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Week 2 Textbook Notes Ch.14,15,4

by: Ivy Bedard

Week 2 Textbook Notes Ch.14,15,4 OGL 300

Ivy Bedard
GPA 3.67
Theory Practice of Leaership

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About this Document

Hey everyone! Here are notes on Week 2 readings! This includes Chapter 14 (Team Leadership), Chapter 15 (Gender and Leadership) and Chapter 4 (Situational Approach)
Theory Practice of Leaership
Class Notes
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This 8 page Class Notes was uploaded by Ivy Bedard on Thursday October 22, 2015. The Class Notes belongs to OGL 300 at Arizona State University taught by Wells in Summer 2015. Since its upload, it has received 245 views. For similar materials see Theory Practice of Leaership in Humanities and Social Sciences at Arizona State University.

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Date Created: 10/22/15
t 4 PUTTTTTTTT OTTT II OGL 300 Week 2 Chapters 14 15 4 Cha pter 14 Team Leadership Description A team is a type of organizational group that is composed of members who are interdependent who share common goals and who must coordinate their activities to accomplish these goals p362 competitive advantage teambased organizations have faster response capability teambased and technologyenabled Effective organizational team outcomes greater productivity more effective use of resources better decisions and problem solving betterquality products and services greater innovation and creativity p362 hetera rchy happens when there is dynamic and uid power shifting in teams takes time and effort Shared or Distributed Leadership shared leadership is referred to as team leadership capacity sharing of in uence by team members collaboration involves risk less con ict more consensus more trust and more cohesion p365 Team Leadership Model The Hill model provides a tool for understanding the very complex phenomenon of team leadership starting at the top with its initial leadership decisions moving to leader actions and finally focusing on the indicators of team effectiveness p366 effective leaders can determine what interventions are needed for the situation and solve problems involving the team p367 The Hill Model for Team Leadership p367 Team Effectiveness Team Effectiveness is very important to The Hill Model for Team Leadership consists of two functions performance and development performance refers to quality of the outcome development refers to cohesiveness of the team and ability for them to satisfy their own needs p368 Assessing the team afterwards allows them to figure out how to improve as a strong cohesive team 1 Clear Elevating Goal goals need to be clear so success is evident team has to be involved and motivated to reach the goal III 2 ResultsDriven Structure Structural features include task design team composition and core norms of conduct Problem resolution teams need structure and trust example emergency room teams 3 Competent Team Members members need sufficient information education and training p369 members need teamwork factors openness supportiveness action orientation and a positive personal stylep370 4 Unified Commitment members have team spirit and feel a part of the process 5 Collaborative Climate essential to team effectiveness we need to build trusting relationships Integration of individual actions 6 Standards of Excellence clear norms of conduct leader can require results make expectations clear and provide feedback p371 7 External Support and Recognition includes material resources rewards for excellent performance an educational system to develop necessary team skills and an information system to provide data needed to accomplish the task p371 Hyatt and Ruddy 1977 p371 if teams are given proper tools recognition and are rewarded they will most likely succeed 8 Principled Leadership related to team effectiveness leader sets high goals and helps hisher team achieve them leadership must be assessed as well as the team Leadership Decisions when a leader needs to intervene Leadership Decision 1 Should I monitor the team or take action p373 leaders can obtain feedback networking team assessment surveys and evaluating team outcomes hasty to act leaders prevent problems slow to act leaders can encourage team members to emerge as leaders go through stages forming storming norming performing and adjourning p375 three phases of group life 1 motivational coachingat start 2 consultative coaching at midpoint 3 educational coaching at end p375 Leadership Decision 2 Should I intervene to meet task or relational needs p375 include getting the job done solving problems adapting changes making plans and achieving goalsp375 maintaining functions developing a positive climate solving interpersonal problems satisfying members needs and developing cohesion p375 task functions C Leadership Decision 3 should I intervene internally or externally internal relational action internal task intervention external environmental intervention IV Leadership Actions appropriate function or skill to be an effective leader one needs to respond with the action that is required of the situation p377 leader needs to figure out what is preventing them form achieving the goal A Internal Task Leadership Actions p377378 Goal Focusing Structuring for results Facilitating decision making Training team members in task skills Maintaining standards of excellence B InternalRelational Leadership Actionsp378379 Coaching team members in interpersonal skills Collaboratingincluding involving Managing con ict and power issues Building commitment and esprit de corps Satisfying individual member needs Modeling ethical and principled practices C External Environmental Leadership Actionsp3793 80 Networking and forming alliances in environment Advocating and representing team to environment Negotiating upward to secure necessary resources support and recognition for team Buffering team members from environmental distractions Assessing environmental indicators of team s effectiveness surveys valuations performance indicators Sharing relevant environmental information with team V How Does the Team Leadership Model Work The model portrays leadership as a team oversight function in which the leader s role is to do whatever is necessary to help the team achieve effectivenessp381 internal relationship problem internal task problem external environmental problem A Strengths designed to focus on reallife organizational work group provides a cognitive guide takes into account changing role of leaders and followers B Criticisms additional skills might be needed that focus on environment need to spend time adjusting to the framework of the model Application assessment tool could be used like Team Excellence and collaborative Team Leader Questionnaire VI Case Studies A Case 141 Can this Virtual Team Work VII gtquotTTT Jim Towne leader of a newly formed information technology team virtual team team has never worked together before team is excited members report being overloaded having a hard time balancing Jim is under pressure Case 142 They Dominated the Conversation local cancer center team meets on a weekly basis two leaders Dr Hidyat and Linett dominate the conversation decision making they think should be done their way they value input of women team members are frustrated patients don t feel they care Case 143 Starts with a Bang Ends with a Whimper Kim Green from management department asked to chair a major university committee faculty asked to serve on committee met on weekly basis for 2 hours a week required to do a great deal of outside research after awhile members weren t agreeing meetings got off track and