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When we last met…When we last met…
1.1. Emphasized why Human Resource Emphasized why Human Resource Management is so important to the Management is so important to the organization and to all managers.organization and to all managers.
2.2. Discussed environmental factors Discussed environmental factors affecting HRM.affecting HRM.
3.3. Went through all eight key process steps Went through all eight key process steps in HRM.in HRM.
4.4. Looked at some contemporary issues in Looked at some contemporary issues in Human Resource Management.Human Resource Management.
1-1-11
This Week’s ObjectivesThis Week’s Objectives
1-1-22
1.1. Consider Leadership: Theories, Consider Leadership: Theories, approaches, power and genderapproaches, power and gender
2.2. Look at Motivation: Theories and Look at Motivation: Theories and current issuescurrent issues
3.3. Look at Teams: What are teams, Look at Teams: What are teams, stages in development, conflict stages in development, conflict managementmanagement
Chapter 12Chapter 12LeadershipLeadership
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
12-12-33
The Question…The Question…
Leadership: Leadership: What’s the big deal?What’s the big deal?
1-1-44
What is it?What is it?
Numerous perspectives. The commonality Numerous perspectives. The commonality in definitions:in definitions:
A process whereby intentional influence is A process whereby intentional influence is exerted by one person over other people to exerted by one person over other people to guide, structure, and facilitate activities and guide, structure, and facilitate activities and relationships in a group or organization. relationships in a group or organization. (Yukl, (Yukl, Leadership in Organizations, 2006)Leadership in Organizations, 2006)
12-12-55
Early Leadership TheoriesEarly Leadership Theories
Trait Theories (1920s–30s)Trait Theories (1920s–30s)Research that focused on identifying personal Research that focused on identifying personal
characteristics that differentiated leaders from characteristics that differentiated leaders from nonleaders was unsuccessfulnonleaders was unsuccessful
Later research on the leadership process Later research on the leadership process identified seven traits associated with identified seven traits associated with successful leadership:successful leadership:
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 12.2 Seven Traits Associated Exhibit 12.2 Seven Traits Associated with Leadershipwith Leadership
DriveDriveDesire to leadDesire to leadHonesty and integrityHonesty and integritySelf-confidenceSelf-confidence IntelligenceIntelligenceJob-relevant knowledgeJob-relevant knowledgeExtraversionExtraversion
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 12.3 Behavioural Theories of LeadershipExhibit 12.3 Behavioural Theories of Leadership
Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Canadian EditionNinth Canadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 12.4 The Managerial GridExhibit 12.4 The Managerial Grid
Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Canadian EditionNinth Canadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton, Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.
Contingency Theories of LeadershipContingency Theories of Leadership
The Fiedler ModelThe Fiedler Model Effective group performance depends upon the Effective group performance depends upon the
match between the leader’s style of interacting with match between the leader’s style of interacting with followers and the degree to which the situation followers and the degree to which the situation allows the leader to control and influenceallows the leader to control and influence
Assumptions:Assumptions:Different situations require different leadership Different situations require different leadership
styles styles Leaders do not readily change leadership stylesLeaders do not readily change leadership styles
Matching the leader to the situation or changing the situation to Matching the leader to the situation or changing the situation to make it favourable to the leader is requiredmake it favourable to the leader is required
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Contingency Theories…Contingency Theories…
Consider the situation and factors Consider the situation and factors about both leaders and followers. about both leaders and followers. Example, in Fiedler’s Theory, they Example, in Fiedler’s Theory, they look at:look at:
Leader-member relationsLeader-member relations Task structureTask structure
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Hersey and Blanchard’s Situational Hersey and Blanchard’s Situational
Leadership Theory (SLT)Leadership Theory (SLT)
Creates four specific leadership styles Creates four specific leadership styles incorporating Fiedler’s two leadership incorporating Fiedler’s two leadership dimensions:dimensions:
Telling: high task–low relationship leadershipTelling: high task–low relationship leadershipSelling: high task–high relationship leadershipSelling: high task–high relationship leadershipParticipating: low task–high relationship leadershipParticipating: low task–high relationship leadershipDelegating: low task–low relationship leadershipDelegating: low task–low relationship leadership
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 12.7 Hersey and Blanchard’s Situational Exhibit 12.7 Hersey and Blanchard’s Situational Leadership ModelLeadership Model
Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Canadian EditionNinth Canadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Source: Reprinted with permission from the Center for Leadership Studies. Situational Leadership® is a registered trademark of the Center for Leadership Studies. Escondido, California. All rights reserved.
