Motivation 6

8/6/2019 Motivation 6

1/130

Motivation


2/130

Module Coverage

Meaning and Concept; Content Theories of Motivation Two

factor theory, McGregor Theory X and

Y, Alderfer ERG Theory; Process Theories- Vrooms Expectancy

Theory, Porter-Lawler Model; Contemporary Theories- Equity Theory,

Attribution Theory; Financial and Non Financial incentives,

Job enrichment, Linking Performancewith rewards


3/130

Meaning Of Motivation

The willingness to exert high levels ofeffort toward organizational goals,conditioned by the efforts ability to

satisfy some individual need


4/130

The Motivation Process

/iological Psychological Deficiency( )NEED

Individual behaves in aCertain manner

( )DRIVE

Achieves a ParticularGoal

( )INCENTIVES


5/130

Classification Of Motives

Primary motives

Hunger, thirst, sleep, sex

General Motives or stimulusmotive

Curiosity, manipulation, active andaffection

Secondary Motives Power, achievement, risk taking,

affiliation, security, status


6/130

Content Theories ofMotivation

1.Maslows Hierarchy of Needs

2.Herzbergs Two factor theory ofMotivation

3.ERG


7/130


8/130

2. Herzbergs theory ofMotivation

Propounded by Frederick Herzberg

Also known as Two factor theory

Study on job satisfaction ordissatisfaction


9/130

Two factors

Hygiene Factors

Dissatisfiers

Job dissatifiers were

related to jobcontext

Hygiene factors areresponsible for

preventingdissatisfaction

It is related toMaslows lowerorder of needs

Eg.. Salary, incentives

Motivating factors

Satisfiers

Job satisfiers were

associated with jobcontent

Motivators keepemployees satisfied

Higher order of needsin Maslow'shierarchy of needs

Eg.. Challenging jobs


10/130

Contrasting Views ofSatisfaction-Dissatisfaction

Motivators

ygiene Factors

raditional ViewSatisfactionatisfaction Dissatisfactionissatisfaction

erzberg s ViewSatisfactionatisfaction o Satisfactiono Satisfaction

o Dissatisfactiono Dissatisfaction Dissatisfactionissatisfaction


11/130

ERG

Propounded by Clayton Alderfer

His theory is an extension ofHerzbergs and Maslows hierarchyof needs

Conducted some empirical study

Recognized the importance ofcategorizing needs

There is a clear distinction betweenlower level and higher level needs


12/130

ERG Model of Motivation


13/130

3 BASIC GROUP OF CORENEEDS

1.Existence Needs: These are associated with the

survival and physiological well being

of an individual2.Relatedness Needs:

These needs emphasize thesignificance of social and

interpersonal relationship3.Growth Needs:

These needs are related to apersons inner desire for personalgrowth and development


14/130

,he Relationship between Maslow's hierarchy of Need Herzberz's Twoactor theory and Alderfer's ERG Needsaslow's ierarchy ofNeeds

erzberg's Twoactor Theory lderferr'sRG NEEDS

Self Actualizationand fulfillment MotivationalFactors

Work itselfAchievementPossibility of

growthResponsibility

Growth

Esteem and Status AdvancementRecognition StatusHygien

eFactors

Relatedness

Belonging and SocialNeeds

Relationship with,supervisors Peer

,relations Relations,with Subordinates

Quality ofSupervision

Safety and Security Company policy andadministration Job

securityExistence

Physiological Needs Working Conditions


15/130


16/130


17/130

1. Vrooms Expectancy Theoryof Motivation

Proposed by Victor Vroom Acc to him the content theories of work

motivation did not provide an

adequate explanation for the complexprocess of work motivation Hence proposed expectancy theory of

work motivation

Three important Variables are Valence, Instrumentality and ExpectancyTherefore VIE


18/130

Meaning of Variables

Instrumentality (I) = refers to thedegree to which a first leveloutcome would help in attaining

the desired second level outcome Instrumentality serves as input for

valence

Eg.. The desire to obtain a promotionmay motivate an individual todisplay superior performance in the

job

The superior performance is the first


19/130


Valence(V) = denotes the strengthof an individuals preference for aparticular outcome

Other terms used for valence areValue, Incentive, attitude andexpected utility


20/130


Expectancy (E) = is the probabilitythat performing a specific actionwould produce a particular first

level outcome of effort Expectancy relates to a persons

effort to the first level outcome

Instrumentality relates first leveloutcome to second level outcome

Hence motivation to perform acertain task depends on sum of VIE


21/130

Vrooms focus

Focuses on the relationship bt anemployees efforts, performance,rewards and personal goals

Three types of relationships areidentified in Vroom's expectancytheory

1.Effort performance2.Performance reward

3.Reward personal goal


22/130

Conti..

