-
Your role as a leader
- Respond ethically,
- positively, and powerfully to the many transformations that are occurring in
- our world.
-
How to become a leader?
–Know your own values as well as your organization’s ethical code.
- –Make good decisions - often very
- quickly and without complete information.
–Know how to think analytically - while also relying on your intuition.
- –Build strong, trusting relationships with others and communicate well with people at all levels of the
- organization.
- –Develop your self-awareness, your capacity for empathy and managing yourself well in
- stressful situations.
- Understand and manage your own and
- others’ emotions (EI).
-
Why Do Managers Have to Be Leaders?
- •Become able to inspire
- people, build powerful and effective teams, deal with conflict and guide, coach
- and mentor others.
•
- •Have a much
- better chance of harnessing the brain power we need to face the challenges and
- opportunities in
- our organizations, our communities and the world.
-
What is the difference in a manager and a leader?
A manager is …
- •an individual
- who makes plans; organizes and controls people, production, and services; and
- who regulates or deploys resources.
- A leader is
- a person
- who is out in front, influencing and inspiring people to follow
--
- Much
- of the research on managerial and leadership behaviors reinforces the
- assumption that only a few individuals (usually those at the top of an
- organization) are responsible for activities such as strategic planning,
- crafting and communicating a vision, or inspiring people to pursue
- organizational goals. The differentiation between management and leadership
- that has been prevalent for many years is no longer useful.
- However,
- it is helpful to look at the early research and perspectives upon which the
- differentiation was based. Once we understand these assumptions, we can begin
- to adjust them to fit today’s world.
-
Managers tend to…
•Control resources.
•Seek efficiency.
- •Be comfortable
- with order.
- •Be concerned with
- how things get done.
- •Play for time and
- delay major decisions.
•Seek compromises.
- •Identify goals
- that arise out of necessity.
-
Leaders tend to…
- •Create and provide
- resources through motivation.
- •Be comfortable
- with uncertainty.
- •Function well in
- chaotic environments.
- •Be concerned with
- what events and decisions mean to people.
- •Seek solutions
- that do not require compromise.
- •Take highly
- personal attitudes toward goals.
- •Identify goals
- that arise out of desire.
-
Henry Mintzberg
- •Model developed by following managers
- on the job and recording daily activities.
•
- Many
- of these roles and activities are now expected of more people—people who may not
- formally be called “managers.
- *
- •Many businesses and organizations have streamlined
- operations and decision making.
- •Whereas it used to be that only managers—and many times,
- senior managers—did things like disseminate information, foster innovation, or
- negotiate contracts, nowadays nonmanagerial staff is often empowered to do these things.
-
The
Coming Leadership Gap
- •Many
- people are promoted to their level of incompetence!
- •People
- are often not equipped for leadership.
- –They
- are not ready to manage people.
- –They
- are not skilled at strategic planning.
- •There
- is an opportunity for those who possess these skills.
-
•Earlier
leadership studies:
- •Leadership
- à personal
- characteristics and physical, intellectual, and psychological traits.
- –Leadership à behaviors and styles, and the
- importance of being able to adapt one’s approach to a particular situation.
-
Recent leadership studies
- –Key
- to Great Leadership à leadership
- competencies, emotional intelligence, ethics, and the responsible use of power.
- –Foundation
- of good leadership à self
- awareness: the
- capacity to reflect on, articulate and understand one’s emotions, thought processes, and physical
- responses to certain situations (like stress).
-
Barbara Kellerman
- It is not just leaders who can be
- judged as effective or ineffective. The same process holds true for followers.
- –Good followers à actively
- support good leaders and respond appropriately to bad leaders.
-
Warren Bennis
- the
- characteristics of both leadership and followership are likely to be different
- from culture to culture.
*
- We all need to
- learn effective followership tools à managing up and effective resistance.
-
Types of Followers
•Isolates à nonresponsive or indifferent to their leaders.
- •Bystanders à not engaged in the
- life of the organization.
- •Participants à actively engaged in
- the organization and make an effort to support and impact the organization.
- •Activists à feel more strongly
- about their organizations and leaders than participants and act accordingly.
- Vocal either when positive or negative.
- •Diehards à passionate about an idea, a person, or both and will
- give all for them.
-
Leadership is learned...
Three
secrets to becoming an
outstanding leader:
- •Emotional and social competence:
- The secret to effective leadership.
