Pembentangan Kumpulan 1 Dynamics Leadership

1. Leadership Behaviour
& Motivation

2. University of Iowa Leadership Styles
3 Styles of Leadership:
• Authoritarian Leaders
• Democratic Leaders
• Laissez-fair Leaders

3. Origin
• The Iowa Studies of leadership were carried
out in the 1939's by Lewin, Lippitt, and
White, under the direction of Lewin. This
study was set out to identify different styles
of leadership and this early study was very
influential and established three major
leadership styles. This study was done on
the task performance of ten-year old boys in
three groups.

4. Authoritarian
Leaders
• A leader who typically tends to centralize
authority dictate work methods, make
unilateral decisions, and limit employee
participation
• Centralized authority, low participation
• Authoritarian leaders provided clear expectations
for what needed to be done, when it should be
done, and how it should be done.

5. Autocratic
Leadership
• The authoritarian leader of the group was very
directive. He did not allow any participation. He was
concerned about the task and told the followers
what to do and how to do it. He was friendly while
praising the performance of the individual member
and was impersonal while criticizing the individual
member. Authoritarian leadership is best applied to
situations where there is little time for group
decision-making or where the leader is the most
knowledgeable member of the group.

6. Democratic
Leaders
• A leader who involves employees in decision
making, delegates authority encourages
participation in deciding work methods and
goals and uses feedback to coach employees
• Involvement, high participation, feedback
• Democratic leaders offered guidance to group
members, but they also participated in the group
and allowed input from other group members.

7. Democratic
Leadership
• The democratic leader encouraged discussion with
the group and allowed participation in making
decisions. He shared his leadership responsibilities
with his followers and involved them in the planning
and execution of the task. Participative leaders
encourage group members to participate, but retain
the final say over the decision-making process.
Group members feel engaged in the process and are
more motivated and creative.

8. Laissez-fair
Leaders
• A leader who generally gives his or her
employees complete freedom to make
decisions and to complete their work in
whatever way they see fit.
• Hands-off management
• Laissez-fair leaders offered little or no guidance to
group members and left decision-making up to
group members.

9. Delegative
Leadership
• By giving complete freedom to the group and not
providing any leadership. Any policies or procedures
to do the task could not be established. The
member of their groups may made more demands
on them, showed little cooperation, and the group
members were unable to work independently.
• Delegative leaders offer little or no guidance to
group members and leave decision-making up to
group members. While this style can be effective in
situations where group members are highly
qualified in an area of expertise, it often leads to
poorly defined roles and a lack of motivation.

10. Finding:
Group members’
satisfaction levels
were generally
higher under a
democratic leader
than under an
autocratic one.

11. University of
Michigan
leadership models

12. Michigan Leadership Studies is a behavioral Leadership
Theory that indicates the Institute for Social Research at
the University of Michigan conducted empirical studies
to identify styles of leader behavior that results in higher
performance and satisfaction of a group.

13. MICHIGAN STATE
LEADERSHIP
THEORY
These empirical studies were conducted
slightly after WORLD WAR Il by the institute
of Social Research at the university of
Michigan.
A famous series of studies on leadership
were done in Michigan University, starting in
the 1950s.
 The purpose of these studies was to identify
styles of leadership behavior that results in
higher performance and satisfaction of a
group.

14. The studies
identified two
distinct styles of
leadership:
a) Job-centered Leadership: Managers pay
close attention to subordinates' work, explain
work procedures and are keenly interested
in performance.
b) Employee-centered Leadership: Managers
are interested in developing a cohesive work
group and ensuring that employees are
satisfied with their jobs.

15. Employee Centered Leadership (Relation
Oriented Leadership):
To treat subordinates as a human
beings.
To show concern for the employees
needs, welfare etc.
To foster employee participation in
decision making.
 To motivate employees
Job Centered Leadership (Task
Oriented):
Rigid work standards, procedures and
rules.
Close supervision of the subordinates.
Technical aspect of the job.
Employees are considered as a tool to
accomplish the goal (not treating like a
human being).

16. The Michigan Leadership
Studies found that both
the styles of leadership
led to increase in
production, but it was
slightly more in case of
production of job-
centred style.

