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MGT 3305 Leadership & Organizational Behavior > Unit 2 Exam > Flashcards

Unit 2 Exam Flashcards

1
Q

Definition of Authenticity

A

The state of being true to oneself

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2
Q

Definition of Humility

A

A proper sense of oneself

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3
Q

Definition of Hubris

A

Self delusion of “grandiose sense of self”

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4
Q

Are “thinking too lowly of oneself” (not humility) and hubris associated with self-awareness?

A

No, neither is associated with self-awareness

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5
Q

“Self-awareness, valuing others’ opinions, willing to learn and change, sharing power, having the ability to hear the truth and admit mistakes, and working to create a culture of openness where dissent is encouraged in an environment of mutual trust and respect” … What does this describe?

A

Humility

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6
Q

Definition of Feedback-Seeking behavior

A

Can take the form of asking for feedback or collecting information from the work environment to better understand how you are performing.

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7
Q

Definition of Self-Observation

A

This practice is linked to self-awareness as well as to living intentionally; it consists not only of intentional self-reflection and assessment, but also of asking, “How can I improve?”

The purpose is to pause, reflect, and assess how our behavior fits our goals and aspirations, and then make plans to improve.

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8
Q

Definition of Self-Cueing

A

Uses pictures, Post-its, a screensaver, or even voice prompts as a tangible means to point us to something important we want to think about during the course of the day.

Typically these cues are related to specific goals

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9
Q

Definition of Self-Reinforcement

A

Reinforcement theory describes ways to encourage certain behaviors and discourage others by following each with a particular outcome, whether reward or punishment.

You can use this strategy on yourself.

With self-reinforcement, it is up to you to administer the outcome.

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10
Q

Visualizing Performance

A

It is a mental rehearsal that walks you through all the steps of task that lead to successful performance. From a sustainable perspective, an apology may be worth practicing.

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11
Q

Positive Self-Talk

A

Talking positively to yourself does boost confidence and perseverance and improve attitudes. For example, you may focus on winning or beating the competition. The other or more constructive example is focusing of affirming your self-esteem and worth regardless of your performance

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12
Q

Examining Individual Beliefs or Assumptions

A

This self-leadership practice evaluates personal beliefs and assumptions, identifies those that may be hindering performance, and replaces them with more functional or helpful thoughts. It can involve the critical-thinking process of exposing yourself to competing ideas

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13
Q

Definition of Stress

A

Body’s state of heightened readiness for action in response to challenges or pressures in the environment

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14
Q

What do you experience when you get stressed out?

A

Headache, Lack of sleep, etc.

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15
Q

Eustress vs. Distress

A

Eustress - A good kind of stress; Adrenalin
Distress - Bad kind of stress

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16
Q

What are the “Workplace stress outcomes”?

A

Burnout
Emotional Exhaustion - the feeling of being overwhelmed, overextended, and out of emotional and physical energy
Depersonalization - a psychological detachment from and distancing of yourself from others.

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17
Q

Intrarole Conflict

A

Refers to conflicting expectations and incompatible behaviors from multiple roles ….. Having multiple roles not only takes time away and drains energy, but it can contribute to stress and poor performance in those roles due to conflicting expectations and incompatible behaviors

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18
Q

Work-Life vs. Work-Family Conflicts

A

Both results from the incompatibilities and pressures of work and family/life roles. Common for for full-time employees

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19
Q

What effects are associated with Work-Family Conflicts?

A

Poor work performance,
Lower career satisfaction and limited advancement.
At home, role performance, satisfaction, and relationships suffer from role conflict.
For working mothers, the interference between work and family roles contributes to role dissatisfaction, distress and tension, poor health, and turnover.

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20
Q

What are the process and steps for creative ideas?

A
  1. Preparation
  2. Incubation
  3. Inspiration
  4. Validation
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21
Q
  1. Preparation
A

the popular view that creativity just “happens” is not supported by research. Creativity requires preparation in the form of hard work and a high level of intentionality in order to assemble relevant information about the problem to be solved.