1.Effort Performance Relationship: Shows anindividuals perception of the probability thata specific level of performance would resultif he exerts a certain amount of effort

2.Performance reward relationship: denotesthe extent of an individuals' belief that aparticular level of performance would resultin achieving the desired outcome

3.Rewards Personal goals relationship: refers

to the degree to which an individualspersonal goals or needs are satisfied by therewards given by the organization and hisperception of the attractiveness of theserewards


23/130

2. Porter Lawler Model

Common belief that happy worker isa productive worker

Researchers also believe that factthat employees satisfaction toodetermines the productivity

The content theories of motivation

assumes that increase in employeesatisfaction improves productivity


24/130

Conti

Porter-lawlermodel was developed byLyman W. Porter and Edward E.

Lawler as an extension of Vrooms

expectancy theory They tried to explore the complex

relationship bt motivation,

satisfaction and performance They pointed out that efforts put in

an employee did not directly result

in performance


25/130

Conti

The model holds that performance in anorganization is dependent on threefactors

1.An employee should have the desire toperform (must feel motivated toaccomplish the task)

2.Motivation alone cannot ensuresuccessful performance of a task. The

employee should also have theabilities and skills required tosuccessfully perform the task

3.The employee should have a clear

perception of his role in the


26/130

Important variables

1.Effort: denotes the amount ofenergy expended by an individualto perform a specific task

2.Performance: apart frommotivation, the individualsabilities and skills determine theperformance of the person

3.Rewards: both intrinsic andextrinsic

4.Satisfaction: It results when the

actual rewardsexceed the


27/130

Porter-Lawler MotivationModel


28/130


29/130

1. Equity Theory

Propounded by J.Stacy Adams

Defined as the degree of equity orinequity perceived by an employee

with reference to his work situation,plays a major role in workperformance and satisfaction.


30/130

Conti..

Equity Representedas

Inequity Representedas

erson's Outcomesessthan ther'sOutputserson's Inputs thers'sinputsOR

erson's Outcomesorethan ther'sOutputserson's Inputes ther'sinputs

erson'sOutcomes qualTo ther'sOutputserson'sInputs ther'sinputs


31/130

Inequity as a Motivationalprocess

equity perceived by theIndividual Leads to experienced tension Desire to reduce tension Action to reduce tens


32/130

Conti..

The important variable in equitytheory is the Referent chosen bythe employee

Referent is an object of reference orindividual with whom the employeecompares himself

The various referent comparisonsused by an employee are 1. Self-inside, 2. Self-Outside, 3. Other-

inside , 4. Other-outside


33/130

Conti

If employees perceives inequity, hewill make the following choices

1.Change in inputs

2.Change in outputs

3.Distort perceptions of self

4.Distort perception of others

5.Choose a different referent6.Leave the field


34/130

2. Attribution Theory

Fritz Heider is first one to initiate thetheory

Other important contributions come

from H. Kelley,


35/130

2. Attribution Theory

Definition a theory that is concerned mainly with

cognitive processes by which an

individual interprets behaviour ascaused by certain parts of therelevant environment


36/130


37/130

Incentives

That which moves or influences themind, or operates on the passions;

that which incites, or has a tendency

to incite, to determination oraction;

that which prompts to good or ill;

motive; spur; as, the love ofmoney, and the desire ofpromotion, are two powerful

incentives to action.


