Leadership & motivation workshop

GIHAN ABOUELEISH

LEADERSHIP & MOTIVATION
SKILLS WORKSHOP

Leadership & Motivation - Gihan Aboueleish

Workshop objectives
By the end of this workshop, participants will be able to:
 Identify the characteristics of an effective leader & identify their
leadership styles.
 Obtain a deeper understanding of leadership by a review of
appropriate theories
 Understand the meaning of, and barriers to, motivation.
 Evaluate & apply motivation theories to their current operation.
 Develop their teams to maximize their strengths and enhance
productivity
 Motivate their teams with effective performance measurement
 Leverage the complementary skills and styles of their teams
 Eliminate barriers and chokepoints that block teamwork
 Develop a personal action plan to develop their leadership style
 Integrate their leadership responsibilities, competencies and
behaviors into their management role
 Optimize organization and work design for success in service
delivery teams


WORKSHOP OUTLINE - LEADERSHIP
 Leadership in Perspective
 Importance of leadership for organizations
 Definition of leadership
 Leadership vs. management
 How to create managerial leadership
 What kind of leader are you: self-assessment

 Leadership Styles
 Leader’s source of power

 Creating Job Satisfaction for Your Team
 Identifying the components of an effective team
 Communication skills of leaders
 Designing an effective team communication strategy


what’s the difference between
management and leadership?


Difference between Leaders and
Managers?
“ A manager takes care of where you are; a
leader takes you to a new place.”
James Colvard, “Managers Vs. Leaders”

Leadership cannot replace management; it
should be in addition to management.


“A leader's job is To rally
people Toward a Better
future”

marcus buckingham

why leadership is
so important?


“ The surplus society has a surplus of
 similar companies, employing similar
people, with similar educational
backgrounds.

 working in similar jobs, coming up with
similar ideas, producing similar things,
with similar prices, warranties, and
qualities.” Jonas Ridderstrale and Kjel Nordstrom
Authors, Funky Business


“when people leave companies, they
tend not to quit the company, they are
more likely to have quit the boss.”

Ken Blanchard

Characteristics of a Bad Leader.. Video


Can’s Value ;
 Define the fundamental character of a
business
 Help create the culture you want
 Create a sense of identity for the business
 Reduce game playing, politics and
confusion
 Provide guidelines for managers and staff
 Provide guidance for acceptable and
unacceptable behaviours


Harley Davidson’s Values:
 Tell The Truth
 Be Fair
 Keep Your Promises
 Respect The Individual
 Encourage Intellectual Curiosity
 Mutually Beneficial Relationships


Leadership Models – Styles
Tannenbaum & Schmidt
Blake & Mouton
Likert
Situational Leadership
Peter Drucker
John Adair


Tannenbaum & Schmidt Style;
The Manager “Core”
1. …decides and announces the decision.
2. …'sells' the decision to the group.
3. …presents the decision with background ideas
and invites questions.
4. …suggests a provisional decision and invites
discussion about it.
5. …presents the situation or problem, gets
suggestions, then decides.
6. …explains the situation, defines the parameters
and asks the team to decide.
7. …allows the team to identify the problem,
develop the options, and decide on the action,
within the manager's received limits.


Tannenbaum & Schmidt Style


Blake & Mouton Style
 Concern for Production: The leader cares little
about people and operates in fear of something
going wrong. This person's focus is on achieving
results and productivity.

 Concern for People: This leader cares little about
productivity and operates wholly from a desire to
be loved and approved of.

 The grid Blake and Mouton created from these
two dimensions can help you to understand your
predominant style on the scale of concern for
productivity and concern for people.


Blake & Mouton Stlye


Likert leadership Style;
 Exploitive authoritative
Leader – Low people concern Methods of threats & fear-based – To
achieve conformance. Communication is almost entirely downwards and the
psychologically distant concerns of people are ignored. “Centrally”
Benevolent authoritative
 Leader – High people concern –to an authoritative position Methods
of rewards & listens with concern – To encourage high performance.
Communication lower down the organization . Although there may be some
delegation of decisions, almost all major decisions are still made centrally.
“Centrally”

Consultative
 The upward flow of information here is still cautious and rose-tinted to some
degree, although the leader is making genuine efforts to listen carefully to
ideas. Nevertheless, major decisions are still largely centrally made. “Centrally”

Participative
 the leader makes maximum use of participative methods, engaging people
lower down the organization in decision-making. People across the
organization are psychologically closer together and work well together at all
levels.


