Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Business Leadership
for bus5000
| Term | Definition |
|---|---|
| Peter Northouse provides a helpful definition that encapsulates leadership: | “Leadership is a process whereby an individual influences a group of individuals to achieve a common goal” |
| traits of a leader | self confident, humble, trustworthy, authentic, extroverted, assertive, enthusiastic, warm, sense of humor |
| traits associated with task accomplishment | Passion Flexibility and Adaptability Emotional Intelligence Internal Locus of Control Courage |
| personalized power motive | mostly seek to further their own interests and enjoy dominating others. |
| socialized power motive | use power primarily to achieve societal or organizational goals and a vision |
| Achievement motivation refers to | finding joy in accomplishment for its own sake |
| traits associated with cognition | Cognitive (or Analytical) Intelligence Knowledge of Business or Group Task Creativity Insight into People and Situations Farsightedness and Conceptual Thinking |
| farsightedness | the ability to understand the long-range implications of actions and policies. |
| An important mechanism underlying self-development is | self-awareness |
| Single-loop learning | occurs when learners seek feedback that might substantially confront their basic ideas or actions. The tendency is to think defensively. |
| Double-loop learning | in-depth learning that occurs when people use feedback to confront the validity of their thinking. It enables learning from setbacks and by interpreting the reason for a situation, the learner is more likely to do better the next time. |
| Operating at the extremes(Strategic <-> Operational and Forceful <-> Enabling behavior) can lead to | Lopsided Leadership |
| Heroic Leader: | too forceful and strategic |
| Presidential: | too strategic and too enabling |
| Field General: | too forceful and too operational |
| One of the troops: | too operational and too enabling |
| The two major developmental factors in any work situation that provide sources of experience are | work associates and the task itself. |
| Simulations | give participants an opportunity to work on a problem that simulates a real organizational situation. |
| Recent research suggests that promoting insiders with ____may be the best solution to the dilemma | an “outside perspective” |
| Charisma is a Greek word meaning____ | “divinely inspired gift.” |
| few leaders are perceived as charismatic by | all of their constituents |
| all leadership involves a relationship or interaction between | the leader and the people being led |
| three key impacts of the effects that charismatic leaders have on followers | expert power, referent power, and job involvement. |
| referent power | the ability to influence others because of one’s desirable traits and characteristics |
| expert power | the ability to influence others because of one’s specialized knowledge, skills, or abilities |
| Charismatic leaders can be categorized into five types: | Socialized Charismatics Personalized Charismatics Office-holder Charismatics Personal Charismatics Divine Charismatics |
| The office-holder charismatic leader | is more a ‘function’ of the office or position that he/she occupies than his or her personal characteristics |
| opposite of office holder charismatic | personal charismatic |
| According to organizational change specialist Peter M. Senge, a mission is a purpose, a reason for being, whereas a vision is | a picture or image of the future we seek to create. |
| A transformational leader is | one who brings about positive, major changes in an organization. |
| transactional leadership | leadership is focused on supervision and performance and the application of reward and/or punishment to motivate behavior. |
| Creating, promoting and enabling a ______ is an essential attribute to be considered a charismatic leader. A ______ must: Convey a reason for being beyond making money. Timeless and reflect unchanging core values. Ambitious but achievable | vision |
| An effective leader is one who | helps individuals and teams achieve mutually agreed goals in a way that nurtures growth, employee engagement and satisfaction. |
| 360-degree feedback | systematic method of obtaining input from a representative sample of people who work for and with a given leader. |
| of the many descriptions of leadership behavior, over 85% fit within two dimensions: | “consideration” and “initiating structure.” |
| _____ is a framework for representing the extent of a leader's concern for production (task) and people (relationships). | The Leadership Grid® |
| ______ popularized by Robert Greenleaf, refers to leaders who have a natural commitment to service | Servant leadership |
| Level 5 leadership | highest level of leadership, represents what Collins calls a “paradox” of personal humility and professional will. He states, “Level 5 leaders channel their ego needs away from themselves and into the larger goal of building a great company. |
| An entrepreneurial leader is | task-oriented and charismatic. |
| _____ share decision-making with group members. Sharing decision-making with group members and working with them side-by-side has become the generally accepted leadership approach in the modern organization. | Participative leaders |
| Consultative leaders | confer with group members before making a decision. However, they retain the final authority to make decisions. |
| Consensus leaders | encourage group discussion about an issue and then make a decision that reflects general agreement and that group members will support. All workers who will be involved in the consequences of a decision have an opportunity to provide input. |
| Democratic leaders | confer final authority on the group. They function as collectors of group opinion and take a vote before making a decision. |
| Extreme macro-management is sometimes referred to as | a laissez-faire leadership style. |
| limitations of participative leadership | It often results in time-consuming meetings and the sharing and assimilation of information. Also, consensus and democratic leaders are sometimes seen as not providing sufficient direction or being macro-managers |
| opposite of a participative leader | an autocratic leader |
| Women score higher on: | orientation toward production and obtaining results relationship-oriented leadership skills |
| Men score higher on: | strategic planning and organizational vision task-oriented leadership skills |
| The Vroom and Jago Contingency Leadership Model | leader behavior and style, group member characteristics, leader characteristics and traits, and the internal/external environment all influence one another, impacting effectiveness. |
| Fiedler’s Contingency Theory | centers on matching situations to a given leadership style as distinct from matching the style to the situation. |
| A leader that describes coworkers in an unfavorable manner tends to be | task-motivated |
| The path-goal theory of leadership effectiveness, as developed by RobertHouse, specifies | what a leader should do to achieve high performance, productivity and morale in a given situation |
| Three broad classifications of contingency factors in the environment are | (1) the group members' tasks, (2) the authority system within the organization, and (3) the composition of the work group. |
