When we last met… Emphasized why Human Resource Management is so important to the organization and to all managers. Discussed environmental factors affecting.

When we last met… Emphasized why Human Resource Management is so important to the organization and to all managers. Discussed environmental factors affecting HRM. Went through all eight key process steps in HRM. Looked at some contemporary issues in Human Resource Management. 1-1 1

This Week’s Objectives
Consider Leadership: Theories, approaches, power and gender Look at Motivation: Theories and current issues Look at Teams: What are teams, stages in development, conflict management 1-2 2

Copyright © 2009 Pearson Education Canada
Chapter 12 Leadership Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Leadership: What’s the big deal?
The Question… Leadership: What’s the big deal? 1-4 4

What is it? Numerous perspectives. The commonality in definitions: A process whereby intentional influence is exerted by one person over other people to guide, structure, and facilitate activities and relationships in a group or organization. (Yukl, Leadership in Organizations, 2006) Learning Objective #1 A. Can Anyone Be a Leader? 1. Some people don’t have what it takes to be a leader. Leadership training is more likely to be successful with individuals who are high self-monitors. 2. Some people are more motivated to lead than others. B. Is Leadership Always Necessary? 1. Some people don’t need leaders (those with experience, training, professional orientation or need for independence need less leadership support). 2. Leaders need to be aware of followers’ needs.

Early Leadership Theories
Trait Theories (1920s–30s) Research that focused on identifying personal characteristics that differentiated leaders from nonleaders was unsuccessful Later research on the leadership process identified seven traits associated with successful leadership: Learning Objective #2 Research in the 1920s and 1930s focused basically on leader traits with the intent to isolate one or more traits that leaders possessed, but that nonleaders did not. Identifying a set of traits that would always differentiate leaders from nonleaders proved impossible. Seven traits associated with effective leadership are described in Exhibit 12.2. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 12.2 Seven Traits Associated with Leadership
Drive Desire to lead Honesty and integrity Self-confidence Intelligence Job-relevant knowledge Extraversion 1. Drive. Leaders exhibit a high effort level. They have a relatively high desire for achievement; they are ambitious; they have a lot of energy; they are tirelessly persistent in their activities; and they show initiative. 2. Desire to lead. Leaders have a strong desire to influence and lead others. They demonstrate the willingness to take responsibility. 3. Honesty and integrity. Leaders build trusting relationships between themselves and followers by being truthful or nondeceitful and by showing high consistency between word and deed. 4. Self-confidence. Followers look to leaders for an absence of self-doubt. Leaders, therefore, need to show self-confidence in order to convince followers of the rightness of their goals and decisions. 5. Intelligence. Leaders need to be intelligent enough to gather, synthesize, and interpret large amounts of information, and they need to be able to create visions, solve problems, and make correct decisions. 6. Job-relevant knowledge. Effective leaders have a high degree of knowledge about the company, industry, and technical matters. In-depth knowledge allows leaders to make well-informed decisions and to understand the implications of those decisions. 7. Extraversion. Leaders are energetic, lively people. They are sociable, assertive, and rarely silent or withdrawn. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 12.3 Behavioural Theories of Leadership
Exhibit 12.3 compares the four main leader behaviour studies. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 12.4 The Managerial Grid
