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psychology of leadership Flashcards

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1
Q

overall definition of leadership

A

having social influence over a group of people

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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

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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

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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
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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
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6
Q

assigned leadership

A

appointment of people to formal positions of authority, ie. vote/random assign to choose someone as the leader

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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

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8
Q

types of power

A
  • referent power
  • expert power
  • legitimate power
  • reward power
  • coercive power
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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

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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

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11
Q

what types of power fall under ‘position power’

A

legitimate, reward, coercive

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12
Q

what types of power fall under ‘personal power’

A

referent, expert

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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

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14
Q

legitimate power

A

associated with having status or formal job authority
eg. a judge who administers sentences in the courtroom

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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

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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

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17
Q

what is position power?

A

power that comes from holding a particular office position or rank

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18
Q

what is personal power?

A

the capacity to influence that comes form being viewed as knowledgeable and likeable by followers

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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

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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
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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
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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

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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

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24
Q

manager vs leader (Kotter, 1998)

A

manager: plan, organise, control and problem solve

leader: set a direction, align people, motive and inspire

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25
Q

manager vs leader (Rowe, 2001)

A

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

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26
Q

quantitative approach

A
  • 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
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27
Q

limitations of quantitative approach

A
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28
Q

qualitative approach

A
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29
Q

limitations of qualitative approach

A
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30
Q

benefits of qualitative approach

A
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31
Q

grounded theory

A
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32
Q

steps in grounded theory

A
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33
Q

the “Great Person” theory

A

focused on identifying the inherent characteristics and qualities of leaders who were considered to be great (1900s)

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34
Q

Stogdill (1948)

A
  • traits interact with situational demands
  • some traits are more important than others in certain situations
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35
Q

Mann (1959)

A
  • less emphasis on situations
  • suggests that personality traits could differentiate leaders from non-leaders
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36
Q

Stogdill (1974)

A
  • 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
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37
Q

Lord, DeVader & Alliger (1986)

A

personality traits can be used to distinguish leaders
- intelligence
- masculinity
- dominance

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38
Q

Kirkpatrick & Locke (1991)

A

6 traits that leaders and non-leaders differ on
1. drive
2. motivation
3. integrity
4. confidence
5. cognitive ability
6. task knowledge

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39
Q

today’s 5 major leadership traits

A
  1. intelligence
  2. self-confidence
  3. determination
  4. integrity
  5. sociability
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40
Q

intelligence

A

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

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41
Q

crystalised intelligence

A

knowledge, facts

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42
Q

fluid intelligence

A

ability to solve unique problems, conceptual ideas

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43
Q

self-confidence

A
  • 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
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44
Q

determination

A

have a desire to get the job done, be willing to be assertive, proactive and to persevere when the going gets tough

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45
Q

integrity

A

being trustworthy and honest, take responsibility, consistent between what you believe, think, and do (not flip flopity)
be true to what you stand for

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46
Q

sociability

A

inclination to seek out pleasant social relationships, empathetic, friendly, above avg interpersonal skills

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47
Q

emotional inteligence

A
  • ability to perceive and express emotions (even the more nuanced emotions, not just happy, sad, angry)
  • encompass both social and personal competence
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48
Q

5-factor personality model

A

openness
conscientiousness
extraversion
agreeableness
neuroticism

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49
Q

openness

A

be informed, creative, insightful and curious

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50
Q

conscientiousness

A

thorough, organised, dependable, decisive

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51
Q

extraversion

A

sociable, assertive and have positive energy

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52
Q

agreeableness

A

accepting, conforming, trusting, nurturing

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53
Q

neuroticism

A

emotional

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54
Q

criticisms of 5-factor model

A
  • does not account for honesty
  • some think 3 or 7 better, not 5
  • only a taxonomy, not a theory of personality
  • HEXACO
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55
Q

big 5 and leadership

A

strong relationship between leadership and personality traits (although this is only among a few leaders)

