Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
80 Cards in this Set
- Front
- Back
|
what is leadership |
when particular individuals exert influence on goal achievement of others in organizational context |
|
|
leadership enhances... 4 things |
1. productivity 2. innovation 3. satisfaction 4. commitment of the workforce |
|
|
what is strategic leadership |
leader's ability to anticipate, envision, maintain flexibility, think strategically, and work with others to initiate changes that will create a viable future for the org. |
|
|
what is formal leadership and give an example |
formal leadership = expected to influence others and are given specific authority to direct ex. people with titles such as president, vice president, etc. |
|
|
true/false: all formal leaders exert influence |
false - some formal leaders are able to exert little influence |
|
|
what is informal leadership? |
no formal authority so must rely on being well liked or perceived as highly skilled to exert influence |
|
|
McClleland stated that formal leaders usually use _______ power while informal leaders use _______ power |
negative, positive |
|
|
what is trait theory of leadership |
leadership depends on personal qualities or traits of leader |
|
|
what are traits |
personal characteristics of individuals such as physical characteristics, intellectual ability and personality |
|
|
true/false: leaders all possess managerial abilities |
false - some leaders may lack managerial component but will know how to hire the right people to fulfill these needs |
|
|
what are the limitations of trait theory of leadership |
-ignores the situation in which leadership occurs: some traits might be more valuable in leaders in certain situations than others ex. physical ability valuable in leader in lumberjack supervisor but not bank supervisor -can lead to bias or discrimination |
|
|
explain what happened during the Ohio State University leadership studies |
researchers had employees describe superiors along a number of behavioural dimensions |
|
|
what did the ohio state uni. studies reveal |
2 basic kinds of behaviour: 1. initiating consideration and 2. initiating structure |
|
|
explain the 2 kinds of behaviour that the ohio state uni. studies revealed |
1. initiating consideration = extent to which leader is approachable and shows personal concern for employees 2. initiating structure = degree to which leader concentrates on group goal attainment |
|
|
considerate leaders are seen as....
|
friendly, egalitarian, express appreciation and support, and protective of group welfare
|
|
|
structuring leaders do the following.. |
clearly define and organize their role and roles of followers, stress standard procedures, schedule the work to be done, delegate employees to tasks |
|
|
true/false: a considerable leader cannot be a structuring leader |
false - leaders can be high, low or average on one or both dimensions |
|
|
what is the universal trait theory approach |
belief that certain individuals are destined to be leaders regardless of situation |
|
|
universal trait theory approach states that no matter where a leader goes, they are leaders. true/false |
true |
|
|
what is a task leader concerned with |
task leader = concerned w. accomplishing task by organizing others, planning strategy, and dividing labour |
|
|
what is a socio-emotional leader concerned with |
socio-emotional leader = concerned w. reducing tensions, patching up disagreements, maintaining morale |
|
|
what is a transformational leader |
inspirational, arouse intense passionate feelings, rely on personal sources of power such as charisma
|
|
|
what are personal sources of power |
they are not given to you, you just own them |
|
|
what are organizational sources of power |
it is given to you ex. you are the president so you can fire, hire, etc. |
|
|
what are transactional leaders |
motivate people by exchanging rewards for services, operational, managerial-like or custodial role |
|
explain the universal leader |
they are leaders because of some enduring trait or aspect of their personality/behaviour |
|
explain universal trait and universal behaviour leader |
universal trait = innate trait ex. charismatic universal behaviour = wherever they go, they become leaders because of their "kit bag" of behaviours |
|
explain situation-contingent |
leaders will adjust expression of trait or behaviours depending on the situation - about matching the person to the situation |
|
|
which one has matching in it; universal or situation-contingent? |
situation-contingent -> match person to situation |
|
|
what is leader reward behaviour |
provide employees with compliments, tangible benefits, and deserved special treatment -> when these rewards are made contingent on performance, employees will perform at high level and experience job satisfaction |
|
|
what is leader punishment behaviour |
involves use of reprimands or unfavourable task assignments and the active withholding of raises, promotions, and other rewards |
|
|
what the definition of fielder's contingency theory |
the association between leadership orientation and group effectiveness is contingent (depends on) extent to which situation is favourable for exertion of influence |
|
|
explain fielder's contingency theory in other words |
some situations are more favourable for leadership than others and these situations require different orientations on the part of the leader |
|
|
how is leadership orientation measured according to fielder's contingency theory |
having leaders describe their least preferred co-worker (LPC) = current/past co-worker with whom leader has had difficult time accomplishing a task |
|
|
explain how leaders can have a high LPC score or a low LPC score |
high LPC score: leader describes LPC relatively favourably -> despite difficulty working together, can still find positive qualities about them low LPC score: describes LPC unfavourably - allows low task competence of LPC to change how they view LPC's personal qualities |
|
|
a person with a high LPC is considered ______________ whereas low LPC is considered ______________ |
relationship oriented, task oriented |
|
|
what does a high/low LPC say about a person's motivation |
high LPC people are motivated to maintain interpersonal relations whereas low LPC is motivated to accomplish a task |
|
|
the LPC score is an _________ of the leader towards _______________ |
attitude, work relatinships |
|
|
what are the 2 parts of fielder's contingency theory |
1. leadership orientation and 2. situational favourableness |
|
|
explain situational favourableness (fielder's contingency theory) |
-specifies when a particular LPC orientation should contribute most to groups effectiveness |
|
|
what is a most favourable vs least favourable situation |
most: good leader-member relations, task is highly structured, leader has formal authority by org. least: poor leader-member relations, unstructured task, leader has weak position power |
|
|