| Directive style: | emphasizes formal activities such as planning, organizing, and controlling. |
| Supportive style: | displays concern for group members' well-being and creates an emotionally supportive climate. He or she enhances morale when group members work on dissatisfying, stressful, or frustrating tasks. |
| Participative style: | consults with group members to gather their suggestions and then considers these suggestions seriously when making a decision. |
| Achievement-oriented style: | sets challenging goals, pushes for work improvement, and sets high expectations for team members, who are also expected to assume responsibility. |
| Situational Leadership II (SLII), developed by Kenneth H. Blanchard and his colleagues: | effective leadership is achieved through managing the relationship between a leader and a subordinate on a given task |
| Cognitive resource theory | describes how a leader's intelligence and experience can influence performance when the stress level of employees is considered |
| Leader experience helps under ____ conditions but is not a significant factor when stress levels are ____ | high-stress, low |
| leadership attributes and behaviors are associated with successfully leading an organization or organizational unit through a crisis | Be decisive Lead with compassion Re-establish the usual work routine Avoid a circle-the-wagons mentality Display optimism Have a disaster/contingency plan Provide stable performance Act like a transformational leader |
| The essence of the contingency approach | leaders are most effective when they adjust their behavior and/or style to changing circumstances. |
| Fiedler's contingency theory | Focuses on control within situations and leader-member relationship |
| path-goal theory | Focuses on the best outcomes of productivity and morale |
| situational leadership II | Focuses on directing (task-oriented) and supporting (relationship) behaviors. |
| normative decision model | Focuses on decision-making in either time-sensitive or group-development situations. |
| cognitive resource theory | Focuses on how intelligence and experience affect performance in high stress conditions |
| contingency leadership in the executive suite | Focuses on how top-level CEOs lead their organizations and what insight that provides |
| contingency leadership during a crisis | Focuses on decision-making, planning, and leading in times of emergency |
| programs that focus on ___ emphasize acquiring and/or improving specific abilities | skills (r) |
| Barry gets promoted to the CEO position partly because he is perceived to be an inside outside leader, meaning that he | has experience at the company but also has an outside perspective (r) |
| self-discipline plays an important role in leadership development because ___ | many forms of personal development require self-discipline (r) |
| keith is a lopsided leader, or "one of the troops", so he best fits the description of being too___ | operational and too enabling (r) |
| the ___ charismatic leader is more a 'function' of the office, or a position that he/she occupies than his or her personal characteristics | office-holder (w) |
| based on our understanding of charisma, which of the following would be true? | few leaders are perceived as charismatic by all of their constituents (w) |
| a key dimension of charismatic leadership is that, like all leadership, it involves a relationship or interaction between __ | the leader and the people being led (r) |
| charisma is a greek word meaning __ | divinely inspired gift (w) |
| being genuine and honest about your personality, values, and beliefs is a mark of ___ | authenticity (w) |
| a leader who exhibits courage ___ | displays prudent risk taking and willingness to put their reputation on the line (w) |
| according to Northouse, leadership is "a process whereby an individual influences a group of individuals to achieve a ____ | common goal (r) |
| jane is a farsighted leader, so she ____ | sees the long-range implications of her actions (r) |
| a suggestion to the leader based on path-goal theory is for the leader to ___ | reduce frustrating barriers to reaching goals (w) |
| the general thrust of path goal theory is to specify what the leader must do to____ | achieve high productivity and morale in a given situation (r) |
| in the ____ approach to leading in the executive suite, the CEO focuses on hiring, retention, and developmental programs | human assets (r) |
| in path-goal theory, the leader who is____ sets challenging goals, pushes work for improvement, and sets high expectations for team members, who are also expected to assume responsibility | achievement-oriented (r) |
| division manager Cassandra wants to get the most out of her direct reports. A good strategy would be for her to____ | concentrate on the strengths of her direct reports (r) |
| the major thrust of the servant leader is to | work on behalf of group members to help them achieve their goals (r) |
| the ____ approach has become the generally accepted leadership approach in the modern organization | participative (w) |
| collins believes Level 5 leaders exhibit a "paradox" of personal humility and ____ | professional will (r) |
| self confidence is an important leadership characteristic__ | in almost every leadership setting (r) |
| creativity among leaders tends to be distributed____ | along a continuum from personal creativity to encouraging others (r) |
| the cognitive factor___ is a depth of understanding that requires considerable intuition and common sense | insight (r) |
| the achievement motive refers to | finding joy in accomplishment for its own sake (r) |
| developing a pool of leadership successors combines evaluating potential with giving high-potential candidates the | right type of developmental experiences (r) |
| a key part of self-awareness and self-discipline as vehicles for personal development is to have a healthy belief in | personal growth (r) |
| the two major developmental factors in any work situation that provide sources of experience are work associates and | the task itself (r) |
| a large research study about gender differences in effectiveness between men and women leaders found that | both sexes were perceived about the same in overall effectiveness (r) |
| a study of executives revealed that leaders who obtain the best results typically use | several different styles, depending on the situation (r) |
| three approaches to participative leadership include all of the following except | hands-off leaders (r) |
| the ___ resource theory describes how a leader's intelligence and experience can influence performance when the stress level of employees is considered | cognitive (r) |
| the situational leadership model II emphasizes contingency factors relating to | characteristics of group members (r) or attitudes of the leader |
| the coaching style of leadership in the situational leadership model II is described as | high on directing and high on supporting behaviors (r) |
| which CEO approach best fits the contingency factor of unstable environment, high rate of change, complexity | change agent (r) |
Created by:
bitchalaureateofscience
Popular Management sets