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56
Q

rank big 5 in leadership

A
  1. extraversion
  2. conscientiousness
  3. openness
  4. neuroticism (same rank as 3, but more negative)
  5. agreeableness
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57
Q

motivation to lead definition

A

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

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58
Q

3 components of MTL

A
  • affective
  • social-normative
  • non-calculative
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59
Q

affective mtl

A

like to lead

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60
Q

social-normative mtl

A

have a sense of duty

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61
Q

non-calculative mtl

A

not calculative of the costs of leading relative to the benefits

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62
Q

vertical collectivism

A

individual is part of the greater whole, accepting of inequalities

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63
Q

horizontal collectivism

A

individual is part of the greater whole, equality is stressed

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64
Q

vertical individualism

A

autonomous individual, focus on hierarchy

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65
Q

horizontal individualism

A

autonomous individual, emphasis on equality

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66
Q

criticisms of trait

A
  • endless lists
  • does not take into account situation
  • highly subjective
  • not useful in training
  • leaders are born, cannot be developed
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67
Q

3Cs of leaders

A

competencies, commitment, character

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68
Q

competencies

A

skills, knowledge, understanding (relationships), judgement (intuition)
- people, organisational, business, strategic (intellect)
what a person CAN do

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69
Q

commitment

A

hard work
- aspiration, engagement, sacrifice
what a person WANTs to do

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70
Q

character

A

values, traits and virtues
what a person WILL do

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71
Q

character dimensions (virtues)

A
  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

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72
Q

judgement

A

quality decisions, caculated risk-taking

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73
Q

humanity

A

social responsibility, good employee relations

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74
Q

justice

A

fairness

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75
Q

courage

A

confidence in decision-making

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76
Q

collaboration

A

teamwork, diversity

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77
Q

accountability

A

ownership, commitment to decisions

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78
Q

humility

A

respect, trust

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79
Q

integrity

A

trust, honesty

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80
Q

temperance

A

quality decisions, reduced risk

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81
Q

transcendence

A

goal-oriented, big-picture thinking, future-oriented

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82
Q

skills approach

A

leader-centred perspective, skills and abilities can be developed

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83
Q

Katz

A

technical, human, conceptual

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84
Q

technical skills

A

knowledge, specialised ability, analytical ability, use of appropriate tools and techniques, hands-on

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85
Q

human skills

A

know how to work with people

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86
Q

conceptual skills

A

mental work of shaping meaning of organisational policies and issues, works with abstract and hypothetical notions, creating visions and strategies for the company

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87
Q

Mumford skills-based model

A

3 components:
- individual attributes, competencies, leader outcomes
affected by:
career experiences, environmental influences

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88
Q

competencies (Mumford skills model)

A

problem-solving, social judgement, knowledge

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89
Q

individual attributes

A

general and crystallised cognitive ability, motivation and personality

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90
Q

leadership outcomes

A

problem-solving, performance

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91
Q

career experiences

A

challenge, mentoring, training, hands-on experience with novelty

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92
Q

environmental influences

A

internal: skills of employees, outdated technology
external: economic, political issues, natural disasters

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93
Q

Englert et al. 3-factor model

A

future-oriented: have a vision
operational focus: technical skills
positive energy: charisma, human skills

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94
Q

crits of skills approach

A

very broad, weak in predictive value (doesnt explain how skills lead to effective leadership), also includes parts on traits (individual attributes)

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95
Q

style approach

A

task (initiating/production) vs relationship (consideration/employee)

96
Q

Blake & Mouton’s Managerial grid

A

vertical: relationship
horizontal: task

97
Q

Blake & Mouton’s Managerial grid: 1,9

A

country club
dont care about task, care for workers well-being
leaders try to create positive climate, agreeable, eager to help

98
Q

Blake & Mouton’s Managerial grid: 9,9

A

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
Q

Blake & Mouton’s Managerial grid: 1, 1

A

impoverished
uninvolved
leaders are indifferent, non-committal

100
Q

Blake & Mouton’s Managerial grid: 9,1

A

authority-compliance
results-driven, use ppl as tools
leaders are seen as controlling, demanding

101
Q

Blake & Mouton’s Managerial grid: 5,5

A

middle-of-the-road
avoid conflict with moderate levels of production

102
Q

crits of style approach

A

no universal style of leadership can be effective, imply that most effective is high-high (but q impractical)

103
Q

situational approach

A

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
Q

hersey-blanchard (1969)