S3 S2
S4 S1
STYLE OF LEADER
Task Behaviour
High
Low High
High relationshipand low task
High task andhigh relationship
Low relationshipand low task
Moderate
Follower Readiness
LowHigh
Ableand
willing
Ableand
unwilling
Unableand
willing
Unableand
unwilling
R4 R3 R2 R1
High task andlow relationship
The Traditional Approach to LeadershipThe Traditional Approach to Leadership
TransactionalTransactional
Guide or motivate followers in the direction Guide or motivate followers in the direction of established goals by clarifying role and of established goals by clarifying role and task requirementstask requirements
Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Ninth Canadian EditionCanadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Cutting-Edge Approaches to LeadershipCutting-Edge Approaches to Leadership
TransformationalTransformational
Inspire followers to go beyond their own Inspire followers to go beyond their own self-interests for the good of the self-interests for the good of the organization. Have a profound and organization. Have a profound and extraordinary effect on their followers.extraordinary effect on their followers.
Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Ninth Canadian EditionCanadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Transformational: CharismaticTransformational: Charismatic
Charismatic LeadershipCharismatic LeadershipAn enthusiastic, self-confident leader whose An enthusiastic, self-confident leader whose
personality and actions influence people to personality and actions influence people to behave in certain waysbehave in certain ways
Characteristics of charismatic leaders:Characteristics of charismatic leaders:Have a visionHave a visionAre able to articulate the visionAre able to articulate the visionAre willing to take risks to achieve the visionAre willing to take risks to achieve the visionAre sensitive to the environment and to follower Are sensitive to the environment and to follower
needsneedsExhibit behaviours that are out of the ordinaryExhibit behaviours that are out of the ordinary
Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Canadian EditionNinth Canadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Transformational: VisionaryTransformational: Visionary
Visionary LeadershipVisionary LeadershipA leader who creates and articulates a A leader who creates and articulates a
realistic, credible, and attractive vision of the realistic, credible, and attractive vision of the future that improves upon the present situationfuture that improves upon the present situation
Visionary leaders have the ability to:Visionary leaders have the ability to:Explain the vision to othersExplain the vision to othersExpress the vision not just verbally but through Express the vision not just verbally but through
behaviourbehaviourExtend or apply the vision to different leadership Extend or apply the vision to different leadership
contextscontexts
Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Canadian EditionNinth Canadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Gender Differences and LeadershipGender Differences and Leadership
Research FindingsResearch FindingsMales and females use different styles:Males and females use different styles:
Women tend to adopt a more democratic or Women tend to adopt a more democratic or participative style unless in a male-dominated participative style unless in a male-dominated jobjob
Women tend to use transformational Women tend to use transformational leadershipleadership
Men tend to use transactional leadershipMen tend to use transactional leadership
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 12.12 Where Female Exhibit 12.12 Where Female Managers Do Better: A ScorecardManagers Do Better: A Scorecard
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
12-12-1919Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75.
Noneof the five studies set out to find gender differences. They stumbled on them whilecompiling and analyzing performance evaluations.
Skill(Each check mark denotes which groupscored higher on the respective studies)
* In one study, women’s and men’s scores in these categories were statistically even.
MEN WOMEN
Motivating Others
Fostering Communication
Producing High-Quality Work
Strategic Planning
Listening to Others
Analyzing Issues
*
*
*
Data: Hagberg Consulting Group, Management Research Group, Lawrence A. Pfaff, PersonnelDecisions International Inc., Advanced Teamware Inc.
Managing PowerManaging Power
Legitimate powerLegitimate power The power a leader has as The power a leader has as
a result of his or her a result of his or her positionposition
Coercive powerCoercive power The power a leader has to The power a leader has to
punish or controlpunish or control
Reward powerReward power The power to give positive The power to give positive
benefits or rewardsbenefits or rewards
Expert powerExpert power The influence a leader can The influence a leader can
exert as a result of his or exert as a result of his or her expertise, skills, or her expertise, skills, or knowledgeknowledge
Referent powerReferent power The power of a leader that The power of a leader that
arises because of a arises because of a person’s desirable person’s desirable resources or admired resources or admired personal traitspersonal traits
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
12-12-2020
Empowering EmployeesEmpowering Employees
EmpowermentEmpowerment Involves increasing the decision-making Involves increasing the decision-making
discretion of workersdiscretion of workersWhy empower employees?Why empower employees?