•Power:
The secret to influential leadership.
•Ethics:
The secret to responsible leadership.
-
What Is the Secret to
Effective Leadership?
•We must master competencies related to social and emotional intelligence.
- 1.Competencies
- 2.Social and emotional intelligence
-
Competencies
- Capabilities
- or abilities that include both intent and action, and that can be directly
- linked to how well a person performs on a task or in a job.
-
Social and emotional intelligence
- Abilities
- linked to self awareness, self-management, social awareness, and relationship
- management.
-
Components of an effecive leader:
- •Motives
- à needs
- or drives that fuel action.
- •Traits
- à physical
- or psychological characteristics that lead to consistent ways of responding to
- stimuli.
- •Self-concept
- à attitudes,
- values, and self-image—all powerful drivers of actions.
- •Knowledge
- à information
- that a person has at his or her disposal and their overall ability to find it.
- Skills
- à learned
- abilities needed to perform tasks
-
Threshold
competencies
- 1.necessary
- just to do a job.
- –Basic expertise,
- experience, and many cognitive abilities.
-
Differentiating
competencies
- 2.support
- outstanding performance.
- –Social and emotional intelligence, pattern recognition and systems
- thinking.
-
Technical
competencies à
- use of tools
- and processes related
- to a specialized field.
-
Cognitive
competencies
- •ability to see the “big
- picture” in systems such as
- organizations or groups (pattern recognition) or to analyze complex situations and to understand how all
- things and people relate to one another (systems thinking).
-
Relational
competencies
- support the development of strong
- working relationships with
- colleagues, direct reports, upper management, and customers.
-
Technical, Cognitive and Relational
Competencies
- Technical
- skills are especially critical in areas such as engineering, finance, and
- information technology
- Two
- main cognitive competencies—pattern recognition and systems thinking—are
- crucial in many jobs today
- Common
- management applications of relational competencies includes team work,
- coaching, monitoring performance, and providing feedback
-
Competency
model
- •à A set of competencies
- that are directly related to success in a job that are grouped into
- job-relevant categories.
- –Thousands of competency models are
- in use in organizations today.
- –Best
- ones are well-researched and based on the study of people, jobs, and organizational contexts.
-
A Comprehensive Management Competency Model
- When it comes to leadership, one subset of competencies
- makes all the difference: competencies related to social and emotional intelligence.
- 1. Goals and actions skills- efficiencey orientation, diagnostic use of concepts, proactivity.
- 2. Leadership skills- conceptualization, oral presentation, logical thought, self confidence.
- 3. People management skills- Socialized power, managing group process, prositive regard, accurate self assessment
- 4. Directing skills- developing other, spontaneilty, use of unilateral power
- 5. focus on others- concern for close relationships, stamina, objectivity, self control
-
Resonant
Organizations
- Organizations characterized by a powerful and positive culture
- in which people have a shared sense of excitement and commitment to mutual
- goals.
-
Resonant
Leaders
- Socially and emotionally intelligent, visionary people who lead
- and manage in ways that enable everyone to contribute their very vest.
-
Self-awareness
- The ability to notice
- and understand one’s emotions and their effects.
-
Self-Awareness:
The Foundation of Social and Emotional Intelligence
- •Emotions
- are linked to our ability to think clearly, make good decisions, and focus on
- tasks.
-
Limbic
resonance
- is a term used to
- describe how emotions are contagious, and powerful driver of our feelings,
- thoughts and behaviors.
- *Our brains are complex structures, and there is an important relationship between neurophysiology (how the brain
- works), psychology (personality,
- motives, and traits), and values
- (deeply held beliefs about how to act on our ideals).
-
§Leadership = Influence
- §Leaders often don’t really think about how to
- influence their people
§Talking is not influencing
§Leaders need a THEORY of influence!!!
- §No silver bullets! Attack from multiple
- angles.
-
Power
influence over and through others; the ability to get people to do what one desires by changing how those people think, feel, or act.
-
The challenge … of power
- •Many people are uncomfortable with the idea of
- wielding power and with the idea that others might use power to influence
- them.
•The common view of ‘power’ is that with it come victims.
•
- •It is linked closely to culture. Different cultures view, use and
- distribute power differently.
