CPL 120 Exam 3

Leadership Behavior Description Questionnaire (LBDQ)

completed by subordinates of the leader to measure leader behaviors at work (what do followers see the leaders doing)

Ohio State

Results described two dimensions

1. consideration: how friendly and supportive the leader is (inter-personal)

2. initiating structure: how proactive and organized the leader is (task-oriented)

University of Michigan

Determined four categories of leadership

• employee-centered dimensions

  1. leader support (how the leader supports the followers)

  2. interaction facilitation (conflict resolution between subordinates)

• job-centered dimensions

  3. goal emphasis (clarity about goals/expectations)

  4. work facilitation (conflict resolution in terms of delegating and scheduling)

Ohio State vs University of Michigan

Ohio State said that the factors were independent from each other while Michigan said they were opposite sides of a continuum (you cannot be both)

Leadership/Managerial Grid

Details 5 types of leadership based on the level of concern for production and concern for the people

Impoverished Management

Low concern for production, low concern for people

Exertion of minimum effort to get required work done is appropriate to sustain organization membership

Authority-Compliance

High concern for production, low concern for people

Efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree

Country club management

Low concern for production, high concern for people

Thoughtful attention to needs of the people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo

Team management

High concern for production, high concern for people

Work accomplishment is from committed people; interdependence through a “common stake” in organization purpose leads to trust and respect

Middle of the road management

Adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at a satisfactory level

Competency

The ability to succeed with a particular task

Competency models

Clarify expectations of performance

Portable skills

Transferrable/soft skills (ex. communication, planning, problem solving)

Non-portable skills

Non-transferrable skills (ex. knowing how to drive a forklift, knowing how to file taxes)

4 categories of skills/behaviors

1. intrapersonal skills: skills within the individual (most difficult to change) - ex. adapting to stress, goal oriented

2. interpersonal skills: direct interactions and relationship building

3. leadership skills: building teams and getting results from others (rooted in intra- and interpersonal skills)

4. business skills: skills that would be helpful in running a business - ex. analyzing issues, making decisions, finance savvy, strategic thinking

Leadership behavior

concerns a specific action

Leadership skills

Based on

1. knowledge: understanding the context

2. set of related behaviors: behaviors necessary to find success within that context

3. criteria of competent performance: measurable assessment of use of knowledge and behaviors

360-degree/multi-rate feedback

Provide feedback from your boss, peers, direct reports, and self

1. competency based questionnaires: are you doing what you need to be able to do

2. leadership versatility approach: what are you using and are you using it well

3. verbal 360-degree technique (1:1 conversations)

Skills for building personal credibility and influencing others

1. building credibility

2. communication effectiveness

3. listening

4. assertiveness

Building credibility

Credibility: the ability to create trust in others

Become credible through

• building expertise

• building trust

Communication effectiveness

Good communicator: ensures others understand what you said

Systems view of communication

1. intention - know your purpose

2. expression - choose how you’ll communicate & send clear signals

3. reception - actively ensure others received the message

4. interpretation - check that the receivers understood the message

5. feedback - did you communicate what you intended?

Listening

Passive listening: thinking about what you’ll say next

Active listening: focused on what the person is saying

• Demonstrate non-verbally that you are listening (eye contact, not distracted, not interrupting, show genuine interest)

• Actively interpret the sender’s message (withhold judgement until hearing the full message, paraphrase what they said)

Assertiveness

Assertive leader: able to stand up for their rights and recognize that others can stand up for their rights too

• acquiescence: avoids interpersonal conflict, apologetic

• aggression: effort to attain objectives by attacking or hurting others

Tips:

• use “I” statements

• be an advocate

• learn to say no

• positive inner dialogue

• be persistent

Motivation

anything that provides direction, intensity, and persistence to behavior

must be inferred by behavior (cannot be directly observed)

ex. goal orientation, failure, fulfillment, joy

Performance

behaviors directed towards organization’s missions/goals

Effectiveness

making judgements of the impact of goal oriented behaviors (based on the organization's goals)

