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Session 6

Leading & Motivating

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Leader Influence & Power

Influence: any attempt by a person to change the behavior of superiors, peers, or lower-level employees.

Power: ability to marshal the human, informational,

and material resources to get something done.

Five Bases of power: Reward – compliance through rewards

Coercive – compliance through threats or punishment

Legitimate – compliance through formal position

Referent – compliance through charisma

Expert – compliance through ability & information

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Leadership Defined…

Leadership The process of inspiring, influencing, and

guiding others to participate in a common effort.

Formal Leadership The process of influencing relevant others to

pursue official organizational objectives.

Informal Leadership The process of influencing other to pursue

unofficial objectives that may or may not serve the organization’s interests.

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Leadership & Management…

The primary function of a leader is to establish the

fundamental purpose of the organization and the

strategy for attaining it

The job of a manager is to implement that vision

ESTABLISH

MISSION

FORM

STRATEGY

ENERGIZE

PEOPLE

IMPLEMENT

STRATEGY

LEADER’S ROLE MANAGER’S ROLE

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The Evolution of Leadership Theory

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Leadership Theories (I)-

Trait Approach

Trait approach (1950s)

Which traits can distinguish leaders from non-leaders?

Cognition (e.g., honesty, reality-focused, vision)

Motivation (e.g., ambition, passion for the work)

Attitude toward employees (e.g., commitment to justice,

respect for ability)

Emotion (i.e., Emotional Intelligence)

Emotional Intelligence (EI): the ability to monitor and

control one’s emotions and behavior in complex

social settings.

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Emotional Intelligence Exercise

Evaluate the following 10 statements about your EI on a scale of 1=―not at all like me‖ to 10=―very much like me.‖ Try to be objective by viewing yourself through the eyes of key people in your life such as family members, close friends, coworkers, and classmates.

1. I usually stay composed, positive, and unflappable in trying situations. ( points)

2. I am able to admit my own mistakes. ( points)

3. I usually or always meet commitments and keep promises. ( points)

4. I hold myself accountable for meeting my goals. ( points)

5. I cam smoothly handle multiple demands and changing priorities.( points)

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Emotional Intelligence Exercise6. Obstacles and setbacks may delay me a little, but they don’t

stop me. ( points)

7. I seek fresh perspectives, even if that means trying something totally new. ( points)

8. My impulses or distressing emotions don’t often get the best of me at work. ( points)

9. I usually don’t attribute setbacks to a personal flaw (mine of somebody else’s. ( points)

10. I operate from an expectation of success rather than a fear of failure.( points)

What is your total score ?

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Emotional Intelligence Exercise

Key:

A score below 70 indicates a need for

improvement. With sincere effort, one’s

emotional intelligence can be improved. It is

part of a natural process of ―growing up‖

and becoming mature in challenging social

situations. People with low EQ scores are

like porcupines—they’re hard to hug.

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Leadership Theories (II)-

Behavioral Styles Approach

Behavioral styles approach (1960s) How do leaders behave?—studies of the patterns of

leader behaviors (leadership styles) rather than who the leader was (traits)

The Ohio State Model Initiating structure (task orientation): leader’s efforts to

get things organized and get things done.

Consideration (interpersonal orientation): the degree of trust, friendship, respect, and warmth that the leader extended to subordinates.

Identified four leadership styles

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Basic Leadership Styles from the Ohio State Study

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Leadership Theories (III)-

Situational Approach

How do leaders behave given the situation?

Path-goal theory (House, 1971);

Effective leaders enhance employee motivation by

clarifying perceptions of work goals.

linking rewards to goal attainment.

explaining how goals and rewards can be achieved.

Leadership styles

Directive

Supportive

Participative

Achievement-oriented

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Path-Goal Theory-Leadership Styles

Style Effect in Various Situations

Directive Positively affects satisfaction and expectations of

subordinates working on ambiguous tasks.

Negatively affects satisfaction and expectations

of subordinates working on clearly defined tasks.

Supportive Positively affects satisfaction of subordinates

working on dissatisfying, stressful, or frustrating

tasks.

Participative Positively affects satisfaction of subordinates who

are ego involved with non-repetitive tasks.

Achievement-

oriented

Positively affects confidence that effort will lead to

effective performance of subordinates working on

ambiguous and non-repetitive tasks.

