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Organizational Behaviour > Motivation and Leadership > Flashcards

Motivation and Leadership Flashcards

1
Q

Motivating the workforce

A

motivation to work refers the forces within an individual that account for the level, direction and presistence of effort expended at work.

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2
Q

Content Theories

A

Maslow’s hierarchy of needs theory
Alderfer’s ERG thoery
McClelland’s acquired needs theory
Herberg’s two-factor theory

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3
Q

Maslow’s Hierarchy of needs

A

Physiological needs (food, water, sex)
-> Safety needs (safety, security, protection)
-> Social needs (love, affection)
-> Esteem needs (recognition, prestige)
-> Self-actualisation needs (need to fulfil one’s self)
(First three: lower order needs , Last two: higher order needs)
Problem: the fact that lower levels need to be achieved in order to move on to the upper parts

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4
Q

Alderfer’s ERG Theory source

A

Slide 219

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5
Q

McClelland’s Acquired needs theory

A

(Individual needs - affect -> work preference)
High need for achievement:
-> Individual responsibility; challenging but achieveable goals; feedback on performance (e.g. Field salesperson with a challenging quota and the opportunity to earn individual bonus; Entepreneur)
High need for affiliation:
-> Interpersonal relationships; opportunities to communicate (e.g. customer service rep; Member of a work unit with a group wage bonus plan)
High need for power:
-> Influence over other persons; attention; recognition (e.g. supervisor; head of special task force)

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6
Q

Herzberg’s two-factor theory

A

Dissatisfaction and demotivation
-> Employees not dissatisfied, but not motivated
-> positive satisfaction and motivation

When Hygiene Factors are met:
employees not dissatisfied, but not motivated (imagine washing your hands; dirty hand make you unhappy/uncomfortable but clean hands don’t make you necessarily happy)
When Motivator Factors are met:
Satisfaction and motivation

Factors leading to extreme dissatisfaction: Company policy and administration, Supervision etc.
Factors leading to extereme satisfaction: Achievement, Recognition, Work itself, Responsibility etc.
—> Factors are not the opposites of each other

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7
Q

Process Theories

A

VIE theory
Goal setting theory

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8
Q

Vroom’s (1964) VIE Theory

A

(not very realistic, very rational, emotions etc. not considered)
People exert work force
-> to achieve (Expectancy)
task performance
-> and realize (Instrumentality)
work-related outcomes
-> (Valence)

Valence: Value an individual places on the rewards of an outcome
Instrumentality: B

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8
Q

Vroom’s (1964) VIE Theory

A

(not very realistic, very rational, emotions etc. not considered)
People exert work force
-> to achieve (Expectancy)
task performance
-> and realize (Instrumentality)
work-related outcomes
-> (Valence)

Valence: Value an individual places on the rewards of an outcome
Instrumentality: Belief that a person will receive a reward if the performance expectation is met
Expectancy: Belief that one’s effort will result in attainment of desired performance goals

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9
Q

Goal setting theory

A

SMARTCH Goals
Specific
Measurable
Attainable
Realistic
Timely
CHallenging

Having specific and challenging goals (vs just do your best):
Direct behaviour
Mobilize energies
Provide basis for feedback and evaluation
Enhance productivity

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10
Q

Leadership

A

Goal directed influence

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11
Q

Managers

A

Value stability and order
Risk avoiders
Efficiency
“Do the things right”
Planning and budgeting
Develop goal hierarchies
Low emotional involvement
Bureaucracy
Managers need trainers
Prosperous and stable times
Stereotype: Rather negative

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12
Q

Leaders

A

Value flexibility and innovation
Risk seekers
Effectiveness
“Do the right things”
Establishing directions
Inspire with vision
High emotional involvement
Flexible, innovative organizations
Leaders need mentors
Turbulent and difficult times
Stereotype: Clearly positive

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13
Q

Traditional Leadership

A

Leader traits & behaviors (Great human/trait, Leadership behavior, Leader reward
and punishment) Leader situational contingencies (Fiedler’s contingency theory/cognitive resource theory,
House’s path-goal theory, Hersey&Blanchard’s situational leadership theory, Kerr&Jermier’s substitutes for
leadership theory)

