principles of supervision i & ii beginning to understand

Principles of Supervision I & II-Beginning to Understand Leadership

Chatham County Leadership Academy 2010

Principles of Supervision I & II

Beginning to Understand Leadership

When we think about leadership, a range of thoughts cross our mind: The leader as a ‗hero‘ or a

‗great man‘ who accomplishes a major goal against all odds for his/her followers or a leader as a

rare and ‗charismatic‘ individual with extraordinary qualities and a grand vision. In fact,

according to some scholars, the history of the world is the history of great men. The great-man

theory of leadership continues to be of popular interest to showcase individual leadership in the

political and corporate world.

As we will see, although there have been many studies on leadership, the dimensions and

definition of the concept remain unclear. To treat leadership as a separate concept, it must be

distinguished from other social influence phenomena. The key to concise conceptualization of

effective leadership is elusive; even definitions of leadership exhibit little convergence.

Let‘s start our time together with an amusing story of an experiment with monkeys.

Four monkeys were placed in a room that had a tall pole in the center. Suspended from the

top of that pole was a bunch of bananas. One of the hungry monkeys started climbing the

pole to get something to eat, but just as he reached out to grab a banana, the other 3 were

doused with a torrent of cold water from hoses in the ceiling. Squealing, they scampered to a

corner and while the one continued to feed himself. Each monkey made a similar attempt,

and the other four were drenched with cold water. After making several attempts, they finally

gave up and made no further attempt to eat the banana.

Then researchers removed one of the monkeys from the room and replaced him with a new

monkey. As the newcomer began to climb the pole, the other three attacked him and pulled

him down to the ground. After trying to climb the pole several times and being dragged down

by the others; he finally gave up and never attempted to climb the pole again.

The researchers replaced the original monkeys, one by one, and each time a new monkey was

brought in, he would be attacked by the others before he could reach the bananas. In time,

the room was filled with monkeys who had never received a cold shower. None of them would

climb the pole, but none of them knew why.

Our organizations are full of people who have been doing their jobs a certain and haven‘t a clue

why or ever investigated to see if there is a better way. They are content with the status quo and

mediocrity. This is what this training is focused on. Understanding the role of a supervisor is

more important than becoming one. There is much more to learn about leading people than the

title of supervisor. Let us begin.

Leaders come in all kinds of shapes and sizes. They are also called many different things:

Leader Superintendent Administrator Foreman CEO

Boss Supervisor Manager Commander President



Organizer Coordinator Ruler Chief Director

Executive Overseer Commissioner Proprietor Superior

Responsibilities of a Leader

One of Dr. John C Maxwell‘s laws in his book the 17 Laws of Teamwork is:

―The _________ is More Important than the __________‖

Meaning as a supervisor, you must realize than the goal of your team or organization, comes

before you and your role.

As a supervisor, you must be more committed to the mission and goals of the organization. Your

supervisors has to be able to expect more from you.

We hear all the time when we deal with employees who take a lot of time off saying ―My family

comes first‖. I don‘t think any leader will argue that to a point. We all must understand that when

we are required to work, there are times when family responsibilities come first and we don‘t

think twice to ask for time off.

However, many of us have a problem when the organization has important responsibilities that

need to be taken care of; and we are asked to come in and complete the mission, when we are not

scheduled to work.

“Organizations don’t pay supervisors more money because of seniority; they pay more money

because they are more responsibility”.

Who are our Stakeholders

___________________: Any person or group who is either affected by what you do or

able to influence what you do

______________________: A stakeholder who is primarily affected by what you do

___________________: A stakeholder who is primarily able to influence what you do

__________________________: A customer who receives services directly from you

__________________________: A customer who receives services from you through

another party

We don‘t commonly use this word to describe the people that we are responsible for or that are

responsible to us.

Exercise 1

Complete the diagram showing you (or your supervisor) in the middle and then show all of

your/your supervisor‘s major stakeholders.



Review your diagram. What‘s missing from the diagram? Advisory Boards, Policy Boards,

internal customers. Basically, the supervisor needs to please all of these groups. Where does your

supervisor fit in the organization?

Exercise 2

Develop a list of the 5 most important duties of a supervisor based on the needs of his/her

customers. Then list the top 10 qualities you believe a good supervisor needs to have

If you were the boss, responsible for the company; what kind of supervisors (leaders) would you

look for?

Here are some possible answers

1. Lead _________________ well-If you don‘t have anyone to lead, start by leading

yourself. If they can manage themselves then they can help me with my needs.

2. Ensure the right ______________ gets done right with the right ______________ Pursuit

to Excellence-Organizing is a key to getting things done. Try this mentality; I want to

make a difference…with people who want to make a difference….doing something that

makes a difference!!

3. Keep the work area safe, healthy and current-Improves morale and team spirit by keeping

a clean well managed workplace. This gives the public confidence that people care about

themselves and are organized.

4. Encourage ____________________, cooperation and collaboration- The ―Law of the

Niche‖ says, all players have a place on the team where they add the most value. Know

the difference in cooperation and collaboration. Cooperation is working together

agreeable; collaboration is working together aggressively.

5. Understand and ___________________ employees- The number one reason people are

unhappy with their work is that they are not in their strength zones. Successful people

find their own strengths; good leaders find the strengths of others and plug them in. When

you equip people, you train them and improve their job skills. When you develop them,

you help them to become better people.

6. Keep record, make reports and track progress- Simply put; what gets measured; gets

done! If you don‘t monitor tasks, they tend to be less important to the employee.

Employees usually like it when the boss comes around to check on things and see how

they are doing. We must always find the good progress as well as the bad.

