Impoverished management (1,1)
Leaders in this category are generally those who arrived here merely by means of their position, and are simply viewed as going through the motions of being a leader. They are characterized as indifferent, non-committal, un-involved and withdrawn.
Middle of the road management (5,5)
Leaders in this category seem to achieve a “balance” between people relationships and results, but are basically compromisers in nature. They compromise on conviction to make some progress and as a result miss out on push for results and also on drive for creating a true team culture. Such leader is characterized as avoiding conflicts.
Team management (9,9)
Leaders in this category consider people relation, commitment and empowerment as a means of achieving goals. They are open to learning, view conflicts as opportunity for innovative thinking, clarify goals and set high expectation and provide learning opportunity for people in the course of completion of the task. Such leader is characterized as driving trust and learning in the teams.
Other type of leader exists who uses both (1,9) and (9,1) styles, which means that rewards are bestowed to people in return for loyalty and punishment for non compliance.
Leadership grid provides a framework for assessing leadership in a broad way. Leaders can use their scores on the grid to examine their behaviours in the two dimensions and can determine how they can change to improve their effectiveness required in the given situation.
For all the advantages of simplicity of the tool, the leadership grid is not with out any criticism. It is only a mirror for leadership qualities with respect to two dimensions; it does not identify any universal standards of leadership that is effective under various situations. Common sense says that the emphasis on tasks or relations is a function of situation in which leader operates. Also the leadership grid identifies dominant behaviours of but under pressure leaders may resort to what is called by experts as backup style. This means that leaders shift their style to gain maximum mileage. This practice of adapting different styles for personal gains is called opportunism.
Hersey and Blanchard’s Situational Leadership Theory
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WHAT IS SITUATIONAL LEADERSHIP? DESCRIPTION
The Situational Leadership method from Kenneth Blanchard and Paul Hersey holds that managers must use different leadership styles depending on the situation. The model allows you to analyze the needs of the situation you're in, and then use the most appropriate leadership style. Depending on employees' competences in their task areas and commitment to their tasks, your leadership style should vary from one person to another. You may even lead the same person one way sometimes, and another way at other times.
Blanchard and Hersey characterized leadership style in terms of the amount of direction and of support that the leader gives to his or her followers, and so created a simple matrix (figure).
LEADERSHIP BEHAVIOR OF THE LEADER
S1 - Telling / Directing - High task focus, low relationship focus - leaders define the roles and tasks of the 'follower', and supervise them closely. Decisions are made by the leader and announced, so communication is largely one-way. For people who lack competence but are enthusiastic and committed. They need direction and supervision to get them started.
S2 - Selling / Coaching - High task focus, high relationship focus - leaders still define roles and tasks, but seeks ideas and suggestions from the follower. Decisions remain the leader's prerogative, but communication is much more two-way. For people who have some competence but lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment.
S3 - Participating / Supporting - Low task focus, high relationship focus - leaders pass day-to-day decisions, such as task allocation and processes, to the follower. The leader facilitates and takes part in decisions, but control is with the follower. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation.
S4 - Delegating - Low task focus, low relationship focus - leaders are still involved in decisions and problem-solving, but control is with the follower. The follower decides when and how the leader will be involved. For people who have both competence and commitment. They are able and willing to work on a project by themselves with little supervision or support.
Effective leaders are versatile in being able to move around the matrix according to the situation, so there is no style that is always right. However, we tend to have a preferred style, and in applying Situational Leadership you need to know which one that is for you.
Likewise, the competence and commitment of the follower can also be distinguished in 4 quadrants.
DEVELOPMENT LEVEL OF THE FOLLOWER
D4 - High Competence, High Commitment - Experienced at the job, and comfortable with their own ability to do it well. May even be more skilled than the leader.
D3 - High Competence, Variable Commitment - Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly.
D2 - Some Competence, Low Commitment - May have some relevant skills, but won't be able to do the job without help. The task or the situation may be new to them.
