Test 2 Leadership s Crossword
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Down:
1) The process by which a stimulus or event STRENGTHENS OR INCREASES THE PROBABILITY of the response that it follows (response becomes more likely)3) HERSEY AND BLANCHARD; Extension of the Leadership Grid that focuses on the CHARACTERISTICS OF FOLLOWERS AS THE IMPORTANT ELEMENT OF THE SITUATION, and determines effective leader behavior; 4 TYPES -- S1 (TELLING); S2 (SELLING); S3 (PARTICIPATING); S4 (DELEGATING); Two dimensions (task/guidance behavior) and (relationship/supportive behavior)4) participating, encouraging, committing, facilitating, supportive, involving, empowering, problem solving5) Share ideas and facilitate in decision-making (low task/guidance, high relationship/supportive)7) Proposes that employees are motivated through five levels of need -- physiological, safety, social, esteem, and self-actualization9) Power of knowledge, skills, and abilities in a given domain; authority resulting from a leader's special knowledge or skill11) A person's perception of his or her ability to accomplish an objective (self-efficacy); odds that a certain level of effort results in a certain level of performance14) Leader behaviors that create an environment of emotional support, warmth, friendliness, and trust; "the extent to which a leader is sensitive to subordinates, respects their ideas and feelings, and establishes mutual trust."15) The process by which a stimulus of event WEAKENS OR REDUCES THE PROBABILITY of the response that it follows; (response becomes less likely); AN AVERISVE EVENT THAT DECREASES THE BEHAVIOR THAT IT FOLLOWS16) coalitions20) (1-3) Leaders perform best when they have the most conrol21) leaders share power by pushing power and decision making down the organization23) Able but unwilling, or insecure -- demonstrated knowledge, ability; hesitant to finish or take next step, seems overwhelmed, confused, scared, reluctant to perform alone, solicits frequent feedback; followers have moderate to high competence, but need some direction25) Courageous passionate drive to act in order to care for both one's mission and followers27) Control over desired resources; authority to bestow rewards on other people28) Developed by OUCHI; is a combination of U.S. and Japanese leadership practices; more collective decision-making responsibilities and more shared-leadership responsibilities; Jap companies have been influenced by American management practices (shorter employment and faster promotions) |
Across:
2) Meet these these needs by the development of employee's skills, the chance to be creative, achievement and promotions, and the ability to have complete control over their jobs.5) Provides a sense of how FLEXIBLE you are in varying your style; more than 2 responses: 3 or more = HI flexibility; 2 = moderate flexibility; 1 = difficult to predict; (having a style range is important in gaining insight into your ability to influence others)6) Proposes that employees are motivated by their need for achievement, power, and affiliation8) positive and negative10) Based on passage of time or output; passage of time is called an INTERVAL SCHEDULE; output is called a RATIO SCHEDULE; (includes fixed interval schedule; variable interval schedule, fixed ratio schedule, variable ratio schedule)12) Reinforcement and Punishment13) (4-7)Leaders perform the best when they have intermediate control17) Able and willing, or confident -- keeps boss informed, operates autonomously, results-oriented, shares good/bad news, effective decision-maker, high standards, aware of expertise; followers have a high degree of competence and are committed18) Influence through negative sanctions or withdrawal of positives; authority to punish or recommend punishment; DILUTES THE EFFECT OF REFERENT POWER19) used by being friendly and praising others before you ask them for what you want; compliments must be sincere22) 1) Need - (unmet need or wan to be satisfied at work) - CONTENT MOTIVATION THEORIES - hierarchy of Needs theory, two-factor theory, acquired needs theory; 2) (selecting behavior to satisfy need) - PROCESS MOTIVATION THEORIES -- equity theory, expectancy theory, goal-setting theory; 3) Behavior (employee action to satisfy need); 4) Consequence - (manager behavior and/or natural outcome of employee action) - REINFORCEMENT THEORY; 5) Satisfaction or Dissatisfaction - (degree to which the need is met - and for how long - before dissatisfaction recurs, creating an unmet need)24) Need > Motive > Behavior > Consequence > satisfaction/dissatisfaction > feedback > need; the needs or wants of individuals that motivate their all behavior are complex; understanding needs helps the leader understand motivation and behavior; ONLY BEHAVIORS CAN BE OBSERVED, NOT MOTIVES.26) The most powerful determinant of overall situation favorableness; (are things going well or not? Tension?); Is the relationship good (cooperative and friendly) or poor (antagonistic and difficult)? do the followers trust, respect, accept, and have confidence in the leader? Is there tension? Leaders with good relations have more influence; better the relations = the more favorable the situations29) derived form the followers based on leader's behavior; charismatic leaders have personal power; 30) dependent on you; people respect experts, and the fewer people who possess an expertise, the more power the expert individual has; the more people that come to us for advice, the greater is our expert power31) High Concern for people, low concern for production; leader strives for a friendly atmosphere32) Proposes that employees will be motivated when their perceived inputs equal outputs33) A comprehensive leadership style; WHO you are (personality, engagement, service-orientation, people-orientation); WHAT you believe (core values, ethical principles, attitudes); SITUATIONAL contingencies (situational favorability)34) Formal/Official authority based on organizational role; authority granted from a formal position35) unable and unwilling, or insecure -- unacceptable performance, intimidated, confused, procrastinating, not finishing tasks, questioning, avoidance and buck passing, and defensive; followers are low in competence 36) Unable but willing, or confident -- anxious, excited, interested, responsive, moderate ability, open to input, attentive, enthusiastic, new task, no experience; followers have some competence but need some direction37) Effect in which the expectations of a leader, lead to follower behavior that is consistent with these expectations38) Derived from top management and delegated down the chain of command; management position has more potential power than non-managers; managers rely on position power |
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