Leadership Deck: Term and Definitions

Question 1

A person’s perceived ratio of inputs and outcomes, as compared to his/hers perception of another person’s ratio of inputs and outcomes.

Answer 1

Comparison Ratio

Question 2

Motivational theory which assumes that people value fair treatment when comparing themselves with others, and that the perception of inequity motivates people to take action.

Answer 2

Equity Theory

Question 3

The organizational leader who directly supervises, manages, and leads the employees involved in a given situation of case study.

Answer 3

Focal Leader

Question 4

Any individual who perceives equity or inequity by comparing himself/herself with others.

Answer 4

Focal Person

Question 5

Exists when someone perceives that the ratio of his/her outcomes to inputs is not equal to the ratio of someone else’s outcomes to inputs.

Answer 5

Inequity

Question 6

In the employee-employer exchange, this is what the focal person perceives are his contributions to the exchange, for which he expects a just return. Some examples include work effort, experience, education, training, and intelligence.

Answer 6

Inputs

Question 7

In the employee-employer exchange, this is what the employee perceives are the rewards he receives for his services. Examples include pay, benefits, praise, and promotion.

Answer 7

Outcomes

Question 8

The study of human interaction, including the study of attraction, attitude formation, influence (of which leadership is a part), and group dynamics.

Answer 8

Social Psychology

Question 9

The tendency to attribute one’s own successes to one’s abilities, and to blame failures on external factors beyond one’s control

Answer 9

Self Serving Bias

Question 10

The tendency for a leader to punish a follower more severely if the follower’s behavior has negative consequences.

Answer 10

Negative Outcome Bias

Question 11

The process of assigning blame or credit for a person’s behavior (including one’s own behavior) to that person’s abilities or lack of abilities.

Answer 11

Internal Attribution

Question 12

The tendency to overvalue internal factors in explaining someone’s behavior, while undervaluing external factors

Answer 12

Fundamental Attribution Error

Question 13

The process of assigning blame or credit for a person’s behavior (including one’s own behavior) to external factors beyond the person’s abilities or lack of abilities.

Answer 13

External Attribution

Question 14

The process of making an attribution about a person based on how well (or poorly) he/she does on a variety of different tasks.

Answer 14

Distinctiveness

Question 15

The process of making an attribution based on how a person performed the same task on other occasions.

Answer 15

Consistency

Question 16

The process of making an attribution based on how other people perform a specific task

Answer 16

Consensus

Question 17

The process of making inferences and judgment’s about the cause of people’s behavior

Answer 17

Attribution

Question 18

The leader’s tendency to be less likely to punish the follower who says he/she is sorry for his/her behavior

Answer 18

Apology Effect

Question 19

The common tendency for the actor in a particular situation to blame external factors for his or her unsuccessful behavior while, concurrently, an observer tends to blame internal factors for same behavior

Answer 19

Actor/observer Bias

Question 20

What people do or say. It is related to but not the same as what one thinks, how one feels, one’s underlying attitude, or overall performance in accomplishing tasks.

Answer 20

Behavior

Question 21

That which typically results in unsuccessful task accomplishment.

Answer 21

Off Task Behavior

Question 22

That which typically results in successful task accomplishment

Answer 22

On task behavior

Question 23

Anything that follows a behavior (e.g. a person sticks his finger into a light socket and gets shocked.

Answer 23

Consequence

Question 24

When reinforcement follows every correct or desired behavior. This results in the quick learning of new behavior, but poor sustained behavior when the reinforcement is removed.

Answer 24

Continuous Reinforcement schedule

Question 25

A collection of three theories that, in different ways, explain how consequences that follow behavior control that behavior. The theories are operant conditioning, observation learning (aka social or vicarious learning), and self-regulation.

Answer 25

Motivation Through Consequence (MTC)

Question 26

A theoretical model originating from psychologist B.F. Skinner that has changed over time. In this lesson it means “punishment”, Skinner’s original definition.

Answer 26

Negative Reinforcement

Question 27

(aka vicarious learning and social learning): A method of learning by watching the behavior of others and the associated consequences. Includes concepts such as vicarious extinction-vicarious learning, vicarious punishment, and vicarious reinforcement.

Answer 27

OBSERVATIONAL LEARNING: (aka vicarious learning and social learning)

Question 28

An approach to learning and motivation based on the relationship between person’s behavior and the consequences they subsequently personally experience.

