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PSY1203 > Leadership > Flashcards

Leadership Flashcards

1
Q

Definition of leadership?

A

-process where an individual influences group members in a way that inspires them to achieve a group goal

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2
Q

Mann (1959)

key traits

A
  • looked at correlations between key personality traits and leadership
  • highlighted traits of intelligence, masculinity, adjustment, dominance, extroversion, conservatism
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3
Q

What is the Great person theory of leadership?

A
  • identifies leadership as a constellation almost of personality attributes that give people charisma and ability to lead
  • such as above average size, healthy, physically attractive, sociable, intelligent, talkative etc
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4
Q

Studies on the importance of leaders?

A
  • Barrick et al (1991) found high performing executives added 25 million dollars more than average performers to the value of company
  • Joyce et al (2003) found effective CEOs improve company performance by 14%
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5
Q

Lippitt and White (1943)

effect of leader styles

A
  • autocratic (liked leader less, aggressive/dependent/self-oriented atmosphere, high productivity when leader is present)
  • democratic (liked leader more, friendly/task-oriented atmosphere, high productivity throughout)
  • laissez-faire (like leader less, friendly/group-centred/play-oriented atmosphere, low productivity when leader is present)
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6
Q

Effect of charisma on leadership?

A
  • the situation calls out for a charismatic leader, a need for change
  • thought that charisma arises through behaviour and relationship with followers
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7
Q

Bass (1985, 1990)

leader-group relations

A
  • distinguished between 2 types of leader-group relations
  • transformational (leader provides vision/inspiration) and transactional (leader becomes involved when problems arise)
  • transformational is to believed to be more effective as they inspire them to go the extra mile
  • types of leader sub-categories: individualized consideration, inspirational motivation, idealized influence, intellectual stimulation
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8
Q

Sherif et al (1961)

A
  • Robbers cave study
  • found that when the boys were asked to move to a competitive situation they changed the leader of their group compared to the situation that required greater cooperation
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9
Q

Carter and Nixon (1949)

changing leaders

A
  • looked at pairing up school pupils and asked them to do certain tasks within these pairs and found that they had different leaders based on the task that they were doing
  • successful leadership reflects the situational demands rather than being purely governed by personality
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10
Q

What is the contingency theory?

A
  • effectiveness of task oriented versus socio-emotional leaders is contingent on their match with the situation
  • states that most important feature of the situation was the degree of situational control
  • situational control is determined by the quality of leader-member relations, clarity of the structure of the task, intrinsic power and authority granted to leader by virtue of their position
  • when situational control is very high/very low the task-oriented leaders are most effective
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11
Q

What is the least preferred co-worker scale?

A
  • measures leadership style rather than anything relating to their co-workers
  • high LPC is relationship-oriented leadership style
  • low LPC is task-oriented style
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12
Q

Misumi and Peterson (1985)

difference in cultures

A
  • distinguished how different cultures value task performance and group maintenance, how they may see examples of different types
  • it varies in cultures, e.g. eating lunch together may be seen as group maintenance where as others may see it as something that isn’t highly important
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13
Q

Smith et al (1989)

A
  • assessed task performance in the UK and the US and in Japan and Hong Kong
  • asked whether they thought it was appropriate to to measure task performance by the individual or their co-workers
  • in the US and UK it’s more appropriate to ask individuals (task-oriented)
  • in Japan and Hong Kong it was more important to show consideration by asking co-workers (person oriented)
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14
Q

What are the criticisms of contingency theory?

A
  • not sure what the LPC score is actually linked to
  • scale doesn’t capture 20% of population
  • low test-retest reliability
  • leadership has been shown to be taught
  • seems unlikely that view on leadership would be stable and fixed
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15
Q

What’s the social identity theory of leadership?

A
  • leadership has identity function

- we look to our leaders to express, clarify, focus, forge and transform our identities

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16
Q

Hains, Hogg and Duck (1997)

A
  • participants had to rate leadership effectiveness when leader was prototypical or not and whether they possessed good leadership skills
  • manipulated whether group membership salience was high/low
  • when salience was low there’s no difference in the effectiveness of the leader regardless of being prototypical or not (when not thinking about the group it doesn’t matter how reflective of the group the leader is)
  • when salience is high the more prototypical leaders are seen as most effective (want a leader who reflects what’s important to the members so is seen as more effective)
17
Q

What are the social identity processes of leadership?

A
  • prototypical leaders are more influential in salient groups
  • they embody group attributes and are viewed as the source of conformity processes (others align to them)
  • prototypical leaders find group more central and identifies strongly with it
  • can construct and maintain the prototype (securing their position)
18
Q

What is the social identity model?

A
  • shows the social identity processes that may underlie successful leadership
  • use inventory based on sense of shared social identity
  • define concepts as: impresarioship (making us matter), prototypicality (being one of us), advancement (doing it for us), entrepreneurship (crafting sense of us)
19
Q

What is the problem of gender inequality in the world?

A
  • there’s a gender disparity in leadership, in business and academia
  • such as gaps higher up in academia ladder, limited leadership positions held by women, third of managers in EU are female
20
Q

Schein (1973, 1975)

describing genders and managers

A
  • gave 3 different versions of questionnaire, then asked them to describe men, women and then successful managers
  • found 60 traits shared by men and managers, vast array (e.g. direct, aggressive, emotionally stable)
  • found 8 traits between women and managers (e.g. understanding, neat, intuitive)
  • they think of the concept of managers as being more male
21
Q

Eagly and Karau (2002)

outcome of stereotypes

A
  • 2 negative outcomes
  • less favourable evaluation of the potential for women to take on leadership roles
  • less favourable evaluations of the actual behaviour of female leaders
22
Q

What is the glass ceiling?

A

-the unseen, yet unbreakable barrier that keeps minorities and women from rising to the upper rungs of the corporate ladder regardless of their qualifications or achievements

23
Q

What is the glass escalator?

A

-where men (especially in stereotypical female professions) are promoted through career ranks in an accelerated fashion

24
Q

What is the glass walls?

A

-confines women to management positions within certain sectors that don’t lead to senior positions

25
Q

What is the glass cliff?

A

-tendency for women to occupy leadership positions in times of crisis, making the positions risky and precarious

26
Q

How are men and women evaluated?

A
  • backlash against agentic women

- women’s contributions may be underestimated or not remembered

27
Q

Heilman and Haynes (2005)

competence of genders

A
  • had info on male and female employee
  • worked as team on highly male gender typed task
  • told the task was successful and had to rate the competence, degree of influence and presumed leadership
  • evaluated male as more competent
  • women were undermined despite the outcome being the same

PSY1203 (9 decks)

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