory states leaders possess certain innate characteristics that followers do not possess (and probably cannot acquire).
*Negatives: Not evidence based; implies the ability to lead cannot be acquired. (pg 57)
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Trait theory
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This leadership theory states leaders influence group members through certain behaviors. (pg 57)
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Behavioral theory
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This leadership theory states leadership involves managing:
+ Tasks (work that must be done to attain goals).
+ Employees (relationships based on social and emotional needs).
Additionally, this theory states there are 5 types of managers, only one of which is considered a leader. (pg 58)
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Blake-Mouton Theory
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Of Blake-Mouton’s Theory of 5 types of managers, this manager is low task, high relationship and avoids punitive actions so as to not jeopardize relationships.
hint: socially-focused
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Country club managers
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Of Blake-Mouton’s Theory of 5 types of managers, this manager is low task, low relationship, uses a “delegate-and-disappear” management style and detaches themselves, often creating power struggles. (pg 58)
hint: Grandma Virgi
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Impoverished managers
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Of Blake-Mouton’s Theory of 5 types of managers, this manager is high task, low relationship, expect people to do what they are told without question and tend not to foster collaboration. (pg 58)
hint: ~ dictator
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Authoritarian
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Of Blake-Mouton’s Theory of 5 types of managers, this manager is midpoint on both task and relationship, gets work done but are not considered leaders. (pg 58)
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Middle-of-the-road
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Of Blake-Mouton’s Theory of 5 types of managers, this manager is high task, high relationship, leads by positive example, fosters a team environment and encourages individual and team development. (pg 58)
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Team leaders
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Building on behavioral theories, this theory proposes leaders can flex their behaviors to meet the needs of unique situations. (pg 58)
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Situational theories
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According to the Hersey-Blanchard Situational Leadership Theory, this behavior is supplied when the employee is not yet motivated or competent. (pg 58)
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Telling
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According to the Hersey-Blanchard Situational Leadership Theory, this behavior is supplied when the increasingly competent employee still needs focus and motivation (e.g., Why are we doing this?”). (pg 58)
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Selling
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According to the Hersey-Blanchard Situational Leadership Theory, this behavior is supplied when competent workers can be included in problem solving and coached on higher skills. (pg 58)
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Participating
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According to the Hersey-Blanchard Situational Leadership Theory, this behavior is supplied when very competent team members can benefit from greater levels of autonomy and self-direction. (pg 58)
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Delegating
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According to this leadership theory, leaders change the situation to make it more “favorable”, i.e., more likely to produce good outcomes. (pg 59)
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Fielder’s Contingency Theory
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According to this leadership theory, the leader’s role is coaching and developing followers’ competencies by performing the behavior needed to help employees stay on track toward their goals. This involves addressing different types of employee needs:
+Directive
+Supportive
+Achievement
+Participative
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Path-Goal Theory
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According to the Path-Goal (Leadership) Theory, this employee need entails the leader helping the employee understand the task and its goal. (pg 59)
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Directive (employee need)
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According to the Path-Goal (Leadership) Theory, this employee need entails the leader attempting to fulfill employee’s relationship needs. (pg 59)
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Supportive (employee need)
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According to the Path-Goal (Leadership) Theory, this employee need entails the leader motivating by setting challenging goals. (pg 59)
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Achievement (employee need)
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According to the Path-Goal (Leadership) Theory, this employee need entails the leader providing more control over work and leverage group expertise through participative decision making.
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Participative (employee need)
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According to the Path-Goal (Leadership) Theory, this leadership theory states leaders are not appointed but emerge from the group, which chooses the leader based on interactions. (59)
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Emergent Theory
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These are the 5 clearly defined features of a formal organization. (pg 62)
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+ Traditional reporting lines (which create the organization’s managerial levels or hierarchy).
+ The decision making process (i.e. How/by whom is the ultimate decision made?)
+ The funding process (e.g. Funding as part of the regular budget or are projects funded separately?)
+ The organization’s strategy, mission and values (clearly defined).
+ History / Events that may have shaped or may be shaping decision makers’ assessments (e.g. market decisions).
