psychology of leadership Flashcards
(235 cards)
1
Q
overall definition of leadership
A
having social influence over a group of people
2
Q
components of leadership
A
- process
- involves influencing others
- within the context of a group
- involves goal attainment
- goals are shared by leaders and followers
*this view of leadership suggests that it is not a trait or characteristic endowed at birth
3
Q
leadership as a process
A
it is a two-way interaction, available to everyone, not restricted to one person with formal position power
4
Q
trait vs process: trait
A
- emphasises attributes such as personality, motives, values and skills
- certain individuals have special innate characteristics that differentiate them from non-leaders
- suggests that leadership is inherent in a few select people and restricted to only those with those attributes
5
Q
trait vs process: process
A
- implies that leadership is a phenomenon that is contextual
- leadership is a property or a set of properties possessed in varying degrees by different people
- suggests that anyone is capable of exercising leadership and can be learned through observing behaviours
6
Q
assigned leadership
A
appointment of people to formal positions of authority, ie. vote/random assign to choose someone as the leader
7
Q
emergent leadership
A
when a group member becomes a leader because of how other members respond to them, ie. treat them with respect, look up to them, others perceive the person to be the most influential member regardless of their title
8
Q
types of power
A
- referent power
- expert power
- legitimate power
- reward power
- coercive power
9
Q
what is power
A
power is the capacity or potential to influence, the ability to affect others’ beliefs, attitudes, and actions
ie. if you have power, you can be a leader
10
Q
referent power
A
based on followers’ identification and liking for the leader
eg. a teacher who is adored by students has referent power
11
Q
what types of power fall under ‘position power’
A
legitimate, reward, coercive
12
Q
what types of power fall under ‘personal power’
A
referent, expert
13
Q
expert power
A
based on followers’ perceptions of the leader’s competence
eg. a tour guide who is knowledgeable about a foreign country has expert power
14
Q
legitimate power
A
associated with having status or formal job authority
eg. a judge who administers sentences in the courtroom
15
Q
reward power
A
derived from having the capacity to provide rewards to others
eg. a supervisor who gives rewards to employees who work hard is using reward power
16
Q
coercive power
A
derived from having the capacity to penalise or punish others
eg. a coach who sits players on the bench for being late to practice is using coercive power
17
Q
what is position power?
A
power that comes from holding a particular office position or rank
18
Q
what is personal power?
A
the capacity to influence that comes form being viewed as knowledgeable and likeable by followers
19
Q
abusing position power leads to…
A
erode the ability of a leader to influence people, bc the do not like you, too domineering etc
20
Q
managers vs leaders: managers
A
- more transactional
- focused on solving problems, stress calculations and rationality, plan, organise, and problem solve
- minimal emotional involvement
21
Q
managers vs leaders: leaders
A
- more transformational (but not all leaders?)
- more emotionally involved, seek to shape ideas instead of reacting to ideas, stress commitment, view organisations with an integrative perspective, rooted in integrity, set a direction, align people, motivate and inspire
22
Q
manager vs leader (Zaleznik, 1977)
A
manager: solve problems, minimal emotional involvement
leader: emotionally involved, seek to shape ideas instead of just reacting
23
Q
manager vs leader (Mintzberg, 1998)
A
manager: lead using a cerebral face (more analytical and fact-based approach to leadership)
- stress calculations
- view org as components of a portfolio
- operates with words and numbers of rationality
leader: lead using an insightful face
- stress commitment
- view org with an integrative perspective
24
Q
manager vs leader (Kotter, 1998)
A
manager: plan, organise, control and problem solve
leader: set a direction, align people, motive and inspire
25
manager vs leader (Rowe, 2001)
manager: believes that the decisions they make are influenced by the company and the industry it is in, they believe that they do not have the freedom to make any decision they wish to but is restrained to the company and industry they are in
leader: believes that the choices they make will affect their organisation and that this will then affect and shape the industry in which they operate in
26
quantitative approach
- testing theoretical propositions and generating explanation