17. Evaluation of Michigan Leadership
Studies
The value of Michigan
Leadership Studies lies in the
analysis of two leadership
styles—task and employee-
oriented styles. Instead of
restricting to traits of leaders,
they concentrated on the
behavior of leaders.
These ‘studies are criticized on the following grounds:
1.The Michigan Leadership Studies failed to suggest whether
leader behavior is a cause or effect. They did not clarify whether
the employee-centered leadership makes the group productive
or whether the highly productive group induces the leader to be
employee-centered.
2.The Michigan Leadership Studies did not consider the nature
of the subordinates’ tasks or their characteristics. Group
characteristics and other situational variables were also ignored.
3.The behavioral styles suggested by Michigan Leadership
Studies have been termed as static. A leader is supposed to
follow either of the two styles, viz., task orientation and employee
orientation. But in practice, a practical style may succeed in one
situation and fail in another.

18. Findings of
this studies:
 The use of direct pressure and close
supervision led to decreased satisfaction and
increased turnover and absenteeism.
 The employee-centered approach led to the
improved work-flow procedure and more
cohesion in interactions resulting in
increased satisfaction and decreased
turnover and absenteeism.
 This suggested the superiority of the
employee-centered leadership style.

19. Ohio Leadership Model
Behavioral Leadership Theory

20. Ohio
Leadership
Model
• The Ohio State University – Ralph Stogdill
• Four leadership styles, two dimensions
• 1945 – to identify observable behaviors of leaders instead of
focusing their behavioral traits
• Two characteristics of leadership of which could be high or low
or independent of one another:
• Initiating Structure Behavior
• Consideration Behavior
• The research was based on the questionnaires to leaders and
subordinates of the organization which are:
• Leader Behavior Description Questionnaire (LBDQ)
• Supervisor Behavior Description Questionnaire (SBDQ)

21. Initiating
Structure
Behavior
• It involves “task-oriented” leader behaviors.
• It is efficient to attain organizational goals, thereby addressing
the group’s task needs.
• This includes:
• scheduling work,
• deciding what is to be done (and how and when to do it),
• providing direction to organizational members,
• planning,
• coordinating,
• problem-solving,
• maintaining standards of performance, and
• encouraging the use of uniform procedures.

22. Consideration
Behavior
• It is the “relationship-oriented” behavior of a leader.
• It is instrumental in creating and maintaining good
relationships (that is, addressing the group’s maintenance
needs) with organizational members.
• This includes:
• being supportive and friendly,
• representing people’s interests,
• communicating openly with group members,
• recognizing them,
• respecting their ideas, and
• sharing concern for their feelings.

23. Ohio Leadership Model
Low Structure
High Consideration
(Leader concentrates on satisfying employee with
need and wants)
High Structure
High Consideration
(Leader provide a lot of guidance and highly
considers employee need and wants)
Low Structure
Low Consideration
(Leader fails to provide necessary structure and
demonstrate little consideration on employee)
High Structure
Low Consideration
(Leader demonstrate little consideration for
employee but highly emphasize on structuring them)
CO
N
S
I
D
E
R
AT
I
O
N
INITIATING STRUCTURE
High
High
Low

24. Managerial or Leadership Grid
• Developed in the early 1960s by Robert Blake and Jane
Mouton.
• It plots leaders' degree of task-centeredness vs person-
centeredness.
• Identified five different combination of leadership styles from
the two:
• Concern for people
• Concern for production/result

25. Click to edit title
Leaders pay much
attention to the security
and comfort of the
employees, in hopes that
this will increase
production. The resulting is
usually friendly, but not
necessarily productive.
Leaders use this style to
preserve job or job
seniority, protecting
themselves by avoiding
getting into trouble. The
main concern is not to be
held responsible by any
mistakes, which results in
less innovation decisions.
Leaders find their
employees’ need is
unimportant; they provide
them with money and
expect performance in
return.
Leaders use this style to
balance between company
goals and workers’ need
but doing so gives away a
bit of each concern so that
neither production nor
people needs are met.
Leaders encourage
teamwork and
commitment among
employees. This method
relies heavily on making
employees feel themselves
to be constructive parts of
the organization.

