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
I/O Psych Ch 12
Leadership
| Question | Answer |
|---|---|
| path–goal theory, a leadership style in which the leader sets challenging goals and rewards achievement | achievement-oriented style |
| motivation to lead as a result of a desire to be in charge and lead others | affective identity motivation |
| leadership style in which the individual leads by caring about others and that is most effective in a climate of anxiety | affiliation style |
| organizational climate in which worry predominates | anxiety |
| leadership power that comes from the leader’s capacity to punish others | coercive power |
| leadership style in which the individual leads by controlling reward and punishment; most effective in a climate of crisis | coercive style |
| critical time or climate for an organization in which the outcome to a decision has extreme consequences | crisis |
| organizational climate characterized by low morale | despair |
| climate in which the organization has the necessary knowledge and resources but does not know how to efficiently use the knowledge or the resources | disorganization |
| power that individuals have because they have knowledge | expert power |
| amount of knowledge or skill possessed by a leader | expertise |
| theory of leadership that states that leadership effectiveness is dependent on the interaction between the leader and the situation | Fiedler’s contingency model |
| organizational climate in which important information is not available | ignorance |
| theory of leadership that states that there are six styles of leadership (informational, magnetic, position, affiliation, coercive, and tactical) and that each style will be effective only in one of six organizational climates | IMPACT theory |
| style of leadership in which the leader is concerned with neither productivity nor the well-being of employees | Impoverished Leadership |
| style of leadership in which the leader leads through knowledge and information; most effective in a climate of ignorance | Informational style |
| extent to which leaders define and structure their roles and the roles of their subordinates | initiating structure |
| organizational climate in which people are not sure what to do | instability |
| path–goal theory, a leadership style in which the leader plans and organizes the activities of employees | instrumental style |
| objective test used to measure various need levels | Job Choice Exercise (JCE) |
| test used to measure perceptions of a leader’s style by his or her subordinates | Leader Behavior Description Questionnaire (LBDQ) |
| part of trait theory that postulates that certain types of people will become leaders and certain types will not | leader emergence |
| training program that teaches leaders how to change situations to match their leadership styles | Leader Match |
| part of trait theory that postulates that certain types of people will be better leaders than will other types of people | leader performance |
| variable in Fiedler’s contingency model that refers to the extent to which a leader, by the nature of his or her position, has the power to reward and punish subordinates | leader position power |
| leadership theory that focuses on the interaction between leaders and subordinates | leader–member exchange theory |
| variable in Fiedler’s contingency model that refers to the extent to which subordinates like a leader | leader–member relations |
| name for a pattern of needs in which a leader has a high need for power and a low need for affiliation | leadership motive pattern |
| test used to measure a leader’s self-perception of his or her leadership style | Leadership Opinion Questionnaire (LOQ) |
| scale A test used in conjunction with Fiedler’s contingency model to reveal leadership style and effectiveness | Least-Preferred Coworker Scale |
| power that individuals have because of their elected or appointed position | legitimate power |
| style of leadership in which the leader has influence because of his or her charismatic personality; most effective in a climate of despair | magnetic style |
| measure of leadership that classifies a leader into one of five leadership styles | Managerial Grid |
| leadership style reflecting a balanced orientation between people and tasks | Middle-of-the-road Leadership |
| according to trait theory, the extent to which a person desires to be successful | need for achievement |
| extent to which a person desires to be around other people | need for affiliation |
| according to trait theory, the extent to which a person desires to be in control of other people | need for power |
| those who seek leadership positions because they will result in personal gain | noncalculative motivation |
| in path–goal theory, a leadership style in which the leader allows employees to participate in decisions | participative style |
| theory of leadership stating that leaders will be effective if their behavior helps subordinates achieve relevant goals | path-goal theory |
| leadership style in which the leaders influence others by virtue of their appointed or elected authority; most effective in a climate of instability | position style |
| leadership power that exists when followers can identify with a leader and the leader’s goals | referent power |
| leadership power that exists to the extent that the leader has the ability and authority to provide rewards | reward power |
| personality trait characterized by the tendency to adapt one’s behavior to fit a particular social situation | self-monitoring |
| theory of leadership stating that effective leaders must adapt their style of leadership to fit both the situation and the followers | situational leadership theory |
