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management 10-13
Exam
| Question | Answer |
|---|---|
| Key Leadership Behaviors | 1.Challenge the process 2.Inspire a shared vision 3.Enable others to act 4.Model the way 5.Encourage the heart |
| Two perspectives—what people want and what organizations need—are Neatly combined in a set of five key behaviors identified ________ by __________ ______and , two well–known authors and consultants. 9 The best leaders | James Kouzes ,Barry Posner |
| Challenge the process. | They challenge conventional beliefs and practices, and They create change. |
| Inspire a shared vision. | They appeal to people’s values and motivate them to care About an important mission. |
| Enable others to act. | They give people access to information and give them the Power to perform to their full potential |
| 4. Model the way | . They don’t just tell people what to do, they are living examples of the ideals they believe in. |
| Encourage the heart | They show appreciation, provide rewards, and use various approaches to motivate people in positive ways. |
| Vision | A mental image of a possible and desirable future state of the organization. |
| Supervisory leadership | Behavior that provides guidance, support, and corrective feedback for day-to-day activities. |
| Strategic leadership | Behavior that gives purpose and meaning to organizations, envisioning and creating a positive future. |
| ___________ is the ability to influence others. | Power |
| The leader with_______ ________ has the right, or the authority, to tell others what to do; | Legitimate power |
| The leader who has_______ ________ influences others because she controls valued rewards | reward power |
| The leader with ______ _______ has personal characteristics that appeal to others | referent power |
| The leader with ________ -________ has control over punishments; people comply to avoid those punishments | coercive power |
| The leader who has________ __________ has certain expertise or knowledge; | expert power |
| power= | 1. Authority 2.control over rewards 3.control over punishment 4.Appealing personal characteristics 5.Expertise |
| Trait approach | A leadership perspective that attempts to determine the personal characteristics that great leaders share |
| Useful Leadership Characteristics | 1.Drive 2.Leadership Motivation 3.Integrity 4.Self Confidence 5.Knowledge of the Business |
| Behavioral approach | A leadership perspective that attempts to identify what good leaders do—that is, what behaviors they exhibit. |
| Task performance behaviors | Actions taken to ensure that the work group or organization reaches its goals. |
| Group maintenance behaviors | Actions taken to ensure the satisfaction of group members, develop and maintain harmonious work relationships, and preserve the social stability of the group |
| Leader-Member Exchange (LMX) theory | Highlights the importance of leader behaviors not just toward the group as a whole but toward individuals on a personal basis. |
| Which leadership philosophy is characterized by an absence of managerial decision making? | Laissez-faire |
| Autocratic leadership | A form of leadership in which the leader makes decisions on his or her own and then announces those decisions to the group |
| Democratic leadership | A form of leadership in which the leader solicits input from subordinates. |
| Laissez-faire | leadership philosophy characterized by an absence of managerial decision making. |
| Country club manager | Thoughtful attention to needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere, and work tempo. |
| Team management | work accomplished is form committed people interdependence through a common stake in organization purpose leads to relationships or trust and respect. |
| middle of the Road management | Adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level. |
| impowered management | Exertion of minimum effort to get required work done is appropriate to sustain organization membership |
| Authority compliance | efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree. |
| Situational approach | Leadership perspective proposing that universally important traits and behaviors do not exist, and that effective leadership behavior varies from situation to situation |
| Vroom model | A situational model that focuses on the participative dimension of leadership. |
| Situational Factors for Problem Analysis | 1.Decision significance 2. importance of commitment 3. Leader's expertise 4. Likelihood of commitment 5.Group support for objectives 6.team competence |
| Decision significance | the significance of the decision to the success of the project or organization |
| Importance of commitment | the importance of team members' commitment to the decision. |
| Leader's expertise | your knowledge or expertise in relation to this problem. |
| Likelihood of commitment | the liklihood that the team would commit itself to a decision that you might make on your own, |
| group support for objectives | the degree to which the team supports the organization's objectives at stake in this problem. |
| group expertise | team members' knowledge or expertise in relation to this problem. |
| team competence | the ability of team members to work together in solving problems |
| Vrooms leaders decision styles | 1. Decide - you make the decision alone and either announce or 'sell' it to the group. you may collect information relevant to the problem form the group or others. |