stopped altogether report was never completed or asked for Leadership Instrument Larson and LaFasto developed an assessment tool to gauge team effectiveness based on their study of many different types of excellent organizational teams p389 Team Excellence survey and Collaborative Team Leader assessments p391392 Cha pter 1 5 Gender and Leadership Description Can women lead II highly effective female leaders and increasing in numbers The Glass Ceiling Turned Labyrinth Margaret Atwood Evidence of the Leadership Labyrinth women earn 57 of bachelor s degrees 60 of the master s degrees and more than half of the doctoral degrees p398 women occupy 100 of the 535 seats in the US Congress p398 the glass ceiling exists with the difficulty of women being able to enter the elite leadership positions Understanding the Labyrinth women are disproportionally in lower level leadership positions differences in gender prejudice and discrimination against female leaders Human Capital Differences women have less human capital investment in education triennia ad work experience than men p399 pipeline problem disproportionate responsibility women assume in child care and household domestic duties mommy track women assume domestic responsibility causing them to have higher resignation rates and less work experience than men Gender Difference in Leadership Styles and Effectiveness women s leadership is more effective in contemporary society women lead democratically participative compared to men women use reward behaviors men and women were found to be equally effective leaders were more effective in leadership roles congruent to their gender women are more likely to take on informal as opposed to official leadership roles women exceed men in the use of democratic or participatory styles p404 Prejudice stereotypes affect women39s role as a leader because of the idea that women take care of the men and men take charge The penalties for violating one s gender stereotypes are clearly illustrated in the classic 1989 Supreme Court case Price Waterhouse V Ann Hopkins p405 homosocial reproduction Navigating The Labyrinth increase in effective female leaders finding balance in the workhome life and balancing the roles between the parents need to enhance women s negotiation power and restructure negotiations to their advantage p407 Strengths understanding gender differences can help us bridge the gap promoting a richly diverse group of women into leadership roles will not only help make societal institutions businesses and governments more representative but it can also contribute to more ethical productive innovative and financially successful organizations that demonstrate higher levels of collective intelligence and are less rife with con ict p409 acknowledges the gap between genders D Criticisms III IV t 4 requires understanding and open minds limited research on the problem need a concurrent focus on closing the gap Application changes occur at many levels femaleness changes take place at macroorganizational and societal levels Case Studies Case 151 The Glass Ceiling Lisa Weber partner in her Wall Street firm first women hired as a market analyst outstanding performance stereotyping occurring as another women was hired she tries to continue to make her case on moving up with no luck Case 152 Lack of inclusion and credibility Lori Bradley probation officer planning orientation session with Len Duggan two men ignore Lori as she walks in ignore Lori s suggestion and come to the same conclusion Case 153 Pregnancy as a Barrier to Job Status Marina Soslow senior managing director reluctant to tell her boss she is pregnant because other women have been eased out of position she lets he boss know eventually and he cuts her off saying it always happens and this is a disaster Leadership Instrument The Implicit Association Test developed by Anthony Greenwald Mahzarin Banjo and Brian Nosek examine reaction times with words and pictures GenderLeader Implicit Association Test p416418 Cha pter 4 Situational Approach Description widely recognized approach developed by Hersey and Blanchard based on Reddin s 1967 3D management style p93 focuses on leadership in situations both directive and supportive dimensions change their directives based on the needs of the follower leadership style and development level of followers are the two major dimensions Leadership Styles directive and supportive behaviors directive is usually oneway communication supportive helps group members feel involved by using twoway communication Four distinct categories of leadership styles 1 directive style also known as the high directivelow supportive style 2 coaching approach also known as high directivehigh supportive style 3 supporting approach also known as high supportivelow directive style 4 delegating approach also known as low supportivelow directive style Situational Leadership 11 p95 Developmental Levels development level of follower D1 followers are lower in competencies D2 followers are described as having some competence but low commitment D3 followers who have moderate to high competence but may have variable commitment D4 followers are the highest development having both high degree of competence and a high degree of commitment to getting the job done p96 How Does the Situational Approach Work followers move up and down along the developmental continuum leaders need to determine where there followers are on the continuum next the leader needs to adapt his or her style to the to the prescribed leadership style Strengths history of usefulness in the market place practicality prescriptive value emphasizes leader exibility treat each follower differently based on the goal and decide the best way to help the follower learn Criticisms only a few research studies have been conducted ambiguous conceptualization in the model of the followers development levels p 100 there is no explanation by authors of the changes in the composition of the levels commitment varies how the model matches leader style with follower development levels Thompson and Vecchio found no clear empirical support for the model in any of its versions p101 fails to account for certain demographic characteristics can affect the leader or follower the questionnaires are constructed to force the respondents to describe leadership style in terms of four specific parameters p 102 II Application can be applied at many different levels in an organization applies during the initial stages of a project when idea formation is important p103 Case Studies Case 51 Marathon Runners at Different Levels David Abruzzo newly elected president of Metro city striders Track Club feels comfortable with his leadership role of responsibilities Runners were concerned and had question were wondering if they were capable were concerned of the effects of training on their running feeling at and moody about training Case 5 2Why Aren t They Listening Jim Anderson training specialist created 6 week training program managers doubted him because of previous seminar experience being not productive went out of his way to be friendly with the groups not all managers were present he realized confused as to the lack of attendance knew the style wasn t working for the group Case 53 Getting the Message Across Ann Caldera program director of a college campus radio station students are highly motivated and eager to work at the station problem how to train new students to follow the rules and procedures students aren t taking rules seriously she trusts the students to follow the rules but they fail to Leadership Instrument Situational Leadership Questionnaire p 1091 1 1


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