Quicker responses to problems and faster Quicker responses to problems and faster decisionsdecisions
Relieves managers to work on other problemsRelieves managers to work on other problems
Chapter 12, Stephen P. Robbins, Mary Coulter, Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Chapter 13Chapter 13
Motivating EmployeesMotivating Employees
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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The Question…The Question…
How do I get people to do How do I get people to do stuff?stuff?
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What Is Motivation?What Is Motivation?
The processes that account for an individual’s willingness to exert high levels of effort to reach organizational goals, conditioned by the effort’s ability to satisfy some individual need
Effort: a measure of intensity or driveEffort: a measure of intensity or driveDirection: toward organizational goalsDirection: toward organizational goalsNeed: personalized reason to exert effortNeed: personalized reason to exert effort
Motivation works best when individual needs Motivation works best when individual needs are compatible with organizational goalsare compatible with organizational goals
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 13.1 The Motivation ProcessExhibit 13.1 The Motivation Process
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Unsatisfied Need Tension Effort Satisfied Need Tension Reduction
• Intensity• Direction• Persistence
Early Theories of MotivationEarly Theories of Motivation Maslow’s Hierarchy of Needs TheoryMaslow’s Hierarchy of Needs Theory
Needs were categorized as five levelsNeeds were categorized as five levelsIndividuals must satisfy lower-order needs Individuals must satisfy lower-order needs
before they can satisfy higher order needsbefore they can satisfy higher order needsSatisfied needs will no longer motivateSatisfied needs will no longer motivateMotivating a person depends on knowing at Motivating a person depends on knowing at
what level that person is on the hierarchywhat level that person is on the hierarchy
Hierarchy of needsHierarchy of needsLower-order (external): physiological, safetyLower-order (external): physiological, safetyHigher-order (internal): social, esteem, self-Higher-order (internal): social, esteem, self-
actualizationactualizationChapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter,
and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth Canadian EditionCanadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 13.2 Maslow’s Hierarchy of NeedsExhibit 13.2 Maslow’s Hierarchy of Needs
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Self-Actualization
Esteem
Social
Safety
Physiological
Early Theories of MotivationEarly Theories of Motivation
McGregor’s Theory X and Theory YMcGregor’s Theory X and Theory YTheory XTheory X
Employees have little ambition, dislike work, avoid Employees have little ambition, dislike work, avoid responsibility, and require close supervisionresponsibility, and require close supervision
Theory YTheory YEmployees can exercise self-direction, desire Employees can exercise self-direction, desire
responsibility, and like to workresponsibility, and like to workMotivation is maximized by participative Motivation is maximized by participative
decision making, interesting jobs, and good decision making, interesting jobs, and good group relationsgroup relations
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Designing Motivating JobsDesigning Motivating Jobs
Job DesignJob Design How tasks can be combined to form complete jobsHow tasks can be combined to form complete jobs Factors influencing job design:Factors influencing job design:
Changing organizational environment/structureChanging organizational environment/structure The organization’s technologyThe organization’s technology Employees’ skills, abilities, and preferencesEmployees’ skills, abilities, and preferences
Job enlargementJob enlargement Increasing the scope (number of tasks) in a jobIncreasing the scope (number of tasks) in a job
Job enrichmentJob enrichment Increasing responsibility and autonomy (depth) in a jobIncreasing responsibility and autonomy (depth) in a job
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Job Characteristics Model (JCM)Job Characteristics Model (JCM)
A framework for designing motivating jobsA framework for designing motivating jobs Five primary job characteristics:Five primary job characteristics:
