TentaP Flashcards
Describe the three levels of what makes a person?
Level 1: Disposational Traits: patterns of behaviour and experience, e.g., shy, dol, disciplined, impulsive
Level 2: Characteristic Adaptations: concerns an individuals particular life circumstances e.g., goals,, roles, educational aspirations
Level 3: Life Narratives: the story we have constructed about who we are. (very individuals)
Describe McClelland’s Iceberg
It looks at a person’s visible behaviour, knowledge and skills and the underlying unexpressed and unconscious deeper layers.
In general, a person’s knowledge, skills and behaviour can be found above the waterline of the iceberg. The central element is what they do. Below the waterline we find think and want, which focus on abstract terms such as standards, values and beliefs, self-esteem, characteristics, personality and motives. These four invisible layers could reinforce one another as motives. However, they may also block the visible behaviour of the person in question,
want: motivates (your motivation), characteristics , personality (who you are)
think: self-esteem (what you think about yourself) , standards, values, believes (your opinion)
do: behaviour (what you do), skills (what you can), knowledge (what you know)
Describe Myers-Briggs Type indicator and which problems it comes with.
In personality typology, the Myers–Briggs Type Indicator (MBTI) is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions. The test attempts to assign a value to each of four categories: introversion or extraversion, sensing or intuition, thinking or feeling, and judging or perceiving. One letter from each category is taken to produce a four-letter test result, such as “INTJ” or “ESFP”.
Problems:
- Puts you in a box
- Dimensions as dichotomies
- Overly simplistic
- Does not address how you evolve and the context
- Not widely accepted academically
Describe The Big Five Personality Traits model but also the five different traits
The Big Five (also called Five Factor) trait model of personality is the most widely accepted personality theory in the scientific community. Although it is not as well understood among laypeople as systems like Myers-Briggs personality typing, it is generally believed to be the most scientifically sound way of conceptualizing the differences between people.
The Big Five is so named because the model proposes that human personality can be measured along five major dimensions, each of which is distinct and independent from the others. The Big Five model is also sometimes called OCEAN or CANOE, both acronyms of the five personality traits.
- Openness - is the degree to which a person is curious, original, intellectual, creative, and open to new ideas.
- Conscientiousness - refers to the degree to which a person is organized, systematic, punctual, achieve- ment oriented, and dependable.
- Extraversion - is the degree to which a person is outgoing, talkative, and sociable, and enjoys being in social situations.
- Agreeableness - is the degree to which a person is nice, tolerant, sensitive, trusting, kind, and warm.
- Neuroticism - refers to the degree to which a person is anxious, irritable, aggressive, temperamental, and moody.
Describe McClelland’s Human motivation theory
Need for achievement:
Generally speaking, people want to accomplish something in life. This could mean starting a large family for some and a well-paid job and an illustrious career for others. David McClelland studied what drives people to achieve something. What motivates them and how can they make a contribution to society? Upon completing his study, he distinguished four characteristics that are consistent with the need for achievement: striving for an average task complexity, responsibility for own performance, the need for feedback and the use of innovation/creativity.
(goals, risks, work alone)
Need for power: People with a need for power, attach great value to status, reputation and recognition. They have a need to be perceived as important and they have a need to direct and influence others. According to David McClelland, this type of person enjoys competition and winning.
(control and influence, likes to win, enjoy status and recognition)
Need for affiliation: People are a gregarious bunch and they want to belong to the group. When the need for affiliation is high, they want to be liked and they will conform to the group’s behaviour and wishes. In this case, they will favour cooperation over competition. Therefore, the need for affiliation does not go well with the need for power.
(Wants to belong to a group, wants to be liked, collaboration>competition, don’t like high risk or uncertainty)
Need for avoidance:
This needs category was added later by David McClelland. When people do not wish to perform at the forefront and prefer to avoid unpleasant situations, this need will surface. People have fear of failure, fear of rejection and even fear of success. By avoiding situations that may trigger these fears, they think to have found a safe solution.
