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HSC 460 Midterm
| Question | Answer |
|---|---|
| promoting an intentional focus on 3 facets: consciousness of self, consciousness of others, and consciousness of context | emotionally intelligent leadership (EIL) |
| creates vision; guides change; focuses on relationships; inspires and empowers; tend to use style, skills, and shared goals to yield results | leadership |
| focuses on operational procedures, direct/control, maintain stability, sets goals | management |
| trait ID can contribute to understand how a leader my be perceived however there is little research to validate this as effective | trait theory |
| awareness of your own abilities, emotions, and perceptions; includes reflection and introspection; on-going process | consciousness of self |
| awareness of the abilities, emotions, and perceptions of others; intentionally working with and influencing individuals and groups to impact positive change | consciousness of others |
| awareness of the setting and situation, attention to environmental factors and internal group dynamics | consciousness of context |
| theory of leadership, basic principles: use of a leadership style that best meets motivated goals by increasing personal payoff to members, leader reduces roadblocks, assists with development of appropriate behaviors, termed a "functional approach" | path-goal theory |
| theory of leadership; introduced by James MacGregor Burns in 1978; leaders focus on relationship between leader and follower and focus on beliefs, needs, and values of team | transactional and transformational theories |
| which leadership theory has not been adequately tested and has some hypotheses that are well-supported while others are not | path-goal |
| theory of leadership; individual and task-focused, give and take, system of reward and consequence, leader accomplishes goal through compliance, focus on goals of org.; principle: fulfillment of org. duties with the promise of a reward or benefit | transactional leadership |
| strategies of this theory are managing by exception which can be active or passive and contingent rewards which is tying a reward to the completion of a job/duty; evidence for this theory show that positive effects are noted | transactional |
| theory of leadership; 4 components: idealized influence, inspirational motivation, intellectual stimulation, individualized consideration | transformational leadership |
| this type of leader articulates vision, stimulates individual intellect, and acknowledges individual diffs; enhances team effectiveness; innovative practices are promoted; makes work/outcomes appealing, generates commitment | transformational |
| theory of leadership; 3 factors: developmental level of team member, performance readiness levels, and directive and supportive behaviors; basic principles: leaders style driven by the team members competence and commitment | situational leadership |
| theory of leadership; 4 core competencies: diagnose an individual's readiness to complete a task, adapt own behavior based on diagnosis, communicate in an easy to understand way, manage team to higher level of performance | situational leadership |
| theory of leadership, limited research, found that highly adaptive leaders are more successful than less adaptive, nonadaptive leaders are not successful | situational leadership |
| theory of leadership; collaborative approach, mutual respect, shared power, put other's growth first, focus on service to community, serving others rather than leading, persuade and convince, more concerned with person rather than org. | servant leadership |
| theory of leadership; characteristics: empower and develop others, authenticity, provide direction, show humility, accept others for who they are, are stewards for the good of the whole | servant leadership |
| emotional self-perception, emotional self-control, authenticity, healthy self-esteem, flexibility, optimism, initiative, achievement | 8 capacities of consciousness of self |
| demonstrated by a healthy and favorable outlook, fostering hope, and setting a positive tone | optimism |
| dominant, steady, influential, or conscientious | DISC |
| DISC characteristic; independent, persistent, direct, energetic, busy, fearless, focus on own goals rather than people, tell instead of ask, ask "what" | dominant |
| DISC characteristic; consistent, like stability, accommodating, peace-seeking, like helping and supporting others, good listeners and counselors, close relationships with few friends, ask instead of tell, ask "how" and "when" | steady |
| DISC characteristic; social, persuasive, friendly, energetic, busy, optimistic, distractible, imaginative, focus on the new and future, poor time managers, focused on people instead of tasks, tell instead of ask, ask "who" | influential |
| DISC characteristic; slow and critical thinker, perfectionist, logical, fact-based, organized, follows rules, don't show feels, private, few but good friends, big picture, outlines, ask "why" and "how" | conscientiousness |
| most closely linked to EIL; means knowing yourself well enough to id your emotional responses and be conscious of how you react emotionally to situations, people, and social dynamics; 6 basic emotions: anger, surprise, happy, fear, disgust, sad | emotional self-perception |
| sources are situational (unfavorable conditions, rapid change, little control), encounter (disagreements), anticipatory (expectations of fear), and time (work overload, priorities) | sources of stress |
| leaders go first even when faced with insurmountable odds, do not have to be a leader to take initiative, key is that we see and act without being prompted | initiative |
| fear of failure, apathy, popularity, inability to manage conflict | 4 reasons for not taking action |
| actively engage, confident in abilities/beliefs, consistently innovate, secure support, maintain focus | 5 major actions for taking initiative |
| passion as an energy source leads to a psychological state of this; associated with confidence, excitement, positive energy, achievement; experience consists of time and become immersed in activity | flow |
| being completely involved in what we're doing, inner clarity, knowing the activity is doable, sense of serenity, timelessness, intrinsic motivation | things associated with flow |
| quality of being confident and not frightened to say what you want or believe | assertiveness |
