MANAGEMENT SKILLS - Berta E. Madrigal Torres 2nd. Edition.

CHAPTER 1- MANAGEMENT SKILLS.

1. It is the capacity of the individual, acquired by learning, capable of producing expected results with
the maximum certainty, with the minimum of time and economy and with the maximum of safety.
SKILL

2. They are acquired and learned to produce expected results with maximum certainty.
MANAGERIAL SKILLS

3. It refers to the ability to work in a group, with a spirit of collaboration, courtesy and cooperation to
solve other people's needs and, even, to obtain common goals.
INTERPRESONAL SKILLS

4. They are one's actions with others and others with one. It is where exchange and human
coexistence take place.
SOCIAL SKILLS

5. Capacity and ability to make analysis, comparison, contracting, evaluation, judgment or criticism.
ACADEMIC SKILLS

6. Skills including invention, discovery, guessing, hypothesizing and theorizing.

INNOVATION SKILLS

7. Skills including application, use and implementation (habit).

PRACTICAL SKILLS

8. skills that relate to viewing the organization as a whole, including skills in coordinating and
interpreting ideas, concepts and practices.
CONCEPTUAL SKILLS

9. They encompass all skills in tangible and intangible form.

MEGASKILLS

10. He keeps his eyes firmly on the distant horizon, even on the way to it.
VISION FOR THE FUTURE

11. Mega ability, Regulates the speed, direction and pace of change in the organization so that its
growth and evaluation match the external pace of events.
MASTERY OF CHANGES

12. Mega ability that is a builder in the institution whose legacy is an organization capable of
succeeding by fulfilling its desired predictions.
ORGANIZATION DESIGN

13. He is a lifelong learner who is committed to promoting organizational learning.

EARLY LEARNING

14. Demonstrates the ability to make things happen.

INITIATIVE

15. Inspires others to have ideas and trust each other, to communicate well, to seek collaborative
solutions to problems.
INDEPENDENCE DOMAIN

16. He is serious, tolerant, reliable, caring, open, loyal and committed to the best traditions of the
past.
HIGH LEVELS OF INTEGRITY

17. The leader must develop four main types of skills: Conceptual, technical, interpersonal and.
SOCIAL
18. The impact of globalization involves the flow of technology, ideas and values that transcend
borders and highlight their differences.
GLOBALIZATION

19. It is every effort to respond to the requirements and challenges of globalization.

INTERNATIONALIZATION

CHAPTER 2: TOP MANAGEMENT.

20. It is the vital function of the organization.
THE ADDRESS

21. A function performed by an individual or leader to influence others in performing a job.

MANAGEMENT

22. It is the process of working with and through individuals, supported by other resources such as
equipment, capital, technology, to achieve organizational goals.
THE ADMINISTRATION

23. Managing, copying, maintenance, accepting reality, focusing on systems and structures,
controlling, pointing out how and when, doing things right, and giving the time of day are
characteristics of the.
DIRECTIVE

24. He innovates, creates, develops, convinces, investigates reality, focuses on people, builds trust,
looks for the what and why, does the right things and builds watches.
LEADER

25. The person who manages the administration function of a company.

MANAGER

26. He is defined as a top management figure.

EXECUTIVE

27. Every manager, leader, entrepreneur or executive defines his or her mission and determines his
or her vision.
TRUE

28. The first requirement of the executive, leader, manager or entrepreneur is to make his or her:
MAKE HIS OR HER OWN MISSION AND VISION

29. It is the raison d'être of the business or company.

MISSION

30. It is the definition of our future built on our highest desires. It is a dream to achieve.
VISION

31. They are basic convictions of a specific mode of conduct or final state of personal or social
existence.
THE VALUES

32. The pillars of leadership are: communication, delegation, selling, discourse, participation and
commitment.
TRUE

33. The pillars of leadership are: power, politics, authority, Machiavellianism and emotional
intelligence.
TRUE

CHAPTER 3: EMOTIONAL INTELLIGENCE.

34. According to Enrique de Mulder, it is a person's ability to contribute value to the organization, that
is, to build the company to a greater extent than compensation.
EMPLOYABILITY

35.Determines how we handle ourselves and others.