The managerial grid is a two-dimensional grid for appraising leadership styles using “concern for people” and “concern for production” as dimensions (see Exhibit 12.4). Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton, Louis B. Barnes, and Larry E. Greiner, November–December 1964, p Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Contingency Theories of Leadership
The Fiedler Model Effective group performance depends upon the match between the leader’s style of interacting with followers and the degree to which the situation allows the leader to control and influence Assumptions: Different situations require different leadership styles Leaders do not readily change leadership styles Matching the leader to the situation or changing the situation to make it favourable to the leader is required Learning Objective #3 Predicting leadership success involved more than isolating a few leader traits or behaviour. This “failure” to attain consistent results led to a focus on situational influences. The Fiedler contingency model was developed by Fred Fiedler. The theory states that effective groups depend on a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Contingency Theories…
Consider the situation and factors about both leaders and followers. Example, in Fiedler’s Theory, they look at: Leader-member relations Task structure 1. Fiedler developed the least-preferred co-worker (LPC) questionnaire, which measures whether a person is task- or relationship-oriented (see Exhibit 12.5). This questionnaire contained 16 pairs of adjectives, and the leaders were asked to describe the person they least preferred to work with. 2. He also isolated three situational criteria that he believed could be manipulated to create the proper match with the behavioural orientation of the leader. These three criteria are as follows: a. Leader-member relations are the degree of confidence, trust, and respect subordinates have in their leader. b. Task structure is the degree to which the job assignments are procedurized. c. Position power is the degree of influence a leader has over power variables such as hiring, firing, discipline, promotions, and salary increases. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Hersey and Blanchard’s Situational Leadership Theory (SLT)
Creates four specific leadership styles incorporating Fiedler’s two leadership dimensions: Telling: high task–low relationship leadership Selling: high task–high relationship leadership Participating: low task–high relationship leadership Delegating: low task–low relationship leadership • Telling (high task–low relationship): The leader defines roles and tells people what, how, when, and where to do various tasks. • Selling (high task–high relationship): The leader provides both directive and supportive behaviour. • Participating (low task–high relationship): The leader and follower share in decision making; the main role of the leader is facilitating and communicating. • Delegating (low task–low relationship): The leader provides little direction or support. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 12.7 Hersey and Blanchard’s Situational Leadership Model
STYLE OF LEADER Task Behaviour High Low High relationship and low task High task and high relationship Low relationship Moderate Follower Readiness Able and willing unwilling Unable R4 R3 R2 R1 low relationship (notes cont’d from slide 20) 3. SLT uses the same two leadership dimensions that Fiedler identified: task and relationship behaviour. 4. The two leadership dimensions are considered as either high or low and then combined into four specific leadership styles, as shown in Exhibit 12.7. 5. Research efforts to test and support the theory generally have been disappointing, possibly because of internal ambiguities or inconsistencies in the model itself. Source: Reprinted with permission from the Center for Leadership Studies. Situational Leadership® is a registered trademark of the Center for Leadership Studies. Escondido, California. All rights reserved. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