when is a low LPC most effective and why |
-leadership situation is very favourable or very unfavourable -very fav: employees ready to be influenced -very unfav: necessary to get anything done |
|
|
when is high LPC most effective and why |
-leadership situation conditions are medium favourability -combo of unclear task or poor relationships so relationship orientation will help make best situation out of one that is stressful |
|
|
what is robert house's path-goal theory concerned with |
-situational theory of leadership concerned with situations under which various leader behaviours (ex. directive, participative, supportive, etc.) are most effective |
|
|
what does house's path-goal theory say an effective leader does |
effective leader forms connection between employee goals and organization goals |
|
|
why did house call his theory the path-goal theory |
believed most important activities that leaders do are clarifying paths to various goals (ex. promotion, sense of accomplishment) of interest to employees |
|
|
what are the 2 elements of path-goal theory |
1. leader behaviours and 2. situational factors |
|
|
what did the path-goal theory (bob house) say the 4 kinds of leader behaviour were? (list do not explain |
1. directive
2. supportive 3. participative 4. achievement-oriented behaviour |
|
|
explain the first leader behaviour (path-goal theory) |
1. directive = schedule work, maintain performance standards, let employees know what is expected of them - essentially initiating structure |
|
|
explain the 2nd leader behaviour (path-goal theory) |
2. supportive = friendly, approachable, concerned w. pleasant interpersonal relationships - identical to consideration |
|
|
explain the 3rd leader behaviour (path-goal theory) |
3. participative = consult w. employees about work related matters & consider their opinions |
|
|
explain the 4th leader behaviour (path-goal theory) |
4. achievement-oriented = encourage employees to exert high effort and strive for high level accomplishments - express confidence in employees |
|
|
according to goal theory, the effectiveness of each set of leader behaviours depends on the _________________ |
situation |
|
|
what are the 2 classes of situational factors |
1. employee characteristics 2. environmental factors |
|
|
leader behaviour on employee satisfaction, effort, acceptance of leader depends on nature of ________ and _______ ___________ |
employees and work environment |
|
|
true/false: high achievement employees work best under directive behaviour |
false - work best under achievement-oriented behaviour |
|
|
true/false: employees that prefer being told what to do respond best to directive leadership |
true |
|
|
give 3 examples of how enviromental factors relates to path-goal theory |
ex. work environment (environmental factor) has clear routine tasks therefore employees would not value directive or participative behaviour ex. work environment is challenging and ambigious so employees appreciate directive and participative behaviour ex. frustrating and dissatisfying work environments like supportive behaviour |
|
|
name some employee characteristics that path-goal theory discusses
|
-level of authoritarian, locus of control, level of ability |
|
|
name some situational factors in path-goal theory |
nature of task, formal authority |
|
|
draw path-goal theory diagram exhibt 9.3 pg 316 |
check to see if right |
|
|
what is participative leadership |
involving employees in making work related decisions |
|
|
what are advantages of participative leadership |
increased motivation (enriches jobs), enhance quality, increase acceptance |
|
|
disadvantages of participative leadership |
time and energy, loss of power, lack of receptivity or knowledhe |
|
|
what is the purpose of Vroom and Jago's situational model of participation |
specify in practical manner when leaders should use participation and to what extent they should use it |
|
|
Vroom and Jago's ________ model of ____________ suggests that there are various ________ of __________ that a leader can exhibit |
situational, participation, degrees, participation |
|
|
what is the range of Vroom and Jago's model and what do the letters stand for |
AI, AII, CI, CII, GII -A = autocratic, C = consultative, G = group -I = individual, II = group |
|
|
explain all the ranges of Vroom and Jago's model |
AI (autocratic individual) = you solve problem yourself with info. available to u at time AII (autocratic group) = u obtain info from employees but then u decide solution CI (consultative, individual) = u share problem w employees not as a group and get their ideas then u make the decision CII (consultative group) = u share problem w. employees as group and get their ideas then u make decision GII (group group) = u share problem w. employee as group then as a group reach agreement on solution |
|
|
according to Vroom and Jago, what should the leader's goal be |
to make high quality decisions to which employees will be adequately committed w/o undue delay |
|
|
the Vroom and Jago process to determing which strategy is most effective beings with... |
the quality requirement (QR) = how important is the technical quality of this decision |
|
|
what does low QR mean |
unlikely that a technically bad decision could be made or if all feasible alternatives are equal in quality |
|
|
what is the commitment requirement? (Vroom and Jago) |
how important is the subordinate commitment to the decision? |
|
|
what is high commitment requirement (CR) (Vroom and Jago) |
employees are very concerned about which alternative is chosen or if they will have to actually implement decision |
|
|
what are all the considerations in Vroom and Jago's decision tree for participative leadership (8) |
quality requirement QR, commitment requirement CR, leaders info LI, problem structure ST, commitment probability CP, goal congrugence GC, subordinate conflict CO, subordinate info SI |
|
|
what does problem structure ST in vroom and jago's model refer to |
is the problem well structured? yes/no |
|
|
how does the Vroom and Jago model help to have leaders make the right decision about the extent of participation to use |
trace problem through the decision tree - will show the fastest approach (most autocratic) that still maintains decision quality and commitment |
|
|
Alternative theories: what is the leader-member exchange theory (LMX)? what does it say about effective leaders |
focuses on quality of relationship that develops between leader and employee -> good leaders maintain high-quality social exchange relationships |
|
|
what is the social exchange theory (what LMX is based off of) |
ppl treated favourably feel obliged to reciprocate by returning favourable treatment |
|
|
what are the alternate theories of leadership |
1. leader-member theory 2. developmental leadership 3. strategic leadership 4. global leadership |
|
|
what is the leader effectiveness equation |
l1 + l2 + gm + s leader traits + leader behaviours + group member characteristics + situation |