“Level 5 leaders want to see the company even more successful in the next generation,

comfortable with the idea that most people even know that the roots of that success

trace back to their efforts”… Jim Collins; Good to Great.

Like one leader said, ―I want to look out from my porch at one of the great companies in the

world someday and be able to say, ‗I used to work there.‘ ―

Leading yourself well



Manage ______________________-The first principle in the principle of 360 degree leading is

leading up. To do this, people need to lead themselves well first. Because leaders see more than

others and before others do, they often experience the emotions first. They know when to display

and when to delay their emotions.

Manage your ____________________- ―Until you value yourself, you won‘t value your time,

until you value your time, you won‘t do anything valuable with it‖(Psychiatrist) M. Scott

Peck)…People don‘t pay for things with money, they pay with time. Spending 6 years to pay off

that car is spending 1/12th

of your life. Don‘t think about what you do and what you buy in terms

of money; think about it in terms of time. What is worth spending your Life on? The term

spending your time is not a metaphor; its how life works!!

Manage your ______________________- The difference in your strengths and weaknesses. 80

percent of time should be on your strengths; 15 percent on areas where you are learning and 5

percent on other necessary areas. Supervisors must develop discipline and realize that busyness

doesn‘t mean you‘re being successful. Instead of thinking of doing, doing, doing…think of

things you need to stop doing.

Manage your _______________________- As we get older, our energy levels decrease.

Difficult people and circumstances decrease our energy. Lack of energy usually means lack of

enthusiasm and that de-motivates the people around us as well.

Manage your ________________________- A minute of thinking is more valuable than an hour

of talking. We don‘t learn anything when we talk. We talk about things we already know. When

we stop to think, we are in a better position to learn and grow. Experience is not the best teacher.

Evaluated experience is. We must think to reflect and evaluate.

Manage your __________________- ―Don‘t just tell me….show me‖….If you want your words

to carry weight, then weigh them well. Know what to say, when to say it and how to say it. This

really speaks of maturity. Emotional maturity is the ability to express your feelings and

convictions with courage, balanced with consideration for the feelings and convictions of others.

Manage your ___________________ life- Success is having those who are closest to me, love

and respect me the most.

Skills for Getting the Right Job Done…Right!!

______________________- Strategic planning is both a logical, rational process, and a process

that involves people. It takes more than developing a plan for that plan to be implemented.

Leaders should consider that the critical link between planning and acting is leadership. Planning

should be considered as a blueprint for change. The plan should be the basis for introducing

controlled change into an organization so it can adapt to changing times. By anticipating shifting

demands, the plan serves the purpose of allowing the organization to control its own direction,

rather than waiting until political forces demand change.

______________________- Leaders learning to use the approach of self organizing know the

importance of deeply engaging their people. They know that sharing information, developing

relationships and interconnections, and inviting the people to be partners in co-creating their

future together develops coherence in the organization. They know there is value in having the



people involved, though they have no quantitative data to support this nor, often, the language to

describe it. These leaders also know that, while they need to be centered in the self-organizing

approach, which they also need to be use operational and strategic approaches simultaneously,

and move among them as conditions change. Effective leadership can be described as a dance

requiring a high level of consciousness on the part of both the leader and people throughout the

organization.

_______________________-Because of the scarcity of candidates, the cost of hiring, and the

cost of turnover, many organizations are taking a significantly different and innovative approach

to staffing. No longer is staffing separate or unconnected from the organization‘s strategic

business objectives. Executives realize that just as getting customers, retaining customers,

establishing product superiority, or creating marketplace dominance is important, having the

organization fully staffed with capable, talented, and experienced individuals is of critical

importance, and is one of their strategic objectives. Staffing is now considered a key element of

the business planning of innovative organizations.

________________________-One of the most important lessons a leader can learn is that the

word leader does not mean you do everything. Communicating your vision to others and

empowering other employees to take an active role within the organization is important.

Empowerment can only come if you effectively delegate projects and responsibilities to others.

When delegating make sure the person you are giving responsibility to knows exactly what is

expected and has the interests and skills to successfully complete the task.

________________________-Coordination is a very important role of inter-relating the various

parts of work with the strengths of the personnel on the team. The ability to coordinate must not

be underestimated. Poor coordination can slow the team to a halt and create poor morale.

_________________________-Good reporting skills keeps those to whom the supervisor is

responsible for informed as to what is going on, keeping himself/herself and subordinates abreast

through records, research and inspections.

_________________________-Positive budgeting is critical on the success of any organization.

Budgeting takes both short and long term planning and constant monitoring. Superior accounting

skills and the ability to say no is crucial to maintaining a positive budget process.

Skills for Keeping the Work Area Safe & Healthy

Enforcing _____________________-All of us should be accountable to our policies and

procedures; accountable to our fellow employees; accountable to our customers; accountable to

our duty (Something that is bigger than ourselves); accountable to ourselves and how we intent

and prepare to improve.

Teaching _______________________-Being unsafe is probably a result of not having proper

rules in place, not following the rules or shortcutting them. Remember the longest distance

between 2 points is a shortcut. Most of the time shortcuts cost us in the long run. Why do we take

shortcuts? Easier, quicker, less hectic.

"A shortcut is the longest distance between two points."



Providing the Right ____________________-Equipment should be in good working order.

Updates should be done on a regular basis and evaluate policies and procedures.

Skills for Encouraging Teamwork, Cooperation and Collaboration

Building _______________________ by knowing the vision of the organization-You don‘t

jump in a car without knowing your destination. If you do, you‘re bound to end up somewhere

you shouldn‘t be. If people don‘t know where the organization is heading, it‘s tough to motivate

them. If you are looking for leaders, they‘re not going to get on board without knowing where

you are heading. Followers might, leaders won‘t.