-
Organizational politics
- involve
- many things, including internal competition and the pursuit of personal goals
- at the expense of others or the organization. As distasteful as they are to
- most people, organizational politics are a reality in most organizations. And
- if you don’t understand them, you can’t help change the situation for the
- better.
- Power
- is a fact of social life in organizations, and managers and leaders need to
- understand how to use it for the benefit of their employees, the organization,
- and the people and communities that the organization serves.
-
Sources of Power
- •Legitimate
- Power à The ability to
- influence others by right of one’s position in an organization, the office held, or formal authority.
- •Reward
- Power à The ability to
- influence others by giving or withholding rewards such as pay, promotions, time off, attractive projects,
- learning experiences, and the like.
- •Coercive
- Power à The attempt to
- influence others through punishment.
- •Expert
- Power à The ability to
- influence others through a combination of special knowledge and/or skills.
- •Referent
- Power à Power that comes from
- personal
- characteristics that
- people value and want to emulate and that cause people to feel respect or
- admiration.
-
Managerial Power =
Position Power + Personal Power
–Based on things managers can offer to others.
- –Rewards: "If you do what I ask, I'll give you a
- reward."
- –Coercion: "If you don't do what I ask, I'll punish
- you."
- –Legitimacy: "Because I am the boss; you must do as
- I ask."
•Power of the PERSON:
–Based on how managers are viewed by others.
- –Expertise—as a source of special knowledge and
- information.
–Reference—as a person with whom others like to identify.
-
Empowerment
- à trusting employees to
- make decisions and to take responsibility for their decisions and actions.
- Participation
- and empowerment are also important parts of motivation.
-
Democratic participation fueled by
empowerment is demonstrated by members’ ability to:
•self-govern
•voice concerns
•contribute ideas.
-
Empowered Employees
Have a say in how things get done.
- Point out problems and improve work
- processes.
- Are
- more engaged and
- committed, which drives them to surpass average
- performance.
-
Empowering Organizations
- Systems
- and processes that encourage employee
- involvement.
- Support programs that enable employees
- to deal directly with
- conflicts.
- Compensation
- programs that support collaboration
- and quality and discourage micromanagement.
-
Empowerment and Theories X, Y and Z
- Theory X-A belief system that holds that the average employee is
- inclined to be lazy, without ambition, and irresponsible.
Theory y- A belief system that holds that workers are inherently ambitious, responsible, and industrious, and that they will work hard to help an organization reach its goals.
- Theory z-A theory stating that organizations have strong, relational
- cultures, that employees have discretionary freedom in local decision
- making and are trusted to work autonomously.
- •One problem with the Theory Z model is that it is nearly
- impossible to imagine a present-day organization that will offer lifetime
- employment. Another questionable aspect of Z organizations is that they could
- be described as benevolent but paternalistic.
•The Z approach can generate positive morale and loyalty.
-
The Empowerment Movement Today
The Business Imperative for Empowerment
- •organizations
- are much “flatter”
- •organizations are
- much “leaner”.
- •the person closest
- to the work process can often
- make better
- decisions than managers or
- leaders who are farther removed from the process.
- •the nature
- of the employment contract is changing.
-
Flat organizations
- organizations
- that have few levels of hierarchy, which drives a need for more people to make
- decisions.
- •In the past, the employment equation went something like
- this: “I will come to work and do my best to fulfill the organization’s
- expectations in exchange for respect, reasonable pay, decent working
- conditions, and a promise of lifetime employment.”Today, the equation is more like this: “I will share my
- talents and expertise with this organization only as long as I am fairly
- compensated, have opportunities to learn and grow, can do and be my best, and
- feel that my contributions are valued.”30 If these conditions are not met,
- people can and will leave.
-
Carol
Bartz: I’m Just a Manager
- •Know
- yourself, so you can be yourself!
- –People
- don’t respect phony people.
- •Surround
- yourself with people who fit.
- •Set
- goals and expectations. Don’t micromanage, empower!
-
Ethics
- A set of values and
- principles that guide the behavior of an individual or a group.
-
Values
- Ideas that a person
- or a group believe to be right or wrong, good or bad, attractive or undesirable
-
Terminal
values
- Personal commitments
- we make to ourselves in relation to our life’s goals.
- values include
- freedom, wisdom, love, equality, and a world at peace. Other examples of
- terminal values include happiness, pleasure, self-respect, inner harmony, and
- family security.
