3 key process-roles - Convener- team leader, accountable for final outcome. includes scheduling, decisions.

Recorder- notes of discussion, names, next

steps. Monitor- help group stick to the topics during the time frame allotted. swap roles or keep consistent
RACI matrix: Responsible(completing tasks), Accountable(by management), Consulted(advice), Informed. improves efficiency, reduces redundancy,
coordinates efforts
“say-do gap”-Difference between what you say and what you do. Important for building trust.
5 Ws of Accountability: What- needs to be done? When- is the deadline? Who- is going to take the lead? Why- is the task important? What-
happens when something goes wrong?
Seven components of LESCANT. Language - clear. Environment - external factors. Social organization- race, age, religion. Context - high
context culture- explicit communication. Low- implicit, nonverbal cues. Authority - perspectives on authority. Nonverbal - body language.
Time-perceptions and scheduling. (Cultural communication boundaries
Critical ground rules for an After Action Review (AAR) and good questions to ask .
After Action Review- everyone involved, encouraged honest discussion, dismantle hierarchies and ignored rank. Questions: what was the goal?
Did we meet it? What worked well, why? Any changes? Ways to improve?

Chapter 11: Managing Conflict

- Conflict and the four aspects involved? Is conflict always bad? Conflict: a felt struggle between two or more interdependent individuals over perceived
incompatible differences in beliefs, values, and goals, or over differences in desires for esteem, control, and connectedness.
1. Struggle- between two or more interdependent individuals over perceived incompatible differences in
beliefs, values, and goals, or over differences in desires for esteem, control, and connectedness.
2. Interdependence- if leaders could function entirely independently of each other and their followers,
there would be no reason for conflict
3. Perceived differences- differences between individuals that are perceived to be incompatible. Conflict
can result from differences in individuals’ beliefs, values, and goals, or from differences in
individuals’ desires for control, status, and connectedness.
4. Feeling, Affect, emotions- process that involves the arousal of feelings in both parties of the conflict.
beliefs or values on an intense issue are challenged, we become upset and feel it is important to defend
our position.
2. Types of conflict
● Content (Task)- Differ on issues such as policies and procedures, beliefs & values, what or how to address a goal or problem. Right v. Wrong. What to
do and how to do it. Procedural and Substantive
● Relational- Esteem (our own needs, and other party), control- when a person’s needs for control over a situation are incompatible with another’s needs
for control. affiliation- incompatible desires
● Process- Differences on “the best way” to accomplish a task. Disagreeing on responsibility, time management, and roles.
3. Steps of the principled negotiation method (Fisher & Ury, 1981)
1) separate the people from the problem - Attack the problem, not the individuals
2) Focus on interests (interest in stance). Not positions (stand on conflict). - addressing the “real conflict”
3) Invent options for mutual gains- Search for creative solutions that are beneficial to both parties and respective interests
4) Insist on using objective criteria- reach a solution with objective criteria based on principle rather than pressures.
4. Horsemen and antidotes:
Criticism-Complaining about a person's character “you statements” and absolutes. Antidote-complaints instead of criticism, Straightforward ,“I” statements to express a
need,
Contempt-A statement or nonverbal behavior that is intentionally mean or disdainful. Build-up of long-held negative [Link]-Short term: Describe feelings and
needs Long term: Build a culture of fondness and admiration
Defensive-Trying to defend oneself from a perceived attack by being indignant or claiming to be a victim. Often a response to criticism, contempt, and/or complaint.
Antidote-Take responsibility for your role
Stonewalling-Withdrawing to avoid conflict and convey disapproval, distance, and separation. Antidote-Psychological self-soothing
5. differentiation, fractionation, and face saving?
Differentiation: process that occurs in the early phase of conflict; participants define the nature of the conflict and clarify their positions with regard to each other. Important
to conflict resolution because it establishes the nature and parameters of the conflict.
Fractionation: breaking down large conflicts into smaller, more manageable pieces. Agreeing to “downsize” a large conflict into smaller conflicts and then confront just one
part of the larger conflict.
Face Saving: communicating how one wants to be seen (maintaining image in response to a threat). Confronts central concerns of the conflict
6. styles of approaching conflict.
Avoidance: Counterproductive, but allows for more time.
Competing: Winner and loser. But decisions can be made quickly. Accommodation: Lose win strategy, but yielding decreases frustration
Compromise: Meets both needs, but sometimes the “easy way out”
Situation:Importance of task, time frame, other considerations.
Chapter 12: Addressing Ethics in Leadership
1. six defining factors of ethical leadership
Ethical leadership: the influence of a moral person who moves others to do the right thing in the right way for the right reasons.
1. Character- qualities, disposition, core values
2. Actions- ways one goes about accomplishing goals. Showing respect, serving others, showing justice
3. Goals- accomplished ethically
4. Honesty- “ethical” telling the truth and representing it. Truthful in appropriate ways
5. Power- capacity to influence of affect other
6. Values- ideas, beliefs, and modes of action that people find worthwhile or desirable
7. 5 base of power?
8. How do ethical, modal and end values differ?
Ethical values are similar to the notion of character discussed earlier in this chapter.
Modal values are concerned with the means or actions a leader takes.

