Leadership and Motivation

Содержание

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Roadmap

What is leadership?
How does a leader exercise power?
What

May 2, 2006 LIS580- Spring 2006 Roadmap What is leadership? How does
are leadership skills and traits?
Theories of leadership behavior
How to improve your leadership skills
Individual determinants of behavior
Need-based approaches to motivation
Process approaches to motivation
Behavioral approaches to motivation
Beyond motivation

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Managers Versus Leaders

“Not all leaders are managers, nor

May 2, 2006 LIS580- Spring 2006 Managers Versus Leaders “Not all leaders
are all managers leaders”
Managers
Persons whose influence on others is limited to the appointed managerial authority of their positions
Leaders
Persons with managerial and personal power who can influence others to perform actions beyond those that could be dictated by those persons’ formal (position) authority alone

Prentice Hall, 2002

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Power and Leadership

Legitimate Sources of Power
Position in the

May 2, 2006 LIS580- Spring 2006 Power and Leadership Legitimate Sources of
organization (formal authority)
Reward
Coerce or punish
Expertise
Referent power (charisma)
Control over information or access to resources (gatekeeper)
What does Kitchen say about power?

G.Dessler, 2003

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G.Dessler, 2003

May 2, 2006 LIS580- Spring 2006 G.Dessler, 2003

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Behavioral Theories of Leadership

Behavioral theories of leadership
Theories that attempt

May 2, 2006 LIS580- Spring 2006 Behavioral Theories of Leadership Behavioral theories
to isolate behaviors that differentiate effective leaders from ineffective leaders
Behavioral studies focus on identifying critical behavioral determinants of leadership that, in turn, could be used to train people to become leaders

Prentice Hall, 2002

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Leadership Studies

The Ohio State Studies sought to identify

May 2, 2006 LIS580- Spring 2006 Leadership Studies The Ohio State Studies
independent dimensions of leader behavior
Initiating structure
Consideration
The University of Michigan Studies sought to identify the behavioral characteristics of leaders related to performance effectiveness
Employee oriented
Production oriented

Prentice Hall, 2002

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The Managerial Grid

Prentice Hall, 2002

May 2, 2006 LIS580- Spring 2006 The Managerial Grid Prentice Hall, 2002

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Leadership Behaviors or Styles

Autocratic style of leadership
A leader who

May 2, 2006 LIS580- Spring 2006 Leadership Behaviors or Styles Autocratic style
centralizes authority, dictates work methods, makes unilateral decisions, and limits employee participation
Democratic style of leadership
A leader who involves employees in decision making, delegates authority, encourages participation in deciding work methods and goals, and uses feedback to coach employees
A democratic-consultative leader seeks input and hears the concerns and issues of employees but makes the final decision him or herself
A democratic-participative leader often allows employees to have a say in what’s decided

Prentice Hall, 2002

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Continuum of Leader Behavior

Prentice Hall, 2002

May 2, 2006 LIS580- Spring 2006 Continuum of Leader Behavior Prentice Hall, 2002

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Transactional versus Transformational Leadership Behaviors

Transactional Leadership Behaviors
Leadership actions

May 2, 2006 LIS580- Spring 2006 Transactional versus Transformational Leadership Behaviors Transactional
that focus on accomplishing the tasks at hand and on maintaining good working relationships by exchanging promises of rewards for performance.
Transformational Leadership Behaviors
Leadership actions that involve influencing major changes in the attitudes and assumptions of organization members and building commitment for the organization’s mission, objectives, and strategies.

G.Dessler, 2003

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The Main Behaviors of Level 5 Leaders

Personal Humility
Demonstrates

May 2, 2006 LIS580- Spring 2006 The Main Behaviors of Level 5
a compelling modesty, shunning public adulation, never boastful.
Acts with quiet, calm determination; relies principally on inspired standards, not inspiring charisma, to motivate.
Channels ambition into the company not the self; sets up successors for even more greatness in the next generation.
Looks in the mirror, not out the window, to apportion responsibility for poor results, never blaming other people, external factors, or bad luck.