Inspire a Shared Vision by: Articulating team goals; aligning employee goals; aligning with

organizational goals- Having a short and long term organizational work plan is extremely

valuable. This lets all employees know the vision of the organization and also the success or

failure in reaching your goals.

Developing _______________________ and cooperation-People must feel a part of the team.

They must feel that they contribute something important to the team. Leaders must make them

feel that they have ownership.

“Remember, people don’t wax a rented car”.

____________________ management-Don‘t let things fester. Deal with difficult situations and

people quickly. It takes time to cut wood in small pieces, but it burns better that way.

____________________ meetings-Meetings should be to the point. What‘s the meaning of the

meeting? Cooperation or collaboration.

“Cooperation is working together agreeably…..Collaboration is working together

aggressively”.

Teamwork Caution

For some people, teams are great for this very reason. Accountability shared—as widely as

possible—usually works out to be no true accountability at all. When things go wrong, nobody is

to blame because everybody is to blame. Besides, the torrent of finger-pointing that goes on (It

was her. No, it was him. I say it was both of them) obscures actual responsibility like a sand

storm. There‘s nothing like safety in numbers.

Productive Meetings

___________________: Have a reason for the meeting. Make sure there are decisions, issues, or

such items to be discussed that cannot be handled effectively outside of the meeting. Avoid the

temptation to have a meeting just because it is Tuesday morning and we always have a meeting

on Tuesday morning. Meetings are an essential aspect of conducting business in today's work

environment, so much so that unnecessary meetings cannot be allowed to foster cynicism toward

legitimate meetings. Keep in mind, there are no neutral meetings, the meeting is either beneficial

to the group or detrimental.



_____________________: Build the knowledge base prior to the meeting. If there is new

information to be provided to attendees, e-mail or mail this information prior to the meeting. By

doing so, valuable meeting time is not spent skimming the handout materials. Attendees must

then be expected to come prepared, having read what was sent out in advance. The meeting

leader and/or the person's direct supervisor must follow up with those that do not come prepared

to participate. A management team I recently worked with instituted this practice and was able to

cut their meeting time in half.

_______________________: Have a meeting agenda. Yogi Bera once said, "if you don't know

where you are going, you might end up some place else." Comparatively, a meeting without an

agenda will not offer attendees clear objectives. A strong agenda will set the tone on what will be

achieved. Having an agenda is not enough; it only helps if you actually follow it. Remember, the

items on the agenda are so important that you called a meeting in the first place. If you allow

new issues to become the focus, then you are taking away from the agenda items. Also, limit the

amount of items on the agenda to a reasonable amount; you do not want so many items that

following the next tip is impossible.

________________________ Management: Start and end on time. Start on time and do not take

time out of the meeting to help late arrivals catch up. This will reinforce people to show up on

time. A specific ending time will support a timely closure to agenda items. Some meetings will

get slowed down by a few well-intended contributors going on and on about irrelevant items.

(Each group has someone like this – if your meetings do not, it's probably you!) Even relevant

items can be discussed in circles so many times that the group gets dizzy. Time limits allow the

meeting leader to focus the group on accomplishing the agenda timely. Referring to the agenda

as the reason to move on allows the facilitator to avoid hurt feelings. Meeting attendees

appreciate your demonstration of respect for their time.

Rules of ___________________: Develop meeting norms (guidelines) and follow them. Meeting

norms help a group work together in an agreed upon manner. These norms are intended to

facilitate a healthier interaction and limit wasted time and effort. The specific meeting norms

depend on the group of people attending. A common norm is to allow everyone an uninterrupted

opportunity to contribute. Once norms are established, it is imperative that everyone follows

them. Many groups have been proactive about establishing norms. Unfortunately, too many of

these groups fail to hold everyone accountable to the norms. This can be more damaging than no

norms at all. The meeting leader must respectfully remind participants of the norms when they

start to stray.

Discuss & _______________________: Encourage participation and make decisions. It is a

waste of time and resources to have people in a meeting, which does not contribute to the

productivity of the company. Even if you must post-pone a decision until more data is available,

make that determination and move forward. When making group decisions, explicitly invite

everyone to participate. If you notice someone not participating, ask directly for his or her view

on the subject. Complete participation allows for a more informed decision and also limits the

post-decision critics' ability to say they knew it wasn't going to work. Warning: some critics will

still complain and place blame even if it was their idea.



_________________________: Follow up on tasks assigned during the meeting. A meeting can

appear very productive at the closing and never actually accomplish anything beyond discussion.

A great way to handle this follow-through issue is to close the meeting by reviewing what was

discussed and creating a task list with responsible people and timelines. Included on this list

should be the task of following up with people who were unable to attend the meeting and

informing them on important information missed. Another important aspect of follow up is the

list (often called a Parking Lot) of items that were brought up and determined to be better

handled at another time. I have attended too many meetings where the Parking Lot would have

been better titled the Black Hole – because we never saw those items again. The best decisions in

the world do not accomplish much if they are not implemented.

Skills for Developing Employees

_____________________ and training-One key factor in employee motivation and retention is

the opportunity employees want to continue to grow and develop job and career enhancing skills.

In fact, this opportunity to continue to grow and develop through training and development is

one of the most important factors in employee motivation. There are a couple of secrets about

what employees want from training and development opportunities, however. Plus, training and

development opportunities are not just found in external training classes and seminars. These

ideas emphasize what employees want in training and development opportunities. They also

articulate your opportunity to create devoted, growing employees who will benefit both your

business and themselves through your training and development opportunities.