PERSONAL INTELLIGENCE

36. Therefore, the more emotionally mature you are, the more competent you will be to help your
employees deal with their ups and downs.
LEADER AND MANAGER V

37. This phenomenon is linked to the power, authority of the position and the command style of the
leader.
NARCISSISM

38. Perverse individual who is characterized by considering himself special and unique, lacks
empathy, envies others, arrogant and believes he deserves everything.
NACISIST

39. Emotional intelligence includes two types of intelligence.

PERSONAL AND INTERPERSONAL INTELLIGENCE

40. According to Coleman, it is the ability to know our feelings and those of others, to motivate
ourselves and to manage relationships appropriately.
EMOTIONAL INTELLIGENCE

41. This intelligence is made up of a series of competencies that determine the way we relate to
ourselves.
PERSONAL INTELLIGENCE

42. When personal intelligence is applied to work it comprises three components: SELF-motivation,
SELF-awareness and SELF-CONTROL

43. Ability to remain in a state of continuous pursuit and persistence in achieving goals, coping with
problems and finding solutions.
SELF-MOTIVATION

44. It is the ability to recognize and understand one's own strengths, weaknesses, moods, emotions
and impulses, as well as the effect they have on others and on one's work.
SELF AWARENESS

45. It is the ability to control our emotions and impulses to adapt them to an objective, to take
responsibility for our own actions, to think before acting and to avoid premature judgments.
SELF-CONTROL

46. Ability that allows us to understand others, helps us to develop in daily life.
INTERPERSONAL INTELLIGENCE

47. It is the main pillar of interpersonal intelligence.

EMPATHY

48. It is the ability to understand the needs, feelings and problems of others, putting oneself in their
place and responding correctly to their emotional reactions. People with this ability are able to listen
to others and understand their problems and motivations.
EMPATHY

49. the basic skills to be empathetic are: Understanding and developing nonverbal communication
and.
KNOW HOW TO LISTEN

50. It is the talent in managing relationships with others; it is knowing how to think and influence
others.
SOCIAL INTELLIGENCE

51. According to Robert K. Cooper the ability to sense, understand and effectively apply the power
and acuity of emotions as sources of human energy.
EMOTIONAL INTELLIGENCE

52. A leader is strong in three emotional intelligence competencies: Empathy, relationship building
and
COMMUNICATION
CHAPTER 4: COMMUNICATION.

53. Transmit signals by means of a code common to the transmitter and receiver.
COMMUNICATION

54. Transmission and reception of thoughts, facts, beliefs, attitudes and feelings that produce a
response.
INTERPERSONAL COMMUNICATION

55. The receiver will be able to accurately understand and interpret the messages sent by the
sender.
THROUGH ACTIVE LISTENING

56. Process through which meaning is shared, including context, participants, messages, channels,
barriers, facilitators and feedback.
COMMUNICATION

57. Environment or place where the communication takes place.

CONTEXT

58. People who communicate and who will act as transmitters and receivers of communication.
PARTICIPANTS

59. This is what it communicates. Its elements are meaning, symbols, codification and form.
MESSAGE
60. Means of transmission of the message through the senses.
CHANNELS

61. Any element that interferes with communication and that occurs at some stage of the process. It
can be internal, external or semantic.
BARRIERS

62. Stimuli that favor the reception of messages.

FACILITATORS

63. It is the response to the message and indicates to the sender the receiver's understanding of the
message.
FEEDBACK

64. Starts the message to be sent.

THE SOURCE

65. Conversion of a communication message into symbolic form.

CODING

66. Actual physical product of the encoding source, i.e., that which is communicated.
THE MESSAGE

67. The medium through which communication travels.

CHANNEL

68. Translation of the message of the communication issued by the source.

DECODING

69. Who receives the message sent by the source.

RECEIVER

70. The process of verifying that there are no misunderstandings and that the message has been
decoded correctly.
FEEDBACK

71. The 4 main functions of communication are: Emotional expression, motivation, control and
information.
TRUE

72. Communication that is achieved through deep and reflective self-knowledge and the formation of
self-image through reflection on personal feelings, actions and thoughts. It is the one that is given
with itself.
INTRA-PERSONAL COMMUNICATION

73. Communication is understood as the dialogue that takes place between people through the
transmission and reception of thoughts, beliefs, facts, attitudes and feelings.
INTER-PERSONAL COMMUNICATION

74. is based on interpersonal communication and therefore on interpersonal communication skills. It

involves two or more people communicating with each other for the purpose of solving or making
decisions, among others.
GROUP COMMUNICATION

75. It is the discipline whose object of study is the way in which the phenomenon of communication
occurs within organizations and between organizations and their environment.
ORGANIZATIONAL COMMUNICATION