The dimensions of job satisfaction
- Pay
- Promotion
- Supervision
- Co-workers
- The work itself
Describe the different levels of Maslow’s motivation latter (need hierarchy)
- Physiological (food, water, shelter)
- Safety (Danger, pain, uncertainty)
- Social needs (Love/belonging)
- Esteem (respect, feel important and appreciated)
- Self- actualization (acquire new skills, challenges)
Describe the Two-Factor theory (Herzberg)
- Intrinsic (based on motivation)
- Extrinsic (Based on hygiene factors)
Name the factors in the goal setting theory by Locke (SMART)
Specific
Measurable
Attainable
Relevant
Time-based
Describe and name the steps in the self-determination theory
- Amotivation ( apathy, lack of interest) - zapping
- Extrinsic motivation of “because I have to” - homework
- Extrinsic motivation of “because it satisfies my ego” - recognition
- Extrinsic motivation of “because it can help me” - A degree
- Extrinsic motivation of “because I believe in it” - Volunteer
- Intrinsic motivation of (enjoyment, interest) - Run 10k
Is stress always bad? Discuss
Eustress “Good stress”, that creates challenges to motivate people to work harder and achieve goals.
Distress “Bad stress”, resulting from demanding chronic situations and have negative impacts on health
How can you manage your stress? discuss
- Primary
goal: reducing risk factors before workers experience stress-related symptoms
(stress at its source)
ex: job redesign, work-load reduction, improved communication) - Secondary
goal: To help equip workers with knowledge, skills and resources to cope with stressful situations
(Employee responses to stress)
Ex: cognitive behavioural therapy, coping classes, anger management - Tertiary
goal: To treat, compensate, and rehabilitate workers with enduring stress-related symptoms or illness
(short-term and enduring adverse health effects of job)
Ex: return-to-work programmes, medical intervention
Describe “job crafting”
“The physical and cognitive changes individuals make in the task or relational boundaries of their work”
Task Crafting – employees altering the set of responsibilities by adding or dropping tasks, altering the nature of task or changing how much time, energy and attention are allocated to various tasks
Cognitive Crafting – Employees changing the way they perceive the tasks and relationships that make up their job.
Relational Crafting – Employees changing how, when and with whom they interact in the execution of their jobs
Name and describe the three levels of stress-related disorders
- Distress (relatively mild symptoms that lead to only partly impaired occupational functioning)
- Nervous breakdown (serious distress symptoms and temporal loss of occupational role)
- Burnout (work-related neurasthenia and long-term loss of the occupational role)
Name and describe the 4 stages of burning out
Stage 1: High workload, high level of job stress, high job expectations. Job demands exceed job resources. The job does not fulfill one’s expectations.
Stage 2: Physical/ Emotional exhaustion. Chronic exhaustion. Higher energy investment in order to execute job tasks. Sleep disturbances, headaches, and other physical pain. Emotional exhaustion.
Stage 3: Depersonalization / Cynicism / Indifference. Apathy, depression, boredom. A negative attitude towards the job, colleagues and clients. Withdrawal from the job.
Stage 4: Despair/Helplessness/Aversion. Aversion to oneself, to other people, to everything. Feelings of guilt and insufficiency.
What is amygdala hijack?
an emotional response to stress as if it is physical danger (heart rate goes up, fight or flight, more strength, more energy, sweaty palms)
Name the antecedent focused strategies of emotional regulation
Situation selection (choose or avoid certain situations)
Situation modification (alter the situation)
Attention deployment (refocus your attention)
Cognitive change (reassess an event or situation)
Name the response focused strategies of emotional regulation
Reappraisal (re-evaluate a potentially emotional situation)
Suppression (consciously mask emotional reactions)
What is EQ? (emotional intelligence?
“The capacity of recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships. “
What is leadership?
“The process of influencing others to understand and agree about what needs to be done and how to do it and the process of facilitating individual and collective efforts to accomplish shared goals”
What makes an effective leader?
High IQ
High emotional intelligence (Self-awareness, motivation, empathy and social skills)
Ability to control emotions and understans others
Which ones of the big Five are related to leadership?
Extraversion
they are both dominant and sociable in their environment
They emerge as leaders in most situations
Has the strongest connection to leader emergence and leader effectiveness
Conscientiousness
they are organized and take initiatives
They are more likely to emerge as leaders and be effective in that role
Openness
People that are open to experience and are creative
Open to try new things
Describe and discuss how different attributes only fit certain types of leaders
Ex. military leaders & business leaders
Describe and name the three types of decision-making styles
Authoritarian decision making – Leaders make decisions alone without necessarily involving employees
Democratic decision making – Employees participate in the decision-making process
Laissez-faire decision making – Leaving employees alone to make the decisions and the leader provides minimum guidance and involvement in the decision.
