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44 Cards in this Set
- Front
- Back
The trait approach is |
One of the first systematic attempts to study leadership "Great Man" Theories early 1900s |
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Trait Approach fouses on |
Identifying innate qualities and characteristics possessed by great social, political, and military |
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Major Leadership Traits |
Traits that possess or cultivate if one seeks to be perceived by others as a leader |
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The Five Major Leadership Traits |
Intelligence, self confidence, determination, integrity, sociability |
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The Big Five |
Open this, conscientiousness, agreeableness, extroversion, and neuroticism |
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Extroversion is |
Strongest related to leadership second is conscientiousness |
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How does the trait theory work? |
It focuses exclusively on the leader, what treats the leader has and who has these traits |
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Personality assessments |
Organizations uses to find the right people |
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Strengths of the trait approach |
Intuitively appealing, credibility do to set a century of research, highlights leadership component in the leadership process and provides benchmarks for what to look for |
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Criticisms of the trait approach |
Fails to provide any definite of list of leadership traits, doesn't take into account situational effects, list of most important leadership traits in highly subjective, research feels to look at traits in relationship to leadership outcomes, not useful for training and development |
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Perspectives of the skills approach |
Katz three skill approach Mumford skills-based model |
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The skills approach |
Leader center perspective and emphasis on skills that can be learned and developed |
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Leadership skills |
The ability to use ones knowledge and competencies (cluster of skills) to accomplish a set of goals and objectives |
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Katz Three Skills Approach |
Technical skill human skill and conceptual skill |
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Basic administrative skills – 1955 |
Leaders need all three skills – but relative importance changes based on level of management |
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Technical skill |
Having knowledge about and being proficient in a specific type of work or activity |
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The technical skills... |
Specialize captaincies, analytical ability and the use of appropriate tools and techniques |
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Technical skills involve |
Hands-on ability with a product or process and it is most important at lower levels of management |
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Human Skill |
Having knowledge about and being able to work with people |
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Human skills show |
Being aware of one's own perspective and others perspectives at the same time, assisting group members and working cooperatively to achieve common goals, creating an atmosphere of that trust and empowerment of members and important at all levels of the organization |
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Conceptual skills |
The ability to do the mental work of shaping meaning of organizational policies or issues(what company stands for and where it is going) |
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Conceptual skills entail |
Work easily with abstraction and hypothetical notions, central to creating an articulating a vision and strategic plan for an organization and most important at top management levels |
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Mumford Skills Model (2000) |
Perspective - research studies goal: to identify the leadership factors that create an exemplary job performance in a organization and emphasizes the capabilities that make affective leadership possible rather than what leaders do |
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Skills-Based Model of Leadership |
Capability model – examines relationship between in liters of knowledge and skill in the leaders performance (suggest many people have the potential for leadership) |
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Skills Approach focus- |
Primarily descriptive it describes leadership from skills perspective and provide structure for understanding the nature of the effective leadership |
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Strengths of Mumford skills model |
First approach to conceptualize and create a structure of the process of leadership around skills, describing leadership in terms of skills makes leadership available to everyone, provides an expansive view of leadership that incorporates wide variety of components and provides a structure consistent with leadership education programs |
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Criticism of Mumford skills Approach |
Extends beyond the realm of leadership, weak in predictive value and involves trait like comparisons |
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LMX Theory Description Development |
first described by Dansereau, Graen, and Haga (1975); Graen & Cashman (1975); and Graen (1976) |
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Leader-member exchange (LMX) theory |
conceptualizes leadership as a process that is centered on the interactions between a leader and followers |
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LMX theory makes the |
dyadic relationship between leaders and followers the focal point of the leadership process |
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First Studies were called (LMX) |
vertical dyad linkage |
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Early studies (two relationships) |
expanded/negotiated (extra roles) (ingroup)
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Formal employment contact |
=outgroup relationships marked by formal communication based on job descriptions |
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In group |
more info, influence, confidence, concern from leader |
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out group |
less compatible with leader, usually just come to work, do the job, and go home |
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In group/out group status |
based on how well followers work with the leader and vise versa, how followers involve themselves, & becoming part of the in group |
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Leadership Making (Graen & Uhl Bien 1995)
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a prescriptive approach leadership that emphasizes that a leader should develop high-quality exchanges with all of her or his followers, rather than just a few |
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Three phases of leadership |
Stranger, Acquaintance, and Mature |
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Stranger |
scripted, one way, low quality, and interest in self |
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Acquaintance |
tested, mixed, medium quality, and interest in self and other |
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Mature |
negotiated, reciprocal, high quality, and group interest |
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LMX theory works in two ways |
it describes leadership & it prescribes leadership - in both: the central concept is the dyadic relationship
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Strengths
LMX |
validates our experience, only leadership approach that makes the relationship the centerpiece, directs to the importance of communication, and solid research to back it up |
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Criticisms LMX |
supports the development of privileged groups in workplace, not fully developed, and measurements are questioned |