-
Instrumental
values
- –Preferred
- behaviors or ways of achieving our terminal values.
- include
- ambition, competence, creativity, honesty, integrity, and intellectual ability.
-
Traits Theories of Leadership
- Personality
- Physical Characteristics
- Intelligence and Ability
- Social Background
- Work-Related Characteristics
- Social Characteristics
--
- •Traits
- are enduring and
- distinguishing personal characteristics that may be inherited, learned, or
- developed.
- •In the early 1900s,
- leadership trait
- theories were prominent.
Limitations:
- –Some
- of the studies were seriously flawed à research does not
- support the notion that these traits are deterministic.
-
“Great
Man Approach
- Trait
- theories are models that attempt to explain leadership effectiveness by
- articulation of physical, psychological, and social characteristics, as well as
- abilities, knowledge, and expertise. In many cases, early theorists focused on
- studying people thought to be excellent leaders,
-
- •Many of these studies in fact focused only on men, and
- in many cases the studies paid an inordinate amount of attention to
- characteristics such as height, “bearing” (e.g., military posture), and
- neatness
- •Another inaccurate assumption in many of these theories
- was that all traits—physical and psychological alike—were immutable. In fact,
- some of what these researchers considered traits can and do change over time.
-
Behavior Models and Approaches to Leadership
- •These studies go beyond
- personal characteristics and traits.
•
- •They focus on actual
- behaviours leaders engaged in
- when guiding and influencing others.
•
- •Draw on disciplines
- such as sociology,
- psychology, and anthropology .
•
-
Ohio State Studies
Found two
major dimensions of behaviors associated with
leadership
- a.Consideration à people-oriented behaviours such as respect, openness to
- employees’ ideas and concern for employees’ well-being.
- a.Initiating structure à behaviours related to task and goal orientation, such as
- giving clear directions, monitoring employees’ performance , and planning and
- setting work schedules and deadlines.
-
University of Michigan Studies
•Researchers studied
effective supervisors.
•
•Study identified two
dimensions of behavior:
- a.Production-oriented behavior à focuses
- on efficiency, costs, adhering to
- schedules, and meeting deadlines.
- b.People oriented behavior à supportive of employees, emphasized relationships, and focused
- on engaging employees through setting and assisting in the attainment of
- high-performance goals.
-
Leadership Grid
Managerial
behaviours:.
- 1.plotted
- against two
- axes:
–Concern for production
–Concern for people.
- 2.grouped
- into management
- or leadership styles
-
Contingency Approaches to Leadership
- •Based on the
- following perspectives:
- –When
- it comes to leadership and management, one size does not fit all.
- –Take
- into account leader
- behavior and
- various aspects of the organizational situation and/or characteristics of followers.
•
- •Approaches in this
- section:
–Fiedler’s Contingency Theory
–Path-Goal Theory
–Leader Substitutes Model.
-
Fiedler’s Contingency Theory
- •Leadership
- effectiveness is dependent on the characteristics of the leader and the
- characteristics of the situation.
- •Changing one’s
- leadership style is difficult à effectiveness =
- match a leader’s style to the situation.
-
- •Relationship-oriented
- leaders
- •Emphasize good
- relationships and being liked by employees.
- •Focus on accomplishments
- and seek to ensure that employees perform well on the job.
-
Path-Goal Theory of Leadership
- •Leader
- is responsible for motivating employees to attain goals.
- •Effective leaders
- boost employee motivation by illuminating and clearing the path toward organizational
- and personal goals and linking rewards to goal attainment.
- 1. direction
- 2supportive
- 3 participative
- 4.achievement oriented
-
Leader Substitutes Model
- •States that certain
- characteristics of
- people or of the situation can make direct leadership unnecessary.
- –For
- example, when employees are knowledgeable, well
- trained, and highly
- motivated, people often don’t
- need close supervision.
- It
- challenges the traditional idea that people have to be managed and
- led, and that if they are not, they will avoid work entirely or not work to
- their full potential.
-
•Transformational
leaders
- People who have social
- and emotional intelligence and
- who can inspire
- others to seek an extraordinary vision.
- People who follow a traditional approach to management in which leader
- and follower behavior is an instrumental
- exchange.
–value people and focus on employees’ needs
- –are passionate about
- what they do
–Do the right thing in the right way
-
•Researchers
describe five behavioral attributes of charismatic
leaders:
–Vision and articulation
–Sensitivity to the environment
–Sensitivity to people’s needs
–Personal risk taking
–Unconventional behavior.