| desire to lead out of a sense of duty or responsibility | social-normative motivation |
| in path–goal theory, a leadership style in which leaders show concern for their employees | supportive style |
| leadership style in which a person leads through organization and strategy; most effective in a climate of disorganization | tactical style |
| variable in Fiedler's contingency model that refers to the extent to which tasks have clear goals and problems can be solved | task structuredness |
| leaders who define and structure their roles as well as the roles of their subordinates | task-centered leaders |
| leadership style in which the leader is concerned with both productivity and employee well-being | team Leadership |
| projective personality test in which test-takers are shown pictures and asked to tell stories. It is designed to measure various need levels | Thematic Apperception Test (TAT) |
| leaders who believe that employees are extrinsically motivated and thus lead by giving directives and setting goals | Theory X leaders |
| leadership style in which the leader focuses on task-oriented behaviors | transactional leadership |
| extent to which a leader is believed and trusted by his or her followers | trustworthiness |
| meta-analyses indicate that several traits differentiate excellent leaders from poor leaders. Intelligence is one of the traits and __ is another | extroversion |
| the Job Choice Exercise measures needs for | power, affiliation, and achievement |
| leaders who are high in task orientation and low in person orientation will have | high grievance rate |
| __ leaders are insecure and seldom rock the boat or cause trouble | high likability floater |
| according to your text, __ is probably the only training program in the country concentrating on changing the situation rather than the leader | Leader Match |
| manager who is most effective in a climate of disorganization has a(n) __ leadership style | tactical |
| according to the Path-Goal Theory of Leadership, a manager who organizes and controls the activities of employees has a(n) __ style of leadership | instrumental |
| new manager is assigned staff who are unsure about a task but are willing to do it. She should use a __ approach | coaching |
| manager in an office is well liked and respected. The manager is likely to have __ power | referent |
| one-sided argument is better than a two-sided argument when the person being persuaded | is positive and receptive about an idea |
| research indicates that between 17-30% of leader emergence has | genetic basis |
| we can inherit certain traits & abilities that might influence our decision to | seek leadership |
| people in high openness, conscientiousness, and extraversion, and low in neuroticism are __ __ to emerge as leaders | more likely |
| people who adapt their behavior to the social situation | high self-monitors |
| high self-monitors emerge as leaders __ __ than low self-monitors | more often |
| more intelligent people are more likely to emerge as leaders than are | less intelligent people |
| looking at __ of abilities & personality traits is more useful than looking at __ abilities & traits | patterns; individual |
| some early reviews concluded that __ __ are seldom related to leader emergence because both anecdotal evidence & research suggest that leadership behavior has some __ | specific traits; stability |
| it appears some people __ __ as leaders in variety of situations | consistently emerge |
| one explanation for lack of agreement on a list of traits consistently related to leader emergence is that the __ __ __ is more complex than originally thought | motivation to lead |
| found that the motivation to lead as 3 factors: affective identity, noncalculative, & social-normative | Chan & Drasgow |
| people w/affective identity motivation become leaders because they | enjoy being in charge & leading others |
| of the 3 leadership motivation factors, people scoring high on affective identity motivation tend to have | most leadership experience |
| of the 3 leadership motivation factors, people scoring high on affective identity motivation tend to be rated by others as having | high leadership potential |
| people w/noncalculative motivation seek leadership positions when they perceive that such positions may result in | personal gain |
| people w/social-normative motivation become leaders out of | sense of duty |
| individuals with his leadership motivation tend to obtain | leadership experience |
| individuals with his leadership motivation tend to have __ in their leadership skills | confidence |
| Bruce concluded that the best way to select a CEO is to look for leadership qualities & success | early in a person's career |
| risk taking, innovation, vision are considered | leadership qualities |
| men & women emerge as leaders __ __ in leaderless group discussions | equally often |
| men emerge as leaders more often in __ groups | short-term |
| men emerge as leaders more often in groups carrying out tasks with | low social interaction |
| women emerge as leaders more often in groups involving | high social interaction |
| there is a(n) __ __ for women in leadership & management | glass ceiling |
| leader performance involves the idea that leaders who perform well posses __ __ that poorly performing leaders do not | certain characteristics |
| extraversion, openness, agreeableness & conscientiousness are __ __ to leader performance | positively related |
| neuroticism is __ __ to leader performance | negatively related |
| management, decision-making, & oral-communication skills are highly correlated with | leadership effectiveness |
