Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Introduction to Management > Module 8 > Flashcards

Module 8 Flashcards

1
Q

What is leadership?

A

• Is the process of influencing others to achieve group or organizational goals.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Managers

A 
	Do things right
	Status quo
	Short-term
	Means 
	Builders
	Problem solving
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

 Leaders

A 
	Do the right thing
	Change
	Long-term
	Ends
	Architects
	Inspiring and motivation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Trait theory

A

o Trait theory says effective leaders possess similar set traits/characteristics.
 According to trait theory, leaders are commonly thought taller, more confident, and have greater physical stamina (i.e., higher energy levels). Trait theory is a.k.a. “great person” theory because early versions of trait theory stated that leaders are born, not made. Leaders either had the “right stuff” to be a leader or didn’t. If they didn’t, there was no way to get “it.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

o Traits

A

relatively stable characteristics, such as abilities, psychological motives, or consistent patterns of behaviour.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

o Leadership Traits :

A
  • drive
  • integrity
  • self-confidence
  • emotional stability
  • cognitive abilities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Drive

A

 Drive: high level of effort characterized by achievement, motivation, initiative, energy, and tenacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Integrity

A

Integrity: Leaders do what they say they will do. Leaders may be honest and have good intentions, but they won’t be trusted if they don’t consistently deliver what they promise.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

self-confidence

A

Self-confidence, believing one’s abilities, distinguishes leaders from nonleaders. Self-confident leaders are more decisive and assertive and more likely to gain others’ confidence. Self-confident leaders will admit their mistakes because they view them as learning opportunities rather than the refutation of their leadership capabilities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

emotional stability

A

 Emotional stability: Even when things go wrong, leaders remain even-tempered and consistent in their outlook and in the way they treat others. Leaders who can’t control emotions, who anger quickly or attack and blame others’ mistakes are unlikely to be trusted.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

cognitive ability

A

Cognitive abilities don’t mean that leaders are necessarily geniuses but they do mean that leaders have the capacity to analyze large amounts of seemingly unrelated, complex information and see patterns, opportunities, or threats where others might not see them.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

honest/integrity

A

honest is being trutherful with others

integrity is the extent to which leaders do what htey say they will do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

situational favourableness

A

• the degree to which a particular situation either permits or denies a leader the chance to influence the behaviour of group members

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

leader-member-relations

A

refers to how well followers respect, trust, and like their leaders. When leader-member relations are good, followers trust their leader and there is a friendly work atmosphere.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

task structure

A

refers to when the requirements of a subordinate’s tasks are clearly specified. With highly structured tasks, employees have clear job responsibilities, goals, and procedures.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

position power

A

Leaders are able to hire, fire, reward, and punish workers. The more influence leaders have over hiring, firing, rewards, and punishments, the greater their power.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Path-Goal theory

A

Leaders can increase subordinate satisfaction and performance by clarifying and clearing the paths to goals and by increasing the number and kinds of rewards available for goal attainment
 Leaders must be a source of immediate or future satisfaction for followers.
 Leader must offer uniqueness and value beyond what followers already experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Subordinate contingencies

A

perceibed ability
experience employees
locus of control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

perceived ability

A

how much ability subordinates believe they have for doing jobs well. Subordinates who perceive they have a great deal of ability will be dissatisfied with directive leader behaviours.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

experienced employees

A

are likely to react in a similar way. They already know how to do their jobs (or perceive they do) and don’t need or want close supervision. Subordinates with little experience or perceived ability will welcome directive leadership.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

locus of control

A

personality measure that indicates the extent to which people believe they have control over what happens to them in life. Internals believe what happens to them, good/bad, is a result of their choices and actions. Externals, on other hand, believe that what happens to them is caused by external forces beyond their control.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

environment contingencies

A

task structure
formal authority system
primary work group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

task structue

A

degree to which the requirements of a subordinate’s tasks are clearly specified. When task structure is low and tasks are unclear, directive leadership should be used because it complements the work environment.

24
Q

formal authority system

A

an organization’s set of procedures, rules, and policies. When a formal authority system is unclear, directive leadership complements the situation by reducing uncertainty or increasing clarity. When a formal authority system is clear, directive leadership is redundant and should not be used.

25
Q

primary work group

A

refers to the amount of work-oriented participation or emotional support that is provided by an employee’s immediate work group. Participative leadership should be used when the tasks are complex and there is little existing work-oriented participation in the primary work group.

26
Q

Leadership styles : 4 types

A

directive leadership
supportive leadership
participative leadership
achievement-oriented leadership

27
Q

Normative decision theory

A

Normative decision theory (also known as the Vroom-Yetton-Jago model) suggests how leaders can determine the appropriate amount of employee participation when making decisions.

28
Q

normative decision theory: decision styles

A

autocratic (AI or AII)
consultative (CI or CII)
Group (GII)
- normative theory can be used to select the leaders best action when making a decision

29
Q

Autocratic (AI or AII)

A

 Leaders make the decisions.