-
•Transactional Leader 2
- •Directs the efforts
- of others through tasks, rewards, and structures.
- –Uses
- contingent rewards to gain compliance with organizational objectives
- –Monitors
- performance, takes corrective action to aid follower performance
- –Inspires
- Enthusiasm and Extraordinary Performance
-
The HR Cycle
- •The role
- of human resources (HR)
- in leadership can be summed up in one word: support.
- –support
- takes a variety of forms, some technical, and some more strategic.
-
Ethical Leadership Development
- •HR has an obligation
- to deliver programs that address issues related to ethical leadership.
•
- •Programs must be designed
- to clarify the organization's code of ethics and reinforce the importance of professional ethics, as well as to embed
- ethical leadership in all levels of the organization.
•
- •In order to be
- successful, these
- programs need to be:
- –Relevant
- to employee’s experiences
- –Focused
- on developing good judgment
- –Focused
- on reflection and dialogue
- –Fully
- and visibly supported by management
–
-
HR’s Leadership Roles
- •Today,
- HR professionals are called upon to lead in their roles as executive
- coach and advisor, strategic business partner, organizational change agent, and
- leadership development architect.
- To
- support employees in doing the right thing, HR has a responsibility to (1) know
- the law; (2) ensure
- that mechanisms are
- in place to support employees in identifying and reporting ethical violations
- or questionable activities (e.g., anonymous hotlines, ombudsperson programs,
- and the like), and (3) protect employees from harm should they need to use these
- programs.
-
•Whistle-Blower Protection
- To ensure that an
- organization can address ethical behavior strategically, HR must often provide
- mechanisms that both support the culture and encourage individual
-
Authenticity
- •Genuine
- presentation of one’s thoughts, feelings, and beliefs. Authenticity requires a
- high degree of self-awareness.
- •Authentic
- leaders are committed to honesty, both with themselves and with those around
- them.
-
Trust
- •The
- expectation by employees that a leader will act in an ethically justifiable
- manner, will have their best interests at heart and will strive to achieve the
- organization’s goals.
-
Integrity
- •The
- quality of steadfastly holding to high moral principles and professional
- standards.
-
Courage
- •The
- willingness and ability to face fear, danger, uncertainty, or pain without
- giving up whatever course of action one believes is necessary and right.
•
-
•Motivation à
- –The result of
- a complex set of
- psychological influences and/or external forces that cause a person to behave in a certain way.
- –Accounts for the level, direction, and
- persistence of effort expended at work.
•Need
- –An unfulfilled
- physiological or psychological desire.
- It takes personal effort, great leadership, and
- a positive environment to
- sustain passionate engagement with work.
-
-
* self-determination theory
- An
- internal sense of satisfaction derived from the work itself and/or the desire
- to engage in activities even in the absence of external rewards in order to
- feel a sense of satisfaction, to use or improve one’s abilities, or to learn.
-
•Extrinsic Motivation
- Motivation
- that is the result of forces or attractions outside of the self, such as
- material rewards, social status, or avoidance of unpleasant consequences.
-
Self
Determination Theory
- is
- concerned with people’s need for empowerment (to feel competent
- and have a reasonable degree of autonomy) and their need for relatedness
- (to care
- for and be related to others).
-
Locus of control
- Our
- perception of the degree to which we have control over what happens in our
- lives.
- Internal
- Locus of Control- You can impact your environment and your fate.
External Locus of Control-
- Others
- and/or the environment have a great impact on you
- and the results of your efforts.
-
Motivation and the Big Five Dimensions of
Personality
- •Openness to experience (versus conformity,
- closed-mindedness)
- à Imaginativeness,
- openness to new ideas, and curiosity.
•Conscientiousness (versus undirectedness)
- àSelf-discipline,
- planning, achievement, and organization.
- •Extraversion (versus
- introversion)
- à The desire to seek
- out others and to have a positive, energetic, social attitude and emotions.
•Agreeableness (versus antagonism)
- à Compassion,
- cooperativeness, and willingness to compromise.
- •Emotional Stability (versus
- Neuroticism)
- à Psychological
- consistency of mood and emotions.
___
- •These five dimensions were derived from numerous early
- studies, one of which included 18,000 personality characteristics. Researchers
- worked to consolidate the descriptors, resulting in ever-smaller lists.
