online revision bridging course · • ohio state university - two principle dimensions • concern...

Business Management

Session 3

Leadership and Motivation

Online Revision Bridging Course

1) Differences between leaders and managers

2) Key skills of effective leaders

3) Types of leadership behaviour

4) The link between leadership and power

5) Different theories of motivation

6) How to manage communications

Contents

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Leadership and Motivation

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• A process of leading a group and influencing that group to achieve its goals. It’s what leaders do. (Robbins et al 2015)

• Its about persuasion and influence

Leadership Defined

5

• An interpersonal process whereby the organisation attempts to influence employees in accomplishing an objective and can be demonstrated by any employee at any level of an organisation

Organisational Leadership

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Difference between Management and Leadership

Managers Leaders

Have subordinates Have followers

Have a work focus Have a people focus

Seek comfort Seek risk

Seek stability Seek change

Are reactive Are proactive

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Skills of Effective Leaders

Empathy Understanding the goals/situations of others

Competency Strong reasoning and moral principles

Communication Comfortable running meetings and making presentations

Forward looking

Ability to set goals and have a vision ofthe future

Emotional and Socialintelligence

Awareness of one’s own and others emotions and an ability to manage them

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Different Types of Leadership Approaches

Trait

Behavioural

Contingency

Charismatic

Situational

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• Leader born not made

• Set of traits shared by leaders

• Adaptability

• Assertiveness

• Passion

• Self-confidence

• Social intelligence

• These are found in non-leader too

• No single recipe for leadership

The Trait Approach

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The Trait Approach

Benefits Limitations

Certain traits are measurable and can be identified

Situational factors are secondary

Can examine such traits in potential employees

Socio–economic factors have a role to play

Possible to identify futureleaders

Nature versus nurture is not conclusive

Certain traits are flexible and can be learned over time

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• Specific behaviours differentiate leaders from non-leaders

• Ohio State University - Two principle dimensions

• Concern for people - mutual trust with subordinates

• Concern for task – structuring tasks and goals

• Michigan Leadership studies – three criteria

• Task-oriented – guiding employees in setting tasks that are challenging and rewarding

• Relationship oriented – considerate, helpful and supportive of subordinates

• Participative leadership – promote , foster and encourage collaboration through teamwork

The Behavioural Approach

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The Behavioural Approach


Looks at more dimensions thantrait theory

Very general and may discount peripheral influence such as background and social status

More plausible Situational factors are secondary

Backed up by scientific studies Leadership qualities highlighted in studies will not necessarily guarantee success

Possible to shape behaviour of potential leadership candidates

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• More complicated that simple traits or behaviours

• Traits and behaviours interact with situational factors

• Fielder’s LPC scale

• Change the leader to suit the situation, or

• Change the situation to suit the leader

• Favourability (more control) depends on relationship with and maturity of subordinates, task structure, level and position of power

The Contingency Approach

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• No ideal leader, both task-oriented or relationship-oriented leaders can be effective depending on the situation

• Good leadership-subordinate relation, highly structured task, high leader position power – favourable situation

• Task oriented leaders are more effective in extremely favourable or unfavourable situations

• Relationship-oriented leaders perform better in situations of intermediate favourability

The Contingency Approach

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• Based on an individual's ability to influence others through their own inspirational qualities rather than through formal position power

The Charismatic Approach

Characteristics of Charismatic Leaders

Strong needs for power Portray self-sacrifce on behalf of the company

Self confident Astute ‘reader’ of the business environment

Strong beliefs in their ideas Often unconventional

Visionaries who communicate effectively

Cultivate a certain image

Take innovative actions to achieve their goals

Dominant and have strong desire to influence others

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• Hersey and Blanchard – define leadership in terms of the direction and support the leader provided to subordinates

• Leadership is task relevant and adaptable to the situation

• Leadership depends on the style and the group maturity

• Four Styles

• Directing - roles defined by the leader and closely monitored

• Coaching – roles defined with input from subordinates

• Supporting – leader makes decisions and delegates the processes, ultimately the control is with the follower

• Delegating – leader is involved in decision making but the follower will decide when and how the leader will be involved

The Situational Approach

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• Hersey and Blanchard identified four levels of maturity;

• M1 – workers lack the skill and unwilling to take responsibility for the job

• M2 – workers lacking responsibility for the task being done but willing to work at the task

• M3 – worker capable of doing the task but lack the confidence to take on responsibility

