unit 2 -support leadership and morale & motivation
TRANSCRIPT
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
1/133
Click to edit Master subtitle style
Leadership theories&
Morale and Motivation
Dr.Yogananthan
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
2/133
Click to edit Master subtitle style
A.Leadership theories
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
3/133
Lecture Plan
Leadership theory
a. Trait theory
b. Behavior theory
c. Contingency theory (situation theory) Substitute Servant Content & Process theories
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
4/133
What Is Leadership?Leadership
The ability to influence agroup toward theachievement of goals
Management
all actions focused onaccomplishing the tasks in anorganization.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
5/133
Effective Leadership andManagement Styles
Personal Check-In: Individual LeadershipReflection
Think about a leadership experience that reallypleased you, a time when you worked with others anddid a good job of helping something positive oreffective occur. It can be a work experience or a
personal experience.
1. Briefly summarize the situation.
2. What action did you take to make it happen?
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
6/133
What is the skills approach to
leadership?
A. Robert Katzs researchsurfaced a set of skills forleadership success.
B. Skill 1-Technical skillsinvolving hands-on activity.
C. Skill 2 -Human skillswhich is the ability to workwith people.
-Greatest asset tohave.
D. Skill 3 -Conceptual skillshaving ability to work with
ideas and concepts.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
7/133
The Different Views of
LeadershipTrait definition ofleadership Process definition ofleadership
Leader Leader
Followers Followers
Leadership LeadershipHeight Intelligence Extroversion Fluency Other traits
Interaction
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
8/133
Trait Theories of leadership
Theories that consider personality,
social, physical, or intellectual traits todifferentiate leaders from non leaders.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
9/133
Trait Approach
Traits (Bennis & Nanus, 1985, pp. 152) Logical thinking Persistence Empowerment Self-control
Assumption: Leaders are born Goal: Select leaders Problems
Traits do not generalize across situations Better at predicting leader emergence than leader
effectiveness Unclear evidence of the cause and effect of relationship of
leader and traits
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
10/133
Behavioral Theories
Behavioral Theory
Leadership behaviors can be taught.
vs.
Trait Theory
Leaders are born, not made.
Behavioral Theories of LeadershipTheories proposing that specific behaviors differentiateleaders from nonleaders
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
11/133
Ohio State Studies/University of Michigan(pp.154)
Initiating Structure/Production Orientation Consideration/Employee Orientation
Assumption: Leaders can be trained Goal: Develop leaders Problem: Effective behaviors do not generalize
across situations.
Behavioral Approach
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
12/133
Ohio State StudiesInitiating Structure
The extent to which a leader is likelyto define and structure his or her roleand those of subordinates in thesearch for goal attainment
Consideration
The extent to which a leader is likely to have jobrelationships characterized by mutual trust, respect forsubordinates ideas, and regard for his/her feelings
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
13/133
University of Michigan StudiesEmployee-oriented Leader
Emphasizing interpersonal relations; taking a personalinterest in the needs of employees and accepting individualdifferences among members
Production-oriented Leader
One who emphasizes technical or task aspects of thejob
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
14/133
Leadership style
Refers to the behavior of leaders towardssubordinates, the manner in which tasks andfunctions of leadership are conducted.
Autocratic style to democratic/participative style
Task/Structure orientation Vs people/interpersonal
orientation
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
15/133
The Managerial
Grid(Blake and Mouton)
E X H I B I T 121
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
16/133
Contingency Theories
All Consider the Situation Fiedler Contingency Model
Houses Path Goal Theory
Assumptions underlying the different models: Fiedler: Leaders style is fixed.
Others: Leaders style can and should be changed.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
17/133
Leader: Style Is Fixed (Task-oriented vs.Relationship- oriented)
Considers Situational Favorableness for Leader
Leader-member relations Task structure Position power
Key Assumption
Leader must fit situation; options to accomplish this: Select leader to fit situation Change situation to fit leader
Fiedler Model
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
18/133
Fiedler Model: The Leader
Least Preferred Co-Worker (LPC) Questionnaire
The way in which a leader will evaluatea co-worker who is not liked will indicatewhether the leader is task- or
relationship-oriented.