| destructive when it interferes with activity, undermines morale, hinders productive output, and obstructs goals and objectives of an org | conflict |
| constructive when it clarifies an issue, results in id of solutions, builds co-op between people, aids in release of emotions or stress, results in health self-esteem for all, results in mutual respect | conflict |
| may feel you're being taken advantage of; may leave an individual feeling helpless; may let others say yes or no for them; may agree to things easily; non-assertive body language; lack of eye contact, looking away, swaying, shifting; "you win" | passive behavior |
| acts in his/her own interests; stands up for self; expresses feelings; body language: stands straight, steady, face others directly, clear and steady voice, confidence; "we both win" | assertive behavior |
| wins by using power; hurts others; controls environment to suite own needs; feels righteous and superior; body language: leaning forward, glaring, pointing at person, shouting, clenching; "I win" | aggressive behavior |
| nonverbal communication; negative when: arms crossed, tense facial expressions, body turned away, eyes down, nail biting, locked ankles, tapping/drumming fibers, fidgeting | body language |
| nonverbal communication; positive when: open and relaxed posture, use firm handshake, spread hands apart with palms facing slightly towards audience, maintaining eye contact, avoid touching face, smile, keep head up | body language |
| confidence (you believe in your ability to handle a situation), clear (message is clear and easy to understand), and controlled (deliver info in a calm and controlled manner) | 3 C's of assertive communication |
| id and understand the problem, describe the problem subjectively/accurately, express you concerns and how you feel using "I" statements, ask the other person for their perspective, list positive outcomes that will occur as a result of suggested change | 5 steps to assertive communication |
| can ignore it, strive to improve relationship, end relationship as a last resort, necessities are active listening and active engagement by both parties | handling conflict |
| assertive technique; effective when individuals are behaving in a manipulative or aggressive way, agree with only truth present | fogging |
| assertive technique; "calm persistence", repeating same message until other is aware that you are not going to change your mind | broken record |
| assertive technique; ex. "if I understand you correctly..." | backtracking |
| assertive technique; ex. "we need to talk about something that may be uncomfortable" | use of phrasing for tough conversations |
| assertive technique; open-ended questions, ex. "how did you come to that conclusion" | clarify |
| assertive technique; agree with any possible truth in the critical statement | agree with the odds |
| assertive technique; agree with general truth in a logical statement such as "that makes sense" | agree in principle |
| describe, explain, specify, consequences | DESC |
| empathy, inspiring others, coaching others, capitalizing on differences, developing relationships, building teams, demonstrate citizenship, manage conflict, facilitate change | 9 capacities in consciousness of others |
| ability to understand another person's thoughts and feelings in a situation from their point of view rather than your own | empathy |
| innovators, early adopters, early majority, late majority, laggards | Rogers' 5 categories of innovators |
| assists others in growth and development, mutual respect and reciprocity, growth from relationship, a shift from "me" to "we", assisting others to develop skills and talents | coaching |
| listening, goal-setting, giving feedback | skills needed for coaching |
| giving feedback; balanced-affirming and developmental, observed-based on facts, owned-from your perspective, specific-detailed, timely-given ASAP | BOOST model |
| type of group; requires interdependence, members work collaboratively, hold each other accountable, committed to common purpose, participative | team |
| type of group; independent work, delegate tasks, accountable individual or mutual, work products are independently-based, parallel activity | group |
| forming, storming, norming, performing | 4 stages of team development |
| involves active engagement with values of group, fulfilling responsibilities to group and members, meeting the ethical and moral obligations and values of community, dependent on what the organization or group expects | citizenship |
| conflicting needs, conflicting styles, conflicting perceptions, conflicting goals, conflicting pressures, conflicting roles, conflicting values, inconsistent policies | sources of conflict |
| competing, compromising, collaborating, avoiding, and accommodating | working through conflict |
| way to work through conflict; method: assertive and stand up for what you believe, can defend your position; down sides: others may feel alienated, may be seen as a bully, others may feel left out | competing |
| way to work through conflict; method: give a little to get a little, look to find best solution for all; downsides: no one is entirely happy, problems may linger | compromising |
| way to work through conflict; method: balance between cooperative and assertive, attempt to create win-win, benefits to all parties; downside: may take extensive amount of time | collaborating |
| way to work through conflict; method: may postpone dealing with issue, withdraw from any conversation; downside: issues fester and are not resolved | avoiding |
| way to work through conflict; method: sacrifice what you want to resolve situation, others' needs ahead of your own; downsides: others' needs come first and may result in you not being invested | accommodating |
| the process of being mentally stimulated to do or feel something, especially to do something creative | inspiration |
| understanding between people; common feeling | sympathy |
| the action of working with someone to produce or create something | collaboration |
| advising or training | mentoring |
| cannot control the trigger, but you can regulate your thoughts, decisions, and behaviors | how to handle emotional triggering |
| statement showing the group's objectives and how they will attain them | mission statement |
| statement showing where the group wants to go | vision statement |
| acute, chronic, and episodic | types of stress |
| the way to manage stress can vary from person to person | management of stress |
Created by:
emma.scarmon-coyotes
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