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MGT 310: Widener
Leadership In Business
| Question | Answer |
|---|---|
| Are Leaders Born or Made | 30% Heritable / 70% Developed |
| Paradigm | a typical example or pattern of something |
| Autocratic | participative management: negative impact of formal hierarchical differentiation: positive impact on collaborative decision-making |
| Shareholder | stakeholder: creates profits for shareholders creates win-win situations for all stakeholders |
| Self-Serving | servant: moves away from self-interest prioritizes helping others |
| Five Key Elements of Leadership | Leaders-Followers; Organizational Objectives; Trusting Relationships; Influence; Change |
| Leaders-Followers | followers demonstrate leadership when needed; leaders must listen and follow when needed |
| Organizational Objectives | leaders set organizational tone and direction, basis of good performance |
| Trusting Relationships | people are a firm's most valuable asset; trust empowers performance |
| Influence | is the essence of leadership; involves communicating and implementing ideas; includes power, politics, and negotiating |
| Change | technological developments require change; globalization requires changes |
| The Skills Approach | basis of leadership success; personal characteristics versus skills |
| Three Leadership Skills | technical skills (things), interpersonal skills (people). decision-making skills (conceptual ideas/critical thinking) |
| Technical Skills | ability to use methos to perform tasks; relatively easy to develop |
| Interpersonal Skills | ability to work with people based on trust; understand and influence |
| Decision-Making Skills | conceptual ability; critical thinking |
| Skills Needed for Top-Level | interpersonal and decision-making skills |
| Skills Needed for Mid-Level | all three |
| Skills Needed for First-Level | technical and interpersonal |
| Three Levels of Analysis | individual: single person, group: multi-person relationships, organizational: organizational performance |
| Leader | management functions |
| Figurehead | ceremonial activities |
| Liaison | outside interactions |
| Monitor | gathers information |
| Disseminator | share information |
| Spokesperson | share information outside their organization unit |
| Entrepreneur | develop new ideas |
| Disturbance; Handler | take corrective action during crisis |
| Resource-allocators | assign tasks and resources |
| Negotiator | manage transactions |
| Leadership Managerial Roles | interpersonal, informational, decisional |
| Traits | personal characteristics |
| Personality | combination of traits |
| Personality Traits | openness, conscientiousness, extraversion, agreeableness, neuroticism |
| Myers-Briggs Type Indicator | Extraverted vs. Introverted; Sensing vs. Intuitive; Thinking vs. Feeling; Judging vs. Perceiving |
| Openness | High (Imaginative) Low (Conventional) |
| Conscientiousness | High (Reliable) Low (Easy-Going) |
| Extraversion | High (Sociable) Low (Reserved) |
| Agreeableness | High (Cooperative) Low (Competitive) |
| Neuroticism | High (Nervous) Low (Calm) |
| Achievement Motivation Theory | Need for achievement, affiliation, or power |
| Need for Achievement | high (hope of success) low (fear of failure); concern for excellence |
| Need for Affiliation | high (harmony) low (social distance); concern for personal relationships |
| Need for Power | high (control) low (dependencies); concern for influencing others |
| Socialized Power | help oneself and others |
| Personalized Power | personal gain at the expense of others |
| Utilitatian View | for everyone |
| Rights View | rigth/wrong |
| Justice View | fairness and impartial treatment |
| What influences behaviors? | personal traits and attitudes, moral development, the situation |
| How people justify unethical behavior? | desire for positive self-image, moral justification, rationalizing good reasons |
| Individual Guides to Ethics | golden rule (truth), four-way test (fairness), stakeholder approach to ethics, discernment and advice (benefit the group) |
| University of Michigan Leadership Model | job-centered vs. employee-centered |
| Job-centered | goal emphasis, work facilitation |
| Employee-centered | supportive leadership, interaction facilitation |
| Ohio State University Leadership Models | low to high consideration (y-axis), low to high structuring (x-axis) |
| The Leadership Grid | concern for people (y-axis), concern for production (x-axis) |
| CM Theories vs. PM Theories | content motivation theories vs. process motivation theories |
| Maslow's Hierarchy of Needs | physiological needs, safety needs, love and belonging, esteem, self-actualization (CM) |
| Rule for Maslow's of Hierarchy of Needs | lowest need must be met before the one above |
| Herzberg's Two-Factor Theory | Motivating Factors vs. Hygiene (Maintenance) Factors (CM) |
| Motivating Factors | achievement, recognition, the work itself, job advancement opportunities |
| Hygiene (Maintenance) Factors | salary, status, security, supervision, working conditions, company policies |
| Acquired Needs Theory | achievement, affiliation, power (CM) |
| Achievement (ANT) | increased responsibility |
| Affiliation (ANT) | satisfaction from team |
| Power (ANT) | plan and control own job |
| Equity Theory | inputs vs. outcomes (PM) |
| Inputs | hours worked, experience, education, work performance |
| Outcomes | recognition, promotions, salary, bonus |
| Expectancy Theory | motivation = expectancy * instrumentality * valence |
| Goal Setting Theory | specific, measurable, attainable, relevant, and timely |
| Specific | plan effectively with specific targets in minds |
| Measureable | track your progress and reevaluate along the way |
| Attainable | set realistic goals that are challenging but achievable |
| Relevant | ensure the goal serves a relevant purpose |
| Timely | specify a deadline, monitor progress and reevaluate |
| Reinforcement Theory | carrot and the stick |
| Type of reinforcement | positive, avoidance, extinction, punishment |
| How to give praise? | tell the employee exactly what was done correctly, tell the employee why the behavior is important, stop for a moment of silence, encourage repeat performance |
| The Motivation Process and The Motivation Theories | 1. needs 2. motive 3. behavior 4. consequence 5. (dis)satisfaction |
| Fiedler's Contingency Theory | relationship-oriented leaders vs. task-oriented leaders |
| Relationship-Oriented Leadership | great at fostering team synergy to achieve goals |
| Task-Oriented Leaders | use their organizational skills to achieve goals efficiently |
| Continuum Theory | participative vs. autocratic |
| Path-Goal Leadership Theory | situational factors - leadership styles - goal achievemen |
| Situational Factors | subordinate factors vs. environment factors |
| Subordinate Factors | authoritarianism, locus of control, ability |
| Environment Factors | task structure, formal authority, work group |
| Directive | high structure |
| Supportive | high consideration |
| Participative | asking if their employees have other ways to achieve task |
| Achievement-Oriented | sets easy, achievable goals and expects employees to complete task |
| What are the five things you can do as a leader? | decide, consult individually, consult group, facilitate, delegate |
Created by:
sdavis801