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SGT Exam > Leadership Terms And Definitions > Flashcards

Leadership Terms And Definitions Flashcards

Learning all leadership terms and their definitions.

1
Q

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

A

Comparison Ratio

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2
Q

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.

A

Equity Theory

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3
Q

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

A

Focal Leader

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4
Q

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

A

Focal Person

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5
Q

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.

A

Inequity

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6
Q

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.

A

Inputs

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7
Q

Theory dealing with perceptions of fairness in organizations

A

Organizational Justice Theory

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8
Q

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.

A

Outcomes

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9
Q

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

A

Social Psychology

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10
Q

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

A

Self Serving Bias

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11
Q

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

A

Negative Outcome Bias

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12
Q

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.

A

Internal Attribution

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13
Q

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

A

Fundamental Attribution Error

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14
Q

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.

A

External Attribution

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15
Q

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

A

Distinctiveness

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16
Q

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

A

Consistency

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17
Q

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

A

Consensus

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18
Q

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

A

Attribution

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19
Q

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

A

Apology Effect

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20
Q

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

A

Actor/observer Bias

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21
Q

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.

A

Behavior

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22
Q

That which typically results in unsuccessful task accomplishment.

A

Off Task Behavior

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23
Q

That which typically results in successful task accomplishment

A

On task behavior

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24
Q

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

A

Consequence

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25
Q

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.

A

Continuous Reinforcement schedule

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26
Q

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.

A

Motivation Through Consequence (MTC)

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27
Q

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

A

Negative Reinforcement

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28
Q

(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.

A

OBSERVATIONAL LEARNING: (aka vicarious learning and social learning)

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29
Q

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

A

Operant Conditioning

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30
Q

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

A

Operant Response

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31
Q

When reinforcements are administered irregularly by either time or by the number of correct or desired responses. This sustains behavior over long periods of time, as compared to continuous reinforcement.

A

Partial Reinforcement Schedules

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32
Q

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

A

Positive reinforcement (reward contingency)

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33
Q

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

A

Reinforcement

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34
Q

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

A

Reward Contingency same as Positive Reinforcement

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35
Q

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

A

Self-Regulation

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36
Q

Involves learning by comparing oneself to others.

A

Social Comparison Processes

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37
Q

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.

A

Variable Interval Schedule

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38
Q

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.

A

Variable Ration Schedule

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39
Q

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

A

Extinction

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40
Q

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

A

Fixed Interval Schedule

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41
Q

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

A

Fixed Ration Schedule

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42
Q

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

A

Law of Effect

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43
Q

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

A

Motivation

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44
Q

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

A

Expectancy

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45
Q

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

A

Expectancy Theory of Motivation

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46
Q

A desired end state.

A

Goal

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47
Q

Selecting desired end states as a way to motivate human behavior

A

Goal Setting

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48
Q

The knowledge, skills, and abilities an individual possesses.

A

Individual Behaviors

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49
Q

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

A

Instrumentality

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50
Q

An acceptable level of accomplishment of the task at hand.

A

Performance Objective aka Performance Outcomes

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51
Q

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

A

Reward aka Reward Outcome

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52
Q

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

A

Valence

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53
Q

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

A

Alienated Follower

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54
Q

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

A

Conformist Follower

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55
Q

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

A

Derailment

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56
Q

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

A

Exemplary Follower

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57
Q

A collaborator with leaders in the work of organizations.

A

Follower

58
Q

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.

A

Followership

59
Q

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.

A

Organizational Commons

60
Q

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

A

Passive Follower

61
Q

Demonstrating exemplary leadership behaviors irrespective of organizational role.

A

Upward Leadership

62
Q

Unproductive behavior that hinders the group from achieving organizational objectives.

A

Blocking Roles

63
Q

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.

A

Cliques

64
Q

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.

A

Cohesion

65
Q

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.

A

Group

66
Q

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

A

Group Norms

67
Q

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

A

Group Roles

68
Q

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

A

Group Structure

69
Q

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.

A

Heterogeneous

70
Q

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.

A

Homogeneous

71
Q

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

A

Interdependency

72
Q

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

A

Relationship-Building Role

73
Q

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

A

Role Ambiguity

74
Q

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

A

Role Clarity

75
Q

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

A

Role Conflict

76
Q

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

A

Social Loafing

77
Q

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

A

Status

78
Q

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

A

Task-Facilitating Role

79
Q

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

A

Team

80
Q

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

A

Collective or Group Efficacy

81
Q

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

A

Common Indicators of Group Cohesion

82
Q

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

A

Group Cohesion

83
Q

An instrument that measures task and social cohesion of action.

A

Group Environment Questionnaire (GEQ)

84
Q

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

A

Groupthink

85
Q

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

A

Social Cohesion

86
Q

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

A

Task Cohesion

87
Q

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.

A

Ambiguous Work Assignment

88
Q

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.