38/130

Incentives

Financial

Money

Compensation

Salary

Non-financial

Higher designationchange

Recognition Mementos

gifts


39/130

Job Enrichment

The process of job enrichmentaccounts for adding more variety oftasks to be performed in addition to

granting the worker more controlover the job


40/130

Job Enlargement

Also known as horizon loading

Aims to expand the workers job toinclude the tasks which were

previously performed by the otherworkers


41/130

Linking performance with

Rewards


42/130

Module: 7

Leadership


43/130

Module Coverage

Concept, important theories onleadership

Leadership styles Managerial Grid

Situational approach, likerts foursystems

Roles and activities of leadership


44/130

I. Definition of Leadership

Defined as a process in which aperson tries to influence a set ofindividuals in the pursuit of

achieving individual, group andorganizational objectives. Effectiveleaders help groups of people to

define their goals and find ways toachieve them


45/130

II. Theories of Leadership

1.Trait theory of leadership

2.Behavioural Theories of leadership

3.Contingency approaches toleadership


46/130

1. Trait theory of Leadership

The term trait refers to a variety ofindividual attributes, includingaspects ofpersonality,

temperament, needs, motivesand values. Personality traits arerelatively stable disposition to

behave in a particular way . Ex.. Self confidence, emotional

maturity, emotional stability,energy level and stress tolerance


47/130

Conti..

Napoleon, Alexander were naturalleaders

Great Person Theory states that

leadership traits can be acquiredwith training and experience


48/130

Conti

Self confidence: leaders with highself-confidence are more likely toattempt difficult task and to set

challenging objectives forthemselves

Emotional stability and maturity:

emotional maturity may be definedbroadly to encompass severalinterrelated motives , traits andvalues


49/130

Conti..

Emotional Intelligence: individualswith high EQ are in touch with theiremotions and demonstrate selfmanagement in their ability to controltheir moods and feelings productivelyand in staying motivated and focusedeven when facing obstacles

Personal integrity: integrity meansthat a person's behaviour isconsistent with espoused values andthat the person is honest, ethical and

trust worth


50/130

Conti..

Achievement motivation: thisincludes a set of related attitudes,values, and needs: needs for

achievement, desire to excel,desire to succeed, willingness toassume responsibility, and concern

for the tasks objectives Power motivation: a strong need

for power is relevant to managerialrole requirements that involve the


51/130

Conti

Affiliation motivation: people withstrong need for affiliation receivegreat satisfaction from being liked

and accepted by others and enjoyworking with people who arefriendly


52/130

2. Behavioural Theories

Trait theory failed to establishrelationship between traits andleadership effectiveness

Hence behaviour theories

Some of the behaviorual theories

1.The Ohio State Studies

2.University of Michigan studies

3.The managerial grid

4.Scandinavian studies

e o a e


53/130

. . e o a eStudies

In 1945, researchers from differentstreams carried out the studies ofleadership at Ohio

They developed a questionnairecalled the leader behaviourDescription Questionnaire toanalyze the difference in the

behavior of leader across variousgroups

Came out with two important

dimensions


54/130

Two Dimensions

Initiating Structure

It refers to anindividuals ability todefine his own as well

as the subordinatestasks and get thesetasks accomplishedon time

The people who scorehigh on this dimensionwill put pressure ontheir subordinates tomeet deadlines and

maintain certainstandards of

Consideration

Refers to the extent towhich a leader caresfor his subordinates,

respects their ideasand feelings andestablishes workrelations which arecharacterized bymutual trust andrespect.

Individuals who scorehigh on this dimensionare open and friendlywith subordinates,help them solve both

personal and workrelated problems

2 2 University of Michigan


55/130

2.2. University of MichiganStudies

Study of high- low productivity pairsat Prudential Insurance company.

Interviewed 24 supervisors and more

than 400 workers

Found that leadership behaviourcould be categorized

1.Employee-oriented2.Production-oriented


56/130

Conti..