76. It represents an exchange of messages with the active participation of the interlocutors, where
each one expresses what he/she wants to say and says what he/she wants to express, so a
necessary condition for dialogue is assertive behavior.
DIALOG

77. Behavioral technique that reaffirms the personality, allows us to know ourselves better and
makes us get closer to others through the improvement of intrapersonal and interpersonal
communication.
ASSERTIVENESS

78. It involves asserting your own personality, self-confidence, self-esteem and confident and
efficient communication.
ASSERTIVENESS (LATIN ASSERERE ASSERTUM)

79. It is based on two assumptions, the first being equal to self-esteem and the second equal to goal
achievement.
ASSERTIVE LEARNING

80. It involves the direct expression of one's feelings, needs, legitimate rights or opinions without
threatening or punishing others and violating the rights of others.
ASSERTIVE BEHAVIOR
81. It feels free to manifest itself, can communicate with people at all levels, active orientation in life,
and acts in a way that it judges respectable and responsible.
ASSERTIVE PERSON

82. Technique that consists of taking into account one's own rights and those of the interlocutor in
order to choose a course of action to follow.
STABILIZER

83. Technique where a verbal argument is created to express one's feelings about something.
DEEC SCRIPT

84. Technique that consists in the serene repetition of the words that express our desires, over and
over again.
LINED DISK

85. This technique teaches us to accept manipulative criticism by serenely acknowledging to our
critics the possibility that there is some or a lot of truth in what they say, without giving up our right to
be ourselves.
FOG BANK
86. Technique that teaches to accept mistakes and faults by means of a decisive and understanding
acknowledgement of the criticisms that are made to us about negative characteristics, real or
supposed.
NEGATIVE ASSERTION

87. Technique that consists of the assertive acceptance of praise (compliments, congratulations), but
without deviating from the central theme or allowing ourselves to be manipulated by the praise
received.
POSITIVE ASSERTION

88. It consists of motivating criticism from others in order to take advantage of it or to exhaust it, while
encouraging our critics to be more assertive and not to use manipulative tricks.
CONFRONTATIONAL QUESTIONING

89. It can be very assertive and very practical to offer the other party some workable compromise.
VIABLE COMPROMISE

90. It involves accepting discussions about the positive and negative aspects of our personality, our
behavior, our lifestyle and our opinion, in order to broaden communication and reduce manipulation,
which facilitates the proper management of our emotions.
SELF-REVELATION

91. It consists of actively listening to the information that others give us without having asked for it,
and from there, asking for more information and continuing the conversation.
FREE INFORMATION

92. Technique that tries to verify if the other person understood what we said. It allows us to check
whether our communication really reached the receiver and to evaluate our own effectiveness as
communicators.
BILATERAL TRANSMISSION

93. Technique that consists of verifying if you understood what they said. It helps us to reduce the
excess of subjectivity when interpreting information.
ACTIVE RECEPTION

94. It is the primary way of expressing emotions and is used to send positive, negative and
persuasive messages.
NONVERBAL COMMUNICATION

95. It refers to communication through the use of body movements, paralanguage, presentation and
the physical environment.
NONVERBAL COMMUNICATION

96. Verbal and nonverbal signals are related through these aspects: repetition, contradiction,
substitution and complement.
(Mentions Hellriegel) TRUE

97. It involves using our senses to the fullest, so that the other person perceives that we are
interested in what he/she is telling us, that it is important and that we are sensitive to his/her feelings.
LISTENING SKILLS

98. It is fundamental in communication, as it influences the quality of the conversations we have and
the establishment and maintenance of our social relationships.
LISTEN

99. A process that involves attention, understanding, recapitulation, analysis and an empathetic
response.
LISTEN

100. Eye contact, paraphrasing, not talking too much, keeping an open mind, taking notes when
necessary, avoiding distracting acts and gestures, asking questions and asking for relevant
clarifications are:
BEHAVIORS when listening
101. One of the most useful means of communication within the organization is written
communication, since it can be consulted at any time, can be reproduced if necessary, and allows
the receiver to corroborate the message as many times as he/she deems necessary.
ACTUAL WRITTEN COMMUNICATION

102. The document must be written in an orderly fashion, contain the recipient's data, avoid obvious
and unnecessary elements, be legible and comply with the three "C's".
IS A FUNDAMENTAL PRINCIPLE OF WRITTEN COMMUNICATION