1.1. Skill variety: how many skills and talents are Skill variety: how many skills and talents are needed?needed?
2.2. Task identity: does the job produce a complete Task identity: does the job produce a complete work?work?
3.3. Task significance: how important is the job?Task significance: how important is the job?
4.4. Autonomy: how much independence does the Autonomy: how much independence does the jobholder have?jobholder have?
5.5. Feedback: do workers know how well they are Feedback: do workers know how well they are doing?doing?
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
13-13-3030
Motivation, Perception, and BehaviourMotivation, Perception, and Behaviour
Expectancy TheoryExpectancy Theory Individuals act based on the expectation that a Individuals act based on the expectation that a
given outcome will follow and whether that given outcome will follow and whether that outcome is attractiveoutcome is attractive
Key is understanding the relationship between: Key is understanding the relationship between: Effort: employee abilities and Effort: employee abilities and
training/developmenttraining/developmentPerformance: valid appraisal systemsPerformance: valid appraisal systemsRewards (goals): understanding employee Rewards (goals): understanding employee
needsneedsChapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter,
and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth Canadian EditionCanadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Motivation, Perception, and BehaviourMotivation, Perception, and Behaviour
Expectancy RelationshipsExpectancy RelationshipsExpectancy (effort-performance linkage)Expectancy (effort-performance linkage)
The perceived probability that an individual’s effort The perceived probability that an individual’s effort will result in a certain level of performancewill result in a certain level of performance
InstrumentalityInstrumentalityThe perception that a particular level of The perception that a particular level of
performance will result in attaining a desired performance will result in attaining a desired outcome (reward)outcome (reward)
ValenceValenceThe attractiveness/importance of the performance The attractiveness/importance of the performance
reward (outcome) to the individualreward (outcome) to the individual
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Expectancy Theory Example
Expectancy
Effort Performance Link
E=0
No matter how much effort I put in, probably not possible
to memorize the text in 24 hours
Instrumentality
Performance Rewards Link
I=0
My professor does not looklike someone who has $1 million
Valence
Rewards Personal Goals Link
V=1
There are a lot of wonderful things I could do with $1 million
My professor offers me $1 million if I memorize the textbook by tomorrow morning.
Conclusion: Though I value the reward, I will not be motivated to do this task.
Current Issues in MotivationCurrent Issues in Motivation
Motivating Unique Groups of WorkersMotivating Unique Groups of WorkersMotivating a diverse workforce through Motivating a diverse workforce through
flexibility:flexibility:
Example:Example:Men desire more autonomy than do womenMen desire more autonomy than do womenWomen desire learning opportunities, flexible work Women desire learning opportunities, flexible work
schedules, and good interpersonal relationsschedules, and good interpersonal relations
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Other Challenges in MotivationOther Challenges in Motivation
Motivating Professionals Motivating Professionals - Loyalty is to their - Loyalty is to their profession, not to the employer) profession, not to the employer)
Motivating in a Unionized Environment Motivating in a Unionized Environment – – Collective agreement provides constraints to the Collective agreement provides constraints to the relationshiprelationship
Motivating in the Public Sector Motivating in the Public Sector – Outcome – Outcome measures are harder to definemeasures are harder to define
Motivating low-skilled, minimum-wage Motivating low-skilled, minimum-wage workersworkers
Motivating contract/contingent workersMotivating contract/contingent workersChapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter,
and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth Canadian EditionCanadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Chapter 14Chapter 14Understanding Groups and TeamsUnderstanding Groups and Teams
Chapter 14, Stephen P. Robbins, Mary Coulter, Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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The Question…The Question…
How come working with How come working with other people isn’t always other people isn’t always
easier than working alone?easier than working alone?