- assumes that leadership can be measured as a phenomenon that is static (instead of dynamic and ever-changing), well-delineated and with universal dimensions
- lab experiements, field experiments, field studies, survey research
27
limitations of quantitative approach
28
qualitative approach
29
limitations of qualitative approach
30
benefits of qualitative approach
31
grounded theory
32
steps in grounded theory
33
the "Great Person" theory
focused on identifying the inherent characteristics and qualities of leaders who were considered to be great (1900s)
34
Stogdill (1948)
- traits interact with situational demands
- some traits are more important than others in certain situations
35
Mann (1959)
- less emphasis on situations
- suggests that personality traits could differentiate leaders from non-leaders
36
Stogdill (1974)
- 10 traits associated with leadership in a positive way
1. achievement
2. persistence
3. insight
4. initiative
5. self-confidence
6. responsibility
7. cooperativeness
8. tolerance
9. influence
10. sociability
37
Lord, DeVader & Alliger (1986)
personality traits can be used to distinguish leaders
- intelligence
- masculinity
- dominance
38
Kirkpatrick & Locke (1991)
6 traits that leaders and non-leaders differ on
1. drive
2. motivation
3. integrity
4. confidence
5. cognitive ability
6. task knowledge
39
today's 5 major leadership traits
1. intelligence
2. self-confidence
3. determination
4. integrity
5. sociability
40
intelligence
intellectual ability, including verbal, perceptual, and reasoning ability --> can persuade followers to listen to their view, and have confidence that what they say is what is best
both crystalised and fluid intelligence is important as a leader
*may be counterproductive if the leader's intelligence is much higher than the followers one bc then there is communication breakdown or maybe ego clashes
41
crystalised intelligence
knowledge, facts
42
fluid intelligence
ability to solve unique problems, conceptual ideas
43
self-confidence
- positive perspective on their ability to make judgements and decisions
- assured of your skills
- able to express that confidence
- being cool, calm, and collected in a crisis situation
44
determination
have a desire to get the job done, be willing to be assertive, proactive and to persevere when the going gets tough
45
integrity
being trustworthy and honest, take responsibility, consistent between what you believe, think, and do (not flip flopity)
be true to what you stand for
46
sociability
inclination to seek out pleasant social relationships, empathetic, friendly, above avg interpersonal skills
47
emotional inteligence
- ability to perceive and express emotions (even the more nuanced emotions, not just happy, sad, angry)
- encompass both social and personal competence
48
5-factor personality model
openness
conscientiousness
extraversion
agreeableness
neuroticism
49
openness
be informed, creative, insightful and curious
50
conscientiousness
thorough, organised, dependable, decisive
51
extraversion
sociable, assertive and have positive energy
52
agreeableness
accepting, conforming, trusting, nurturing
53
neuroticism
emotional
54
criticisms of 5-factor model
- does not account for honesty
- some think 3 or 7 better, not 5
- only a taxonomy, not a theory of personality
- HEXACO
55
big 5 and leadership
strong relationship between leadership and personality traits (although this is only among a few leaders)
56
rank big 5 in leadership
1. extraversion
2. conscientiousness
3. openness
4. neuroticism (same rank as 3, but more negative)
5. agreeableness
57
motivation to lead definition
individual differences that affect a person's decision to assume leadership training, roles, and responsibilities
is what affects their intensity of effort at leading and persistence as a leader
58
3 components of MTL
- affective
- social-normative
- non-calculative
59
affective mtl
like to lead
60
social-normative mtl
have a sense of duty
61
non-calculative mtl
not calculative of the costs of leading relative to the benefits
62
vertical collectivism
individual is part of the greater whole, accepting of inequalities
63
horizontal collectivism
individual is part of the greater whole, equality is stressed
64
vertical individualism
autonomous individual, focus on hierarchy
65
horizontal individualism
autonomous individual, emphasis on equality
66
criticisms of trait
- endless lists
- does not take into account situation
- highly subjective
- not useful in training
- leaders are born, cannot be developed
67
3Cs of leaders
competencies, commitment, character
68
competencies
skills, knowledge, understanding (relationships), judgement (intuition)
- people, organisational, business, strategic (intellect)
what a person CAN do
69
commitment