| 2. one on one consultation | you meet individually with group members, get their suggestions, and then make a decision. |
| Facilitate | you present the problem to the group at a meeting, provide boundaries within which the decision must be made, and facilitate the decision making process in an unbiased manner until consensus is reached |
| delegate | you encourage the group to make the decision within prescribed limits. Members identify the problem, and develop and evaluate alternative solutions. your role is behind the scenes, providing resources and encouragement. |
| Fiedler’s contingency model of leadership effectiveness | A situational approach to leadership postulating that effectiveness depends on the personal style of the leader and the degree to which the situation gives the leader power, control, and influence over the situation. |
| Fiedler's contingency model | Task-motivated leadership Relationship-motivated leadership |
| Task-motivated leadership | Leadership that places primary emphasis on completing a task. |
| Relationship-motivated leadership | Leadership that places primary emphasis on maintaining good interpersonal relationships. |
| Hersey and Blanchard’s situational theory | A life-cycle theory of leadership postulating that a manager should consider an employee’s psychological and job maturity before deciding whether task performance or maintenance behaviors are more important. |
| Job maturity | The level of the employee’s skills and technical knowledge relative to the task being performed. |
| Psychological maturity | An employee’s self-confidence and self-respect. |
| Path-goal theory | A theory that concerns how leaders influence subordinates’ perceptions of their work goals and the paths they follow toward attainment of those goals. |
| Substitutes for leadership | Factors in the workplace that can exert the same influence on employees as leaders would provide. |
| Charismatic leader | A person who is dominant, self-confident, convinced of the moral righteousness of his beliefs, and able to arouse a sense of excitement and adventure in followers. |
| Transformational leader | A leader who motivates people to transcend their personal interests for the good of the group. |
| Transactional leaders | Leaders who manage through transactions, using their legitimate, reward, and coercive powers to give commands and exchange rewards for services rendered. |
| Level 5 leadership | A combination of strong professional will (determination) and humility that builds enduring greatness. |
| Authentic leadership | A style in which the leader is true to himself or herself while leading |
| Pseudo-transformational leaders | Leaders who talk about positive change but allow their self-interest to take precedence over followers’ needs |
| Servant-leader | A leader who serves others’ needs while strengthening the organization. |
| Bridge leaders | A leader who bridges conflicting value systems or different cultures. |
| Shared leadership | Rotating leadership, in which people rotate through the leadership role based on which person has the most relevant skills at a particular time. |
| Lateral leadership | Style in which colleagues at the same hierarchical level are invited to collaborate and facilitate joint problem solving. |
| Motivation | Forces that energize, direct, and sustain a person’s efforts. |
| Managers must motivate people to: | Join the organization, Remain in the organization Come to work regularly |
| Goal-setting theory | A motivation theory stating that people have conscious goals that energize them and direct their thoughts and behaviors toward a particular end. |
| Four Characteristics of Motivational goals | 1.Meaningful 2.Acceptable 3.Challenging but attainable 4.Specific and quantifiable |
| Stretch goals | Targets that are particularly demanding, sometimes even thought to be impossible. |
| Law of effect | A law formulated by Edward Thorndike in 1911 stating that behavior that is followed by positive consequences will likely be repeated. |
| Reinforcers | Positive consequences that motivate behavior. |
| ___________ is the withdrawing or failing to provide a reinforcing consequence. | Extinction |
| Positive reinforcement | applying a consequence that increases the likelihood of a person repeating the behavior that led to it |
| Negative reinforcement | Removing or withholding an undesirable consequence. |
| Punishment | Administering an aversive consequence. |
| Extinction | Withdrawing or failing to provide a reinforcing consequence. |
| Expectancy theory | A theory proposing that people will behave based on their perceived likelihood that their effort will lead to a certain outcome and on how highly they value that outcome. |
| Expectancy | Employees’ perception of the likelihood that their efforts will enable them to attain their performance goals. |
| ___________ is the value an outcome holds for the person contemplating it. | Valence |
| Instrumentality | The perceived likelihood that performance will be followed by a particular outcome. |
| Valence | The value an outcome holds for the person contemplating it. |
| Managerial Implications of Expectancy Theory | Increase expectancies Identify positively valent outcomes Make performance instrumental toward positive outcomes |
