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;
86 Cards in this Set
- Front
- Back
|
Dominance |
People who operate outof this dimension focus on shaping the environment by overcoming opposition toaccomplish results. |
|
|
Influence |
People who operate out of this dimensionfocus on shaping the environment by influencing or persuading others. |
|
|
Steadiness |
People who operate out of this dimensionfocus on “cooperating with others within existing circumstances to carry out the task |
|
|
Conscientiousness |
People who operate out ofthis dimension focus on “working conscientiously within existing circumstances toensure quality and accuracy |
|
|
Caution |
caution on aspects of the position that will not appeal to the person based on their primaryand secondary tendencies. |
|
|
Motivate |
motivate the person by letting them know which aspects of the position appeal to their primary and secondary tendencies. |
|
|
Support |
support the person by letting them know we are always available to listen, answer questions,provide more information and guidance |
|
|
Cognitive level |
it’s a measurement (high/low) of how much knowledge you have about a particulartopic. |
|
|
Cognitive style |
preferred manner of solving problems,making decisions, and bringing about change. |
|
|
Adaptive style |
method/preference of problem solving that’s morestructured and methodical. |
|
|
Innovative style |
method/preference of problem solving that’s lessconcerned with structure and details. |
|
|
Problem A |
the actual problem that a team has come together to solve. |
|
|
Problem B |
Issues that arise as a resultof human interactions and diversity. |
|
|
Adaptive individuals can be described as: |
*Precise *Reliable *Efficient *Disciplined *Detail oriented *Creative refiners *Creative refiners *Good at improving existing systems *Inflexible and intolerant of ambiguity (as seen by innovators) |
|
|
Innovative individuals can be described as |
*Unconventional *Mold-breakers *Spontaneous *Accepting of transformational change *Pioneering creators *Good at changing existing systems *Risky and abrasive (as seen by adaptors) |
|
|
Task gaps |
represent the distance between an individual’spreferred style and the behavior actually needed for thetask (or problem A). |
|
|
Social interaction gaps |
represent the distance between thepreferred styles of: ▪▪ Two people ▪▪ A person and a group ▪▪ Two groups |
|
|
Coping Behavior |
behaving...problemsolving...outside one’spreferred style by theminimum amount, for theleast time. |
|
|
Psychodynamic Theory |
Leaders can have a key role in influencing how their followers think, feel, andact. |
|
|
Skills Theory |
Skills theory focuses on leaders who can control their emotions and successfully solveproblems. |
|
|
Style Theory |
two types of leadership, task-oriented and people-oriented |
|
|
Task-oriented |
concentrates on initiating structures and paths for followers to perform effectively |
|
|
People-oriented |
considers fostering good relationships between the leader and followers |
|
|
Situational Leadership |
Concentrates on two leader behaviors: directiveand supportive. |
|
|
Authentic Leadership |
theory suggests that effective leaders are true to themselvesand others, have positive psychological states, and adhere to strong morals and val |
|
|
Laissez-faire |
an attitude ofletting things take their own course, without interference from others |
|
|
Transactional |
based on connecting a transaction (or social exchange) to motivation; in other words, providingcompensation in exchange for desired follower behavior, or a consequence for undesired behavior |
|
|
Transformational |
leader motivates followers by genuinely caringabout their concerns and appropriately addressing those concernsthrough open channels of communication. They inspire followersby establishing goals and challenging them to reach and exceedthose goals. |
|
|
Management-by-Exception-Passive |
most passive of the transactional behavior components.(Think laissez-faire…with a follow-up if there’s a problem.) |
|
|
Management-by-Exception-Active |
leader monitors subordinates’ activities by ensuring compliance with rules, regulations, and performancestandards. |
|
|
Contingent Reward |
Leader establishesgoals, identifies ways to reach these goals, and supports the follower in meeting these goals. Once the task has been completed to the leader’s expectations, a reward is provided to reinforce thepositive behavior. |
|
|
Idealized Influence |
means ensuring we are communicatingthe right kind of influence, just as Authentic Leadership theory advocates. |
|
|
Inspirational Motivation |
motivateand inspire their followers via the spoken word |
|
|
Intellectual Stimulation |
part of transformational leadership thatencourages followers to be innovative |
|
|
Individualized Consideration |
leaders know their followers’ goals, ambitions, concerns. supportingeach person as an individual and providing guidance that is specific to their needs |
|
|
Critical Thinking |
ability toanalyzing and evaluating thinkingwith a view to improving it |
|
|
Open-mindedness |
willingness to investigate viewpoints that are different from your own |
|
|
Healthy Skepticism |
ask questions inorder to ascertain what’s truthful and what’s not |
|
|
Intellectual Humility |
adhering tentatively to recently acquired opinions; being prepared to examine new evidence andarguments even if such examination leads you to discover flaws in your own cherished beliefs. |
|
|
Free Thinking |
restrain your desire to believe because of social pressures toconform. |
|
|
High Motivation |
Putting in the necessary work (asking questions, doing research,etc.) in order to understand a subject better |
|
|
Clarity |
have a clearer understanding of what theperson asking the question is considering the ‘problem’ to be
|
|
|
Accuracy |
