Đại cương về lãnh đạo trong tổ chức chapter 3 leadership behaviour and motivation

.c om th an co ng Chapter cu u du o ng Leadership Behavior and Motivation Copyright © 2010 by South-Western/Cengage Learning All rights reserved CuuDuongThanCong.com PowerPoint Presentation by Rhonda S Palladi Georgia State University https://fb.com/tailieudientucntt .c om Behavioral Theory Paradigm cu u du o ng th an co ng  Following the study of traits in leaders, researchers focused their attention on studying what the leader says and does in an effort to identify the differences in the behavior of effective leaders versus ineffective leaders CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Leadership Behavior and Leadership Style cu u du o ng th an co ng  Behavior is based on traits and skills  Relationships between leaders and followers are based on the leaders’ traits and attitudes  Relationships are good predictors of employee behavior and performance  Leadership style is the combination of traits, skills, and behaviors leaders use as they interact with followers CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om University of Iowa Leadership Styles ng Autocratic Democratic an co Source: Adapted from K Lewin, R Lippett, and R.K White, 1939 “Patterns of Aggressive Behavior in Experimentally Created Social Climates.” Journal of Social Psychology 10: 271–301 cu u du o ng th  Autocratic: Leader makes decisions, tells employees what to do, and closely supervises them  Democratic: Leader encourages participation in decisions, works with employees to determine what to do, and does not closely supervise them CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om University of Michigan Leadership Model: Two Leadership Styles, One Dimension ng Job-Centered Employee-Centered Leadership Style -Leadership Style an  Job-centered leadership style: co Source: Adapted from R Likert, New Patterns of Management (New York: McGraw Hill, 1961) du o ng th  Refers to the extent to which the leader takes charge to get the job done  The leader closely directs subordinates with clear roles and goals  The manager tells subordinates what to and how to it  Employee-centered leadership style: cu u  Has scales measuring two employee-oriented behaviors of supportive leadership and interaction facilitation  The leader focuses on meeting the human needs of employees while developing relationships  The leader is sensitive to subordinates and communicates to develop trust, support, and respect CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Ohio State University Leadership Model ng Behaviors identified:  Initiating structure behavior co  Focuses on getting the task done th an  Consideration behavior cu u du o ng  Focuses on meeting people’s needs and developing relationships CuuDuongThanCong.com https://fb.com/tailieudientucntt High Structure and High Consideration ng th an co Low Structure and High Consideration u du o Low Structure and Low Consideration High Structure and Low Consideration cu C o n s i d e r a t i o n ng Ohio State University High Low c om The Ohio State University Leadership Model: Four Leadership Styles, Two Dimensions Initiating Structure Low High Source: Adapted from R Likert, New Patterns of Management (New York: McGraw Hill, 1961) CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Which is the Best Leadership Style? cu u du o ng th an co ng  There is no one best leadership style in all situations  There has been a consistent finding that employees are more satisfied with a leader who is high in consideration CuuDuongThanCong.com https://fb.com/tailieudientucntt 1,9 9,9 Team leader co ng Country-club leader c om Blake, Mouton, and McCanse Leadership Grid th 5,5 du o ng Middle-of-the-road leader 9,1 Authoritycompliance leader u 1,1 cu Impoverished leader an Concern for People Concern for Production Source: Adapted from Robert R Blake and Jane S Mouton, The Managerial Grid III (Houston: Gulf, 1985); and Robert R Blake and Anna Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf, 1991), 29 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om The Leadership Grid  Impoverished (1,1) th an co ng  Low concern for production  Low concern for people  The leader does the minimum required to remain employed du o ng  Authority-compliance (9,1) cu u  High concern for production  Low concern for people  The leader focuses on getting the job done while people are treated like machines 10 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om ng cu u du o ng th an co How does a leader set meaningful goals and objectives to motivate subordinates? 