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78 Cards in this Set
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- Back
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Process of influencing and supporting others to work enthusiastically toward achieving objectives |
Leadership |
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3 important elements in the definition |
Influence/ support Voluntary effort Goal achievement |
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Achieve results by directing the activities of others |
Managers |
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Create vision and inspire others to achieve this vision & to stretch themselves beyond their normal capabilities |
Leaders |
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Traits of effective leaders |
Physical Intellectual Personality |
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Height, body sizes & shapes & personal attractions |
Physical |
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Intelligences, ambition & aggressiveness |
Intellectual |
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Characteristics |
Personality |
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2 types of leadership traits |
Positive leadership traits Negative leadership traits |
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Primary & secondary traits |
Positive Leadership traits |
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Narcissism and alpha dogs |
Negative leadership traits |
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3 broad types of skills leaders use |
Technical skills Human skills Conceptual skills |
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Refers to a person's knowledge & ability in any type of process & technique |
Technical Skills |
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Ability to work effectively with people and to build teamwork |
Human skills |
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Ability to think in terms of plan |
Conceptual skills |
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Successful leadership requires behavior that unites and stimukates followers defined objectives in specific situation |
Situational flexibility |
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Refers to a role held by certain individuals in an organization, team or group. |
Followership |
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Pattern of explicit and implicit leaders actions as seen by employees |
Leadership styles |
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Approach emphasizes rewards, economic and supportive approach |
Positive leadership |
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Emphasis is placed on threats, fears, harshness, intimidation and penalties |
Negative leadership |
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Styles and the use of power |
Autocratic leaders Consultative leaders Participative leaders |
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Centralizes power and decision making in themselves |
Autocratic leaders |
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Approach one or more employees and ask them for inputs prior to making a decision |
Consultative leaders |
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Decentralized authority |
Participative leaders |
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Contingency approaches to leadership styles |
Fiedler's contingency model Hersey and Blanchard's situational analysis The Path-Goal Model of Leadership Vroom's Decision Making model |
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Fiedler's Contingency Model is developed by |
Fred Fiedler |
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The model states that there is no one best style of leadership and it depends on whether the overall situation is favorable, unfavorable or an intermediate stage of favorability to the leader |
Fiedler's Contingency Model |
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3 fiedler's contingency model variables |
Leader-member relations Task structure Leader position |
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They are determined by the manner in which the leader is accepted by the group |
Leader-member relations |
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Reflects to the degree to which one specific way is required to do the job |
Task structure |
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Describes the organizational power that goes with the position the leader occupies |
Leader position |
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Hersey and Blanchard's situational analysis is developed by |
Paul Hersey Kenneth Blanchard |
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The model states the most important factors affecting the selection if a leader's best style is the development level of the subordinate |
Hersey and Blanchard's Situational Analysis |
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Task specific combination of an employee's task competence and motivation to perform |
Development level |
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2 pillars of hersey and blanchard situational analysis |
Guidance Supportive |
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4 major styles of guidance & supportive |
Telling Selling Participating Delegating |
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The Path-Goal Model of Leadership is developed by |
Robert House |
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The model states that the leader's jod is to use structure, support and rewards to create a work environment that helps employees reach the organization's goals |
The Path-Goal Model of Leadership |
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4 types of leadership alternatives |
Directive leadership Supportive leadership Achievement-oriented leadership Participative leadership |
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The leader focuses on clear task assignments, standards of successful performance and work schedules |
Directive leadership |
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The leader demonstrates concern for employee's well being and needs |
Supportive leadership |
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The leader sets high expectation for employees, communicates confidence in their ability to achieve challenging goals and enthusiastically models |
Achievement-oriented leadership |
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The leader imvites employees to provide input to decisions |
Partcipative leadership |
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General work environment & specific characteristics of employees |
Contingency Factors |
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3 significant variables in each employee |
Locus of control Seld-perceived task ability |
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Alternatives beliefs about whether an employee's achievements are the product of his or her own |
Locus of Control |
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Employees who have high confidence in their potencial will react most favorable to a supportive leader |
Self-perceived task ability |
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Vroom's Decision Making Model |
Autocratic I Autocratic II Consultative I Consultative II Group II |
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Leader individually solves the problem using the information already available |
Autocratic I |
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Leader obtains data from subordinates and then decides |
Autocratic II |
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Leader explains problem to individual subordinates and obtains ideas from each before deciding |
Consultative I |
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Leaders meet with group of subordinates to share the problem and obtain inputs, and then decides |
Consultative II |
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Leader shares problems with group and facilitates a discussiob of alternatives and reaching of group agreement on a solution |
Group II |
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These are attributes of subordinates, tasks, and organizations that actually interfere or diminish the leader's attempts to influence the employees. |
Neutralizers |
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Factors that make leadership roles unnecessary through replacing them with other sources |
Substitutes for leadership |
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Elements that amplify a leader's impact on the employees |
Enchancers for leadership |
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Feelings and beliefs that determine how employeed will perceive their environment, commit themselves and untimately behave. |
Attitudes |
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Optimistic; upbeat cheerful and corteous |
Positive affectivity |
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Pessimistic, downbeat irritable and abrasive |
Negative affectivity |
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Employees feeling to their job that are both diffused and highly dynamic; they reflect overall views and can change within a day, hour or minutes |
Work Moods |
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A degree to which employees immerse themselves in their job, invesr time and energy and view work as a central part of their overall lives |
Job Involvement |
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Employees willingness to remain with the firm in the future, being strongly connected and engaged with the organization. |
Organizational Commitment (employee loyalty) |
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3 forms of Commitment |
Affective Commitment Normative Commitment Continuance Commitment |
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In which an employees want to exert effort and choose to remain with the organization |
Affective commitment |
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The choice to stay because of the strong cultural ethics that drive them to do so |
Normative Commitment |
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Encourages employees to stay because of high "investment" in the organization |
Continuance Commitment |
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Inhibiting Factors |
Excessive blaming Insincere gratitude Failure to follow through Inflated egos and bullying |
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Stimulating factors |
Clarity of rules Respects and appreciation of efforts Making employee fell valued Providing suppport |
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Set of favorablr and unfavorable feelings and emotions with which employeess view their workm |
Job satisfaction |
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3 dimensions of attitude |
Feelings Thoughts Intensions |
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Refer to job-related feelings such as boredom, anxiety, acknowledgement and excitement |
Feelings |
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Pertains to beliefs regarding one's job whether it is respectable, mentally demanding/ challenging and rewarding |
Thoughts |
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Includea peoples actions in relation to thier work such as tardiness, working late, faking illness in order to avoid work |
Intensions |
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4 responses of effects of employee attitudes |
Exit Voice Loyalty Neglect |
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Behaviour aimed at leaving the company |
Exit |
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Employee initiative |
Voice |
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Employees attitude |
Loyalty |
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Absenteeism |
Neglect |