- Eventually, 16 personality traits were identified, and these were collapsed
- into the Big Five.
- •Studies have examined the effects of these dimensions of
- personality on leadership and motivation. For example, studies suggest that
- extraversion correlates with inspirational leadership and motivation.
-
How to
retain and motivate talent now
- •One
- size does not fit all. You have to know your people and adjust accordingly.
- •Money
- is not everything, but it sure is important!!!
- •Superstars
- should not be managed like role players.
- •Different
- generations have different needs.
-
Hierarchy of Needs
- A model stating
- that people are motivated to satisfy physiological, then safety and security,
- then love and belonging, then self-esteem, and finally self-actualization needs
- in that order.
Criticism:
• not well supported by research.
• one must first satisfy the lower order needs.
• once a need is met it ceases to be a motivator.
-
ERG Theory
- People are motivated to satisfy needs related to existence (E), relatedness (R), and growth (G), and these needs can all be activated
- at the same time.- Clayton
- Alderfer developed ERG Theory
-
The Two-Factor Theory
- Two distinct sets of factors, called motivators &
- hygiene factors, affect job satisfaction, motivation, or job
- dissatisfaction.
-
Motivators
- à factors that positively
- impact motivation, such as the needs for recognition, responsibility,
- achievement, and opportunities for growth and development.
-
Hygiene
factors à
- Both physical and psychological aspects of a job that can lead to dissatisfaction, including salary,
- working conditions, supervision, relationships with coworkers, and level of job
- security.
-
Need for achievement:
- •
- Defines success as reaching a personal standard of excellence
- •
- Exhibits a relentless desire to succeed
-
Three-Needs Theory
- Measuring Needs for
- Achievement, Affiliation, and Power
- • Personalized
- power à A
- need for power that drives people to seek control through assertive or
- aggressive behavior, often for personal gain.
VS.
- • Socialized
- power à An expressed need for
- power that is based on a desire to support the welfare of others, a group,
- society, or the common good.
- To assess what needs were impacting
- people’s thought processes and intentions, McClelland used a tool called the Thematic
- Apperception Test (TAT).
-
Personalized power
- à A need for power that
- drives people to seek control through assertive or aggressive behavior, often
- for personal gain.
-
Socialized powe
- à An expressed need for
- power that is based on a desire to support the welfare of others, a group,
- society, or the common good.
-
prosocial behavior
- any
- behavior that seeks to
- protect the welfare of society or the common good.
-
Equity Theory
- An individual’s level of motivation is a result of comparing personal
- inputs and outcomes, and also of
- comparing one’s
- efforts and rewards with others’ efforts
- and rewards.
- This
- theory is about people’s perceptions of fairness:
•
- 1.Do my contributions (inputs) and what I receive as a
- result (outcomes) match what others like me are giving and receiving?
●
- Do I get what I
- believe I deserve
-
Cognitivedissonance
- à A state of psychological stress arising
- from the attempt to process conflicting ideas, attitudes, or beliefs.
- When we experience it , we sometimes
- talk ourselves into believing things that just aren’t true.
-
Expectancy Theory
- Motivation = Valence x Expectancy x
- Instrumentality
-
Expectancy
- à A person’s belief
- about their ability to complete a task successfully.
-
Instrumentality
- à A person’s belief
- about the degree to which performance will result in realizing certain
- outcomes.
-
Valence
- •The value placed on
- outcomes.
-
Goal Setting Theory
SMART- Specific, Measureable, Achieveable, Result based, time- specific
- •People are motivated
- by the process of identifying and achieving goals.
•
- •‘
- Doing’ and ‘Being’ Goals
- à goal setting
- processes that worked well in industrial organizations do not necessarily allow
- for the stepwise change and transformation that today’s knowledge-based,
- innovative organizations need.
-
Make
Goals Not Resolutions
- Your environment
- (Culture) is largely responsible for your behavior. So if you aren’t getting
- where you want to go, you may need to change your environment
-
Operant Conditioning Theory
- Learning and behavior
- change occur
- when behavior is reinforced (rewarded) or when that
- behavior is not reinforced or is punished.
Punishment
- •Can be highly
- destructive to
- individuals and the organizational environment.
- •Might be necessary to
- stop unlawful, unethical or
- harmful behaviors.
