Exam 1 ALL

Leadership

A process whereby an individual influences a group of individuals to achieve a common goal.

Four Components of Leadership

(1) it is a process, (2) it involves influence, (3) it occurs in groups, and (4) it requires a common goal.

Trait-Based Leadership

A leadership perspective centered on innate qualities residing within the leader (e.g., intelligence, personality, self-confidence), creating a restrictive, one-way relationship that cannot be learned.

Process-Based Leadership

A leadership perspective centered on two-way interactions between leaders and followers, which is available to anyone and can be learned.

Assigned Leadership

Leadership that is derived from holding a formal position or title within an organization, such as a team captain, manager, coach, director, or administrator.

Emergent Leadership

Leadership that arises when others perceive an individual to be influential regardless of their official title, leading others to support, accept, and alter their behavior based on that influence.

Power

The ability to influence the behavior of others and resist unwanted influence in return; can also be seen as the ability to resist influence attempts (voicing a dissenting opinion, refusing to perform a specific behavior, organizing an opposition group to workers)

Organizational Power

A category of power that derives from an individual's specific position within an organization, comprising legitimate, reward, and coercive power.

Personal Power

A category of power that derives from the individual rather than an organizational role, comprising expert and referent power.

Legitimate Power

A base of organizational power associated with status and formal authority based on an official position (e.g., a judge administering a sentence in a courtroom).

Reward Power

A base of organizational power derived from control over resources or benefits and the capacity to provide rewards to others (e.g., a supervisor complimenting workers who work hard).

Coercive Power

A base of organizational power derived from the ability and capacity to penalize or punish others (e.g., a coach benching a player for being late to practice).

Expert Power

A base of personal power based on others' perceptions of the leader's competence, expertise, skill, or knowledge (e.g., a tour guide possessing knowledge of a foreign country).

Referent Power

A base of personal power that exists when followers identify with, like, and desire to be associated with the leader (e.g., a teacher adored by students).

Coercion

The act of influencing others to do something against their will through the manipulation of rewards and penalties; distinct from leadership because it does not pursue a common goal.

Neutral Process View of Leadership

The perspective that leadership is not guided by or dependent upon a value system that advances the common good.

Moral Process View of Leadership

The perspective that leadership is fundamentally guided by and dependent upon values that promote the common good.

Management (Kotter)

A set of organizational processes focused on providing order and consistency through planning and budgeting, organizing and staffing, and controlling and problem-solving.

Leadership (Kotter)

A set of organizational processes focused on producing change and movement through establishing direction, aligning people, and motivating and inspiring.

Purposeful Social Systems

Identifiable groups of members who work interdependently to accomplish one or more shared objectives.

Performance (Leadership Effectiveness)

An effectiveness attribute achieved when those affected by the system's work (e.g., clients, collaborators, or stakeholders) are reasonably satisfied or pleased with what the system produces.

Viability (Leadership Effectiveness)

An effectiveness attribute where the social system itself becomes more capable as a performing unit over time.

Member Fulfillment (Leadership Effectiveness)

An effectiveness attribute occurring when individual members derive at least as much learning and fulfillment as frustration and alienation from their work within the system.

how does management differ from leadership

prioritizes order and consistency (plans and budget, organize and staff, control and problem solve)

how does leadership differ from management

prioritizes change and movement (establish direction, aligns people, motivates and inspires)

what are some examples of planning and budgeting (management)

establishing agendas, setting timetables, allocating resources

what are some examples of organize and staff (management)

providing structure, matching people to positions, establishing rules and process

what are some examples of control and problem solve (management)

developing incentives, generating solutions, taking correcting action

what are some examples of establishing direction (leadership)

creating a vision, clarifying the big picture, setting strategies

what are some examples of aligning people (leadership)

communicating goals, building commitment, assembling groups and teams

what are some examples of motivating and inspiring (leadership)

energizing, empowering subordinates, satisfying unmet needs

What are the two elements of a purposeful social system

a social system (must be possible to distinguish members from non-members), shared purpose

what are the criteria for leadership

does it include success or effectiveness, does the leader/social system need to achieve or just pursue a common goal

what are the three attributes of leadership effectiveness

performance, viability, and member fulfillment

Leadership

A process whereby an individual influences a group of individuals to achieve a common goal.

Performance (Leadership Dimension)

where those affected by the work of the system (such as clients, collaborators, or stakeholders) are reasonably satisfied, or even pleased, by what the system produces.

Viability (Leadership Dimension)

where the system itself becomes more capable as a performing unit over time.