• M4 – workers capable and willing to take on the responsibility


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• Power is the ownership of control or command over others and is a measure of a person’s ability to control others

• Downward power – senior management influence employees

• Upward power - employee influence the decisions of the leader

Leadership and the Use of Power

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• Legitimate Power - based on structure of the organisation. Higher levels dictate to lower levels

• Reward Power - the more valuable the reward available to a manager the more power derived from controlling it

• Coercive Power – power to administer penalties

• Expert power – based on specialised knowledge that others need

• Referent Power – derives from others wishing to be like a manager

Sources of Power

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• Hierarchy of Needs (Abraham Maslow)

• Existence-Relatedness-Growth (ERG)Theory (Clayton Alderfer

• Achievement Theory (David McClelland)

• Two-Factor Theory (Frederick Herzberg)

Motivation Theories – Content Theories

22

Maslow’s Hierarchy of Needs

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• When one need is satisfied, others become stronger

• A satisfied need is not a motivator so timing is important

Maslow’s Hierarchy of Needs


Helps managers identify motivating factors

Simplistic, over generalised

Separate the physical from the emotional

Doesn’t consider other aspects of human experience such as aesthetics, culture

Self actualisation can be applied in workplace scenarios through career and personal development

May satisfy higher level before lower level

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• Existence

• Physiological and safety needs

• Relatedness

• Social and external esteem needs

• Growth

• Self-actualisation and internal esteem needs

Existence-Relatedness-Growth

Existence Relatedness Growth

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Existence-Relatedness-Growth


Simplifies Maslow’s Hierarchy Simplistic

Growth needs are especially relevant to managers who seek to develop employees

Does not address culture

Needs are simultaneous Could be viewed as just a condense version of Maslow’s Hierarchy

Questionable relevance in the contemporary environment

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Main factor in willingness to perform is the intensity of an individual's actual need for achievement

Need for achievement

Need for affiliation

Need for power……………………………….usually one is dominant

Underlines the importance of ‘ person-job fit’

Achievement Theory - McClelland

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Achievement Theory - McClelland


Each element has ramifications in the workplace

Overly general

Managers can develop rewards that encourage achievement

More than one element could be predominant for a given individual

Managers can implement social programmes to unify the workplace and promote cohesion

Values like power can be interpreted very differently across cultures

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• Focussed on the impact of the job and the environment on performance

• Motivating factors primarily intrinsic

e.g. achievement, recognition, responsibility, advancement, the work itself (job content)

• Hygiene factors (extrinsic) do not motivate but absence of them can cause dissatisfaction

e.g. policies, quality of supervision, conditions, relationships, salary, status, job security

Herzberg’s Two-Factor Theory

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Herzberg’s Two-Factor Theory


Very applicable to the workplace No attempt to measure the relationship between satisfaction and performance

Managers can easily determine the motivators and de-motivators

Some factors are bi-polar (both motivate and/or de-motivate)

Initiatives to develop motivations and reduce de-motivations can be put in place

No evidence that satisfied workersimprove productivity

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• Theory X, Theory Y (Douglas McGregor)

• Expectancy Theory (Victor Vroom)

• Equity Theory (John Adams)

Motivation Theories – Process Theories

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• Based on how managers perceive employees

Theory X, Theory Y (Douglas McGregor)

• Theory X (Authoritarian Management)

– Average person dislikes and avoids work

– People must be forced with threat of punishment

– Average person prefers to be directed, avoid responsibility, is unambitious and mostly just wants security

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• Based on how managers perceive employees

Theory X, Theory Y (Douglas McGregor)

• Theory Y (Participative Management)

– Employees enjoy work and want a challenge

– People apply self-control and self- direction

– Commitment is a function of rewards

– Usually accept and often seek responsibility

– Imaginative, creative problem solving

– Intellectual potential only partly utilised

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Relationship between effort put in and expectations of rewardEffort-performance linkagePerformance-reward linkageAttractiveness of reward

Motivation=Expectancy x Instrumentality x Valence

Expectancy =do I believe the effort will lead to performance

Instrumentality =do I believe performance will lead to reward?

Valence = do I value the reward?

Expectancy Theory

34

Expectancy Theory


Identifies that people decided on what they want

People ‘s estimates differ

It is measurable Valence is subjective

Aims to be predictive Individuals can never have complete knowledge of outcomes

Clearly states that motivation is made up of positive expectationand positive valence together

Does not measure performance, only motivation

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Sometimes referred to as the “Justice Theory”.