103. This ability represents a form of power. can be learned and perfected.
PUBLIC SPEAKING

CHAPTER 5: TIME MANAGEMENT

104. It consists of forecasting, planning, organizing, executing, directing and controlling activities
performed to determine and achieve the stated objectives.
ADMINISTRATION

105. Relationship established between two or more phenomena, events, bodies or objects.
TIME

106. The importance of time lies in six characteristics: egalitarian, inelastic, indispensable,
irreplaceable, inexorable and invaluable.
TRUE

107. It is the art of making time work for the benefit of people and societies, since time itself does not
exist.
TIME MANAGEMENT

108. It includes four types of relationships: important - urgent, not important - urgent, important - not
urgent and not important - not urgent.
TIME MANAGEMENT

109. Relationship that relates to quality, in which we plan for the long term, anticipate and foresee
problems, empower others.
QUALITY QUADRANT

110. This is the time wasting quadrant. Do not stay there all the time.
ARE NOT URGENT - NOR IMPORTANT

111. Every role contains four requirements.

PHYSICAL, SPIRITUAL, SOCIAL AND MENTAL

112. It gives us the accurate assessment of our capacity and the balance of our personal integrity
account.
SELF-KNOWLEDGE

113. Synchronize the mission and principles by answering the questions What, Why? And how?
CONSCIENCE

114. We visualize, we conceive the possibilities that exist beyond direct experience.
CREATIVE IMAGINATION

115. The week's perspective that urges planning or renewal (in a period to recreate and reflect) on a
weekly and daily basis. This is called.
BALANCED RENOVATION

116. This approach argues that most of the problems concerning time management are due to
chaos, to the lack of order in our lives.
ORGANIZATIONAL APPROACH

117. This approach is based on the paradigm that time management is a skill.
FOCUS 101
118. They are all those interruptions, attitudes, noises or deficient systems that steal time or impair
time planning.
ENEMIES OF TIME

119. These are aspects that rob and deprive the manager and his team of time to carry out what was
planned.
TIME THIEVES

120. Myth of activism: the most overworked executive is the most efficient.
TRUE

121. Myth of centralism: the higher the level at which matters are handled, the better. The Delegation
is haggled over.
TRUE

122. Myth of complex data: decisions should be postponed until all the data has been collected.
TRUE

123. Myth of energy in work performance: results are directly proportional to the volume of work
invested.
TRUE

124. Myth of problem solving: it is necessary to analyze the effort and effort to find solutions to the
problems that we are already familiar with.
TRUE

125. Myth of simplification: time must be saved through simple and easy solutions.
TRUE

126. Myth of the enemy of time: time presses on the executive: it is on top of him.
TRUE

127. Myth of the open door: the executive, boss, manager, must always be available to everyone,
ready for dialogue.
TRUE

128.The personality of the executive and manager who has control of his time is a result of how he
acts administratively with his work team.
KNOWS HOW TO MANAGE TIME

129. A poorly planned business meeting is one of the main reasons for wasted time.
TRUE

CHAPTER 6: CREATIVITY.

130. It is understood as a process of discovery of something new, valuable, original, useful and
significant, starting from information already known; it encompasses the possibility of solving a
problem by knowing and discovering it where the rest of the people do not see it.
CREATIVITY

131. The ability to give rise to new and valuable things; the ability to find new and better ways of
doing things.
Mario Rodriguez defines CREATIVITY

132. It is the faculty of organizing in some original way the elements of the perceptual field; the
faculty of structuring reality, de-structuring it and restructuring it into new forms.
CREATIVITY

133. The ability to combine ideas in a unique way or make unusual associations between ideas.
CREATIVITY

134. It means doing something that is out of the ordinary. It must make sense to be taken seriously.
BE CREATIVE
135. Someone who is regularly able to solve a problem, or who can come up with something that
causes them to become a valued commodity in a given field.
CREATIVE

136. In it are the three elements of the structure necessary for creative activity, which are: the
relationship between the child and the teacher. The relationship between the individual and the work
to which he/she is dedicated and the relationship between the individual and other people in his/her
world.
CREATIVITY TRIANGLE

137. Creativity depends on ..... of a particular area of interests, and it manifests itself in different ways
depending on the socio-historical moment and above all on what is inside.
KNOWLEDGE

138. We all possess a strong and powerful creative potential, which weakens as we acquire
stereotyped knowledge.
TRUE
139. Creative thinking uses this which is characterized by fluidity, flexibility and originality for creative
problem solving.
DIVERGENT THINKING

