Leadership and Theorie of Motivation Flashcards
What is Leadership?
- is defined as the goal-oriented, reciprocal and social influence in order to execute common tasks in and by means of a structured work situation.
-the goal-oriented, social impact on the attitude and behavior of individuals
as well as the interaction in and between groups with the objective of reaching joint
goals
- is the ability to influence a group toward the achievement of a vision or a set of goals.
Why Leadership?
-A charismatic leadership style leads to an increase in affective (ρ= .45) and normative (ρ= .34) commitment of employees
-Laissez-faire leadership leads to lower affective commitment (ρ= -.30) of employees
-Destructive leadership leads to lower employee well-being, higher turnover intention, higher resistance,
more counterproductive behavior and lower individual performance
Leadership versus Management
The duality of leading tasks and managing tasks represents
one of the fundamental dilemmas of leadership
Leader
-Shape
-Create and Develop
-Inspire Others
-Think Long-Term
-Ask “What?” and “Why?”
-Question the Status Quo
-Create Vision and Meaning, Change Culture
-Do the Right Things
Manager
-Implement
-Administrate
-Preserve
-Think Short-Term
-Ask “How?” and “When?”
-Accept the Status Quo
-Act within an Established Culture
-Do Things Right
Leadership:
Produces change & movement
-Providing Direction
-Aligning People
-Motivating and Inspiring
Providing Direction (Leadership)
-Create a vision
-Clarify big picture
-Set strategies
Aligning People (Leadership)
-Communicate goals
-Foster commitment
-Build teams and coalitions
Motivating and Inspiring (Leadership)
-Inspire and energize
-Empower subordinates
-Satisfy unmet needs
Planning and Budgeting (Management)
-Establish agendas
-Set timetables
-Allocate resources
Organizing and Staffing (Management)
-Provide structure
-Make job placements
-Establish rules and procedures
Controlling and Problem Solving (Management)
-Develop incentives
-Generate creative solutions
-Take corrective actions
Can Leadership be Learned?
- It is important to distinguish between leadership traits (innate, stable) and competencies (acquirable)
-30% of the ability to lead is innate/70% are based on socialization, environment, experience, active development via training
70 – 20 – 10 Rule of Leadership Development
10% : knowledge(course, books)
20%: People(coaching, mentoring, networking)
70%: Experience and reflection(on-the-job development)
Indirect leadership
-Strategy: goals and tools
-Structure: tasks, competencies, processes
-Culture: values, thought and behavior patterns
-Qualitative personnel structure: qualification,
identification, and motivation
Interactive leadership (direct)
-perceive, analyze, reflect
-inform, communicate, consult
-decide, coordinate, cooperate, delegate
-motivate, identify
-develop, evaluate, give feedback,reward / penalize
What is Motivation?
is the process that accounts for an
individual’s intensity, direction, and persistence of
effort toward attaining a goal
Content-oriented theories
describe the contents of work motivation
–> Question: “What motivates?”
Process-oriented theories
describe stimulus, direction & process of work motivation
–> Question: “How does it motivate?”
Intrinsic motivation (Content-Oriented Theories)
Is evoked by the task itself and refers to doing
something because it is inherently interesting or
enjoyable
Extrinsic motivation(Content-Oriented Theories)
Is evoked by external incentives and refers to
doing something because it leads to or averts a separable outcome
Word corresponding to intrinsic motivation
-Enjoyment
-Fun
-Growth
-Purpose
-Curiosity
-Self-Actualization
–> Interest or pleasure in the work itself
Word corresponding to extrinstic motivation
-Benefits
-Pay Raise
-Awards
-Promotion
-Discounts
- Winning
-Bonuses
–> Interest in results obtained from working
Types of incentives (Content-Oriented Theories)
- material
–> monetary –> fixed –> time wage –> basic salary
–> monetary –> variable –> piece wage, bonus wage –> incentive bonus –> equity participation
-material –> non-monetary –> payment in kind –> use grant –> advisory and
insurance benefits –> auxiliary service
-immaterial –> work content –> workplace
design –> working time
organization –> social
relationships –> development
potential
voir page 50 du powerpoint
Hierarchy of needs (Content-Oriented Theories)
Basic needs:
-Physiological needs
-Safety needs
Relationship
needs:
-Social needs
Psychological
needs:
-Social needs
-Esteem needs
-Self-actualization
-Self-transcendence
Growth needs:
-Esteem needs
-Self-actualization
-Self-
transcendence
page 51
Maslow 4.0
- wifi
-Battery
Theories X (McGregor)
“In general, people are lazy, unwilling to work and have no ambition. You have to urge people to do the work by
incentives and sanctions. People do not like to take responsibility and want to be led”
Theory Y (McGregor)
“In general, people are not passive or indifferent towards organizational goals. They are motivated for work, look for
personal development, and are willing and able to take responsibility for organizational goals. Self-set goals lead and
motivate people.”