_______________________ employees to take on more responsibility and to find their

strengths- Dr. John C Maxwell shares a story of finding the right position for your team

members and how important it is.

Back in my basketball playing days, I learned a valuable lesson about employee

placement from an early season experiment my coach conducted with our team.

He began by telling the first team, of which I was a member, that he wanted us to

scrimmage the second team. There was nothing unusual about that, except that all the

starters were to play out of position. "I'm going to show you why it's important to

understand your place, your niche and your position on the team," the coach

explained.

I had to play center, guarded by a six-foot-seven-inch guy named Doug Roth. Needless

to say, every time I shot the ball, it came back at me rather quickly. I don't think I even

got the ball to the goal one time, and I know for sure I didn't get any rebounds. Doug

got all the rebounds and the first team—well, we just got slaughtered. Mercifully, the

coach stopped the scrimmage after 20 minutes. "Are you getting the point, players?"

he asked.

Of the two groups of players, the first team had more athleticism and better skills, he

told us. But the second team was victorious because they stayed in position, while the



members of the first team were completely out of place. "Remember this," he

cautioned. "Talent will never overcome being in the wrong position."

_________________________ employees to correct problems and mistakes and recognize

accomplishments- It is easy to give positive feedback to people doing well, or in general to give

information that people want to hear. Most of us do this pretty well. It is giving negative

feedback or information people don't want to hear that is far more problematic, of course.

Feedback taps basic human needs-to improve, to compete, to be accurate; people want to be

competent. Feedback can be reinforcing; if given properly, feedback is almost always

appreciated and motivates people to improve. But for many people, daily work is like bowling

with a curtain placed between them and the pins; they receive little information.

_________________________ those employees who show the motivation to improve their

performance- Mentoring is a tool that organizations can use to nurture and grow their people. It

can be an informal practice or a formal program. Protégés observe, question, and explore.

Mentors demonstrate, explain and model. The following assumptions form the foundation for a

solid mentoring program.

Deliberate learning is the cornerstone. The mentor's job is to promote intentional

learning, which includes capacity building through methods such as instructing,

coaching, providing experiences, modeling and advising.

Both failure and success are powerful teachers. Mentors, as leaders of a learning

experience, certainly need to share their "how to do it so it comes out right" stories. They

also need to share their experiences of failure, ie., "how I did it wrong". Both types of

stories are powerful lessons that provide valuable opportunities for analyzing individual

and organizational realities.

Leader need to tell their stories. Personal scenarios, anecdotes and case examples,

because they offer valuable, often unforgettable insight, must be shared. Mentors who

can talk about themselves and their experiences establish a rapport that makes them

"learning leaders."

Development matures over time. Mentoring -- when it works -- taps into continuous

learning that is not an event, or even a string of discrete events. Rather, it is the synthesis

of ongoing event, experiences, observation, studies, and thoughtful analyses.

Mentoring is a joint venture. Successful mentoring means sharing responsibility for

learning. Regardless of the facilities, the subject matter, the timing, and all other

variables. Successful mentoring begins with setting a contract for learning around which

the mentor, the protégé, and their respective line managers are aligned.

Skills for Keeping Records and Making Reports

_________________________

Math

Presentation skills

Computer skills

Exercise 3



Rank each of the candidates and answer:

Would you hire and why?

What unknown factors would have an impact on your decision?

What major problems will your candidate of choice face?

If you were an employee, how would you feel working for each candidate?

Would you change your candidate of choice in the following situations?

Morale in the parks division is at an all-time low. The division has the highest

turnover rate in the county.

The division has received numerous complaints about employees goofing off,

wasting money, and generally doing poor quality work.

Several new responsibilities have recently been added to the division, including

parks maintenance. No new staff was added.

The department head is known for micro-managing. The County Manager has

told him: either delegate authority to your supervisors or move on.

Bottom-line: Attitude and values matter.

Being an effective supervisor requires more than possessing the right skills. Effective

supervision also requires knowledge of your own values and beliefs; and how they fit with the

organization. Furthermore, one set of skills and attitudes doesn‘t work in each situation.

Managing vs. Leading

Remember we need people to perform the tasks!

Leading is about attitude and managing is more about skill.

―____________________ is doing things right; _____________________ is doing the right

things.‖….Peter Drucker

―Management is about arranging and ___________________; Leadership is about nurturing and

_________________________.‖…Thomas J. Peters

―The manager has his eye on the bottom line; the leader has his eye on the horizon.‖…Warren

Bennis

―Managers know __________________…Leaders know ______________.‖…John C. Maxwell

Leaders

Focus on what and why

Long range perspective



_________________________

_________________________

Inspires

Eye on horizon

Participatory

_________________________

Managers

Focus on how and when

Short-term view

_________________________

Maintain

_________________________

Eye on bottom line

Advisory

_________________________

Which Characteristics Are Important for Supervisors? Both are. Note the conflict and tension

inherent between the two roles; why?

Leading is about people and managing is about the work. Both are extremely important in

accomplishing the mission of the organization

Leadership Styles

________________ Manager- high task, low relationship: People who get this rating are very

much task oriented and are hard on their workers (autocratic). There is little or no allowance for

cooperation or collaboration. Heavily task oriented people display these characteristics: they are

very strong on schedules; they expect people to do what they are told without question or debate;

when something goes wrong they tend to focus on who is to blame rather than concentrate on

exactly what is wrong and how to prevent it; they are intolerant of what they see as dissent (it

may just be someone's creativity) so it is difficult for their subordinates to contribute or develop.