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Modern Approaches to the Study of

Leadership (I)

Transactional leadership

How can leaders motivate employees through

control over environmental factors (i.e., extrinsic

rewards)

Built on premises of Behavior Modification (that

environmental factors can be manipulated to get

people to do right things more often and wrong

things less often)

Get people to do things by offering a reward or

threatening them with a punishment.

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Transactional Leadership Behaviors

Contingent

Reward

Contracts exchange of rewards for effort,

promises rewards for good performance,

recognizes accomplishments.

MBE (active) Watches and searches for deviations from

rules and standards, takes corrective

actions.

MBE (passive) Intervenes only if standards are not met.

Laissez-faire Abdicates responsibilities, avoids making

decisions.

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Modern Approaches to the Study of

Leadership (II)

Transformational leadership

How can leaders motivate employees through

appealing to their higher-order needs?

Fosters creative and productive growth

Inspire people to go above and beyond the call of

duty – to do the unexpected

Behaviors: charisma, inspiration, intellectual

stimulation, individualized consideration

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Transformational Leadership Behaviors

Charisma Provides vision and sense of mission,

instills pride, gains respect and trust.

Inspiration Communicates high expectations,

expresses important purposes in simple

ways.

Intellectual

stimulation

Promotes intelligence, rationality, and

careful problem solving.

Individualized

consideration

Gives personal attention, treats each

employee individually, coaches, advises.

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Transactional Leadership vs.

Transformational Leadership

Transactional Leadership Transformational Leadership

Rely heavily on

(reward/coercive/referent)

power?

Rely heavily on

(reward/coercive/referent)

power?

Monitor people so they do the

expected

Inspire people so they do the

unexpected

Is needed in (stable/rapidly

changing) situations?

Is needed in (stable/rapidly

changing) situations?

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Modern Approaches to the Study of

Leadership (III)

Empowerment Making employees full partners in the decision-

making process and giving them the necessary tools and rewards

Power is viewed as an unlimited resource

It is not a simple yes-or-no option – it is a matter of degree

Leaders serve as teachers of ―facilitators‖ who guide employees through knowledge & experience

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Empowerment Group Exercise

Hand out: How Empowered Are You at Work?

Discussion Questions:

How well does your empowerment score

correlation with your job satisfaction and your

intention to stay (or quit)?

What is particularly good or bad about the

empowerment climate in the job you considered?

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Latest Approach to Leadership:

SuperLeadership (Manz & Sims, 1990)

Focuses on follower/leader dynamic from a

different perspective

Leaders are expected to make it easier for

their people to realize their own potential –

people are thought to provide their own

direction & their own vision and excitement

SuperLeadership is the ultimate in employee

empowerment!

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SuperLeadership: Evolution of the

Concept

Strong Man: classic authoritarian leader; focus on command with power coming from position

Transactor: motivation on basis of positive & negative feedback & rewards

Visionary Hero: inspires subordinates through vision & relationships

SuperLeader: commitment rather than compliance is the key; leader’s responsibility to help develop leadership capabilities of followers, to create self-leaders

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Seven Steps to SuperLeadership:

Step 1: Become an effective self-leader

Step 2: Model self-leadership for followers

Step 3: Encourage followers to set own goals

Step 4: Create positive thought patterns

Step 5: Develop self-leadership through reward & constructive critical feedback

Step 6: Promote self-leadership through teamwork

Step 7: Facilitate a self-leadership culture

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Motivation:Leading Means Motivating

Motivation

Refers to the psychological process that

gives behavior purpose and direction.

Demonstrated through behavior

Motivation = direction, intensity, &

persistence

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Motivation + Ability = Performance!

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Motivational Theories

Content approach – focus on what causes

motivation

Maslow’s Needs Hierarchy Theory

Herzberg’s Two-Factor Theory

Hackman & Oldman’s Job Characteristics Theory

Process approach – focus on how motivation and

behavior changes

Vroom’s Expectancy Theory (VIE Theory)

Locke and Latham’s Goal Setting Theory

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Maslow’s Hierarchy of Needs

Maslow’s Needs Hierarchy Theory

People have needs, and when one need is relatively

fulfilled, others emerge in predictable sequence to take its

place.

Maslow’s hierarchy of needs:

Physiological needs: food, water, sleep, and sex.

Safety needs: safety from the elements and enemies.

Love needs: desire for love, affection, and belonging.

Esteem needs: self-perception as a worthwhile person.

Self-actualization: becoming all that one can become.