Describe Fiedler’s contingency theory
- A leader’s style is measured by a scale called Least Preferred Coworker scale (LPC).
- People are filling out a survey thinking of a person who is their least preferred coworker
- They rate their coworkers in terms of how friendly, nice and cooperative they are
- If you can describe this person in a positive way, you can separate the person’s ability to work from your like of that person – High LPC score
Describe situational leadership (contextual)
Leaders must use different leadership styles depending on their followers’ development level
Employee readiness (competence & commitment level) is the key factor determining the proper leadership style
To be effective leaders must use the right style of behavior at the right time
Followers are the key to success
In the early stages leaders should be highly directive and less supportive, as the employee becomes more competent the leader should engage more in coaching behaviors.
Describe Vroom and Yetton’s normative decision model. What it is, the different decision-making styles etc.
A tool to help leaders determine how much involvement they should seek when making decisions.
Decision-making styles:
A1 (autocratic): Decide – the leader makes the decision alone
A2 (autocratic): Consult Individually – The leader obtains additional information from group members before making a decision
C1 (consultative): Consult as a group – The leader shares the problem with group members individually and makes the final decision alone
C2 (Consultative): Facilitate – The leader shares information about the problem with group members collectively and acts as a facilitator.
G2 (group): Delegate – The leader lets the team make the decision
Quality Requirement (QR): How important is the technical quality of the decision=
Commitment Requirement (CR): How important is the subordinate commitment to the decision?
Leader’s information (LI): Do you (the leader) have sufficient information to make a high-quality decision on your own?
Problem structure (ST): is the problem well-structured?
Commitment Probability (CP): If you would make the decision yourself, is it certain that your subordinates would be committed to the decision?
Goal Congruence (GC): Do subordinates share the organizational goals to be attained in solving the problem?
Subordinate Conflict (CO): Is conflict among subordinates over preferred solutions likely?
Subordinate information (SI): Do subordinates have sufficient information to make a high-quality decision?
Describe Transfomational Leadership and give examples of such leaders in the real world
Lead employees by aligning employee goals with the leader’s goals.
Charisma - behaviors leaders demonstrate that create confidence in commitment of the leader. Charismatic leaders have a “magnetic” personality
Inspirational motivation – Used to come up with a vision that is inspiring to others
Intellectual stimulation – They challenge organizational norms and status quo, encouraging employees to think creatively and work harder
Individualized consideration – They show personal care and concern for the wellbeing of the followers
Ex. Steve Jobs
Key: charisma, persuasiveness, personal appeal to change and inspire
Describe Transactional leadership and give examples
Lead employees by ensuring that they demonstrate the right behaviors and provide resources in exchange
Contingent rewards – rewarding employees for the accomplishments
Active management by exception – Involves leaving employees to do their jobs without interference, but also predicting potential problems and preventing them from occuring
Passive management by exception – Involves leaving employees alone, but managers withs until something goes wrong before they intervene.
Describe the Leader-Member exchange (LMX) Theory and its different phases
- Type of relationship leaders have with their followers is the key to understanding how leaders influence employees.
- In High-quality LMX relationships – The leader forms a trust-based relationship with the member
- In Low-Quality LMX relationships – The leader and the member have lower levels of trust, liking and respect towards each other.
Phase 1 (role taking) - Leader assesses member abilities and talents and there is discovery by both parties of how the other likes to be respected
Phase 2 (Role making) - Negotiation whereby a role is created, and any felt betrayal can result in the member being relegated to the out-group.
Phase 3 (Routinization) - A pattern on ongoing social exchange between the leader and the members
Describe servant leadership
The leader’s role is serving the needs of others
Develop employees and help them reach their goals
Leaders feel an obligation to their employees, customers and the external community
Focuses on ethics, community development, and self-sacrifice
It has a positive impact on employee commitment, behavior and job performance.
Name a few characteristics of servant leaders
Humility
Empowerment
Stewardship
Accountability
Authenticity
Forgiveness
Courage
Standing Back
What is a group? and what distinct it from a team?
