Leading and Leadership Development
Popularity (by total correct streak): 6
Popularity (by number of users): 3
| Integrity | being honest, credible, and consistent in all that one does | |
| Leaders should always be | honest, consistent, humble, selfless | |
| Leaders don't want to be | dishonest, inconsistent, conceited, selfish | |
| Power | the ability to get someone to do something you want done or to make things happen the way you want | |
| Reward Power | the capacity to offer something of value as a means of influencing other people | |
| Coercive Power | the capacity to punish or withhold positive outcomes as a means of influencing other people | |
| Two Major Sources of Power | 1)Position 2)Person | |
| Three Types of Position Power | 1)Reward 2)Coercive 3)Legitimate | |
| Two Types of Person Power | 1)Expertise 2)Referent | |
| Legitimate Power | the capacity to influence other people by virtue of formal authority, or the rights of office | |
| Expert Power | the capacity to influence other people because of specialized knowledge | |
| Referent Power | the capacity to influence other people because of their desire to identify personally with you | |
| Vision | a clear sense of the future | |
| Visionary Leadership | brings to the situation a clear sense of the future and an understanding of how to get there | |
| Servant Leadership | follower-centered and committed to helping others in their work | |
| Empowerment | enables others to gain and use decision-making power | |
| 8 Traits of Successful Leaders | 1)Drive 2)Self-confidence 3)Creativity 4)Cognitive ability 5)Job-relevant knowledge 6)Motivation 7)Flexibility 8)Honesty and integrity | |
| Two Dimensions of Leadership Behavior | 1)concern for the task to be accomplished (initiating structure or production-centered) 2)concern for the people doing the work (consideration or employee-centered) | |
| Leader high in concern for task | plans and defines the work to be done, assigns task responsibilities, sets clear work standards, urges task completion, monitors performance results | |
| Leader high in concern for people | acts with warmth and supportiveness toward followers, maintains good social relations with them, respects their feelings, is sensitive to their needs, and shows trust in them | |
| Blake and Mouton's Leadership Grid | Has production concern on one axis and concern for people on the other | |
| Leadership Style | the recurring pattern of behaviors exhibited by a leader | |
| Autocratic Leader | acts in a command-and-control fashion (Blake and Mouton's Authority-Obedience Manager) | |
| Human Relations Leader | emphasizes people over task (Blake and Mouton's Country Club Manager) | |
| Laissez-Faire Leader | has a "do the best you can and don't bother me" attitude (Blake and Mouton's Impoverished Manager) | |
| Democratic Leader | emphasizes both tasks and people (Blake and Mouton's Team Manager) | |
| Middle-of-Road Manager | In Blake and Mouton's Leadership Grid, this is middle-ground manager who focuses on balancing work output and morale | |
| Fiedler's Contingency Model | proposed that good leadership depends on a match or fit between a person's leadership style and situational demands; Fiedler believed that leadership style is an enduring personality trait that is difficult to change. | |
| Least-Preferred Co-Worker Scale | Measures leadership style in Fiedler's contingency model; describes tendencies to behave either as a task-motivated leader (low LPC score) or relationship-motivated leader (high LPC score) | |
| Three Factors of Situational Control in Fiedler's Model | Leader-member relations (support for leader), Task structure (structure of work to be done), Position power (strong or weak leader authority) | |
| Fiedler's Two Propositions | 1)A task-motivated leader will be most successful in either very favorable (high control) or very unfavorable (low control) situations. 2)A relationship-motivated leader will be most successful in situations of moderate control. | |
| Hersey-Blanchard Situational Leadership Model | suggests that successful leaders do adjust their styles to meet situational needs as determined by followers' task readiness/maturity. | |
| 4 Hersey-Blanchard Leadership Styles | 1)Participating 2) Delegating 3)Selling 4)Telling | |
| Hersey-Blanchard Delegating Leaders | (low relationship and low task orientation) allows the group to take responsibility for task decisions; followers are able, willing, and confident | |
| Hersey-Blanchard Participating Leaders | (high relationship and low task orientation) emphasizes shared ideas and participative decisions on task directions; followers are able, unwilling, insecure | |
| Hersey-Blanchard Selling Leaders | (high relationship and high task orientation) explains task directions in a supportive and persuasive way; followers are unable, willing, confident | |
| Hersey-Blanchard Telling Leaders | (low relationship and high task orientation) gives specific task directions and closely supervises work; followers are unable, unwilling, insecure | |
| House's Path-Goal Leadership Theory | seeks the right fit between leadership and situation; House believed that a leader could shift back and forth among his four leadership styles. He believed that leaders should choose the style that would result in the greatest leader effectiveness, given the follower contingencies and environmental contingencies of the situation. | |
