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| organize/control people, production, services |
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| efficiency and effectiveness |
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| influence, inspire, and command people |
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| Motivating staff and people, serving as role models and inspiring people to cooperate |
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| nonresponsive or indifferent followers to their leaders |
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| not engaged followers in the life of the organization |
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| actively engaged followers in the organization and make an effort to support and impact the organization |
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| followers that feel more strongly about their organizations and leaders than participate and act accordingly |
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| followers that are passionate about an idea, a person, or both and will give all for them. |
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Capabilities or abilities
Describe how well an employee performs
Come from competency models |
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A set of competencies grouped into job-relevant categories
Developed from researcher who study
Employees
Jobs
Organizational contexts |
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| Two important competencies for leaders |
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| social and emotional intelligence |
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Formal authority
Position in the organization |
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Giving or withholding rewards
Pay, promotions, time off |
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| Influence others through punishment |
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| Special knowledge and/ or skills |
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Personal characteristics
People value and want to emulate
Feel respect and admiration |
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Have a say in how things get done.
Point out problems and improve work processes.
Are more engaged and committed, which drives them to surpass average performance. |
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Systems and processes that encourage employee involvement.
Support programs that enable employees to deal directly with conflicts.
Compensation programs that support collaboration and quality and discourage micromanagement. |
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Explain leadership effectiveness through traits
Prominent in the early 1900s
(very limiting) |
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Consideration (respect)
Initiating structure (task and goal orientation) |
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| University of Michigan Studies |
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Definition
Production-oriented behavior (efficiency, costs, deadlines)
People oriented behavior (supportive of employees) |
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| Fiedler’s Contingency Theory |
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| Leadership effectiveness dependent on characteristics of a) leader b) situation |
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| Path-Goal Theory of Leadership |
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| Leader responsible for motivating employees to attain goals |
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| Situational Leadership Theory |
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| Links leader style with followers’ readiness for task |
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| Characteristics of people or of the situation can make direct leadership unnecessary |
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Follow a traditional approach to management
Leader and follower behaviour is an exchange |
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Have social and emotional intelligence
Inspire others
Value people and their needs
Are passionate
Are charismatic |
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| openness, conscientiousness, extroversion, agreeableness, neuroticism ** |
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Forces within and outside the person
That arouse enthusiasm and persistence
To pursue a certain course of action |
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| Performance = Motivation X Skills X Tools and Resources |
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An internal sense of satisfaction derived from the work itself
To feel a sense of satisfaction, to use or improve one’s abilities, or to learn |
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| Motivation that is the result of forces or attractions outside of the self |
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People are motivated to satisfy:
Physiological
Safety and security
Love and belonging
Self-esteem
Self-actualization |
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People are motivated to satisfy needs related to:
Existence (E)
Relatedness (R)
Growth (G)
Can all be activated at the same time |
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| Motivators(Positively impact motivation) & Hygiene factors (Physical and psychological aspects of a job, lead to dissatisfaction) |
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| Need for achievement (need to succeed personal goals), need for affiliation (desire for personal relationships), need for power (desire to have influence) |
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| Manage employees’ perceived ratio of inputs to outcomes |
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Effort ‡ A person’s input, which will be affected by the person’s perception about whether the effort will lead to an acceptable level of performance.
Performance ‡The extent to which a task or work is completed successfully.
Instrumentality ‡ A person’s belief about the degree to which performance will result in realizing certain outcomes.
Valence ‡ The value placed on outcomes. |
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| Motivation = Valence x Expectancy x Instrumentality |
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People are motivated by the process of identifying and achieving goals
'Doing’ and ‘Being’ Goals
SpecificMeasurableAchievableResults-basedTime-specific |
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| Addition of a positive consequence following a desired behavior. |
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| Removal of a negative consequence following a desired behavior. |
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| Withholding a consequence following behavior. |
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| Addition of a negative consequence following an undesired behavior. |
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| People learn new behaviors by observing others |
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| The degree to which a person believes that he or she is capable |
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| A plan in which pay is determined by considering an individual’s performance |
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| A plan that bases an individual’s compensation on the performance of a group or groups, and/or the organization as a whole |
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| A plan in which compensation is determined by the level of performance of an individual or group |
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| Any gesture, expression, action, pitch or volume that communicates a message either intentionally or unintentionally (7% words, 38% how spoken, 55% facial impact) |
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| Converting information before sending it |
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| Medium through which a message is transmitted from sender to receiver |
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| Interpreting what the sender conveyed in their message |
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Communication is:
Linear
Encoded by a sender
Transmitted via a channel
Decoded by a receiver
Can be misinterpreted due to noise
NOT REPRESENTATIVE OF WAY HUMANS COMMUNICATE |
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Definition
Communication is:
Linear
Interactive
Bidirectional |
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Communication includes:
Communication skills
Attitudes
Knowledge
Society
Culture |
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| result of information conveyed accurately from sender to receiver |
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| sharing information using the fewest possible resources (time, money, and effort) |