Assumption: Leaders style is fixed and can bemeasured by the least preferred co-worker (LPC)questionnaire.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
19/133
Fiedler Model: Defining the
SituationLeader-Member Relations
The degree of confidence, trust, and respect subordinateshave in their leader
Position PowerInfluence derived from ones formal structural position inthe organization; includes power to hire, fire, discipline,promote, and give salary increases
Task StructureThe degree to which the job assignments are procedurized
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
20/133
Findings of the Fiedler Model
Category Leader-
Member
Relations Task
Structure
I
Goo
d
High
II
Goo
d
Hig
III
Goo
d
LowStro
IV
Goo
d
Low
V
Poor
High
Strong
VI
Poo
r
High
VII
Poor
Low
Strong
VIII
Poo
r
Low
Good
Poor
Per
formance
Relationship-Oriented
Task-Oriented
Favorable Moderat
e
Unfavorable
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
21/133
Path-Goal Theory
PremiseExpectancy theory of motivation, emphasizing on theleaders effect on subordinatess goals and the paths used toachieve those goals.
Flexibility of leader behavior:
Directive behaviors: planning, setting expectationsand clarifying instructions
Suportive behaviors: offering friednly consideration
Participative behaviors: involving subordinates in
DM Achivement-orientated behavior: setting objectives
and expecting them to be achieved.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
22/133
Path-Goal Theory
E X H I B I T 124
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
23/133
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
24/133
What are the major components of
the Contingency Theories?A. Contingency theoryidentifies:
-Key situationalfactors,
-Specifies how they
interact, and-Determines bestleadership approach.
-This is called
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
25/133
Contingency Theories continued
B. Fred Fiedlerdeveloped theContingency Theory.
-Effectivenessdepends on situation.
C. Three factors.
-Leader-memberrelations.
-Task structure.
-Leader position
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
26/133
Contingency Theories continued
Situational leadership isbuild upon the
contingency theory, and
refined by Ken Blanchardin the 1980s. Leadership is composed of
both adirective andsupportive dimension.
Coaching and delegating
were added to provide four
styles.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
27/133
Contingency Theories continued
D. Path-Goal Theorydeveloped by Evans &House.
-Adapting leadership tothe situation.
-Leader can impact
performance of others byoffering paths to desiredgoals.
-Rewards contingent onincreased performance.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
28/133
Contingency Theories continued
E. Four leader behaviors:
-Directive: gives specificguidance and direction.
-Supportive: providesassistance.
-Participative: hand-in-handwith subordinates.
-Achievement Oriented:sets challenging goals and hashigh expectations.
F. Best style to use is to adapt
to the participative leadership
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
29/133
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
30/133
Click to edit Master subtitle style
Substitute theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
31/133
Substitutes for Leadership
Characteristic
Relationship-Oriented orConsiderateLeader Behavioris Unnecessary
Task-Oriented orInitiating StructureLeader Behavior isUnnecessary
Of t he Subo rd i na t e1. Ability, experience, training, knowledge X2. Need for Independence X X3. Professional orientation X X4. Indifference toward organizational rewards X XOf t h e Ta s k5. Unambiguous and Routine X6. Methodically invariant X7. Provides its own feedback concerning
accomplishment X8. Intrinsically satisfying. X
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
32/133
Characteristic
Relationship-Oriented orConsiderateLeaderBehavior isUnnecessary
Task-Oriented orInitiating StructureLeader Behavior isUnnecessary
Of t he O rgan i z a t i o n9. Formalization (explicit plans, goals, and areas
of responsibil ity)X
10. Inflexibil ity (rigid, unbending rules andprocedures)
X11. Highly specified and active advisory and staff
functionsX
12. Closely knit, cohesive work groups X X13. Organizational rewards not with the leaders
controlX X
14. Spatial distance between superior andsubordinate
X X
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
33/133
Click to edit Master subtitle style
Servant & super leadership theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
34/133
Servant and Superleadership
Servant Leadership represents a philosophy in whichleaders focus on increased service to others rather thanto oneself.