“A group is a collection of individuals who interact with each other such that one person’s actions have an impact on the others”
Name the stages of group development and describe the theory
Forming- Storming - Norming - Performing - Adjourning
According to this theory:
In order to successfully facilitate a group the leader needs to move through various leadership styles over time
This is accomplished by first, being more directive serving as a leader or coach and later, shifting to a delegator
Describe Forming
The group comes together for the first time
They may or may not know each other from before
There is formality, anxiety and gurdedness
“Will I be accepted?”, “What will my role be?” are typical questions during this phase
A large amount of uncertainty
Members are polite, conflict avoidant and observant
Does someone emerge as a leader?
Describe Storming
Members become more authentic and argumentative.
They begin to explore their power and influence
Discussions can be heated. It is not unusual to become defensive, competitive or jealous
Questioning and resisting the directions from the leader
Less is to be done in this stage
How can you get out of the storming phase?
Normalize conflict (it is a normal phase of the group-formation)
Be inclusive (invite all view in to the room)
Make sure everyone is heard
Support all group members
Remain positive
Don’t rush the group’s development
Describe the Norming phase
“We survived!” - common statement
Members usually feel excited and energized
They usually are ready to get to work
The group tends to make big decisions and they are usually more respectful towards each other
The leader should become more of a facilitator by stepping back and letting the group assume more responsibility
The group’s energy is high -> ideal time to host a social or team-building event
Describe the Performing phase
The group is ready to go into high gear
Members are more interdependent, and they feel themselves to be a port of a greater entity
They are not only getting the work done, but are reflecting over how they are doing it
The group has matured
Group leaders can move into coaching roles and help members grow in skills and leadership
Describe the adjourning phase
Projects are temporary in nature – it therefore has to end
Feelings such as victory, grief and insecurity about what is coming next is common
Group leaders should be sensitive to handling these endings respectfully and compassionately
“How did it go? “, “What did we learn?” etc.
What is cohesion in a team?
A social glue
The degree of camaraderie within the group (mutual trust and friendship)
Cohesive groups are those in which members are attached to each other and act as one unit
The more cohesive -> The more productive
Characteristics such as: identity, a moral bond, share a sense of purpose, they establish a structured pattern of communication
The factors affecting group cohesion include:
- Similarity (the more similar group members are (sex, age, education skills, values), the more they are likely to bond.
- Stability (The longer a group stays together, the more cohesive it becomes)
- Size (Smaller groups tend to have higher levels of cohesion)
- Support (Coaching and encouragement)
- Satisfaction
What are the risks of a too strong culture?
- Difficult to merge with others
- Collaboration across organizations may be harder
- Group thinking
- Defensive behaviour
- Excessive pride => arrogant
- Lack of diversity
- Cultural bias
Describe the leadership styles from the GLOBE Project
- Charismatic (integrity, decisive, performance-oriented)
- Team-oriented (diplomatic, not malevolent, admin. competent)
- Humane (modest, humane-oriented)
- Participative (not autocratic, not nonparticipative, delegative)
- Self-protective (self-centered, status-conscious, face-saving)
- Autonomous (independent, unique)
Name the three approaches toward solving dilemmas
or or = “eliminating” the tension by choosing one option (Hang et al., 2014).
Can lead to avoidance, denial, blaming, relying on past
- and and = recognizing both options by alternating or finding a compromise
(middle of the road) - more than = a new transcending solution that is more than the sum of the
parts, a dialogic construction process
Describe Trompenaars’s intercultural competency theory (4 r’s)
- Recognition: How competent is a person to recognize his/her own cultural assumptions and
those of others around him or her? - Respect: How capable is a person of appreciating perspectives other than his/her own?
- Reconciliation: How competent is a person to reconcile different perspectives?
- Realization: How competent is a person in realizing the necessary actions to implement the
reconciliation of cultural differences?
Discuss how the big five have an impact on organizations
What is the dark triad?
Machiavellianism: High “machs” tend to be pragmatic, emotionally
distant, and believe the ends justify the means
- Narcissism: A person with a grandiose view of self, requires
excessive admiration, has a sense of self-entitlement, and is arrogant - Psychopathy: A lack of concern for others, and a lack of guilt or
remorse when their actions cause harm
What is the difference between values, beliefs, attitudes and norms?
Values convey what is important to people in their
lives that act as general guiding principles.
* Beliefs are ideas about how true it is that things are
related in particular ways.
* Attitudes are evaluations of objects as good or
bad, desirable or undesirable
* Norms are standards or rules that tell members of
a group or society how they should behave.