Answer 28

Operant Conditioning

Question 29

Any behavioral reaction that someone undertakes voluntarily in response to a demand or cue from his/her environment.

Answer 29

Operant Response

Question 30

(from operant conditioning) the effect of increasing the future, desired behavior by the presentation of a positive or pleasant consequence following current behavior

Answer 30

Positive reinforcement

Question 31

Any consequence that increases the occurrence of a behavior in the future.

Answer 31

Reinforcement

Question 32

the effect of increasing the future, desired behavior by the presentation of a positive or pleasant consequence following current behavior

Answer 32

Reward Contingency same as Positive Reinforcement

Question 33

The process of controlling one’s own behavior by comparing one’s behavior to one’s personal standards and subsequently apply internal consequences.

Answer 33

Self-Regulation

Question 34

Involves learning by comparing oneself to others.

Answer 34

Social Comparison Processes

Question 35

The presentation of reinforcements irregularly around an average time (e.g., after one day, three days, and two days, averaging reinforcement every two days). This is a powerful way to sustain desired behavior for long periods of time.

Answer 35

Variable Interval Schedule

Question 36

The presentation of reinforcements irregularly around an average number of correct or desired responses (e.g., the way a slot machine pays out). This is a powerful way to sustain desired behavior for long periods of time.

Answer 36

Variable Ratio Schedule

Question 37

(From operant conditioning) When future behavior decreases in frequency because there is no consequence to a current behavior.

Answer 37

Extinction

Question 38

(From operant conditioning) When reinforcers are presented after corrected or desired responses on a fixed time schedule (e.g. daily, weekly, monthly, etc.).

Answer 38

Fixed Interval Schedule

Question 39

The presentation of reinforcements after a fixed number of correct or desired responses (e.g. after every third arrest).

Answer 39

Fixed Ratio Schedule

Question 40

A phenomenon that explains why some behaviors are repeated while others stop.

Answer 40

Law of Effect

Question 41

Anything that provides direction, intensity, and persistence to behavior.

Answer 41

Motivation

Question 42

An individual’s belief that he/she can perform a task to an acceptable level.

Answer 42

Expectancy

Question 43

Claims that motivation is a function of expectancy, instrumentality, and valence.

Answer 43

Expectancy Theory of Motivation

Question 44

A desired end state.

Answer 44

Goal

Question 45

Selecting desired end states as a way to motivate human behavior

Answer 45

Goal Setting

Question 46

The knowledge, skills, and abilities an individual possesses.

Answer 46

Individual Behaviors

Question 47

The belief that achieving an acceptable level of performance will result of the task at hand.

Answer 47

Instrumentality

Question 48

An acceptable level of accomplishment of the task at hand.

Answer 48

Performance Objective aka Performance Outcomes

Question 49

The compensation that one receives for the amount of effort extended.

Answer 49

Reward aka Reward Outcome

Question 50

The value a recipient places on a reward offered in exchange for completing a task.

Answer 50

Valence

Question 51

Organizational member who demonstrates a high level of critical thinking but low levels of engagement in the organizational mission.

Answer 51

Alienated Follower

Question 52

Organizational member who demonstrates a low level of critical thinking and a high level of engagement in the organizational mission.

Answer 52

Conformist Follower

Question 53

Condition describing what happens to individuals who eventually fail as leaders, despite performing well for a long time in followership and junior leadership roles.

Answer 53

Derailment

Question 54

Organizational member who demonstrates a high level of critical thinking and high levels of engagement in the organizational mission.

Answer 54

Exemplary Follower

Question 55

A collaborator with leaders in the work of organizations.

Answer 55

Follower

Question 56

The role of followers in a leadership process: it means the act of committing and working cooperatively with other followers and leaders to achieve shared goals by harmonizing individual roles and goals with the larger vision of the group (organization, community, or society), and may include acting like a leader when required by the situation.

Answer 56

Followership

Question 57

Concept that describes an organization’s resources and how an individual might focus solely on their rights and needs versus respecting the common good, while acknowledging the mutual responsibilities he/she has with others.

Answer 57

Organizational Commons

Question 58

Organizational member who demonstrates a low level of critical thinking and low levels of engagement in the organizational mission.

Answer 58

Passive Follower

Question 59

Demonstrating exemplary leadership behaviors irrespective of organizational role.

Answer 59

Upward Leadership

Question 60

Unproductive behavior that hinders the group from achieving organizational objectives.