140. This type of divergent thinking goes from specific facts or observations to the general.
INDUCTIVE THINKING

141. This type of divergent thinking starts from general principles to specific situations.
DEDUCTIVE THINKING

142. This type of divergent thinking goes from certain information, based on explicit rules, to new
conclusions.
LOGICAL THINKING

143. This type of divergent thinking is intuitive, associative or personal.

ILLOGICAL THINKING

144. It is the total number of suggestions that a human being is capable of making.
FLUIDITY

145. It is the change from one type of possible uses to another.

FLEXIBILITY

146. It is the novelty or unusualness of the suggestions.

ORIGINALITY

147. When solving problems through routine thinking there is a right answer; the difficulty lies in
finding it.
CONVERGENT THINKING

148. Creative thinking usually has a series of these which are: orientation, preparation, incubation,
illumination, verification, and communication and dissemination.
PHASES OF CREATIVE THINKING

149. It consists of defining the problem and identifying the important dimensions.
ORIENTATION

150. As much information as possible related to the problem is provided here.

PREPARATION

151. It lies in leaving the problem for a moment so that the censorship of critical reason is relaxed
and the unconscious is allowed to work freely.
INCUBATION

152. The incubation stage usually ends when the answer or answers to the problem are found; it is
equivalent to coming out of the tunnel to ideas.
LIGHTING

153. It consists of testing and critically evaluating the solution obtained; if it is not accepted, it is
necessary to return to incubation.
VERIFICATION

154. It is to make new ideas known; creation is consolidated and lives from society independently of
its creator.
COMMUNICATION AND DISSEMINATION

155. A characteristic that a creative person must have that allows him/her to take risks and travel
unknown paths.
HIGH SELF-ESTEEM

156. There are psychological pressures that hinder creativity and that in most cases take place in the
early stages of life. The important thing is to recognize them and learn how to eliminate them.
INHIBITORS OF CREATIVITY

157. Among these inhibitors of creativity are stereotypes, routine, passive resignation, fear, stimulus
saturation, dependence and overwork.
INDIVIDUAL INHIBITORS

158. Among these inhibitors of creativity are surveillance, judgment of actions, excessive control,
lack of recognition and authoritarianism.
INHIBITORS ORGANIZATIONS

159. It is said that the brain achieves synergy of information, is a success-driven mechanism, has the
ability to perfectly imitate actions, craves fulfillment, constantly seeks new knowledge and
information, is truth-seeking and tenacious.
GUIDING PRINCIPLES OF THE BRAIN
160. The brain is a success-driven mechanism.
TRUE

161. the brain is constantly searching for new knowledge and information.
TRUE

CHAPTER 7: DECISION MAKING.

162. It is an opinion, a choice among several alternatives. It is an alternative composed of two

courses of action that are likely to be at the same distance from the truth.
DECISION

163. It is nothing more than a hypothesis, a thing of no value unless it is contrasted with reality.
OPINION

164. The decision is the end of a deliberation process and directly implies the
WILL

165. The conclusion is the end of a reasoning and implies

INTELLIGENCE

166. The decision making process will require a separate treatment depending on who decides.
TRUE

167. This process includes: The problems, possible outcomes, alternatives; the second alternative,
envisioning plans, setting strategies and action.
DECISION-MAKING PROCESS

168. It is useful when the sum of the contributions of the individuals participating in the group is
greater than what would be achieved by consulting them individually.
TEAMWORK

169. The solution to the problem must be quantitative in nature, or its cause and effect will have a
cost.
TRUE (role of mathematics in decision making)

170. It is an essential tool in decision making that gives it the quality of universality and can be
understood regardless of the particular origin of the proposal. Supported by the scientific method.
MATHEMATICAL LANGUAGE

171. It can be defined as the process of identifying the difference between the actual and the desired
state of affairs and making decisions to resolve this difference.
TROUBLESHOOTING

172. Problems in decision making can be classified as low.

UNDER CERTAINTY UNDER UNCERTAINTY AND LOW RISK

CHAPTER 8: TEAMWORK AND CONFLICT MANAGEMENT.

