This is Aspen University EDD-830 course assignment. It is written in APA format; it has been graded (A); and, references are included.

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Module 3 Assignment 3
Orlanda Haynes
Aspen University
EDD830-Leadership Theory
Professor Robert Campbell
January 13, 2020

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Module 3 Assignment 3
Why do organizations value principles of leadership and motivation? Leadership is a
process that is used to influence human behaviors; it includes delegating leadership
responsibilities to individuals who already have traits, skills, and behaviors that correlate with
successful leadership or training individuals who have leadership potentials (Kerfoot, 2001;
Lussier & Achuar, 2016; Taylor, 1994; Zakeer et al., 2016). In corporate environments,
successful leaders and department heads influence workforce behaviors , in part, by building
positive relationships, by providing task completion guidelines, by sharing information (e.g.,
which strategies and tools are most effective), and by initiating action plans that could include
which leaders and department heads should oversee which aspects of the plans (Gillet et al.,
2018; Kerfoot, 2001; Lussier & Achuar, 2016); all of which would help maximize productivity
and organizational success (Kerfoot, 2001; Lussier & Achuar, 2016). Research shows leadership
theorists have developed and modified effective leadership models for over 30 years (Kerfoot,
2001; Lussier & Achuar, 2016; Taylor, 1994; Zakeer et al., 2016). Lussier and Achuar (2016)
discussed the University of Iowa’s research findings.
He noted researchers identified two leadership styles: autocratic and democratic (Lussier
& Achuar, 2016). The latter depicts leaders who share the process of decision-making with
stakeholders, who explore, in most instances, the needs of each department separately, and who
do not micromanage workforces; in contrast, autocratic leaders’ styles are in direct opposite of
democratic leadership. For instance, they usually make decisions independent of others, dictate
what should be done and when, and they micromanage workforces (Lussier & Achuar, 2016;
Omole et al., 2019). Kerfoot (2001) argued traditionally leaders directed, controlled, and

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exploited people to achieve organizational goals; however, today, inspirational, or democratic
leadership styles are more effective.
Zakeer et al. (2016) asserted ,today, organizational structures are more complex than
their older counterparts were. And that (during the 1940s) behavior theorists transitioned from
trait paradigms to leadership paradigms; doing so allowed for a more in-depth understanding
about the psychosocial development of human behaviors. However, the consensus is that the
process of leadership is flexible, and that rather than replacing prior findings, new research
usually builds upon existing foundations (Kerfoot, 2001; Lussier & Achuar, 2016; Taylor, 1994;
Zakeer et al., 2016). Organizations rely heavily on the scientific validation of effectiveness
leadership styles (Billing, 2014; Lussier & Achuar, 2016; Omole et al., 2019; Taylor, 1994).
On the other hand, why is motivation important to leadership success? Motivation plays a
key role in influencing human behaviors. Unlike personality traits that are influenced mostly by
one genetic factor i.e. personality, motivation influences originate from biological,
psychological, and factors of cognition (Hockenbury & Hockenbury 2010; Lussier & Achuar,
2016; Stoffels, 1978;Tranquillo & Stecker, 2016). It is the construct that motivates one to behave
or not to behave a certain way (Hockenbury & Hockenbury 2010). A leadership candidate, for
example, spent more hours preparing for an interview than the human resource representative
recommended. Why? Motivation is the primary factor that correlates with the “why” of human
behaviors (Hockenbury & Hockenbury 2010; Lussier & Achuar, 2016).
Furthermore, it influences or activates not only one’s behaviors but also it encompasses
social and psychological factors like motives, which direct goal-oriented actions. In the scenario
above, the leadership candidate’s motive for spending more time practicing for the interview was
because he/she placed a “priority” status on the interview; it represented a possible career change