Answer 60

Blocking Roles

Question 61

Subgroups of individuals within a larger group who share common goals, values, and expectations sometimes at odds with other subgroups and perhaps the larger group’s goals, values and expectations.

Answer 61

Cliques

Question 62

The strength of the bonds linking individuals to and in the group. It is sometimes referred to as the glue that keeps a group together.

Answer 62

Cohesion

Question 63

Two or more persons who are interacting with one another in such a manner that each person influences and is influenced by each other while achieving a common purpose, mission, or task.

Answer 63

Group

Question 64

The social standards that regulate group members’ behaviors. It regulate the group’s activities by identifying what is acceptable and what is not.

Answer 64

Group Norms

Question 65

A coherent set of behaviors expected of people who occupy specific positions within a group.

Answer 65

Group Roles

Question 66

The underlying pattern of roles, norms, and relations among members of a group.

Answer 66

Group Structure

Question 67

A quality exhibited when members of the group are diversified in terms of their abilities, skills, resources, and/or social makeup that are required to accomplish the group’s task or mission.

Answer 67

Heterogeneous

Question 68

A quality exhibited when members of the group are similar in terms of their abilities, skills, resources, and/or social makeup that are required to accomplish the group’s task or mission.

Answer 68

Homogeneous

Question 69

A characteristic of people being somewhat mutually dependent to accomplish a group task or goal.

Answer 69

Interdependency

Question 70

The position of a group member who performs behaviors that improve the nature and quality of interpersonal relations among other group members.

Answer 70

Relationship-Building Role

Question 71

The perception and uncertainty due to unclear expectations by a group member accurately performs his/her assigned purpose in the group.

Answer 71

Role Ambiguity

Question 72

The perception and clear understanding demonstrated when a group member accurately performs his/her assigned purpose in the group.

Answer 72

Role Clarity

Question 73

A state of tension, distress, or uncertainty caused by inconsistent or conflicting expectations associated with one’s role in the group

Answer 73

Role Conflict

Question 74

The reduction of individual effort exerted when people work in groups as compared to when they work alone.

Answer 74

Social Loafing

Question 75

The level of rights and privileges that members have within the group.

Answer 75

Status

Question 76

Any position in a group occupied by a member who performs behaviors that promote completion of tasks and activities.

Answer 76

Task-Facilitating Role

Question 77

Group members that are so tightly coupled that each member’s outcomes are inextricable tied to each other’s outcome.

Answer 77

Team

Question 78

A group’s judgment about its own capability to perform a specific task.

Answer 78

Collective or Group Efficacy

Question 79

Six readily observable group behavior patterns, the presence of which indicate a high level of group cohesion.

Answer 79

Common Indicators of Group Cohesion

Question 80

The sum of forces that attracts members to a group, provides resistance to leaving it, and motivates them to be active in it.

Answer 80

Group Cohesion

Question 81

An instrument that measures task and social cohesion of action.

Answer 81

Group Environment Questionnaire (GEQ)

Question 82

A process where a group strives for unanimity rather than objectively appraising and selecting the best course of action.

Answer 82

Groupthink

Question 83

The degree to which the members of a group like each other and enjoy personal satisfaction from being members of the group.

Answer 83

Social Cohesion

Question 84

The degree to which a group works together to achieve a specific and identifiable goal.

Answer 84

Task Cohesion

Question 85

A source of intergroup conflict brought about when a leader issues vague instructions to subordinates groups, allowing separate groups to interpret their meaning and how to accomplish the task.

Answer 85

Ambiguous Work Assignment

Question 86

A conflict management strategy where the leader monitors the conflict, but does not get involved in its resolution, allowing the conflict to run its course and/or those in conflict to resolve it.

Answer 86

Avoidance

Question 87

A source of intergroup conflict brought about when two or more groups fight over limited resources (e.g. money, people, and facilities).

Answer 87

Competition Over Scare Resources

Question 88

A conflict management strategy where a leader mandates a solution to groups that are experiencing conflict with each other.

Answer 88

Forcing

Question 89

A source of intergroup conflict brought about by little or no interaction between groups

Answer 89

Frequency of Interaction

Question 90

A source of intergroup conflict where the actions and tone of a group in pursuit of its goals generates conflict with another group in the pursuit of its goal because the groups don’t share the same goals.

Answer 90

Goal Orientation

Question 91

A proactive conflict management strategy where a leader acts to prevent or reduce the chance of conflict by forming a group with representatives from all groups to identify and resolve potential conflict.