| Maslow’s need hierarchy | A conception of human needs organizing needs into a hierarchy of five major types. 1. self-actualization 2.Ego 3.social- 4.safety or security 5.Physiological - |
| Physiological | food, water, sex, and shelter. |
| safety or security | - protection against threat and deprivation. |
| social- | - friendship, affection, belonging, and love. |
| Ego | - independence, achievement, freedom, status, recognition, and self esteem |
| Self-actualization | realizing one’s full potential, becoming everything one is capable of being |
| Alderfer’s ERG theory | A human needs theory postulating that people have three basic sets of needs that can operate simultaneously. |
| Existence needs | all material and physiological desires. |
| Relatedness needs | involve relationships with other people and are satisfied through the process of mutually sharing thoughts and feelings. |
| Growth needs | motivate people to productively or creatively change themselves or their environment. |
| McClelland said that managers seek | Achievement, Affiliation, and Power |
| Need of Achievement | a strong orientation toward accomplishment and an obsession with success and goal attainment |
| Need of Affiliation | reflects a strong desire to be liked by other people |
| Need of Power | a desire to influence or control other people |
| Extrinsic rewards | Rewards given to a person by the boss, the company, or some other person. |
| Intrinsic reward | Reward a worker derives directly from performing the job itself. |
| Job rotation | Changing from one task to another to alleviate boredom |
| Job enlargement | Giving people additional tasks at the same time to alleviate boredom. |
| Job enrichment | Changing a task to make it inherently more rewarding, motivating, and satisfying. |
| Hygiene factors | Characteristics of the workplace, such as company policies, working conditions, pay, and supervision, that can make people dissatisfied |
| Motivators | Factors that make a job more motivating, such as additional job responsibilities, opportunities for personal growth and recognition, and feelings of achievement |
| Skill variety | different job activities involving several skills and talents. |
| Task identity | the completion of a whole, identifiable piece of work |
| Task significance | an important, positive impact on the lives of others |
| Autonomy | independence and discretion in making decisions |
| Feedback | information about job performance |
| Growth need strength | The degree to which individuals want personal and psychological development. |
| Empowerment | The process of sharing power with employees, thereby enhancing their confidence in their ability to perform their jobs and their belief that they are influential contributors to the organization. |
| Equity theory | A theory stating that people assess how fairly they have been treated according to two key factors: outcomes and inputs. |
| Outcomes | refer to the various things the person receives on the job: recognition, pay, benefits, satisfaction, security, job assignments, and punishments |
| Inputs | refer to the contributions the person makes to the organization: effort, time, talent, performance, extra commitment, and good citizenship |
| Procedural justice | Using fair process in decision making and making sure others know that the process was as fair as possible. |
| Quality of work life (QWL) programs | Programs designed to create a workplace that enhances employee well-being. |
| Psychological contract | A set of perceptions of what employees owe their employers, and what their employers owe them. |
| Team | A small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable. |
| Work teams | Teams that make or do things like manufacture, assemble, sell, or provide service. |
| Project and development teams | Teams that work on long term projects but disband once the work is completed. |
| Parallel teams | Teams that operate separately from the regular work structure, and exist temporarily |
| Management teams | Teams that coordinate and provide direction to the subunits under their jurisdiction and integrate work among subunits. |
| Transnational teams | Work groups composed of multinational members whose activities span multiple countries. |
| Virtual teams | Teams that are physically dispersed and communicate electronically more than face-to-face. |
| Traditional work groups | Groups that have no managerial responsibilities. |
| Quality circles | Voluntary groups of people drawn from various production teams who make suggestions about quality. |
| Semiautonomous work groups | Groups that make decisions about managing and carrying out major production activities but get outside support for quality control and maintenance. |
| Autonomous work groups | Groups that control decisions about and execution of a complete range of tasks. |
| Self-designing teams | Teams with the responsibilities of autonomous work groups, plus control over hiring, firing, and deciding what tasks members perform. |
| Self-managed teams | Autonomous work groups in which workers are trained to do all or most of the jobs in a unit, have no immediate supervisor, and make decisions previously made by frontline supervisors. |
| Forming | group members attempt to lay the ground rules for what types of behavior are acceptable. |
| Storming | hostilities and conflict arise, and people jockey for positions of power and status. |
| Social loafing | Working less hard and being less productive when in a group. |