-
Social Learning Theory
- People learn new
- behaviors by observing others, and that self-reinforcement and self-efficacy support learning and
- behavior change.
- •Self-efficacy
- à The degree to which a
- person believes that he or she is capable of successfully performing a
- behavior, accomplishing a task, or achieving a goal.
-
Self-efficacy
- The
- degree to which a person believes that he or she is capable of successfully
- performing a behavior, accomplishing a task, or achieving a goal
-
•One of HR’s core
responsibilities is
to ensure that the workforce is energized, committed, and motivated.
•
•Two important ways
to
achieve this:
- 1.creating and administering compensation
- plans, and
- 2.considering the characteristics of
- jobs.
-
Type
of compensation plans:
- 1.Individual compensation à A
- plan in which pay is determined by considering an individual’s performance.
- 2.Group compensation à A
- plan that bases an individual’s compensation on the performance of a group or
- groups, and/or the organization as a whole.
- 3.Merit-based compensation à A
- plan in which compensation is determined by the level of performance of an
- individual or group.
-
Money
is not the only component of “pay.”
- •Compensation packages à A
- plan in which wages, bonuses, and “fringe” benefits are all monetized.
- •Compensation schedules
- à A plan in which
- payment structures and terms of payment are dispersed to employees.
-
Motivation, Performance and Rewards
1.Merit Pay
- awards pay increases
- in proportion to performance contributions.
2.Bonus Pay
- provides one-time
- payments based on performance accomplishments.
3.Profit Sharing
- distributes to
- employees a proportion of net profits earned by the organization.
4.Gain Sharing
- allows employees to
- share in cost savings or productivity gains realized by their efforts.
5.Stock Options
- give the right to
- purchase shares at a fixed price in the future.
-
The Job Characteristics Model
- •Framework that states
- people need certain qualities in their job to be intrinsically
- motivated and satisfied with their work.
- 1Core job dimensions
- 2. Critical psychological states
- 3. ideal personal and work outcomes
-
Core job dimenstions
- Skill variety
- task identity
- task significance
- autonomy
- feedback
-
Critical psychological states
- experienced meaningfulness of the work
- Experienced responsibilty for the outcomes of the work
- Knowledge of the actual results of the work activities
-
Ideal persaonl work outcomes
- high internal work motivation
- High-quality work performance
- high satisfaction with the work
- low absenteeism and turnover
-
Job enrichment
- Building
- intrinsic motivators, such as opportunities for learning, more control over how
- tasks are accomplished, and leadership opportunities, into the structure of a
- job.
-
Job enlargement
- à Combining several
- simple jobs into one larger job.
-
Job rotation
- à Moving employees from
- one job or one job site to another to increase satisfaction and productivity.
-
1.Job Design
- is the allocation of
- specific work tasks to individuals and groups.
- To
- the extent possible, the work should be designed to challenge employees. But,
- of course, everyone is different.
-
Vertical loading
panning and controling in from above- job design
-
Horizantal loading-
move tasks in from ealier in workflow- job design
-
Increase job depth
Move out work that can be don at lower levels- job design
-
expands job scope
Move tasks in form later in workflow- job design
-
1.Job Simplification
- employs people in
- clearly defined and very specialized tasks.
- Job
- simplification is shown in the traditional structure. Job rotation, enlargement
- and self managing teams are illustrated in the new structure. The teams are
- cross trained so that they can do each other’s task. This keeps the work flowing.
-
1.Job Rotation
- increases task
- variety by periodically shifting workers between different jobs
-
1.Job Enlargement
- allows individuals to
- perform a broader range of tasks; job rotation allows individuals to shift
- among different jobs of similar skill levels.
-
1.Self Managing Teams
- Make many decisions
- about how they do their work
-
Self-Awareness and Motivation
- •You are ultimately
- responsible for motivating yourself.
- •Understanding your
- own feelings about work, effort, and goals, as well as your own needs, desires,
- and hopes, can:
- 1. help you understand your own motivation (or lack
- thereof).
- 2.help you monitor your response to work and adjust your
- stance consciously.
-
Empathy and Motivation
- •Empathy à Accurately
- interpreting the emotions, needs, and desires of others.
- •Better able to
- connect with people and motivate them to meet their own needs, your needs, and
- the needs of the organization.
- Very important to
- effectively lead in multi-cultural settings.
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