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172 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Characteristics of a new econmony |
- Global - Knowledge drive - Performance driven |
There's 3 |
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Intellectual Capital |
Is the shared knowledge of a workforce that can be used to create value |
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What is an organization? |
A collection of people working together to achieve a common purpose |
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The Characteristics of an Organization |
- Purpose - Division of Labour - Hierarchy of Authority |
There's 3 |
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Organizational Performance |
- Productivity - Performance Effectiveness - Performance Efficiency |
There's 3
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Productivity |
Comparison of quantity/quality of work with resources used |
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Performance Effectiveness |
Output measure of goal accomplishment |
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Performance Efficiency |
Input measure of the resources used with goal accomplishment |
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Manager |
A manager is a person in an organization who supports and is responsible for the work of others (The people who managers help are those whose tasks represents the real work of the organization) |
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Levels of Management |
- Top Managers - Middle Managers - Project Managers - Team leaders or supervisors |
There's 4 |
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Top Managers |
Responsible for the performance of an organization as a whole of for one of its larger parts |
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Middle Managers |
In charge of relatively large departments or divsions |
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Project Managers |
Coordinate complex projects within task deadlines |
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Team Leaders or Supervisors |
In charge of small work group of non-managerial workers |
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Types of Managers |
- Line Managers - Staff Managers - Functional Managers - General Managers - Administrators |
There's 5 |
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Line Managers |
Are responsible for work activities that directly affect organization's outputs |
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Staff Managers |
Use technical expertise to advise and support the efforts of line workers |
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Functional Managers |
Are responsible for a single area of activity |
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General Managers |
Are responsible for more complex units that include many functional areas |
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Administrators |
Work in public and non profit organizations |
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What is Management? |
It is the process of planning, organizing, leading and controlling the use of resources to accomplish performance goals |
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Four functions of Management |
- Planning - Leading - Organizing - Controlling |
PLOC |
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Planning |
What are goals, and necessary actions to achieve them To set Direction |
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Leading |
Motivate employees To inspire efforts: - Communicate the vision - Build enthusiasm - Activate commitment, hard work |
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Organizing |
Allocating resources to achieve goals To create structures |
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Controlling |
Monitoring how well doing and taking correct action necessary To ensure results |
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Characteristics of Effective Managers |
Competencies needed for managerial success: - Communication - Teamwork - Self-management - Leadership - Critical Thinking - Professionalism |
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Kat's Essential Managerial Skills |
- Technical Skill - Human Skill - Conceptual Skill |
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Technical Skill |
The ability to apply a special proficiency or expertise to perform particular tasks |
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Human Skill |
The ability to work well in cooperation with others |
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Conceptual Skill |
The ability to think critically and analytically to solve complex problems |
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Categories of Management Theory |
- Classical Management Approaches - Behavioral Management Approaches - Quantitative Management Approaches - Modern Management Approaches |
There's 4 |
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Classical Management Approaches |
Based on assumption people are rational |
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Behavioral Management Approaches |
Based on assumption people are social and self-actualizing |
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Quantitative Management Approaches |
Math can be used to help with making decisions |
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Modern Management Approaches |
Based on assumption people are complex and viable |
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Leadership |
The process of inspiring others to work hard to accomplish important tasks |
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Vision |
A future that one hopes to create or achieve in order to improve upon the present state of affairs |
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Visionary Leadership |
- Aleader who brings to the situation a clear and compelling sense of the futureas well as an understanding of the actions needed to get there successfully
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5 Principles for visionary leaders |
- Challengethe process - Showenthusiasm - Helpothers act - Setthe example - Celebrateachievements |
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Challenge the process |
Be a pioneer, encourage innovation and support people with ideas |
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Show enthusiasm |
Inspire others through personal enthusiasm to share |
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Help others act |
Be a team player and support the efforts and talents of others |
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Set the example |
Provide a consistent model of how others can and should act |
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Celebrate achievements |
Bring emotion into the workplace and rally “hearts” as well as “minds” |
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Challenges for today’s leaders |
- Shortertime frames for accomplishing things - Expectationsfor success on the first attempt - Complex,ambiguous and multidimensional problems - Takinga long-term view while meeting short-term demands |
SECT |
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What is power? |
Theability to get someone else to do something you want done or to make thingshappen the way you want |
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Whats the difference between: Position vs. Personal Power |
