1. Unit V: Effective Leadership and Motivating Others
Chapters 9 and 10

2. Leadership
To develop leadership capability, a person needs the right personal characteristics and must carry out the right actions.
Leadership is the ability to inspire support and confidence among the people who are needed to achieve company goals.
Leadership status can be derived from being appointed to a formal position or inspiring others through personal characteristics and actions.
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3. Key Leadership Traits to Develop
Self-confidence (self-assured but not bombastic)
Assertiveness (openly express demands, opinions, feelings, and attitudes)
Trustworthiness and morality (honesty pays in leadership)
Emotional stability (group members need consistency in treatment)
Sense of humor (be a little self-effacing)
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4. Key Leadership Traits to Develop
Self-awareness and objectivity (helps benefit from strengths and weaknesses)
Cognitive skill and clarity (be mentally sharp and be clear about a better future)
Emotional intelligence (deal effectively with emotions and feelings)
Passion and enthusiasm (love thy work)
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5. Developing Charisma NEXT
Much attention is being paid to the importance of inspirational leaders who guide others toward great heights of achievement. Charisma is a special quality of leaders whose purposes, powers, and extraordinary determination differentiate them from others.
The following are suggestions for behaving in a charismatic manner:
Communicate a vision. (A vision describes an ideal version of the future.)
Make frequent use of metaphors and analogies.
Inspire trust and confidence.
Be highly energetic and goal oriented.
Be emotionally expressive and warm.
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6. Developing Charisma NEXT Make ample use of true stories.
Be candid and direct.
Make everybody feel that he or she is quite important.
Multiply the effectiveness of your handshake.
Stand up straight and also use other nonverbal signals of self-confidence.
Be willing to take personal risks.
Be self promotional.
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7. Developing Team Leadership Skills
With the use of teams being so widespread, team leadership opportunities have increased. The team leader acts as a facilitator and coach who shares decision making with team members. A team leader practices participative leadership, or sharing authority with the group.
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8. Developing Team Leadership Skills
Build a mission statement:
A mission should contain a specific goal, purpose, and be optimistic and uplifting. The leader can help develop the mission when the team is first formed or at any other time. Developing a mission for a long standing team breathes new life into its activities.
Show your team members that they are trusted:
An effective leader trusts team members and recognizes and rewards ethical behavior, particularly when there is a temptation to be dishonest. Avoid being a micromanager, one who closely monitors most aspects of group members’ activities, sometimes to the point of being a control freak.
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9. Developing Team Leadership Skills
Establish a sense of urgency and high performance standards:
To build teamwork, members need to believe that the team has urgent, constructive purposes. A demanding performance challenge helps create and sustain the team.
Hold question-and-answer sessions with the team:
An effective way of demonstrating participative or team leadership is to hold question-and-answer sessions with team members. Both leaders and group members ask and answer questions.
Encourage team members to recognize each other’s accomplishments:
Members of a high-spirited team look for ways to encourage and praise each other, including the traditional “high five” signifying and important contribution to the team.
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10. Developing Team Leadership Skills
Encourage honest criticism:
Being a good team player includes offering honest feedback on mistakes and flawed ideas. The team benefits from mutual criticism.
Use team symbols:
Symbols can be an effective team builder in sports as well as in business. The team leader, might therefore invest part of the team’s budget in an appropriate symbol.
Use peer evaluations:
With peer evaluations systems, the team members contribute to the evaluation by submitting evaluations of each other. Peer evaluations contribute to teamwork because team members realize that helping each other becomes as important as helping the boss.
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11. Developing Team Leadership Skills
Help team members see the big picture:
The team is likely to work together more smoothly when members have a clear understanding of how their work contributes to the company.
Minimize formation of in groups and out groups:
According to the leader exchange model, leaders establish unique working relationships with group members. Avoid allowing these relationships to develop into in-groups and out-groups, thereby hurting morale for some.
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12. Developing Your Leadership Potential
Acquire broad experience:
Because leadership varies somewhat with the situation, leadership effectiveness can be improved by gaining supervisory experience in different settings.
Model effective leaders:
Observe capable leaders in action, and then model some of their approaches.
Self develop leadership traits and behaviors:
Identify several traits and behaviors that need development, and then work on them with a combination of determination and training.
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13. Developing Your Leadership Potential
Become an integrated human being:
The model leader is first and foremost a fully functioning person. The process of becoming a leader is the process of becoming an integrated human being. Also, self-understanding is a major vehicle for leadership development.
Practice a little leadership:
Look for opportunities to exert a small amount of helpful leadership in contrast to waiting for opportunities to accomplish extraordinary deeds.
Help your leader lead:
When you help people above you avoid a mistake or capitalize upon an opportunity, you help the entire company. At the same time, you are developing your ability to take the initiative and lead.