Employee-Oriented

Emphasizes theimportance ofinterpersonal relations

Leaders who score highon this dimensiontake a personalinterest in theirsubordinate's needsand accept individualdifferences amongmembers

It was observed that the

more productive

Production-Oriented

Are concerned withtasks and goals

They consideremployees to bemeans to achievegoals and pay littleor no attention to

any problems

Employees are nodifferent frommachines


57/130

2.3. Managerial Grid

Blake and Mouton developed twodimensional matrix model ofleadership style


58/130


59/130

3 Contingency Approaches to


60/130

3. Contingency Approaches toLeadership

Contingency theories of leadershippostulates that leaders have tochange their style depending on

the situation they face Contingency theories

1.Fiedlers Contingency model

2.Hersey and Blanchards situational

theory3.Leader member exchange theory

4.Leadership-participation model

5.Path-goal theory

a. e er s on ngency


61/130

a. e er s on ngencymodel

Fiedlers LPC(least Preferred Co-worker) Contingency theory

LPC model assumes that a leaders

contribution to the success of thegroup is determined by the leaderscompetency and by the situation

LPC:The LPC is a person with whomthe leader has found it mostdifficult to work

Low LPC leaders and high LPC

leaders


62/130

Cont..

The effectiveness of a leader depends on

Leader-member relations: A leader whois liked and respected has thesubordinates' confidence, works in a

smoothly functioning group, and canenhance the effectiveness of the group

Task structure: clearly defined tasks goalsand roles for both leader and subordinates

need to in place Position power: refers to leaders ability to

enforce compliance. The power of theposition is the authority that leaders

command due to a proven ability to

b. Hersey and Blanchards


63/130

ysituational leadership theory

Known as SLT

Incorporatesconsideration(Relationship

behaviour) and initiating structure(Task behaviour) and extends thesetwo dimensions of leadership toform four styles:

1.Tell2.Sell

3.Participate

4.delegate

b Hersey and Blanchards


64/130

b. Hersey and Blanchard ssituational theory

1.Telling style: provides clean andspecific instructions. That is, theleader tells the subordinates what

to do and how to perform varioustasks

2.Selling style: a selling style is likelyto be effective when followers are

willing but unable to perform theirtasks. The selling style requiresboth task and relationship leaderbehavior

b Hersey and Blanchards


65/130

b. Hersey and Blanchard ssituational theory

3. Participating Style: aparticipating style seems to workbest when the followers are able but

not confident of their ability toperform their tasks

4. Delegating Style: the leader uses

a delegating style when subordinatesare both able and willing to performtheir tasks and have confidence intheir abilities

Situational Leadership


66/130

Situational LeadershipModel


67/130


68/130

Conti

The leaders trust the subordinates,who belong to in-groups, give themmore attention, interact with them

frequently and offer them specialprivileges

The out-group people get less of the

leaders time and attention The interaction bt the leader and the

out-group are less frequent and

purely formal


69/130

LMX

D Leadership-participation model


70/130

D. Leadership participation model

Proposed by Victor Vroom and PhilipYetton

This theory provides a sequential

set of rules that can be followed forascertaining the type and amountof participation required in

decisions making in differentsituation


71/130

E. Path-goal Theory

Developed by Robert House

Acc to this theory, the leader shouldprovide required support and

guidance to his followers and helpthem achieve organizational goals

He should also establish individualgoals for employees that are

compatible with the broadorganizational goals

Thus, the leader defines the path toachieve goals, he also removes any

obstructions that come while


72/130

Conti..

Acc to path-goal theory, thebehaviour of a leader is acceptableto subordinates as long as

1.The subordinates find that thesatisfaction of their needs(promotion and rewards) dependson their effective performance

2.They are provided with guidance,support and rewards that areneeded for effective performance


73/130

Leadership Styles According to


74/130

Leadership Styles According toPath-Goal Theory

1.Directive:essentially aclarifyingbehaviour that

also provides apsychologicalsupportstructure to

subordinates2.Supportive:

Provides a highdegree of

emotional and

3. Participative:Encourages andcalls for theinvolvement and

participation ofsubordinates indecisions beyondtheir normal work

activities4. Achievement

Oriented:Encourages

employees to reach

Likerts System 4


75/130

Likert s System 4Management

Previously there were two styles ofleadership

He went on to elaborate the above

ideas in four styles of leadershipthat captures the managementculture of an organization

1.System 1 : ExploitativeAuthoritative

2.System 2 : BenevolentAuthoritative

3.S stem 3 : Consultative

Likerts System 4


76/130

Likert s System 4Management

1.ExploitativeAuthoritative:

The leader usesfear and threats,communication is

downward,superiors andsubordinates arepsychologicallydistant

2.BenevolentAuthoritative:

The leader usesrewards toencourages

performance

3. Consultative:Theleader usesappropriatesrewards, andcommunication may

be two way4. Participative: the

leader discusseseconomic rewardsand uses group

participation andinvolvement in fixinghigh performancegoals and improvingwork methods and

procedures

L d hi S l


77/130

Leadership Styles

White & Lippitt

Through their experiments in socialpsychology

Came out with the contrasting waysof behaving of styles of leadership

1.Autocratic

2.Democratic3.Laissez-faire

St l f L d hi


78/130

Styles of Leadership1. Autocratic Style:

Autocratic, or task-directed, leaders initiatestructure,

provide the information, determine what isto be done,

issue the rules, promise rewards forcompetence and threaten punishmentsfor disobedience

2. Democratic Style:

They solicit advice, opinions, informationfrom their followers, and share decisionmaking with their followers

St l f L d hi


79/130

Styles of Leadership

3. Laissez-faire Style:

Leaders give group memberscomplete freedom of action,

provide them with material, andrefrain form participating except toanswer questions when asked

M d t l f L d hi


80/130

Modern styles of Leadership

Charismatic leaders/Persuasiveleaders

Transformational leaders

A ti iti f l d


81/130

Activities of a leader

1.A leader works with others to makethe difference

2.A leader creates something of value

that did not exist before3.A leader exhibits positive energy

4.Leaders encourage change

12 G t R l f A L d


82/130

12 Great Roles of A Leader


83/130

M d l C


84/130

Module Coverage

Nature and types of groups Role of group in the organization

Group size and status, influence on

group behaviour Group structuring norms, tasks,

cohesiveness

Group think Group decision making techniques

Dynamics of formal and formal

A Wh t i G ?


85/130

A. What is a Group?

A collection of two or more peoplewho meet regularly and influenceone another over a period of time,

perceive themselves as a distinctentity distinguishable from others,share common values, and strivefor common objectives

REASONS FOR GROUP


86/130

FORMATION

1.Warmth and support

2.Power

3.Security

4.Recognition

5.Proximity

6.Goal accomplishment


87/130

. TYPES OF GROUPSFORMAL GROUP INFORMAL GROUP

.1 Command Group

.2 Task Group

.3 Project Group

.4 Committees

.1 Friendship Groups.2 Interest Groups

.3 Reference Groups

1 Formal Group


88/130

1. Formal Group

Definition

A formal group isestablished by themanagement and is

expected to performwell defined tasks toachieveorganizations

objectives

Example

At this level formalgroups help tosatisfy the persons

need for affiliation,confirm his identityand enhance self esteem

Ex..1.Task Group and

2.Command Group

3.Project Group

4.Committees

1 Formal Group


89/130

1. Formal Group

a. Task Group

It is a temporaryformal group that

is established tosolve specificissues

ExSpecial Task

Force Curriculum

Revision

Disciplinary

b. Command Group

It is a form ofpermanent group inthe organization

dictated by thestructure of theorganization

A typical Command

group comprises ofa supervisorexercising hisauthority over a setof subordinates

2 Informal Group


90/130

2. Informal Group

A group that is neither formallystructured nor organizationaldetermined; appears in response tothe need for social contact

Informal groups grow out of the needfor friendship, affiliation,companionship and communicationbetween people

Ex of Informal Groups1.Interest Groups

2.Friendship Groups

3.Reference Groups

2 Informal Groups


91/130

2. Informal Groups

a. Friendship Groups

Friendship groups arebased on commoncharacteristics like

age, commonvalues and collegeaffiliations

Ex.. Chatting,

gossiping..

b. Interest Group

These groupscomprise ofindividuals who

share a mutualinterest and grouptogether to tryachieve their

objectives EX.. Drinking,

smoking, playing

C Functions of a Group


92/130

C. Functions of a Group

a. Task Functions

1. Handling complextasks

2. Liaison or coordinatingfunctions

3. Implementation ofcomplex decisions

4. Generating new andcreative ideas

5. Vehicle for trainingnew employees

b. MaintenanceFunctions

1. Fulfilling the need forsocial interaction

2.Providing a sense ofidentity and selfesteem

3.Solving personalproblems

4.Reducing anxiety anduncertainty


93/130

What is Role Ambiguity?


