task-oriented behavior

task-oriented behavior

actions involving a person's cognitive abilities in an attempt to solve problems, resolve conflicts, and gratify the person's needs to reduce or avoid distress.
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Since the task-oriented behavior in the evaluation of the performance of such duties to tell the staff is .
One of the purposes of the present paper is precisely to deepen into which kind of task representation skilled and less-skilled comprehenders build while answering questions, and how it influences task-oriented behavior.
The identified leader behavior categories comprise clarifying roles and objectives, problem solving, monitoring, inspiring, consulting, empowering, supporting, developing, team building, recognizing, informing, leading by example, and buffering behaviors that were further classified into five leader behavior meta categories, namely, task-oriented behavior, relation-oriented behavior, team-building behavior, empowering behavior and leading by example behavior.
One aspect of the theory is about the relationship between members' job maturity and leaders' task-oriented behavior.
Subjectively, preferences for GP task-oriented behavior and perceived performance often went together, though more discrepancies were visible than with affect-oriented behavior.
The results indicate that the basic leadership of project managers in Surabaya falls slightly on task-oriented behavior.
Halpin (1966) found that usually leaders use a combination of task-oriented behavior and people-oriented behavior.
Leadership style evidence by a specific leader is a combination of task-oriented behavior and people-oriented behavior.
Task-oriented behavior refers to the extent which a leader likely organize, describe and define roles of group members (subordinates) what activities each is supposed to do.
Task-oriented behavior - refers to the extent that a leader organizes and defines the role of members of a group (subordinates), Explains what activities each is to do and when, where, and how tasks are to be implemented.
Specifically, the correlation of perceived academic stress with task-oriented behaviors was significantly negatively (r = -0.
Thus, we expect that: (a) the greater the degree of adolescents' hostile sexism, the fewer task-oriented behaviors attributed to the female leader and more negative affect expressed towards any relationship-oriented leader; and (b) the greater the degree of benevolent sexism, the more relationship-oriented behaviors attributed to the different leaders and more positive affect expressed towards them.