__________________ Club Leader - low task, high relationship: This leader uses predominantly

reward power to maintain discipline and to encourage the team to accomplish its goals.

Conversely, she is almost incapable of employing the more punitive coercive and legitimate

powers. This inability results from the leaders' fear that using such powers could jeopardize her

relationships with the team members.



____________________________ Leader - low task, low relationship: This person uses a

"delegate and disappear" management style. Since he is not committed to either task

accomplishment or maintenance; he essentially allows the team to do whatever it wishes and

prefers to detach himself from the team process by allowing the team to suffer from a series of

power struggles. Behavior is learned by individuals who are passed over for promotion, or are in

an organization that stresses following procedures and avoiding risks.

______________________ of the Road Manager- The focus here is on compromising between

conflicting elements of work and people. It balances the need to push for production between

need for building relationships. The effort it takes to achieve this balance is often manipulative

(make others believe your way is the right way). These supervisors maintain tight control and

encourage initiative. They cannot truly delegate but complain about subordinate‘s failure to take

initiative.

All four of these styles see a conflict between work and people. All four are attempting for one to

―win‖ at the expense of the other.

__________________ Management- high task, high relationship: This type of leader leads by

positive example. S/he endeavors to foster a team environment in which all team members can

reach their highest potential, both as team members and as people. S/he encourages the team to

reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds

among the various members. They form and lead the most productive teams. Of course, what we

all strive to achieve is the team manager. A different philosophy: A team manager believes work

is healthy for people; people must achieve in their work to feel good about themselves; the

organization is its employees—that‘s the only way the work can be achieved. People and work

are not in conflict. They depend on each other. S/he uses motivation techniques instead of

manipulation. It is not a social management; not an attempt to tolerate poor performance.

Exercise 4

This is your own supervisory skills assessment. Fill it out and score it to see where you are. What

areas did your own skills assessment point to? How are these similar/unlike the areas of the

organization?

_________________ ______________________ (1906 - 1964) was a Management professor

at the MIT Sloan School of Management whose 1960 book The Human Side of Enterprise had a

profound influence on management practices. In the book he identified an approach of creating

an environment within which employees are motivated via authoritative, direction and control or

integration and self-control, which he called theory X and theory Y, respectively.

http://en.wikipedia.org/wiki/1906


http://en.wikipedia.org/wiki/Management

http://en.wikipedia.org/wiki/MIT_Sloan_School_of_Management

http://en.wikipedia.org/wiki/Theory_X_and_theory_Y



He earned a B. A. from Rangoon Institute of Technology, an A.B. from Wayne State University

in 1932, then earned an M.A. and Ph.D. in psychology from Harvard University in 1933 and

1935 respectively.

McGregor coined the two terms Theory X and Theory Y and used them to label two sets of

beliefs a manager might hold about the origins of human behavior. He pointed out that the

manager's own behavior would be largely determined by the particular beliefs that he subscribed

to....McGregor hoped that his book would lead managers to investigate the two sets of beliefs,

invent others, test out the assumptions underlying them, and develop managerial strategies that

made sense in terms of those tested views of reality. "But that isn't what happened. Instead

McGregor was interpreted as advocating Theory Y as a new and superior ethic - a set of moral

values that ought to replace the values managers usually accept."

Theory X and theory Y are theories of human motivation created and developed by Douglas

McGregor at the MIT Sloan School of Management in the 1960s that have been used in human

resource management, organizational behavior, and organizational development. They describe

two very different attitudes toward workforce motivation. McGregor felt that companies

followed either one or the other approach.

_______________________________

In this theory management assumes employees are inherently lazy and will avoid work if they

can. Because of this workers need to be closely supervised and comprehensive systems of

controls developed. A hierarchical structure is needed with narrow span of control at each level.

According to this theory employees will show little ambition without an enticing incentive

program and will avoid responsibility whenever they can.

The Theory X manager tends to believe that everything must end in blaming someone. He or she

thinks all prospective employees are only out for themselves. Usually these managers feel the

sole purpose of the employees interest in the job is money. They will blame the person first in

most situations, without questioning whether it may be the system, policy, or lack of training that

deserves the blame.

Furthermore, Theory X supervisors cannot trust any employee, and they reveal this to their

support staff via their communications constantly. A Theory X manager can be said to be an

impediment to employee morale and productivity.

________________________________

In this theory management assumes employees may be ambitious, self-motivated, anxious to

accept greater responsibility, and exercise self-control, self-direction, autonomy and

http://en.wikipedia.org/wiki/A.B.

http://en.wikipedia.org/wiki/Wayne_State_University

http://en.wikipedia.org/wiki/Master_of_Arts_%28postgraduate%29

http://en.wikipedia.org/wiki/Ph.D.

http://en.wikipedia.org/wiki/Harvard_University

http://en.wikipedia.org/wiki/Douglas_McGregor_%28business_theorist%29

http://en.wikipedia.org/wiki/Douglas_McGregor_%28business_theorist%29

http://en.wikipedia.org/wiki/MIT_Sloan_School_of_Management

http://en.wikipedia.org/wiki/Human_resource_management

http://en.wikipedia.org/wiki/Human_resource_management

http://en.wikipedia.org/wiki/Organizational_behavior

http://en.wikipedia.org/wiki/Organizational_development

http://en.wikipedia.org/wiki/Span_of_control

http://en.wikipedia.org/wiki/Employee



empowerment. It is believed that employees enjoy their mental and physical work duties. It is

also believed that if given the chance employees have the desire to be creative and forward

thinking in the workplace. There is a chance for greater productivity by giving employees the

freedom to perform at the best of their abilities without being bogged down by rules.