A

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
Q

directive behaviours

A

task-oriented
achieve goals through 1-way communication
- give directions
- establish goals
- define roles
- set timelines

106
Q

supportive behaviours

A

relationship-oriented
2-way communication
- ask for input
- praising
- listening

107
Q

hersey-blanchard model

A

vertical: competence/directive
horizontal: commitment/supportive

108
Q

hersey-blanchard model S1

A

directing: provide specific instructions and closely supervise performance
high commitment, low competence
low supportive, high directive

109
Q

hersey-blanchard model S2

A

coaching: explain and provide opportunity for clarification
low supportive, low commitment
high directive, high supportive

110
Q

hersey-blanchard model S3

A

supporting: share ideas, facilitate decision-making
high competence, low commitment
low directive, high supportive

111
Q

hersey-blanchard model S4

A

delegating: just checking in vibes
high competence, high commitment
low directive, low supportive

112
Q

performance=f(COW)

A

capacity
opportunity
willingness

113
Q

how does situational approach work?

A
  1. diagnose: see where the subordinates are
  2. adapt to their style
114
Q

crits of situational approach

A

low empirical support

115
Q

strengths of situational approach

A

practical, prescriptive (tell you what to do, how to do it), flexible, differential (adapt based on your individual workers needs)

116
Q

peter principle

A

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
Q

contingency theory

A

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
Q

fieldler’s least preferred coworker scale

A

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
Q

applying the contingency model

A
  1. identify your leadership style (LPC scale)
  2. identify your situation
  3. determine most effective leadership style
120
Q

situational variables

A

leader-member relations
task structure
leader’s position power

121
Q

leader-member relation

A

good: ppl like you, trust
poor: no trust, friction, unfriendly

122
Q

task structure

A

high: rules clearly stated, few ways to accomplish the task, limited number of correct solutions (straightforward)
low: opposite (complex)

123
Q

position power

A

strong: have authority to hire/fire, give pay raise etc
weak: no authority

124
Q

criticisms of contingency theory

A

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
Q

cognitive resource theory

A

cognitive resources: experience, intelligence, competence, task-relevant knowledge
focuses on influence of the leader’s intelligence and experiences on their reaction to stress

126
Q

path-goal theory

A

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
Q

path-goal emphasise on the relationship between

A
  • leader’s style
  • characteristics of subordinates
  • work setting
127
Q

vroom’s expectancy theory 3 elements

A

expectancy, instrumentality, valence

128
Q

expectancy

A

probability that the behaviour will lead to an outcome, confidence
if my effort leads ti high performance, I will put in effort

129
Q

instrumentality

A

perceived relationship between performance and attainment of an outcome
believe that the performance will lead to an outcome

130
Q

valence

A

attractiveness of the outcome
is the reward/outcome desireble

131
Q

path-goal leader does these 4 things

A

define goal
clarifies path
remove obstacles
provides support

132
Q

major components of path-goal

A

leader behaviour
subordinate characteristics
task characteristics

133
Q

path-goal leader behaviour

A

directive
supportive
participative
achievement oriented

134
Q

directive

A

leader gives instructions
subordinates prefer structure and external control, their perception of their competence is low

135
Q

supportive (in path-goal)

A

friendly and approachable leader
subordinates have high need for affiliation

136
Q

participative

A

leader invites subordinates to share in decision-making
subordinates have high need for internal control, perception of their competence is high

137
Q

achievement-oriented

A

leader challenges subordinates to perform at their highest level possible
subordinates perception of their competence is high, low need for affiliation

138
Q

what are the 4 subordinate characteristics

A

need for affiliation
preference for structure
desire for control (internal vs external)
self-perceived level of task ability

139
Q

task characteristics

A

design of subordinate’s task
organisation’s formal authority system
primary work group of subordinates

140
Q

goal setting

A

content: (features of the goal) difficulty, specificity, complexity, conflict
intensity: (how is the goal set and accomplished) commitment and importance of goal

141
Q

SMARTER goals

A

specific
measurable
acceptable - can it actually be done by the ppl involved
realistic - resources
timely
extended
reinforcing

142
Q

task unclear and ambiguous

A

leader provide structure (directive/achievement oriented)

143
Q

task is highly repetitive

A

leader provide support to maintain motivation (supportive)

