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Stack #4592804
| Question | Answer |
|---|---|
| Efficacy | Confidence regarding the likelihood of success with a task |
| Motivation | Desire and inspiration to lead and take responsibility for actions and results |
| Enactment | Cognitive, moral, and physical behaviors that translate capacity into action |
| Capacity | Knowledge, skills and abilities related to the leaders' roles and leadership process |
| Whole Person Concept | Each leg represents a component of the leader development system Honor Code is integrating component, uniting three legs into a unified whole Emphasizes inter-disciplinary nature of VMI's leader development program |
| Lead by Example | Set and maintain high standards of conduct and performance for themselves and team members |
| Fairness | Be fair in dealing with others on an individual basis and as a member/leader of a team |
| Honor | Routinely embody the Honor Code and act with integrity in their daily lives, on and off-duty at VMI, understanding it is a "way of life" |
| Trust | Build trust horizontally and vertically as a member of a team |
| Respect | Demonstrate respect for self and civility toward others |
| Altruism | Actions are moral if their primary purpose is to promote the best interest of others |
| Ulitarianism | Person should act so as to create the greatest good for the greatest number |
| Ethical Egoism | Person should act so as to create the greatest good for themselves |
| Stages of Moral Development (Kohlberg): Level 3 Postconventional Morality Reasoning based on conscience and creating a just society | Stage 5: Social Contract and Individual Rights "I work with others to do what is best for all of us" Stage 6: Universal Principles "I act out of my internalized and universal principle of justice |
| Stages of Moral Development (Kohlberg): Level 2 Conventional Morality Reasoning based on society's views and expectations | Stage 3: Interpersonal Accord and Conformity "I try to be good and do what others expect of me" Stage 4: Maintaining the Social Order "I follow the rules and support the laws of society" |
| Stages of Moral Development (Kohlberg): Level 1 Preconventional Morality Reasoning based on self-interest, avoiding punishment and rewards | Stage 1: Obedience and Punishment, "I follow rules so I don't get hurt" Stage 2: Individualism and Exchange: "I will do a favor for you, if you do one for me" |
| Impressarioship | Making us matter Refers to a leader's efforts to create activities/events that bring group members together and reinforce shared understandings How leader builds up group and helps group members feel that the group matters to both insiders and outsiders |
| Entreprenuership | "Crafting a sense of us" Leader develops and organizes shared identity with the group Seeks to instill a common sense of values, norms, and ideals - makes the group more responsive to the leader Sets and reinforces boundaries for the group |
| Advancement | "Doing it for Us" Leader sets forth and promotes the interests of the group and its member Leader is the cheerleader for the group |
| Protypicality | Being "One of us" The degree to which an individual is typical or representative of the group - exemplary of how the group sees itself, model members of the group |
| Self-Categorization | Individual's subjective sense of self that arises not only from their conception of their unique personal identity but also from their shared group membership |
| Social Identity | Sense of self associated with an awareness that one belongs to a particular group and that this group membership is important and meaningful |
| Protect Leadership Voices from Below | Remain open to others' ideas, Listen |
| Give the Work Back to the People | Too much leadership and/or guidance decreases followers' confidence in their own abilities Overly directive leadership can result in dependence/inhibit followers from engaging in adaptive work |
| Maintain Disciplined Attention | Encourage followers to focus on the difficult work that must be accomplished Remain alert for avoidance behaviors (ignore the problem, place blame, work on other issues |
| Regulate Distress | Must monitor stress followers are experiencing and keep it within a productive range |
| Identify the Adaptive Challenge | Analyze and diagnose the challenge (technical or adaptive?) |
| Get on the Balcony | Step out of the fray and find perspective Allows leader to see the big picture - momentarily out of the noise, activity, chaos Be an observer but stay engaged as a participant |
| Situational Challenges: Adaptive | Problems that are not clear-cut or easy to identify and which cannot be solved solely by the leader's authority/expertise |
| Situational Challenges: Technical and Adaptive | Challenge clearly defined but does not have a straightforward solution within existing guidelines |
| Situational Challenges: Technical | Clearly defined problems with known solutions that can be implemented through existing processes |
| Phases in Leadership Development Phase 3: Mature Partnership | Roles: Negotiated Influences: Reciprocal Exchanges: High quality Interests: Group |
| Phases in Leadership Development Phase 2: Acquaintance | Roles: Tested Influences: Mixed Exchanges: Medium Quality Interests: Self and other |
| Phases in Leadership Development Phase 1: Stranger | Roles: Scripted Influences: One-way Exchanges: Low quality Interests: Self |
| Authentic Leadership Theoretical | Self-awareness Internalized moral perspective Balanced processing Relational transparency |
| Authentic Leadership Practical | Strong sense of purpose Strong values Establish trusting relationships Demonstrate self-discipline Empathetic |