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| Rich’ channels of Communication |
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Definition
Carry more information
Targets a specific receiver
Opportunities for feedback
Incorporates verbal and nonverbal signals |
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Definition
Do not have the capacity to carry as much information
Conveys simple information
Targets specific individuals |
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| Directions of Communication |
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| Downward, upward, horizontal, filtering, internal, external |
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| one person acts as a central conduit for all information |
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| all members of a group communicate with everyone else as needed for maximum flow of information |
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| information passes in an organized sequence from one person to the next |
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Determining the activities and steps from an existing state to a clear end
Involves forward and backward planning |
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| Directing attention to the task at hand |
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Identifying a “domain” (general area of activity)
Identifying “direction” (preferred values & activities)
Rather than specific goals |
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| End point one year or less |
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| End point one year or less |
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| End point not always determined (3+years) |
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| Detailed outline of how goals are to be achieved |
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| Typically a far-reaching plan that articulates and synthesizes mission-driven, strategic goals for a business |
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| Plan to respond to a crisis or a failed plan; a “back-up plan” |
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| Plan that outlines objectives, roles, actions, time frames, outcomes, & responsibilities for projects |
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| Used once for a unique situation |
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| Designed for repeated, ongoing activities |
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Describes what an organization is, what it does, and stands for
Articulates its competitive advantage
Creates a rationale for working that unifies employees |
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A description of what an organization wants to become
Future identity
A successful vision is …
Clear, compelling, accessible
Describes a future that an organization has not yet attained, but one that can be accomplished with the right planning and strategies
Employees and customers can be inspired by it |
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Definition
1) review or evaluate mission
2) conduct internal analysis
3) conduct external analysis
4) make strategies
5) implement strategies
6) evaluate strategies |
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Definition
Growth
Stability
Retrenchment
Divesture |
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Differentiation
Cost Leadership
Niche
Vertical Integration |
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| Providing unique products, services, or features |
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| Lowest priced product or service |
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| Catering to a particular segment of the market |
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| Seeking cost savings along the supply chain |
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1) review mission, vision, goals and strategies
2) conduct internal analysis
3) conduct external analysis
4) craft strategies
5) implement strategies
6) evaluate |
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| strength, weaknesses, opportunities, threats (see worksheet) |
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Routine in nature
Occur with some frequency
Easy, seamless, and cost-effective |
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Definition
Not routine
Involve unique circumstances
Occur infrequently
Take more time to evaluate
Often involve numerous people and stakeholders
Have significant implications in terms of personnel, time, and money |
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| conceptual maps in our minds that allow us to understand & mentally categorize information as we receive it |
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| adapting one’s cognitive categorization system to allow for new information |
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| forcing new information to fit existing cognitive categorization systems |
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| ROLE OF EMOTIONS IN DECISION MAKING |
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Definition
Extremely helpful
Point us in the right direction when deciding
Can get us in trouble when they ‘flood’ our brains
Frame problems, situations, or choices in certain ways |
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| Eight Step Decision Making Model |
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Definition
1) Identify the problem
2) establish the decision criteria
3) allocate weights to decision criteria
4) list alternatives
5) analyze alternatives
6) choose an alternative
7) implement the decision
8) evaluate the decision |
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| Decisions are made under conditions that limit rationality |
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Can help in choosing what to focus on at work
20% of what we do each day results in 80% of our output |
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| How to Use the 80/20 Rule |
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Definition
Identify the key 20% of inputs that create most of your results
Spend more time on those
Place them first in schedule
Downplay or eliminate activities with low payoff |
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| Giving too much value to the first piece of information received |
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| Favoring decisions that perpetuate the current situation |
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| Being unduly influenced by memories of powerful examples |
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| Making choices that justify flawed past decisions |
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| Seeking out information that supports your point |
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| Influenced by how the problem is explained or seen |
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Lengthy, costly
(decision important, members have expertise, need different viewpoints, member commitment important) |
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| Learning that focuses on changing mental models, as well as behavior. Deliberately challenging or testing our assumptions on a regular basis. |
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| Process that results in taking in feedback and changing behavior, but not changing underlying beliefs about one’s self, others or the environment. |
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| Countries in the East and South (China, Brazil and India) are slowing down. True or False. |
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Definition
| False. They are growing more quickly. The north and south economies are slowing down. |
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Definition
| victim, bystander, critic, navigator |
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| Lewin’s Force Field Analysis Model of Change |
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Definition
System ‘unfreeze’
Change occurs
System ‘refreeze’ |
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| The Permanent White-Water Metaphor |
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Definition
| refers to the fact that organizational systems face unrelenting turbulence and constant change. Leaders need to be creative lifelong learners, steering toward new skills and information as needed |
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| Kotter’s Eight Stage Change Model |
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Definition
1) ensure that people feel an urgent need for change
2) get the right people involved to lead change
3) create a new strategic vision
4) make sure the new vision is effectively communicated
5) empower a broad group of change agents
6) successfully pull off short term victories
7) consolidate the victories and go after more changes
8) solidify the change in the organizational culture |
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