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14
Q

The new leadership

A

Charismatic leadership (House’s charismatic approach, Conger&Kanungo’s
charismatic approach ) Transformational leadership (Bass’s transformational approach, Related work
emphasizing vision and change)

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15
Q

Trait theory

A
  • The earliest approach to the study of leadership
  • Identified traits that differentiated the “great person” from the masses
16
Q

Behavioral theories

A

The Michigan studies
- Employee-centered vs. production-centered behavior
- Unidimensional concept (you are either employee-centered or the other)
The Ohio State studies
- Consideration vs. initiating structure
- Bidimensional concept
The Leadership Grid (Blake & Mouton) (2D concept)
Concern for people (0-9) ,Concern for production (0-9) —> 1.1 Impoverished Management , 9.1 Countryclub management , 1.9 Task Management, 5.5 Middle of the road management, 9.9 Team Management

17
Q

Fiedler’s Contingency Theory

A

Slide 214 (Assumes a leader cannot change; either task or relationship motivation)

Evaluation:
Advancement
- Focused on situational factors
Problems
- Empirical results inconsistent
- LPC measure questionable
- Theoretical foundation lacking
- Leader behavior is treated as a trait
- Conclusions ethically questionable

18
Q

Empowerment

A

The process by which managers delegate power to motivate greater responsibility in balancing the achievement of both personal and organizational goals.

19
Q

Yukl’s definition of empowerment

A

Psychological empowerment describes how the intrinsic motivation and self-efficacy of people are influenced by leadership behaviour, job characteristics, organization structure, and their own needs and values.

20
Q

Guidelines for empowering employees

A

Cultivate a “service wisdom”
Encourage job mastery
Create a freedom to act
Provide emotional support
Provide appropriate feedback
Share the power
Demonstrate active listening skills
Learn how to let go
Encourage diversity of approach
Develop participative management skills
Encourage modeling
Create job enrichment

21
Q

Hersey & Blanchard’s approach: Evaluation

A

Slide 239 and 240

Evaluation:
Advancements
-builds on blake & Moutons two-dimensional approach
-Easy to understand and to apply
-Broadly used in management training
Problems
- Concept of maturity collapses motivation and abilities
- Simplistic concept of motivation

22
Q

Path Goal Theory

A

Causal Variables: Leader Behavior —> Intervening Variables: Subordinate expectancies, Instrumentalities
and valences —> End-result Variables: Subordinate effort and satisfaction
Situational Moderator Variables ( affecting Intervening Variables): Characteristics of task and environment,
Characteristics of subordinates
Evaluation:
Advancements: * Conceptual framework to identify situational variables and to act accordingly *
Systematic approach, easy to apply * Founded in motivational psychology (Vroom’s VIE model)
Problems: * Based on VIE model, only * Important aspects of human motivation are disregarded * Empirical
results are inconclusive

23
Q

Charismatic leadership

A

Having a profound and extraordinary effect on followers

24
Q

Transformational Leadership

A
  • Charisma
  • Inspiration
  • Intellectual stimulation
  • individualised consideration
    -> broadening and elevating follower goals
    -> performance beyond expectations
25
Q

Transactional Leadership

A
  • contingent reward
  • management by exception (passive/active)
  • laissez faire (no negotiation of goals, “let it go”)
    -> leader/follower exchange
    -> agreed performance
26
Q

Linking Transformational leadership and the big three motives

A

S. 247

27
Q

Authenticity, empathy, and charisma

A

S. 248

28
Q

Guidelines for transformational leadership

A

Articulate a clear and appealing vision.
Explain how the vision can be attained.
Act confident and optimistic.
Express confidence in followers.
Use dramatic, symbolic actions to emphasize key values.
Lead by example.
Empower people to achieve the vision.

29
Q

The compensatory model of work motivation and volition

A

S. 251

30
Q

Leadership by motivation: the 3C model at work

A

Step 1: Diagnose the situation of the
team member/employee
Implicit Motives (Heart): Do team
members like the project? Is there a fit
between the projects and the team’s
needs and predilections?
Explicit Motives (Head): Is the project
important to members? Do team
members want to realize the project
Abilities(Hand): Do team members have
the skills required for this project? Did
they realize similar projects in the past?

Step 2: Find appropriate measures

S.254

Organizational Behaviour (11 decks)

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