The Traditional Approach to Leadership
Transactional Guide or motivate followers in the direction of established goals by clarifying role and task requirements Learning Objective #4 1. Transactional leaders are leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements. 2. Transformational leaders are leaders who provide individualized consideration and intellectual stimulation and possess charisma. 3. Transformational leadership is built on top of transactional leadership. 4. The evidence supporting the superiority of transformational leadership over the transactional variety is overwhelmingly impressive. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Cutting-Edge Approaches to Leadership
Transformational Inspire followers to go beyond their own self-interests for the good of the organization. Have a profound and extraordinary effect on their followers. Learning Objective #4 1. Transactional leaders are leaders who guide or motivate their followers in the direction of established goals by clarifying role and task requirements. 2. Transformational leaders are leaders who provide individualized consideration and intellectual stimulation and possess charisma. 3. Transformational leadership is built on top of transactional leadership. 4. The evidence supporting the superiority of transformational leadership over the transactional variety is overwhelmingly impressive. 12-15 Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada 15

Transformational: Charismatic
Charismatic Leadership An enthusiastic, self-confident leader whose personality and actions influence people to behave in certain ways Characteristics of charismatic leaders: Have a vision Are able to articulate the vision Are willing to take risks to achieve the vision Are sensitive to the environment and to follower needs Exhibit behaviours that are out of the ordinary Five personal characteristics of charismatic leaders have been identified: 1. Have a vision 2. Are able to articulate that vision 3. Are willing to take risks to achieve that vision 4. Are sensitive to both environmental constraints and follower needs 5. Exhibit behaviours that are out of the ordinary Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Transformational: Visionary
Visionary Leadership A leader who creates and articulates a realistic, credible, and attractive vision of the future that improves upon the present situation Visionary leaders have the ability to: Explain the vision to others Express the vision not just verbally but through behaviour Extend or apply the vision to different leadership contexts Visionary leadership is described as going beyond charisma with the ability to create and articulate a realistic, credible, attractive vision of the future for an organization or organizational unit that grows out of and improves on the present. a. If the vision is properly selected and implemented, it can be so energizing that it incites individuals to use their skills, talents, and resources to make it happen. b. A vision differs from other forms of organizational direction in that it uses compelling imagery, taps into people’s emotions and energy, and creates the enthusiasm that people need to bring energy and commitment to the workplace. c. The key properties of a vision are that it has inspirational possibilities that are value centred, are realizable, have superior imagery, and are well articulated. d. What skills do visionary leaders have? 1) The ability to explain the vision to others. 2) The ability to express the vision not just verbally but through behaviour. 3) The ability to extend or apply the vision to different leadership contexts. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Gender Differences and Leadership
Research Findings Males and females use different styles: Women tend to adopt a more democratic or participative style unless in a male-dominated job Women tend to use transformational leadership Men tend to use transactional leadership The topic of gender and leadership is one that still creates controversy! 1. The evidence generally has found that males and females do use different leadership styles: a. Women tend to adopt a more democratic or participative style and a less autocratic or directive style than men do. b. Women are more likely to encourage participation, share power and information, and attempt to enhance followers’ self-worth. c. Men are more likely to use a directive, command-and-control style. d. Men rely on the formal authority of their position for their influence base. e. Men use transactional leadership, handing out rewards for good work and punishment for bad. 2. Is different better? The best managers (leaders) listen, motivate, and provide support to their people. They inspire and influence rather than control. Generally speaking, women seem to do these things better than men (see Exhibit for a summary). 3. However, gender doesn’t imply destiny. Which leadership style is effective depends on the situation. Gender simply provides a behavioural tendency in leadership style. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 12.12 Where Female Managers Do Better: A Scorecard
None of the five studies set out to find gender differences. They stumbled on them while compiling and analyzing performance evaluations. Skill (Each check mark denotes which group MEN WOMEN scored higher on the respective studies) Motivating Others Fostering Communication * Producing High-Quality Work Strategic Planning * Exhibit offers a scorecard on where female managers do better than men, leadership-wise, based on a summary of five studies. Listening to Others Analyzing Issues * * In one study, women’s and men’s scores in these categories were statistically even. Data: Hagberg Consulting Group, Management Research Group, Lawrence A. Pfaff, Personnel Decisions International Inc., Advanced Teamware Inc. Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November , p. 75. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Managing Power Legitimate power The power a leader has as a result of his or her position Coercive power The power a leader has to punish or control Reward power The power to give positive benefits or rewards Expert power The influence a leader can exert as a result of his or her expertise, skills, or knowledge Referent power The power of a leader that arises because of a person’s desirable resources or admired personal traits Learning Objective #5 Power is the capacity of a leader to influence work actions or decisions. And because leadership is all about influence, we need to look at how leaders acquire power. French and Raven identified five sources or bases of power: 1. Legitimate power is the power a person has as a result of his or her position in the formal organizational hierarchy (also called authority). 2. Coercive power is the power that rests on the application, or the threat of application, of physical sanctions such as the infliction of pain; the arousal of frustration through restriction of movement; or the controlling by force of basic physiological or safety needs. 3. Reward power is the power that produces positive benefits or rewards. 4. Expert power is the influence that results from expertise, special skills, or knowledge. 5. Referent power is the power that arises from identification with a person who has desirable resources or personal traits. Most effective leaders rely on several different bases of power. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Empowering Employees Empowerment Involves increasing the decision-making discretion of workers Why empower employees? Quicker responses to problems and faster decisions Relieves managers to work on other problems Managers are increasingly leading by empowering their employees. 1. The increased use of empowerment is being driven by two forces: a. The need for quick decisions by those people who are most knowledgeable about the issues. b. The reality that organizational downsizing has left managers with larger spans of control, and in order to cope, managers are turning to employee empowerment. 2. Empowerment should not be considered a universal solution to problems. This universal perspective is anticontingency. Instead, empowerment should be used where a workforce has the knowledge, skills, and experience to do jobs competently and where employees seek autonomy and possess an internal locus of control. Chapter 12, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

How do I get people to do stuff?
The Question… How do I get people to do stuff? 1-23 23

