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| Question | Answer |
| Goal for today's leaders | recognize that each person can bring value and strengths to the workplace |
| Workforce diversity | workforce made up of people with different human qualities/belong to various cultural groups |
| Diversity | all the ways in which people differ (including: age, race, marital status, physical ability, income level, and lifestyle) |
| Traditional model of diversity | [Inborn difference, immediately observable] Age, Race, Gender, Pay, Disability, Lifestyle |
| Inclusive | [dimensions that can be acquire or changed in a lifetime] ...Function, competency, parent, language, work style, military experience, position, nationality, personality |
| What do organizations need to achieve high performance | Diversity of thought |
| Paying a woman less than a man for the same work is: | Gender discrimination |
| Women's approach to leadership is: | both more attuned to the values of a multicultural environment and more attuned to the needs of a multicultural environment. |
| ________ means people accept inequality in power among institutions, organizations, and individuals. | High power distance |
| Cultural intelligence does NOT include the following component: | educational |
| Define Diversity of Thought: | there is a broader and deeper base of ideas, opinions, and experiences for problem solving, creativity, and innovation |
| Ethnocentrism | the belief that one's own culture and subculture are better than others |
| Prejudice | adverse feeling or opinion formed without regard for the facts |
| An aspect of prejudice is stereotyping | a rigid, exaggerated, irrational and typically negative belief or image associated with a particular group |
| Discrimination | treating people different based on prejudicial attitudes and stereotypes |
| Refusing to hire someone because he or she has a different ethnicity is: | ethnic discrimination |
| Unconscious bias theory | people have innate biases and left to their own devices that will automatically discriminate |
| The Glass Ceiling | invisible barrier that separates women and minorities from top leadership positions |
| Ways women lead | Idealized influence Inspirational motivation Individual consideration Intellectual stimulation |
| Idealized influence | followers identify with and want to emulate the leader (leader is trusted, respected, maintains high standards, and considered to have high power) |
| Inspirational motivation | appeals emotionally and symbolically to employees desire to do a good job and help achieve orgt'l goals. |
| Individual consideration | each follower is treated as an individual and equitably |
| Intellectual stimulation | questioning current methods and challenging employees to think in new ways. |
| Organizational outcomes of leadership qualities | extra effort effectiveness employee satisfaction |
| Interactive Leadership | people develop personal relationships with followers, share power and information, empower employees, and strive to enhance others' feeling of self worth |
| Communal qualities | compassion and kindness |
| Agentic qualities | assertiveness and competitiveness |
| How to adopt interactive leadership | pay attention to nonverbal behavior develop skills (listening, empathy, cooperation, and collaboration) |
| How can leaders overcome challenges of global diversity | Understand sociocultural environment develop higher CQ to know how to behave appropriately |
| _________ and _________ differences may provide more potential difficulties and conflicts than any other source | Social; cultural |
| High Power Distance | Acceptance of power inequality |
| Low Power distance | expect equality in poer |
| High uncertainty Avoidance | uncomfortable with uncertainty and abiguity |
| Low Uncertainty Avoidance | comfortable with uncertainty and abiguity |
| Individualism | loosely knit social framework |
| Collectivism | tightly knit social frame work |
| Masculinity | preference for achievement, heroism, assertiveness, centrality, material success |
| Feminity | preference to relationships, cooperation, group decision making, quality of life |
| Cultural intelligence (CQ) | a person's ability to use reasoning and observational skills to interpret unfamiliar gestures and situations and devise appropriate behavioral responses. |
| Three components of CQ | Cognitive Emotional Phsyical |
| Stages of Personal Diversity Awareness | 1. Defence 2. Minimizing Differences 3. Acceptance 4.Adaptation 5. Integration |
| Employee Affinity Groups | groups based on social identity that focus on concerns of employees from specific groups and enable them to make greater contributions to the organization |
| Sponsorship | strong support from a powerfully positioned executive who is willing to put his or her reputation on the line to promote an individual's advancement to higher organizational levels. |
| Transformational Leadership | the ability to bring about sufficient change in both followers and the organization |
| Transactional Leadership | transaction or exchange process between leaders and followers |
| Four Areas of Transformational Leaders | 1. Paints a grand vision of a desired future 2. Inspires followers to go beyond self-interest 3. Elevates the concerns of follower from lower-level physical needs to higher level psychological needs 4. Develops followers into leaders |
| Charismatic Leadership | have the ability to inspire and motivate people to do more than they would normally do, despite obstacles and self sacrifice |
| Coalitional Leadership | involves developing allies and building a coalition of people who support the leader's goals and can help influence others to implement the leader's decisions and achieve the goals |
| Four Steps of Effective Coalitional Leadership | 1. Do lots of interviews 2. Visit customers and stakeholders 3. Develop a map of stake holder buy-in 4. Break down barriers and promote cross-silo cooperation. |
| Advocates | champion and lead change |
| Observers | watch change from the sidelines (neutral attitude) |
| Partners | support change but do not actively lead |
| Resisters | Defend the status quo and oppose change |
| Machiavellian-Style Leadership | Believing that power is a tool used for securing the safety and stability of the organization |
| FOUR Characteristics of Machiavellian-Style Leadership | 1. Always on guard for risks to their power 2. The don't mind being feared. 3. They will use deception if necessary 4, The use rewards and punishments to shape behavior (PARENTS) |
| Influence | the effect a person's actions have on the attitudes, values, beliefs or actions of others |
| Power | potential ability of one person to influence others to bring about desired outcomes |
| 3 Types of Hard Power | 1. Legitimate 2. Reward 3. Coercive |
| 2 Types of Soft Power | 1. Referent 2. Expert |
| Legitimate Power | Holding a formal position or title |
| Reward | The ability provide pr or withhold rewards |
| Coercive | Ability to punish or to recommend punishment |
| Expert | special knowledge or skills |
| Referent | Personal characteristics |
| Compliance | people follow the directions of the person with power, regardless of how much there is with that person's directions. |
| Resistance | the act of disobeying orders or deliberately avoiding carrying our instructions. |
| Commitment | followers adopt the leader's viewpoint and enthusiastically carry out instructions |
| Politics | activities to acquire develop and use power and other resources to obtain desired future outcomes when there is uncertainty or disagreement about choices |
| Frame | a perspective from which a leader views the world; influences how the leader interacts with followers, makes decisions, and exercises power |
| Structural frame | Mindset: machine Emphasis: Goals, systems, efficiency, formal authority |
| Human Resource Frame | Mindset: family, belonging Emphasis: Relationships, Engagement |
| Political Frame | Mindset: Power, schemes, jungle Emphasis: Negotiation, Resource allocation, coalition building |
| Symbolic Frame | Mindset: Theater, spiritual meaning, dream Emphasis: vision, culture & values, inspiration |
| 6 Principles for Asserting Leader Influence | 1. Appeal to a vision or higher purpose 2. Ask for what 3. Develop allies 4. Rely on the rule of reciprocity 5. Help people to like you 6. Use rational persuasion |
| Guidelines of Ethical Action | 1. consistent with org goals or self? 2. respect right of indiv. affect? 3. meet standards of fairness? 4. would you wish others to behave in the same way if the action affected you? |
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