Likert leadership Style;


Situational Leadership Styles
Telling Leaders
Telling leader defines roles & tasks - follower supervises very
closely. Decisions are made by the leader, and announced to the
followers. This means communication is predominantly one-way.

Selling Leaders
Selling leader defines roles & tasks - follower also seeks ideas and
suggestions from followers. Decisions are made predominantly by
the leader, but the communication style used is two-way. These
leaders are good at "selling" their ideas.

Participating Leaders
Participating leader passes along the day-to-day decisions, such as
dividing up the workload, to their followers. The participating
leader will help to facilitate discussions, and takes part in the
decision-making process, but ultimate control is with the
followers.


Delegating Leaders
Delegating leader is still involved in the workgroup's decisions, and helps to solve
problems, but the ultimate control is with the followers. In fact, with this situational
leadership style, the followers decide when to get the leader involved.

Development Levels of Followers
Blanchard and Hersey's situational leadership model also recognized the importance of
the development level of those being led. Their theory states that the leader's style
needs to reflect, in part, the competence and commitment of the followers. Those
two dimensions were then used to derive the following four development levels of
those being led:

 Low Competence, High Commitment
 Some Competence, Low Commitment
 High Competence, Variable Commitment
 High Competence, High Commitment
 In Blanchard's model of leadership, there exists an ideal type of leadership style to
apply to each development level.


Peter Drucker Leadership style


John Adair Leadership Style
 Achieve the task.
 Build and maintain the team.
 Develop the individual.
 This creates a clear distinction between leadership and
management.
 Creating charismatic 'Great Man' leaders is difficult and cannot
be relied on.
 You cannot guarantee that such a person can be developed and,
once developed, that they will be reliable.
 Adair's theory is more practical and shows that leadership can
be taught and that it is a transferable skill.


John Adair Leadership Style


Leadership Basic styles

Authoritative Style

 Clear about what he is doing and
why he is doing it
 Instills the same clarity in his
followers
 Determines the end and leaves the
choice of means to his people.


Authoritative Leader example ;
 The authoritative leadership style is best used
in situations when a company or followers seem
to be drifting aimlessly.

Example : Bill Gates
Mr. Gates removed himself from some of the
daily operations of Microsoft, he was still thought
of as an industry visionary - an authority. Bill
Gates has done much to further its
advancement. He had a vision, he told the world,
and he aligned the resources of Microsoft with
that vision.



Leadership style…
Autocratic Style

 Retains all authority and decision
making power
 No suggestions – no considerations
 Instruct on what to do and how to do


Autocratic Style examples
 At the extreme, autocratic leadership can take the
form of a dictatorship. In this situation, the leader's
word is "law." The typical autocratic leader does
not involve others in the decision-making
process. This type of leader might resort to force,
manipulation, or even threats to accomplish their
goals.

Example : Martha Stewart;
 Martha Stewart built her empire with personal
attention to every detail. Whether you liked her or
not, she was meticulous and demanding. She was
also very successful in her endeavors, and in using
her autocratic management style.


Leadership style…
Benevolent style

 Keeps employees happy & in
harmony
 Ensures better communication
 Relationship builder


Benevolent style Examples;
 Benevolent leadership, is a leadership and management style that
continually emerges as perhaps the most important, and one of the
most captivating, behavior patterns accounting for career success.

Benevolent style Examples;
Ed Woolard, who began his career at a DuPont plant in Kinston, N.C.
From these humble beginnings, he ascended over the next 40 years to
ultimately become DuPont’s chairman and CEO.
Woolard said about his extraordinary success : “A good ‘B player’ can
surround himself with a lot of ‘A players." My job was really just to
nurture them and make them successful.”
It was his approach to leading and managing that made Woolard an
"A player", creating an environment and culture in which to attract
and retain the best people by supporting their ideas, bringing them
along, taking a proactive interest in their professional growth and
development, fostering their creativity, and encouraging them to do
their best.


