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Social Psychology > Leadership > Flashcards

Leadership Flashcards

1
Q

Statistics

A
  • BARRICK et al (1991); high executives added £25 million more than average
  • JOYCE et al (2003); effective CEOs improve companies (ie. Steve Jobs)
  • JACOBS & SINGELL (1993); success in baseball according to tactical managers
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2
Q

Leadership

A
  • the process of an individual influencing group members in an inspiring way to achieve a group goal that has been deemed by them as important
  • NOT influence/exercise of power/conformity
  • intergroup rather than interpersonal
  • good/bad = subjective; effective/ineffective = objective
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3
Q

Great Person Theory of Leadership

A
  • leadership = constellation of personality attributes that imbue individuals w/charisma/leadership ability
  • said attributes include: health/attractiveness/confidence/dominance/IQ
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4
Q

Leadership Characteristics

A
  • STOGDILL (1948); alertness/responsibility/initiative
  • MANN (1959); masculinity/adjustment/extroversion/conservatism
  • STOGDILL (1974); achievement/insight/responsibility/cooperativeness/tolerance/influence
  • LORD, DEVADER & ALLINGER (1986); masculinity
  • KIRKPATRICK & LOCKE (1991); drive/motivation/cognitive ability/task knowledge
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5
Q

Leadership Characteristic Correlations

A
  • intelligence
  • persistence
  • self-confidence
  • sociability
  • dominance
  • integrity
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6
Q

Situational Perspectives

A
  • studying the physical elements that influence the masses rather than focusing on figureheads
  • MARX’S THEORY OF HISTORY; emphasis on actions of the group rather than the individual
  • SIMONTON (1980); 300 battles; situational factors (ie. army size) AND leader attributes (ie. experience) counted
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7
Q

Style

A
  • leadership isn’t about WHO but WHAT (aka. actions, interactions w/followers, etc.)
  • LIPPITT & WHALE (1943); effect of leader behaviour on group performance/morale w/after-school boy activities; leaders trained as either autocratic/democratic/laissez-faire w/ liking for leader, group atmosphere and productivity as points of interest
  • LIL = less (A); more (D); less (LF)
  • GA = aggressive/dependent/self-orientated (A); friendly/group centred/task & play orientated (D/LF)
  • P = high w/l, low w/o (A); high (D); low, more w/o (LF)
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8
Q

Charisma

A
  • a process; interaction between charismatic leader qualities, followers’ needs. leader identification and situation of import (ie. need for change/crisis)
  • charismatic leaders = skilled communicators w/verbal eloquence, able to articulate compelling/captivating vision w/strong emotions in followers
  • not derived from leader but arises via behaviour aka. leadership style
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9
Q

Leader-Group Relations

A
  • BASS (1990); 2 types:
    TRANSFORMATIONAL = leader provides vision/inspiration (more effective via extra mile)
    TRANSACTIONAL = leader involved w/arisen issue
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10
Q

LGR: Transformational

A

BEHAVIOUR:
- idealised influence/inspirational motivation/intellectual stimulation/individualised consideration
STYLE:
- motivates respect/pride
- communicates values/purpose/mission importance
- optimism/excitement for goals/future
- new problem solving/task completing perspectives
- focus of follower development/mentoring via individual needs

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11
Q

LGR: Transactional

A

BEHAVIOUR:
- contingent reward management by exception (active)
- management by exception (passive)
STYLE:
- rewards for satisfactory follower performance
- attends mistakes/failures to meet standard
- waits until issue is severe before intervention/attending

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12
Q

Leadership Models

A

PERSONALISE MANAGEMENT STYLE
ENCOURAGE CREATIVITY
GUIDE, MOTIVATE, INSPIRE
BE A ROLE MODEL

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13
Q

LML Personalise Management Style

A

BASIS: individualised consideration
EXAMPLE: Sam Walton; personally visited stores
ASPECTS:
- adaptation of style to personalities/skills required
- support career development
- show concern for well being

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14
Q

LM: Encourage Creativity

A 
BASIS: intellectual stimulation
EXAMPLE: Socrates; disrupting comfy status quo always
ASPECTS: 
- foster innovation/independent thinking
- challenge assumptions
- provide support/resources
- remove change barriers
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15
Q

LM: Guide, Motivate, Inspire

A

BASIS: inspirational motivation
EXAMPLE: Lee Kuan Yew; leader w/strong passion
ASPECTS:
- guide team with strategy/vision
- inspire continuous acting/engagement w/talents
- motivate via expression of mission

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16
Q

LM: Be a Role Model

A 
BASIS: idealised influence
EXAMPLE: MLK; confident passion for his mission
ASPECTS:
- act with integrity/ethical standards
- allow natural respect/followers
17
Q