144
Q

company has weak formal authority

A

leader needs to make rules and work requirements clear (directive)

145
Q

there is non-supportive or weak group norms

A

leader needs to build cohesiveness and role responsibility (participative)

146
Q

strengths of path-goal

A

useful theoretical framework
integrates motivation
practical

147
Q

crits of path-goal

A

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
Q

leader-member exchange (LMX)

A

interactions between a leader and subordinates, dyadic relationship as the focal point of the leadership process

149
Q

vertical dyad linkage

A

leader forms a special relationship with each subordinate, one-on-one
(+3 ingroup, 0 outgroup)

150
Q

in-group

A

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
Q

out-group

A

marked by formal communication based on job descriptions
just treat as an employee
employee just come to work, do their job, go home

152
Q

high quality LMX result in

A

less employee turnover, more positive performance evals, more promotions, better job attitudes, participation, career progression, etc

153
Q

3 phases of leadership making

A

stranger
acquaintance
partner

154
Q

stranger

A

strictly business relation, contractual relations (transactional)

155
Q

acquaintance

A

testing stage, will the subordinate take on what the leader is offering (like a better job role), more trust

156
Q

partner

A

mature partnership, high degree of mutual trust, respect and obligation, high degree of reciprocity

157
Q

crits of LMX

A

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
Q

transformational leadership

A

process of engaging with others to create a connection that increases motivation and morality in both leader and follower
involves change and growth

159
Q

transactional leadership

A

contractual management, focus on exchanges that occur between leaders and their followers

160
Q

pseudo transformational leadership

A

personalised leadership, focus on the leader’s own interests rather than the interest of the followers

161
Q

charisma

A

special personality trait that gives a person exceptional powers, influence comes from personal power and not position power

162
Q

charismatic leadership

A

transforms follower’s self-concepts, link to emphasise intrinsic rewards (motivation to work) and de-emphasises extrinsic rewards (money)

163
Q

factors in transformational leadership

A

idealised influence (charisma)
inspirational motivation
intellectual stimulation
individualised consideration

164
Q

factors of transactional leadership

A

contingent rewards
management by exception

165
Q

laissez-faire leadership

A

nontransactional, hands-off, no feedback, makes little effort to help satisfy follower’s needs

166
Q

idealised influence

A

strong role model, high standards of moral and ethical conduct, provide a vision and mission, followers trust them

167
Q

inspirational motivation

A

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
Q

intellectual stimulation

A

stimulate followers to be creative, develop innovative ways of dealing with organisational issues

169
Q

individualised consideration

A

differentiated approach to leading each follower

170
Q

contingent reward

A

focus on exchanges between leaders and followers, do work and get paid

171
Q

management by exception

A

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
Q

additive effect of transformational leadership

A

need both aspects of transactional and transformational to reach exceptional performance

transactional alone is not enough, need to supplement with transformational

173
Q

(others) 4 strategies in transforming organisations

A
174
Q

(others) 5 fundamental practices in transformational leadership

A
175
Q

crits of transformational leadership

A

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
Q

servant leadership

A

is a paradox, being a leader means to serve

177
Q

definition of servant leadership

A
  • 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
Q

10 characteristics of a servant leader

A
  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
Q

listening

A

acknowledge viewpoints of followers and validate their perspectives

180
Q

empathy

A

see the world from another’s pov, put yourself in their shoes (esp those of the the least privileged)

181
Q

healing

A

help others become whole

182
Q

awareness

A

understand oneself and their impact on others

183
Q

persuasion

A

create change through gentle and nonjudgemental argument

184
Q

conceptualisation

A

ability to create a vision

185
Q

foresight

A

forward-looking, future-oriented

186
Q

stewardship

A

do for the greater good of the society

187
Q

commitment to the growth of people

A

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
Q

building community

A

allow followers to identify with something greater than themselves that they value

189
Q

model of servant leadership components

A

antecedent conditions
servant leader behaviours
outcomes

190
Q

antecedent conditions

A

context and culture: organisational context (need to be participative in nature) and dimensions of culture (eg power distance)

leader attributes

follower receptibility

191
Q

servant leader behaviours

A

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
Q

outcomes

A

follower performance and growth

organisational performance

societal impact

193
Q

strengths of servant leadership

A

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
Q

crits of servant leadership

A

seems whimsical and not really leadership, conflict with other models that are more directive and less supportive