26. Ideal State
(9,9) Team
Leadership
• A leader is best when people barely know he exists, when his
work is done, his aim fulfilled, they will say: we did it
ourselves. – Lao Tzu
• Similar to the philosophy of U.S. army training command:
• “Mission First, People Always”
• Although there is no one best leadership style in all situations,
employees are more satisfied with a leader who is high in
consideration

27. Motivation Theories
3 main theories
• Content motivation theories
• Process motivation theories
• Reinforcement theory

28. Content
motivation
theories
• Maslow’s Hierarchy of Needs
• Maslow believed that if a person fulfil
their basic need and follow the hierarchy,
they are more motivated in their life and
work.
• Maslow suggested that a person cannot
move forward until that person satisfied
with their current position.
(Gawel JE,1996)

29. Content
motivation
theories
• Herzberg’s two-factor theory.
• The two factor;
• Satisfier (motivator)
• Involve on the person task and things he
accomplished.
• Long-term effect.
• achievement, recognition, the work itself,
responsibility, and advancement.
• Dissatisfier (hygiene)
• Related to the person environment and situation.
• Short-term changes.
• ‘the absence of hygiene factor will create
dissatisfaction, while their presence does not effect or
motivate the person’
(Gawel JE, 1996)

30. Content
motivation
theories
• McClelland’s Acquired Needs Theory
• Power
• Desire to influence, teach, or encourage others.
• Value more on discipline
• Likely to control others.
• Achievement
• Drive to excel, to achieve personal achievement, to strive to
succeed.
• Looking forward for feedback.
• Affiliation
• Maintaining social relationship
• Not be good top managers but will be team players and are
best suited for cooperative work environment.
(Osemeke and Adegboyega, 2017)

31. Process
motivation
theories
• Equity theory (J. Stacy Adams)
• Seeking fair and equitable exchange.
• employee compares his or her job’s inputs with an
outcomes ratio.
• Inputs: efforts at work
• Output: reward for work
• Wages, salaries, promotions, bonuses, and
disciplinary actions
• If the employee perceives inequality, he or she he will act
to correct the inequity.
(Al-Zawahreh and Al-Madi, 2012)
(Gates and Reinsch Jr, 2018)

32. Process
motivation
theories
• Expectancy theory (Victor Vroom)
• Personal goal will be fulfilled by rewards and work
outcomes.
• The work outcomes of employees depends on how
attractive is the rewards.
• superior salary, bonuses, promotion etc.
• The employees are more motivated to achieved excellent
result and performance because of desire to achieved
bigger bonuses and higher rewards.
• It is based that employees will be motivated to act when
there is an expectancy that their behavior can result in
achievement of desired outcomes.
(Parijat and Bagga, 2014)

33. Process
motivation
theories
• Goal-setting theory (Edwin Locke and Gary
Latham)
• Goals (direct attention and action) affect behavior
and job performance.
• Goals motivate people to develop strategies that will
enable them to perform at the required goal levels.
• Accomplishing the goal can lead to satisfaction and
further motivation, or frustration and lower
motivation if the goal is not accomplished.
(Lunenburg, 2011)

34. Reinforcement
theory
• Type of reinforcement; behavior modification (B. F. Skinner)
• Positive
•Give positive responds (rewards) to those with positive outcomes.
•Adding of repetitive stimulus to increase a certain behavior or
response.
• Avoidance
•“The removal of aversive stimuli in order to increase the probability
of being a behavior repeated”. (stop nagging)
•Also, able to create positive effects on behavior of others.
• Extinction
•Ignoring or denying opportunity to escape from task.
•Organization proceed to do the task and ignore the employee
behavior.
• Punishment
•Happen when employees bring harms to the organization.
•Example: reducing the wages of the employess.
(Gordon and Amutan, 2014)

35. Reference
Al-Zawahreh, A., & Al-Madi, F. (2012). The utility of equity theory in enhancing organizational
effectiveness. European journal of economics, finance and administrative sciences, 46(3), 159-169.
Gates, V. J., & Reinsch Jr, N. L. (2018). Commentary: Employee Counseling, Equity Theory, and Research
Opportunities. International Journal of Business Communication, 2329488418808020.
Gawel, Joseph E. (1996) "Herzberg's Theory of Motivation and Maslow's Hierarchy of Needs," Practical
Assessment, Research, and Evaluation: Vol. 5 , Article 11.
Gordan, M., & Amutan, K. I. (2014). A Review of BF Skinners Reinforcement Theory of
Motivation. International Journal of Research in Education Methodology, 5(3), 680-688.
Lunenburg, F. C. (2011). Goal-setting theory of motivation. International journal of management,
business, and administration, 15(1), 1-6.
Osemeke, M., & Adegboyega, S. (2017). Critical review and comparism between Maslow, Herzberg, and
McClelland‟ s theory of needs. Funai Journal of Accounting, Business and Finance, 1(1), 161-173.
Parijat, P., & Bagga, S. (2014). Victor Vroom’s expectancy theory of motivation–An
evaluation. International Research Journal of Business and Management, 7(9), 1-8.