1111827079 316604 - CHAPTER 3 LEADERSHIP BEHAVIOR AND MOTIVATION PDF

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CHAPTER 3

LEADERSHIP BEHAVIOR AND MOTIVATION
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CHAPTER3

LEADERSHI PBEHAVI ORANDMOTI VATI ON

Chapt erOut l i ne I.

LEADERSHIP BEHAVIOR AND STYLES A. Leadership Behavior B. Leadership Styles and the University of Iowa Research

II. UNIVERSITY OF MICHIGAN AND OHIO STATE UNIVERSITY STUDIES A. University of Michigan: Job-Centered and Employee-Centered Behavior B. Ohio State University: Initiating Structure and Consideration Behavior C. Differences, Contributions, and Applications of Leadership Models III. THE LEADERSHIP GRID A. Leadership Grid Theory B. Leadership Grid and High-High Leader Research C. Behavioral Theory Contributions IV. LEADERSHIP AND MAJOR MOTIVATION THEORIES A. Motivation and Leadership B. The Motivation Process C. An Overview of Three Major Classifications of Motivation Theories V. CONTENT MOTIVATION THEORIES A. B. C. D.

Hierarchy of Needs Theory Two-Factor Theory Acquired Needs Theory Balancing Work-Life Needs

VI. PROCESS MOTIVATION THEORIES A. Equity Theory B. Expectancy Theory C. Goal-Setting Theory VII. REINFORCEMENT THEORIES A. B. C. D. E.

Types of Reinforcement Schedules of Reinforcement You Get What You Reinforce Motivating with Reinforcement Giving Praise

VIII.PUTTING THE MOTIVATION THEORIES TOGETHER WITHIN THE MOTIVATION PROCESS

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Instructor’s Manual for Leadership: Theory, Application, Skill Development, 5e

 New To Chapter 3 (Changes from the 4e to 5e) 

The chapter has been updated throughout. However, this chapter is based on older leadership and motivation theories. Therefore, it includes more classical references than several of the other chapters. There are 103 references and only 15 are from the 4e; so 87 or 85 percent of the references are new to this edition.

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There is a new opening case—Trader Joe’s, with all new answers throughout the chapter.

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The introduction to the chapter has been re-written with all new references.

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The subheading “Di ffe r e n c e sBe t we e nLe a d e r s h i pMo de l s —a ndTh e i rCont r i but i on s , ”h a s b e e nc ha n g e dt oDi ffe r e n c e s , Co nt r i but i ons , a ndApp l i c a t i onsofLe a de r s hi pMod e l s , ”wi t ha n e wdi s c u s s i onont h ea p pl i c a t i onso ft hemod e l s .

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The Leadership Grid section now has three subheadings, adding a new heading for “Behavioral Theory Contributions.”

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The “Motivation and Leadership” subsection has been re-written with all new references.

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The “Motivating Employees with Hierarchy of Needs Theory” subsection has a new paragraph stating three contributions of the Hierarchy of Needs Theory.

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The sub-heading “The Need to Balance Professional and Personal Needs” has been shortened to better use the common terminology “Balancing Work-Life Needs,” and the part has been re-written and expanded.

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The discussion on “Using Goal Setting to Motivate Employees” has been expanded to include the need for planning with an example.

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In the “Types of Reinforcement” subsection, the sequence of punishment and extinction has been reversed. A new discuss has been added for each of the four types of reinforcement to explain which type to use when.

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In the “Schedules of Reinforcement” subsection, a new discuss has been added to explain motivating with the two types of schedules.

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In the “Motivating with Reinforcement” subsection, there is a new heading “Changing Behavior” with a discussion on how to change behavior using reinforcement theory.

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The ending case has been updated as the company business model has changed.

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Lect ur eOut l i ne PowerPoint: You may use the PowerPoint supplement to enhance your lectures. Even if your classroom is not equipped to use PowerPoint, you can review the material on your personal computer to get teaching ideas and to copy the slides. Copies of the slides can be made into overheads.

I .

LEADERSHI PBEHAVI ORANDSTYLES

A. Leadership Behavior By the late 1940s, most of the leadership research had shifted from the trait theory paradigm to the behavioral theory paradigm, which focuses on what the leader says and does. Although the behavioral leadership theory made major contributions to leadership research, it never achieved its goal of finding one best style. 1.

Leadership Behavior Is Based on Traits

Although the behavioral theorists focus on behavior, it’s important to realize that leaders’ behaviors are based on their traits and skills. The manager’s leadership personality traits and attitudes directly affect his or her behavior and relationship with employees. B. Leadership Styles and the University of Iowa Research Learning Outcome (LO) 1. List the University of Iowa leadership styles. The University of Iowa leadership styles are autocratic and democratic. Leadership style is the combination of traits, skills, and behaviors leaders use as they interact with followers. Although a leadership style is based on traits and skills, the important component is the behavior, because it is a relatively consistent pattern of behavior that characterizes a leader. 1.