Once the statement is clear (Clarity), you need to check to seeif it’s true |
|
|
Precision |
get as much informationas possible before you make a decision. |
|
|
Relevance |
When presented with a problem, you haveto ‘weed out’ the information that doesn’t have anything to do withit. |
|
|
Breadth |
should consider if there’s anargument/position that hasn’t been heard yet. A problem might meetall the previous standards, but is only presented from one perspective |
|
|
Fairness |
treating of all relevant viewpoints alike without referenceto your own feelings or interests |
|
|
Depth |
consider the complexities of an issueinstead of just skimming the surface. |
|
|
Purpose |
be clear about your purpose and ensure it’s justifiable |
|
|
Gather Information |
have all the information they need and they don’t assume all the information they have is always accurateor correct |
|
|
Inferences |
*Infer only what the evidence implies *Check inferences for their consistency with each other |
|
|
Concepts |
Clarify ideas, theories, laws, principles,or hypotheses you use in thinking to make sense of things |
|
|
Assumptions |
Check Assumptions Whether you’re aware of them or not, they can influenceyour thinking |
|
|
Implications |
All reasoning leads somewhere and when acted upon, has consequences. Think through the likely implications of your behaviorbefore you act |
|
|
Point of View |
make sure you understandthe limitations of your point of view and that you fully consider other relevant viewpoints |
|
|
Intellectual Humility |
involves being aware of the limits of your knowledge |
|
|
Intellectual Courage |
involves the need to face and fairly address ideas, beliefs or viewpoints you may have strongnegative emotions about or may not want to hear |
|
|
Intellectual Empathy |
involves being able to put aside your own viewpoint,assumptions, and ideas in order to step into the shoes of othersso you can genuinely understand them |
|
|
Intellectual Autonomy |
involves having rational control of your beliefs, values, and inferences |
|
|
Intellectual Integrity |
involves recognizing the need to be true to your ownthinking…to be consistent in the intellectual standards you apply |
|
|
Intellectual Perseverance |
involves being aware of the need to use intellectual insights and truths in spite of difficulties,obstacles, and frustrations you may have or face |
|
|
Fair-mindedness |
treating all viewpoints alike, without thinking about or referencing your ownfeelings or interests, or the feelings or interests of your friends, peers, or community |
|
|
False Memories and Confabulation |
committed when you’re not aware that your memoriesare often “manufactured” to fill gaps in your recollection |
|
|
Testimonial Evidence |
testimony froma respected figure that’s not considered an ‘expert’ on the topic |
|
|
Ambiguity |
involves a word or expression that can be understood in morethan one way |
|
|
Assuring Expressions |
phrases that attempt to disarm you from questioning the validity of an argument |
|
|
Meaningless Comparisons |
include language that implies something is superiorbut retreats from that view |
|
|
Doublespeak Jargon |
involves the use of technical language to make the simple seem complex, the trivial seemprofound, or the insignificant seem important…all done intentionally to impress others. |
|
|
Emotive Content |
intentional use of words to arouse feelings about a subject to bias others’thinking…positively or negatively. |
|
|
False Implications |
language used is clear and accurate but misleadingbecause it implies something else is true or false when it isn’t. |
|
|
Superstition |
is the result of an erroneous perception of the connections between unrelated events |
|
|
Argument from Ignorance |
occurs when you state your claim is true only because it hasn’tbeen proven false (or vice versa). |
|
|
False Analogies |
occurs when you assume that because two things are alike in one way, they’re alike in other ways |
|
|
Irrelevant Comparison |
occurs when your claim is based on an attempt to compare two things that shouldn’t be (orcan’t be) compared |
|
|
Pragmatic Fallacy |
This occurs when arguing something is true because “it works,” (meaning people are satisfied with it orthey find it beneficial, meaningful, or significant) even though it hasn’t been proven |
|
|
Slippery Slope Fallacy |
argument that assumes one thing will lead to another…and then another |
|
|
Ad Hominem Fallacy |
occurs when you criticize the person (character or reputation) makingan argument, not the argument it |
|
|
Ad Populum (Bandwagon Fallacy) |
occurs when someone attempts to appeal to the popularity of the claim as a reasonfor accepting the claim (because “everyone” thinks or does it, it must be right). |
|
|
Emotional Appeal |
occurs when making irrelevant emotional appeals to accept a claim |
|
|
Evading the Issue (Red Herring) |
when someone attempts to divert attention to an issue irrelevant to the issue athand. |
|
|
Fallacy of False Dilemma (Either/or Fallacy) |
when someone intentionally restricts the number of alternatives,thereby omitting relevant alternatives from consideration |
|
|
System-1 (Reactive Thinking) |
relies heavily on situational cues, prominent memories, and trial and errorto arrive quickly and confidently at judgments, particularly when situations are familiar and immediateaction is required. |
|
|
advantages of using System-1 |
*Decisiveness when needed *Improved time management *Perceived credibility and reliability |
|
|
System-2 (Reflective Thinking) |
relies heavily on information, deliberation,time, planning, and comprehensive consideration. |
|
|
advantages of System-2 |
*Improved critical thinking and problem solving skills *Forced consideration of logical arguments |
|
|
Decision Analysis Steps |
*Decision Statement *Decision Criteria *Alternatives *Risk Analysis |