A Theory Y manager believes that, given the right conditions, most people will want to do well

at work and that there is a pool of unused creativity in the workforce. They believe that the

satisfaction of doing a good job is a strong motivation in and of itself. A Theory Y manager will

try to remove the barriers that prevent workers from fully actualizing themselves .

Many people interpret Theory Y as a positive set of assumptions about workers. A close reading

of The Human Side of Enterprise reveals that McGregor simply argues for managers to be open

to a more positive view of workers and the possibilities that creates.

Exercise 5 and Exercise 6

Complete both exercises.

Note that for each time a management style different from team is warranted, the circumstances

are extraordinary, the organization is unhealthy, and/or the motivation of the supervisor is

questionable.

In general, the Team Management Approach is best and should be followed unless extreme

circumstances present themselves.

Exercise 7 and Exercise 8

Which management style is best?

Abraham Harold ____________________-Maslow was born April 1, 1908 in Brooklyn, New

York. He was the first of seven children born to his parents, who themselves were uneducated

Jewish immigrants from Russia. His parents, hoping for the best for their children in the new

world, pushed him hard for academic success. Not surprisingly, he became very lonely as a boy,

and found his refuge in books.

He first studied law at the City College of New York (CCNY). After three semesters, he

transferred to Cornell, and then back to CCNY. He got married and moved to Wisconsin so he

could attend the University of Wisconsin. Here, he became interested in psychology. He received

his BA in 1930, his MA in 1931, and his PhD in 1934, all in psychology, all from the University

of Wisconsin. A year after graduation, he returned to New York to work at Columbia

University, where Maslow became interested in research on human sexuality.



One of the many interesting things Maslow noticed while he worked with monkeys early in his

career, was that some needs take precedence over others. For example, if you are hungry and

thirsty, you will tend to try to take care of the thirst first. After all, you can do without food for

weeks, but you can only do without water for a couple of days! Thirst is a ―stronger‖ need than

hunger. Likewise, if you are very very thirsty, but someone has put a choke hold on you and you

can‘t breath, which is more important? The need to breathe, of course. On the other hand, sex is

less powerful than any of these. Let‘s face it, you won‘t die if you don‘t get it!

Maslow’s ___________________________

• All humans have the same basic needs

• Those needs are ordered and the lower needs must be achieved before the higher needs

are met

• Once we meet one of the needs, we strive for the one above it

• As a supervisor, you need to identify where your employees are in order to develop them

successfully

• Two types of needs:

– Basic

– Meta

__________________ Needs

• Physiological, such as food, water, and sleep

• Psychological, such as affection, security, and self esteem.

• Also called deficiency needs because if they are not met by an individual, then that

person will strive to make up the deficiency.

__________________ Needs

• Growth needs

• Include justice, goodness, beauty, order, unity, etc.

• Basic needs take priority over these growth needs. People who lack food or water cannot

attend to justice or beauty.

While Maslow's theory was regarded as an improvement over previous theories of personality

and motivation, it had its detractors. For example, in some extensive review of research which is

dependent on Maslow's theory, some critics found little evidence for the ranking of needs

Maslow described or even for the existence of a definite hierarchy at all. Conducted in 2002, a

recent study forwards this line of thought, claiming that "the hierarchy of needs is nothing more

than a fool's daydreams; there is no possible way to classify ever-changing needs as society

changes". Chilean economist and philosopher Manfred Max Neef has also argued fundamental

http://en.wikipedia.org/wiki/Personality_psychology

http://en.wikipedia.org/wiki/Motivation

http://en.wikipedia.org/wiki/Manfred_Max_Neef

http://en.wikipedia.org/wiki/Fundamental_human_needs



human needs are non-hierarchical, and are ontologically universal and invariant in nature - part

of the condition of being human; poverty, he argues, is the result of any one of these needs being

frustrated, denied or unfulfilled.

Frederick __________________________(1923 - 2000) is a noted psychologist who became

one of the most influential names in business management. He is most famous for introducing

job enrichment and the Motivator-Hygiene theory.

Herzberg attended City College of New York, but left part way through his studies to enlist in

the army. As a platoon sergeant, he was a firsthand witness of the Dachau concentration camp.

He believed that this experience, as well as the talks he had with other Germans living in the area

was what triggered his interest in motivation. Herzberg graduated from City College in 1946 and

moved to the University of Pittsburgh to undertake post-graduate studies in science and public

health. He earned his PhD in psychology with a dissertation entitled "Prognostic variables for

electroshock therapy". He started his research on the workplace while teaching as a professor of

psychology at Case Western Reserve University in Cleveland and later moved to the University

of Utah where he held the position of professor of management in the college of business.

Herzberg’s Hygiene & Motivational Factors Overview

These are factors that affect job attitudes; built on Maslow‘s theory. Work involves hygiene

factors; if they aren‘t present, they DEMOTIVATE the employee; they must be present before

motivational factors can be used

http://en.wikipedia.org/wiki/Ontology

http://en.wikipedia.org/wiki/Poverty



http://en.wikipedia.org/wiki/Psychologist

http://en.wikipedia.org/wiki/Job_enrichment

http://en.wikipedia.org/wiki/Motivator-Hygiene_theory

http://en.wikipedia.org/wiki/City_College_of_New_York

http://en.wikipedia.org/wiki/Dachau_concentration_camp

http://en.wikipedia.org/wiki/University_of_Pittsburgh

http://en.wikipedia.org/wiki/Case_Western_Reserve_University

http://en.wikipedia.org/wiki/Cleveland

http://en.wikipedia.org/wiki/University_of_Utah

http://en.wikipedia.org/wiki/University_of_Utah



Frederick Herzberg proposed from his research, that satisfaction and dis-satisfaction at work

resulted from two different factors – ―Hygiene‖ and ―Motivation‖ factors.