Name a few factors that impact job satisfaction
- Job specific training
- Variety of work
- Job security
- The work itself
- Organization’s financial stability
- Autonomy and independence
- Compensation / pay
- Benefits
- Career opportunities
- Opportunities to use skills and abilities
- Safety
- Relationship with immediate supervisor
- Flexibility to balance work and life
- Corporate culture
- Relationship with colleagues
- Communication between employees and
senior management - Meaningfulness of job
Name the three needs of self-determination
- Efficacy: the need to feel we are competent and that our work
produces results - Belonging: the need to feel we have meaningful relationships that
fit our values and principles - Autonomy: the need for locus of control and to be able to define
how we execute our tasks and activities
What is organizational culture? And why does it matter?
It is a system of shared assumptions, values and beliefs that show employees what is appropriate and inappropriate behavior.
it matters due to:
Competitive advantage
Success
Shared values may be related to increased performance
A mechanism for dictating employee behavior
What are the levels of organizational culture?
Assumptions:
The deepest level below our awareness
Reflect beliefs about human nature and reality
“Happy employees benefit organizations”
Values:
Shared principles, standards and goals
The happy employee’s assumption could be translated into social equity, high quality relationships and having fun
Artifacts:
Our visible and tangible aspects of organizational culture
The happy employees assumption and values could be translated into an executive “open door” policy, an office layout that has open spaces and gathering areas equiped with pool tables etc
Name of few characteristics of the values of organizational culture in japan
- Belonging
- Group Harmony
- Collectiveness
- Age/seniority
- Group consensus
- Cooperation
- Quality
- Patience
- Indirectness
- Go-between
Name of few characteristics of the values of organizational culture in the U.S
- Freedom
- Independence
- Self-reliance
- Equality
- Individualism
- Competition
- Efficiency
- Time
- Directness
- Openness
Name a few characteristics of the values of Organizational Culture in the Arab countries
- Family security
- Family harmony
- Parental guidance
- Age
- Authority
- Compromise
- Devotion
- Patience
- Indirectness
- Hospitality
How do cultures change?
- Create a sense of urgency
- Change leaders and other key players
- Role model
- Train
- Change the reward systen
- Create new stories and symbols
Name the 6 dimensions of Hofstedes cultural framework and describe them
Power Distance
Uncertainty Avoidance
Individualism - Collectivism
Masculinity - Femninity
Time Orientation
Indulgence Vs restraint
Name and describe Trompenaars seven dimensions of culture. What is the model used for?
Universalism VS particularism.
Individualism VS communitarianism.
Specific VS diffuse.
Neutral VS emotional.
Achievement VS ascription.
Sequential time VS synchronous time.
Internal direction VS outer direction.
You can use the model to better understand people from different cultural backgrounds, so that you can prevent misunderstandings and enjoy a better working relationship with them. This is especially useful if you do business with people from around the world, or if you manage a diverse group of people.
A defect caused by negligence of a member of the team is discovered. The responsibility could be carried by the individual alone, or by the team as a whole. Who do you think should carry the responsibility?
A. (Individualism) The person causing the defect is responsible. Therefore, he should be called to account by superiors.
B.(Communitarianism) Because people work on a team, the responsibility should be carried by the group. This time one member has made a mistake. Next time it could be someone else on the team
What are the lessons learned from the CEO of Interface Inc regarding organizational change.
Focus on self-transcending why (purpose)
Translate Purpose into a clear and tangible vision
Change one mind at a time
Humility and determination
Communicate in clear ways
Repeat, repeat, repeat
Measure ypur progress
What are the four interdependent “modes” of change?
- Rational
- Developmental
- Political
- Evolutionary
What are the two natures of change?
- Reactive change: closing a performance gap (what is and what should be)
- Proactive change: closing an opportunity gap (what is and what should be)
Name and describe Kurt Lewin’s three stages of change (POCM)
Unfreezing:
- Uncertainty is created
- preparing for the change
- Why is change necessary?
- create a strategic change vision
- Address employee concerns
- Strong reactions among people
Moving/Change:
- Look for new ways to do things
- Embrace new tactics
- Accept the change (time & communication)
- Involve people in the process
Refreezing:
- when? signs: stable organization, consistent job descriptions
- Employees feel confident
- celebrate the success of the change
- Leadership support