| self-monitoring as it focuses on | what leaders do |
| extension of trait theory of leader performance suggests that __ __ are necessary requirements for leadership excellence but that they do not guarantee it | certain traits |
| extension of trait theory of leader performance suggests that __ __ is a function of the right person being in the right place at the right time | leadership excellence |
| meta-analysis of 151 studies by Judge et al found a moderate by significant correlation (r=-.17) between __ __ and leadership performance | cognitive ability |
| meta-analysis of 151 studies by Judge et al further discovered that cognitive ability is most important when the leader is | not distracted by stressful situations |
| meta-analysis of 151 studies by Judge et al further discovered that cognitive ability is most important when the leader uses a more __ __ style | directive leadership |
| in studies investigating performance of US presidents found that president rated by historians as being the __ __ were smart & open to experience, had high goals, & had ability to bend the truth | most successful |
| Sternberg's synthesis of key variables key to effective leadership | wisdom, intelligence (academic & practical) & creativity |
| significant relationship between __ __ __ & leader performance | need for achievement |
| __ managers have a leadership motive pattern | high-performance |
| in leadership motive pattern the need is not for __ __ but for organizational power | personal power |
| leaders with __ __ needs may decide that being liked is more important than being successful, cause conflict with their decisions | high affiliation |
| __ leaders will not place their need to be like above to goals of the organization | successful |
| TAT, JCE, or examining themes that occur in their writing/speeches | tests in which needs for power, achievement, & affiliation can be measured |
| through examining themes that occur in their writing/speeches Presidents Franklin, Roosevelt, Kennedy, & Reagan had | high needs for power |
| examining themes that occur in their writing/speeches Presidents Harding, Truman, & Nixon had | high needs for affiliation |
| examining themes that occur in their writing/speeches Presents Wilson, Hoover, & Carter had | high needs for achievement |
| men were more effective leaders in situations __ __ in masculine terms | traditionally defined |
| men were more effective leaders in situations in which __ __ __ were men | majority of subordinates |
| women were more effective leaders in situations | defined in less masculine terms |
| women more likely than men to engage in behaviors with __ leadership | high-quality |
| major schools of thought that have postulated that differences in leader performance can be attributed to differences in the extent to which leaders are task versus person oriented | Ohio State Studies, Theory X, & Managerial Grid |
| though Ohio State Studies, Theory X, & Managerial Grid use different terms, they are | saying similar things |
| country club leaders, Theory Y leaders, & leaders high in consideration act in warm & supportive manner & show concern for their subordinates | person-oriented leaders |
| person-oriented leaders believe that employees are __ motivated | intrinsically |
| person-oriented leaders believe that employees seek __ | responsibility |
| person-oriented leaders believe that employees are __ | self-controlled |
| person-oriented leaders believe that employees do not necessarily __ work | dislike |
| person-oriented leaders consult their subordinates __ making decisions | before |
| person-oriented leaders __ their subordinates work | praise |
| person-oriented leaders ask about __ family | subordinate's |
| person-oriented leaders do not look __ __ of their subordinates | over shoulder |
| person-oriented leaders use a more __ approach to leadership | hands-off |
| under pressure, person-oriented leaders tend to become | socially withdrawn |
| task-centered leaders, Theory X leaders, & leaders high in initiating structure define & structure their own roles & those of their subordinates to attain the group's formal goals | task-oriented leaders |
| __ leaders see their employees as lazy, extrinsically motivated, wanting security, undisciplined, & shirking responsibility | task-oriented |
| task-oriented leaders tend to __ by giving directives, setting goals, & making decisions without consulting their subordinates | manage/lead |
| task-oriented leaders __ __ become anxious, defensive, & dominant | under pressure |
| task-oriented leaders tend to | produce humor |
| person-oriented leaders tend to | appreciate humor |
| are both task and person-oriented leaders | team leaders |
| are neither task or person-oriented leaders | impoverished leaders |
| leaders have moderate amounts of both task and person-oriented | middle-of-the-road leaders |
| higher scores on __ structure associated with positive leadership criteria like follower satisfaction & group performance | consideration/initiating |
| relationship between consideration & & follower satisfaction/motivation & ratings of leadership effectiveness were __ __ relationship between initiating structure w/same 3 leadership criteria | higher than |
| person orientation is also know as | consideration |
| task orientation is also known as | initiating structure |
| can measure a leaders' task or person orientation | LOQ & LBDQ |
| LOQ is filled out by supervisors or leaders who want to know | their own behavioral style |
| LBDQ is completed by subordinates to provide a picture of how they perceive | their leader's behavior |
| laboratory studies found that women were more likely to use a more __ approach | participative |