A

Avoidance

89
Q

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

A

Competition Over Scare Resources

90
Q

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

A

Forcing

91
Q

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

A

Frequency of Interaction

92
Q

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.

A

Goal Orientation

93
Q

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.

A

Liaison Group

94
Q

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

A

Physical Separation

95
Q

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.

A

Problem Solving

96
Q

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.

A

Superordinate Goal

97
Q

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.

A

Tangible Nature of Work

98
Q

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.

A

Time Orientation

99
Q

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

A

Reference source

100
Q

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

A

Pragmatist follower

101
Q

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.

A

Reward Power

102
Q

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

A

Coercive Power

103
Q

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.

A

Legitimate Power

104
Q

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

A

Referent power

105
Q

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.

A

Expert Power

106
Q

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

A

Compliance

107
Q

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

A

Identification

108
Q

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.

A

Idiosyncrasy Credits

109
Q

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

A

Internalization

110
Q

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

A

Power

111
Q

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

A

Resistance

112
Q

Principles of human motivation created and developed by Douglas McGregor at the MIT Sloan School of Management. These theories articulate two very different sets of beliefs about motivating workers that reflect the core beliefs of the school of Scientific Management and the Human Resource Schools of Thought.

A

Theory X and Theory Y

113
Q

The initial departure from the School of Scientific Management. It suggested that workers are motivated by being included in management planning. This school of thought was made famous by the Elton Mayo and the Hawthorne Experiments. This School of thought fell short of assumptions inherent in the School of Human Resources – which is that workers will actively seek to meet organizational goals as psychological and social needs are met.

A

School of Human Relations

114
Q

The origin of modern theories of motivation and organizational goals, the initial departure from the School of Human Relations and the third school of thought, in a trend to rely increasingly upon workers (followers) to contribute to organization goals. This thinking subscribes to the notion that once core physical needs are met, people are motivated by social and psychological needs.

A

School of Human Resources

115
Q

A concept that suggests that work should be scientifically analyzed, allowing a cost benefit perspective on work flows that should minimize all inefficiencies. Tasks should be broken down to small repetitive functions. Underlying beliefs for this school of thought are that workers are basically lazy and cannot really contribute to organizational goals.

A

School of Scientific Management (Taylorism / Taylor System)

116
Q

A concept that all human interaction is a product of a type of cost-benefit analysis and the comparison of alternatives. For example, when a person perceives the costs of a relationship as outweighing the perceived benefits, then the theory predicts that the person will choose to leave the relationship. The theory, rooted in economics, was first articulated by George C. Homans in 1958.

A

Social Exchange Theory

117
Q

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

A

Symbiotic Relationship

118
Q

Overlapping circle-style illustrations of a logical relationship between things. These were conceived by John Venn, Circa 1880.

A

Venn Diagram

119
Q

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.

A

Charisma

120
Q

The four components that make up transformational leadership.

A

The Four I’s

121
Q

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

A

Idealized influence

122
Q

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

A

Individualized consideration

123
Q

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

A

Inspirational motivation

124
Q

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.

A

Intellectual Stimulation

125
Q

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.

A

Transactional Leadership

126
Q

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

A

Transformational Leadership

127
Q

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.

A

Adaptation

128
Q

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

A

Adaptive-coping cycle

129
Q

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.

A

Benchmarking

130
Q

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

A

Change

131
Q

One that is initiated in anticipation of key external events.

A

Anticipatory Change

132
Q

A change to individual components of the organization.

A

Incremental change

133
Q

A change that affects the entire organization.

A

Major Change

134
Q

One that happens in response to key eternal events.

A

Reactive Change

135
Q

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.

A

Learning Organization

136
Q

A major change necessitated by external events.

A

Re-creation

137
Q

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

A

Reorientation

138
Q

An approach for making continuous improvement part of an organization’s culture. An integrated leadership approach consisting of a set of principles and procedures that maximize the production and delivery of high-quality goods and services in an organization.

A

Total Quality Management

139
Q

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

A

Tuning

140
Q

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

A

Value-added activity

141
Q

The model speculates that categories of human needs are arranged in a predetermined in order of importance. This order is often depicted as a pyramid consisting of five levels: the lowest level is associated with physiological needs, while the uppermost level is associated with self-actualization needs. Once an individual has moved upward to the next level, needs within the lower level will no longer be seen as a priority by the individual.

A

Abraham Maslow’s Hierarchy of Needs

142
Q

Body of thought developed by John R.P. French and Bertram Raven in 1959. They identified five bases or sources of social power. The original five bases were: reward, coercive, legitimate, referent and expert (or information). This theory is based on the premise that power and influence involve relations between at least two parties. It recognizes that influencers (leaders) draw from sources of power most often in combinations to motivate a recipient or the influence (follower or subordinate).

A

Bases of Social Power Theory

SGT Exam (9 decks)

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