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ENCN371 > Week 4 > Flashcards

Week 4 Flashcards

1
Q

What is the individual performance equation?

A

Individual attributes x work effort x organisational support = performance.

Individuals need the capacity, willingness and opportunity to perform.

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2
Q

What is motivation?

A

Willingness to expand effort toward an organisational goal, while satisfying personal needs.

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3
Q

What are the motivational theories?

A

Needs theory:

  • Mazlow’s Hierarchy of needs
  • Alderfelds ERG theory

Process theory:
- Equity theory

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4
Q

What are the three relevant main learning paradigms?

A

Behaviourism - learning through conditioning. Think of reward - punishment systems.

Cognitivism - focus on storing and retrieving of information. Think of retention strategies like breaking down information, rehearsal and consistent use of information.

Constructivism - people learn by construction knowledge based on prior experiences. Teacher facilitates and let students build up/combine their knowledge. Think of self-actualisation.

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5
Q

Top to Bottom: Mazlow’s Hierarchy of Needs

A 
Self-Actualisation
Esteem
Social
Safety
Physiological
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6
Q

ERG Theory (ALDERFER)

A

(existence needs, relatedness needs, growth needs) -> individual drive

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7
Q

Equity theory

A

Individual rewards and inputs ->

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8
Q

Motivation: What is self serving bias?

A

Our success comes from our traits and disposition, our failure from factors external to us.

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9
Q

Motivation: Attribution error

A

Others’ failure comes from their traits and dispositions, their success comes from external factors.

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10
Q

What are the three sets of leadership theories?

A

Trait theory
Style theories
Contingency theories

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11
Q

Trait theory according to Handy’s (1985) leadership traits are:

A
  • Above average intelligence
  • Initiative
  • Self-assurance
  • Determination
  • Enthusiasm
  • Imagination
  • Integrity
  • Sociability
  • Faith
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12
Q

Style theories: based on the ideas of Fielder (1967) who argued that key factors are important:

A
  • The degree to which a leader is liked and trusted by the group
  • The degree to which the group’s work is defined

This gives rise to two polarised leadership styles:

  • The directive managing, task oriented
  • The non-directive human relations orientated
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13
Q

Factors influencing leadership styles:

A

The leader - Values, attitude
The task - routine, creative
The subordinates - maturity, needs, direction
The organisation - authority, power, structure
Other leaders - who they interact with

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14
Q

Contingency theories:

A
  • there is no best way to lead a company, or to make decisions. The optimal course of action is contingent (dependent) upon the internal and external situation.
  • action centred leadership (John Adairs)
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15
Q

Situational Leadership (Blanchard and Hersey):

A

Directing - High directive and low supportive behaviour

Coaching - High directive and high supportive behaviour

Supporting - Low directive and high supportive behaviour

Delegating - Low directive and low supportive behaviour

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16
Q

What are the three skills an effective manager needs?

A

Human skills - Ability to work well with other people

Conceptual skills - Ability to analyse and solve complex problems

Technical skill - Ability to perform specialised tasks

Effective Manager:
Task orientation (Quality, Quantity)
People orientation (attraction, Maintenance)

The effective manager can make a team perform at high levels sustainably!

17
Q

What is Tuckman & Jensen’s model?

A

Best known model for team development.

Forming -> Storming -> Norming -> Performing -> Adjourning

18
Q

Identifying a ‘Forming’ group

A
  1. Members are concerned with personal safety in the
    group, and with acceptance and inclusion. They fear
    rejection by the group.
  2. Communication is tentative and polite, and it tends to
    be centralised. Participation is generally limited to a few
    extraverts.
  3. Members look for directive leadership and see the
    leader as benevolent. The leader is not challenged.
  4. Goals are not clear but clarity is rarely sought. There is
    a false assumption of consensus about goals.
  5. Member compliance is high and overt conflict is
    minimal. Cohesion is based on identification with the
    leader
19
Q

Identifying a ‘Storming’ group

A
  1. Increased member participation is evident.
  2. Increased feelings of safety allow dissent over goals,
    roles, and tasks to occur. Role clarification begins.
  3. Members begin to challenge the leader as status
    relationships begin to be formed. Members start to
    resolve who will have control and power in the group.
  4. Clarification of goals begins.
  5. Decreased conformity begins and divergence from early
    norms is apparent.
  6. Attempts at conflict management occur. If they are
    successful, increased consensus about group goals and
    greater trust become evident later in this stage.
20
Q