45 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Criteria for Objectives  Singular result ng  One end result co  Specific ng  Measurable th an  Exact performance expected du o  Observe and measure progress u  Target date cu  Specific completion date 46 CuuDuongThanCong.com https://fb.com/tailieudientucntt  Difficult but achievable c om Other Criteria for Objectives co ng  Should “stretch” the employee or team, but not too much ng th an  Participatively set  Commitment of employees cu u du o  Employees must accept the objectives 47 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Using Goal Setting to Motivate Employees cu u du o ng th an co ng  May be the most effective management tool for leaders to use to motivate followers 48 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Reinforcement Theory ng th an co ng  Proposes that through the consequences for behavior, people will be motivated to behave in predetermined ways  Based on studies of B F Skinner  Uses: cu u du o  Behavior modification  Operant conditioning 49 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Components of Reinforcement Theory Responding Behavior (speed) Consequences of Behavior— Reinforcement (Police officer gives speeder a negative consequence—ticket or fine— to discourage repeat performance) cu u du o ng th an co ng Stimulus (legal speed limit) 50 CuuDuongThanCong.com https://fb.com/tailieudientucntt  Positive reinforcement c om Types of Reinforcement an co ng  Encourages continued behavior via attractive consequences (rewards)  May be praise or a bonus, etc ng th  Avoidance (negative) reinforcement cu u du o  Encourages desired behavior with negative consequences for undesired behavior  Rules are designed to get employees to avoid certain behavior 51 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Types of Reinforcement (cont.)  Extinction cu u du o ng th an co ng  Used with punishment to reduce or eliminate undesirable behavior  Reinforcement is withheld when undesirable behavior is performed  If leaders not reward good performance, the result may be the extinction of that good performance 52 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Types of Reinforcement (cont.)  Punishment cu u du o ng th an co ng  Provides undesirable consequences for undesirable behavior  Includes reprimands, fines, suspensions, demotion, firing, etc  May reduce a specific undesirable behavior but cause others to appear  Is the most controversial method of motivation  Is also the least effective method of motivation 53 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Schedules of Reinforcement an co ng  Continuous reinforcement  Each and every desired behavior is reinforced  Intermittent reinforcement  Based on passage of time or output ng th – Passage of time is called an interval schedule – Output is called a ratio schedule du o  Four types of interval alternatives cu u – Fixed interval schedule – Paycheck every week – Variable interval schedule – Praise now and then, surprise inspection, pop quiz – Fixed ratio schedule – Piece rate after producing a standard rate – Variable ratio schedule – praise for excellent work, lottery for punctual employees CuuDuongThanCong.com https://fb.com/tailieudientucntt 54 ng c om You Get What You Reinforce cu u du o ng th an co You get what you reinforce, not necessarily what you reward 55 CuuDuongThanCong.com https://fb.com/tailieudientucntt Involves rewarding behavior that is trying to be discouraged, while the desired behavior is not being rewarded at all an co ng  c om The Folly of Rewarding A, While Hoping for B BUT MANAGERS FREQUENTLY REWARD: th MANAGERS HOPE FOR: Quarterly earnings Innovative thinking and risk-taking Proven methods and not making mistakes Teamwork and collaboration The best competitive individual performers Employee involvement and empowerment Tight control over operations and resources High achievement cu u du o ng Long-term growth and environmental social responsibility Candor such as telling of bad news early Another year’s effort Reporting good news, whether it is true or not, and agreeing with the boss, whether the boss is right or wrong Source: S Kerr, “On the Folly of Rewarding A, While Hoping for B,” Academy of Management Executive (February 1995): 32–40 CuuDuongThanCong.com https://fb.com/tailieudientucntt 56 .c om Motivating with Reinforcement  Set clear objectives ng  Employees must understand what is expected u du o ng th Select the appropriate reinforcement schedule Do not reward unworthy performance Look for the positive Give sincere praise Do things for your employees cu      an  Must be seen as rewards co  Select appropriate rewards 57 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Giving Praise ng  Feedback and praise have a strong impact on performance u du o ng th an Costs nothing Takes only a little time Can cause the Pygmalion effect Creates a win–win situation Basis of the book: The One-Minute Manager cu      co  As much as pay 58 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Giving Praise Model STEP STEP Tell the employee exactly what was done correctly Tell the employee why the behavior is important STEP Stop for a moment of silence Encourage repeat performance cu u du o ng th an co ng STEP 59 CuuDuongThanCong.com https://fb.com/tailieudientucntt ... Leadership Behavior and Leadership Style cu u du o ng th an co ng  Behavior is based on traits and skills  Relationships between leaders and followers are based on the leaders’ traits and attitudes... roles and goals  The manager tells subordinates what to and how to it  Employee-centered leadership style: cu u  Has scales measuring two employee-oriented behaviors of supportive leadership and. .. Structure and Low Consideration High Structure and Low Consideration cu C o n s i d e r a t i o n ng Ohio State University High Low c om The Ohio State University Leadership Model: Four Leadership