Member Fulfillment (Leadership Dimension)

individual members derive at least as much learning and fulfillment as frustration and alienation from their work within the system.

Trait Approach

A leadership perspective that focuses on identifying innate qualities and characteristics possessed by great social, political, and military leaders.

"Great Man" Theories

Early leadership theories that assume great leaders are born or endowed with particular identifiable attributes, implying that not everyone can be a leader - what the trait approach started with

Leadership Emergence

The process of who becomes a leader in the first place, largely driven by follower perceptions of traits rather than physical traits or abilities.

Optimal IQ for Perceived Leadership

An intelligence level just over $1$ standard deviation above the group average (approximately $34\%$ smarter for an average group), exhibiting a curvilinear relationship with perceived leadership.

Self-Confidence (Leadership Trait)

The trait comprising self-esteem, self-assurance, and the belief that one can make a difference, increasing a leader's ability to influence others.

Determination (Leadership Trait)

The desire to get the job done, characterized by initiative, persistence, dominance, proactive drive, and the perseverance associated with grit, are assertive and proactive and persevere in the face of obstacles

Integrity (Leadership Trait)

The quality of honesty and trustworthiness, marked by adhering to a strong set of principles, dependability, and taking responsibility for one's actions.

Sociability (Leadership Trait)

inclination to seek and build pleasant, positive social relationships by being friendly, outgoing, courteous, tactful, and diplomatic, sensitive to others needs and show concern for others’ well being

Personality

The structures and propensities inside an individual that explain characteristic patterns of thought, emotion, and behavior, determining social reputation.

CANOE

An acronym representing the Big Five personality dimensions: Conscientiousness, Agreeableness, Neuroticism, Openness to experience, and Extraversion.

Conscientiousness (big five)

dependable, organized, reliable, ambitious, hardworking, and persevering, accomplishment striving; it represents the single biggest influence on job performance.

Agreeableness (big five)

cooperative, sympathetic, helpful, and courteous, communion serving, which is particularly beneficial in sales and service occupations.

Communion Striving

A strong desire to obtain acceptance in personal relationships, characteristic of agreeable individuals.

Neuroticism

A Big Five personality factor characterized by being nervous, moody, emotional, insecure, and jealous, negative affectivity, and the second most important factor for job performance; few job benefits from traits associated with neuroticism, more likely to appraise given situations as stressful, less likely to believe that one can cope with stressors experienced on a daily basis

Locus of Control

A personality concept reflecting whether individuals attribute the causes of events to themselves (internal locus of control) or to the external environment (external locus of control).

Openness to Experience (big five)

curious, imaginative, creative, complex, and refined, also called intuitiveness, intellectualness, culture, which strongly predicts innovative and creative job performance.

Extraversion (big five)

talkative, sociable, passionate, assertive, bold, and dominant, status striving which correlates positively with both leader emergence and effectiveness, have a positive affect

Status Striving

A strong desire to obtain power and influence, characteristic of extraverted individuals.

Emotional Intelligence (EI)

A set of abilities related to the understanding and use of emotions that affect social functioning, influences the degree to which people tend to be effective in social situations regardless of cognitive abilities, positively correlated with leadership effectiveness at $r = 0.39$.

Self-Awareness (EI)

the appraisal, recognition, and expression of emotions in oneself ("What am I feeling?"), includes the ability to understand the types of emotions being experienced, the willingness to acknowledge them, and the capability to express them naturally

Self-Management (EI)

The facet of emotional intelligence involving the ability to quickly recover from emotional experiences and manage disruptive feelings rather than suppressing them ("What do I do with what I'm feeling?").

Social Awareness (EI)

The facet of emotional intelligence involving the appraisal and recognition of emotions that other people are feeling ("What are other people feeling?").

Relationship Management (EI)

the ability to use awareness of self and others to manage interactions and relationships effectively, ability to influence and inspire others, and work effectively in teams, navigate difficult conversations, manage conflict, and build cooperation, and maintain productive relationships even when people disagree ("What do we do with all of that?").

Cognitive Empathy

A component of other-awareness defined as the ability to understand another person's perspective.

Emotional Empathy

A component of other-awareness defined as the ability to sense what another person is feeling.

Empathic Concern

A component of other-awareness defined as genuinely caring about another person, which is critical for establishing trust.

Character Strengths (VIA)

A family of positive dispositions rooted in positive psychology (Martin Seligman) that are valued in their own right, ubiquitous across cultures, and capable of being developed over time.

Wisdom (VIA Virtue)

A virtue comprising cognitive strengths: Creativity, Curiosity, Judgment, Love of Learning, and Perspective.