94/130

g y

When people are uncertain abouttheir duties, responsibilities andauthority, it causes role ambiguity

Roles of a Group


95/130

Roles of a Group

1.Task Roles

2.Maintenance Roles

3.Personal Roles

4.Expected Roles

5.Perceived Roles

6.Enacted roles

7.

Task Roles


96/130

Task Roles

Meaning

Task roles directly helpthe group to achieveits goals and

objectives and arefocused towardsthat

Various Task Roles

Initiator

Information-seeker

Opinion seeker Information giver

Opinion giver

Elaborator

summarizer

Maintenance Roles


97/130

Maintenance Roles

Meaning

Maintenance roles aregeared towardsestablishing and

maintaining goodinterpersonalrelations

Various MaintenanceRoles

Encourager

Gatekeeper

Standard setter Follower

Expresser

Tension reliever

Personal Roles


98/130

Personal Roles

Meaning

Personal roles arebased on individualneeds and are

generallydetrimental to groupeffectiveness

Various Personalroles

Aggressor

Blocker

Confessor Competitor

Sympathy seekers

Pleader

withdrawal

Expected Roles


99/130

Expected Roles

This is an unwritten agreement thatexists between the employer andthe employees, and it expresses

itself in terms of what managementexpects from the staff and viceversa.

Perceived Roles


100/130

Perceived Roles

Perceived roles included the activitiesthat the role incumbent believesare necessary to fulfill the expected

role.

Enacted Role


101/130

Enacted Role

This is a representation of how aperson actually behaves in a givensituation


102/130

E Group Cohesiveness


103/130

E. Group Cohesiveness

Meaning In situations of high levels of

agreement among group members

with regard to values and beliefs,cohesiveness is likely to exist in thegroup

Sources of Cohesiveness


104/130

Sources of Cohesiveness

1.Similarity in attitude and goals2.Successful attainment of the goals

3.Size

4.Charismatic leader5.Threats

6.Membership to high status group

7.Rewards8.gender

Consequences of Group


105/130

Cohesiveness

Group cohesiveness and productivity Group satisfaction and satisfaction

Group cohesiveness and growth

F Group Structure


106/130

F. Group Structure

Groups, unlike mobs, tend to have adefinite structure

It helps shape the behavior of itsmembers

Group structure can be understoodthrough

Formal leadership Roles

Norms Group status Size Composition of the group

1 Formal Leadership


107/130

1.Formal Leadership

Formal leader is important to leadthe group

The leader behavior influences the

follower The styles of a leader are emulated

2 Roles


108/130

2.Roles

A role is defined as a set of recurringbehavior that is expected from amember by others in a group

Set of behaviour patterns which an

individual occupying a certainposition in society is expected todisplay

Various dimensions of roles Role Identity Role Perception

Role expectation

Role conflict

3 Norms


109/130

3. Norms

Acceptable standards ofbehaviourwithin a group that areshares by the group members

Not necessarily written in the book oflaw

Norms that guide the group

Norms pertaining to performance

Appearance norms

Norms pertaining to informal socialarrangement

4 Status


110/130

4. Status

Status can be defined as a socialposition or rank given to groups orgroup members by others

Disparity occurs due to status andthe behaviour of the groupmembers who belong to a

particular status

5 Size


111/130

5. Size

The size of a group has a major impact onthe overall behaviour of the group

Researches have proved that small groupsare faster at completing tasks than large

once In large groups there can be social loafing

Social loafing:The tendency forindividuals to exert less effort while

working in a group as compared toworking alone in called social loafing

Risky-shift: some groups are equipped totake greater risk than individuals and the

phenomenon is called the risky shift

G Groupthink


112/130

G. Groupthink

Phenomenon in which the norms forconsensus overrides the realisticappraisal of alternative courses of

action Groupthink exists when pressures for

conformity are so great that they

rend to overpower the memberconcern for realistic appraisal ofalternative course of actions

Symptoms of Group Think


113/130

Symptoms of Group Think

1.Illusion of invulnerability2.Illusion of unanimity

3.Belief in the rectitude(Morality) of the

group4.Negative views of the competitor

5.Sanctity of group consensus

6.Erecting a protecting shield

7.Mind Guarding

Conti


114/130

Conti..