Position:Based on things people can offer Personal:Based on how managers are viewed by others |
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Position Power (3 Types) |
- Reward Power - Coercive Power - Legitimate Power |
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Reward Power |
The capacity to offer something of value as a means of influencing other people |
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Coercive Power |
The capacity to punish or withhold positive outcomes as a means of influencing other people |
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Legitimate Power |
The capacity to influence other people by virtue of formal authority of the rights of office |
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Personal Power ( 2 Types) |
- Expert Power - Referent Power |
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Expert Power |
The capacity to influence other people because of specialized knowledge |
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Referent Power |
The capacity to influence other people because of their desire to identify personally with you |
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Trait theory of leadership |
Theory proposing that traits (personality, social, physical, or intellectual) differentiate leaders from non-leaders |
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Trait Theory Characteristics of Effective Leaders |
- Drive - Self- Confidence - Creativity - Cognitive Ability - Business Knowledge - Motivation - Flexibility - Honesty and Integrity |
There's 10, do your best to name them all ... |
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Behaviour Theory of Leadership |
Leadership behaviour theories focuses on how leaders work when working with followers |
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Basic dimensions of leadershipbehaviour |
Concernfor the task to be accomplished Concernfor the people doing work |
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Highconcern for Task (Behaviour Theory) |
- Plans and defines work to be done - Assign task responsibility - Set clear work standards - Urges work standards - Monitors performance results |
There's 5 |
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Highconcern for followers (Behaviour Theory) |
- Acts warm and supportive to followers - Develops social report with followers - Respects the feeling of followers - Is sensitive to follower’s needShows trust in followers |
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Classic Leadership Styles |
- Autocratic Style - Lassiez-Faire Style - Democratic Style |
Basic |
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Describe Autocratic Style |
- Emphasizes task overpeople - Keeps authority and information to themselves - Group does not experience feeling of teamwork |
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Autocratic Style: When Effective |
- Individuals/Group lack skills and knowledge - Group doesn’t know each other |
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Autocratic Style: When Ineffective |
- Want to create a sense of team - Members have some skill/Knowledge - Group wants an element of spontaneity in theirwork |
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Describe Lassiez-Faire Style |
- Showing little concern for the task - Letting the group make the decisions - Only gives opinion when requested |
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Lassiez-Faire Style: When Effective |
- Members have high sense of skill/motivation - Sense of team exists - Routine is familiar to participants |
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Lassiez-Faire Style: When Ineffective |
- Low sense of team/independence - Low degree of skill/knowledge is in members |
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Describe Democratic Style |
- Commitment to task and people - Getting things done while sharing information - Encouraging participation in decision making - Help others develop their skills and capability |
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Democratic Style: When Effective |
- Time is available - Group is motivated, sense of team exists - Some degree of skill or knowledge among members |
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Democratic Style: When Ineffective |
- Group is unmotivated-No skill/knowledge among members- High degree of conflict is present |
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What's the difference between Contingency Theory vs. Classic Leadership Theory |
Contingency takes the situation into consideration |
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Main idea for Fiedler Model |
Fiedler: Good Leadership depends on amatch between leadership style and situational demands Believesleadership style is hard to change
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Fiedler Model: When Task-orientated leader is needed? |
Low/High control situation |
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Fiedler Model: When is Relationship-orientated leader is needed? |
Medium control situation |
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How do you determine control in Fiedler’s theory |
- Quality of Leader - Degree of Task structure - Amount of position power |
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Quality of Leader |
Member Relations: How much the group supports the leader |
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Degree of Task structure |
Extent to which task goals a, procedures and guidelines are spelled out |
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Amount of position power |
How much power the position gives to the leader to reward and punish sub-ordinates |
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Main idea for Hersey-Blanchard Situational Leadership Model |
Successfulleaders adjust their styles and they do so based on maturity of followers |
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READINESS |
Ishow willing, able and confident followers are to perform required tasks |
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Hersey-Blanchard Leadership Styles |
- Delegating - Participating - Selling - Telling |
There's 4 (DPST) |
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Delegating |
Allowingthe group to take responsibility for task decisions Works best in high – readiness situations |
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Participating |
Emphasizingshared ideas and participative decision on task direction
Worksbest in low moderate readiness |
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Selling |
Explainingtask directions in a supportive and persuasive way Worksbest in moderate – high readiness situations |
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Telling |
Givingspecific task direction and closely supervising work Worksbest in low – readiness situations |
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House’s Path-Goal Leadership Theory |
Leadersjob is to assist follower’s in attaining their goals an tot provide support anddirection Needto ensure individual goals and align with overall goals of group/Organization' |
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House’s Path-Goal Leadership Theory: Differentleadership styles |
- Directive - Supportive - Achievement-Orientated - Participative |
DSAP |
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Leadership Styles: Directive |