hard work
- aspiration, engagement, sacrifice
what a person WANTs to do
70
character
values, traits and virtues
what a person WILL do
71
character dimensions (virtues)
1. judgement
2. justice
3. integrity
4. courage
5. collaboration
6. accountability
7. humility
8. humanity
9. temperance
10. transcendence
AI H2 J2 C2 T2> AI helped jack cheat tests
72
judgement
quality decisions, caculated risk-taking
73
humanity
social responsibility, good employee relations
74
justice
fairness
75
courage
confidence in decision-making
76
collaboration
teamwork, diversity
77
accountability
ownership, commitment to decisions
78
humility
respect, trust
79
integrity
trust, honesty
80
temperance
quality decisions, reduced risk
81
transcendence
goal-oriented, big-picture thinking, future-oriented
82
skills approach
leader-centred perspective, skills and abilities can be developed
83
Katz
technical, human, conceptual
84
technical skills
knowledge, specialised ability, analytical ability, use of appropriate tools and techniques, hands-on
85
human skills
know how to work with people
86
conceptual skills
mental work of shaping meaning of organisational policies and issues, works with abstract and hypothetical notions, creating visions and strategies for the company
87
Mumford skills-based model
3 components:
- individual attributes, competencies, leader outcomes
affected by:
career experiences, environmental influences
88
competencies (Mumford skills model)
problem-solving, social judgement, knowledge
89
individual attributes
general and crystallised cognitive ability, motivation and personality
90
leadership outcomes
problem-solving, performance
91
career experiences
challenge, mentoring, training, hands-on experience with novelty
92
environmental influences
internal: skills of employees, outdated technology
external: economic, political issues, natural disasters
93
Englert et al. 3-factor model
future-oriented: have a vision
operational focus: technical skills
positive energy: charisma, human skills
94
crits of skills approach
very broad, weak in predictive value (doesnt explain how skills lead to effective leadership), also includes parts on traits (individual attributes)
95
style approach
task (initiating/production) vs relationship (consideration/employee)
96
Blake & Mouton's Managerial grid
vertical: relationship
horizontal: task
97
Blake & Mouton's Managerial grid: 1,9
country club
dont care about task, care for workers well-being
leaders try to create positive climate, agreeable, eager to help
98
Blake & Mouton's Managerial grid: 9,9
team
promote high degree of participation and teamwork, satisfy basic need of employee to be involved and committed to their work
leaders stimulate participation, makes priorities clear
99
Blake & Mouton's Managerial grid: 1, 1
impoverished
uninvolved
leaders are indifferent, non-committal
100
Blake & Mouton's Managerial grid: 9,1
authority-compliance
results-driven, use ppl as tools
leaders are seen as controlling, demanding
101
Blake & Mouton's Managerial grid: 5,5
middle-of-the-road
avoid conflict with moderate levels of production
102
crits of style approach
no universal style of leadership can be effective, imply that most effective is high-high (but q impractical)
103
situational approach
focus on adapting based on the situation
- directive and supportive
- evaluating subordinate's level of competence and commitment to choose which leadership style
- this will change, so leadership style needs to change over time too
104
hersey-blanchard (1969)
leaders should adjust their leadership styles according to the needs and readiness of their subordinate
- acceptance: follower accept or reject the leader
- readiness: follower's ability and willingness to perform
105
directive behaviours
task-oriented
achieve goals through 1-way communication
- give directions
- establish goals
- define roles
- set timelines
106
supportive behaviours
relationship-oriented
2-way communication
- ask for input
- praising
- listening
107
hersey-blanchard model
vertical: competence/directive
horizontal: commitment/supportive
108
hersey-blanchard model S1
directing: provide specific instructions and closely supervise performance
high commitment, low competence
low supportive, high directive
109
hersey-blanchard model S2
coaching: explain and provide opportunity for clarification
low supportive, low commitment
high directive, high supportive
110
hersey-blanchard model S3
supporting: share ideas, facilitate decision-making
high competence, low commitment
low directive, high supportive
111
hersey-blanchard model S4
delegating: just checking in vibes
high competence, high commitment
low directive, low supportive
112
performance=f(COW)
capacity
opportunity
willingness
113
how does situational approach work?
