| A | B |
|---|
| management | focuses on policies and procedures that bring order and predictability to complex organizational situations. Is traditionally defined with such activities as planning, organizing, controlling, staffing, evaluating and monitoring |
| leadership | centers on vision, change and getting results that involve setting direction, aligning people and motivating them |
| five practices of exemplary leadership | model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart |
| six leadership styles | coercive, authoritative, affiliative, democratic, pacesetting, and coaching |
| coercive style | do as I say; effective for short run control, but damaging to morale in the long run |
| authoritative style | come with me; provides vision and enthusiasm, not good for inexperienced leaders |
| affiliative style | people come first; leaders try to build strong emotional bonds, don't work well when people need structure or directoin |
| democratic style | what do you think?; try to get others ideas while building trust, respects and commitment, can also make the group feel leaderless |
| pacesetting style | do as I do, now!; high performance standards and an obsession with doing things better and faster, people may lose energy and enthusiasm for the big picture |
| coaching style | try this!; helps people identify their strengths and weaknesses, only works for those who want to be coached |
| emotional intelligence | the ability to understand and manage our relationships |
| 4 types of emotional intelligence | 1. self-awareness 2. self-management 3. social awareness 4. social skills |
| steps to make sound ethical decisions | 1. gather the facts. 2. define the ethical issue 3. identify the affected stakeholders 4. identify the consequences 5. identify the obligations 6. consider your character and integrity |
