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Understanding effective leadership for dangerous contexts requires a focus on context-specific factors and the _________ of context into models of leader and leadership development.
Leadership development for dangerous contexts three phases:
- anticipation of involvement in a dangerous context
- effective functioning in situ
- post hoc functioning
Hannah and colleagues also delineated five dimensions across which dangerous contexts vary:
- location in time
- potential magnitude of consequences
- probability event may occur
- proximity or closeness
- the form of threat
_______ is defined as an increase or change in knowledge or skill that occurs as a result of some experience, whereas ________ is an ongoing, longer-term change or evolution that occurs through many learning experiences.
__________ development is a process that builds competencies to make individual leaders more effective, while _________ development is a process that expands collective capacity of organizational members to engage effectively in leadership roles and processes.
Eight major concepts were common among theories of leader development:
- moral/ethical capacity
- cognitive capacity
- experiences and expertise
- self-regulatory capacities
- efficacy beliefs
- goals and goal orientation
- organizational context
________ - a compilation of individual experiences, values, and knowledge - serves as a structure around which development is motivated and organized. Thus, a focus on _______ is important because it emphasizes one's interpretation of events in a self-relevant manner, rather than the events themselves.
The intense experiences faced by leaders in dangerous contexts place unique demands on their identity:
- these challenges, often coupled wth physical mental and emotional fatigue may push leaders and theri units ot the breaking point
- dangerous contexts normally lack control and structure, and as a result, leaders may be thrust into a myriad of demands in close succession.
_________ is the view of the self as one who acts on the basis of respect and/or concern for the rights and /or welfare of others.
Leaders act as important _________ and demonstrate through their decisions and behavior what the acceptable standards of behavior aare. Through __________, followers learn from and emulate their leader's behavior.
The concept of ________ is a construct related to moral character and professional ethics that is of central importance to organizations operating in dangerous contexts. ________ is characterized by levels of character, values, and beliefs sufficient to motivate a willingness to endure the congnitive, emotional, and physical hardships associated with dangerous contexts and , if needed, risk physical injury or death.
Dangerous contexgts often involve quick and violent episodes where the demands for planning, coordination, and employment of resources may challenge or overwhelm leaders' and their followers' __________ abilities.
_________ is knowledge of tasks and social issues related to leadership, recognzing that the knowledge available to a leader may depend on the current context.
Self-knowledge, self-concept clarity, and the merging of personal and role identities are derived from individuals' ________, which implaies that ________ are an important part of leader development. Unique _________ across all phases of dangerous contexts are essential for leaders to situate their identity as a leader within the context of danger.
To face the intense demands of dangerous contexts, leaders require high levels of leader ________. ________ is individual confidence in one's ability to organize and execute courses of action required to attain designated types of performances.
___________ is a process by which individuals construct meaningful explanations for situations and their experiences within those situations. _________ theory is built on the idea that individuals are information that must be somehow noticed, interpreted, and acted upon. ________ in situ may be the most critical when individuals face novel and ill-defined events.
Individuals generally fall into one of two major classes of goal orientation:
- learning-goal oriented
- performance-goal oriented
____________ oriented individuals develop competence and expand abilities by seeking to master challenging situations, and __________ oriented individuals attempt to validate their competence by seeking favorable judgments and avoiding negative judgments.
_________ is defined as the ability and motivation to attend to, make meaning of, and appropriate new leader KSAAs (knowledge, skills, abilities, and attributes) into knowledge structures along with concomitant changes in identity to employ those KSAAs.
The intense challenges posed by dangerous contexts require leaders and their followers to posses ample psychological resources with which to face taumatic experiences:
_________ primarily focuses on explanatory style and to a lesser degree, future ecpectancies.
__________ is the positive psychological capacity to rebound, to bounce back from adversity, uncertainty, conflict, failure or even positive change, progress and increased responsibility. Unlike optimism, which focuses on future expectations, _________ is reactive and focuses on reactions to previous or expected setbacks.
If different roles require different leadership capabilities, individual leaders need to be _________ and self-complex experts, or they will be rigid or ineffective in certain phases of extreme contexts.
_________ reinforce certain values and identifies among their members through mormative pressures and informational means whereby members seek to teach new members the correct way to act.
The context in which training, education, and development occurs must be __________ valid, replicating or simulating the factors present in dangerous contexts as best able within safety considerations.
In order to effectively develop leaders, it is necessary to understand the _________ for which they are being developed and the developmental targets that foster success within that _______.
_______________________ is defined as a prcess taht builds individual and collective capacities and the organizational systems and contexts to foster adaptive response across phases of preparation for, function during, and post hoc recovery from dangerous contexts.
Leadership development for dangerous contexts