A superleader is someone who leads others to leadthemselves by developing employees self-managementskills.
Superleaders attempt to increase employees feelings ofpersonal control and intrinsic motivation.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
35/133
Characteristics of the Servant-Leader
1. Listening Servant-leaders focus on listening toidentify and clarify the needs and desires ofa group.
2. Empathy Servant-leaders try to empathize withothers feelings and emotion. An individuals
good intentions are assumed even when heor she performs poorly.
3. Healing Servant-leaders strive to make themselvesand others whole in the face of failure orsuffering.
4. Awareness Servant-leaders are very self-aware or theirstrengths and limitations.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
36/133
Characteristics of the Servant-Leader (continued)
5. Persuasion Servant-leaders rely more on persuasionthan positional authority when makingdecisions and trying to influence others.
6. Conceptualization Servant-leaders take the time and effortto develop broader based conceptual
thinking. Servant-leaders seek anappropriate balance between a short-term, day-to-day focus and a long-term,conceptual orientation.
7. Foresight Servant-leaders have the ability to foresee
future outcomes associated with a currentcourse of action or situation.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
37/133
Characteristics of the Servant-Leader (continued)
8. Stewardship Servant-leaders assume that they arestewards of the people and resources theymanage.
9. Commitment to Servant-leaders are committed to people
the growth of beyond their immediate work role. Theypeople commit to fostering an environment thatencourages personal, professional, andspiritual growth.
10. Building Servant-leaders strive to create a sense of
Community community both within and outside thework organization.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
38/133
Click to edit Master subtitle style
Continuum theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
39/133
Click to edit Master subtitle style
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
40/133
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
41/133
Click to edit Master subtitle style
Motivation at Work
Content & Process theories
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
42/133
MotivationThe force which drives behaviour(pp.48) DIRECTION - i.e. what a person is trying to do
EFFORT - how hard a person is trying PERSISTENCE - i.e. how long a person
continues trying
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
43/133
Theories of motivation
Content theories (pp.49)Two-factor theory ( Hersberg): intrinsic and extrinsicTypes of needs: classification of needs: deficiency versus growth Hierarchy of needs (e.g. Maslow): ordering of need by relativepriority
Process theoriesExpectancy theory (Vroom; Porter & Lawler): : a rational estimate ofthe likely result of their behaviour Goal theory ( Locke) Equity theory ( Adams)
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
44/133
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
45/133
C t t Th i
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
46/133
Content Theories1.Hierarchy of Needs Theory
Abraham Maslow (pp.56) There is a hierarchy of 5 needs---physiological,
safety,social,esteem,& self-actualization---and as each
need is sequentially satisfied,the next need becomesdominant
review:1.intuitively logical,ease of understanding,
receiving wide recognition, particularly amongpracticing managers. 2.little empirical support
Maslow's Hierarchy of Needs
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
47/133
1. Biological and Physiological needs - air, food, drink,
warmth, sleep, etc.
2. Safety needs - protection from elements, security, order,law, limits, stability, etc.
3. Belongingness and Love needs - work group, family,affection, relationships, etc.
4. Esteem needs - self-esteem, achievement, mastery,independence, status, dominance, prestige, managerialresponsibility, etc.
5. Self-Actualization needs - realizing personal potential, self-fulfillment seekin ersonal rowth and eak ex eriences.
y
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
48/133
Content Theories2. ERG theory (Alderfer, pp.58)
There are three groups of core needs: existence,relatedness and growth
Difference:(1) more than one need may be operative atthe same time,(2) if the gratification of a higher level
needs is stifled, the desire to satisfy a lower level needincreases
Maslow: a rigid step like progression. ERG:contains afrustration-regression dimension
Several studies have supported the ERG theory:natives ofSpain & Japan place social needs before their
physiological requirements
C t t Th
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
49/133
49
Content Theory3.McClellands Acquired Needs Theory
Acquired needs theory. Developed by David McClelland.
Three needs achievement, affiliation, and power are acquired over time, as a result of experiences.
Managers should learn to identify these needs and thencreate work environments that are responsive to them.
Content Theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
50/133
50
Content Theory3.McClellands Acquired Needs Theory
Need for achievement. The desire to do something better or more efficiently, to
solve problems, or to master complex tasks.
High need for achievement people:
Prefer individual responsibilities.
Prefer challenging goals.
Prefer performance feedback.
Content Theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
51/133
51
Content Theory3.McClellands Acquired Needs Theory
Need for affiliation.
The desire to establish and maintain friendly and warm
relations with others.
High need for affiliation people:
Are drawn to interpersonal relationships.
Seek opportunities for communication.
Content Theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
52/133
52
Content Theory3.McClellands Acquired Needs Theory
Need for power.
The desire to control others, to influence their
behavior, or to be responsible for others.
High need for for power people: Seek influence over others.
Like attention.
Like recognition.
Content Theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
53/133
53
Content Theory3.McClellands Acquired Needs Theory
Research evidence on acquired needs theory.
Identification of the need profiles that are required
for success in different types of jobs.
People can be trained to develop the need forachievement, particularly in developing nations.
Content Theories
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
54/133
54
Content Theories4. Motivation-Hygiene Theory
Developed by Frederick Herzberg.
Also known as Two Factor theory.
Portrays two different factors hygiene factors andmotivator factors as the primary causes of job
dissatisfaction and job satisfaction.
Content Theories
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
55/133
55
Content Theories4. Motivation-Hygiene Theory
Hygiene factors. (Mostly Extrinsic) Sources of job dissatisfaction.
Associated with the job context or work setting.
Improving hygiene factors prevent people from beingdissatisfied but do not contribute to satisfaction.
Content Theories
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
56/133
56
Content Theories4. Motivation-Hygiene Theory
Motivator factors. (Mostly Intrinsic) Sources of job satisfaction.
Associated with the job content.
Building motivator factors into the job enables peopleto be satisfied.
Absence of motivator factors in the job results in lowsatisfaction, low motivation, and low performance.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
57/133
Content Theories4. Motivation-Hygiene Theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
58/133
l Not specific about what behaviours and rewardssatisfy which needs.
lNeglect the impact of the social context on peoples
interpretation of their needs.
lPeople do not necessarily strive to move up thehierarchy - at least, not through their work.
lHow to define needs?
Problems with Content Theories
P Th i
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
59/133
Process Theories
1. Vrooms Expectancy Theory(1964) pp.51
Motivation ( M)=Expectation (E) x Valence
Where: Expectancy - If I tried would I be able toperform the action?
Valence - How much do I value thoseoutcomes?
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
60/133
Process Theories
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
61/133
Process Theories2. Goal-setting Theory (Locke,pp.51)A goal is a target level of performance
If a goal is: difficult
specific
And if a person:accepts the goal
feels committed to itgets feedback on their progress
Then their performance improves because:
their behaviour is focused
they try hardthey keep trying
they develop strategies
SLIDE 9 19
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
62/133
SLIDE 9.19
S li i i G l
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
63/133
Some live issues in Goal-Setting
How to enhance goal commitment (participative?) Who defines challenging?
Conflict between goals
Individual v. groupCompeting personal goals
Goals set Vs dynamic environment
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
64/133
Process theories3.Equity theory (Adams, 1963, pp.65)
Individuals compare their job inputs & outcomes withthose of others & then respond so as to eliminate anyinequities
Minor qualifications:
1. people have a great deal more tolerance of overpaymentinequities than of underpayment inequities.
2. not all people are equity sensitive,such as benevolent
types
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
65/133
Process theory3.Equity theory
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
66/133
Motivation and Job DesignHackman and Oldham (1980, pp.73)
Motivation through design of work.
Five Core Job Dimensions
1. Skill Variety
2. Task Identity
3. Task Significance
4. Autonomy
5. Feedback
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
67/133
S h t d ll th th i dd t ?
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
68/133
Sowhat do all these theories add up to?
1. Successful work performance can arise from many differentneeds/motives.
2. People need to believe they can perform effectively if they try.
3. The rewards for good performance should actually be desired by thepeople concerned.
4. What constitutes good performance should be clearly defined.5. People need feedback on their performance.
6. Peoples values and identity matter.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
69/133
Click to edit Master subtitle style
B. Morale & Motivation
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
70/133
Content
Introduction to Morale Importance of morale
Signs of morale Indices of morale Measure morale Morale & productivity
Motivation Mechanism of motivation
Theories Work & Motivation Ways to motivate them Summary
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
71/133
Define - Morale
How somebody feels emotionally: thegeneral level of confidence or optimism felt
by a person or group of people, especiallyas it affects discipline and motivation
[Mid-18th century. Via French moral< Latin
moralis]
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
72/133
Define Moral(Social Justice)
1. involving right and wrong: relating to issues of right and wrong and to how individual peopleshould behave
2. derived from personal conscience:based on what somebody's conscience suggests is right orwrong, rather than on what rules or the law says should be done
3. according to common standard of justice: regarded in terms of what is known to be right or just,as opposed to what is officially or outwardly declared to be right or just a moral victory.
4. encouraging goodness and decency: giving guidance on how to behave decently and honorably
5. good by accepted standards: good or right, when judged by the standards of the average person orsociety at large
6. able to tell right from wrong: able to distinguish right from wrong and to make decisions based onthat knowledge
7. based on personal conviction:based on an inner conviction, in the absence of physical proof
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
73/133
Why study morale?
Poor morale leads to: Retention and recruitment problems Increased absenteeism
Increased incidents and accidents, includingneedlestick injuries
Increased adverse outcomes Reduction in quality of care All of these issues cost organisations $$$
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
74/133
Importance of Morale
When employee morale is high Staff are satisfied with their jobs, they can tolerate
perceived discrepancies. They can work long hours
without complaint, take disappointments in stride,support changes in the company, and maintain apositive attitude toward their workplace.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
75/133
When morale slides.?
Everything becomes more acute. Overtimebecomes onerous, disappointments become
discouraging, change becomes stressful, anda negative attitude takes over. Grumbling,complaining, gossiping, and increasedabsenteeism are signs of low morale.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
76/133
Signs ofHigh Morale
Employees look forward to coming to work Employees show up with new ideas Employees care about the organization Employees endorse organizational goals
Employees volunteer Employees willingly undertake assignments Employees help each other Employees demonstrate pride in their work Employees concern themselves with their work area, tools and job equipment Employees work well with little direction
Employees occasionally go above and beyond the job description Employees enjoy their work
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
77/133
Signs ofLow Morale
High absenteeism Lateness Low productivity Large amount of error in work Frequent necessity to redo work Lack of enthusiasm
Jealousy or disputes among the staff Customer service complaints15
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
78/133
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
79/133
Indices of low morale- Remedies!!!
Remedies for Employee unrest
Absenteeism & Tardiness Employee turnover Grievances Need for discipline Fatigue and monotony
Effective profit sharing program HR programs
Other socialization programs
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
80/133
Morale & HR
Areas that contribute to job satisfactioninclude good working relationships with
immediate supervisors, managementrecognition of employee job performance,and effective communication betweenemployees and senior management.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
81/133
Good communication-is vital tool asbooster of Morale
Good communication is your strongest tool formaintaining morale within your company. Thisranges from one-to-one interactions between
employees and supervisors, to company-widecommunication about progress and future direction.Avoid employee misperceptions by practicing goodcommunication techniques.
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
82/133
Measure morale
1. Observation Method
2. Interview Method
3. Printed questionnaire for AttitudeSurveys
4. Projective Techniques
5. Company Records and Reports
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
83/133
Improve and Hold morale High!!
Managers That Boost Morale Good managers can make the difference when it comes to retaining
quality employees. Jeffrey Saltzman, an industrial psychologistrecommends business owners looks for these traits in their managers:
Considerate treatment of subordinates Ability to give clear directions Offers rewards and challenges on the job Dont Overlook Job Satisfaction Avoid Burn Out Appreciate Your Team Keeping a Small Business Fun Games, Company sponsored
lunches, Dress codes and relaxations!!!!
http://office.lifetips.com/tip/73762/morale-motivation/morale/managers-that-boost-morale.htmlhttp://office.lifetips.com/tip/70444/morale-motivation/morale/don-t-overlook-job-satisfaction.htmlhttp://office.lifetips.com/tip/69951/morale-motivation/burn-out/avoid-burn-out.htmlhttp://office.lifetips.com/tip/70252/morale-motivation/morale/appreciate-your-team.htmlhttp://office.lifetips.com/tip/14418/morale-motivation/morale/keeping-a-small-business-fun.htmlhttp://office.lifetips.com/tip/14418/morale-motivation/morale/keeping-a-small-business-fun.htmlhttp://office.lifetips.com/tip/70252/morale-motivation/morale/appreciate-your-team.htmlhttp://office.lifetips.com/tip/69951/morale-motivation/burn-out/avoid-burn-out.htmlhttp://office.lifetips.com/tip/70444/morale-motivation/morale/don-t-overlook-job-satisfaction.htmlhttp://office.lifetips.com/tip/73762/morale-motivation/morale/managers-that-boost-morale.html -
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
84/133
Morale & Productivity
High
Morale
Low
High Morale
Low productivity
High Morale
High productivity
Low Morale
Low Productivity
Low Morale
High productivity
Low Productivity High
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
85/133
Theories of Motivation
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
86/133
Motivation
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
87/133
Maslow
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
88/133
Drucker
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
89/133
Likert
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
90/133
Taylor
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
91/133
Argyris
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
92/133
Herzberg
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
93/133
Hygiene Factors
Conditions Pay
Status Security Company policies
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
94/133
Motivation factors
Achievement Recognition
Growth/Advancement Interest in the job
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
95/133
McClelland
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
96/133
McGregor
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
97/133
Mayo
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
98/133
Click to edit Master subtitle style
Mechanisms of Motivation
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
99/133
Motivation and Incentives
Motivation - factors within and outside an organismthat cause it to behave a certain way at a certaintime
Motivational state or drive - an internal condition,which can change over time, that orients anindividual to a specific set of goals (e.g., hunger,thirst, sex, curiosity)
Incentives - goals or reinforcers in the externalenvironment (e.g., good grades, food, a mate)
Drives as Tissue Needs
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
100/133
Drives as Tissue Needs
Homeostasis - the constancy of internal conditionsthat the body must actively maintain
Drives may be an upset in homeostasis, inducing
behavior to correct the imbalance Animals do behave in accordance with their tissue
needs (e.g., increasing or decreasing caloric intake,drive for salt)
However, homeostasis cannot explain all drives
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
101/133
Types of Drives
Regulatory drives - helps preservehomeostasis (e.g., hunger, thirst,
oxygen) Nonregulatory drives - serve other
purposes (e.g., sex, achievement)
Drives as
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
102/133
States of the Brain
Central state theory of drives - differentdrives correspond to neural activity in
different sets of neurons in the brain Central drive system - set of neurons in
which activity constitutes a drive
Reward Pathways in the Brain
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
103/133
Reward Pathways in the Brain
Medial forebrain bundle runs from the midbrainthrough the lateral area of the hypothalamusinto the nucleus accumbens in the basal ganglia
neurons in this tract secrete dopamine animals will self-stimulate this pathway euphoria-producing drugs affect the level of dopamine in this
tract
evolved to promote survival and reproduction
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
104/133
Click to edit Master subtitle style
THE NATURE OF WORKMOTIVATION
(Interpretation with theories)
2
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
105/133
Work Motivation
Definition: The psychological forces thatdetermine the direction of a personsbehavior, a persons level of effort, and a
persons level of persistence. Key elements to the definition:
Effort Persistence Direction/goal orientation
3
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
106/133
Key Elements of Work Motivation
Direction of Behavior - Which behaviorsdoes a person choose to perform in anorganization?
Level of Effort - How hard does a personwork to perform a chosen behavior? Level of Persistence - When faced with
obstacles, roadblocks, and stone walls, how
hard does a person keep trying to perform achosen behavior successfully?
Links between4
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
107/133
Motivation and Performance
Performance is an evaluation of the results of apersons behavior. It involves determining how wellor poorly a person has accomplished a task or done a
job. Motivation is only one factor among many that
contributes to a workers job performance. Other contributing factors:
Personality and ability Task difficulty
Resource availability Working conditions Chance or luck
5
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
108/133
Intrinsic vs. Extrinsic Motivation
Intrinsically MotivatedBehavior: Behavior that isperformed for its own sake.
Extrinsically MotivatedBehavior: Behavior that is
performed to acquire materialor social rewards or to avoidpunishment.
6
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
109/133
Advice to Managers
Keep in mind that motivation determines whatbehaviors workers choose to perform, how hardthey work, and how persistent they are in the faceof difficulties.
Do not equate motivation with performance.Motivation is only one of several factors thatcontribute to determining performance.
To better understand the source of yoursubordinates work motivation, determine whetherthey are intrinsically or extrinsically motivated.
7
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
110/133
Insert Figure 6.1 here
8
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
111/133
Insert Figure 6.2 here
9
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
112/133
Need Theories of Motivation
A group of content theories about work motivationthat focus on workers needs as the sources ofmotivation. These theories attempt to explain whatmotivates workers.
A needis a requirement for survival and well-being. Individual needs within organizations vary. Managers should try to:
Determine what needs a worker is trying to satisfy on thejob.
Ensure that a worker can satisfy his or her needs byengaging in behaviors that contribute to organizationaleffectiveness.
M l Hi h f N d
10
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
113/133
Maslows Hierarchy of Needs
Physiological Needs: Basic needs for things such as food,water, and shelter that must be met in order for an individualto survive.
Safety Needs: Needs for security, stability, and a safeenvironment.
Belongingness Needs: Needs for social interaction,friendship, affection, and love.
Esteem Needs: The need to feel good about oneself andones capabilities, to be respected by others, and to receive
recognition and appreciation. Self-Actualization Needs: The need to realize ones full
potential as a human being.
Basic Tenets of Maslows Theory11
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
114/133
Basic needs must be satisfied before anindividual seeks to satisfy needs higher upin the hierarchy.
Unsatisfied needs are the prime motivators
of behavior. Once a need is satisfied, it is no longer a
source of motivation. At any particular time, only one set of needs
motivates behavior; it is not possible to skiplevels.
Alderfers ERG Theory
12
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
115/133
Alderfer s ERG Theory
Existence Needs: Basic needs for humansurvival such as the need for food, water,clothing, shelter, and a secure and safeenvironment.
Relatedness Needs: The needs to have goodinterpersonal relations, to share thoughts andfeelings, and to have open two-waycommunication.
Growth Needs: The needs for self-development and creative and productive work.
Diff f M l Th
13
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
116/133
Differences from Maslows Theory
Reduces the number of universal needs from five tothree. No rigid hierarchy:
A higher-level need can be a motivator even if a lower-
level need is not fully satisfied. Needs at more than one level can be motivators at any
time.
When an individual is motivated to satisfy a higher-
level need but has difficulty doing so, his/hermotivation to satisfy lower-level needs willincrease.
Ad i t M
14
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
117/133
Advice to Managers
Do not assume that all workers are motivated by thesame needs or desires.
To determine what will motivate any given worker,determine what needs that worker is trying to satisfy
on the job.Make sure you have the ability to administer orwithhold consequences that will satisfy a workersneeds.
Structure work situations so that workers can satisfytheir needs by performing behaviors that enable theorganization to achieve its goals.
E t Th
15
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
118/133
Expectancy Theory
A process theory about work motivation thatfocuses on how workers make choices amongalternative behaviors and levels of effort.
Two main questions are addressed: Do individuals believe that their inputs will result in a
given level of performance? Do individuals believe that performance at this level will
lead to obtaining outcomes they desire? Keys to the theory:
Valence Instrumentality Expectancy
16
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
119/133
Valence
Definition: The desirability of an outcometo an individual.
Can be positive or negative:
Outcomes with positive valence are desirable. Outcomes with negative valence are
undesirable.
Can vary in magnitude to indicate howdesirable or undesirable an outcome is.
17
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
120/133
Instrumentality
Definition: A perception about the extent to whichperformance of one or more behaviors will lead to theattainment of a particular outcome.
Can be positive or negative. Range is from -1 to +1.
I = -1 means that the individual perceives thatperformance will definitely notlead to the outcome.
I = 0 means that the individual perceives no linkbetween performance and outcome.
I = +1 means that the individual perceives thatperformance is certain to lead to the outcome.
18
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
121/133
Expectancy
Definition: A perception about the extentto which effort will result in a certain levelof performance.
Range is from 0 to 1: 0 means that the individual believes there is
no chance that his/her effort will result inperformance.
1 means that the individual is certain thathis/her effort will lead to performance.
19
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
122/133
Insert Figure 6.3 here
Advice to Managers
20
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
123/133
g
Determine what outcomes your subordinates desire. More specifically, identify
outcomes that have high positive valence for your subordinates in order tomotivate them to perform at a high level. Once you have identified desired outcomes, make sure that you have control
over them and can give them to subordinates or take them away whenwarranted.
Let subordinates know that obtaining their desired outcomes depends on theirperforming at a high level (raise instrumentalities). Administer the highly valentoutcomes only when subordinates perform at a high level (or engage in desiredorganizational behaviors).
Do whatever you can to encourage workers to have high expectancies: Expressconfidence in subordinates abilities, let them know that others like themselveshave been able to perform at a high level, and give them guidance in terms ofhow to perform at a high level.
Periodically assess workers beliefs concerning expectancies andinstrumentalities and their valences for different outcomes by directly askingthem or administering a survey. Using these assessments, make differentoutcomes available to workers, and clarify instrumentalities, or boostexpectancies when necessary.
E it Th
21
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
124/133
Equity Theory
A process theory about work motivation thatfocuses on workers perceptions of the fairness oftheir work outcomes and inputs.
According to equity theory, what is important to
motivation is the way a worker perceives his or heroutcome/input ratio compared to that of another
person. Outcome/input ratio is the relationship between
what a worker gets from a job (outcome) and whatthe worker contributes to the job (input).
22
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
125/133
Inputs, Outcomes, and Referents Types of inputs
Special skills Education and training Work effort
Types of outcomes Pay and benefits Opportunities for advancement
Referents
Coworkers Self at another job or at another time Other people in the same job
How Equity Theory Works23
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
126/133
An individual compares his/her outcome/input ratio to
that of the referent to see if they are in balance:
Self Referent
Outcomes? OutcomesInputs = Inputs Overpayment inequity exists when a person perceives
that his/her outcome/input ratio isgreaterthan the ratioof the referent.
Underpayment inequity exists when a personperceives that his/her outcome/input ratio is less than theratio of the referent.
Conditions of Equity and Inequity
24
-
8/3/2019 Unit 2 -Support Leadership and Morale & Motivation
127/133
Conditions of Equity and Inequity(Table 6.4)
Equity
Overpayment
Inequity
UnderpaymentInequity
OutcomesOutcomes------------ =------------
Inputs Inputs
OutcomesOutcomes
------------ >------------
Inputs Inputs
OutcomesOutcomes------------