Employees get demotivated if they feel their inputs (efforts, loyalty, flexibility, skill) are greater than their outputs (salary, bonuses, praise, job security)

Idea is to strike a healthy balanceMotivation can only be expected where employees perceive their treatment to be fair.

Equity Theory (John Adams)

36

Equity Theory (John Adams)


Helps managers identify whetheremployees are generally satisfied or dissatisfied in job situations

Too simplistic

Doesn’t consider cultural or socio-economic variables

Managers can analyse inputs against outputs and so implement strategies to increase motivation

May be hard to get the balance between inputs and outputs

Helps classify the elements that lead to motivation/de-motivation so that each can be addressed

Doesn’t account for flaws in human work practice, i.e. laziness or lack of experience

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How to Manage Communication

Sender Encoding Channel Decoding Receiver

Feedback

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What Barriers Keep Communication from Being Effective?

BARRIER DESCRIPTION

Filtering Manipulation of information to make it appear more favourable to the receiver

Selective Perception Selectively seeing and hearing

Information Overload Too much information to process

Emotion How receiver feels when a message is received

Language Words have different meanings to different people

Gender Reactions differ

National Culture Different languages and cultural perspectives

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How Can Managers Overcome Communication Barriers?

BARRIER DESCRIPTION

Use Feedback Check the accuracy of what has been communicated – or what you think you heard?

Simplify Language Use words that the intended audience understands

Listen Actively Listen for the full meaning of the message without making premature judgement or interpretation – or thinking about what you are gong to say in response

Constrain Emotions Recognise when your emotions are running high. When they are, don’t communicate until you have calmed down

Watch Nonverbal Cues

Be aware that your actions speak louder than words, and keep the two consistent.

Question 3 Summer 2017

(a) Describe FOUR (4) broad functions of Management. (10 Marks)

(b) Explain BOTH of the following business concepts, using examples

where appropriate:

SWOT Analysis;

PESTLE Analysis. (10 Marks)

(c) Discuss TWO (2) key objectives when undertaking environmental

scanning. (5 Marks)

Total: 25 Marks


(a) Describe Maslow’s 'hierarchy of needs' model of motivation.

(10 Marks)

(b) Explain what is meant by the ‘equity theory’ of motivation and discuss

its relevance. (10 Marks)

(c) Comment on the relevance of Vroom’s 'expectancy theory' of

motivation in today’s economic environment. (5 Marks)

Total: 25 Marks

Question 3 Autumn 2017

“An effective leader is critical to every organization.”

(a) What does 'organisational leadership' mean? (5 Marks)

(b) (i) List the FIVE (5) different types of leadership approach. (5 Marks)

AND

(ii) Explain ONE (1) of the approaches identified in (b) (i) in detail. (9

Marks)

(c) Outline TWO (2) advantages and TWO (2) disadvantages of

Management by Objectives (MBO). (6 Marks)

Total: 25 Marks


(a) Outline THREE (3) of Fayol's broad functions of management. (9

Marks)

(b) Explain Mintzberg’s views on the roles fulfilled by managers.

(10 Marks)

(c) Discuss any THREE (3) of Fayol’s Principles of Effective

Management. (6 Marks)

Total: 25 Marks


(a) Describe any THREE (3) of Frederick Taylor’s FOUR (4) principles

of effective management. 10 Marks

(b) Explain any THREE (3) of the following business concepts, using

examples where appropriate;

i. SWOT Analysis.

ii. PESTLE Analysis.

iii. Micro Environment.

iv. Environmental scanning.

15 Marks

Total 25 Marks


(a) Explain what is meant by the term Content Theories of

Motivation. List any TWO (2) of these theories. 5 Marks

(b) Describe the Equity Theory of motivation and discuss its

relevance in today’s economic environment. 10 Marks

(c) Explain in detail your understanding of the ‘Charismatic

approach' to leadership.10 Marks

Total 25 Marks


(a) Outline the elements of the PESTLE model. 6 Marks

(b) Using an explanatory paragraph, differentiate between the

terms;

(i) Strategic Plan.

(ii) Tactical Plan.

(iii) Operational Plan.

9 Marks

(c) Discuss TWO (2) benefits and TWO (2) limitations associated

with the planning process.10 Marks

Total 25 Marks


a) Draw a diagram of the Communications process. 5 Marks

b) Describe FOUR (4) barriers to communication managers may

face. 10 Marks

c) Describe how managers may overcome these communication

barriers. 10 Marks

Total 25 Marks

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