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or job promotion. Motivation is defined as the process that initiates and guides the fulfilment of
people’s wants and needs (Hockenbury & Hockenbury 2010; Lussier & Achuar, 2016;
Tranquillo & Stecker, 2016). Equally important is that although two types of motivations exist:
intrinsic and extrinsic, only one aligns with successful leadership.
Intrinsic, as the name implies, occurs internally without influences from external factors
like rewards, which would indicate a motive (Hockenbury & Hockenbury 2010; Tranquillo &
Stecker, 2016; Zhou & Siu, 2015). It is an act based solely on internal gratification that one gets
from reading inspirational quotes, for example, rather than reading them because they fulfil
requirements for a professional assignment. In contrast, extrinsic motivation occurs when one
has the potential for a reward: tangible (e.g., job promotion, career advancement, or a salary
increase) or intangible (e.g., words of praise or group recognition) (Hockenbury & Hockenbury
2010; Tranquillo & Stecker, 2016; Zhou & Siu, 2015). Extrinsic motivation is the primary
construct that correlate with successful leadership (Lussier & Achuar, 2016; Tranquillo &
Stecker, 2016). Organizations expect managerial leadership workforces to , among other duties,
successfully influence and motivate employees, which ensure departmental efficiencies as well
as maximize profit (Billing, 2014; Gillet et al., 2018; Lussier & Achuar, 2016).
Without effective leadership, most employees would be nonproductive, and without
motivation, they would likely underperform their job duties (Billing, 2014; Gillet et al., 2018;
Lussier & Achuar, 2016). A wealth of managerial leadership literature indicates that an
interconnective relationship between leadership and motivation exists, and that ,consequently,
not only do organizations value both skills equally but also they expect leadership candidates to
demonstrate command of principles related to each skill (Billing, 2014; Gillet et al., 2018;
Lussier & Achuar, 2016; Stoffels, 1978; Taylor, 1994; Zhou & Siu, 2015). This discussion is

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about organizational leadership and motivation, what factors influence the process, and how
successful leaders and managers use principles of leadership and motivation to achieve
organizational goals (approximately 2000-2500 words). To frame the dialogue, three leadership
theories are analyzed: behavioral leadership, acquired needs, and goal-setting, followed by an
overview of how organizations implement them in natural settings.
Module 3 Assignment 3: Leadership Theories
Behavioral Leadership Theory
By the 1950s, exploring ways in which leadership behaviors and the effectiveness of such
could be understood using scientific methods became the core of behavioral leadership literature
(Lussier & Achuar, 2016; Taylor, 1994). Lussier and Achuar (2016) noted behavioral theorists
began designing leadership models that depicted distinct leadership styles, in part, by using
descriptive analyses of how leaders behave on-the-job and in real-time. Mintzberg (1973), for
example, created a research design that included an observation method and five managerial
subjects from a diverse organizational pool. He identified 10 distinct managerial roles which he
grouped into three categories: interpersonal (e.g., engagements with stakeholders, etc.),
informational (e.g., disseminates reports, memos, etc.), and decisional. Interpersonal roles could
align with titles like figureheads, leaders, and liaison; a monitor, a disseminator, and a
spokesperson refer to informational roles, and decisional roles included entrepreneurs and
negotiators.
Based on Mintzberg’s findings, Donelson R. Forsyth developed the task-oriented and
people-oriented leadership models (Bass, 1990; Forsyth, 2010; Lussier & Achuar, 2016). Task-
oriented, also known as task focused, is a leadership approach whereas the “task” itself is what
drives leaders to act, rather than focusing simultaneously on related factors like motivating

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employees (Bass, 1990; Forsyth, 2010). For instance, they usually are actively engaged in task
projects from planning (e.g., gathering resources), to implementation and testing (Forsyth, 2010).
The primary advantage is that tasks are completed by or before due dates and most are within
budgets; the core disadvantage, however, is that the process basically excludes concepts of
positive group engagements such as “motivation,” which usually lead to problems related to
employee retention (Bass, 1990; Forsyth, 2010). On the other hand, people-oriented leadership
(POL) has a more positive outcome (Forsyth, 2010; Griffin & Ebert, 2010).
In that, the foundational for POL is based on leaders’ ability to build collaborative,
organizational relationships across departmental boundaries, which ensure success of
organizations as a whole (Griffin & Ebert, 2010). Leaders are keenly aware of what strategies
,including tangible and nontangible rewards, are most effective at motivating workforces; they
value and encourage stakeholders’ feedback; they hold regular meetings to discuss both
departmental and employee needs; and, they include stakeholders in the decision-making process
(Griffin & Ebert, 2010). The most noteworthy benefit of POL is that most organizations want
leaders not only to be mindful of their workforces’ well-being but also, they expect them to
illustrate how workplace, wellbeing programs are implemented, monitored, and evaluated
(Griffin & Ebert, 2010). These measures to ensure workforce sustainability indicate
organizations understand their success depends mostly on employees’ health, motivation, and
skills (Griffin & Ebert, 2010; Lussier & Achuar, 2016).
Acquired Needs Leadership Theory
The premise that most people have acquired needs for achievements, power, and
affiliations is the basis of the acquired needs leadership theory (ANLT) (Lussier & Achuar,
2016; Veenhoven, 2014). McClelland and Boyatzis (1982) pioneered acquired needs research