1. diagnose: see where the subordinates are
2. adapt to their style
114
crits of situational approach
low empirical support
115
strengths of situational approach
practical, prescriptive (tell you what to do, how to do it), flexible, differential (adapt based on your individual workers needs)
116
peter principle
if you perform well in your job, you will likely be promoted to the next level of your organization's hierarchy. You will continue to rise up the ladder until you reach the point where you can no longer perform well, rise to the level of incompetence, every post will get to a point where they are filled with incompetent people
117
contingency theory
leader-match theory
assumes leader's style is relatively stable
leader's effectiveness depends on how well the leader's style fits the context
task vs relationship
118
fieldler's least preferred coworker scale
think of your least preferred coworker and answer the qns
score high: relationship
score low: task
in times of stress, you will revert to this style
119
applying the contingency model
1. identify your leadership style (LPC scale)
2. identify your situation
3. determine most effective leadership style
120
situational variables
leader-member relations
task structure
leader's position power
121
leader-member relation
good: ppl like you, trust
poor: no trust, friction, unfriendly
122
task structure
high: rules clearly stated, few ways to accomplish the task, limited number of correct solutions (straightforward)
low: opposite (complex)
123
position power
strong: have authority to hire/fire, give pay raise etc
weak: no authority
124
criticisms of contingency theory
lack of flexibility, assumes leaders are fixed
don't explain the why
LPC scale don't correlate with other measures of leadership
doesn't explain what should be done if there's a mismatch
too prescriptive, disregard the emotional side
125
cognitive resource theory
cognitive resources: experience, intelligence, competence, task-relevant knowledge
focuses on influence of the leader's intelligence and experiences on their reaction to stress
126
path-goal theory
how leaders motivate subordinates to accomplish designated goals through influencing their perceptions of their work goals, personal goals, and goal attainment
aim to enhance employee performance and satisfaction by focusing on their motivation
127
path-goal emphasise on the relationship between
- leader's style
- characteristics of subordinates
- work setting
127
vroom's expectancy theory 3 elements
expectancy, instrumentality, valence
128
expectancy
probability that the behaviour will lead to an outcome, confidence
if my effort leads ti high performance, I will put in effort
129
instrumentality
perceived relationship between performance and attainment of an outcome
believe that the performance will lead to an outcome
130
valence
attractiveness of the outcome
is the reward/outcome desireble
131
path-goal leader does these 4 things
define goal
clarifies path
remove obstacles
provides support
132
major components of path-goal
leader behaviour
subordinate characteristics
task characteristics
133
path-goal leader behaviour
directive
supportive
participative
achievement oriented
134
directive
leader gives instructions
subordinates prefer structure and external control, their perception of their competence is low
135
supportive (in path-goal)
friendly and approachable leader
subordinates have high need for affiliation
136
participative
leader invites subordinates to share in decision-making
subordinates have high need for internal control, perception of their competence is high
137
achievement-oriented
leader challenges subordinates to perform at their highest level possible
subordinates perception of their competence is high, low need for affiliation
138
what are the 4 subordinate characteristics
need for affiliation
preference for structure
desire for control (internal vs external)
self-perceived level of task ability
139
task characteristics
design of subordinate's task
organisation's formal authority system
primary work group of subordinates
140
goal setting
content: (features of the goal) difficulty, specificity, complexity, conflict
intensity: (how is the goal set and accomplished) commitment and importance of goal
141
SMARTER goals
specific
measurable
acceptable - can it actually be done by the ppl involved
realistic - resources
timely
extended
reinforcing
142
task unclear and ambiguous
leader provide structure (directive/achievement oriented)
143
task is highly repetitive
leader provide support to maintain motivation (supportive)
144
company has weak formal authority
leader needs to make rules and work requirements clear (directive)
145
there is non-supportive or weak group norms
leader needs to build cohesiveness and role responsibility (participative)
146
strengths of path-goal
useful theoretical framework
integrates motivation
practical
147
crits of path-goal
can be complex and difficult to implement
low empirical support
don't explain the relationship between leader behaviour and motivation
seems one-way, from leader to subordinate
148
leader-member exchange (LMX)
interactions between a leader and subordinates, dyadic relationship as the focal point of the leadership process
149
vertical dyad linkage
leader forms a special relationship with each subordinate, one-on-one
(+3 ingroup, 0 outgroup)
150
in-group
relationships marked by mutual trust, respect, liking, and reciprocal influence
receive more info, influence, confidence, and concern from leader
employee is more dependable, highly involved and communicative
151
out-group
marked by formal communication based on job descriptions
just treat as an employee
employee just come to work, do their job, go home
152
high quality LMX result in
less employee turnover, more positive performance evals, more promotions, better job attitudes, participation, career progression, etc
153
3 phases of leadership making
stranger
acquaintance