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14. Motivation NEXT Motivation has two meanings:
An internal state that leads to effort expended toward an objective
An activity performed by one person to get another to accomplish work
To accomplish their work, people must motivate people who report to them, coworkers, bosses, or customers.
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15. Useful Attitudes and Skills for Motivation
Ask the person what he or she hopes to achieve in the situation.
Figure out if the person has the ability to do what you need done.
Explain exactly what you want to the person you are trying to motivate.
Give lots of feedback to workers.
Specify what needs to be done.
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16. Useful Attitudes and Skills for Motivation
Treat the other person fairly.
Avoid instilling fear in the person.
Generously praise the person who gets the work accomplished.
Before giving a reward, find out what would appeal to the person.
Recognize that having the right skill is needed for the person to be motivated.
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17. “What’s In It For Me?” NEXT
“What’s in it for me?” is the most fundamental principle of motivation.
People want to know how they will benefit from performing a task.
Performing a social good might lead to the reward of feeling good about oneself.
You must know what needs the person is attempting to satisfy.
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18. Positive Reinforcement as Motivation
The most widely used formal method of motivating people in the workplace is behavior modification, an attempt to change behavior by manipulating rewards and punishments.
According to the law of effect, behavior that leads to a positive consequence for the individual tends to be repeated, whereas behavior that leads to a negative consequence tends not to be repeated.
Positive reinforcement means increasing the probability that behavior will be repeated by rewarding people for making the desired response.
Negative reinforcement (or avoidance motivation) means rewarding people by taking away an uncomfortable consequence of their behavior.
Negative reinforcement is a reward, not punishment.
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19. Positive Reinforcement as Motivation
Certain rules and procedures must be followed to use positive reinforcement effectively:
State clearly what behavior will lead to a reward.
Choose an appropriate reward. (An appropriate award is effective and feasible.)
Supply ample feedback.
Schedule rewards intermittently.
Make the rewards follow the observed behavior closely in time.
Make the reward fit the behavior.
Make the rewards visible.
Change the reward periodically.
Reward the group or team also.
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20. Using Recognition to Motivate Others
Recognition and praise are powerful forms of positive reinforcement, yet with low cost or no cost.
Most workers crave recognition, yet feel they do not receive enough of it.
Seventy percent of employees surveyed cited lack of appreciation as key factor for quitting.
Recognition is not a substitute for good pay.
Identify meritorious behavior, then recognize behavior with reward.
Time praise when it will do the most good, such as in a meeting.
Work is best in a culture of recognition.
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21. Expectancy Theory NEXT A person will be motivated when:
effort-to-performance expectancy is high (person believes task is doable),
performance-to-outcome expectancy is high (person believes performance will lead to certain outcomes), and
valence is high (outcome is valuable).
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22. Basic Components of Expectancy Theory
Effort-to-performance expectancy:
Effort-to-performance expectancy is the probability assigned by the individual that effort will lead to performing the task correctly. People want to know, "If I put in all this work, will I really get the job done properly?" Expectancies range from 0 to 1.0.
Performance-to-outcome expectancy:
Performance-to-outcome expectancy is the probability assigned by the individual that performance will lead to certain outcomes or rewards. People want certain rewards from engaging in a particular behavior. Expectancies range from 0 to 1.0.
Valence:
A valence is the value, worth, or attractiveness of an outcome. In each work situation, there are multiple outcomes, each with a valence of its own. In the version of expectancy theory presented here, valences run from to A negative valence means a person will work to avoid an outcome.
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23. How Moods Influence Expectancy Theory
Emotions influence impact of expectancies, instrumentalities, and valences.
Positive mood increases perceived connection between:
effort and performance,
performance and desired outcomes, and
valences attached to those outcomes.
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24. Diagnosing Motivation with Expectancy Theory
Expectancy theory helps a person diagnose whether motivation is present, as well as the intensity of the motivation.
Seek answers to the following questions:
Does the person I am attempting to motivate have the skills and self-efficacy to do the job?
What assurance does the person have that if he or she performs the work, the promised reward will be forthcoming?
How badly does the person want the reward being offered in the situation?
Are there any zeroes in the first three questions? (If there are, motivation will be absent because a zero will be entered in the expectancy theory equation.)
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25. Guidelines for Applying Expectancy Theory
In addition to the information about expectancy theory already presented, here are a few more guidelines:
Train and encourage people.
Make explicit the link between rewards and performance.
Make sure the rewards are large enough.
Understand individual differences in valences.
Use the Pygmalion effect to increase effort to performance expectancies. (The Pygmalion effect refers to the phenomenon that people will rise or fall to the expectations another person has of them.)
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26. Reference
Dubrin, A. J. (2009). Human relations: Interpersonal job-oriented skills (10th ed.). Upper Saddle River, NJ: Prentice Hall.