Leadership style…
Coaching style

 Helps employees to identify their
strengths & weakness
 Aligning employees
 Encourages long term development
 Issues challenging assignments


Coaching style Examples ;
 If your company's intellectual capital is weak, or if you're simply looking for
someone to share their knowledge, then you need to find someone that is
good at, or willing to practice, the coaching leadership style. Coaching leaders
are excellent at helping others to advance their skills, building bench strength,
and providing career guidance.
Examples of Coaching Leaders
 It is extremely difficult to find clear examples of modern
coaching leaders. The best examples of this particular style
would be leaders that were labeled as "famous" mentors, or
those involved in well known mentoring pairings.
Mentoring Pairings
 With that in mind, the following list of mentoring pairings
provides examples of leaders exhibiting the coaching leadership
style:
 Red Holtzman (NBA coach) mentored Phil Jackson (NBA coach)
 Andrew Carnegie (philanthropist) mentored Charles Schwab
(first president of US Steel)
 Robert Patterson (CEO, National Cash Register) mentored
Thomas Watson (founder of IBM)


Leadership style…
Democratic Style

 Involves employees in decision
making process
 Gets ideas from his people
 Creates trust
 Sets realistic goals


Democratic Style Examples
 When the workplace is ready for democratic leaders, the
style produces a work environment that employees can
feel good about. Workers feel that their opinion counts,
and because of that feeling they are more committed to
achieving the goals and objectives of the organization.

Democratic Style Examples
 As a military leader, Eisenhower was faced with the
difficult task of getting the Alliance forces to agree on a
common strategy. Eisenhower labored hard to make sure
everyone worked together to come to a common
understanding. This was one of his greatest
achievements. It was here that the democratic leadership
style, and collaborative efforts, of Eisenhower shone
through. The subsequent victory of the Alliance forces
back up the correctness of the approach in that particular
situation.


Leadership style…
Pacesetting style
 Sets high standards and adheres on it
 Passionate about increase in quality
and productivity
 You perform or leave organization is
the attitude


Pacesetting style
Effectively Using the Pacesetting Style
 The most effective way to use the pacesetting style is when you need to get
quick results from a group that is already highly motivated and
competent. The style is also effective when group members are highly
competent in the task they are going to complete. Whether this comes from
aptitude or experience, the group members are going to be asked to work
quickly. There is no time to learn on the job, or teach someone a skill they may
be lacking.

Examples of Pacesetting Leaders
 Perhaps the best examples of pacesetting leaders come from the
military. There is very little tolerance for making mistakes when the
stakes are that high.
Jack Welch
 Jack Welch began his career at General Electric in 1960, and by 1981
he was named the company's eighth Chief Executive Officer. While
Jack Welch was also known for his informal approach that allowed him
to interact with employees at all levels in his organization, he was also
a persistent and demanding executive.


Leadership Styles ;


Leadership styles


Contingency Theory
 It’s leader match theory because it tries to
match leaders to appropriate situations
 A leader’s effectiveness depends on how well
the leader’s style fits the context
 The theory was developed by studying the
styles of leaders in situations and whether
they were effective (primarily in military
organizations)
 Concerned with styles and situations

LPC Scale
 Used to measure a person’s leadership style
 For example, it measures your style by having
you describe a coworker with whom you had
difficulty completing a job. (not necessarily
someone you dislike, but someone with whom
you least like to work with)
 After you choose this person, the LPC
instrument asks you to describe your
coworker on 18 sets of adjectives


Least Preferred Coworker
(LPC)Scale Application

 Application Attached

Leadership & Motivation - Gihan
Aboueleish

Scoring
 Your final score is the total of the numbers
you circled on the 18 scales
 57 or less = Low LPC (task motivated)
 58-63 = Middle LPC (socio-independent
leaders, self directed and not overly
concerned with the task or with how others
view them)
 64 or above = High LPC (motivated by
relationships)

Contingency Theory
 By measuring a leader’s LPC score and
three situational variables, one can
predict whether the leader is going to be
successful in a particular setting.

 It is important to note that contingency
theory stresses that leaders are NOT
successful in all situations.


Contingency Theory
Pros
 This theory is predictive and therefore provides
useful information about the type of leadership
that is most likely to be successful in a specific
context
 Does not require people to be successful in all
situations (perfection is not required)
 Data from this theory could be useful to
organizations in developing leadership profiles


Contingency Theory
Cons
 Fails to fully explain why people with certain
leadership styles are more effective in situations
than others
 Questions regarding the LPC scale have been
made because it does not correlate well with
other standard leadership measures.
 LPC instructions
are not clear – leaders are unsure
how to choose a least preferred coworker
 Also fails to explain what to do when there is a
mismatch between the leader and the situation in
the workplace

Path-Goal Theory
 Path Goal theory is about how leaders motivate
subordinates to accomplish designated goals
 The stated goal of leadership is to enhance
employee performance and employee
satisfaction by focusing on employee
motivation
 Emphasizes the relationship between the
leader’s style and characteristics of the
subordinates and the work setting
 The leader must use a style that best meets the
subordinates motivational needs


Path-Goal Theory


Path-Goal Theory
Leadership Behaviors
 Directive leadership – leader gives instructions,
expectations, time lines, and performance
standards
 Supportive Leadership- leader is friendly and
approachable, attends to the well being of
subordinates, and treats everyone as equals
 Participative Leadership- leader invites
subordinates to give ideas, share opinions and
integrates their suggestions into the decision
making process
 Achievement-Oriented Leadership- leader
challenges subordinates to perform at the highest
level possible. Leader has high standards of
excellence and seeks continuous improvement.