Hygiene factors (Factors that may cause dissatisfaction)

__________________________,

work conditions,

__________________________,

security,

__________________________ with peers and management.

Personal Life

Motivation factors (Factors that may cause satisfaction)

___________________________,

job itself,

___________________________,

responsibility,

growth,

___________________________.

Herzberg stated all hygiene and motivation factors must be present for job satisfaction. Hygiene

factors need to be present to avoid job dis-satisfaction, but will not cause job satisfaction.

Motivation factors need to be present for job satisfaction, and are different to dis-satisfying

hygiene factors. Motivation factors are not the opposite reaction to hygiene factors.

Hygiene Factors-

Herzberg observed that people could get very dissatisfied about with problems about; salary, job

security, supervisor behavior and company policy. However, if these issues were resolved, it did

not guarantee job satisfaction. Herzberg identified job satisfaction was a result of different

factors such as achievement, recognition and growth.

Herzberg called the dis-satisfiers "hygiene factors" because they helped prevent dissatisfaction,

but in themselves would never provide real satisfaction. Perhaps you have a good salary, in a

secure job in a company you like, but there's something missing. You're not dis-satisfied with

your work, but you're not satisfied either. The key to job satisfaction is having one or more of the

"motivator factors" present.



He also called Hygiene factors ―KITA‖ factors- Kick in the a**; the process in providing

incentives or a threat of punishment to cause someone to do something. Without motivational

factors, this will only have short term success.

To put Frederick Herzberg theory into practice, consider these two questions;

1) "Which of these cause me irritation or frustration if I don't have them?"

2) "Which of these when I do have them, make me feel fulfilled and involved in my work?"

Critics consider Herzberg's two factor theory to be simplistic - what motivates me may be a

dissatisfier for someone else. For example, increased responsibility for one person may be a

motivator as they can grow and develop in their role, allowing them to further their career. But to

another person, increased responsibility can be a dis-satisfier, particularly if pay does not reflect

the new role or if they are over-stretched already.

To make use of this criticism, you need to consider your team as a collection of individuals, not

as a homogeneous group with one set of wants and needs. Take each individual and ask the same

two questions, and by the time you've worked through your team, you will have a clear idea what

you need to do to increase job satisfaction.

Some factors may be within your control, some may not. For example, it many not be possible to

influence company holiday policy, but you could decide within the team how holidays are

allocated. Work with what you can change and highlight those you can't to your manager or

through the company's employee feedback mechanisms.

Unlike some staff motivation theories, Frederick Herzberg theory is easy to remember, easy to

explain and easy to use. By considering Herzberg's two factor theory, you can work out what dis-

satisfies your team, what motivates them and most importantly, what you can do to increase job

satisfaction.

“Remember the number one motivational principle, “people do what people see”.

Exercise 9

Knowing where a person is located on this scale aids in determining an effective motivator. For

example, motivating a middle-class person (who is in range 4 of the hierarchy) with a certificate

will have a far greater impact than using the same motivator to motivate a minimum wage person

from the ghettos who is struggling to meet needs 1 and 2.

It should be noted that almost no one stays in one particular hierarchy for an extended period.

We constantly strive to move up, while at the same time forces outside our control try to push us



down. Those on top get pushed down for short time periods, i.e., death of a loved-one or an idea

that does not work. Those on the bottom get pushed up, i.e., come across a small prize or receive

a better paying job. Our goal as leaders, is to help our people obtain the skills and knowledge that

will push them up the hierarchy permanently. People who have their basic needs met become

much better workers. There are able to concentrate on fulfilling the visions put forth to them,

instead of consistently worrying about how to make ends meet.

______________________, ________________________ and Leadership

“Nearly all men can stand adversity, but if you want to test a man's character, give him

power.”…Abraham Lincoln

They are not the same thing. Power is getting people to accomplish the goals; and leadership is

getting people to want to accomplish the goals.

Al Capone once said "You can get much farther with a kind word and a gun than you can with a

kind word alone." Almost anyone can use power, but it takes skill to use leadership. Leadership

power is much more than the use of force...it is influencing others to truly WANT to achieve a

goal. Plain power forces others to achieve a goal.

Power refers to a capacity that person A has to influence the behavior of another (person B), so

that he or she (person B) acts in accordance with A‘s wishes. This power is a capacity or

potential as it implies a potential that need not be actualized to be effective. That is, a power may

exist, but does not have to be used to be effective. For example, an officer in the Army has

certain powers over enlisted personal, but that power does not have to used to be effective. The

mere knowledge of an officer's power by an enlisted person has some influence over him or her.

Authority involves the rights, prerogatives, obligations and duties associated with particular

positions in the organization. A leaders authority usually includes the right to make certain types

of decisions on behave of the organization. Authority also involves the right of the agent to

exercise control over things, such as money, resources, equipment and materials, and this control

is another source of power.

There are three types of outcomes to our influence-

__________________________- The least desirable non-commitment alternative is resistance.

In this case, people completely withdraw (i.e., absenteeism or leaving the firm or department) or

covertly try to resist the changes (e.g., sabotage, work stoppage or slow-down).

__________________________- In the case of compliance, employees behave correctly by

obeying directives and conforming to rules, procedures and objectives. They do not, however,

become committed to the decision. Compliant individuals often seek and identify faults. They do



not, however, take the initiative and responsibility for correcting the problem. They are problem

spotters, instead of problem solvers.