| laboratory studies found that men were more likely to use a more __ approach | autocratic |
| theoretically person-oriented leaders should have | satisfied employees |
| theoretically task-oriented leaders should have | productive employees |
| consideration scores are actually more strongly correlated with | follower satisfaction, follower motivation & ratings of leadership effectiveness |
| traits & behaviors of unsuccessful leader are not necessarily __ of those of successful leaders | opposite |
| according to empirical research & anecdotal accounts most employees report that one the greatest source of stress in their jobs is | supervisor's poor performance, strange behavior, or both |
| lack of leadership training,cognitive deficiencies, & personality | major causes of poor leader behavior |
| poor leaders are unable to __ __ experience | learn from |
| poor leaders are unable to think __ | strategically |
| poor leaders consistently make the __ __ | same mistakes |
| poor leaders do not __ __ | plan ahead |
| perhaps the most important, source of poor leadership behavior involves | personality of the leader |
| many unsuccessful leaders are | insecure |
| many unsuccessful leaders adopt personality type of | paranoid or passive aggressive, high-likeability floater, or narcissist |
| deeply-rooted, perhaps unconscious, resentment and anger | paranoid/passive-aggressive leader |
| source of __ for leaders who are paranoid, passive-aggressive, or both is some incident in their life in which they felt betrayed | insecurity |
| on the surface paranoid/passive-aggressive leaders are __, __ people who often compliment their subordinates & fellow workers | charming, quiet |
| paranoid/passive-aggressive leaders resent __ of others | success |
| paranoid/passive-aggressive leaders are likely to __ __ successful subordinates in passive-aggressive manner | act against |
| paranoid/passive-aggressive leaders seem __ on the surface but at same time will stab another person in the back | supportive |
| insecure & seldom rocks the boat; goes along with the group, friendly to everyone, & never challenges others' ideas | high-likeability floater |
| high-likeability floaters' employees have __ __ but relatively __ __ | high morale; low performance |
| narcissists are leaders who overcome their insecurity by __ | overconfidence |
| like to be center of attention, promote their own accomplishments, & take most if not all credit for success of their group, but avoid all blame for failure | narcissists |
| lower scoring LPC leaders tend to be | task oriented |
| higher scoring LPC leaders tend to be more concerned with | interpersonal relations |
| is determined by task structuredness, leader position power, & leader-member relations | favorableness of a situation |
| have goals that are clearly states & known by group members, have only a few correct solutions to a problem, & can be completed in only a few ways | structured tasks |
| the more structured the task, the more __ the situation | favorable |
| group/organizational setting in which there is no assigned leader is not | favorable leadership situation |
| __ the position or legitimate power of the leader the more favorable to situation | greater |
| in leader-member relations, the more __ __ their leader, the more favorable the situation | subordinates like |
| leader-member relationship is considered the __ __ of the 3 variables | most important |
| function best in situations that are either favorable or unfavorable | low-scoring LPC leaders |
| function best when situation is only of moderate favorability | high-scoring LPC leaders |
| found support for general predictions of leader behavior in Fielder's model but not for some of the specific predictions | Schriesheim/Tepper/Tetrault |
| Leader Match is probably the only training program in the country concentrating on | changing the situation rather than the leader |
| Ronald Reagan is best example of __ leader | magnetic |
| chances of successful leadership increase in a situation of __ __ when a magnetic or charismatic individual assumes control | general despair |
| __ style is especially effective during corporate mergers, particularly when people are not sure what actions to take | position |
| in position style, there are often questions about a leader's | legitimate scope of power |
| coercive style is typical of leaders during | war |
| best managers/leaders spend considerable time gathering __ __ from their subordinates | performance information |
| if IMPACT theory is correct, people can become effective leaders by finding a climate that is | consistent with their behavioral style |
| if IMPACT theory is correct, people can become effective leaders if leaders __ their style to meet a particular climate | change |
| if climate is one of despair, according to IMPACT theory, individuals | become more outgoing & positive |
| if climate is one of ignorance, according to IMPACT theory, individuals change their behavior and | use information to lead |
| people who are willing to __ their behavior should be effective leaders | adapt |
| people who have the ability to play each of the __ __ styles should be effective leaders | 6 leadership |
| those who are willing to use different leadership styles can learn the necessary skills & behaviors through | training programs |
| person can become an effective leader by changing followers' perceptions of the climate so that | the perception matches the leaders behavioral style |
| person can become an effective leader by __ __ the climate itself | actually changing |
| influence on leader effectiveness is the __ & __ of the leader's followers | abilities; attitudes |