- Communicate expectations - Give directions - Schedule work - Maintain performance standards - Clarify leader’s role |
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Leadership Styles: Directive [When to Use] |
- Jobassignments are clear |
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Leadership Styles: Supportive |
- Treat group members as equals- Be friendly and approachable - Show concern for subordinates’ well-being |
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Leadership Styles: Supportive [When to Use] |
- Workersself confidence is low |
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Leadership Styles:Achievement-Orientated |
- Set challenging goals - Expect high performance levels- Emphasize continuousimprovement - Display confidence in meeting high standards |
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Leadership Styles: Achievement-Orientated [When to Use] |
- Task is not challenging enough |
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Leadership Styles:Participative |
- Involve subordinates indecision making - Consult with subordinates -Ask for subordinates’suggestions |
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Leadership Styles: Participative [When to Use] |
- Performanceincentives are low |
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Vroom-Jago Leader-Participation Model |
Focuseson decision method rather than the decision itself. Helpsleader choose the method of decision making that best fits the nature of theproblem situation |
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Vroom-Jago Leader-Participation Model: Threedecision making choices |
- Authority Design - Consultative Decision - Group Decision |
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Authority Design |
Onlyleader decides and then communicated to the group Best to use when … - Leaderhas greater expertis - Confidentand capable - Acceptance from others - Notmuch time |
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Consultative Decision |
Leaderonly decides after seeking advice, opinions from others |
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Group Decision |
Decisionis made by group members themselves Best to use when … - Don’thave enough - information to solve themselves Problemis unclear - Needacceptance from others to work - Timeis available |
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Advantages of ParticipativeDecision Methods |
- Helpsimprove decision quality - Improvesacceptance of decision - Develops leadership potential in others |
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Disadvantages of Participative Decision Methods |
- Lossefficiency - Takes a lot of time |
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Factors to consider when making a decision: |
- Decision quality - Decision Acceptance - Decision time |
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Decision quality |
– who has the information needed for problemsolving (Leader or Follower) |
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Decision Acceptance |
– Important of subordinates acceptance toeventual implementation |
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Decision time |
– Time available to make and implement thedecision |
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Transformational Leader |
Person whose vision and strength ofpersonality have an extraordinary impact on others |
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Charismatic Leaders |
Develop special leader-followersrelationships and inspire others in extraordinary ways |
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What is transactional leadership? |
Someonewho directs the efforts of others through tasks, rewards and structures |
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What is transformational leadership? |
Someonewho is truly inspirational as a leader and who arouses others to seekextraordinary performance accomplishments |
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Qualities of a Transformational Leader |
- Vision - Empowerment - Charisma - Intellectual simulation - Symbolism - Integrity |
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Current Issues in Leadership |
Emotional Intelligence |
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Emotional Intelligence |
The ability ofpeople to manage themselves and their relationships effectively |
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Componets of Emotional Intelligence |
- Self-awareness - Self-Regulation - Motivation - Empathy - SocialSkill |
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Drucker’sLeadership Theory |
Leadership ismore charisma; it is “good old-fashioned” hard work Essentials of “good old-fashioned” leadership: - Defining and establishing a sense of mission - Accepting leadership as a “responsibility” rather than a rank - Earning andkeeping the trust of othersa |
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What is Motivation? |
The forces within the individual that account for the level direction and persistence of effort expanded at work |
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Reward |
Work, Outcome of positive value to the individual |
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Extrinsic Rewards |
Valued Outcomes to someone by another person |
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Name examples of extrinsicreward |
pay bonuses, promotions, time off, specialassignments, office fixtures, award, verbal praise, and recognition |
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Intrinsic Rewards |
Valued outcomes that occur naturally as a person works on a task |
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Name examples of intrinsic reward |
self administered, feelings of competency,personal development and self control people experience in their word |
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Performance contingent rewards |
To take full advantage of the possibilities,however, managers must respect diversity and individual differences in order tobest understand what people want from work and allocate rewards in ways thatsatisfy the interests in both individuals and the organization |
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Content theories |
help us to understand humanneeds and how they respond to different situations. |
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The process theories ofmotivation |
describe how people givemeaning to rewards and then make decisions on various work-related behaviors. |
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The reinforcement theory ofmotivation |
focuses on the environmentas a major source of rewards that influence human behavior. |
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What are all the levels of Maslow's Hierarchy of Needs? |
Physiological Safety Social Esteem Self Fulfillment |
SESSP |
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Physiological (Provide Examples) |
The basic needs necessary for survival E.g. Water, food, shelter, clothing |
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Safety (Provide Examples) |
Deal with protection and physical well-being E.g. Baby car seat, helmets, alarm system |
SESSP |
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Social (Provide Examples) |
Desire to be part of an identifiable group E.g. Beer commercials, diamond rings |
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Esteem (Provide Examples) |