partner
154
stranger
strictly business relation, contractual relations (transactional)
155
acquaintance
testing stage, will the subordinate take on what the leader is offering (like a better job role), more trust
156
partner
mature partnership, high degree of mutual trust, respect and obligation, high degree of reciprocity
157
crits of LMX
appears unfair and discriminatory if you form ingroup and outgroups
does not tell how to form these relationships, how to achieve that trust and respect
158
transformational leadership
process of engaging with others to create a connection that increases motivation and morality in both leader and follower
involves change and growth
159
transactional leadership
contractual management, focus on exchanges that occur between leaders and their followers
160
pseudo transformational leadership
personalised leadership, focus on the leader's own interests rather than the interest of the followers
161
charisma
special personality trait that gives a person exceptional powers, influence comes from personal power and not position power
162
charismatic leadership
transforms follower's self-concepts, link to emphasise intrinsic rewards (motivation to work) and de-emphasises extrinsic rewards (money)
163
factors in transformational leadership
idealised influence (charisma)
inspirational motivation
intellectual stimulation
individualised consideration
164
factors of transactional leadership
contingent rewards
management by exception
165
laissez-faire leadership
nontransactional, hands-off, no feedback, makes little effort to help satisfy follower's needs
166
idealised influence
strong role model, high standards of moral and ethical conduct, provide a vision and mission, followers trust them
167
inspirational motivation
can communicate their expectations, inspire through motivating and having a shared vision, promotes team spirit, use symbols and emotional appeals (focus on how it was said, communication is key)
168
intellectual stimulation
stimulate followers to be creative, develop innovative ways of dealing with organisational issues
169
individualised consideration
differentiated approach to leading each follower
170
contingent reward
focus on exchanges between leaders and followers, do work and get paid
171
management by exception
involves corrective criticism, negative feedback, negative reinforcement
- active: leader watch closely until follower makes a mistake (micromanaging)
- passive: intervene only when there is a problem, no guidance, when they get involved it means you screwed up already
172
additive effect of transformational leadership
need both aspects of transactional and transformational to reach exceptional performance
transactional alone is not enough, need to supplement with transformational
173
(others) 4 strategies in transforming organisations
174
(others) 5 fundamental practices in transformational leadership
175
crits of transformational leadership
lack conceptual clarity
cannot really be measured
treats it more like a trait (charisma) than smthg that can be taught
elitist, suffers from heroic leadership bias
176
servant leadership
is a paradox, being a leader means to serve
177
definition of servant leadership
- begins with a natural feeling that one wants to serve
- conscious choice brings one to aspire to lead
- make sure that other's highest priority needs are served
- the one being served, they become healthier, wiser, freer, more autonomous and likely become servants themselves
- what is the effect on the least privileged in society, benefit or at least not be further deprived
178
10 characteristics of a servant leader
1. listening
2. empathy
3. healing
4. awareness
5. persuasion
6. conceptualisation
7. foresight
8. stewardship
9. commitment to the growth of people
10. building community
CHEF B CLAPS
179
listening
acknowledge viewpoints of followers and validate their perspectives
180
empathy
see the world from another's pov, put yourself in their shoes (esp those of the the least privileged)
181
healing
help others become whole
182
awareness
understand oneself and their impact on others
183
persuasion
create change through gentle and nonjudgemental argument
184
conceptualisation
ability to create a vision
185
foresight
forward-looking, future-oriented
186
stewardship
do for the greater good of the society
187
commitment to the growth of people
treat each follower as a unique person with intrinsic value beyond what they contribute to the organisation (not just a tool for the org)
188
building community
allow followers to identify with something greater than themselves that they value
189
model of servant leadership components
antecedent conditions
servant leader behaviours
outcomes
190
antecedent conditions
context and culture: organisational context (need to be participative in nature) and dimensions of culture (eg power distance)
leader attributes
follower receptibility
191
servant leader behaviours
conceptualising: understand the organisation and how to address the complex problems within
emotional hearing: recognise others' problems and address them
putting followers first
helping followers grow and succeed
behaving ethically
empowering: let followers have freedom
creating value for the community: give back to society, volunteer, community service
192
outcomes
follower performance and growth
organisational performance
societal impact
193
strengths of servant leadership
altruism as the central component of leadership, counterintuitive approach to the use of influence (leaders should share control), two-way (subordinates must be open to being guided)
194
crits of servant leadership
seems whimsical and not really leadership, conflict with other models that are more directive and less supportive
195
authentic leadership
leader has to be genuine
196
authentic (intrapersonal definition)
based on self-concept, relied on the life-story of the leader, created by leader and followers tgt, depend on reciprocal interactions