University of Iowa Leadership Styles

The University of Iowa leadership studies identified two basic leadership styles: 

Autocratic leadership style. The autocratic leader makes the decisions, tells employees what to do, and closely supervises workers.

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Democratic leadership style. The democratic leader encourages participation in decisions, works with employees to determine what to do, and does not closely supervise employees.

The autocratic and democratic leadership styles are often placed at opposite ends of a continuum; thus a leader’s style usually falls somewhere between the two styles. The Iowa studies contributed to the behavioral movement and led to an era of behavioral rather than trait research. With the shift in paradigm from management to leadership, the leadership style of effective managers is no longer autocratic, but more democratic. WORK APPLICATION 1 Recall a present or past manager. Which of the University of Iowa leadership styles does or did your manager use most often? Describe the behavior of your manager.

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Instructor’s Manual for Leadership: Theory, Application, Skill Development, 5e

I I .

UNI VERSI TYOFMI CHI GANANDOHI O STATEUNI VERSI TY STUDI ES

Leadership research was conducted at Ohio State and the University of Michigan at about the same time during the mid-1940s to mid-1950s. These studies were not based on prior autocratic and democratic leadership styles, but rather sought to determine the behavior of effective leaders. Self-Assessment 1 Your Leadership Style If you want students to complete the Self-Assessment exercises throughout the book, you may want to tell students and spend a little time talking about them. LO 2. Describe similarities and differences between the University of Michigan and Ohio State University leadership models. The University of Michigan and Ohio State University leadership models are similar because they are both based on the same two distinct leadership behaviors, although the models use different names for the two behaviors. The models are different because the University of Michigan model identifies two leadership styles based on either job- or employee-centered behavior. The Ohio State University model states that a leader uses high or low structure and consideration, resulting in four leadership style combinations of these two behaviors. A. University of Michigan: Job-Centered and Employee-Centered Behavior The University of Michigan Leadership Model identifies two leadership styles: job-centered and employee centered. 1.

Job-Centered Leadership Style

The job-centered style has scales measuring two job-oriented behaviors of goal emphasis and work facilitation. Jobcentered behavior refers to the extent to which the leader takes charge to get the job done. 2.

Employee-Centered Leadership Style

The employee-centered style has scales measuring two employee-oriented behaviors of supportive leadership and interaction facilitation. Employee-centered behavior refers to the extent to which the leader focuses on meeting the human needs of employees while developing relationships. CONCEPT APPLICATION CA 1—University of Michigan Leadership Styles The answers to the 5 Applying the Concept questions are at the end of the lecture outline. B. Ohio State University: Initiating Structure and Consideration Behavior In the attempt to measure leadership styles, researchers at Ohio State University developed an instrument known as the Leader Behavior Description Questionnaire (LBDQ). Respondents to the questionnaire perceived their leader’s behavior toward them on two distinct dimensions or leadership types, which they eventually called initiating structure and consideration.

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Initiating structure behavior. The initiating structure leadership style is essentially the same as the jobcentered leadership style; it focuses on getting the task done.

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Consideration behavior. The consideration leadership style is essentially the same as the employeecentered leadership style; it focuses on meeting people’s needs and developing relationships.

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Because a leader can be high or low on initiating structure and/or consideration, four leadership styles are developed. The Ohio State University Leadership Model identifies four leadership styles: low structure and high consideration, high structure and high consideration, low structure and low consideration, and high structure and low consideration. WORK APPLICATION 2 Recall a present or past manager. Which of the four Ohio State leadership styles does or did your manager use most often? Describe the behavior of your manager. C. Differences, Contributions, and Applications of Leadership Models 1. Differences The Ohio State and University of Michigan leadership models are different in that the University of Michigan places the two leadership behaviors at opposite ends of the same continuum, making it one-dimensional. The Ohio State University model considers the two behaviors independent of one another, making it two-dimensional; thus this model has four leadership styles. 2. Contributions There is no one best leadership style in all situations is the first contribution, because it has helped lead researchers to the next paradigm—that of contingency leadership theory. Prior to the two university leadership studies, many organizations had focused on getting the job done with little, if any, concern for meeting employee needs. So there was a shift to place more emphasis on the human side of the organization to increase productivity; this is a second contribution. Another important research finding was that most leadership functions can be carried out by someone besides the designated leader of a group. Thus, organizations began training managers to use participative leadership styles. 3. Applications Through our ongoing self-assessment, we can determine how we are coming across to others and how we could change our behavior to be more effective in performing our task and in developing our relations.

I I I .

THELEADERSHI PGRI D

LO 3. Discuss similarities and differences between the Ohio State University Leadership Model and the Leadership Grid. Both theories are based on the same two leadership behaviors, but use different names for the two dimensions. The theories are different because the Leadership Grid identifies five leadership styles, with one being middle of the road, while the Ohio State model identifies four leadership styles. The Leadership Grid also gives each combination of the two-dimensional behaviors one leadership style name. Authors of the Leadership Grid were strong supporters of the high-high team leadership style as the best. A. Leadership Grid Theory The Leadership Grid builds on the Ohio State and Michigan studies; it is based on the same two leadership dimensions, which are called concern for production and concern for people. The Leadership Grid identifies five leadership styles: 1,1 impoverished; 9,1 authority-compliance; 1,9 country club; 5,5 middle of the road; and 9,9 team leader. See Exhibit 3.4 for an adaptation of the Leadership Grid.