What Is Motivation? The processes that account for an individual’s willingness to exert high levels of effort to reach organizational goals, conditioned by the effort’s ability to satisfy some individual need Effort: a measure of intensity or drive Direction: toward organizational goals Need: personalized reason to exert effort Motivation works best when individual needs are compatible with organizational goals Learning Objective #1 We define motivation as the willingness to exert high levels of effort to reach organizational goals, conditioned by the effort’s ability to satisfy some individual need. Effort is a measure of intensity or drive. High levels of effort are unlikely to lead to favourable job performance unless the effort is channeled in a direction that benefits the organization. A need is an internal state that makes certain outcomes appear attractive. An unsatisfied need creates tension that stimulates drives within an individual. These drives generate a search behaviour to find particular goals that, if attained, will satisfy the need and reduce the tension (see Exhibit 13.1). Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 13.1 The Motivation Process
Unsatisfied Need Tension Effort Satisfied Need Tension Reduction • Intensity Direction Persistence Exhibit 13.1 illustrates our definition of motivation: the willingness to exert high levels of effort to reach organizational goals, conditioned by the effort’s ability to satisfy some individual need. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Early Theories of Motivation
Maslow’s Hierarchy of Needs Theory Needs were categorized as five levels 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 Learning Objective #2 Maslow’s hierarchy of needs theory was developed by Abraham Maslow. It states that there is a hierarchy of five human needs (see Exhibit 13.2): 1. Physiological (basic food, drink, water, shelter, and sexual needs) 2. Safety (security and protection from physical and emotional harm) 3. Social (affection, belongingness, acceptance, and friendship) 4. Esteem (internal factors such as self-respect, autonomy, and achievement, and external factors such as status, recognition, and attention) 5. Self-actualization (a person’s drive to become what he or she is capable of becoming). a. As each need is substantially satisfied, the next need becomes dominant. b. Maslow also separated the needs into lower-level needs (includes the physiological and safety needs) and higher-level needs (includes social, esteem, and self-actualization). c. Although Maslow’s theory is widely recognized, research generally has not validated the theory. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 13.2 Maslow’s Hierarchy of Needs
Self- Actualization Esteem Social Maslow’s hierarchy of needs theory was developed by Abraham Maslow. It states that there is a hierarchy of five human needs (see Exhibit 13.2). Safety Physiological Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Early Theories of Motivation
McGregor’s Theory X and Theory Y Theory X Employees have little ambition, dislike work, avoid responsibility, and require close supervision Theory Y Employees can exercise self-direction, desire responsibility, and like to work Motivation is maximized by participative decision making, interesting jobs, and good group relations McGregor’s Theory X and Theory Y were developed by Douglas McGregor and describe two distinct views of human nature. 1. There are two types of motivators: a. extrinsic motivators—factors that are external to the individual b. intrinsic motivators—factors that are internal 2. Theory X assumes that employees dislike work, are lazy, seek to avoid responsibility, and must be coerced to perform. In other words, it posits that people are motivated exclusively by extrinsic factors. 3. Theory Y assumes that employees are creative, seek responsibility, and can exercise self-direction. This theory suggests that employees are intrinsically motivated. a. Another way of looking at the X and Y theories is that theory X assumes that lower-order needs (Maslow’s) dominate individuals, and Theory Y assumes that higher-order needs dominate. 4. Our current knowledge of motivation tells us that neither theory alone fully accounts for employee behaviour. What we know is that motivation is the result of the interaction of the individual and the situation. Individuals differ in their basic motivational drive. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Designing Motivating Jobs