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22
Q
  1. Incubation
A

In the incubation stage, the decision maker stops thinking intensively about the problem and simply allows it to exist in the back of his or her mind. It may appear that he or she is doing little or no work on the problem, but work is being done in the subconscious that becomes evident in the next stage

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23
Q
  1. Inspiration
A

Inspiration can consist of either a flash of insight (the so-called Eureka! moment) or a gradual awareness that the problem has a solution. This is the most satisfying and most visible phase of the creative process

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24
Q
  1. Validation
A

The final step is to test the creative solution to see whether it actually works. This may take a considerable amount of time. If the idea does not work, the decision maker returns to the preparation stage. If it does work, it can be adopted as an expression of your unique self while maintaining your authenticity in your work

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25
Q

What are characteristics of Creative Individuals?

A

Deep pool of knowledge
Creativity-relevant skills
Intrinsically motivated
Non-Conformist
Thinkers
Persistent
Autonomous Environment

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26
Q

What causes political behavior in the workplace?

A
  1. Individuals self-serving intention
  2. Scarcity of valued resources
  3. Culture and organizational policies
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27
Q

Rational Persuasion (types of political behaviors)

A

Presenting logical arguments and factual evidence to demonstrate a request is reasonable. Most common and healthy method

28
Q

Controlling information (types of political behaviors)

A

Intentionally control information and limit or share the information with others. Hiding and not sharing information behaviors are the examples of limiting information

29
Q

Bargaining (types of political behaviors)

A

Making an agreement with others about what they will do and what goals they share

30
Q

Networking (types of political behaviors)

A

Networking is building relationships and getting aid, support or information from others in the network

31
Q

Compromising (types of political behaviors)

A

Setting an agreement or a settlement of a dispute that is reached by parties in relationships

32
Q

Building Coalition (types of political behaviors)

A

Enlisting the aid or support of others to persuade the target to agree.

33
Q

Deception and Game playing (types of political behaviors)

A

Deception and game playing are common political behaviors including lying, omission, distortion, or misdirection

34
Q

Eliminating Political Rivals (types of political behaviors)

A

removing political rivals by using all possible political behaviors

35
Q

Describe a sustainable approach to politics

A

Politics do not have to be inevitable in organizations
Focus on building trust and practicing fairness
Be inclusive
Emphasize cooperation
Develop opportunities for other people (consistently)

36
Q

What are the 3 characteristics of trustworthy people and the definitions of these characteristics?

A
  1. Competence: we trust those who have capabilities (knowledge, ability, experience) to complete works well
  2. Character: we trust those who hold certain characteristics such as persistence in the face of difficulty
  3. Goodwill: we also trust those who have a good intention with us and encourage and show supports
37
Q

Definition of Interpersonal Trust

A

(individual and dyadic) the other person’s future actions will be beneficial, favorable, or at least not detrimental to you

38
Q

Definition of Psychological Contract

A

(organization) unwritten expectations you have about the types of exchanges that will take place between yourself and the organization

39
Q

Describe Conventional Delegation vs. Sustainable Delegation

A
40
Q

Distributive Justice (justice/fairness perception)

A

perceptive fairness of the amount and allocation of rewards among individuals. Equity theory explained

41
Q

Procedural Justice (justice/fairness perception)

A

The perceived fairness of the process used to determine the distribution of rewards

42
Q

Interactional Justice (justice/fairness perception)

A

the perceived degree to which an individual is treated with dignity, concern, and respect

43
Q

Distributive Bargaining (competitive)

A

Satisfying one’s interest means someone else is less satisfied
Emphasis on short-term goal
Stresses tangible outcomes
Imagine a “fixed pie” and sharing it with others

44
Q

Integrative Bargaining (collaborative)

A

Seeks “win-win” results for both parties
Focuses on expanding the money and the resources
Stresses long-term relationships and goals
Focuses on building trust in relationships

45
Q

Definition of:
Position
Interest
Aspiration Point
Reservation Point

A

Positions: What the person wants
Interests: Why the person wants
Aspiration Point: What you hope for in a given situation (preferred result)
Reservation Point: The bottom line offer you would accept

46
Q

What does “ZOPA” stand for?