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Instructor’s Manual for Leadership: Theory, Application, Skill Development, 5e

Following are descriptions of leadership styles in the Leadership Grid: 

The impoverished leader (1,1) has low concern for both production and people. The leader does the minimum required to remain employed in the position.

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The authority-compliance leader (9,1) has a high concern for production and a low concern for people. The leader focuses on getting the job done while people are treated like machines.

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The country-club leader (1,9) has a high concern for people and a low concern for production. The leader strives to maintain a friendly atmosphere without regard for production.

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The middle-of-the-road leader (5,5) has balanced, medium concern for both production and people. The leader strives to maintain satisfactory performance and morale.

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The team leader (9,9) has a high concern for both production and people. This leader strives for maximum performance and employee satisfaction. According to these Blake, Mouton, and McCanse, the team leadership style is generally the most appropriate style to use in all situations.

WORK APPLICATION 3 Recall a present or past manager. Which of the five Leadership Grid styles does or did your manager use most often? Describe the behavior of your manager. CONCEPT APPLICATION CA 2—The Leadership Grid The answers to the 5 Applying the Concept questions are at the end of the lecture outline. B. Leadership Grid and High-High Leader Research The high-high leader has concern for both production and people. Although there is some support for the high-high leader style as the universal theory, the high-high leadership style is not accepted as the one best style in all situations. C.

Behavioral Theory Contributions

Critics suggested that different leadership styles are more effective in different situations. Thus, a contribution of behavioral research is that it led to the shift in paradigm to contingency leadership theory. A second contribution of behavioral leadership theory was the recognition that organizations need both production and people leadership. A third related contribution of behavioral leadership theory supports coleadership. Self-Assessment 2 Your Personality Traits and Leadership Styles If you want students to complete the Self-Assessment exercises throughout the book, you may want to tell students and spend a little time talking about them.

I V.

LEADERSHI PANDMAJORMOTI VATI ONTHEORI ES

A. Motivation and Leadership Motivation is anything that affects behavior in pursuing a certain outcome. The pursuit of happiness and satisfaction is fundamental to motivation.

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B. The Motivation Process Through the motivation process, people go from need to motive to behavior to consequence to satisfaction or dissatisfaction. Some need or want motivates all behavior. However, needs and motives are complex: We don’t always know what our needs are, or why we do the things we do. Like traits, motives cannot be observed; but you can observe behavior and infer what the person’s motive is (attribution theory). C. An Overview of Three Major Classifications of Motivation Theories There is no single, universally accepted theory of how to motivate people, or how to classify the theories. In the following sections, you will learn about content motivation theories, process motivation theories, and reinforcement theory. See Exhibit 3.6 for this classification, which is commonly used, with a listing of major motivation theories you will learn.

V.

CONTENTMOTI VATI ONTHEORI ES

LO 4. Discuss similarities and differences among the three content motivation theories. Similarities among the content motivation theories include their focus on identifying and understanding employee needs. The theories identify similar needs, but are different in the way they classify the needs. Hierarchy of needs theory includes physiological, safety, belongingness, esteem, and self-actualization needs. Two-factor theory includes motivators and maintenance factors. Acquired needs theory includes achievement, power, and affiliation needs and includes no lower-level needs, as the other two theories do. Content motivation theories focus on explaining and predicting behavior based on people’s needs. The primary reason people do what they do is to meet their needs or wants—to be satisfied. A. Hierarchy of Needs Theory In the 1940s, Abraham Maslow developed his hierarchy of needs theory, which is based on four major assumptions: (1) Only unmet needs motivate. (2) People’s needs are arranged in order of importance (hierarchy) going from basic to complex needs. (3) People will not be motivated to satisfy a higher-level need unless the lower-level need(s) has been at least minimally satisfied. (4) Maslow assumed that people have five classifications of needs, which are presented here in hierarchical order from low to high level of need. 1.

Hierarchy of Needs

The hierarchy of needs theory proposes that people are motivated through five levels of needs—physiological, safety, belongingness, esteem, and self-actualization. 1.

Physiological needs: These are people’s primary or basic needs: air, food, shelter, sex, and relief from or avoidance of pain.

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Safety needs: Once the physiological needs are met, the individual is concerned with safety and security.

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Belongingness needs: After establishing safety, people look for love, friendship, acceptance, and affection. Belongingness is also called social needs.

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Esteem needs: After the social needs are met, the individual focuses on ego, status, self-respect, recognition for accomplishments, and a feeling of self-confidence and prestige.

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Self-actualization needs: The highest level of need is to develop one’s full potential. To do so, one seeks ...