Answer 91

Liaison Group

Question 92

A source of intergroup conflict brought about when groups are not located together. Physical separation keeps them from getting to know each very well.

Answer 92

Physical Separation

Question 93

A reactive conflict management strategy where a leader (or third-party mediator) bring members of conflicting groups together to identify, discuss, and resolve intergroup conflict after conflict has developed.

Answer 93

Problem Solving

Question 94

A conflict management strategy where a leader creates an overarching goal that requires conflicting groups to achieve an objective critically important to all groups, but that can only be achieved through intergroup cooperation.

Answer 94

Superordinate Goal

Question 95

A source of intergroup conflict created by the way in which work products are measured. One group may generate an easily measurable product while another generates a product that is more difficult or impossible to measure.

Answer 95

Tangible Nature of Work

Question 96

A source of intergroup conflict where one group’s perception of how long work should take is different from another group’s perception of how long it should take.

Answer 96

Time Orientation

Question 97

person or group that the focal person uses to evaluate the equity or inequity of his/her exchange relationship

Answer 97

Reference source

Question 98

organizational member who demonstrates a varying level of critical thinking and varying levels of engagement in organizational mission

Answer 98

Pragmatist follower

Question 99

Control derived from the fact that one person, known as an influencer (leader), has the ability to reward another person, known as the influence (follower or subordinate), for carrying out expressed or implied directions.

Answer 99

Reward Power

Question 100

The negative side of reward power. The ability of the influencer (leader) to punish the influence (follower or subordinate.)

Answer 100

Coercive Power

Question 101

Authority that exists when subordinate or influence acknowledges that the influencer has a “right” or is lawfully entitled to exert influence — within certain bounds. Also called formal authority.

Answer 101

Legitimate Power

Question 102

Authority based on the desire of the influence (follower or subordinate) to be like, or identify with, the influencer (leader).

Answer 102

Referent power

Question 103

Control based on the belief or understanding that the influencer (leader) has specific knowledge or relevant expertise that the influence (follower or subordinate) does not. Also called information power.

Answer 103

Expert Power

Question 104

The acceptance of the leader’s influence evidenced by the follower’s behavior.

Answer 104

Compliance

Question 105

The acceptance of influence because the source is an attractive, like-able source worthy of emulation.

Answer 105

Identification

Question 106

Leadership concepts, as identified by Edwin Hollander, that are analogous to the principles of banking and account management. Hollander described that individuals bank “influence” credits in the mind of their followers and workers. The more the leader have in their bank accounts, the more influence they have over the follower.

Answer 106

Idiosyncrasy Credits

Question 107

The acceptance of the leader’s influence including the leader’s underlying beliefs.

Answer 107

Internalization

Question 108

The ability to exert influence; that is, the ability to change the attitudes or behavior of individuals or groups.

Answer 108

Power

Question 109

The overt or covert refusal to respond to the leader’s attempt to influence.

Answer 109

Resistance

Question 110

A cooperative, mutually beneficial connection between two people or groups. It is the relationship articulated within the Social Exchange Theory.

Answer 110

Symbiotic Relationship

Question 111

The special personal quality or power of an individual making him or her capable of influencing or inspiring large numbers of people through their perceived social relationship to that person.

Answer 111

Charisma

Question 112

One of the four components of transformational leadership. This components describes leaders who are exemplary role models.

Answer 112

Idealized influence

Question 113

One of the four components of Transformational leadership. This components describes leaders who act as coaches and advisors to the followers.

Answer 113

Individualized consideration

Question 114

One of the four components of Transformational leadership. This component describes leaders who motivate followers to commit to the vision of the organization.

Answer 114

Inspirational motivation

Question 115

One of the four components of Transformational leadership. This component describes leaders who encourage innovation and creativity through challenging the normal beliefs or views of the group.

Answer 115

Intellectual Stimulation

Question 116

An exchange relationship in which the leader and the follower are engaged in economic, social, or psychological trading. The form of the exchange may be negotiable and is constrained by “Moral Values” - Social norms pertaining to fairness, justice, and so on.

Answer 116

Transactional Leadership

Question 117

Is not an exchange process, but an appeal to followers’ sense of values beyond their own personal interests.

Answer 117

Transformational Leadership

Question 118

An unplanned incremental change made in response to past or current events. How the leader responds to the call for action. Something the organizational leader initiates in response to change.