| Relational Transparency | Being open and honest in presenting one's true self to others Occurs when individuals share their core feelings, motives, and inclinations in an appropriate manner |
| Balanced Processing | Individual's ability to analyze information objectively and explore other people's opinions before making a decision Avoiding favoritism/remaining unbiased Includes soliciting viewpoints from those who disagree |
| Internalized Moral Perspective | Self-regulatory process whereby individuals use their internal moral standards and values to guide their behavior Actions are consistent with expressed beliefs/morals |
| Self Awareness | Personal insights of the leader Process in which individuals understand themselves, including strength and weaknesses, impact on others Includes reflecting on core values, identity, emotions, motives, goals |
| Empathy | Authentic leaders are compassionate Can be developed by learning others' stories, gaining exposure to others' experiences |
| Self-Discipline | Authentic leaders demonstrate self-discipline Provides focus and determination Provides accountability Provides stability and predictability for followers |
| Establish Trusting Relationships | Authentic leaders have capacity to open up and establish a connection with others Willing to share their story/learn others' stories |
| Values | Authentic leaders understand their own values and behave towards others based on these values When tested, do not compromise their values |
| Purpose | Authentic leaders know what they are about and where they are going Inspired and intrinsically motivated Truly care about their work |
| Authentic Leadership | A pattern of leader behaviors that develops from and is grounded in the leader's positive psychological qualities and strong ethics |
| Developmental Perspective | Authenticity can be nurtured in a leader, develops over a lifetime, can be triggered by critical life events |
| Interpersonal Perspective | Authenticity emerges from interactions between leaders and followers - reciprocal process |
| Intrapersonal Perspective | Authentic leaders exhibit genuine leadership, lead from conviction, and are originals - emphasizes life experiences |
| Laissez-Faire | Absence of leadership, hands off approach |
| Individualized Consideration | Leaders provide supportive climate, listen carefully to individual needs of followers, leaders act as coaches while trying to help the followers |
| Intellectual Stimulation | Leaders stimulate followers to be creative and innovative, challenge their beliefs, supports followers who try new approaches, engage in careful problem solving |
| Inspirational Motivation | Leaders who communicate high expectations to followers, inspiring them through motivation to become committed to/part of shared vision |
| Idealized Influence (Charisma) | High standard of moral/ethical conduct, measured on attributional component and behavioral component Leaders who make others want to follow them |
| Transformational Leadership & Charisma | Special personality characteristic - exceptional powers, reserved for a few, results in person being treated as a leader |
| Pseudo transformational Leadership | Leaders who transforms followers in a negative way |
| Transactional Leadership | Leader's exchange things of value with followers to advance their own/followers' agendas |
| Maslow's Hierarchy of Needs | Self-actualization -> Esteem -> Love and belonging -> Safety needs -> Psychological needs |
| Transformational Leadership | Process that changes and transforms people by raising level of motivation/morality of both leader and followers, by satisfying their needs and treating them as human beings |
| Out-Group | Less compatible with the leader. Come to work, do their go & go home |
| In-Group | Receive more info, influence, confidence, and concern from their leader. More dependable, more highly involved, more communicative |
| Dyadic Relationship | Individualized working relationship with each follower |
| Leader-Member Exchange (LMX) | Process that is centered on the interactions between leaders and followers. |
| D4: High Degree of Competence and High Degree of Commitment | Have transferableskills/task knowledgealong with confidenceand motivation to get itdone |
| D3: Followers with moderate/high competence but variable commitment | Have the skills but uncertain about whether they can complete the job by themselves |
| D2: Some Competence/Low Commitment | Have started to learn a job but have lost some of their initial confidence |
| D1: Low Competence/High in Commitment | New to a goal but excited about the challenge |
| S4: Low Supportive/Low Directive (Delegating) | Leader offers less goal input and social support Leader facilitates followers' confidence and motivation in reference to the goal Leader lets followers take responsibility for getting the job done the way they see fit |
| S3: High Supportive/Low Directive (Supporting) | Leader does not focus exclusively on goals but uses supportive skills that brings out followers' skills around the goal to be accomplished Leader gives followers control of day-to-day decisions but remain available to facilitate problem solving |
| S2: High Directive/High Supportive (Coaching) | Leader focuses communication on goal achievement and meeting followers' socio-emotional needs Leader gives encouragement and solicits followers' input instruction about what/how goals are to be achieved Leader makes final decision on the what and how |
| S1: High Directive/Low Supportive (Directive) | Leader focuses communication on goal achievement (primarily one-way communication) Leader gives instruction about what/how goals are to be achieved Provides careful supervision |
Created by:
user-2010894