Path-Goal Theory
Subordinate Characteristics
 Need for affiliation- prefer supportive
leadership
 Preferences for structure – prefer directive
leadership
 Desires of control- prefer participative
leadership
 Self-perceived level of task ability- prefer
achievement orientated leadership

Path-Goal Theory
Pros
 Helps understand how leader behavior
effects subordinates satisfaction and
work performance
 Deals directly with motivation – one of
the only theories to address this
 Provides a very practical model – make a
clear path and follow it


Team Leader Effectiveness Checklist- Application

Instructions

Think over the last 6 months and indicate by ticking the
appropriate column how frequently you demonstrated
the behaviors described for each statement.


Leadership Questionnaire – Application

 An Assessment of Style - Task V People
orientation

 The following items describe aspects of
leadership behavior.
 Respond to each item according to the way you
would most likely act if you were leader of a
work group.
 Circle whether you would most likely behave in
the described way: - always (A); frequently (F),
occasionally (0); seldom (S), or never (N)


Path-Goal Theory
Cons
 This is a very complex theory that
incorporates many aspects of leadership
 Research only partially supports the theory
 Fails to explain adequately the relationship
between leader behavior and subordinate
motivation
 Treats leadership as a one way street,
places a majority of the responsibility on
the leader

Leadership skills &
Tactics


Leadership Skills ;

 Persuasion skills
 Motivational skills
 Conflict resolution skills
 Leadership tactics


Persuasion skills

 Consider a situation where a company has
to take an important decision about
funding a lucrative yet risky project. …..!

 Learn how to persuade by analyzing whom
to persuade


How to persuade a Skeptics

 Skeptics are highly  Gain as much credibility
suspicious
 Skeptics trust same
 Find out something
backgrounds common with him

 They don’t like oppositions  Handle them delicately, if
or challenges thrown to they are wrong correct
them smartly


How to persuade a Charismatic
 Charismatic are talkative  Persuader should control the
& enthusiastic urge to match his enthusiasm
 They look for facts to  Don’t hide the facts, discuss
support their emotions the risk with him/her
 Charismatic have short  Present information at
attention span earliest
 While deciding they take  Give them one and give time
suggestions from high
profile executes


How to persuade a Followers
 Followers rely on past  Make them feel confident
decisions made give E.g.
 They fear making  Provide testimonials & take a
wrong choices safe dwell in past
 Don’t suggest out of box
 Followers like proven ideas
and reliable ideas.


How to persuade a Charismatic
 Thinker are more  Persuader should communicate
academic and logical the draw – backs initially

 They like arguments  Using presentations and
which are quantitative arguments to appeal their
and backed by data intelligence

 They don’t forget bad  Talk intellectually and proposal
experiences and have should appear to be best option
contradictory view

Persuasion skills Exercise ; Application
Objective
Each team has to persuade an independent delegate to join their team.

Setup
 Dividing the group into two teams with the exception of one person who
acts as an independent delegate.
 Each team occupies one side of the room while the independent person
sits on a chair in the middle of the room between the two teams.
 Each team has five minutes to brainstorm and make a case to pursue the
independent delegate to join their team.
 Finally, one representative from each team has one minute to present
their case to the independent person and pursue him or her to join their
team.
 Timing

Activity: 10 minutes

Group Feedback: 20 minutes.


Motivational Skills

 How do one ensures high level of
enthusiasm and commitment
during bad
times?????????................

 Motivating people is not as easy as
it sounds


General Methods of Motivation

 Truth as the highest virtue
 Desire to be great
 Communicate, communicate &
communicate
 Sharing the burden of risk
 Motivating by caring
 Motivating people at different levels
 Motivating by setting difficult goals
 Motivating in times of crisis

Motivating frontline staff
 Emotionally energies frontline people
 How?
Take an example of US Marine Corps

Who invested time and energy to
cultivate strong values,

Encouraging to take up leadership positions

Clarity between team and leader

Motivating Problem People
Motivational lectures, cash incentives, or
memos etc … will it motivate all of them?
What about problem employees… or
difficult people…!
Learn more about them, about yourself
and about situation

Have a range of alternatives

Have a formal one to one sessions

Conflict resolution skills
What to do?