D1 - Low Competence, High Commitment - Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.
Similar to the leadership styles, the development levels are also situational. A person could be skilled, confident and motivated for one part of his his job, but could be less competent for another part of the job.
Blanchard and Hersey said that the Leadership Style (S1 - S4) of the leader must correspond to the Development level (D1 - D4) of the follower - and it's the leader who adapts. By adopting the right style to suit the follower's development level, work gets done, relationships are built up, and most importantly, the follower's development level will rise to D4, to everyone's benefit.
STEPS IN SITUATIONAL LEADERSHIP. PROCESS
Make an overview per employee of his/her tasks
Assess the employee on each task (D1...D4)
Decide on the leadership (management) style per task (S1...S4)
Discuss the situation with the employee
Make a joint plan
Follow-up, check and correct
Transformational leadership
Transformational leadership is a process in which the leader engages others, builds trust and creates a connection that increases the motivation and morality in both the leader and the follower. (Northouse, 2001).
A transformational leader focuses on others and their needs in order to help them reach their potential. In many ways, transformational leadership is about a leader’s ability to create a vision related to a goal that has meaning for both the leader and follower.
Transformational leaders increase their followers’ self-efficacy, which is an important motivational construct increasing followers’ belief in their capability to organize and execute the actions required to attain a given goal (Shamir, House, & Arthur, 1993). In fact, it is generally accepted in transformational leadership that leaders persuade other members of the organization to provide support for the innovation (Hofstede, 2001).
Transformational leadership theories seem to be the most advanced in the sense that they expand the scope of leadership theory by recognizing the importance of symbolic, emotional and highly motivating behaviors that appeal to follower’s minds and hearts and account for results over and above ordinary leadership.
Kouzes and Posner (1987) created the Leadership Practices Inventory (LPI), which consists of five transformational leadership aspects. These are defined by Kouzes and Posner (1987) in the following way:
Challenge the Process (CP): Leaders search for opportunities to change the status quo. In other words, they accept challenge, which might be in the form of an innovative new product, a cutting-edge service, and a groundbreaking piece of legislation or the establishment of a new business. In doing so, they experiment and take risks. Because leaders know that risk taking involves mistakes and failures, they accept the inevitable disappointments as learning opportunities.
Inspire a Shared Vision (ISV): Leaders passionately believe that they can make a difference. They envision the future, creating an ideal and unique image of what the organization can become. Through their magnetism and quiet persuasion, leaders enlist others in their dreams. They breathe life into their visions and get people to see exciting possibilities for the future.
Enable Others to Act (EOA): Leaders foster collaboration and build spirited teams. They actively involve others. Leaders understand that mutual respect is what sustains extraordinary efforts; they strive to create an atmosphere of trust and human dignity. They strengthen others, making each person feel capable and powerful.
Model the Way (MW): Leaders establish principles concerning the way people should be treated and the way goals should be pursued. They create standards of excellence and then set an example for others to follow. Because the prospect of complex change can overwhelm people and stifle action, they set interim goals so that people can achieve small goals as they work toward larger objectives. They unravel bureaucracy when it impedes action; they put up signposts when people are unsure of where to go or how to get there; and they create opportunities for victory.
Encourage the Hearth (EH): Accomplishing extraordinary things in organizations is hard work. To keep hope and determination alive, leaders recognize the contributions that individuals make. In every winning team, the members need to share in the rewards of their efforts, so leaders celebrate accomplishments, making people feel like heroes.
9. Motivation (Lecture Notes):
Maslow’s Hierarchy of Needs Theory
The best-known theory of motivation is probably Abraham Maslow's hierarchy of needs theory.3 Maslow was a humanistic psychologist who proposed that within every person is a hierarchy of five needs:
1.Physiological needs: food, drink, shelter, sexual satisfaction, and other physical requirements.