3 characteristics:
- genuine
- lead from conviction
- original
197
authentic (developmental definition)
leadership can be nurtured, develops over the lifetime, triggered by major life events
4 components:
- self-awareness
- internalised moral perspective
- balanced processing
- relational transparency
198
self-awareness
reflect on one's core values, be aware and trust own feelings
199
internalised moral perspective
use internal moral standards to guide behaviour
200
balanced processing
can analyse info objectively and explore ppl's opinions before making a decision
201
relational transparency
open and honest in presenting one's true self to others
202
robert terry
authentic action wheel and how to use it
(what is truly good for the leader, follower, and organisation)
203
bill george
- understanding purpose -> passion
- strong values -> behaviour
- trusting relationships -> connectedness
- self-discipline -> consistency
- act from the heart -> compassion
204
strategic leadership
ability to anticipate, envision, maintain flexibility, and empower others to create strategic change as necessary
205
VUCA
volatile
uncertain
complex
ambiguous
206
volatile
ever-changing, dynamic, fast-paced
207
uncertain
lack of predictability
208
complex
confounding issues, confusion in the organisation
209
ambiguous
reality is hazy, miscomm, mixed meanings
210
effective strategic leaders
- guide to form vision and mission
- create goals that stretch ppl to do better
- facilitate development of plans and how to implement them
- inspire and enable
- build strong ties
211
managerial leadership
- impersonal and passive attitude towards goals
- low level of emotional involvement
- stability, preserve existing order
212
visionary leadership
- shape ideas
- influence changes
- empathetic
- likely make decisions based on their values
- future-oriented
- want creativity, change up the current order
213
strategic leadership
- combination of managerial and visionary
- willing to make candid, courageous, yet pragmatic decisions
- get feedback from others
214
6 components of strategic leadership
1. determine the firm's position or vision
2. exploiting and maintaining core competencies/resource portfolio
3. developing human capital
4. sustaining an effective organisational culture
5. emphasising ethical principles
6. establishing balanced organisational controls
215
adaptive leadership
process of leading and following that is complex and adaptive
216
team leadership model
starts from the leader's mental model of the situation
- diagnose the team problems
- take appropriate action
217
leadership decision 1
monitor or take action?
- diagnose and analyse, forecast problems
or
- immediately solve the problem
effective leaders know what interventions are needed and when to intervene
218
McGrath's critical leadership functions
monitor, execute action
internal, external
219
leadership decision 2
intervene to meet task or relational needs?
220
leadership decision 3
intervene internally or externally?
- internal if theres conflict within the team or if the team goals are unclear
- external if it relates to the external environment like the overall organisation etc
221
internal task leadership actions
- goal focusing
- structuring for results
- facilitating decision-making
- training team members
- maintaining standards of excellence
222
internal relational leadership actions
- coaching team in interpersonal skills
- collaborating
- managing conflict
- building commitment
- sataifying individual members' needs
- modelling ethical and principles practices
223
external environmental leadership actions
- networking and forming alliances
- advocating, represent the team in the org
- negotiating, to secure necessary resources
- buffering from environmental distractions
- assessing environmental indicators of team's effectiveness
-sharing relevant environmental information
224
team effectiveness
- clear, elevating (motivating) goal
- results-driven structure
- competent team members
- unified commitment
- collaborative climate
- standards of excellence
- external support and recognition
225
team leadership
focus on leading in a team, compared to one-to-one interaction
- team variables
- more cognitive compared to interpersonal
- focus on leader-team interactions (team dynamics)
- how team develops critical capabilities
226
5 cross cultural competencies
1. understanding political, business and cultural landscape
2. learn perspectives of others
3. work tgt effectively
4. adapt to living and communicating w ppl of diff cultures
5. relate to each other (equal rather than superior)
227
ethnocentricism
thinking that your culture is better and more superior than the rest
normal to have this bias, it is a universal tendency
228
Hall (ethics)
individualistic vs collectivistic
229
Trompenaars (ethics)
- egalitarian-hierarchical
- person-task
230
5 dimensions in which cultures differ
1. power distance
2. uncertainty avoidance
3. individualism-collectivism
4. masculinity-feminity
5. long vs short-term orientation
231
House 9 cultural dimensions
1. power distance
2. uncertainty avoidance
3. institutional collectivism
4. in-group collectivism
5. gender egalitarianism
6. future orientation
7. assertiveness
8. performance orientation
9. humane orientation
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6 global leadership behaviours
1. charismatic leadership
2. team-oriented
3. humane
4. participative
5. autonomous
6. self-protective
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perspectives of leadership
Heifetz
leader helps followers when they have a morality issue, help them through their values if there is dissonance there, personal growth
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perspectives of leadership
Burns
string emphasis on follower's needs, help them to higher level of functioning by addressing their values and needs (transformational theories)