Professional Will
Creates superb results, a clear catalyst in the transition from good to great.
Demonstrates an unwavering resolve to do whatever must be done to produce the best long-term results, no matter how difficult.
Sets the standard of building an enduring great company; will settle for nothing less.
Looks out the window, not in the mirror, to apportion credit for the success of the company—to other people, external factors, and good luck.

Source: Jim Collins, “Level 5 Leadership,” Harvard Business Review, January 2001, p. 73.

FIGURE 10–1

G.Dessler, 2003

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Situational Theories Of Leadership

Fiedler’s Contingency Theory of Leadership
Least

May 2, 2006 LIS580- Spring 2006 Situational Theories Of Leadership Fiedler’s Contingency
Preferred Co-worker (LPC) Scale
Leaders who describe their least preferred coworker favorably (pleasant, smart, and so on) are “high LPC” and are considered more people-oriented.
“Low LPCs” describe least preferred coworkers unfavorably; they’re less people-oriented and more task-oriented.

G.Dessler, 2003

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Situational Theories Of Leadership

Appropriateness of a high-LPC or

May 2, 2006 LIS580- Spring 2006 Situational Theories Of Leadership Appropriateness of
low-LPC leadership style depends upon:
Position power
The degree to which the position itself enables the leader to get group members to comply with and accept his or her decisions and leadership
Task structure
How routine and predictable the work group’s task is.
Leader-member relations
The extent to which the leader gets along with workers and the extent to which they have confidence in and are loyal to him or her.

G.Dessler, 2003

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FIGURE 10–4

How the Style of Effective Leadership

May 2, 2006 LIS580- Spring 2006 FIGURE 10–4 How the Style of
Varies with the Situation

Source: Adapted and reprinted by permission of the Harvard Business Review. “How the Style of Effective Leadership Varies with the Situation” from “Engineer the Job to Fit the Manager” by Fred E. Fiedler, September–October 1965. Copyright © 1965 by the President and Fellows of Harvard College; all rights reserved.

G.Dessler, 2003

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Situational Theories Of Leadership (cont’d)

Path–Goal Leadership Theory (House)
Assumes

May 2, 2006 LIS580- Spring 2006 Situational Theories Of Leadership (cont’d) Path–Goal
that the leader’s job is to ensure that followers are motivated to do their jobs, and is based on the expectancy theory of motivation.
The leader’s job
To increase the personal rewards subordinates receive for attaining goals
To make the path to these goals easier to follow by reducing roadblocks—setting goals, explaining what needs to be done, and organizing the work.

G.Dessler, 2003

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G.Dessler, 2003

May 2, 2006 LIS580- Spring 2006 G.Dessler, 2003

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Situational Theories Of Leadership (cont’d)

Substitutes for Leadership Theory

May 2, 2006 LIS580- Spring 2006 Situational Theories Of Leadership (cont’d) Substitutes
(Kerr and Jermier)
Various characteristics of subordinates, the task, and the organization may either substitute for (render unnecessary) direct intervention by the leader or neutralize (prevent) the leader’s best efforts.
Implications for leaders:
Choose the right followers
Organize the task properly

G.Dessler, 2003

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G.Dessler, 2003

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Situational Theories Of Leadership (cont’d)

Leader–Member Exchange (LMX) Theory
The

May 2, 2006 LIS580- Spring 2006 Situational Theories Of Leadership (cont’d) Leader–Member
theory that leaders may use different leadership styles with different members of the same workgroup, based in part on perceived similarities and differences with the leader.
Leaders tend to divide subordinates into an in-group and an out-group based on perceived leader–member similarities.
Members of the in-group tend to perform better than do those in the out-group.

G.Dessler, 2003

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Situational Theories Of Leadership (cont’d)

The Vroom–Jago–Yetton Model
A situational

May 2, 2006 LIS580- Spring 2006 Situational Theories Of Leadership (cont’d) The
model based on a continuum of five decision styles with differing degrees of employee participation that enables leaders to analyze a situation and decide how much participation is called for using:
A set of management decision styles
A set of diagnostic questions
A decision tree for identifying how much participation the situation calls for.