173. They determine in some way the way to reach the organization's objectives and the work
climate.
MODELS OF ORGANIZATIONAL BEHAVIOR

174. Four models of organizational behavior: autocratic and custodial, supportive and collegial.
TRUE

175. He sees authority as someone who knows what is best for the organization and believes that
the employee should be directed, persuaded and pushed to achieve a certain level of performance.
The management pushes the worker in this direction and the worker only obeys orders.
AUTOCRATIC BEHAVIOR MODEL

176. It motivates employees in their jobs through welfare programs known as benefits and lifetime
employment contracts, generated by unions and governments. The worker depends more on the
internal dynamics of the organization than on a good relationship with the boss.CUSTODY
BEHAVIOR MODEL

177. The good management of the company depends more than anything else on the leadership of
the manager and other processes in the organization that help the employee to do his or her job,
which gives him or her a sense of participation and involvement in the organization's tasks.
SUPPORTIVE BEHAVIOR MODEL

178. The achievement of objectives depends mainly on a management that succeeds in creating a
sense of camaraderie among employees, based on collaboration at work.
BEHAVIORAL MODEL ORG. MEMBER

179. The models of participation in the organization are considered to be the most compatible with
the current demands of companies and employees living in a globalized world, since they allow them
to have the organizational flexibility to carry out changes and face competition in order to achieve
goals and improve management activity.
SUPPORT MODELS AND THE COLLEGIATE

180. It allows to maintain the initiative and creativity of the person who must take refuge in himself to
develop his task, in addition it avoids controversies, thus shortening the time invested in the
realization of the activities.
INDIVIDUAL (thought)

181. It occurs when two or more people interact to share information and make decisions with the
idea of reaching an objective. No commitment is required; rather, the participant is only seen as an
individual contributor who joins others.
GROUP (thought)

182. As it is known to the psychic forces that operate in the interaction of several peopleGROUP
DYNAMICS

183. They intermingle by combining, adding or neutralizing to produce what is known as Gestalt.
INDIVIDUAL FORCES

184. It is a type of group characterized by very defined features that distinguish it from other types of
groups.
WORK TEAM

185. When productivity increases and quality improves, the work team benefits:
THE COMPANY

186. When they reduce conflict, increase commitment to goals and increase acceptance of change,
the team benefits:
GROUP

187. When self-esteem improves, collaboration with management increases and job satisfaction
increases, the work team is benefiting.
TO THE WORKER

188. In this case, there are greater demands on its members, in terms of the way in which they are
effectively involved in the development of their activities.
WORK TEAM

189. The results obtained are a function of the sum of the individual capabilities of its members.
GOOD GROUP

190. The results include the individual performances of its members and the results of the collective
work.
TEAMWORK

191. It is the set of practices, ideas and meanings among individuals, groups and organizations
participating in labor relations.
WORK CULTURE

CHAPTER 9: LEADERSHIP.
192. It is a universal human condition, activity of influencing people to work willingly for the objectives
of the group
LEADERSHIP

193. It is the vital function of the organization, it is the process that a person or a leader performs to
influence others in the performance of a united and effective work.
ADDRESS

194. It commands and expects obedience. It is dogmatic, firm and directs through the ability to
withhold or grant rewards, or assign punishments. Issues orders, makes decisions without consulting
others.
AUTOCRATIC LEADER

195. He delegates authority, intensively involves his followers in the decision-making process and
invites employee participation. Giving a free flow of communication, useful when workers are
professionals.
DEMOCRATIC OR PARTICIPATORY LEADER

196. They are basically soft and forgiving and allow their followers to do pretty much what they want.
It occurs in companies with low payroll.
LAISSEZ-FAIRE LEADER
197. Communicating, organizing, integrating, directing, controlling, motivating, delegating and
reconciling are:
LEADER FUNCTIONS

198. The leader must know how to communicate with his followers and stop to make sure that his
message has been spread.
TRUE (COMMUNICATE)

199. The leader is the one who delimits and defines how the organization is organized. Determines
the scope and level of each position.
TRUE (ORGANIZE)

200. Integrate the human, technical and material resources of the company, paying more attention to
the human element.
TRUE (INTEGRATE)

201. It is the art of making decisions in accordance with the proposed and organized activities.
TRUE (DIRECT)

202. It implies the ability to control the activities towards the proposed objects.
TRUE (CONTROL)

203. You must understand what people are acting on and know how to skillfully manage these
levers. The reasons that lead to act in one way or another.
TRUE (KNOWING HOW TO MOTIVATE)

204. He gives confidence to his people, knows how to share responsibility and power.
DELEGATE TRUST (TRUE)

205. He must compose and adjust the spirits of those who are opposed to each other.
CONCILIATE (TRUE)

206. These are two elements that the leader must know how to handle and use with the logical sense
that human talent management demands.
POWER AND AUTHORITY

