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29 Cards in this Set
- Front
- Back
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Reflection |
The process of looking back and making sense of your experience is called reflection. |
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Active reflection |
Occurs in the situation, "on the fly in the midst of challenging experiences". All managers engage in active reflection that is, they ask themselves questions about what is happening, what they should do, and what might happen as a result |
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Proactive reflection |
Managers take time away to reflect on their experience, often after completing a particular test or project. They review what happened, compare it to their other experiences, formulate explanations and make plans for what they might do differently another time |
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Community reflection |
Is a particular type of proactive reflection in which a group of managers approaches similar questions under the guidance of a facilitator. Some managers report that they not only learn more through this collaborative approach oh, they also developed feelings of Greater closeness with their colleagues |
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Self-reflective knowledge |
Managers look into metaphorical mirrors to acquire self-reflective knowledge, which is an understanding of one's purpose or mission and of one strengths and weaknesses in relation to that purpose |
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Emotional labor |
Is a term coined by sociologist Arlie Russell hochachild to describe the psychological effort involved in controlling the expression of one's emotions on the job |
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Psychological type |
Refers to a concept introduced by Karl Jung in the 1920s that attempted to explain variations in human personality based on the way individuals preferred to use their perception and judgment |
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Psychological type part 2 Myers-Briggs type indicator |
A tool that seeks to determine an individual's basic preferences in four areas. These areas are# * extraversion or focus on the outer world *Introversion * sensing or focus on information * Intuition or focus on interpretation * thinking versus feeling * judging or defensiveness versus perceiving or postponing judgment FIX |
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Leadership styles |
Management is defined as the process that coordinates individual efforts toward achieving goals, allocates resources effectively and serves needs. Leadership is one of the five functions of management, defined by DuBrin as " the ability to inspire confidence and support among the people who are needed to achieve organizational goals" |
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Autocratic leaders |
Hold most of the authority in the organizations and focus on getting the job done rather than on people's feelings |
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Free rein leaders |
Is the opposite extreme of autocratic leaders. Free rein leaders relinquishes authority to the group, expecting its members to figure out the best way to accomplish a given task |
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Participative leaders |
Participative leaders steer the middle course between autocratic leaders and free rein leaders. Participative leaders involved group members in decision-making; however not all such leaders involve group members to the same degree |
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Consultative leaders |
Merely seek the groups opinions before making a final decision themselves |
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Consensus leaders |
Facilitate decision to arrive at some level of agreement or consensus among all group members and base decisions on that |
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Democratic leaders |
Listen to everyone's ideas and let the group of vote on the final decision |
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Emotional intelligence |
The emotional intelligence includes four areas of competence: self-awareness, self-management, social awareness, and relationship management. |
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Self-awareness |
Self-aware individuals know themselves. Their confidence in their ability stems from realistic notion of their strengths and weaknesses. They recognize their feelings and understand how those feelings might color their perceptions and judgments |
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Self-management |
This means keeping things in perspective rather than indulging in emotional extremes in reaction to circumstances. It also means being able to rise above one's personal feelings for the good of a common goal rather than venting frustrations on those around you. You need patience, or emotional self control. |
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Social awareness |
In addition to understanding and managing their own feelings, effective managers understand and care about the feelings of others. They derive satisfaction from helping others, and they are sensitive to the complex nature of Human Relationships. Socially aware managers recognize that institutions should serve people- never use them |
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Relationship management |
This aspect of emotional intelligence includes what are commonly called "people skills" : inspiring, motivating, and convincing others; bringing out the best in people; getting them to work together; and helping them work through disagreements |
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Chain pattern |
One pattern of decision making is called a chain pattern. It is characterized by a straight line, each decision being dependent on the preceding choice. The chain can stop and recommence at any point |
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Central satellite pattern |
In the central satellite type of decision making, a central decision is followed by several satellite decisions that are dependent on the essential decision. For example, in a center, a board policy decision to start an infant care unit is a central decision. Then numerous satellite decisions follow, such as decisions about housing, equipping, staffing, and organizing the unit. If this central decision is different, the satellite decisions likewise change |
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Programmed decisions |
Programmed decisions are those that are made so frequently that they become routine and involves simply following prescribed procedures |
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Non programmed decisions |
Non programmed decisions are made when you are more complicated situations arise. What should a manager do, for instance, when a highly competent teacher, with a long history of excellent performance, suddenly begins missing work or treating children inappropriately? |
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Ethical decision |
An ethical decision is one that navigates questions of what is right or wrong according to the accepted principles of a profession. The naeyc developed a code of ethics to help guide Early Childhood Professionals in their interactions with Children and Families |
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Ethical dilemma |
Situations that are more complex and pose an ethical dilemma or conflict between two or more basic principles. |
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The decision process |
Five steps make up the decision process: 1) identifying the problem 2) developing alternatives 3) analyzing alternatives 4) making the final decision 5) implementing the decision and following up to determine effectiveness |
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Method of analyzing alternatives; SWOT stands for |
S- strengths: resources available or readily accessible to carry out the proposed alternative w- Weaknesses: resources required to carry out the alternative but that your program lacks O- opportunities: what your program stands to gain if the alternative is implemented T- threats: potential costs or roadblocks associated with the alternative |
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Prioritizing tasks |
1) activities that are both important and urgent 2) activities that are important but not urgent 3) activities that are urgent but not important 4) activities that are neither urgent nor important |
