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MG 401 Exam 2
| Question | Answer |
|---|---|
| What is leadership? | is the process of influencing others to understand and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives. |
| The trait approach- | belief that leaders are born with the talent and abilities for leadership |
| Initiating Structure: | refers to defining tasks for employees and focusing on goals. |
| Consideration: | is the degree to which the leader shows trust, respect, and sensitivity to employees’ feelings. |
| What are the four leadership behaviors relate to Path-goal theory | Directive Leadership Supportive Leadership Participative leadership Achievement-oriented leadership |
| Directive leadership— | giving followers specific instructions about their tasks, providing deadlines, setting standards for performance, and explaining rules |
| Supportive leadership— | showing consideration, being friendly and approachable, and paying attention to the well-being of followers |
| Participative leadership— | allowing followers to have a voice in decisions that affect them, sharing information, inviting followers’ ideas and opinions |
| Achievement-oriented leadership— | challenging followers to perform at high levels, setting standards for excellence, showing confidence in followers’ ability to reach goals |
| Leader–member exchange | is defined as the quality of the working relationship developed with each follower and is characterized by more delegation of authority to those with high-quality LMX. |
| What are the three stages of Leader–member exchange | Role taking Role making Role routinization |
| Followership- | behaviors a person engages in while interacting with leaders to meet organizational objectives; followers are viewed as partners with leaders |
| Attributions- | a person’s attempt to assign a cause to a behavior or event they observe |
| Calculus-based trust (CBT) | is a form of trust based upon keeping records of what another person does for you and what you do for them. |
| knowledge-based trust (KBT): | trust grounded in experience of how predictable the other person is |
| identification-based trust (IBT): | form of trust characterized by the leader and follower sharing the same goals and objectives |
| transactional leadership: | leadership behaviors that motivate followers through rewards and corrective actions |
| transformational leadership: | leadership behaviors that mobilize extra effort from followers through emphasis on change through articulating a new vision for the organization |
| Ethical leadership | leadership that promotes honesty and acts based on moral values and beliefs |
| servant leadership: | going beyond one’s self-interest to help followers grow and to promote their well-being |
| authentic leadership: | knowing oneself and behaving in a way that is consistent with what is intuitively right; this includes the four dimensions of self-awareness, relational transparency, internalized moral perspectives, and balanced processing |
| Regulatory focus theory (RFT): | an alternative approach to understanding how individuals strive to meet their goals is an alternative approach to understanding how individuals strive to meet their goals. |
| Skill variety— | This is the use of different skills and abilities at work. With skill variety, the employee is not doing the same repetitive tasks over and over. |
| Task identity— | The task is one that people experience from beginning to end. In other words, they identify with an entire work product. |
| Task significance— | This is the degree to which the job is seen as having an impact on others or doing something good for society. |
| Autonomy— | The employee has the freedom to plan and perform their own work. The employees have discretion about their work and are not intensely supervised. |
| Feedback— | The job provides information on the effectiveness of the employee’s work. Just doing the work itself provides performance feedback. |
| Job crafting- | the extent to which individuals can demonstrate initiative in designing their own work. |
| equity theory: | a theory that looks at how people compare their inputs to their outcomes |
| organizational justice: | overall perception of what is fair in an organization |
| Expectancy Theory (VIE Theory) | states that motivation depends on whether individuals believe their effort will lead to good performance (expectancy), that performance will result in rewards (instrumentality), and that those rewards are valuable to them (valence). |
| Pygmalion effect: | how perceptions of performance expectations play a significant role in improving performance |
| Reinforcement theory - | a theory that proposes that behavior is a function of consequences |
| Reinforces- | things that increase or decrease a certain behavior |
| Punishment- | is the presentation of an adverse event or outcome that causes a decrease in the behavior it follows |
| Schedules of reinforcement- | various ways in which reinforcers can be administered |
| Social learning theory- | extends operant conditioning to consider the fact that people can learn from watching other people succeed or fail |
| what are the four steps in the modeling process? | Attention Retention Reproduction Motivation |
| Self-determination theory- | Intrinsic motivation is a function of a person’s needs for autonomy and competence in the theory of self-determination (also known as cognitive evaluation theory) |
| pay dispersion: | how pay rates differ across individuals |
| Performance management | The process of ensuring that employees' activities and outputs match the organization's goals Problems with performance reviews (including Other forms of compensation) |
| Sources of performance management ratings 360-degree performance appraisal: | the input from a number of these sources is included to provide a more comprehensive view of an employee's performance |
| Performance management methods | BARS - Behaviorally Anchored Rating Scales |
| team norms: | informal and interpersonal rules that team members are expected to follow |
| team mental models (TMMs): | shared understandings within teams |
| five-stage model: model of team development that includes | forming, storming, norming, performing, and adjourning |
| team performance curve: | recognizes that team performance over the course of the life of the team is not always linear, and performance does not always increase over time |
| There are three types of metrics for teamwork: | Task metrics. Process metrics. Individual development metrics. |
| cohesion: | team spirit experienced in high-performing teams |
| Social identity theory | a way to explain how people view their own place in society through membership in various groups |
| groupthink: | the conformity-seeking tendency of a group; term coined in the 1970s by Irving Janis |
| Brainstorming- | when the team needs to produce a creative solution. |
| consensus: | discussing ideas and deferring a final decision until everyone can say they have been heard and will support the final decision |
| Nominal Group Technique (NGT) | is a more structured process that may be effective if there are status differences in the team or if the team has one or more dominating participants. |
| social loafing: | the reduction in motivation and effort when individuals work collectively compared with when they work individually or coactively |
| virtual teams: | defined as “functioning teams that rely on technology-mediated communication while crossing several different boundaries” |
| Conflict | is defined as “the process that begins when one party perceives that the other has negatively affected, or is about to negatively affect, something that they cares about.” |
| What are the three causes of organizational Conflict | Substantive Conflict Affective Conflict Process Conflict |
| Task conflict | deals with work-related disagreements and can improve performance if managed well, but too much harms satisfaction. |
| Relationship conflict | comes from personality clashes or values and usually hurts performance and morale. |
| Workplace incivility | is “low intensity deviant behavior with ambiguous intent to harm the target, in violation of workplace norms for mutual respect. |
| Workplace aggression | is defined as overt physical or nonphysical behavior that harms others at work (e.g., yelling or pushing) |
| What are the five conflict resolution styles | Integrating Obliging Dominating Avoiding Compromising |
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