207. It means to increase, it is conceived as the social function of making the community and its
members grow. It is directly related to the service
AUTHORITY

208. It is the basis of the leader's impact and influence on the follower
POWER

209. There are two fundamental types of power:

POSITION POWER AND PERSONAL POWER

210. The leader has come from above; someone who has superior social power has conferred upon
him a position with certain power.
POWER OF ATTORNEY

211. The person has become a leader from below, in one of the followers, his power is the result of a
knowledge of his qualities and objectives of social promotion.
PERSONAL POWER OF ATTORNEY

212. It is the ability to compel by physical force another person to do what is commanded.
COERCION

213. When the commander relies on something that is linked or connected to a power source
CONNECTION

214. A person performs for a fee something that he or she would not do for a simple request
REWARD

215. A person is motivated to act, or not, in a certain way because he or she recognizes in someone
the force of the law, even without coercive elements.
LEGITIMACY

216. One person directs the behavior of another by the information he or she possesses and on
which the latter depends.
INFORMATION

217. It results from a set of qualities that make a person win the will of others to cooperate in the
achievement of his or her purposes.
NEGOTIATION

218. Ability to make someone else do what he/she is told to do because he/she recognizes a
competence.
EXPERT
219. A person follows the requirements of another person because he feels attached to him by bonds
of affection that do not allow him to contradict them.
AFFECT

220. The leader will never be a mere technique, because it is a dynamic interpersonal relationship.
CHARACTERISTICS OF A TRUE LEADER

221. Characteristic of the leader capable of seeing himself objectively without falling into the subtle
traps of the defense mechanism.
AUTOCRATIC LEADER

222. Accustomed to speak the truth, to organize by asking for cooperation instead of seducing with
promises, he distinguishes well between genuine leadership and demagoguery.
HONEST AND SINCERE

223. Maximizes commitment to the organization's goals and strategies.

AUTHORITARIAN LEADERSHIP

224. The leader first decides the best way to perform a task and then communicates to subordinates
what is expected of them: how, when, and by whom the activity will be performed
STRUCTURING LEADERSHIP

225. It focuses on integration, as the leader-subordinate relationship considers two ends:

accomplishing the task and developing the necessary skill and responsibility for the task
LEADERSHIP COACH

226. It is the one that ensures that employees increase their confidence and ability to perform a given
task adequately and independently
ENCOURAGING LEADERSHIP

227. The preponderant component of this approach is the assignment of tasks to the appropriate
collaborator, leaving him/her to proceed on his/her own.
DELEGATING LEADERSHIP

228. A person who embodies power and authority, based on the unconditional faith and loyalty that
the individuals of a country place in a man, to whom exceptional qualities or exemplary particulars
out of the ordinary are attributed
CHARISMATIC LEADERSHIP

229. It is an outstanding quality that serves to distinguish one person from another. It is the individual
difference that constitutes each person and distinguishes him/her from another,
PERSONALITY

230. According to Thomas Cleary the body of leadership consists of: enlightenment and virtue, word
and action.
4 CRUTCHES OF LEADERSHIP (HUMILITY AND JUSTICE) ETIQUETTE AND THE LAW

231. Enlightenment and virtue are the root and teaching, while humanity and justice are the
branches.
TRUE

232. He acts with decision, firmness and security, without holding back in the face of dangers or
difficulties; he is determined, courageous, bold, daring and fearless.
PERSONALITY OF THE DETERMINED LEADER

233. He is insistent, persistent, firm, permanent and constant.

PERSONALITY OF THE PERSISTENT LEADER

234. He is adventurous, risky and persistent. Their main characteristic is to be risk-taking in decision
making, when undertaking a venture or changing a strategy
PERSONALITY OF THE RISK-TAKY LEADER

235. They adopt democratic styles, encourage more participation, share power and seek to increase
the self-esteem of their followers.
FEMALE LEADERSHIP

236. Women have always been leaders in community and non-governmental organizations.
TRUE

CHAPTER 10: NEGOTIATION.

