Leadership (Chapter 11) Flashcards
Describe the attributes of leaders. (First 4)
EI - Perceive & understand emotions, regulate emotions and leadership.
Integrity - Strong moral principles, truthfulness and consistency of words and actions.
Drive - Inner motivation to pursue goals; achievement, quest to learn.
Leadership Motivation - High need for socialized power to accomplish team’s or firm’s goals.
Describe the attributes of leaders. (Last 4)
Self-Concept - High self-efficacy regarding ability to lead others and meet objectives.
Cognitive and Practical Intelligence - Can analyze problems/opportunities, can create solutions to real-world situations.
Knowledge of the Business - Knowledge of business environment, aids intuitive decision making.
Personality - Extraversion, conscientiousness.
What are the main limitations of the attributes perspective?
Implies a universal approach whereas some competencies are more valuable in some situations than are other competencies. Attributes are “raw materials” that make certain behaviors possible, promote “leadership potential.” Often assumes that leadership is within the person rather than existing between people (leader and follower). Leadership prototypes and romance of leadership muddy relationship between attributes and performance.
What are the leadership styles of Path-Goal Theory? Describe them.
Directive - Clarifies job duties, clarifies performance standards and behaviors, use of rewards and discipline. Be careful about over-controlling, creating dependence.
Supportive - Provides social support, show concern, respect. Be careful not to reinforce dysfunct behaviors.
Participative - Facilitating employee involvement in decision-making. Be careful about inappropriate employee involvement.
Achievement-oriented - Encourages challenging goals, continuous improvement, and much self-management by employees, be careful not to become too hands-off.
What are the contingency factors of Path-Goal Theory?
Each of 4 leadership styles will be more effective in some situations than others. Contingency factors include skill and experience, locus of control, task structure, team dynamics.
Skill and experience.
Directive and supportive leaders best for employees inexperienced or unskilled. Lets them know how to accomplish task and supportive helps them cope with unfamiliar situations. Too much supervisory control if employees are skilled and experienced.
Locus of control.
People with internal think they have control over work environment. Prefer participative and achievement-oriented leadership styles and may be frustrated with direct. External think performance is luck-based, so satisfied with directive and supportive leadership.
Task structure.
Directive style when task non-routine, minimizes role ambiguity that occurs in complex work situations. Ineffective with routine, simple tasks; manager serves no purpose and seen as close control. May need supportive to help cope with tedious nature of work. Participative for non-routine, lack of rules/procedures gives more discretion to achieve challenging goals.
Team dynamics.
Cohesive teams with performance-oriented norms act as sub for most leader interventions. Subs for supportive leadership, whereas performance-oriented team norms substitute for directive and maybe achievement oriented leadership. Low team cohesion needs supportive style leadership. Direct style to counteract norms that oppose team’s formal objectives.
Compare transformational and managerial leadership?
Transformational - Assumes organization’s current direction is misaligned, focuses on redirecting organization for better alignment with environment, more macro-focused and abstract.
Managerial - Assumes organization’s objectives are stable, focus on continually developing the effectiveness of employees, more micro-focuses and concrete.
What are the 4 elements of transformational leadership?
Develop and communicate a strategic vision, model vision, encourage experimentation, build commitment toward vision.
Develop and communicate strategic vision.
A positive image or model of future that units and energizes employees. Effective visions relate to higher purposes, associated with personal values that help fulfill needs of multiple stakeholders, meaningful and appealing to employees, abstract and challenging. Abstraction -> clarification process -> specific goals, actions (makes goal clearer). Frame message around grand purpose, communicate with sincerity and passion, use of symbols, metaphors, and stories that create and stories that create an emotional and logical appeal. Provide a roadmap for change.
Model the vision.
Leaders enact vision, are consistent and persistent. Should be systematic and interactive rather than “by accident.” Overt behaviors and explanations for decisions can make values and expectations more tangible. Involves symbolic actions, like ceremonies and manner of dress.
Encourage experimentation.
Leaders encourage members to: discover new practices consistent with vision, question status quo and assumptions, experiment with new behaviors and processes, learn from reasonable mistakes. All ideas are part of learning orientation.
Build commitment.
Energize people to work to achieve vision, demonstrate “can-do” attitude but acknowledge obstacles and resistance. Act consistently to values to build trust, involve employees in change process. Promote small wins, celebrate successes, remove obstacles and reduce stressors, give employees more task control and info.