Answer 118

Adaptation

Question 119

An organizational problem-solving process consisting of seven stages of activity through which an organization adapts to change.

Answer 119

Adaptive-coping cycle

Question 120

The process of comparing a unit’s work and service methods against the best practices others use in order to identify where changes may be necessary.

Answer 120

Benchmarking

Question 121

Any alteration of the status quo. Any process imposed on an organization that requires that organization to respond.

Answer 121

Change

Question 122

One that is initiated in anticipation of key external events.

Answer 122

Anticipatory Change

Question 123

A change to individual components of the organization.

Answer 123

Incremental change

Question 124

A change that affects the entire organization.

Answer 124

Major Change

Question 125

One that happens in response to key eternal events.

Answer 125

Reactive Change

Question 126

One in which change involves learning, and learning involves change. An organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect knowledge and insight.

Answer 126

Learning Organization

Question 127

A major change necessitated by external events.

Answer 127

Re-creation

Question 128

A major response in anticipation of external events that may ultimately require change.

Answer 128

Reorientation

Question 129

A Mode of thorough change made in anticipation of future events.

Answer 129

Tuning

Question 130

One that directly contributes to the organization’s clearly defined quality outputs.

Answer 130

Value-added activity

Question 131

The manner in which a person demonstrates and signals his or her full attention to a conversation with another person. This type of behavior involves being relaxed, maintaining eye contact, active listening and verbal following.

Answer 131

Attending Behavior

Question 132

Helping a person plan for the future with the organization.

Answer 132

Career-development counseling

Question 133

The process of transferring information from one person to another. If successful then the intended message of the sender is understood by the intended receiver.

Answer 133

Communication

Question 134

Distortions, disruptions, and breakdowns that are part of the transmission process of communication, and that lead to a difference between the message and its meaning as intended by the sender and the message and its meaning as perceived by the receiver.

Answer 134

Noise

Question 135

The ways in which we arrange and present the words in a communication process. These ways include tone, rate, inflection, pauses, facial expression, gestures, posture, and eye contact, among others.

Answer 135

Nonverbal communications

Question 136

Helping a person perform more effectively

Answer 136

Performance-centered Counseling

Question 137

Helping a person who has personal problem that is interfering with performance.

Answer 137

Problem-centered counseling

Question 138

The differences in the way people view themselves and the challenges they face.

Answer 138

Self-Identity

Question 139

The following is an example of what? A leader with a high need for achievement sends a message to a follower, presuming that the message will be received with enthusiasm since it presents an exciting challenge. The leader may fail to communicate effectively because the follower, who has a low need for achievement, perceives the message as a threat, and thus reacts to it negatively.

Answer 139

Self-Identity

Question 140

The manner in which sources and receivers perceive their roles can also hamper communication. In order to be effective, a leader must educate himself on the role and responsibility of his follower, thus; enabling him/her to be able to assign tasks and project without being questioned by his/her follower.

Answer 140

Role

Question 141

In communication, this is a system between the source and the receiver, which lead to different interpretations of the same message.

Answer 141

Value

Question 142

In communication, the differences in this may also alter the meaning of a message between sender and receiver. For example, a message from a source who is stressed is perceived quite casually by a receiver who is not feeling stressed.

Answer 142

Mood

Question 143

In communication, the differences in this between the source and receiver can also cause miscommunication. In example, the leader, being in a key position, appreciates pressure from above, and therefore responds to the organization’s need for compliance with certain directive. Followers, who are removed from such organizational pressures and perhaps less committed to organizational goals, respond differently to the same message.

Answer 143

Motive

Question 144

In communication, this is the distance between communicators, for instance, is an important indicator of attitude between source and receiver. People tend to stand farther away from people they do not know or do not like and closer to those they do know or do like.

Answer 144

Proximity

Question 145

In communication, this indicates either liking or status. People tend to relax with those they like and is indicated when they lean forward, maintain an open arm position or use physical gestures, such as placing a hand on an arm.

Answer 145

Posture

Question 146

In communication, these are facial cues, such as eye contact, can indicate the degree of liking. People tend to maintain eye contact with those they like and avoid eye contact with those they dislake.

Answer 146

Facial Expression

Question 147

In communication, these nonverbal indicators can be critical. People sometime listen to these indicators as they listen to a message.

Answer 147

Vocal Tone

Question 148

In communication, this nonverbal quality sends a powerful message. High status people may display appropriate ornaments, as in the military, or subtler outward signs such as the current executive style of clothing.