A

“Zone of possible agreement”
Be able to determine ZOPA for a potential deal, given the aspiration point and reservation point of both a buyer and a seller

47
Q

BATNA Definition

A

“Best alternative to a negotiated agreement”
the most attractive option available to you outside the current negotiation

48
Q

Definition of Leadership Trait Theory

A

Focuses on WHO LEADERS ARE (Leader’s traits) … Initial focus of early leadership research

49
Q

What characteristics are involved in the leadership trait theory?

A

Higher emotional maturity, intelligence, self-confidence, determination, integrity, self-confidence, interpersonal skills, sociability, job related knowledge

50
Q

Definition of Charismatic Leadership

A

Enthusiastic, inspiration, visionary, persuasive, strong emotional attachment, force of personality

51
Q

Initiating Structure Behavior (outcome-oriented behavior)

A

Refers to any leader’s behavior to increase employee’s productivity
Leaders initiate structures for tasks by directing and leading employees to the specific ways to complete their tasks
Directive, Structural, and task-oriented

52
Q

Consideration Behavior (people/employee-oriented behavior)

A

Supportive, relational, and employee oriented
Showing concerns for employees and attempting to establish a friendly and supportive climate where job relationships are defined by mutual trust and respect

53
Q

Ethical Leadership

A

Leading others by demonstrating ethical behavior and inspiring follower’s ethical actions

54
Q

Servant Leadership

A

Promoting the interests of others
Helps others grow in who they are
Helps other fulfill their potential
Dignity, encouragement, freedom, autonomy
Socioemotional behaviors and structural behaviors

55
Q

Fiedler’s Contingency Theory

A

Proposes that effective group performance depends on the proper match between the leader’s style and the degree to which the situation gives the leader control

56
Q

Definitions of leader-member relations, task structure, and position power (Fiedler’s Contingency Theory)

A

Do followers have trust or respect for their leader (leader–member relations)?
Do followers know what needs to be accomplished and how to go about doing it (task structure)?
Does the leader have power to reward and punish employees (position power)?

57
Q

Assumptions of Fiedler’s Contingency Theory

A

A leader’s style is predominantly either relationship oriented or task oriented, and that this style is fixed
Idea suggests that a leader will need to seek out or be assigned to positions that fit his or her style

58
Q

House’s Path-Goal Theory

A

Leader’s job is providing followers with the information, support, or other resources necessary to achieve their goals
A leader should be directive, supportive, participative, or achievement-oriented depending on complex analysis of the situation

59
Q

Definition of Situational Leadership II

A

Leaders need to change their style over time according to how their followers develop

60
Q

Directing (situational leadership II)

A

style is appropriate when organizational members lack technical knowledge yet are enthusiastically committed to learning the new task or position

61
Q

Coaching (situational leadership II)

A

style is appropriate when organizational members lack technical knowledge, but their motivation or commitment is waning.

62
Q

Supporting (situational leadership II)

A

style is appropriate when organizational members have the competence but are not much committed to perform the job.

63
Q

Delegating style (situational leadership II)

A

is appropriate when organizational members have the appropriate job-related competence and are highly committed to perform independently.

64
Q

Definition of Leader-Member Exchange

A

Looks at the quality of work relationship between a leader and followers

65
Q

Do out-group members still have formal relationships with leaders? (member exchange)

A

Yes, out-group members still have formal relationships

66
Q

Transactional Leadership

A

focus on having fair exchanges with organizational members to achieve established goals
They clarify role or task requirements, set up structures, provide appropriate rewards, and try to be considerate of the needs of employees

67
Q

Transformational Leadership

A

focus on inspiring change in members and the organization
These leaders take pride in challenging the status quo and stimulating change in their organization’s mission, strategy, structure, and culture

MGT 3305 Leadership & Organizational Behavior (2 decks)

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