237. It is a continuous process of relationships and exchanges that presupposes the existence of a
previous relationship and a common desire to continue maintaining that relationship in the future
NEGOTIATION

238. This is the new paradigm that should not be left out of the negotiation process. Where both
parties reach an agreement.
WIN - WIN

239. Trading in goods or securities for profit: trading in land.

INTERNATIONAL NEGOTIATION

240. This is the name given to the place where the negotiation is carried out
NEGOTIATION FRAMEWORK

241. The main actors in the negotiation process are

THE PEOPLE OR THE PARTIES

CHAPTER 11: MOTIVATION

242. It is the preparatory mental rehearsal of an action to encourage or be encouraged to execute it

with diligence
MOTIVATION

243. Force that energizes, directs and maintains human behavior

MOTIVATION

244. Set of internal and external forces that cause an employee to choose a course of action and
behave in a certain way through the direction and focus of behavior, the level of effort contributed,
and the persistence of the behavior
MOTIVATION AT WORK

245. It is based on the assumption that money is a universal motivator and that, therefore,
employees will channel their energy towards what the company wants when given a sufficiently large
financial incentive
MECHANICAL MODEL

246. It is based on the assumption that all behavior can be incentivized with the appropriate stimuli
CONDUCTIVE MODEL

247. Conception that motivation is due to efforts and needs, hence the creation of a pyramid where
there are five different kinds of needs: physiological, security, social, esteem and self-fulfillment
MASLOW NEEDS CHERARCHY THEORY (according to Monfort)

248. Five different kinds of needs: physiological, safety, social, esteem and self-actualization.
MASLOW'S HIERARCHY OF NEEDS THEORY

249. There are three groups of needs: central, existence and relationship, and growth

250. It explains behavior through the conscious choice of alternative levels of effort, given by
subjective possibilities that lead to certain results and assumes that the collaborator focuses on those
activities that lead him to achieve his own objectives and those that do not produce any benefit are
put on the back burner
EXPECTATIONS THEORIES

251. This model proposes that employees perceive what they get out of a work situation in relation to
what they contribute to it and then compare their results with the indicators and contributions of other
people, systems or individuals
EQUITY THEORY

252. It involves freely engaging in certain activities

INTRINSIC MOTIVATION

253. It is that motivation that comes from outside and that leads to the execution of the task
EXTRINSIC MOTIVATION

CHAPTER 12: STRATEGIC SKILLS.

254. Set of procedures necessary to carry out a plan or task

STRATEGY

255. Intellectual action that can be employed in concrete work

SKILL

256. Tactics or ways of executing a skill; its success or failure will depend on its good application
STRATEGIES

257. Ability to anticipate, visualize, maintain flexibility and grant authority to others to generate
strategic change when necessary
STRATEGIC LEADERSHIP
258. The 5 models or ways of acting of strategic leaders: The strategist as rational actor, as architect,
as coordinator or facilitator, as deliverer and as orchestrator.
MINTZBERG STATEMENT

259. It is a complex set of ideologies, symbolisms and values that are shared throughout the
company and influence the way business is conducted
ORGANIZATIONAL CULTURE

260. Resources, processes or skills that provide competitive advantage

261. It enables an organization to describe and illustrate, in clear and accessible language, the
objectives and initiatives, the measure used to evaluate the company's performance in the
environment, market share and customer recognition
STRATEGY MAP

262. Process whose main objective is the achievement of a competitive advantage that allows the
company or organization to add value to its product or service and continue in the market
STRATEGIC MANAGEMENT

263. Deliberate drive of top management to influence with its leadership each and every member of
the organization in order to achieve the objectives and goals set forth
STRATEGIC INTENTION

264. Technique that helps to leverage competitive advantages

KNOWLEDGE MANAGEMENT

CHAPTER 13: THINKING SKILLS.

265. They are related to cognition, which refers to knowing, collecting, organizing and using
knowledge.
THINKING SKILLS

266. They are operations capable of acting on concrete stimuli, situations or mental representations,
to generate new motor actions
ELEMENTS OF THINKING

267. These are the mental skills that allow one to go beyond accepted knowledge and create new
knowledge
CREATIVE THINKING SKILLS

268. It allows the student to develop thinking skills and apply the learning achieved, turning them into
an active agent of the educational process.
LEARNING HOW TO MAKE

269. Personal ability to express feelings, positive and negative thoughts effectively at the right time,
without feeling embarrassed or denying the rights of others
ASSERTIVITY

270. It is the ability to understand or comprehend, the ability to solve problems.

INTELLIGENCE

271. The development of intelligence occurs in three areas: emotional, behavioral and cognitive.
TRUE (according to Gardner is given)

272. It tries to find imaginative, different solutions that depart from the classic approach to any
everyday problem.
LATERAL THINKING

273. It implies knowledge, because without it nothing can be developed.

READING SKILLS

274. They are an instrument that provides full freedom to express the ideas read in a given content.
CONCEPT MAP