| influence on leader effectiveness is how followers' abilities & attitudes interact with the | style & characteristics of the leader |
| path-goal theory is __ based rather than __ based | behavior; trait |
| meta-analyses on path-goal theory __ __ supported it general effectiveness | has not |
| most important follower characteristic, according the situational leadership theory | follower readiness |
| follower readiness is the ability and willingness to | perform a particular task |
| unable & unwilling or insecure | R1 |
| unable but willing or confident | R2 |
| able bit unwilling or insecure | R3 |
| able and willing or confident | R4 |
| most effective leadership behavior for R1; leader directs follower by telling them what to do & how to do it | directing behavior |
| most effective leadership behavior for R2; explain & clarify how work should be done | coaching approach |
| are given plenty of emotional support as well as opportunities for two-way-communication | R3 followers |
| most productive & happy when delegating style used | R4 followers |
| effective leaders first diagnose the competency & motivation levels of employees for each goal or series of tasks, and then adapt their leadership style to fit employees' level | under situational leadership theory |
| under situational leadership theory, as employee make __ __, leader changes styles & becomes less directive | developmental progress |
| leader–member exchange theory was originally called | vertical dyad linkage (VDL) theory |
| LMX theory concentrates on __ between leaders and subordinates | interactions |
| interactions are called | leader-member exchanges (LMX) |
| characterized by a high-quality relationship with the leader; developed trusting, friendly relationships with leader | in-group |
| characterized by a low-quality relationship with the leader | out-group |
| as a result of in-group relationship with leader, leader deals with them by | allowing them to participate in decisions & rarely discplining them |
| as a result of out-group relationship with leader, they are more likely to | be given direct order & less to say about how affairs are conducted |
| supervisors can only help members of the in-group if they have good relationships with | their own managers |
| initiate ideas, informal interaction w/subordinates, stand up for/support subordinates, take responsibility, develop group atmosphere, organize/structure work, communicate formally, reward/punish subordinates, set goals, make decisions, etc. | Yukl/Carter/Hemphill/Coons/ Gibbs behavioral "theory" |
| specific behavior/skill important for a leader to possess | decision making |
| Vroom-Yetton Model provides a(n) __ that can tell a leader what process to go through to make a decision in a particular situation | flowchart |
| specific behavioral theory holds that leaders/managers are most effective when they are out of their offices, walking around & meeting with and talking to employees and customers about their needs & progress | management by walking around (MBWA) |
| MBWA is thought to __ __ | increase communication |
| MBWA is thought to __ __ with employees | build relationships |
| MBWA is thought to encourage __ __ | employee participation |
| important to a lead because as it increases so does the leader's potential to influence others | power |
| are more able to obtain more resources, dictate policy, & advance farther in an organization | leaders who have power |
| expert, legitimate, reward, coercive, & referent | basic types of power |
| in certain situations leaders who know something useful, __ __, will have power | expert knowledge |
| requirement for expert power, knowledge must be something that | others need |
| requirement for expert power, others must be __ that the leader knows something, or has the knowledge | aware |
| are best able to get employees to comply with their orders but have low follower satisfaction | leaders with legitimate power |
| reward power involves having control over __ & __ rewards | financial; nonfinancial |
| salary increases, bonuses, or promotions | financial rewards |
| praise or more favorable work assignments | nonfinancial rewards |
| for a leader to have coercive power, it is important that other __ leader is willing to use ability to punish | believe |
| leader cannot maintain coercive power if employees believe that the leader is | bluffing |
| includes such actions as firing or not promoting & the more subtle action of giving some one the cold shoulder | punishment in coercive power |
| complimenting other, doing favors, & generally being friendly & supportive is how leaders obtain __ power | referent |
| employees of leaders with referent power are __ __ to their organizations | most committed |
| employees of leaders with referent power are __ __ with their jobs | most satisfied |
| __ leadership consists of setting goals, monitoring performance, & providing a consequence to success/failure | transactional |
| contingent reward, management by exception-active, & management by exception-passive | dimensions of transactional leadership |
| refers to leaders who reward followers for engaging in desired activity | contingent reward |
| refers to leaders who actively monitor performance & take corrective action when needed | management by exception-active |
| refers to leaders who who do not actively monitor follower behavior & who take corrective action only when problems are serious | management by exception-passive |
| __ leadership focuses on changing or transforming the goals, values, ethics, standards, & performance of others | transformational |