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Maslow’s Hierarchy of Needs (cont’d)

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Maslow’s Hierarchy of Needs (cont’d)

Relevance of Maslow’s Theory for Managers

Beyond physical and safety needs, which higher order

need will emerge cannot be predicted.

Effective managers can anticipate emerging needs based

on individual need profiles and provide opportunities for

fulfillment.

A fulfilled need does not motivate an individual.

The esteem level of needs satisfied by jobs and recognition

provides managers with the greatest opportunity to

motivate better performance.

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Herzberg’s Two-Factor Theory

A theory of motivation based on job satisfaction. Basic premise: satisfaction motivation &

performance

A satisfied employee is motivated from within to work harder.

Satisfiers: factors associated with the nature of the task itself (job content).

A dissatisfied worker is not self-motivated to work.

Dissatisfiers - factors associated with the job context or work environment.

Conclusion: Enriched jobs are the key to self-motivation.

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Herzberg’s Two-Factor Theory

Dissatisfiers (factors mentioned

most often by dissatisfied

employees)

Supervision

Interpersonal relations

Salary

Work conditions

Status

Company policies

Job security

Satisfiers (factors mentioned

most often by satisfied

employees)

Responsibility

Achievement

Advancement

The work itself

Recognition

Possibility for growth

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Herzberg’s Two-Factor Theory (cont’d)

Implications of Herzberg’s Theory The opposite to job satisfaction is NOT job

dissatisfaction, but rather no job satisfaction.

The opposite to job dissatisfaction is NOT job satisfaction, but rather no job dissatisfaction

There is a need to think carefully about what motivates employees. Meaningful, interesting, and challenging (enriched) work

is needed to satisfy and motivate employees.

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Self-Motivation Exercise

Handout: How self-motivated are you?

Self-motivation has increased in importance.

With concepts such as employee empowerment, fewer layers of

management, people working at home, and flextime, many employees

have to rely more on their own motivational skills to stay productive

rather than having supervisors looking over their shoulders.

For students, effective self-motivation can mean the difference between

success and failure—A’s or C’s—work done according to a schedule or

crammed in through late nights at the last minute.

―How Self-Motivated Are You?‖ is an assessment tool that allows you

to evaluate your own self-motivation practices to see if you are taking

advantage of the tools that are available.

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Self-Motivation Exercise Key

0–20 points: Low self-motivator. This person may

find it difficult to start projects, stay on track, and

finish in time.

21–39 points: Moderate self-motivator. This person

uses some techniques but could improve personal

productivity with the addition of others.

40–50 points: High self-motivator. This person

knows how to get things done and enjoys the

process.

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Hackman & Oldman’s

Job Characteristics Theory

Five Core Dimensions of Work Skill variety: the variety of activities required in carrying out

the work.

Task identity: the completion of a “whole” and identifiable piece of work.

Task significance: how substantial an impact the job has on the lives of other people.

Autonomy: the freedom, independence, and discretion that one has to do the job.

Job feedback: how much performance feedback the job provides to the worker.

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Job Characteristics Theory

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Vroom’s Expectancy Theory

Expectancy Theory (Vroom)

A model that assumes motivational strength is

determined by perceived probabilities of success.

A basic expectancy model

One’s motivational strength increases as one’s

perceived effort-performance and performance-reward

probabilities increase the likelihood of obtaining a valued

reward.

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Expectancy Theory

Valence, Instrumentality, Expectancy (VIE)

Expectancy Valence Instrumentality

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Expectancy Theory

Relevance of Expectancy Theory to Managers Employee expectations can be influenced by

managerial actions and organizational experience.

Training increases employee confidence in their efforts to perform.

Listening provides managers with insights into employees’ perceived performance-reward probabilities.

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Locke and Latham’s Goal Setting Theory

Goal-Setting Theory

Goal setting: the process of improving

performance with objectives, deadlines, or quality

standards.

A General Goal-Setting Model

Properly conceived goals trigger a motivational

process that improves performance.

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Goal Setting Theory

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Goal Setting Theory

Personal Ownership of Challenging Goals Characteristics of effective goals:

Specificity makes goals measurable.

Difficulty makes goals challenging.

Participation gives personal ownership of the goal.

How Do Goals Actually Motivate? Goals are exercises in selective perception.

Goals encourage effort to achieve something specific.

Goals encourage persistent effort.

Goals foster creation of strategies and action plans.