Identifying a ‘Norming’ group

A
  1. Increased goal clarity and consensus is evident.
  2. Roles and tasks adjust to achieve the goals.
  3. Leader becomes more consultative.
  4. Communication becomes task focused.
  5. Cohesion and trust increase, as does member
    satisfaction.
  6. Conflict continues to occur, but conflict
    management strategies are more effective.
  7. Individual commitment to the task is high.
  8. Pressure to conform increases.
21
Q

Identifying a ‘Performing’ group

A
  1. Members are clear about and accept the group’s goals and
    their own roles. Leadership is by delegation or shared.
  2. There is open communication and good feedback.
  3. Voluntary conformity is high, and norms encourage high
    performance. The group expects success.
  4. The group is highly cohesive and interpersonal attraction
    is high. Conflict is frequent but brief.
  5. The group is highly productive, and there is a balance of
    task and socio-emotional behaviour.
22
Q

Identifying an “Adjourning” group

A
  1. Work activity levels begin to vary significantly.
  2. Problematic issues may be ignored.
  3. Some members may become apathetic towards the group,
    while others may express warm and positive/sad feelings.
  4. Members may discuss continuing the group beyond its
    designated end.
  5. The group’s ability to manage conflict diminishes.
23
Q

How to lead a team through the stages:

A

Forming stage:
Team members expect the team leader to be confident and directive. Reduce members’ fears and anxieties. Facilitate discussion of team goals. Manage external environment.

Storming stage:
Modify your style as other members participate more.
Empower them. Don’t take challenges personally. Show good conflict management skills.

Norming stage:
Involve team members in the leadership of the group. Clarify people’s roles, share responsibility evenly, praise member efforts, improve processes such as meetings, problem solving and decision-making.

Performing stage:
Participate as an expert member of the team. Encourage trust and openness. Maintain focus on the task. Review performance.

24
Q

What do we want to accomplish for our team?

A

Performance

Member Satisfaction

Team Learning

Outside satisfaction

25
Q

How can we organise ourselves to meet our goals?

A

Creating a work structure

Roles

Norms

26
Q

What is Myers Briggs Type Indicator?

A

⬧ The MBTI is based on Carl Jung’s Psychological
Types. He looked to explain the normal differences
between healthy people.
⬧ Jung concluded that differences in behaviour result
from people’s inborn tendencies to use their minds in
different ways.

27
Q

The main uses of MBTI

A 
⬧ Organisational development
          ▪ teambuilding
          ▪ leadership development
          ▪ executive coaching
⬧ Education
          ▪ working with different learning styles
⬧ Career counselling
          ▪ identifying suitable careers
⬧ Counselling and psychotherapy
          ▪ understanding differences as a source of marital 
            conflict
          ▪ improving counsellor effectiveness
28
Q

Look into Extraverts and Introverts stuff

A

Look into Extraverts and Introverts stuff

29
Q

Problem Solving - The Z Model

A

Good problem solving is based on accurate perception of information and on sound judgement.

In order:

  • Sensing (Concrete, Realistic, Practical, Experimental, Traditional)
  • Intuition ( Abstract, Imaginative, Inferential, Theoretical, Original)
  • Thinking (Logical, Reasonable, Questioning, Critical, Tough)
  • Feeling (Empathetic, Compassionate, Accommodating, Accepting, Tender)
30
Q

What is J-P?

A

Judging - Perceiving

Judging Types
⬧ Are more formal and
conventional.
⬧ Are more serious.
⬧ Like to take charge and be in control.
⬧ Like to make decisions and
decide quickly.
⬧ Are definitive and often express strong opinions.
⬧ Are often in a hurry. Like pace.
⬧ Have a “finished” neat appearance.
⬧ Probably have a tidy office.
⬧ Like to reach and set goals.
⬧ Like rules and systems. Are well organised.
⬧ Keep and use to-do lists.
Perceiving Types
⬧ Are more casual and unconventional.
⬧ Are more playful.
⬧ Are good at adapting.
⬧ May procrastinate.
⬧ May be tentative and ‘wishywashy’.
⬧ Prefer a leisurely pace.
⬧ Have an unfinished, comfortable appearance.
⬧ Probably have an untidy office.
⬧ Find rules and structure confining
⬧ Are liable to change goals.
⬧ Appear disorganised.
⬧ Seldom complete items on lists.
⬧ Like to start projects.
31
Q

What is S-N?