G.Dessler, 2003

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FIGURE 10–5

Types of Management Decision Styles

G.Dessler, 2003

May 2, 2006 LIS580- Spring 2006 FIGURE 10–5 Types of Management Decision Styles G.Dessler, 2003

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Vroom–Jago–Yetton Model’s Diagnostic Questions

Is there a quality requirement

May 2, 2006 LIS580- Spring 2006 Vroom–Jago–Yetton Model’s Diagnostic Questions Is there
such that one solution is likely to be more rational than another?
Is there sufficient information to make a high-quality decision?
Is the problem structured?
Is acceptance of the decision by subordinates critical to effective implementation?
If you alone make the decision, is it reasonably certain that it would be accepted by your subordinates?
Do subordinates share the organizational goals to be obtained in solving this problem?
Is conflict among subordinates likely over preferred solutions?

G.Dessler, 2003

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FIGURE 10–6

Vroom and Yetton Decision Process Flow

May 2, 2006 LIS580- Spring 2006 FIGURE 10–6 Vroom and Yetton Decision
Chart (Decision Tree)

Source: Adapted from Leadership and Decisionmaking by Victor H. Vroom and Philip W. Yetton, by permission of the University of Pittsburgh Press. Copyright © 1973 by University of Pittsburgh Press.

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Situational Theories Of Leadership

Hersey–Blanchard Situational Leadership Model
A model

May 2, 2006 LIS580- Spring 2006 Situational Theories Of Leadership Hersey–Blanchard Situational
aims to provide a practical way for a leader to decide how to adapt his or her style to the task.
Model focuses on four leadership styles:
The delegating style lets the members of the group decide what to do.
The participating style asks the members of the group what to do, but makes the final decisions.
The selling style makes the decision but explains the reasons.
The telling style makes the decision and tells the group what to do.

G.Dessler, 2003

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Situational Leadership

Situational leadership theory (SLT)
Leaders should adjust their

May 2, 2006 LIS580- Spring 2006 Situational Leadership Situational leadership theory (SLT)
leadership styles—telling, selling, participating, and delegating—in accordance with the readiness of their followers
Acceptance: Leader effectiveness reflects the reality that it is the followers who accept or reject the leader
Readiness: A follower’s ability and willingness to perform
At higher levels of readiness, leaders respond by reducing control over and involvement with employees

Prentice Hall, 2002

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FIGURE 10–7

Summary of the Situational Leadership Model

Source:

May 2, 2006 LIS580- Spring 2006 FIGURE 10–7 Summary of the Situational
Jerald Greenberg, Managing Behaviour in Organizations: Science in Service (Upper Saddle River, NJ: Prentice-Hall, 1996). Reprinted by permission.

G.Dessler, 2003

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FIGURE 10–8

Applying the Situational Leadership Model

Source: Adapted

May 2, 2006 LIS580- Spring 2006 FIGURE 10–8 Applying the Situational Leadership
from Paul Hersey, Situational Selling (Escondido, CA: Center for Leadership Studies, 1985), p. 19. Reprinted with permission.

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Charismatic Leadership

Charismatic leadership theory
Followers make attributions of heroic

May 2, 2006 LIS580- Spring 2006 Charismatic Leadership Charismatic leadership theory Followers
or extraordinary leadership abilities when they observe certain behaviors
People working for charismatic leaders are motivated to exert extra work effort and, because they like and respect their leaders, express greater satisfaction
Charisma leadership appears to be most appropriate when the followers’ task has a ideological component or when the environment involves a high degree of stress and uncertainty

Prentice Hall, 2002

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How To Improve Your Leadership Skills

Skill 1: Think

May 2, 2006 LIS580- Spring 2006 How To Improve Your Leadership Skills
Like a Leader
Identify what is happening
Explain why it is happening
Decide what you are going to do about it.
Skill 2: Use an Appropriate Leadership Style
Leaders usually fit their style to the situation.
Different leadership styles are appropriate to different situations.
Skill 3: Pick the Right Leadership Situation
Gravitate toward leadership situations that fit your favored leadership style.