Job Design How tasks can be combined to form complete jobs Factors influencing job design: Changing organizational environment/structure The organization’s technology Employees’ skills, abilities, and preferences Job enlargement Increasing the scope (number of tasks) in a job Job enrichment Increasing responsibility and autonomy (depth) in a job Learning Objective #3 Job design can be used to influence employee motivation. Job design is the way tasks are combined to form complete jobs. Managers should design jobs to reflect the demands of the changing environment as well as the organization’s technology, skills, and abilities and preferences of its employees. 1. Job Enlargement. One of the earliest efforts at overcoming the drawbacks of job specialization was through increasing job scope, the number of different tasks required in a job and the frequency with which those tasks are repeated. a. This type of job design is called job enlargement—the horizontal expansion of a job or an increase in job scope. b. Job design programs that focused solely on task enlargement haven’t been very successful. c. When knowledge enlargement activities were implemented, however, workers were more satisfied and made fewer errors. 2. Job Enrichment. Another approach to designing motivating jobs is job enrichment, which is the vertical expansion of a job by adding planning and evaluating responsibilities. a. In job enrichment, job depth—the degree of control employees have over their work—is increased. b. Research evidence on job enrichment activities has been inconclusive about its benefits. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Job Characteristics Model (JCM)
A framework for designing motivating jobs 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? The job characteristics model (JCM) provides a framework for analyzing and designing jobs. It identifies five primary job characteristics, their interrelationships, and their impact on employee productivity, motivation, and satisfaction. a. The five job dimensions outlined in the JCM include (see Exhibit 13.5): 1. Skill variety is the degree to which a job requires a variety of activities so that an employee can use a number of different skills and talents. 2. Task identity is the degree to which a job requires completion of a whole and identifiable piece of work. 3. Task significance is the degree to which a job has a substantial impact on the lives or work of other people. 4. Autonomy is the degree to which a job provides substantial freedom, independence, and discretion to the individual in scheduling the work and determining the procedures to be used in carrying it out. 5. Feedback is the degree to which carrying out the work activities required by a job results in the individual’s obtaining direct and clear information about the effectiveness of his or her performance. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Motivation, Perception, and Behaviour
Expectancy Theory Individuals act based on the expectation that a given outcome will follow and whether that outcome is attractive Key is understanding the relationship between: Effort: employee abilities and training/development Performance: valid appraisal systems Rewards (goals): understanding employee needs Expectancy theory is the theory 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. Three relationships are important to this theory (see Exhibit 13.8). 1. Effort-performance linkage (expectancy) is the probability perceived by the individual that exerting a given amount of effort will lead to a certain level of performance. 2. Performance-reward linkage (instrumentality) is the degree to which an individual believes that performing at a particular level is instrumental in, or will lead to, the attainment of a desired outcome. 3. Attractiveness of the reward (valence) is the importance that the individual places on the potential outcome or reward that can be achieved on the job. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Motivation, Perception, and Behaviour
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 attaining a desired outcome (reward) Valence The attractiveness/importance of the performance reward (outcome) to the individual 1. There are four features inherent in the theory: a. What perceived outcomes does the job offer the employee? b. How attractive do employees consider these outcomes to be? c. What kind of behaviour must the employee exhibit to achieve these outcomes? d. How does the employee view his or her chance of doing what is asked? 2. The key to understanding expectancy theory is understanding an individual’s goal and the linkage between effort and performance, between performance and rewards, and between rewards and individual goal satisfaction. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Expectancy Theory Example
My professor offers me $1 million if I memorize the textbook by tomorrow morning. Expectancy Instrumentality Valence Effort Performance Link Performance Rewards Link Rewards Personal Goals Link No matter how much effort My professor does not look There are a lot of wonderful things I put in, probably not possible like someone who has $1 million I could do with $1 million to memorize the text in 24 hours E=0 I=0 V=1 Conclusion: Though I value the reward, I will not be motivated to do this task. 33