2.Safety needs: security and protection from physical and emotional harm, as well as assurance that physical needs will continue to be met.
3.Social needs: affection, belongingness, acceptance, and friendship.
4.Esteem needs: internal esteem factors such as self-respect, autonomy, and achievement and external esteem factors such as status, recognition, and attention.
5.Self-actualization needs: growth, achieving one's potential, and self-fulfillment; the drive to become what one is capable of becoming.
In terms of motivation, Maslow argued that each level in the hierarchy must be substantially satisfied before the next is activated and that once a need is substantially satisfied it no longer motivates behavior. In other words, as each need is substantially satisfied, the next need becomes dominant. In terms of Exhibit 16.2, the individual moves up the needs hierarchy. From the standpoint of motivation, Maslow's theory proposed that, although no need is ever fully satisfied, a substantially satisfied need will no longer motivate an individual. If you want to motivate someone, according to Maslow, you need to understand what level that person is on in the hierarchy and focus on satisfying needs at or above that level. Managers who accepted Maslow's hierarchy attempted to change their organizations and management practices so that employees' needs could be satisfied.
Exhibit 16.2 |
Maslow's Hierarchy of Needs |
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In addition, Maslow separated the five needs into higher and lower levels. Physiological and safety needs were described as lower-order needs; social, esteem, and self-actualization were described as higher-order needs. The difference between the two levels was made on the premise that higher-order needs are satisfied internally while lower-order needs are predominantly satisfied externally. In fact, the natural conclusion from Maslow's classification is that, in times of economic prosperity, almost all permanently employed workers have their lower-order needs substantially met. Maslow's need theory received wide recognition, especially among practicing managers during the 1960s and 1970s. This recognition can be attributed to the theory's intuitive logic and ease of understanding. Unfortunately, however, research hasn't generally validated the theory. Maslow provided no empirical support for his theory, and several studies that sought to validate it could not.4 |
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ERG Theory internetten aldym
To bring Maslow’s need hierarchy theory of motivation in synchronization with empirical research, Clayton Alderfer redefined it in his own terms. His rework is called as ERG theory of motivation. He recategorized Maslow’s hierarchy of needs into three simpler and broader classes of needs:
Existence needs- These include need for basic material necessities. In short, it includes an individual’s physiological and physical safety needs.
Relatedness needs- These include the aspiration individual’s have for maintaining significant interpersonal relationships (be it with family, peers or superiors), getting public fame and recognition. Maslow’s social needs and external component of esteem needs fall under this class of need.
Growth needs- These include need for self-development and personal growth and advancement. Maslow’s self-actualization needs and intrinsic component of esteem needs fall under this category of need.
The significance of the three classes of needs may vary for each individual.
Difference between Maslow Need Hierarchy Theory and Alderfer’s ERG Theory
ERG Theory states that at a given point of time, more than one need may be operational.
ERG Theory also shows that if the fulfillment of a higher-level need is subdued, there is an increase in desire for satisfying a lower-level need.
According to Maslow, an individual remains at a particular need level until that need is satisfied. While according to ERG theory, if a higher- level need aggravates, an individual may revert to increase the satisfaction of a lower- level need. This is called frustration- regression aspect of ERG theory. For instance- when growth need aggravates, then an individual might be motivated to accomplish the relatedness need and if there are issues in accomplishing relatedness needs, then he might be motivated by the existence needs. Thus, frustration/aggravation can result in regression to a lower-level need.
While Maslow’s need hierarchy theory is rigid as it assumes that the needs follow a specific and orderly hierarchy and unless a lower-level need is satisfied, an individual cannot proceed to the higher-level need; ERG Theory of motivation is very flexible as he perceived the needs as a range/variety rather than perceiving them as a hierarchy. According to Alderfer, an individual can work on growth needs even if his existence or relatedness needs remain unsatisfied. Thus, he gives explanation to the issue of “starving artist” who can struggle for growth even if he is hungry.