Motivation and Leadership Flashcards
Motivating the workforce
motivation to work refers the forces within an individual that account for the level, direction and presistence of effort expended at work.
Content Theories
Maslow’s hierarchy of needs theory
Alderfer’s ERG thoery
McClelland’s acquired needs theory
Herberg’s two-factor theory
Maslow’s Hierarchy of needs
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
Alderfer’s ERG Theory source
Slide 219
McClelland’s Acquired needs theory
(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)
Herzberg’s two-factor theory
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
Process Theories
VIE theory
Goal setting theory
Vroom’s (1964) VIE Theory
(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
Vroom’s (1964) VIE Theory
(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
Goal setting theory
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
Leadership
Goal directed influence
Managers
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
Leaders
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
Traditional Leadership
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)
The new leadership
Charismatic leadership (House’s charismatic approach, Conger&Kanungo’s
charismatic approach ) Transformational leadership (Bass’s transformational approach, Related work
emphasizing vision and change)
Trait theory
- The earliest approach to the study of leadership
- Identified traits that differentiated the “great person” from the masses
Behavioral theories
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
Fiedler’s Contingency Theory
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
Empowerment
The process by which managers delegate power to motivate greater responsibility in balancing the achievement of both personal and organizational goals.
Yukl’s definition of empowerment
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.
Guidelines for empowering employees
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
Hersey & Blanchard’s approach: Evaluation
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
Path Goal Theory
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
Charismatic leadership
Having a profound and extraordinary effect on followers
Transformational Leadership
- Charisma
- Inspiration
- Intellectual stimulation
- individualised consideration
-> broadening and elevating follower goals
-> performance beyond expectations
Transactional Leadership
- contingent reward
- management by exception (passive/active)
- laissez faire (no negotiation of goals, “let it go”)
-> leader/follower exchange
-> agreed performance
Linking Transformational leadership and the big three motives
S. 247
Authenticity, empathy, and charisma
S. 248
Guidelines for transformational leadership
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.
The compensatory model of work motivation and volition
S. 251
Leadership by motivation: the 3C model at work
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