Contingency Theory

A
  • successful leadership reflects situational demands; not purely personality trait governed
    FIEDLER (1965):
  • task-orientated VS socio-emotional leader effectiveness contingent w/situational match
  • important situation feature = SITUATIONAL CONTROL (quality of LMR; structure clarity; intrinsic power/authority granted to leader)
  • low/high SC = more effective task-orientated leaders
  • medium SC = more effective socio-emotional leaders
18
Q

CT: Least Preferred Co-Worker Scale (LPC)

A
  • measures leadership style
  • HIGH = relationship orientated (favourable to colleagues even w/poor performance)
  • LOW = task orientated (harshly evaluates poor performance)
19
Q

CT: Cross-Cultural Evidence

A
  • distinction between task/person-orientated leadership across cultures
  • MISUMI & PETERSON (1985); task performance and group maintenance; varies (ie. eating lunch together = group maintenance sometimes)
  • SMITH et al (1989); task performance; UK/US = ask individual; Japan/Hong Kong = show consideration via asking co-workers
20
Q

CT: Critique

A
  • uncertainty over LPC aka. what does it measure? personality?
  • LPC ignores 20% pop
  • low test-retest reliability
  • leadership style can be taught (ie. LIPPIT & WHITE (1943))
  • stable/fixed leadership styles are unlikely
  • situations can cause permanent change
21
Q

Leadership as a Process

A
  • leaders are group members too; loyalty to group/its interests must be observed
  • leaders are however special; must be innovative/instigating of change
  • leadership emerges out of reciprocal interactions between leaders/group
22
Q

Social Identity Theory (SIT)

A
  • leaders have identity function aka. turned to to express/clarify/focus/forge/transform our identities
  • HOGG (2001); stronger identification within group; pro-typical members are more influential
  • HAINS, HOGG & DUCK (1997); pps rated leadership effectiveness w/pro-typical leader VS not/good leadership skills VS not; high pro-typical leaders = most effective w/high group salience
23
Q

SIT: Pro-Typical Leaders

A
  • embody group attributes and viewed as conformity process sources (aka. other members align to them)
  • most influential in salient groups
  • liked as group members; facilitate influence
  • find group more central; identifies strongly w/it; behave in group-serving ways (ie. embody norms, favour/promote in-group)
  • construct/maintain prototype further securing leadership position
24
Q

LaaP: Identity Leadership Inventory AD Model

A 
IDENTITY IMPRESARIOSHIP ("making us matter")
IDENTITY PROTYPICALITY ("being one of us")
IDENTITY ENTREPRENEURSHIP ("crafting a sense of us")
IDENTITY ADVANCEMENT ("doing it for us")
= SHARED SOCIAL IDENTITY ("sense of we/us")
25
Q

Gender Inequality

A
  • the higher up the academic ladder, the wider the gender gap
  • academic females earn 15% less than male counterparts
  • stats refuse transgender/non-binary recognition
26
Q

GI: Think Manager, Think Male

A
  • SHEIN (1973); 3 questionnaire conditions (describe men/women/successful managers)
  • traits shared by men/managers (60 total) included: direct/independent/decisive/vigorous/aggressive/vigorous/objective
  • traits shared by women/managers (8 total) included: helpful/sophisticated/empathetic/neat/humanitarian/understanding
  • shared traits more likely to be “male”; results durable across time/cultures
27
Q

GI: Role Congruity Theory

A
  • EAGLY & KARAU (2002); stereotypes make 2 negative outcomes:
  • less favourable evaluation of female potential to be leaders compared to men
  • less favourable evaluation of actual female leader behaviour
28
Q

GI: Glass Ceiling

A
  • invisible/unspeakable barrier keeping women/minorities from rising to upper corporate ladders despite qualifications/achievements
29
Q

GI: Glass Escalator

A
  • WILLIAMS (1992)

- men (esp. in “female” professions) promoted in acceleration through ranks

30
Q

GI: Glass Walls

A
  • MILLER, KERR & REID (1999)
  • confine women to management positions in certain sectors (ie. resources/marketing) that usually don’t lead to seniority
31
Q

GI: Glass Cliff

A
  • RYAN & HASLAM (2005)
  • tendency of women as leaders in times of crisis, stereotyping them as risky/precarious
  • pps selected female candidates when told company is doing “poorly”
32
Q

GI: Credit for Success

A
  • HEILMAN & HAYNES (2005):
  • pps given info about male/female employee; worked as team on highly male gendered task (ie investment portfolio make)
  • informed joint product = successful; rated competence/influence/leadership in group members
  • female targets received lower scores on all than male
33
Q

GI: Stereotype Importance

A
  • stereotypes affect how others see/treat/interpret you/your behaviour
  • affect how you see yourself/respond to others/behave
  • can reinforce/perpetuate workplace inequalities
34
Q

Summary

A
  • early viewing of leadership = great people create historical periods of paradigm shifting importance
  • moved towards certain leaders being better/worse dependent on context
  • recently = social identity processes influence leadership success
  • long way to go to challenge male hegemony in powerful positions
  • stereotypes must be challenged at every turn

Social Psychology (10 decks)

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