G.Dessler, 2003

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How To Improve Your Leadership Skills

Skill 4: Build

May 2, 2006 LIS580- Spring 2006 How To Improve Your Leadership Skills
Your Power Base
Bolster your leadership potential by enhancing your authority (increasing your power).
Skill 5: Exercise Better Judgment
Decisiveness and good judgment (“cognitive ability”) are important leadership traits.
Skill 6: Improve Leadership Traits and Skills
Exhibit self-confidence.
Display honesty and integrity.
Increase your knowledge of the business.

G.Dessler, 2003

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Motivation

Motivation
The intensity of a person’s desire to engage

May 2, 2006 LIS580- Spring 2006 Motivation Motivation The intensity of a
in an activity.
The Law of Individual Differences
A psychological term representing the fact that people differ in their personalities, abilities, self-concept, values, and needs.
Three main approaches to motivation
Need-based approach
Process-based approach
Learning/reinforcement-based approach.

G.Dessler, 2003

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Emotional Intelligence (EI)

An assortment of noncognitive skills, capabilities,

May 2, 2006 LIS580- Spring 2006 Emotional Intelligence (EI) An assortment of
and competencies that influence a person’s ability to cope with environmental demands and pressures
Dimensions of EI
Self-awareness of own feelings
Self-management of own emotions
Self-motivation in face of setbacks
Empathy for others’ feelings
Social skills to handle others’ emotions

Prentice Hall, 2002

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Some Individual Determinants of Behavior

FIGURE 11–1

G.Dessler, 2003

May 2, 2006 LIS580- Spring 2006 Some Individual Determinants of Behavior FIGURE 11–1 G.Dessler, 2003

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Cattell’s 16 Personality Factors

FIGURE 11–2

Source: Adapted from

May 2, 2006 LIS580- Spring 2006 Cattell’s 16 Personality Factors FIGURE 11–2
Gregory Northcraft and Margaret Neale, Organizational Behavior (Fort Worth, TX: Dryden Press, 1994), p. 87.

G.Dessler, 2003

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FIGURE 0–3

Four Examples of MBTI Styles and Some

May 2, 2006 LIS580- Spring 2006 FIGURE 0–3 Four Examples of MBTI
Corresponding Occupations

G.Dessler, 2003

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Big Five Model of Personality Factors

Extroversion
Agreeableness
Conscientiousness
Emotional stability
Openness to experience

Prentice

May 2, 2006 LIS580- Spring 2006 Big Five Model of Personality Factors
Hall, 2002

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Abilities and Behavior

Performance = Ability x Motivation
Types of

May 2, 2006 LIS580- Spring 2006 Abilities and Behavior Performance = Ability
abilities
Mental, cognitive, or thinking abilities
Mechanical ability
Psychomotor abilities
Visual skills
Specific learned abilities (training, experience, or education)

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Self-Concept and Behavior

Self-Concept
The perceptions people have of themselves

May 2, 2006 LIS580- Spring 2006 Self-Concept and Behavior Self-Concept The perceptions
and their relationships to people and other aspects of life.
Self-Efficacy
Being able to influence important aspects of one’s world; the belief that one can accomplish what one sets out to do.

G.Dessler, 2003

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Perception and Behavior

Perceptions
How our personalities and experiences cause

May 2, 2006 LIS580- Spring 2006 Perception and Behavior Perceptions How our
us to interpret stimuli.
Perceptions are influenced by:
Personality and needs (self-efficacy)
Values (strong personal code of ethics)
Stress (health and environment)
Position in society or an organization
Stereotyping
Associating certain characteristics with certain socioeconomic classes but not with others.

G.Dessler, 2003

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Attitudes and Behavior

Attitude
A predisposition to respond to objects,

May 2, 2006 LIS580- Spring 2006 Attitudes and Behavior Attitude A predisposition
people, or events in either a positive or negative way.
Attitudes are important because they can influence how people behave on the job.
Good (or bad) performance is not necessarily associated with good (or bad) attitudes.
Job Satisfaction
The measure of an employee’s attitude about his or her job.