Answer 148

Appearance/Dress

Question 149

This characteristic allows leaders to gain greater personal understanding. A leader who possesses this is able to answer two questions: “Who am I?” and “What is important to me?” As this quality increases, the leader can view others more accurately and reduce the tendency to project feelings and values on others while giving advice.

Answer 149

Self-awareness

Question 150

This quality is demonstrated with the consistency between the leaders’ statement and action. A leader who possesses this quality practices what he/she preaches.

Answer 150

Congruence

Question 151

This attribute includes a belief that followers are responsible for their actions and that it is important to allow them to maintain that responsibility. A leader who posses this quality will focus on issues and remove obstacles, allowing followers to generate their own solutions.

Answer 151

Respect for Others

Question 152

This is a fundamental quality that helps build trust. This quality allows a leader to be open and straightforward in their observations of others, yet at the same time are willing to admit to their own limitations.

Answer 152

Honesty

Question 153

This skill allows a leader to go beyond what the person is saying and understand what the person means. One aspect of this skill is paying attention and attending.

Answer 153

Active Listening

Question 154

This is when the focal person increases or decreases his effort in an attempt to match his or her outcomes with those of the reference source.

Answer 154

Altering Inputs

Question 155

This is when the focal person attempts to increase his outcomes by approaching the boss, submitting a grievance, utilizing the labor union, or possibly filing a lawsuits

Answer 155

Altering Outcomes

Question 156

This is when the focal person distorts the value of the inputs or outcomes. For example, she/he might say, “I didn’t really study for that promotion,” or “The transfer process was rigged for their favorite person.”

Answer 156

Psychologically Distorting Inputs/Outcomes

Question 157

This is when the focal person increases, decreases, or distorts the inputs/outcomes of the reference source. This is done by attempting to apply pressure to get the reference source to reduce effort or receive less reward.

Answer 157

Acting on the Reference Source

Question 158

This approach involves switching the reference source to some person, group, or pattern having more nearly the same capability and reward as the focal person.

Answer 158

Changing Reference Source

Question 159

Concerns employees’ perceptions about whether the level of reward or punishment is commensurate with an individual’s performance or infraction. Tension can occur when the employee believes that someone has received too little or too much reward or punishment.

Answer 159

Distributive Justice

Question 160

This type of justice has to do with the perceived fairness of a procedure used to make decisions. For example, if someone is to be punished, others in the organization will be more satisfied if he has gotten adequate warnings and has had the opportunity to explain his actions.

Answer 160

Procedural Justice

Question 161

This focuses on the interpersonal treatment people receive when procedures are implemented. Employees will perceive fairness or unfairness according to the treatment extended by managers and supervisors who are executing procedures or determining outcomes.

Answer 161

Interactional Justice

Question 162

The process in which member is unwilling to see the merits of others’ ideas or criticizing others excessively.

Answer 162

Faultfinding

Question 163

This is when a group member gives up something for the group to be successful in an endeavors. When a member choose to do this, group cohesion will be enhanced.

Answer 163

Sacrifice

Question 164

What conditions tends to nurture Transformational Leadership?

Answer 164

1. Crisis, change, and instability
2. Mediocrity
3. Follower Disenchantment
4. Future Opportunity

Question 165

The process of acquiring and interpreting data about external and internal environments.

Answer 165

Sensing

Question 166

The process of transmitting interpreted data (information) to those parts of the organization that can act on it.

Answer 166

Communicating Information

Question 167

The process of making decisions about actions to be taken as a result of sensed information.

Answer 167

Decision Making

Question 168

The process of transmitting decisions and decision related orders and instructions to those parts of the organization that must implement them.

Answer 168

Communicating Instructions

Question 169

The process of taking actions to maintain internal stability and integration that might otherwise be disrupted by actions taken to cope with changes in the environment.

Answer 169

Stabilizing

Question 170

The process of executing actions against an environment (external or internal) as a result of an organizational decision.

Answer 170

Coping Actions

Question 171

The process of determining the results of an action through further sensing of the external and internal environments.

Answer 171

Feedback

Question 172

This type of problem solving relies on the scientific method, rather than guesswork to diagnose problems.

Answer 172

Systematic Problem Solving

Question 173

This is the most important activity of a learning organization. This process enable knowledge to be spread quickly and efficiently throughout the organization.

Answer 173

Transferring Knowledge