–> voir page 54
Two factor theory (Herzberg)
- Motivators
- Hygiene Factors
Motivators
Characteristics:
-Intrinsic factors
-Satisfaction if present
-No satisfaction if absent
example:
- Perform well/success
- Gain recognition
- Have interesting work tasks
- Development/career advancement
Hygiene Factors
Characteristics:
- Extrinsic factors
- Dissatisfaction if absent
- No dissatisfaction if present
example:
-Politics of the company
- Human resource management
- Relationship to colleagues/supervisors
- Working environment
Content-Oriented Theories: Strengths
Indication as to WHAT motivates people
Stresses the importance of recognition, self-esteem, independence, responsibility
Content-Oriented Theories: Weaknesses
Often static and not differentiated enough
Context is often not considered
Rough categorization of employees - only part of their behaviour can be explained
Equity theory (Adams): Process-Oriented Theories
People compare job inputs and outcomes with those of relevant others and will try to eliminate inequities
–> To motivate people, outcomes of employees should be fair regarding their input as well in comparison with the output of others.
Goal setting theory (Locke & Latham): Process-Oriented Theories
Goals as motivational drivers
Characteristics :
Employees are more likely to work hard toward attainable objectives
Goals should be clearly defined (SMART) by management
Goals must be agreed upon between the employees and the manager
Assumptions:
By creating clear-cut goals, employees have a better sense of direction and become more productive
Businesses can achieve greater success by applying specific and measurable goals for employees
SMART Goals
- Specific: goals should have one particular result
- Measurable: the success or failure of goals should be measurable
- Achievable: goals should not be too hard or easy, they should be achievable
- Realistic: goals should take account of the employee’s abilities
- Timely: there should be a deadline for
completing goals
Process-Oriented Theories: Strengths
-Indication as to HOW motivation works
-Focus on the course of action
Process-Oriented Theories: Weaknesses
-Focus on very selected aspects of motivation processes
-Are primarily based on rationality
Performance-Based Compensation: definition
Compensation for specific and individual performance with the aim to enhance work efforts
Performance-based compensation components are paid in order to reward the additional output of an
employee in comparison to normal performance
Positive Effects of Performance-Based Compensation
1980: Average increase in productivity of 30%
1985: Strong average effect on productivity (d=2.12)
voir page 65
Problems of Performance-Based Compensation
- Self-selection
- Measurement and evaluation problems
- Crowding-out
- Spillover
- Multitasking-effect
Self-selection:
Different compensation models attract different people. Performance-based pay is more attractive for successful employees with high levels of performance needs and low risk aversion. But: Who comes for money, will leave for money!
Measurement and evaluation problems:
Unproblematic with simple work tasks. In more complex jobs,however, the reason for performance and success is not very easy to determine
Crowding-out
When intrinsically motivated people’s behavior is externally influenced, their intrinsic motivation is reduced, their job satisfaction declines and, unless extrinsic rewards can compensate, their performance will be reduced too (crowding-out effect)
Spillover:
When intrinsically motivated people receive extrinsic rewards for a task, the negative effect on intrinsic motivation is not only on that one task but also spills over to other areas
Multitasking-effect
People focus only on tasks with higher monetary rewards. Other positive behavior (e.g.helping behavior) is reduced and manipulations and forgery (e.g. “creative record keeping”, reclassification of money for own benefit) are increased
Negative Effects of Performance-Based Compensation (Empirical findings)
-Performance-based monetary or in-kind rewards have a negative effect on intrinsic motivation.
-This negative effect is stronger if the reward is announced.
-Performance-based verbal appreciations have a positive effect on intrinsic motivation.
Criticism of Excessive Managerial Compensation
board members earn on average 40 times as much as the
average employee
Solutions to Managerial Compensation
Corporations are increasingly keen to show investors they
are cutting costs by cutting CEO salaries
However, for most executives, salary makes up only a small
portion of their total compensation
Instead, it is heavily weighted towards stock awards and
options
Conclusion: Recommendations for Performance-Based
Compensation
Because there is a positive effect on extrinsic motivation and negative effect on intrinsic motivation,
performance-based compensation is especially advisable if
-the company is capable and willing to pay enough performance- based rewards to compensate the negative effect on intrinsic motivation
-there is little risk for multi-tasking-effects (which is rather the case
for low complexity jobs)
-Generally, it is important to establish an environment in which people are highly engaged and are not motivated exclusively by extrinsic rewards
Emotional Intelligence
The ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion,
and regulate emotion in self and others
Emotional Intelligence
voir tableau page 33
Development of emotional intelligence (page 20)
-Development of emotional intelligence takes time: old habits have to change
-Training-modules for single competences available (cf. Goleman)
-Use different training methods: role-play, group discussion, simulation
-Organizational culture improves learning: challenging exercises, social support, feedback, personal-development
-Strategic use of feedback: underline positive behavior, use criticism sparingly
-Learning through positive role models
Need Theory (McClelland)
High achievers do not gamble when there is a low chance of success, because their need for achievement is
not satisfied, if their win is a matter of pure luck
High chances of success, however, do not turn the task into a real challenge of their skills. Thus, they are not
motivated by such tasks as well
–> According to McClelland’s need theory, the so-called need for achievement is one of three basic types of motivation.
Need Theory (McClelland) : page 25
Behavior results from the interaction of different motives
that differ individually.
Need for achievement
= striving for improvement and success
Need for power
= striving for a superior position
Need for affiliation
= striving for interaction, affiliation to social groups, and
appreciation