Skills required are:
 Listening
 Questioning
 Communicating
 Non verbal signs
 Mediation skills


Workshop - Application
 You are highly recommended to do the
following steps by yourself;

A model of Power & Influence
Relations with Subordinates
Relations with superiors
How do effective leaders deal with their superiors?
Model of effectiveness and influence

Aboueleish

Leadership Tactics
A model of Power & Influence
 Relationships beyond chain of command
 Step 1: identify the people who have to be led
 How do leaders identify these
relationships?
 Step 2: identify people who may resist cooperation
 How do leaders assess power?
 Step 3: develop relationship with resisting parties
 How do leaders develop such relationships?
 Step 4: good relations & good communication

A model of Power & Influence continue….

 Relations with Subordinates
 Relations with superiors
 How do effective leaders deal with their
superiors ?

Evaluate your boss strength and weakness
Evaluate your strength and weakness
Build a relationship & maintain it
Communicate, utilize his time prudently

Model of effectiveness and influence

Setting Agenda

Building Network

Implementing agenda


Assignment – Application
 Develop a personal action plan to develop
Your leadership style

 Sample is attached …


Thank You


GIHAN ABOUELEISH

Motivating Employees


LEARNING OUTLINE
What Is Motivation?
 Define motivation.
 Explain motivation as a need-satisfying process.
Theories of Motivation
 Old Theories of Motivation
 Contemporary Theories of Motivation
 Motivators.
 Motivation & Goals.
 Motivation and Behavior
 Designing Motivating Jobs.
 Motivation and Perception .
 Issues in Motivation.
 From Theory to Practice; Guidelines for Motivating Employees

motivation


What Is Motivation?
 Motivation
 Is the result of an interaction between the person
and a situation; it is not a personal trait.
 Is the process by which a person‟s efforts are
energized, directed, and sustained towards
attaining a goal.
Energy: a measure of intensity or drive.
Direction: toward organizational goals
Persistence: exerting effort to achieve goals.

 Motivation works best when individual needs are
compatible with organizational goals.


Definition
 Getting results through people
 Getting the best out of people
 Peters&Waterman: “Management‟s
principal job is to get the herd heading
roughly west.”


Motivation

“A great man is one who can make a small
man feel great, and perform great.”

Aboueleish

Motivation theories
People work to satisfy their needs.
 People work to satisfy their needs.
 They work at their best when they are
achieving the greatest satisfaction from
their work.
 The motivational theorists focus on
 examining human needs
 considering how the needs are met and can be
better met in work


Whom do we need to motivate?
 “telling role”: the subordinates
 “selling role”: equals and superiors

“There is nothing I cannot achieve provided
that my boss gets the credit for it.”


 Maslow‟s Hierarchy of Needs

 MacGregor‟s Theories X and Y

 Herzberg‟s Two-Factor Theory


Maslow’s Hierarchy of Needs Theory
 Needs were categorized as five levels of lower- to
higher-order needs.
Individuals must satisfy lower-order needs before they
can satisfy higher order needs.
Satisfied needs will no longer motivate.
Motivating a person depends on knowing at what level
that person is on the hierarchy.
 Hierarchy of needs
Lower-order (external): physiological, safety
Higher-order (internal): social, esteem, self-actualization


Maslow’s Hierarchy of Needs
Most Needs Have To Do With Survival Physically
And Psychologically

PHYSIOLOGICAL OR SURVIVAL NEEDS
Food, drink, shelter, sex, warmth, physical comfort


On the whole an individual cannot satisfy any level unless
needs below are “satisfied”

Robinson Crusoe’s first thoughts were to find water, food and
shelter. His second was to build a stockade and to get in
reserves of food and water.

SAFETY NEEDS
Freedom from danger and want




SOCIAL NEEDS
Friendship, love, affection, belongingness

SAFETY NEEDS




ESTEEM NEEDS
Ego, status, respect, prestige, promotion,
influence, power, recognition,et.