Desire to be noticed for achieving or being something special E.g. Expensive cars, expensive jewellery |
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Self Fulfillment (Provide Examples) |
Desire for fulfillment or inner statisfaction |
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Deficit principle |
Claims that a once a needis satisfied, it is no longer a motivator because an individual will takeaction only to satisfied unmet needs. |
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Progression principle |
that lower-level needs mustbe met before higher-level needs. |
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ERG theory |
Existence needs Relatedness needs Growth needs |
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Existence needs |
Desire for physiological and material well-being - Safety & Physiological |
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Relatedness needs |
Satisfying interpersonal relationships - Social & self esteem |
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Growth needs |
Physiological development and growth - Self actualization & self esteem |
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Acquired Needs Theory |
People accquire needs through their life experiences |
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Who developed the Acquired Needs Theory? |
David McClelland |
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What needs are acquired? (According to Acquired Needs Theory) |
- Achievement (uAch) - Power (uPower) - Affiliation (uAff) |
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Achievement Needs (uAch) |
Desire to do something better or more effectively, to solve problems, or to master complex task |
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What work do people with Achievement Needs prefer? |
- Involves individual's responsibility for results - Involves achievable but challenging goals - Provides feedback on performance |
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Power Needs (uPower) |
- Desire to control other persons, to influence - Personal power vs social power |
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What work do people with Power Needs prefer? |
- Involves control over other persons - Has an impact on people and events - Bring public recognition with other persons |
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Affiliation Needs (uAff) |
Desire to establish and maintain friendly and warm relations with other persons |
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What work do people with Affiliation Needs prefer? |
- Involves interpersonal relationships - Provides for companionship - Brings social approval |
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Social power |
Is the positive face of power |
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Personal power |
Is the exploitative and involves manipulation for the pure sake of personal gratification |
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Job content |
What people do in terms of job tasks |
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Job context |
The work setting in which they do it |
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EquityTheory |
When people believe they have been threatenedunfairly in comparison to others, they try to eliminate the discomfort andrestore a perceived sense of equity to the situation |
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Who developed Equity Theory ? |
Developed by J. Stacey Adams |
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How do people respond to negativeequity |
- Decreasing level of effort - Asking for better treatment - Changing comparison - Leaving the job |
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GoalTheory |
Properly set and well-managed task goals canbe highly motivating |
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Who developed Goal Theory? |
Developed by Edwin Locke |
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How do goals affect motivation? |
- Provide direction to people in their work - Clarify performance expectations - Establish a frame of reference for feedback - Provide a foundation for behavioural self-management |
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Whats does SMART goals stand for? |
Specific – individuals should know what is to be achieved Measurable - can betracked and reviewed Attainable – Reasonable and achievable Results – orientated, should support organization's vision Time - Should be achieved within a stated time |
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SMART goals: Who decides the goals? |
- Ideally people who need to attain goals shouldbe involved in deciding the goals - When participation is not possible, workerswill respond positively if workers trust their supervisor and feel that theywill be supported |
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ExpectancyTheory |
Determines the willingness of an individual towork hard at tasks, it indicates people what they can do and what they want todo |
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Who developed the Two Factor Theory? |
Federick Herzberg |
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What are the factors in the Two Factor Theory? |
Hygiene Factors Statisfier Factors |
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Hygiene Factors |
- Elements of the job content- Sources of job dissatisfactionE.g. Working conditions, interpersonal relations, organizations, advisors, pay |
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Statisfier Factors |
- Elements of the job content- Sources of job satisfaction and motivation- Sense of achievement, recognition, responsibility, advancement, personal growth |
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Reinforcement Theory |
- An individual’s behaviour is a function of its consequences - Behaviour that results in pleasant outcome, will be repeated - Behaviour that results in unpleasant behaviour is not likely to be repeated |
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Who developedReinforcement Theory ? |
Theory popularized by B.F. Skinner, based on Thorndike’s Law of effects |
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Operant conditioning |
Is the control of behaviour by manipulating its consequences Positive reinforcement Negative reinforcement Punishment Extinction |
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Positive reinforcement |
- Give a positive response when show a required behaviour - Ex. verbal praise, candy, taking a break |
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Negative reinforcement |
- Remove an unpleasant behaviour when show a required behaviour - Ex. Less monitoring as you get better at a job |
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Punishment |
- Receive an unpleasant consequence if display an unwanted behaviour Drawback - Doesn’t teach desired behaviour - Ex. Time out if fighting with a sibling |
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Extinction |
- Withhold pleasing stimulus until desirable behaviour stops - Ex. Do not give toy until whining stops |
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What managers shoulddo for each type of operant conditioning |
Positivereinforcement: Praise employee, recommend increase pay Negativereinforcement: Stop complaints Punishment: Reprimandemployee Extinction: Withholdpraise and rewards |
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