195
Q

authentic leadership

A

leader has to be genuine

196
Q

authentic (intrapersonal definition)

A

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
Q

authentic (developmental definition)

A

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
Q

self-awareness

A

reflect on one’s core values, be aware and trust own feelings

199
Q

internalised moral perspective

A

use internal moral standards to guide behaviour

200
Q

balanced processing

A

can analyse info objectively and explore ppl’s opinions before making a decision

201
Q

relational transparency

A

open and honest in presenting one’s true self to others

202
Q

robert terry

A

authentic action wheel and how to use it
(what is truly good for the leader, follower, and organisation)

203
Q

bill george

A
  • understanding purpose -> passion
  • strong values -> behaviour
  • trusting relationships -> connectedness
  • self-discipline -> consistency
  • act from the heart -> compassion
204
Q

strategic leadership

A

ability to anticipate, envision, maintain flexibility, and empower others to create strategic change as necessary

205
Q

VUCA

A

volatile
uncertain
complex
ambiguous

206
Q

volatile

A

ever-changing, dynamic, fast-paced

207
Q

uncertain

A

lack of predictability

208
Q

complex

A

confounding issues, confusion in the organisation

209
Q

ambiguous

A

reality is hazy, miscomm, mixed meanings

210
Q

effective strategic leaders

A
  • 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
Q

managerial leadership

A
  • impersonal and passive attitude towards goals
  • low level of emotional involvement
  • stability, preserve existing order
212
Q

visionary leadership

A
  • shape ideas
  • influence changes
  • empathetic
  • likely make decisions based on their values
  • future-oriented
  • want creativity, change up the current order
213
Q

strategic leadership

A
  • combination of managerial and visionary
  • willing to make candid, courageous, yet pragmatic decisions
  • get feedback from others
214
Q

6 components of strategic leadership

A
  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
Q

adaptive leadership

A

process of leading and following that is complex and adaptive

216
Q

team leadership model

A

starts from the leader’s mental model of the situation
- diagnose the team problems
- take appropriate action

217
Q

leadership decision 1

A

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
Q

McGrath’s critical leadership functions

A

monitor, execute action
internal, external

219
Q

leadership decision 2

A

intervene to meet task or relational needs?

220
Q

leadership decision 3

A

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
Q

internal task leadership actions

A
  • goal focusing
  • structuring for results
  • facilitating decision-making
  • training team members
  • maintaining standards of excellence
222
Q

internal relational leadership actions

A
  • coaching team in interpersonal skills
  • collaborating
  • managing conflict
  • building commitment
  • sataifying individual members’ needs
  • modelling ethical and principles practices
223
Q

external environmental leadership actions

A
  • 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
Q

team effectiveness

A
  • clear, elevating (motivating) goal
  • results-driven structure
  • competent team members
  • unified commitment
  • collaborative climate
  • standards of excellence
  • external support and recognition
225
Q

team leadership

A

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
Q

5 cross cultural competencies

A
  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
Q

ethnocentricism

A

thinking that your culture is better and more superior than the rest
normal to have this bias, it is a universal tendency

228
Q

Hall (ethics)

A

individualistic vs collectivistic

229
Q

Trompenaars (ethics)

A
  • egalitarian-hierarchical
  • person-task
230
Q

5 dimensions in which cultures differ

A
  1. power distance
  2. uncertainty avoidance
  3. individualism-collectivism
  4. masculinity-feminity
  5. long vs short-term orientation
231
Q

House 9 cultural dimensions

A
  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
232
Q

6 global leadership behaviours

A
  1. charismatic leadership
  2. team-oriented
  3. humane
  4. participative
  5. autonomous
  6. self-protective
233
Q

perspectives of leadership
Heifetz

A

leader helps followers when they have a morality issue, help them through their values if there is dissonance there, personal growth

234
Q

perspectives of leadership
Burns

A

string emphasis on follower’s needs, help them to higher level of functioning by addressing their values and needs (transformational theories)

psychology of leadership (1 decks)

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