LOVE, AFFECTION, AND
BELONGINGNESS NEEDS

SAFETY NEEDS



Maslow’s Definition of a
Self-actualized Person

 Has no mental illness
 Satisfied in basic needs
 Fully exploited talents
 Motivated by values


Characteristics of Self-actualizing persons

 Superior perception of reality
 Increased acceptance of self, of others, and of
nature
 Increased spontaneity
 Increased detachment and desire for privacy
 Greater freshness of appreciation and richness of
emotional reaction


Characteristics of Self-actualizing persons

 Increased autonomy and resistance
to conformity
 Higher frequency of peak
experiences
 Increased identification with the
human species
 Improved interpersonal experiences
 More democratic character structure
 High levels of creativity


The Relevance of the theory
 Deprivation at a lower level, causes loss of
interest in higher level needs.
 A satisfying job at the higher levels will raise
the level of tolerance or deprivation at the
lower levels.
 When a need at a given level is satisfied, the
law of diminishing returns set in.
 Oversatisfying of a need may produce a
sense of guilt and/or deliberate self-
deprivation.
 Different people will feel needs with
different levels of intensity.

McGregor’s Theory X and Theory Y
 Theory X
Assumes that workers have little ambition, dislike
work, avoid responsibility, and require close
supervision.
 Theory Y
Assumes that workers can exercise self-direction, desire
responsibility, and like to work.
 Assumption:
Motivation is maximized by participative decision
making, interesting jobs, and good group relations.

McGregor's Theory Y
 The expenditure of physical and mental effort
in work is as natural as play or rest.

 People can exercise self-direction and self-
control in the service of objectives to which
they are committed.

 The average human being learns, under proper
conditions, not only to accept but to seek
responsibility.
 The capacity for creativity in solving problems is
widely distributed among population.
 Motivation occurs at the social, ego, and self-
realization levels as well as at the first two
levels.


McGregor's Theory X

 People inherently dislike work and will avoid
it if they can.
 People must be coerced, controlled, directed,
and threatened in order to make them work.
 The average human being prefers to be
directed, wishes to avoid responsibility, and
has relatively little ambition.
 Most people have little capacity for creativity
for solving problems.
 Motivation occurs only at the first two levels.


Theories of Motivation;
Herzberg’s Motivation-Hygiene Theory
 Job satisfaction and job dissatisfaction are
created by different factors.
 Hygiene factors: extrinsic ( job environment) factors that create
job dissatisfaction.
 Motivators: intrinsic (psychological factors/job content) factors
that create job satisfaction.

 Attempted to explain why job satisfaction
does not result in increased performance.
The opposite of satisfaction is not dissatisfaction, but rather no
satisfaction.


Contrasting Views of Satisfaction-Dissatisfaction Exhibit 16–3


Exhibit 16–2 Herzberg’s Motivation-Hygiene Theory


Motivators
 Achievement: This is a measure of the opportunities for you to use
your full capabilities and make a worthwhile contribution.

 Responsibility: A measure of freedom of action in decision-taking,
style and job development.

 Recognition: An indication of the amount and quality of all kinds of
„feedback‟, whether good or bad, about how you are getting on in the
job.

 Advancement: This shows the potential of the job in terms
promotion. The story of the monkey.

 Work itself: The interest of the job, usually involving variety,
challenge and personal conviction of one‟s significance.

 Personal Growth: Opportunities of learning and maturing.


Contemporary Theories of Motivation

 Three-Needs Theory

 Goal-Setting Theory

 Reinforcement Theory

 Designing Motivating Jobs

 Equity Theory

 Expectancy Theory


Motivation and Needs
Three-Needs Theory (McClelland)
There are three major acquired needs that
are major motives in work.
 Need for achievement (nAch)
The drive to excel and succeed

 Need for power (nPow)
The need to influence the behavior of others

 Need of affiliation (nAff)
The desire for interpersonal relationships


Examples of Pictures Used for Assessing Levels of nAch, nAff, Exhibit 16–4
and nPow


McCleland’s Self-Motivated Achiever
Most people have a motivation to achieve but only in 10% of
the population achieve their goals.
The percentage (10%) is likely to be much higher in certain
jobs, like management.
High-achievers share three major characteristics.
 They like to set their own goals. They want the victory or defeat to
be unmistakably theirs.
 They tend to avoid extremes of difficulty in selecting goals. They
prefer moderate goals.
 They prefer tasks which provide them with more or less immediate
feedback.
 Effect of monetary incentives is rather complex. They are normally
working at peak efficiency anyway. They prefer to place a high
price on their jobs.