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(Lussier & Achuar, 2016;Veenhoven, 2014). They informed that acquired needs are the result of
lifetime experiences, and that people acquire them over time. For example, those who seek
career gratification through achievements usually prefer situations with high probability of
success. For example, leaders who have mastered the process of leadership would probably excel
in organizational settings. Similarly, scientists with advanced skills would probably do extremely
well in research environments (Sekaran, &Bougie, 2016).
Alone these lines, McClelland and Boyatzis (1982) emphasized that needs for power
evolve through either personal or institutional factors. To achieve the latter, most people
,including leaders, mobilize collaborative groups to further organizational goals like improving
employee productivity or stakeholders’ engagement plans (Lussier & Achuar, 2016;Veenhoven,
2014). On the other hand, individuals who prefer leadership roles in most situations ,including
sports, align with characteristics of “acquired need for power” (Lussier & Achuar, 2016;
McClelland & Boyatzis, 1982; Veenhoven, 2014). Acquired affiliation is most notable in group
settings (McClelland & Boyatzis, 1982; Veenhoven, 2014). In that, people who have affiliation
needs usually choose social engagements over quiet-time, enjoy group camaraderie, and usually
avoid non-group activities (McClelland & Boyatzis, 1982; Veenhoven, 2014).
Goal-Setting Leadership Theory
In the 1960s, goal setting research gained prominence through the works of Locke and
Latham (1990, 2006). They theorized that goal setting is the mechanism through which
motivation evolves. When an individual, for example, has a desire to achieve something of
relevance, he or she derives motivation or becomes motivated to acquire it, which usually mean
creating a goal (Locke & Latham, 2006). Research shows that most human actions are carried
out purposefully, and that goals are essential to the process (Locke & Latham, 2006; O'Neil

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& Drillings, 1994). Moreover, Locke and Latham (1990, 2006) identified conditions relevant to
the success of goal setting. In that, (a) persons must accept, become committed, monitor, and
evaluate their goals to achieve desired outcomes; (b) their goals should be specific, measurable,
and answer who, why, where, and when questions; and (c), their goals must be achievable and
reasonably challenging (Locke & Latham, 2006).
Similarities and Differences
Leadership is a process used to influence human behaviors (Bass, 1990; Lussier &
Achuar, 2016). It begins when individuals are taught how to recognize leadership styles like
autocratic and democratic (which consists of traits like dominance and emotional intelligence,
skills like knowing when and how to apply such traits, and behaviors like motivating and
influencing) (Bass, 1990; Forsyth, 2010; Gillet, et al., 2018; Griffin & Ebert, 2010; Lussier &
Achuar, 2016; Taylor, 1994; Zakeer et al., 2016). Using an autocratic leadership model, leaders
manage at micro levels (Bass, 1990; Lussier & Achuar, 2016). For instance, they decide what
should be done, who should do, and when; they exclude stakeholders from decision-making
processes; and, in most workplace settings, they do not place emphases on the well-being of
workforces (e.g., lack of motivation) (Bass, 1990; Lussier & Achuar, 2016).
In contrast, its democratic leadership model is an exact opposite (Bass, 1990; Lussier &
Achuar, 2016). For example, most leaders are not micromanagers; they delegate responsibilities
to stakeholders who are most qualified; they share decision-making with workforces; and they
routinely motivate stakeholders to achieve goals of organizations (Bass, 1990; Gillet, et al.,
2018; Lussier & Achuar, 2016). In this literature, three leadership theories are overviewed:
behavioral, acquired needs, and goal-settings. Organizations use the behavioral paradigm when
democratic leadership principles such as supporting both individuals and departmental needs ,in