Satisfaction

how much one likes their job or activity

Engagement

how much one is committed to exert job effort

Engagement vs satisfaction

Engagement has a higher correlation with performance and effectiveness compared to satisfaction

*just because you enjoy something doesn’t mean you’re good at it or motivated by it

How to motivate followers

1. motives/needs: satisfy needs to change behavior (giving spaces and resources for them to get stuff done)

   • tips, meeting places, safety precautions

2. achievement orientation: possess certain personality traits

   • relate to OCEAN (conscientiousness = goal orientation, structure, organization)

3. goal setting: set goals to change behavior

   • Pygmalion effect: leader has high expectation and provides resources to be successful (like Theory Y)

   • Golem effect: exact opposite (like Theory X)

4. operant approach: change rewards and punishments to change behavior

   • contingent: based on conditions/parameters (like bonuses)

   • noncontingent: actions do not have consequences (like a stipend)

5. empowerment: give people autonomy and latitude

   • opposite of powerlessness

Group

two or more people who are interacting in such a manner that each person influences and is influenced by others

involve mutual interaction and reciprocal influence

Teams

include everything groups do PLUS

1. strong sense of identification among themselves (ex. uniform, mannerisms, vocabulary, nicknames, inside jokes, chants)

2. common goals or tasks

3. greater task interdependence (leads to management leadership style)

4. more differentiated or specialized roles

Groups vs teams

Difference by degree - teams are highly specialized groups

Group characteristics

1. group size

2. developmental stages of groups

3. group roles

Group size

• affects leader behavioral style

• cliques: subgroups that can wield more influence than individual members

• social loafing: individuals who are not held accountable for their work

• social facilitation: when working in the presence of others increases productivity and effort

Developmental stages of groups

1. forming: come together as a group (socializing, safe, low trust)

2. storming: discover intragroup conflict (conflict, competition, resistance)

3. norming: emergence of a leader + group norms (shared goals, role emersion, cohesion)

4. performing: group members play functional, interdependent roles focused on task performance (high trust, interdependent, efficient)

5. adjourning: dissolving the group (disbanding, recognition, reflection)

Group roles

set of expected behaviors that are associated with particular jobs/descriptions

• task role (based on completion of tasks)

• relationship role (based on building relationships

role conflict: receiving contradictory messages about expected behavior

• intrasender role conflict: inconsistent messages from one person

• intersender role conflict: inconsistent messages from multiple people

• interrole conflict: person cannot complete all tasks to standard

• person-role conflict: role violates the person’s values

group norms

norms: informal rules a group adopts to regulate and regularize group members’ behaviors

considered important if they

• facilitate group survival - ex. watch videos of dances

• simplify expected behaviors - ex. call the ball in nuccum

• help avoid embarrassing interpersonal problems - ex. take 5

• express group values or identity - ex. FLC

group cohesion: glue that keeps a group together

Contagion effect

emotions are contagious, therefore spending time with a friend, colleague, or leader who is happy, angry, etc., is likely to cause the other person to exhibit the same emotion

Leaders who exhibit certain characteristics on 360-degree feedback often have followers who exhibit the same traits

Rater bias

some leaders work in organizations that tend to provide higher or lower ratings without considering their actual performance due to preconceived notions/biases – can be cultural, personal, etc.

Abilene paradox

when someone suggests that the group engage in a particular activity or course of action, and no one really wants to do it. Yet, due to a false believe that everyone else wants to do the activity, no one behaves assertively and vocalizes their true lack of desire to participate, and the group does the activity anyway

Organizational citizenship behaviors

Behaviors not directly related to one’s job but helpful to others at work by creating a more supportive workplace – such as volunteering to help a coworker complete a task

Grit

a person’s perseverance of effort and passion to achieve long-term goals – stamina, motivation, drive

Additive task

The group’s output involves the combination of individual outputs – ex. 1 person cannot push a stalled car, but as you add the strength of more people, it becomes easier

Punctuated equilibrium

Rhe group spends the first half of the project timeline muddling through ideas and strategies, and then springs into a flurry of activity at the midway point in an attempt to meet the deadline (sort of like procrastinating and then rushing to get it all done)