A

Sensing - Intuitive

Sensing Types
⬧ Have clear, straightforward
speech pattern.
⬧ Think sequentially.
⬧ Are more literal: use facts and real examples.
⬧ Use language as a tool.
⬧ Are more aware of their bodies.
⬧ Are attracted to jobs that
require practicality.
⬧ Prefer to read non-fiction.
⬧ Are direct and to the point.
⬧ Include details and facts.
⬧ Remember the past accurately.
⬧ Tend to listen until others
complete a whole thought.
Intuitive Types
⬧ Have more complex, compound
speech pattern
⬧ Have roundabout thoughts,
leap from one to the next.
⬧ Are more figurative; use
analogies and metaphors.
⬧ Use language to express selves.
⬧ Are more in their heads.
⬧ Focus on future possibilities.
⬧ Are attracted to jobs that
require creativity.
⬧ Prefer to read fiction.
⬧ Repeat themselves.Recap/
rephrase
⬧ Talk about the big picture.
⬧ Envision the future.
⬧ Often finish other’s sentences.
32
Q

What is T-F?

A

Thinking - Feeling

Thinking Types
⬧ Act cooler, more distant
towards others.
⬧ May seem insensitive at times.
⬧ May be blunt on occasions.
⬧ Appear businesslike.
⬧ May argue or debate for fun.
⬧ Are more “thick-skinned”.
⬧ Get to the point.
⬧ Seldom ask if timing is
inconvenient.
⬧ Appear low-key and matter of fact.
⬧ Give praise more sparingly.
⬧ Usually more assertive.
⬧ Use impersonal language.
Feeling Types
⬧ Act warmer, friendlier towards others.
⬧ Are sensitive to other’s feelings.
⬧ Usually gentle and diplomatic.
⬧ Engage in social niceties.
⬧ Avoid arguments and
confrontation.
⬧ Have hurt feelings more often.
⬧ Ask if timing is inconvenient.
⬧ May appear excitable and
emotional.
⬧ Are generous with praise.
⬧ May lack assertiveness.
⬧ Use lots of ‘value’ words.
⬧ Use people’s names frequently
33
Q

What is E-I?

A

Extraverted - Introverted

Extraverted Types
⬧ Have enthusiastic demeanour.
⬧ Talk more.
⬧ Are usually more animated.
⬧ Think out loud.
⬧ Talk faster and usually louder.
⬧ Are easily distracted.
⬧ Change subjects quickly.
⬧ Like to be around people.
⬧ Often seek centre stage.
⬧ Act/speak first and think later.
⬧ Interrupt and finish others’
sentences.
Introverted Types
⬧ Have calm demeanour.
⬧ Talk less.
⬧ Are usually more reserved.
⬧ Think, then talk.
⬧ Talk slower and usually more quietly.
⬧ Can focus their attention.
⬧ Stay with one subject at a
time.
⬧ Like to spend time alone.
⬧ Often shun the limelight.
⬧ Are more cautious and
hesitant.
⬧ Start conversations without a preface.
34
Q

Temperament and Leadership Styles

A

SJ (38%)
TRADITIONALISERS
Value responsibility, duty, service, and common sense. Dependable. Realistic. Like structure and harmony. Strive to contribute.

SP (38%)
EXPERIENCERS
Realistic. Flexible, open-minded.
Willing to take risks. Like action and freedom. Negotiable. Like “trouble spots” but not stayers. Resourceful and practical.

NT (12%)
CONCEPTUALISERS
Hunger for competence. Work well
with ideas. See life as a system to
be redesigned. Focus on possibilities. Big picture.

NF (12%)
IDEALISTS
Great capacity for drawing the best out of people. Articulate and persuasive. Motivated by desire to help others. Enthusiastic.

ENCN371 (12 decks)

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