Motivation Exercise: What do You Want for
Reward - Application

Purpose
 We all want a better life, better job, more money,
better recognition and so on. But do we really know
what satisfies us the most in case we were going to
be rewarded? Does your organization know what you
would consider as a great reward?
Objective
 Design a questionnaire on preferred rewards and
recognitions for your subordinates.


Motivation Exercise: What do You
Want for Reward- Questionnaire

Purpose
 This exercise is effectively a questionnaire that you
can provide to members of staff on a periodic basis
(e.g. annually) to collect ideas on rewards and
recognitions.
Objective
 Fill in the questionnaire on preferred rewards and
recognitions.


Motivation and Goals
Goal-Setting Theory
Proposes that setting goals that are accepted,
specific, and challenging yet achievable will result
in higher performance than having no or easy goals.
Is culture bound to the U.S. and Canada.
Benefits of Participation in Goal-Setting
Increases the acceptance of goals.
Fosters commitment to difficult, public goals.
Provides for self-feedback (internal locus of control)
that guides behavior and motivates performance
(self-efficacy).

Goal-Setting Theory Exhibit 16–5


Motivation and Behavior
Reinforcement Theory
 Assumes that a desired behavior is a function
of its consequences, is externally caused, and
if reinforced, is likely to be repeated.
Positive reinforcement is preferred for its long-term
effects on performance
Ignoring undesired behavior is better than
punishment which may create additional
dysfunctional behaviors.


Designing Motivating Jobs
Job Design
The way into which tasks can be combined to
form complete jobs.
Factors influencing job design:
Changing organizational environment/structure
The organization‟s technology
Employees‟ skill, abilities, and preferences
 Job enlargement
Increasing the job‟s scope (number and frequency of
tasks)
 Job enrichment
Increasing responsibility and autonomy (depth) in a job.


Designing Motivating Jobs;
Job Characteristics Model (JCM)
A conceptual framework for designing motivating jobs
that create meaningful work experiences that satisfy
employees‟ growth needs.
Five primary job characteristics:
Skill variety: how many skills and talents are needed?
Task identity: does the job produce a complete work?
Task significance: how important is the job?
Autonomy: how much independence does the jobholder
have?
Feedback: do workers know how well they are doing?


Exhibit 16–6 Job Characteristics Model

Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman,
1977). With permission of the authors. Leadership & Motivation - Gihan Aboueleish

Exhibit 16–7 Guidelines for Job Redesign

Source: J.R. Hackman and J.L. Suttle (eds.). Improving Life at Work (Glenview, IL: Scott, Foresman, 1977).
With permission of the authors. Leadership & Motivation - Gihan Aboueleish

Designing Motivating Jobs;
Suggestions for Using the JCM;
 Combine tasks (job enlargement) to create
more meaningful work.
 Create natural work units to make employees‟
work important and whole.
 Establish external and internal client
relationships to provide feedback.
 Expand jobs vertically (job enrichment) by
giving employees more autonomy.
 Open feedback channels to let employees
know how well they are doing.

Motivation and Perception
Equity Theory
 Proposes that employees perceive what they
get from a job situation (outcomes) in relation
to what they put in (inputs) and then compare
their inputs-outcomes ratio with the inputs-
outcomes ratios of relevant others.
 If the ratios are perceived as equal then a state of equity
(fairness) exists.
 If the ratios are perceived as unequal, inequity exists and the
person feels under- or over-rewarded.
 When inequities occur, employees will attempt to do
something to rebalance the ratios (seek justice).


Motivation and Perception ;
Equity Theory (cont’d)
 Employee responses to perceived inequities:
Distort own or others‟ ratios.
Induce others to change their own inputs or outcomes.
Change own inputs (increase or decrease efforts) or
outcomes (seek greater rewards).
Choose a different comparison (referent) other (person,
systems, or self).
Quit their job.
Employees are concerned with both the absolute
and relative nature of organizational rewards.


Equity Theory Exhibit 16–8


Motivation and Perception;
Equity Theory (cont’d)
 Distributive justice
The perceived fairness of the amount and allocation of
rewards among individuals (i.e., who received what).
Influences an employee‟s satisfaction.

 Procedural justice
 The perceived fairness of the process use to determine the
distribution of rewards (i.e., how who received what).
 Affects an employee‟s organizational commitment.