1-1-3737
Understanding GroupsUnderstanding Groups
GroupGroupTwo or more interacting and interdependent Two or more interacting and interdependent
individuals who come together to achieve individuals who come together to achieve particular goals (could be formal or informal)particular goals (could be formal or informal)
Teams – a specific instance of a groupTeams – a specific instance of a groupDesigned to focus on Designed to focus on aachieving a specific,chieving a specific,
common goalcommon goal understanding the benefits of understanding the benefits of the the synergy, accountability, and skills involvedsynergy, accountability, and skills involved
Chapter 14, Stephen P. Robbins, Mary Coulter, Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Stages in Team DevelopmentStages in Team DevelopmentFormingForming
Members join and begin Members join and begin the process of defining the the process of defining the group’s purpose, group’s purpose, structure, and leadershipstructure, and leadership
StormingStorming Intragroup conflict occurs Intragroup conflict occurs
as individuals resist as individuals resist control by the group and control by the group and disagree over leadershipdisagree over leadership
NormingNorming Close relationships Close relationships
develop as the group develop as the group becomes cohesive and becomes cohesive and establishes its norms for establishes its norms for acceptable behaviouracceptable behaviour
PerformingPerforming A fully functional group A fully functional group
structure allows the structure allows the group to focus on group to focus on performing the task at performing the task at handhand
AdjourningAdjourning The group prepares to The group prepares to
disband and is no longer disband and is no longer concerned with high concerned with high levels of performancelevels of performance
Chapter 14, Stephen P. Robbins, Mary Coulter, Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Conflict ManagementConflict Management
ConflictConflictThe perceived incompatible differences in a The perceived incompatible differences in a
group resulting in some form of interference group resulting in some form of interference with or opposition to its assigned taskswith or opposition to its assigned tasksTraditional view: conflict must it avoidedTraditional view: conflict must it avoidedHuman relations view: conflict is a natural and Human relations view: conflict is a natural and
inevitable outcome in any groupinevitable outcome in any groupInteractionist view: conflict can be a positive force Interactionist view: conflict can be a positive force
and is absolutely necessary for effective group and is absolutely necessary for effective group performanceperformance
Chapter 14, Stephen P. Robbins, Mary Coulter, Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 14.6 Exhibit 14.6 Conflict and Conflict and
Group Group PerformancePerformance
Chapter 14, Stephen P. Robbins, Mary Coulter, Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Situation
Level ofGroup
Performance
Low
High
Level of ConflictLow High
A CB
A CB
Level of Conflict
Group'sInternalCharacteristics
Type of Conflict
Low or none Optimal High
Dysfunctional Functional Dysfunctional
ApatheticStagnant
Unresponsive to ChangeLack of New Ideas
ViableSelf-CriticalInnovative
DisruptiveChaotic
Uncooperative
Level of GroupPerformance
Low High Low
Conflict ManagementConflict Management
Categories of ConflictCategories of ConflictFunctional conflictsFunctional conflictsDysfunctional conflictsDysfunctional conflicts
Types of ConflictTypes of ConflictTask conflict: content and goals of the workTask conflict: content and goals of the workRelationship conflict: interpersonal Relationship conflict: interpersonal
relationshipsrelationshipsProcess conflict: how the work gets doneProcess conflict: how the work gets done
Chapter 14, Stephen P. Robbins, Mary Coulter, Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Exhibit 14.7 Conflict Exhibit 14.7 Conflict Resolution Resolution TechniquesTechniques
Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Management, Ninth Canadian EditionNinth Canadian Edition
Copyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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Source: Adapted from K.W. Thomas, “Conflict and Negotiation Processes in Organizations,” in M.D. Dunnette and L.M. Hough (eds.) Handbook of Industrial and Organizational Psychology, vol. 3, 2nd ed. (Palo Alto, CA: Consulting Psychologists Press, 1992), p. 668. With permission
Uncooperative Cooperative
Cooperativeness
Avoiding
Forcing
Accommodating
Collaborating
Compromising
Resolving conflicts byeach party's giving upsomething of value.
Resolving conflicts bywithdrawing from orsuppressing them.
Resolving conflicts bysatisfying one’s ownneeds at the expense
of another’s.
Resolving conflicts byseeking an advantageoussolution for all parties.
Resolving conflicts byplacing another’s needs
and concerns aboveyour own.
• Avoidance Accommodation Forcing Compromise Collaboration
This Week’s Summary This Week’s Summary
1.1. Quick review of the evolution of Quick review of the evolution of leadership thinkingleadership thinking
2.2. Also discussed power and gender in Also discussed power and gender in leadershipleadership
3.3. Looked at Motivation: Theories and Looked at Motivation: Theories and current issuescurrent issues
4.4. Looked at Teams: What are teams and Looked at Teams: What are teams and what do they go throughwhat do they go through
5.5. A quick consideration of conflict A quick consideration of conflict managementmanagement 1-1-4444
Exhibit 13.8 Simplified Expectancy ModelExhibit 13.8 Simplified Expectancy Model
Chapter 13, Stephen P. Robbins, Mary Coulter, Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, and Nancy Langton, Management, Management, Ninth Ninth
Canadian EditionCanadian EditionCopyright © 2009 Pearson Education CanadaCopyright © 2009 Pearson Education Canada
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C
B
IndividualEffort
IndividualPerformance
OrganizationalRewards
IndividualGoals
A
A
B C
= Effort-performance linkage
= Performance-reward linkage
= Attractiveness of reward