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These are the 3 most valuable tools for discovering the informal organization structure. (pg 63)
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+ Observation
+ Leaders (looked to for advice and comment)
+ Rewards (what types of behavior are rewarded and what types of ideas are accepted)
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According to Lois Kelly and Carmen Medina, this beneficial organizational ally knows the organization’s systems well and know how to make things happen. They know decision-making processes and requirements. They can educate leaders about how to gather support for an idea and help them avoid mistakes that may damage their credibility or prolong the process. (pg 64)
hint: ~ mentor; Mike to Jasmine
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“Bureaucratic black belts”
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According to Lois Kelly and Carmen Medina, this beneficial organizational ally has good political instincts. They usually have a deep history with the organization and can predict reactions. (pg 64)
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“Tugboat pilots”
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According to Lois Kelly and Carmen Medina, this organizational ally is willing to partner but has their own agenda(s). (pg 64)
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“Benevolent bureaucrats”
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According to Lois Kelly and Carmen Medina, this organizational ally is willing to partner but only to share in any successes. They add little value to the initiative and to the process of gaining support. (pg 65)
hint: riding coat tails, e.g., Benjamin - Women’s Leadership Conference
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“Wind surfers”
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According to John French and Bertram Raven, this form of power is created formally - through a title or position. (pg 69)
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Legitimate (power)
(derived externally)
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According to John French and Bertram Raven, this form of power is created when the leader can offer followers something they value in exchange for their commitment (e.g., promotions, compensation). (pg 69)
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Reward (power)
(derived externally)
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According to John French and Bertram Raven, this form of power is created when a leader is recognized as possessing great intelligence, insight, or experience. (pg 69)
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Expert (power)
(derived internally)
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According to John French and Bertram Raven, this form of power is created by the force of the leader’s personality - the ability to attract admiration, affection, and/or loyalty. (pg 69)
(e.g., Benjamin)
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Referent (power)
(derived internally)
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According to John French and Bertram Raven, this form of power is created when the leader has power to punish those who do not follow. (pg 69)
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Coercive
(derived externally)
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This motivational theory sees motivation as absolutely irrelevant in the work place. (pg 76)
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Theory X
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This motivational theory sees motivation as absolutely critical in the workplace. (pg 76)
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Theory Y
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This motivational theory sees leaders micromanaging and coercing team members because they believe people do not like to work and must be strictly controlled and forced to work. (pg 76)
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Theory X
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This motivational theory sees leaders believing that employees dislike rigid controls and inherently want to accomplish something. Therefore leaders apply a more participative style that empowers employees.
Considered more appropriate in today’s knowledge-driven workplaces. (pg 76)
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Theory Y
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This motivational theory states individuals are motivated by a desire to satisfy certain needs. Understanding these needs allows leaders to offer the right incentives and create the most motivational external environments. (pg 76)
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Needs Theory
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This motivational theory states 5 basic categories of needs must be met in an ascending order:
(P.S.B.E.S)
+ Physiological (basic needs related to survival)
+ Safety and security
+Belonging and Love (the need to belong / accepted)
+Esteem (both self-esteem and admiration of others)
+Self-actualization (the need to fill one’s potential)
++ A lower-level need must be relatively satisfied in order for a higher- level need to emerge or serve to motivate. (pg 77)
++ No need is ever totally satisfied
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Maslow (Motivation Theory)
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This motivational theory states behavior is driven by intrinsic factors (e.g., challenging work, meaningful impact of work, recognition) and extrinsic factors (workplace hygiene, e.g., job security, pay, conditions). (pg 77)
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Herzberg (Motivation Theory)
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This motivational theory states individuals are motivated by three basic desires:
+ Achievement (accomplishment)
+ Affiliation (feeling part of a group)
+ Power (influence or control over others)
(pg 77)
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McClelland (Motivation Theory)
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This motivational theory states individuals are motivated by innate need such as competence (~ McClelland’s Achievement) and relatedness (~ McClelland’s affiliation) but also by needs for:
+ Autonomy (the need to feel one has control over one’s life)
+ Purpose (the sense that one’s actions have effects beyond the individual or the workplace)
(pg 77)
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Self-determination
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This motivational theory states effort increases in relation to one’s confidence that the behavior will result in a positive outcome and reward. (pg 78)
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Expectancy Theory
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This motivational theory states level of effort depends on:
+ Expectancy (With reasonable effort, the employee can succeed.)
+ Instrumentality (Success will result in a reward.)
+ Valence (The reward is meaningful to the employee.)
++ All three factors must be addressed to create motivated employees. (pg 78)
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Vroom (Motivation Theory)
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This motivational theory states the way a person interprets the causes for past success or failure is related to the present level of motivation. (pg 78)
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Attribution Theory
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This motivational theory states success or failure can be attributed to internal factors, likely under the employee’s control (e.g., skills, diligence)
or external factors - likely beyond the employee’s control (e.g., available resources, market events).
A track record of success can create empowered and resilient employees, while a track record of failure can create “learned helplessness”. (pg 78)
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Heider, Weiner
(Attribution Theory from SCP practice exam)
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This motivational theory states motivation can be increased by providing employees with goals against which they can assess their achievement.
+ Optimally, employees should be involved in designing goals. (pg 78)
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Goal-Setting Theory