Motivation and Behavior
Expectancy Theory (Vroom)
 States that an individual tends to act in a certain
way based on the expectation that the act will be
followed by a given outcome and on the
attractiveness of that outcome to the individual.
 Key to the theory is understanding and managing
employee goals and the linkages among and
between effort, performance and rewards.
 Effort: employee abilities and training/development
 Performance: valid appraisal systems
 Rewards (goals): understanding employee needs


Simplified Expectancy ModelExhibit 16–9


Motivation and Behavior;
Expectancy Relationships
Expectancy (effort-performance linkage)
The perceived probability that an individual‟s effort
will result in a certain level of performance.
Instrumentality
The perception that a particular level of performance
will result in the attaining a desired outcome
(reward).
Valence
The attractiveness/importance of the performance
reward (outcome) to the individual.

Integrating Contemporary Theories of MotivationExhibit 16–10


Current Issues in Motivation
Cross-Cultural Challenges
Motivational programs are most applicable in
cultures where individualism and quality of life
are cultural characteristics
Uncertainty avoidance of some cultures inverts Maslow‟s
needs hierarchy.
The need for achievement (nAch) is lacking in other cultures.
Collectivist cultures view rewards as “entitlements” to be
distributed based on individual needs, not individual
performance.

Cross-Cultural Consistencies
Interesting work is widely desired, as is growth, achievement,
and responsibility.


Current Issues in Motivation;
Motivating Unique Groups of Workers
Motivating a diverse workforce through
flexibility:
Men desire more autonomy than do women.
Women desire learning opportunities, flexible work
schedules, and good interpersonal relations.


Flexible Work/Job schedules
Compressed work week
 Longer daily hours, but fewer days

Flexible work hours (flextime)
 Specific weekly hours with varying arrival, departure, lunch
and break times around certain core hours during which all
employees must be present.

 Job Sharing
 Two or more people split a full-time job.

 Telecommuting
Employees work from home using computer links.


Motivating Professionals
Characteristics of professionals
 Strong and long-term commitment to their field of expertise.
 Loyalty is to their profession, not to the employer.
 Have the need to regularly update their knowledge.
 Don‟t define their workweek as 8:00 am to 5:00 pm.

Motivators for professionals
Job challenge
Organizational support of their work


Motivating Contingent Workers
 Opportunity to become a permanent
employee
 Opportunity for training
 Equity in compensation and benefits
Motivating Low-Skilled, Minimum-Wage
Employees
 Employee recognition programs
 Provision of sincere praise


Designing Appropriate Rewards Programs
 Open-book management
Involving employees in workplace decision by opening up the
financial statements of the employer.
 Employee recognition programs
Giving personal attention and expressing interest, approval,
and appreciation for a job well done.
 Pay-for-performance
Variable compensation plans that reward employees on the
basis of their performance:
Piece rates, wage incentives, profit-sharing, and lump-sum
bonuses


Designing Appropriate Rewards Programs
 Stock option programs
Using financial instruments (in lieu of monetary
compensation) that give employees the right to purchase
shares of company stock at a set (option) price.
Options have value if the stock price rises above the option
price; they become worthless if the stock price falls below the
option price.


Exhibit 16–11 Recommendations for Designing Stock Options

* Vesting refers to the time that must pass before a person can exercise the option.

Source: P. Brandes, R. Dharwadkar, and G.V. Lemesis, “Effective Employee Stock Option Design: Reconciling Stakeholder, Strategic, and Motivational Factors,”
Academy of Management Executive, February 2003, p. 84. Leadership & Motivation - Gihan Aboueleish

Recommendations for Designing Stock OptionsExhibit 16–11

Source: P. Brandes, R. Dharwadkar, and G.V. Lemesis, “Effective Employee Stock Option Design: Reconciling Stakeholder, Strategic, and Motivational Factors,”
Academy of Management Executive, February 2003, p. 84.

The Leadership Motivation
Assessment - Application
How to Use the Tool:
 To use this tool, show the extent to which you
agree or disagree with each of the following
statements on a scale running from 1 (Strongly
Disagree) to 5 (Strongly Agree).
 For each statement, click the button in the column
that best describes you. Please answer questions
as you actually are (rather than how you think
you should be), and don't worry if some questions
seem to score in the 'wrong direction'. When you
are finished, please 'Calculate the Total'


From Theory to Practice:
Guidelines for Motivating Employees

 Use goals  Check the system for equity
 Ensure that goals are  Use recognition
perceived as attainable
 Show care and concern for
 Individualize rewards employees
 Link rewards to  Don‟t ignore money
performance


Thank You

Aboueleish

Leadership & motivation workshop

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