Courage (VIA Virtue)

A virtue comprising emotional strengths: Bravery, Honesty, Perseverance, and Zest.

Humanity (VIA Virtue)

A virtue comprising interpersonal strengths: Kindness, Love, and Social Intelligence.

Justice (VIA Virtue)

A virtue comprising civic strengths: Fairness, Leadership, and Teamwork.

Temperance (VIA Virtue)

A virtue comprising strengths over excess: Forgiveness, Modesty/Humility, Prudence, and Self-Regulation.

Transcendence (VIA Virtue)

A virtue comprising strengths about meaning: Appreciation of Beauty & Excellence, Gratitude, Hope, Humor, and Spirituality.

Most Common Character Strengths

Kindness, Fairness, Authenticity (Honesty), and Gratitude.

Least Common Character Strengths

Prudence, Humility, and Self-Regulation.

what are the five major leadership traits

intelligence, self-confidence, determination, integrity, sociability

intelligence

verbal, perceptual, and reasoning ability, problem-solving and social-judgment skills

what are the types of cognitive ability

verbal, quantitative, reasoning, spatial

verbal cognitive ability

oral and written comprehension - understanding written and spoken words and sentences, oral and written expression - communicating ideas by speaking or writing so that others can understand

quantitative cognitive ability

number facility - performing basic math operations quickly and correctly, mathematical reasoning - selecting the right method or formula to solve a problem

reasoning cognitive ability

problem sensitivity - understanding when there is a problem or when something may go wrong, deductive reasoning - applying general rules to specific problems, inductive reasoning - combining specific information to form general conclusions, originality - developing new ideas

spatial cognitive ability

orientation - knowing where one is relative to objects in the environment, visualization - imagining how something will look after it has been rearranged

perceptual cognitive ability

speed and flexibility of closure - making sense of information and finding patterns, perceptual speed - comparing information or objects with rememberedinformation with speed and accuracy.

in what types of jobs are high levels of agreeableness beneficial

sales and service jobs

2 × 2 classification system

This system categorizes personality traits into four types based on two axes; self-awareness, self-management, social awareness, and relationship management

self-management (EI)

the ability to quickly recover from emotional experiences, refers to both negative and positive emotions

what are some tests that measure emotional intelligence

SAT-style assessments with questions having correct or incorrect answers, Emotional Quotient Inventory (EQI) asks 133 questions about behaviors and preferences, short assessments designed specifically to assess each of the four facets of emotional intelligence

when does EI matter most for leaders

when leadership gets difficult

what are some of Goleman’s main takeaways about EI

it’s a set of abilities, not a single trait, self-awareness is foundational, self-management is not suppressing emotion, it means managing disruptive emotion and maintaining positive emotion, and other awareness is deeper than knowing how someone feels

character strengths

a family of positive dispositions that vary across individuals, valued in their own right and produce good consequences, ubiquitous and valued in almost every culture in the world

Expectancy Theory

motivation is fostered when an employee believes that effort will result in performance, performance will result in outcomes, and those outcomes will be valuable.

Expectancy

The belief that exerting a high level of effort will lead to the successful performance of a task ($\text{Effort} \rightarrow \text{Performance}$).

Self-Efficacy

A follower's belief in their own abilities and competence, which shapes expectancy through past accomplishments, vicarious experiences, verbal persuasion, and emotional cues.

Instrumentality

The belief that successful performance will result in certain outcomes ($\text{Performance} \rightarrow \text{Outcomes}$).

Valence

The anticipated value of outcomes, which can be positive (preferred), negative (avoided), or zero (no interest either way).

Existence Needs

The fundamental need for food, shelter, safety, and protection required for human existence (alternatively labeled as physiological and safety needs).

Relatedness Needs

The need to create and maintain lasting, positive, interpersonal relationships (alternatively labeled as love and belongingness).

Control Needs

The need to be able to predict and control one's future (alternatively labeled as autonomy and responsibility).

Esteem Needs

The need to hold a high evaluation of oneself and to feel effective and respected by others (alternatively labeled as self-regard and growth).

Meaning Needs

The need to perform tasks that one cares about and that appeal to one's ideals and sense of purpose (alternatively labeled as self-actualization).

Extrinsic Outcomes

Tangible or external results of performance, including pay, bonuses, promotions, benefits and perks, spot awards, praise, job security, support, free time, and the lack of disciplinary actions, demotions, or terminations.

Intrinsic Outcomes

Internal psychological rewards derived from task completion, such as enjoyment, interestingness, accomplishment, knowledge gain, skill development, personal expression, and the lack of boredom, anxiety, or frustration.