_______________________- Commitment is a complex personal process. Personal commitment

is the situation in which I am committed to a course of action, or to a decision, because I have

given my word. In this case, the motivating factors are our personal and social considerations

tied to our self-image as reliable individuals who meet our obligations. This is distinct from the

concept of organizational commitment conceived in terms of attachment to and involvement in

an organization. An individual is committed when they are bound by their words and/or acts. As

the implementer of innovation and technical change, this is the outcome toward which you are

working. In this way, attitudes and behaviors form a self-reinforcing pattern. We said we would

go along with these changes. We know it is difficult, but we said we would do it and we will.

Points of Power

__________________________ Power

Based on fear.

A person with coercive power can make things difficult for people.

These are the persons that you want to avoid getting angry.

Employees working under coercive managers are unlikely to be committed.

__________________________ Power

Compliance achieved based on the ability to distribute rewards that others view as

valuable.

Able to give special benefits or rewards to people.

You might find it advantageous to trade favors with him or her.

__________________________ Power

The power a person receives as a result of his or her position in the formal hierarchy of an

organization.

The person has the right, considering his or her position and your job responsibilities, to

expect you to comply with legitimate requests.

__________________________ Power

Influence based on special skills or knowledge.

This person earns respect by experience and knowledge.

Expert power is the most strongly and consistently related to effective employee

performance.

__________________________ Power

Influence based on possession by an individual or desirable resources or personal traits.



You like the person and enjoy doing things for him or her.

Exercise 10

For each of the motivators you developed in Exercise 8, determine where that factor fits

according to the theories of power and motivation we have discussed today.

Situational Leadership

The stage of development of the employee determines the style of leadership to be used. There

are two types of leadership behavior:

_____________________: telling people what to do, how to do it, when to do it, where to do it,

and who will do it

_____________________: listening, facilitating, supporting, and two-way or group

communication.

Leaders should adapt their style to follower development style (or 'maturity'), based on how

ready and willing the follower is to perform required tasks (that is, their competence and

motivation).

There are four leadership styles that match the development levels of the followers.

The four styles suggest that leaders should put greater or less focus on the task in question and/or

the relationship between the leader and the follower, depending on the development level of the

follower.

Four types of leadership approaches:

______________________ _/ structuring

_______________________/selling

_____________________ _/consulting

______________________/sharing



Directing/Structuring

Follower: Low competence, low commitment / Unable and unwilling or insecure

Leader: High task focus, low relationship focus

When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a

highly directive role, telling them what to do but without a great deal of concern for the

relationship. The leader may also provide a working structure, both for the job and in terms of

how the person is controlled.

The leader may first find out why the person is not motivated and if there are any limitations in

ability. These two factors may be linked, for example where a person believes they are less

capable than they should be may be in some form of denial or other coping. They follower may

also lack self-confidence as a result.

If the leader focused more on the relationship, the follower may become confused about what

must be done and what is optional. The leader thus maintains a clear 'do this' position to ensure

all required actions are clear.

In the case of a fire, the important thing to do is to give clear directions and get people to follow

them explicitly. There's no point asking people to get into groups and talk about how they feel

about the prospect of a fire.

Coaching/Selling

Follower: Some competence, variable commitment / Unable but willing or motivated

http://changingminds.org/explanations/behaviors/coping/denial.htm

http://changingminds.org/explanations/behaviors/coping/coping.htm



Leader: High task focus, high relationship focus

When the follower can do the job, at least to some extent, and perhaps is over-confident about

their ability in this, then 'telling' them what to do may demotivate them or lead to resistance. The

leader thus needs to 'sell' another way of working, explaining and clarifying decisions. The

leader thus spends time listening and advising and, where appropriate, helping the follower to

gain necessary skills through coaching methods.

Supporting/Consulting

Follower: High competence, variable commitment / able but unwilling or insecure

Leader: Low task focus, high relationship focus

When the follower can do the job, but is refusing to do it or otherwise showing insufficient

commitment, the leader need not worry about showing them what to do, and instead is concerned

with finding out why the person is refusing and thence persuading them to cooperate.

There is less excuse here for followers to be reticent about their ability, and the key is very much

around motivation. If the causes are found then they can be addressed by the leader. The leader

thus spends time listening, praising and otherwise making the follower feel good when they

show the necessary commitment.

Delegating/Observing

Follower: High competence, high commitment / Able and willing or motivated

Leader: Low task focus, low relationship focus

When the follower can do the job and is motivated to do it, then the leader can basically leave

them to it, largely trusting them to get on with the job although they also may need to keep a

relatively distant eye on things to ensure everything is going to plan.

Followers at this level have less need for support or frequent praise, although as with anyone,

occasional recognition is always welcome.

Diagnosing Your Staff

Supervisors must ask can he/she do the job independently. If no, directing and coaching are more

appropriate

Second, ask will he/she do the job independently (self-motivation)? If no, coaching is probably

appropriate. If yes, supporting and delegating are appropriate.

http://changingminds.org/techniques/listening/listening.htm

http://changingminds.org/techniques/listening/listening.htm



Exercise 11

Based on YOUR experience, each table should identify situations where each type of leadership

style was appropriate. Prepare to share.

Guidelines for Effective Leadership

Ask your staff what they need from you to function effectively; this will give you some

indication of where they are on the maturity scale

Allow the needs of the organization to coincide with the needs of your employees

Reward good behavior

Set the example

Develop morale

Let employees be part of the planning and problem-solving process

Show concern

Keep them informed

Make their jobs exciting, challenging, and meaningful

principles of supervision i & ii beginning to understand

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