G.Dessler, 2003

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Need-based Approaches To Motivation

Motive
Something that incites a person

May 2, 2006 LIS580- Spring 2006 Need-based Approaches To Motivation Motive Something
to action or that sustains and gives direction to action.
Motivational Dispositions or Needs
Motives that lie dormant until the proper conditions arise bring them forth or make them active.
Aroused Motive
A motive that expresses itself in behavior.

G.Dessler, 2003

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Need-based Approaches To Motivation (cont’d)

Maslow’s Needs-Hierarchy Theory
People have

May 2, 2006 LIS580- Spring 2006 Need-based Approaches To Motivation (cont’d) Maslow’s
a hierarchy of five increasingly higher-level needs:
Physiological, security, social, self-esteem, and self-actualization.
Prepotency Process Principle
People are motivated first to satisfy the lower-order needs and then, in sequence, each of the higher-order needs.

G.Dessler, 2003

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FIGURE 11–5

Maslow’s Hierarchy of Needs

G.Dessler, 2003

May 2, 2006 LIS580- Spring 2006 FIGURE 11–5 Maslow’s Hierarchy of Needs G.Dessler, 2003

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Need-based Approaches To Motivation (cont’d)

Existence Relatedness Growth (ERG)

May 2, 2006 LIS580- Spring 2006 Need-based Approaches To Motivation (cont’d) Existence
Theory
Alderfer’s theory of human needs focuses on three needs: existence, relatedness, and growth.
Existence needs are similar to Maslow’s physiological and security needs.
Relatedness needs are those that require interpersonal interaction to satisfy (prestige and esteem from others).
Growth needs are similar to Maslow’s needs for self-esteem and self-actualization.

G.Dessler, 2003

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Need-based Approaches To Motivation (cont’d)

Herzberg’s Hygiene-Motivator (Two-Factor) Approach
Reduces

May 2, 2006 LIS580- Spring 2006 Need-based Approaches To Motivation (cont’d) Herzberg’s
Maslow’s hierarchy to:
Hygienes: lower-level (physiological, safety, social)
Motivators: higher-level (ego, self-actualization) needs.
Posits that the best way to motivate is to arrange the job (job enrichment) so that it provides intrinsic satisfaction of higher-level needs, since these needs are constantly recurring and relatively insatiable.

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FIGURE 11–6

Summary of Herzberg’s Motivator–Hygiene Findings

Source: Adapted

May 2, 2006 LIS580- Spring 2006 FIGURE 11–6 Summary of Herzberg’s Motivator–Hygiene
from Frederick Herzberg, “One More Time: How Do You Motivate Employees,” Harvard Business Review, January–February 1968.

G.Dessler, 2003

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Need-based Approaches To Motivation (cont’d)

Needs for Achievement, Power,

May 2, 2006 LIS580- Spring 2006 Need-based Approaches To Motivation (cont’d) Needs
and Affiliation
The Need for Achievement
A predisposition to strive for success and the satisfaction of accomplishing a challenging task or goal.
The Need for Power
A desire to influence others directly by making suggestions, giving opinions and evaluations, and trying to talk others into things.
The Need for Affiliation
The motivation to maintain strong, warm relationships with friends and relatives.

G.Dessler, 2003

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Process Approaches To Motivation

Adams’s Equity Theory
People have a

May 2, 2006 LIS580- Spring 2006 Process Approaches To Motivation Adams’s Equity
need for, and therefore value and seek, fairness in employer–employee relationships.
If a person perceives an inequity, a tension or drive will develop in the person’s mind, and the person will be motivated to reduce or eliminate the tension and the perceived inequity.
Employees can do this by reducing what they put into the job, or by boosting the magnitude of the rewards they take out (or both).
It matters less what the reality is than how the person perceives his or her inputs and outputs as compared with the other (referent) person’s.

