RLS 122 Midterm: Important Questions and Concepts PDF

-​ The four key elements of the definition of leadership are: process, navigating change, accomplishment, and self-actualization -​ Working with a mentor is increasingly important -​ Self-leadership involves being self-aware and understanding the self in leadership. This can be supported b...

-​ The four key elements of the definition of leadership are: process, navigating change, accomplishment, and self-actualization -​ Working with a mentor is increasingly important -​ Self-leadership involves being self-aware and understanding the self in leadership. This can be supported by evaluating and analyzing the self to recognize strengths and areas of improvement -​ Beliefs are the ideas and concepts we hold to be true, even without complete knowledge or evidence. Beliefs also form the basis of our values -​ Values are the ideas that we hold to be important. Values guide our actions and behaviours. Values are a projection of our beliefs. -​ The self refers to the essential qualities that distinguish us as individuals -​ Self-concept or self-identity refers to how we define ourselves and present ourselves to others. This is based on how we reflect on the self -​ Examples of key components that make up the self include personality, emotional intelligence, self-esteem, communication skills, feedback, empathy, and self-efficacy -​ Understanding the self is crucial for effective leadership -​ The four components of emotional intelligence are: self-awareness, self-management, social awareness, and relationship management -​ Personality patterns are generally stable and enduring -​ Communication is sophisticated, multifarious, dynamic, transactional, and continuous -​ When we say communication is sophisticated, we mean that there are many aspects to communication we need to be aware of such as non-verbal cues, how fast someone is  talking, their tone of voice, etc. Communication is not super straightforward all the time - it’s complex and can be nuanced -​ When we say communication is multifarious, we mean that there’s different types and methods of communication: interviewing, texting, email, phone call - it’s not strictly face-to-face -​ When we say that communication is dynamic, we mean that communication is based on the demands of the environment or the situation. For example, a coach’s communication might change whether their team is winning or losing -​ When we say that communication is transactional, we mean that the person doing the talking and the person listening are both involved in the communication and both have an impact on how it’s going -​ When we say that communication is continuous, we mean that communication is always building upon itself. We’re always learning new words and new gestures - we are constantly learning how to communicate better -​ There are three channels of face-to-face interaction: visual, vocal, and verbal -​ The visual channel is everything that is visible during communication -​ The vocal channel is how we’re saying things. This includes tone, pitch, rate, volume, emphasis, pronunciation, and dialect -​ The vocal channel serves as our emotional tell -​ The verbal channel are the words that we actually say (i.e., specific word choice and vocabulary) -​ When verbal and nonverbal messages conflict, we tend to place more emphasis on nonverbal messages when forming our interpretation and in guiding our response -​ Active listening involves doing one or all of clarifying by paraphrasing the speaker’s message, interjecting with subtle prompts, and asking questions -​ Perception checking involves three steps: Identifying the behaviour you’ve observed in the other person, offering two possible interpretations of the behaviour, and seeking clarification of the behaviour -​ There are two dimensions of meaning in communication: relational and content -​ The relational dimension of meaning in communication involves how people feel about those with whom they are communication, provides insight into the quality of the relationship, and is subjective -​ The content dimension of meaning in communication involves the topic or content of the conversation and is objective -​ Three communication skills leaders must possess are: linking skills, envisioning skills, and regulating skills -​ Linking skills are observing the interactive environment and building a trusting climate within which participants can function -​ Envisioning skills are creating and establishing strategies or visions from the status quo -​ Regulating skills are helping leaders to influence and motivate others -​ The 5 practices of excellent leadership are to: model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart -​ Task-oriented leadership focuses on establishing goals and defining and managing assigned tasks and roles. Priority is placed on productivity and task completion -​ Relations-oriented leadership focuses on interpersonal connectedness and process and people skills. Priority is placed on establishing connections between people, encouraging team development, collaborating, and creating collective ventures and projects -​ Task and relationship components must be taken into consideration when considering the leadership strategy that fits best in a given situation -​ Task-oriented and relational-oriented leadership exist on a continuum -​ Principled leaders are transparent, honest, and fair -​ Purposeful leaders are insightful, ingenious, and igniting -​ Passionate leaders are bold, committed, and fanatics for their cause -​ Communication competence involves using the most effective and appropriate communication behaviour in any given situation while maintaining established relationships on terms acceptable to all involved -​ Principled, purposeful, and passionate leadership characteristics form a well-rounded leader -​ Facilitation techniques are questions, silence, echoes, comparisons, and observations -​ The stages of the experiential learning cycle are experience, reflection, generalizing, and application -​ Facilitators should be unobtrusive, unassuming, and indirect when empowering participants -​ The best evidence that participants have learned something from the experience is to see them apply it if possible -​ The stages of guiding group development are: forming, storming, norming, performing, and adjourning -​ Debriefing experiences mirror the experiential learning cycle and is based on asking questions -​ To facilitate is to make a process easier or to empower people to accomplish a task -​ Both real and perceived risks should be considered by facilitators -​ Real risks are risks identified as a result of a technical assessment of the likelihood of a possible event -​ Real risks are often quantifiable and based on expert analysis -​ Perceived risks is a person’s perception of how dangerous an activity might be -​ Perceived risks are very real to the individual and can make participation difficult -​ Debriefing mirrors aspects of the experiential learning cycle, and include reliving the experience, exploring the purpose, and applying lessons learned to life -​ Diversity is the mix of people who interact equitably in society, differing across factors like race, gender, ability, and class. It embraces differences while acknowledging the disparities in privilege, power, and access, requiring a commitment to social justice and equity. -​ Some benefits of diversity are creativity and innovation, problem-solving, and broadening views -​ An “ism” is an oppressive and systemic belief system about a group (e.g., sexism, racism, ageism) -​ Core variations are not easily changeable and are things like ability, age, race, ethnicity, and gender. -​ Secondary variations affect and interact with core variations, but are more changeable over time -​ People have a higher degree of choice and control surrounding secondary variations. -​ Intersectionality is a theory that seeks to examine the ways socially and culturally constructed categories interact on multiple levels to manifest themselves as inequality in society -​ Stereotypes are generalizations that we make about the characteristics of all members of a group based on an image, often wrong, about what people in that group are like. -​ Prejudice is the act of prejudicing, or making a judgment, usually negative, about a person based on that person’s group membership without real knowledge of the person and often based on stereotypes. -​ Discrimination is using power to act on prejudice, treating someone differently (and often negatively) because of their membership in a particular group -​ Stereotypes are the thoughts, prejudice is personal feeling and judgement, and discrimination is acting on your prejudice. For example; a stereotype is that teenagers are lazy, so a manager’s prejudice would be disliking teenagers because of the stereotype, and discrimination would be the manager choosing not to hire teenagers because of their prejudice. -​ Inclusive leadership at the micro level is focused on how leaders can promote inclusion in programs, activities, and experiences. For example: adapting activities so more people can participate -​ Inclusive leadership at the macro level considers collaborative efforts and partnerships to foster inclusion. For example: Including representatives from various groups within the community on planning committees. -​ Cultural destructiveness is the most negative stage of the cultural competence continuum, in which attitudes, behaviours, policies, and practices are destructive or harmful to people and their cultures -​ Cultural competence is the most positive end of the cultural competence continuum and is indicated by acceptance and respect of differences, continual expansion of cultural knowledge, continued cultural self-assessment, and attention to the dynamics of differences.