| Social facilitation effect | Working harder when in a group than when working alone. |
| ___________ are shared beliefs about how people should think and behave. | Norms |
| Roles | Different sets of expectations for how different individuals should behave. |
| Task specialist | An individual who has more advanced job-related skills and abilities than other group members possess. |
| Team maintenance specialist | Individual who develops and maintains team harmony. |
| Cohesiveness | The degree to which a group is attractive to its members, members are motivated to remain in the group, and members influence one another. |
| Gatekeeper | A team member who keeps abreast of current developments and provides the team with relevant information. |
| Informing | A team strategy that entails making decisions with the team and then informing outsiders of its intentions. |
| Parading | A team strategy that entails simultaneously emphasizing internal team building and achieving external visibility. |
| Probing | A team strategy that requires team members to interact frequently with outsiders, diagnose their needs, and experiment with solutions. |
| Work-flow relationships | emerge as materials are passed from one group to another |
| Service relationships | exist when top management centralizes an activity to which a large number of other units must gain access |
| Advisory relationships | created when teams with problems call on centralized sources of expert knowledge |
| Audit relationships | develop when people not directly in the chain of command evaluate the methods and performances of other teams |
| Stabilization relationships | involve auditing before the fact |
| Liaison relationships | involve intermediaries between teams |
| Which style of conflict involves moderate attention to both parties’ concerns. | Compromise |
| Avoidance | A reaction to conflict that involves ignoring the problem by doing nothing at all, or deemphasizing the disagreement. |
| Accommodation | A style of dealing with conflict involving cooperation on behalf of the other party but not being assertive about one’s own interests |
| Compromise | A style of dealing with conflict involving moderate attention to both parties’ concerns. |
| Competing | A style of dealing with conflict involving strong focus on one’s own goals and little or no concern for the other person’s goals. |
| Collaboration | A style of dealing with conflict emphasizing both cooperation and assertiveness to maximize both parties’ satisfaction |
| Superordinate goals | Higher-level goals taking priority over specific individual or group goals. |
| Mediator | A third party who intervenes to help others manage their conflict. |
| Communication | The transmission of information and meaning from one party to another through the use of shared symbols |
| Noise | interference in the system blocks perfect understanding |
| Examples of Noise | ringing telephones thoughts about other things simple fatigue or stress |
| One-way communication | A process in which information flows in only one direction—from the sender to the receiver, with no feedback loop. |
| Two-way communication | A process in which information flows in two directions—the receiver provides feedback, and the sender is receptive to the feedback. |
| ___________ is the process of withholding, ignoring, or distorting information | Filtering |
| Perception | The process of receiving and interpreting information |
| Oral communication | includes face-to-face discussion, telephone conversations, and formal presentations and speeches |
| Written communication | includes e-mail, memos, letters, reports, computer files, and other written documents |
| Web 2.0 | A set of Internet-based applications that encourage user-provided content and collaboration social networking, podcasts, RSS, and wikis |
| Virtual office | A mobile office in which people can work anywhere, as long as they have the tools to communicate with customers and colleagues. |
| Media richness | The degree to which a communication channel conveys information. |
| Reflection | Process by which a person states what he or she believes the other person is saying |
| Downward communication | Information that flows from higher to lower levels in the organization’s hierarchy |
| Coaching | Dialogue with a goal of helping another be more effective and achieve his or her full potential on the job. |
| Open-book management | Practice of sharing with employees at all levels of the organization vital information previously meant for management’s eyes only |
| Upward communication | Information that flows from lower to higher levels in the organization’s hierarchy. |
| Horizontal communication | Information shared among people on the same hierarchical level allows units to share information, coordinate work, and solve mutual problems helps resolve conflicts provides social and emotional support to people |
| What is the social network of informal communications? | Grapevine |
| Grapevine | the social network of informal communications. provides people with information helps them solve problems teaches them how to do their work successfully |
| Boundaryless organization | organization in which there are no barriers to information flow implies information available as needed moving quickly and easily enough so that the organization functions far better as a whole than as separate parts. |
Created by:
john.ovalles1