30
Q

Cnsultative (CI or CII)

A

 Leaders share the problems

 Then they make the decisions themselves.

31
Q

Group (GII)

A

 Leaders share the problems.

 Then they have the group make decisions.

32
Q
  1. Decision rules of increase decision quality
A 
Quality Rule
Leader Information
Subordinate information rule
goal congruence rule
problem structure rule
33
Q

Quality rule

A

: If the quality of the decision is important, don’t use autocratic decision style.

34
Q

leader information

A

: If the quality of the decision is important or if the leader doesn’t have enough information to make the decision on his/her own, don’t use an autocratic decision style.

35
Q

subordinate information rule

A

: If the quality of the decision is important and if subordinates don’t have enough information to make the decision themselves, don’t use group decision style.

36
Q

goal congruence rule

A

: If the quality of the decision is important and subordinates’ goals are different from the organization’s goals, don’t use group decision style.

37
Q

problem structure rule

A

If the quality of the decision is important, the leader doesn’t have enough information to make the decision on his/her own, and the problem is unstructured, don’t use autocratic decision style.

38
Q

decisions rules to increase decision acceptance

A

commitment probability rule
subordinate conflict rule
commitment requirement rule

39
Q

Commitment probability rule

A

If having subordinates accept and commit the decision is important, don’t use autocratic decision style.

40
Q

subordinate conflict rule

A

If having subordinates accept and commit to the decision is important and critical to the successful implementation and subordinates are likely to disagree or end up in conflict over the decision, don’t use autocratic or consultative decision style.

41
Q

commitment requirement rule

A

If having subordinates accept the decision is absolutely required for the successful implementation and subordinates share the organization’s goals, don’t use autocratic or consultative style.

42
Q

Gender and Leadership

A

 Several studies reflect how stereotypes, prejudice, and discrimination contribute to women’s under-representation in elite leadership roles.
 Traits do play an important, albeit limited, role in leadership effectiveness between genders.

43
Q

Strategic Leadership

A 
The ability to:
•	anticipate
•	envision	
•	maintain flexibility
•	think strategically
•	work with others 
•	initiate changes 
•	create a positive 
future
44
Q

Visionary Leadership

A

 Creates a positive image of the future that motivates organizational members and provides direction for future planning and goal setting

45
Q

Charismatic leadership

A

Charismatic leadership: Behavioural tendencies and personal characteristics of leaders create exceptionally strong relationship between them and their followers.
• Creates an exceptionally strong relationship
• Articulates a clear vision
• Models values consistent with that vision
• Communicates high-performance expectations
• Strong, confident, dynamic personalities
• Establishes trust and loyalty from followers
• Concern is with ego-driven charismatic leaders who take advantage of fanatical followers

46
Q

ethical charismatics

A

provide developmental opportunities for followers, are open to positive and negative feedback, recognize others’ contributions, share information, and have moral standards that emphasize the larger interests of the group, organization, and society.

47
Q

unethical charismatics

A

control and manipulate followers, do what is best for themselves instead of the organization, want to hear only positive feedback, share only information that’s beneficial to themselves, and have moral standards that put their interests before everyone else’s. Because followers become just as committed to unethical as ethical charismatics, unethical charismatics pose tremendous risk for companies.

48
Q

Transformation leadership

A

Transformational leadership: generates awareness and acceptance of a group’s purpose and mission and gets employees to see beyond their own needs and self-interests for the good of the group
 Generates awareness and acceptance of mission
 Employees see beyond own needs and
self-interests
 Followers accomplish more than intended or thought possible
 Encourage followers to make sacrifices for the organization
 Followers prosper when organization prospers
 Do the right thing
 Maintain high standards for ethical and personal conduct

49
Q

inspirational motivation

A

Transformational leaders motivate and inspire followers by providing meaning and challenge to work. By communicating expectations and demonstrating commitment to goals, transformational leaders help followers envision the future. This leads to greater enthusiasm and optimism about the future.

50
Q

intellectual stimulation

A

Transformational leaders encourage followers to be creative and innovative, question assumptions, and to look at problems and situations in new ways even if their ideas are different from those of the leader.

51
Q

individualized consideration

A

Transformational leaders pay special attention to followers’ individual needs by creating learning opportunities, accepting and tolerating individual differences, encouraging two-way communication, and being good listeners.

52
Q

directive leadership

A

a leadership style where the leader lets employees know what is expected of them, gives specific guidelines for performing tasks, schedules work, sets standards of performance, and makes sure people follow the standard rules and regulations

53
Q

supportive leadership

A

a leadership style in which the leader is friendly and approachable, shows concern for employees and their welfare and treats them as equals, and creates a friendly climate

54
Q

participative leadership

A

a leadership style in which the leader consults employees for suggestions and input before making decisions

55
Q

achievement-oriented leadership

A

a leadership style in which the leader sets challenging goals, high expectations of employees, and displays confidence so that employees will assume responsibility and put in extraordinary effort

Introduction to Management (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions