leadership module continued

8/11/2019 Leadership Module Continued

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Module 3 Leadership

MOTIVATION

Definition

Motivation is an internal state or condition (sometimes described as a need, desire, or

want) that serves to activate or energize behavior and give it direction.

internal state or condition that activates behavior and gives it direction;

desire or want that energizes and directs goal-oriented behavior;

influence of needs and desires on the intensit and direction of behavior.

!enceMotivationrefers to the processes that account for initiation, direction, intensit and

persistence of human behavior" effort toward achieving a goal.

#ntensit $ how hard an emploee tries

%irection $ should benefit the organization (i.e. &ualit of effort counts')

ersistence $ how long can an emploee maintain hisher effort* +ote the goal is an organizational goal

Some Key Points: Motivation is not directl observable (it is internal to each emploee), it

is personal (what is arousing differs and how behavior is directed is often different),

however the process is common and it is goal directed.

The relationship of motivation and emotion

/motion(an indefinite sub0ective sensation e1perienced as a state of arousal) is different

from motivation in that there is not necessarily a goal orientation affiliated with it.

/motions occur as a result of an interaction between perception of environmental stimuli,neuralhormonal responses to these perceptions (often labeled feelings), and sub0ective

cognitive labeling of these feelings.

Intrinsic and extrinsic motivation

Intrinsic motivation is when people engage in an activit, such as a hobb, without

obvious e1ternal incentives. eople are more li2el to be intrinsicall motivated if the

ttribute their educational results to internal factors that the can control (e.g. the

amount of effort the put in),

4elieve the can be effective agents in reaching desired goals (i.e. the results arenot determined b luc2),

re interested in mastering a topic, rather than 0ust rote-learning to achieve good

grades.

#dea of reward for achievementis absent from this model of intrinsic motivation, since

rewards are an e1trinsic factor.

Extrinsic motivationcomes from outside of the performer. /.g. 5he crowd cheer the

performer on, this motivates them to do well. nother e1ample is trophies or a reward. #t

ma2es the performer want to win and beat the other competitors, thereb motivating the

performer.

Madhvi +angia 6
http://en.wikipedia.org/wiki/Human_behaviorhttp://chiron.valdosta.edu/whuitt/col/affsys/affsys.htmlhttp://en.wikipedia.org/wiki/Hobbyhttp://en.wikipedia.org/w/index.php?title=Reward_for_achievement&action=edit&redlink=1http://en.wikipedia.org/wiki/Human_behaviorhttp://chiron.valdosta.edu/whuitt/col/affsys/affsys.htmlhttp://en.wikipedia.org/wiki/Hobbyhttp://en.wikipedia.org/w/index.php?title=Reward_for_achievement&action=edit&redlink=1


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What is the motivational process?

5he motivational process is the steps that ou ta2e to get motivated. #t is a process, that

when followed produces incredible results. #t is amazing what ou can do if ou are

properl motivated, and getting properl motivated is a matter of following the

motivational process. Li2e an other process it ta2es a little wor2 and foresight and

planning on our part. !owever, the return on our investment of time is significant, and itis important when needing e1tra motivation that ou appl the motivational process.

The motivational processis

6. %etermining what ou want to be motivated to do or accomplish. 5his is a specific goal

in a ver specific area of our life. 5he motivational process is not best for general

motivation, but does wonders when ou need to get motivated to do a specific tas2, or

reach a specific goal.

7. Ma2ing up the steps to get to your determined goal,little b little. 5hese are the little

things ou need to do, li2e read our goals each morning. 5his is an important part of themotivational process because this is the part that brea2s the tas2 up in to manageable and

convenient sized pieces. 8hen ou loo2 at the tas2 at hand in little, manageable segments,

it does not seem as overwhelming, and thus it is easier to get motivated, and to sta

motivated.

3. Removing your distractionsso that ou sta motivated. 5his is 2e to the motivational

process. 9etting motivated does little good if ou can:t sta motivated, so this part of the

process is the part where ou remove the things the ruin our abilit to sta focused and

sta motivated.

How can learning aout the motivational process help you?

4 learning about the motivational process, ou learn how to appl it to our own life.

ou recognize the steps to get motivated so ou can appl it to the situations and parts of

our life that need motivation.

4 learning about and how to appl the motivational process to our life ou become

much more successful in all areas and all endeavors of our life.


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process ou begin to find that getting motivated to do things that once seemed hard is

much easier, and staing motivated to stic2 with things until ou are finished, is a breeze.

=o, learn all that ou can about the motivational process, and appl it to our life in ever

situation that ou have that re&uires an e1tra boost of motivation.

THE"RIE# "$ %"TI&'TI"(

E'R)* THE"RIE# "$ %"TI&'TI"(

#n the earl theories of motivation there are three theories Maslow>s !ierarch of +eeds,

Mc9regor>s 5heories ? and , and !erzberg>s Motivation-!giene 5heor. lthough

e1planation of motivation has changed over the ears, ou should be familiar with these

earl theories for two reasons. 5he first reason is the represent the foundation from which

contemporar motivation theories were developed. =econdl, practicing mangers continue

to regularl use these theories and their terminolog in e1plaining emploee motivation.

@ne of the earl theories of motivation is the Maslow>s !ierarch of +eeds 5heor

%aslow+s Hierarchy, 'pplications for the Wor!place

ll humans have needs that must be met. 5hese needs are often never e1plored b the

average person, the person who performs their dail activities and habits with no reflection

on wh the do these things. 5he pschologist braham Maslow was determined to figure

out wh people behave in certain was. 5he result of his search was a five part hierarch

of needs that attempts to e1plain human behavior.

The Hierarchy Defined

-asic (eeds

5he five parts of the hierarch are, in this order, basic, safet, social, self esteem, and self-

actualization. 4asic needs are defined as physiological needsthat must be met before a

person can focus on an other aspect of their life, such as a social life. 5hese needs are

those re&uired for sustenance water air and foodare several e1amples. #f an individual

is lac2ing one of these, their behavior will be aimed at obtaining them, whatever the cost.

"nce the need is met the need will cease to motivate the individual .


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person must be granted a freedom from fear; onl then can the continue to e1cel. #f an

emploee is wor2ing under the constant watch of a critical boss who threatens termination

for inade&uate performance, the emploee will be unable to focus on the tas2 at hand. 5he

intangible pressures will affect the &ualit of the emploee:s wor2, leaving both the

emploee and the emploer unhapp.

#ocial (eeds

@nce the safet needs of an individual have been met, he or she can move onto the ne1t

level of social needs. 5his is defined as the need for love affection and a sense of

elongingness in one+s relationships with other persons . /1amples of these needs are

wor! groups teamwor! and company softall outings . !umans are inherentl social

and friendl creatures, and to deprive this need for affection will prohibit the individual

from obtaining a higher plateau on Maslow:s hierarch.


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)ater 'dditions to the Hierarchy

Later in his career, braham Maslow continued his thought on the hierarch and further

divided the fifth level of self-actualization into four different parts. !e assumed four things

of self actualized people the are 6) being problem focused, 7) incorporating an ongoing

freshness of appreciation of life, 3) concerned about personal growth, and C) able to havepea2 e1periences. 4ased on these assumptions, he created four more levels. #nstead of the

fifth levelbeing simpl self-actualization, he named itcognitive to 2now, to understand,

and to e1plore. The sixth levelis the aesthetic the pursuit of smmetr, order, and beaut.

5he seventh levelis self1actuali0ation to find self fulfillment and realize one:s potential.

5he eighth and final level is transcendence to help others find self fulfillment and

realize their own potential

%'#)"W2# HIER'R3H* "$ (EED#

+ote n individual moves up the steps of the hierarch. Lower order needs are

satisfied e1ternall (i.e. phsiological and safet) while higher order needs are satisfied

internall (i.e. social, esteem, and self-actualization).

Douglas %c4regor+s theory x and theory y

%ouglas Mc9regor in his 6DEFpublished boo2 B5he !uman =ide of /nterpriseB e1amined

theories, which involved studing people while at wor2.!e proposed two distinct views ofhuman beings one basicall negative, labeled Theory X, and the other basicall positive,

labeled Theory Y.

Theory 5 'ssumptions

4asicall Mc9regor thought that some people who fit 5heor ? were

Laz

Gnambitious

!ave a =trong disli2e of wor2 nd need to be controlled through punishment

Madhvi +angia H
http://everything2.com/title/1960http://everything2.com/title/The%2520Human%2520Side%2520of%2520Enterprisehttp://everything2.com/title/1960http://everything2.com/title/The%2520Human%2520Side%2520of%2520Enterprise


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3"(TE%6"R'R* THE"RIE# "$ %"TI&'TI"(

3ontent theories of motivation

%c3lelland+s Theory of (eeds

%c3lelland+s Theory of (eeds divides motivation into needs for power, affiliation,

and achievement.

5he (eed for 'chievement the drive to e1cel, achieve in relation to a set of

standards, strive to succeed. 'chievement motivatedpeople thrive on pursuing

and attaining goals. 5he li2e to be able to control the situations in which the are

involved. 5he ta2e moderate ris2s. 5he li2e to get immediate feedbac2 on how

the have done. 5he tend to be preoccupied with a tas2-orientation towards the

0ob to be done.

5he (eed for 6ower 5he need to ma2e others behave in a wa that the would

not have behaved otherwise. 6ower motivatedpeople see almost ever situation

as an opportunit to sei0e control or dominate others.5he love to influenceothers. 5he li2e to change situations whether or not it is needed. 5he are willing

to assert themselves when a decision needs to be made.

5he (eed for 'ffiliation 5he desire for friendl and close interpersonal

relationships. 'ffiliation motivated people are usuall friendly and li!e to

sociali0ewith others. 5his ma distract them from their performance re&uirements.

5he will usuall respond to an appeal for cooperation.

5hose high on BachievementB tend to prefer 0obs with personal responsibilit, feedbac2

and moderate ris2s. 5he %@ +@5 alwas care about motivating others'

#n general, individuals high on the need for BowerB and low on the need for BffiliationB

tend to perform better in managerial roles.

Madhvi +angia K


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'lderfer+s ER4 Theory

E1istence

Relatedness

4rowth

5his theor does not assume a rigid hierarch li2e Maslow:s. s

needs to motivate himher, instead of that is necessar to understand the relationship

between behaviors and conse&uences. fter that, reinforce the behaviors that deliver the

desired conse&uences.

4.


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C. %o not reward mediocre or poor performance

H. Loo2 for the positive and give praise, instead of focusing in the bad.

E. +ever go a da without giving a sincere praise

K. %o things for our emploees, instead of to them, and ou will see productivit

improvements

6rocess theories of motivation

E7uity and expectancy theorytr to e1plain how people change their behavior to fulfill

their needs. 5hese theories are a step further from the content motivation theories. 5he

not onl e1plain the needs, but how and wh the people satisf their needs in different

was.

E7uity theory

5he e&uit theor proposes that people are motivated when their perceived inputs e&ual

the outputs. 5he inputs are effort, e1perience, seniorit, status, intelligence, and so forth.

5he outputs are praise, recognition, pa, benefits, promotions.

5he e&uit theor compares theperceived inputsand outputsto that of relevant others. 5he

relevant others can be their peers, or whomever the compare to, even an hpothetical

situation. 5he comparison leads to an of three posible answers the emploee is

underrewarded, overrewarded or e&uit rewarded. #f lac2 of e&uit is perceived,

emploees tr to reduce it b reducing input or output.

/mploees ma2e comparison of their 0ob inputs and outcomes relative to those of others

shown with relation

@# erson (ou) , @#4 Aelevant others

Expectancy theory

/1pectanc theor states that emploees are motivated when the believe the can

accomplish the tas2, the will get the reward, and the reward is worth the effort. 5his

theor is based on Nictor Nroom>s formula

Motivation = Expectancy * Instrumentality * Valence

Expectancy, Aefers to the wa the person perceives his or her abilit to get the 0ob

done.

Instrumentality, Aefers to the belief that getting the 0ob done will lead to a

reward.

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&alence, Aefers to the value the persons assigns to the outcome or reward of the

0ob.

5he /1pectanc 5heor e1plains best the behavior of emploees with an internal locus of

control, because the a have sense of controling their lives.

#f we ta2e a loo2 to the variables in Nroom>s formula, we>ll see that to motivate emploeesusing this formula ou need to ta2e into account the ne1t

Expectancy, 5he ob0ectives of the 0ob have to be well defined. 5hen, the

emploee will have a clear perception of his abilit to get the 0ob done.

Instrumentality, 5he performance must be tied to rewards. #f there>s no difference

in rewards for high performers and low performers, the high performers will feel

demotivated.

&alence, Ihose rewards significant to emploees, a one-time bonus, a promotion,

a public recognition, or whatever suits bests our people>s needs.

Integrating 3ontemporary Theories of %otivation

opportunit, abilit and the purpose or ob0ectives of the

current performance evaluation sstem in which the wor2. 5hen, consider the lin2

between individual effort O individual performance O organizational rewards and personal

goals. /ach lin2 can be influenced b a variet of factors (i.e. needs, reinforcement,

e&uit)

%otivation Theories are 3ulture -ound

+ote that most theories were developed in the G=. 8hile there ma be man differences

across cultures, there are some cross-cultural consistencies (i.e. facets of the the two factor

theor)

#ummary and Implications for %anagers

!eed Theories

Maslow>s hierarch, 5wo factor, /A9, " McIlelland>s

"oal Setting Theory

Ilear and difficult goals often lead to higher levels of emploee productivit.

#einforcement Theory 9ood predictor of &ualit and &uantit of wor2, persistence of effort, absenteeism,

tardiness, and accident rates.

$ob %esign Theory

- Jobs that score high on s2ill variet, tas2 identit and significance, autonom

and feedbac2 will help to satisf the individual goal of emploees who desire greater

meaningfulness from, and control over, their wor2.

&'uity Theory

=trongest when predicting absence and turnover behaviors.

8ea2est when predicting differences in emploee productivit.

Madhvi +angia 6F


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&(pectancy Theory

-


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s in most things, /motional #ntelligence as a leadership re&uirement should be 2ept in

perspective. 5he 2e to effectiveness is balance a strong mi1 of cognitive capacit

(logical, conceptual and creative thin2ing), people s2ills (interpersonal astuteness,

influence s2ills, and communication s2ills), and the wisdom borne of e1perience and

having to ma2e unprecedented decisions based on a strong set of personal values and

personal integrit. 5a2en together, this is what ma2es for effective leadership.

Leadership Self-Assessment%etermining where ou are in achieving our leadership vision and where ou have to

go.#t assists the leader in measuring how far ou must go to achieve our vision and what

ou need to do.

)eadership 6lanning

Why develop a )eadership 6lan?

8ritten leadership plan is the vehicle through which ou

O rticulate our vision

O%efine specific annual goals

- Iommit to specific action steps to be achieved within a set time period

6lanning 6rocess

Q =tep 6R#ndividual preparationself-assessmentQ =tep 7Rrticulate vision

Q =tep 3R9ot 9oals'

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Q =tep CRction plan our wa to success

Q =tep HRIommunicate our plan

Q =tep ERMonitor progress

#tep 8, Individual 6reparation

S#dentif Iore Leadership =2illsIompetencies

S=elf-ssessment

O Ionsider which s2ills to target for achievement over ne1t ear

3ore )eadership 3ompetencies

re there universal leadership characteristics*

uthenticit is 2e 4e ourself 8al2 the wal2

S9ood leaders have certain core cognitive,emotional and interpersonal

competencies

)eadership 3ompetencies and -ehaviors

O #elf1'wareness

T ccurate self-assessment, self-confidence, emotional self-awarenessO #elf1%anagement

T =elf-control; abilit to create a vision and pursue opportunities; abilit to let go of past to

create future

O 'spire to Excellence

T Gnderstand core practice s2ills; participate in substantive professional development

training

O &ersatility and adaptaility

T bilit to ad0ust leadership stle to meet needs of different individuals and teams

O Relationship management

T Aelate well to people at all levels; develop, empower others; team plaer

O 3ommunicate with meaningT


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#nclude time frame and resources

SIonsider obstacles and alternatives

Template, Resources (who) ,-enefits (wh) ,"stacles Time $rame (when)(where)

'ction #teps(how)4oals(what)3ompetency

#tep , 3ommunicate your plan

S=hare our plan and see2 feedbac2

O %iscuss plan with our mentor or personal 4oard of dvisors - %iscuss plan with our %epartment !ead

#tep @, %onitor 6rogress

Monitor progress monthlbi-monthl

SMa2e ad0ustments

-est 6ractices

@wn responsibilit for our development

=ee2 regular feedbac2Rbe receptive

Monitor our progress

4e proactive'' =ee2 opportunities'

+etwor2 internall

#nitiate opportunities to grow

4e authenticRbe optimisticRpersevere'

)eaders and their effectiveness

T Aealize potential for personal leadership through building on strengths, improving

self-image and motivation

T Ma2e choices for success b overcoming past conditioning

T @vercome obstacles to leadershipT /1perience self-motivation b altering attitudes, behaviors and habits

T %evelop a written, specific success plan

"NE: Your Potential for Personal ea!ership "#$%: &esi'nin' Your Personal (ro)th

4uilding on Iurrent =trengths Ma2ing 4ehavior Ihange5he Aewards of Leadership Aedesigning ttitudes through %isplacement

our Gntapped otential 5pes of ffirmations=elf-#mage =upporting ffirmation with Nisualization

=elf-Motivation

9oal %irection "IVE: &evelopin' a Personal Plan of ction #dentification of 9oalsT+#: Ma,in' -hoices for .uccess Nalue of 8ritten 9oals!ow Ionditioning 8or2s @vercoming @bstacles

=ources of Ionditioning nticipation of 4enefits4rea2ing @ut of a Ionditioned /1istence 5he Motivation of 5arget %atesour


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.EVEN: "ive ea!ership Essentials EI(/T: %eali1in' Your "ull Potential

ersonal Leadership %evelopment @vercoming @bstacles to LeadershipIrstallized 5hin2ing ositive /1pectanc8ritten lans and %eadlines Ireativit 4urning %esire Living an bundant Life=upreme =elf-Ionfidence 8here %o ou 9o from !ere*Gnsha2able %etermination

Leadership /ssentials as Iriteria

/ffective leaders have man common &ualities. 9ood group leaders ma2e an effort to

learn and practise s2ills so the can

listen openl to others

offer and accept constructive suggestions

give clear directions

set and meet deadlines

give formal and informal presentations help members identif and solve problems

set an e1ample of desired behavior

show appreciation of others: contributions

show understanding

encourage members to e1change ideas

handle conflict

guide the group in goal setting and decision ma2ing

delegate responsibilities

as2 &uestions of the group to prompt responses

create a productive atmosphere

Madhvi +angia 6E

leadership module continued

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