| often labeled as being visionary charismatic and inspirational; lead by developing a vision, changing an organization to fit this vision, & motivating employees to reach the vision/long-term goal | transformational leaders |
| transformational leaders are __ | confident |
| transformational leaders have a need to __ others | influence |
| transformational leaders hold a __ __ that their beliefs & ideas are correct | strong attitude |
| transactional leadership is most related to personality dimension of | extraversion |
| transactional leadership is __ __ to agreeableness, conscientiousness, and openness to experience | positively related |
| transactional leadership is negatively related to | neuroticism |
| idealized influence, inspirational motivation, etc.; refers to leaders with high moral & ethical standards who have strong vision of where they want their followers to go & who use enthusiasm to motivate their followers | charisma |
| charisma, intellectual stimulation, & individual consideration | dimensions to transformational leadership |
| refers to leaders who encourage change and open thinking, challenges the status quo, & appreciate diversity | intellectual stimulation |
| refers to leaders who encourage individual growth & take time to mentor & coach their followers | individual consideration |
| researcher found that female leaders engaged in __ __ slightly more often than male leaders | transformational behaviors |
| research found that male leaders generally engage in more __ & __ leadership behaviors than do female leaders | transactional; laissez-faire |
| research found that women are more likely to use reward to __ __ | motivate employees |
| research on transformational leadership suggest that it used on every continent & is __ __ by employees | best liked |
| Hunt & Laing hypothesize that good leaders posses __ __ not shared by poor leaders | five characteristics |
| Hunt & Laing found that 72% of high-performing leaders were described by their subordinates as being __ | visionary |
| successful leaders are somehow different from their followers | differentiation |
| though differentiation exists, successful leaders are also __ __ to relate to & empathize with their followers | similar enough |
| successful leaders have strong __ | values |
| successful leaders are able to __ their vision & values to others | communicate |
| this makes leader more human & provides a target that followers can focus on when they are upset with the leader | major flaw |
| ability to __ __ is a skill needed by successful leaders | persuade others |
| for leaders to persuade their followers they must be the __ __ about their common interest | most knowledgeable |
| expertise, trustworthiness, attractiveness | leader characteristics important to persuasion |
| to improve trustworthiness a leader can occasionally argue | against what appears to be his own self-interest |
| to improve trustworthiness a leader can communicate his __ to his followers | similarity |
| attractive people are __ __ than unattractive people | more persuasive |
| leader's personal attributes & type of message that is presented have | roles in persuasion |
| asking for too much or making an argument that is too far away from the other side with | diminish your credibility |
| asking for the amount you __ __ leaves no room for negotiations | actually desire |
| message discrepancy, one-sided vs two-sided, & use of threats are 3 aspects of | persuasive messages |
| discover differences & similarities in cultures & determine why these difference exist | Project GLOBE (Global Leadership & Organizational Behavior Effectiveness) |
| extent to which a culture avoids certainty by using social norms & rituals | uncertainty avoidance |
| extent to which power is unequally shared | power distance |
| extent to which culture encourages collective distribution of resources | social collectivism |
| extent to which individuals express pride in their organizations & families | in-group collectivism |
| extent to which culture tries to minimize differences in gender roles & prevent discrimination | gender egalitarianism |
| extent to which individuals in a culture are assertive & challenging in social relationships | assertiveness |
| extent to which culture plans for & invests in the future | future orientation |
| extent to which culture encourages & rewards improvement in performance | performance orientation |
| extent to which culture encourages & rewards people for being fair, caring, & giving | humane orientation |
| charismatic, self-protective, humane, team oriented, participative, & autonomous | main leadership styles identified by GLOBE to distinguish cultures |
| involves vision, inspiration, integrity & performance orientation | charismatic style |
| involves following procedure, emphasizing status differences, being self-centered, & saving face | self-protective style |
| involves being modest & helping others | humane style |
| involved being collaborative, building teams, & being diplomatic | team-oriented style |
| involves getting opinions & helping others | participative style |
| involves being independent & individualistic & making one's own decisions | autonomous style |
| the best theory about leadership is | some combination of the theories |
| because different situations require different leadership styles & skills, individuals who have variety of __ __ will be best able to be effective leaders in a larger variety of situations | relevant skills |
| leaders who are able to __ __ situational & follower needs will be more effective | accurately recognize |
| research demonstrates that __ __ affects organizational performance | leadership performance |
Created by:
lfrancois
Popular Psychology sets