| House's 4 Path-Goal Leadership Styles | 1)Directive leadership 2)Supportive leadership 3)Achievement-oriented leadership 4)Participative leadership | |
| Directive Leadership | one of House's Path-Goal Leadership styles; lets followers know what is expected, gives directions on what to do and how, schedules work to be done, maintains definite standards of performance, clarifies the leader's role in the group | |
| Supportive Leadership | one of House's Path-Goal Leadership styles; does things to make work more pleasant; treating team members as equals, acts friendly and approachable, shows concern for the well-being of subordinates | |
| Achievement-Oriented Leadership | one of House's Path-Goal Leadership styles; sets challenging goals, expects the highest-level of performance, emphasizes continuous improvement in performance, displays confidence in meeting high standards | |
| Participative Leadership | one of House's Path-Goal Leadership styles; involves team members in decision making, consults with them and asks for suggestions, uses these suggestions when making decisions | |
| 3 Categories of Follower Contingencies | in House's path-goal leadership theory: 1)ability 2)experience 3)locus-of-control | |
| 3 Types of Contingencies in House's Path-Goal Model | 1)Follower contingencies 2)Environmental contingencies | |
| Substitutes for Leadership | factors in the work setting that direct work efforts without the involvement of a leader (path-goal theory contributed to the recognition of this phenomenon) | |
| Leader-Member Exchange Theory (LMX) | recognizes that in many leadership situations not everyone is treated the same by the leader. People fall into in-groups and out-groups. | |
| In-Group Followers | in Leader-Member Exchange Theory, | |
| Out-Group Followers | In Leader-Member Exchange Theory, perceive the leader as less compatible, less competent, and less personable. They receive fewer rewards, less information, and little or no special attention from the leader. | |
| Vroom-Jago Leader-Participation Model | Links leadership success with choices among alternative decision-making methods. This model suggests that leaders are most effective when the decision-making method used best fits the problem being faced. | |
| Vroom-Jago's 3 Categories of Decisions | 1)Authority 2)Consultative 3)Group | |
| Authority Decision | In Vroom-Jago's Model, this is a decision made by the leader and then communicated to the group (Leader has info/expertise, acceptance/commitment not critical for implementation, high time pressure for DM) | |
| Consultative Decision | In Vroom-Jago's Model, this is a decision made by a leader after receiving information, advice, or opinions from group members (leader and followers have info, acceptance/commitment need for implementation is moderate, moderate time pressure for DM) | |
| Group Decision | In Vroom-Jago's Model, this is a decision made by the group members themselves (followers have info/expertise, acceptance/commitment are critical for implementation, low time pressure for DM) | |
| 3 Factors in Leader Decision-Making Choices (in Vroom-Jago Model) | 1)decision quality 2)decision acceptance 3)decision time | |
| Decision Quality (in Vroom-Jago's Model) | refers to who has the information needed for problem-solving (followers or the leader) | |
| Decision Acceptance (in Vroom-Jago's Model) | the degree to which follower acceptance of the decision is critical to implementation | |
| Decision Time (in Vroom-Jago's Model) | how much time is available to make and implement the decision | |
| 5 Ways for Leaders to Make Decisions (Mgmt Smarts 13.1) | 1)Decide alone 2)Consult individually 3)Consult with group 4)Facilitate group 5)Delegate to group | |
| 5 Contingency Models of Leadership | 1)Fiedler's contingency model 2)Hersey-Blanchard Situational Model 3)House's Path-Goal Theory 4)Leader-Member Exchange Theory 5)Vroom-Jago's Leader-Participation Model | |
| Charismatic Leader | inspires followers in extraordinary ways | |
| Transformational Leadership | is inspirational and arouses extraordinary effort and performance | |
| Qualities of Transformational Leaders | vision, charisma, symbolism, empowerment, intellectual stimulation, integrity | |
| Emotional Intelligence | the ability to manage our emotions in social relationships | |
| 5 Characteristics of Emotionally Intelligent People | 1)Motivated and persistent 2)High social awareness 3)Good self-management 4)Good relationship to management 5)High self-awareness | |
| Gender-Similarities Hypothesis | holds that males and females have similar psychological properties | |
| Interactive Leadership Leaders | strong communicators who act democratically and participatively with followers (this style is often attributed to female leaders) | |
| Moral Leadership | always good and right by ethical standards | |
| Authentic Leadership | activates positive psychological states to achieve self-awareness and positive self-regulation (confidence, hope, optimism, and resilience are the particular positive states) | |
| Drucker's 6 Essentials of Old-Fashioned Leadership | 1)Define and communicate a clear vision 2)Accept leadership as a responsibility, not a rank 3)Surround yourself with talented people 4)Don't blame others when things go wrong 5)Keep your integrity; earn the trust of others 6)Don't be clever--be consistent |
Quisition is a browser-based flashcard system that repeats old cards and introduces new ones at optimal time intervals. You can create your own card packs or use those developed by others.