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 End values describe the outcomes or goals a leader seeks to achieve. End values are present when a person addresses broad issues such as liberty and
justice.

Chapter 13: Overcoming Obstacles

1. What is path-goal theory, in general? What is it trying to do? Path-Goal Theory: a leader should choose a style that best fits the needs of individual group
members and the work they are doing.
The leader should help these individuals define their goals and the paths they wish to take to reach those goals. When obstacles arise, the leader needs to help
individuals confront them by 1) helping them to navigate around the obstacles or 2)helping them remove the obstacles. The leader’s job is to help group
members reach their goals by directing, guiding, and coaching them along the way.
2. seven obstacles : Unclear goals, unclear directions, low motivation, complex tasks, simple tasks,
low involvement, lack of a challenge
3. expectancy theory, relate to path-goal theory? Which three areas lead to high motivation and how can leaders help? See obstacle 3 and lecture.
Expectancy theory: people more motivated when effort leads to expected outcome -Serves as motivational method for leaders to increase productivity
Expectancy: Competence- Help others feel competent Performance: Effort- knowing effort will lead to an expected outcome Reward: level of value for
outcome (help others get what text expect, help others value what they do, and help others feel competent *increase motivation example)
4. Four leadership communication as part of path-goal theory
Directive leadership—procedure related communication Supportive leadership—relationship focused communication
Participative leadership—communication designed to involve followers in decisions Achievement-oriented leadership— communication based on goal
accomplishment
5. use each leadership communication style --->
Chapter 14: Exploring Destructive Leadership
Destructive leadership: an individual exercises excessive control and coercion to force a
group of individuals to accomplish the leader’s own goals without regard to the impact on
others or the organization.
Characteristics:
1. Excessive use of power, control, or influence
2. Has a selfish quality
3. Involves harmful behaviors
Characteristics associated with destructive leaders. Traits:
Charisma- exploit followers with charm. Intense need for power
Narcissism - Narcissist: think highly of themself, good social skills
○ As leaders: ignore other viewpoints, seek special privilege, demand obedience and admiration, dismiss negative feedback, lack empathy, unrealistic visions,
Negative or traumatic childhood experiences (negative life stories), Ideology of hate
Conductive environment- instability, perceived threat, cultural values, absence of checks & balances
psychological factors of followers foster destructive leadership- susceptible followers- passive, easily influenced, submissive
Susceptible to destructive leadership:
Conformers-
● Lost Souls-Unmet needs, Personal life distress, Lack a sense of identity/self-concept, Low self-esteem. Admire & identify with the leader. Attracted to
referent power
● Authoritarians- Unconditional respect for authority and believe in a just world Reject uncertainty, believe the leader has a right to be [Link] to
legitimate power
● Bystanders-Passive and motivated by fear, Negative self-evaluations • Good at self-monitoring and remaining passive • Lack courageous-prosocial
disposition. Led often by coercive power
Colluders-
● Opportunists- Personal ambition,Greedy and lack self-control. Motivated by reward power
● Acolytes-“True believers” with same values as leader • Firm sense of self • Internally motivation to engage in toxic behavior if will help
achieve goals. Motivated by expert power

5. Environmental factors foster destructive leadership

​ ● Instability, Perceived threat,
​ ● cultural values- uncertainty avoidance, collectivism, high power distance
​ ● absence of checks & balances
6. Three perspectives and strategies to combat destructive leadership
Leaders: Identify destructive traits, gather support and evidence
Followers: Whistle- blower, staff development, address psychological factors
Context: Create a strong system of checks and balances, use independent boards of directors, monitor by establishing norms and
values

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