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FIGURE 11–8

How a Perceived Inequity Can Affect

May 2, 2006 LIS580- Spring 2006 FIGURE 11–8 How a Perceived Inequity
Performance

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Process Approaches To Motivation (cont’d)

Locke’s Goal Theory of

May 2, 2006 LIS580- Spring 2006 Process Approaches To Motivation (cont’d) Locke’s
Motivation
People regulate their behavior in such a way as achieve their goals.
A person’s goals provide the mechanism through which unsatisfied needs are translated into actions.
Unsatisfied needs prompt the person to seek ways to satisfy those needs; the person then formulates goals that prompt action.

G.Dessler, 2003

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Process Approaches To Motivation (cont’d)

Goal Theory of Motivation

May 2, 2006 LIS580- Spring 2006 Process Approaches To Motivation (cont’d) Goal
Findings
Specific, challenging goals lead to higher task performance than specific, unchallenging goals, or vague goals or no goals, when:
Feedback showing progress towards the goals is provided.
Appropriate task strategies are used when tasks are complex.
Individuals have adequate abilities.
There is a commitment to accomplishing the goals.

G.Dessler, 2003

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Process Approaches To Motivation (cont’d)

Vroom’s Expectancy Theory
People are

May 2, 2006 LIS580- Spring 2006 Process Approaches To Motivation (cont’d) Vroom’s
conscious agents who are continually sizing up situations in terms of their perceived needs and then acting in accordance with these perceptions.
Motivation = E x I x V
E represents expectancy (probability of success)
I is instrumentality (correlation)
V is valence (value of a particular reward)

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Learning/Reinforcement Approaches To Motivation

Learning
A relatively permanent change in

May 2, 2006 LIS580- Spring 2006 Learning/Reinforcement Approaches To Motivation Learning A
a person that occurs as a result of experience.
Motivation based on experience tends to be instinctive rather than a product of a deliberate thought process (as is process-based motivation).

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Learning/Reinforcement Approaches To Motivation (cont’d)

B. F. Skinner and

May 2, 2006 LIS580- Spring 2006 Learning/Reinforcement Approaches To Motivation (cont’d) B.
Operant Behavior
Operant behavior
Behavior that appears to operate on or have an influence on the subject’s environment.
Contingent reward
A reward that is contingent or dependent on performance of a particular behavior.

G.Dessler, 2003

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Learning/Reinforcement Approaches To Motivation (cont’d)

Behavior Modification
The technique of

May 2, 2006 LIS580- Spring 2006 Learning/Reinforcement Approaches To Motivation (cont’d) Behavior
changing or modifying behavior through the use of contingent rewards or punishments.
Behavior modification has two basic principles:
Behavior that leads to a reward tends to be repeated, whereas behavior that leads to punishment tends not to be repeated.
It is possible to get a person to learn to change his or her behavior by providing the properly scheduled rewards.

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Motivation In Action: Ten Methods For Motivating Employees

Set

May 2, 2006 LIS580- Spring 2006 Motivation In Action: Ten Methods For
Goals
Use Pay for Performance
Improve Merit Pay
Use Recognition
Use Positive Reinforcement

Use Behavior Management
Empower Employees
Enrich the Jobs
Use Skill-Based Pay
Provide Lifelong Learning

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FIGURE 11–14

How to Analyze Performance-Motivation Problems

Source: Copyright

May 2, 2006 LIS580- Spring 2006 FIGURE 11–14 How to Analyze Performance-Motivation
Gary Dessler, Ph.D. Suggested in part by “Performance Diagnosis Model,” David Whetton and Kim Cameron, Developing Management Skills (Upper Saddle River, NJ: Prentice Hall, 2001), p. 339.

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Beyond Motivation

Ghoshal, S.and Bruch, H. Going Beyond Motivation

May 2, 2006 LIS580- Spring 2006 Beyond Motivation Ghoshal, S.and Bruch, H.
to the Power of Volition. MIT Sloan Management Review 44(3), Spring 2003.

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The Organization as an Iceberg Metaphor

Prentice Hall, 2002

May 2, 2006 LIS580- Spring 2006 The Organization as an Iceberg Metaphor Prentice Hall, 2002
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