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most instances, through promoting collaborative projects, providing constructive feedback to all
stakeholders, offering tangible and nontangible incentives, and sharing the decision-making
processes (Bass, 1990; Gillet, et al., 2018; Lussier & Achuar, 2016).
Acquired needs illustrate leaders’ motives (e.g., affiliation, power, and achievement) for
implementing selective leadership styles, which could depict autocratic, democratic, or a
combination of both (Lussier & Achuar, 2016; McClelland & Boyatzis, 1982). For example,
leaders who have needs for power usually prefer the autocratic leadership style because it allows
for a show of dominance in areas that are most valued by organizations like influencing, leading,
and decision making (McClelland & Boyatzis, 1982). Whereas, those who prefer affiliation and
achievement would most likely choose the democratic leadership paradigm because they seek
not only achievements but also, they enjoy affiliation, especially in group settings (McClelland
& Boyatzis, 1982). Concepts of acquired needs are like principles of goal-setting, which could be
implemented using autocratic or democratic styles (Locke & Latham, 1990, 2006; Lussier &
Achuar, 2016; McClelland & Boyatzis, 1982).
When an individual desires something, for example, the awareness itself gives rise to a
motive, which ,in turn, requires one or more behaviors to bring the desire object to fruition;
motives are factors that drive humans to act or to behave distinctively (Locke & Latham, 1990,
2006). Outcomes of most desires require planning, which include goal-setting (Locke & Latham,
1990, 2006; McClelland & Boyatzis, 1982). Locke and Latham (1990, 2006) theorized that the
process of goal-setting increases one’s likelihood of achieving an objective primarily because
essential components of the process include committing to the objective as well as monitoring
and evaluating outcomes.
How Organizations Apply These Theories

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Behavioral leadership theories indicate effective leadership is a process that can be
learned and mastered (Forsyth, 2010; Griffin & Ebert, 2010; Lussier & Achuar, 2016). From this
viewpoint, my organizational affiliates apply democratic leadership principles, in part, by
supporting individuals and teams’ leadership development, by recognizing stakeholders’
objectives, by evaluating managerial leadership styles and providing feedback, and by
sponsoring leadership development workshops. Organizations apply the acquired needs
leadership theory mostly by identifying employees’ motivational drives with the objective of
assigning suitable tasks where possible, as well as providing job performance feedback.
Similarly, they incorporate principles of goal-setting in stakeholders’ leadership training plans,
departmental employee training policy, and onsite professional development workshops.
Conclusion
This discussion is about organizational leadership and motivation, what factors influence
the process, and how successful leaders and managers use principles of leadership and
motivation to achieve organizational goals (approximately 2000-2500 words). To frame the
dialogue, three leadership theories are analyzed: behavioral leadership, acquired needs, and goal-
setting, followed by an overview of how organizations implement them in natural settings.
Research shows organizations highly value leadership effectiveness (Bass, 1990; Omole, et al.,
2019; Taylor, 1994; Tracy, 1987; Zakeer, et al., 2016). Lussier & Achuar (2016) explained
leadership is a process that influences human behaviors; it begins when individuals are taught
how to recognize leadership styles like autocratic and democratic. Equally relevant is why
organizations value principles of motivation as highly as leadership effectiveness.
Substantial research shows an interconnective relationship between leadership and
motivation exists (Billing, 2014; Gillet et al., 2018; Hockenbury & Hockenbury 2010; Lussier &

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Achuar, 2016; Stoffels, 1978; Taylor, 1994; Zhou & Siu, 2015). Hockenbury & Hockenbury
(2010) noted motivation is the process that initiates and guides the fulfilment of wants and needs;
it is influenced by biological and psychological factors of (Hockenbury & Hockenbury 2010;
Lussier & Achuar, 2016; Stoffels, 1978;Tranquillo & Stecker, 2016). Therefore, in addition to
valuing both leadership effectiveness and motivation equally, organizations expect leadership
candidates to demonstrate command of both.

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