Counteracting Groupthink1.Encourage critical discussion

2.Exercise impartiality

3.Reappraise the first decision4.Break groups into subgroups

5.Keep a check on the competitor'sreaction

G. Group Decision making


115/130

G. Group Decision making

Two heads are better than one 1. Conformity 2. Superiority 3. Risky Shift

Assets and liabilities of groupproblem solving and Decision


116/130

problem solving and DecisionmakingASSESTS OF THE

GROUP

Greater knowledgeand information

More approaches aproblems

Increased acceptance

Better comprehensionof the decision

LIABILITIES OF THEGROUP

Time consuming

Pressure to conform

Individual domination Conflicting alternative

solutions

The problem of

responsibility

Problem Solving Techniques forG


117/130

Group

1.Ordinary Group Interaction2.Brainstorming: group structure that

encourages creative thinking bydeferring judgment on ideas

generated3.The nominal group technique

(NGT): A technique for enhancinggroup creativity that integrates both

individual work and group interactionwithin certain ground rules4.Delphi Technique: it uses a

structured approach to gain thejudgments of a number of experts on


118/130


119/130

Module: 09

ORGANIZATIO

NAL CHANGE


120/130

Meaning


121/130

Meaning

CHANGE

Change is thecoping process ofmoving from the

present state to adesired state thatindividuals, groupsand organizationsundertake inresponse todynamic internaland externalfactors that alter

current realities

ORGANIZATIONAL

CHANGE

The adoption of a newidea or behavour byan organization

Meaning of Organizationalde elopment


122/130

development

Planned change programmesintended to help people andorganizations function more

effectively


123/130

Conti..


124/130

Evolutionary Change: it is gradual,incremental and specifically focused

it involves the attempt to increase theeffectiveness of the way an organizationcurrently operates

Revolutionary Change: it is drastic andorganization wide

it involves the attempt to find new ways tobe effective

It is dramatic

Re- engineering

TQM

Forces of Change or Factorsinfluencing change


125/130

influencing change

Internal Forces

1. Increased size

2. Performance gaps

3. Employee needs andvalues

4. Change in the chiefExecutive

External Forces

1. Technology

2.Market situation

3.Social and politicalchange

4.The domino effect

5.competition

Change Process


126/130

g

The following are the stages inchange process

1.problem Recognition

2.Identifying the causes

3.Implementing the change

4.Generating motivation for change

5.Managing the transition state

6.Supporting the change7.Supporting the change

8.Evaluating the change

Lewins Three Step Model ofchange


127/130

change

Lewins Three Step Model ofchange


128/130

change

1.UNFREEZE: here, employees are educatedabout the external and internal factorsthat make change imperative

2.MOVEMENT TO CHANGE: after the early

resistance to change, the employees areconvinced or prepared for change, theactual change process begins

3.REFREEZE: after change has been

implemented, it has to be assimilatedinto the organizational processes. Thisstep reinforces change so that theorganization does not revert back to oldstate of things

Resistance to Change


129/130

g

Individual Resistance

1. Habit

2. Security

3. Fear of economic loss

4. Obsolescence of skills

5. Fear of unknown

6. Status quo

7. Self-interest and ego

defensiveness8. Peer pressure

9. Social displacement

Organizational

Resistance

1.Structural inertia

2. Limited focus ofchange

3.Group inertia

4.Threat to expertise

5.Threat to established

power relationships6.Threat to established

resourcesallocations

7 Resource constraints

Overcoming the resistance tochange


130/130

change

1.Education and communication2.Participation and involvement

3.Facilitation and support

4.Negotiation and agreement

5.Manipulation and cooptation

6.Coercion

7.Group dynamics

Motivation 6

Documents

Transcript of Motivation 6