Current Issues in Motivation
Motivating Unique Groups of Workers Motivating a diverse workforce through flexibility: Example: Men desire more autonomy than do women Women desire learning opportunities, flexible work schedules, and good interpersonal relations Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Other Challenges in Motivation
Motivating Professionals - Loyalty is to their profession, not to the employer) Motivating in a Unionized Environment – Collective agreement provides constraints to the relationship Motivating in the Public Sector – Outcome measures are harder to define Motivating low-skilled, minimum-wage workers Motivating contract/contingent workers This group of employees values challenging work, problem solving, and support. Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Understanding Groups and Teams
Chapter 14 Understanding Groups and Teams Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

The Question… How come working with other people isn’t always easier than working alone? 1-37 37

Understanding Groups Group Two or more interacting and interdependent individuals who come together to achieve particular goals (could be formal or informal) Teams – a specific instance of a group Designed to focus on achieving a specific, common goal understanding the benefits of the synergy, accountability, and skills involved Learning Objective #1 Work groups are a common arrangement within today’s business organizations. Work is being restructured around groups of all kinds and in all sizes of organizations. Managers need an understanding of group behaviour and the concept of teams in order to appreciate what groups can and cannot do within organizations and how groups function. Groups exhibit different behaviour—more than just the sum total of each group member’s individual behaviour. A group is defined as two or more interacting and interdependent individuals who come together to achieve particular objectives. Formal groups are work groups established by the organization and who have designated work assignments and specific tasks (see Exhibit 14.1). Informal groups are natural social formations that appear in the work environment. Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Stages in Team Development
Forming Members join and begin the process of defining the group’s purpose, structure, and leadership Storming Intragroup conflict occurs as individuals resist control by the group and disagree over leadership Norming Close relationships develop as the group becomes cohesive and establishes its norms for acceptable behaviour Performing A fully functional group structure allows the group to focus on performing the task at hand Adjourning The group prepares to disband and is no longer concerned with high levels of performance There is strong evidence that groups pass through five stages as they develop (see Exhibit 14.3). 1. Stage 1. Forming is the first stage in group development, during which people join the group and then define the group’s purpose, structure, and leadership. Forming is a stage characterized by much uncertainty. This stage is complete when members begin to think of themselves as part of a group. 2. Stage 2. Storming is the second stage of group development characterized by intragroup conflict. When this stage is complete, members will agree upon the leadership hierarchy and group direction. 3. Stage 3. Norming is the third stage of group development, characterized by close relationships and cohesiveness. 4. Stage 4. Performing is the fourth stage in group development, when the group is fully functional. 5. Stage 5. Adjourning is the final stage in group development for temporary groups. It’s characterized by concern with wrapping up activities rather than with task performance. Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Conflict Management Conflict The perceived incompatible differences in a group resulting in some form of interference with or opposition to its assigned tasks Traditional view: conflict must it avoided Human relations view: conflict is a natural and inevitable outcome in any group Interactionist view: conflict can be a positive force and is absolutely necessary for effective group performance Conflict management is another group concept that we need to understand. Conflict is perceived incompatible differences that result in interference or opposition. There are a number of views about conflict: a. Traditional view of conflict argues that conflict must be avoided. b. The human relations view of conflict is the view that conflict is a natural and inevitable outcome in any group. c. The interactionist view of conflict is the view that some conflict is necessary for a group to perform effectively. d. Some conflicts are functional conflicts, those conflicts that support a group’s goals. Others are dysfunctional conflicts, which are conflicts that prevent a group from achieving its goals. Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 14.6 Conflict and Group Performance
Situation Level of Group Performance Low High Level of Conflict A C B Group's Internal Characteristics Type of Conflict Low or none Optimal Dysfunctional Functional Apathetic Stagnant Unresponsive to Change Lack of New Ideas Viable Self-Critical Innovative Disruptive Chaotic Uncooperative Level of Group Exhibit 14.6 illustrates the challenge facing managers regarding conflict and group performance. Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Conflict Management Categories of Conflict Functional conflicts Dysfunctional conflicts Types of Conflict Task conflict: content and goals of the work Relationship conflict: interpersonal relationships Process conflict: how the work gets done Categories of Conflict Functional conflicts are constructive Dysfunctional conflicts are destructive Three types of conflict have been identified: 1. Task conflict relates to the content and goals of the work. 2. Relationship conflict focuses on interpersonal relationships and is always dysfunctional. 3. Process conflict refers to how the work gets done. Managers can use different conflict resolution approaches (see Exhibit 14.9). Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

Exhibit 14.7 Conflict Resolution Techniques
Forcing Collaborating Avoidance Accommodation Forcing Compromise Collaboration Resolving conflicts by Resolving conflicts by satisfying one’s own seeking an advantageous needs at the expense solution for all parties. of another’s. Resolving conflicts by each party's giving up something of value. Compromising Managers can use different conflict resolution approaches (see Exhibit 14.7). Resolving conflicts by Resolving conflicts by placing another’s needs withdrawing from or and concerns above suppressing them. your own. Source: Adapted from K.W. Thomas, “Conflict and Negotiation Processes in Organizations,” in M.D. Dunnette and L.M. Hough (eds.) Handbook of Industrial and Organizational Psychology, vol. 3, 2nd ed. (Palo Alto, CA: Consulting Psychologists Press, 1992), p With permission Avoiding Accommodating Uncooperative Cooperative Cooperativeness Chapter 14, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada

This Week’s Summary Quick review of the evolution of leadership thinking Also discussed power and gender in leadership Looked at Motivation: Theories and current issues Looked at Teams: What are teams and what do they go through A quick consideration of conflict management 1-44 44

Exhibit 13.8 Simplified Expectancy Model
Individual Effort Individual Performance Organizational Rewards Individual Goals A = Effort-performance linkage B = Performance-reward linkage Exhibit 13.8 illustrates how expectancy theory works. C = Attractiveness of reward Chapter 13, Stephen P. Robbins, Mary Coulter, and Nancy Langton, Management, Ninth Canadian Edition Copyright © 2009 Pearson Education Canada 13-45 45

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When we last met… Emphasized why Human Resource Management is so important to the organization and to all managers. Discussed environmental factors affecting.

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