Leadership and Administrative Dynamics
Eckerd Fall 2011
Agenda
Motivation
• Maslow
•Herzberg
•McClelland
•Expectancy Theory (valance)
•Teaching Smart People
•Learning Organizations
•Supervision
Read memos in class.
Memo Writing
Intrinsic vs. extrinsic
•
•
In Self-Determination Theory (SDT; Deci & Ryan, 1985);
Distinguish between different types of motivation based on the
different reasons or goals that give rise to an action.
•
Intrinsic motivation - which refers to doing something because it
is inherently interesting or enjoyable
•
Extrinsic motivation - which refers to doing something
because it leads to a separable outcome
INTRINSIC MOTIVATION
• Intrinsic
motivation is defined as the doing of
an activity for its inherent satisfactions rather
than for some separable consequence. When
intrinsically motivated a person is moved to
act for the fun or challenge entailed rather
than because of external prods,
pressures, or rewards.
Intrinsic motivation continued
•
Active
Inquisitive
Curious
Explore
•
No “extraneous” incentives required.
•
•
•
Unwrapping “intrinsic”
•
•
The reward IS the activity.
Satisfaction of innate psychological needs.
•
Competence
•
Autonomy and Self-Determined
•
Relatedness
Rewards, deadlines, threats and competition
Performance
Extrinsic Movitation
•
Activities done to attain a separate outcome
•
Fear of the consequence
•
Desire for a reward
STAFF:
•
Rational but selfish, opportunistic, and risk- and effort-averse.
They need strong incentives and close monitoring.
•
Rational and goal-directed. They map paths to the attainment of
rewards. Extrinsic rewards motivate only when the perceived
probability of attainment is high
•
Not Rational or goal-directed. Random behavior that is rewarded is
reinforced. Behavior that is punished is extinguished
Benchmark the value of their extrinsic
rewards on those of others.
Perceived inequity may be motivating or
demotivating
•
Freud on Motivation
•
•
•
•
•
•
First theories anchored motivation in notions of instincts (Freud)
Deterministic: ultimate cause of behavior comes from biology and
acquired impulses.
These control our desires, thoughts and feelings whether we like it or
not.
By puberty, the personality is formed and will change very little later
in life.
Motivational impulses of adult can be traced in childhood events.
Motivation happens to us, we don’t choose.
“Instinct” gradually replaced by terms like need,
motive, & drive
•
(Maslow; Herzberg, Alderfer, Deci)
•
Behaviorist approach (Skinner)
Motivation
•
Maslow and Herzberg began moving away from
“Instinct” as a response and replaced it with terms
that express choice, such as “needs” and motivation.
Skinner - Behaviorist
• “All
we need to know in order to describe and
explain behavior is this: actions followed by good
outcomes are likely to recur, and actions followed by
bad outcomes are less likely to recur.” (Skinner,
1953).
Operant Conditioning
• POSITIVE
REINFORCEMENT = increasing a
behavior by administering a reward
• NEGATIVE REINFORCEMENT = increasing a
behavior by removing an aversive stimulus
when a behavior occurs
• PUNISHMENT = decreasing a behavior by
administering an aversive stimulus following a
behavior OR by removing a positive stimulus
• EXTINCTION = decreasing a behavior by not
rewarding it
Punishment does not change behaviors;
negative side effects and emotions can
result.
It is possible to create other undesirable
behaviors through punishment.
PAVLOV - Conditioned Reflex
Make a reflex response to a stimulus other
than the original
Maslow – Needs Theory
•People must strive to self-actualization as they
define it.
•Not doing so can be a “little death”
•What does a supervisor need to consider?
•Staff may not be functioning at the same level.
•Staff have different needs.
•Staff have different desires.
•Staff may find “self-actualization”
outside of the workplace.
MASLOW
Self
Maslow’s Hierarchy
of Needs
Actualization
Esteem
Social
Safety
Physiological
Expectancy Theory
• Individuals
tend to act in certain ways based on
the expectation that the act will be followed by
a given outcome and the attractiveness of the
outcome.
• Focus is on the linkages:
Effort and Performance
• Performance and Rewards
• Attractiveness (Rewards and Individual
Goals)
•
Valence
Behavior is determined by a combination of personal and
environmental forces.
• People make decisions about their own behavior in
organizations.
• Different people have different types of needs, desires,
and goals.
• People choose among alternatives of behaviors in
selecting one that that leads to a desired
outcome.
•
• Effort-to-Performance
•
Expectancy
The individual’s perception of the probability that
effort will lead to a high level of performance.
• Performance-to-Outcome
•
Expectancy
The individual’s perception of the probability that
performance will lead to a specific outcome, or
consequence or reward in an organizational
setting.
Equity Theory
• People
compare their job Inputs-Outputs
Ratio with relevant others
• Adjust work motivation according to results.
I = Inputs employee’s
contribution
to employer
R = Referent
comparison
person
S = Subject
the employee
who is judging
fairness of the
exchange
Example of Equity Theory
Work done on
time
Reward for
work done on
time
Motivated
Work done on time
Other’s do not get
work done on time
without
consequence
Motivation
disrupted
Work done on
time
Reward
exceeds work
product
Inefficient
Employees in these situations will:
• Seek
justice
• Produce less work
• Quit
• Seek other jobs
• Try to influence manager to resolve the
inequity
• Try to influence co-workers to
produce work on time
McClelland’s
Three-Needs Theory
• Need
for Achievement
Drive to excel, strive to succeed
• Want personal responsibility, feedback and an
intermediate amount of risk
•
• Need
for Power
Desire to be influential
• Best managers
•
• Need
•
for Affiliation
Desire to be liked and accepted
Motivation-Hygiene Theory
Company Policy
Achievement
Supervisor
Relations
Recognition
Work Itself
Working Conditions
Salary
Peers
Responsibility
Advancement
Personal Life
Subordinate
Relations
Growth
Status
Security
Extremely Satisfied
Neutral
Extremely Dissatisfied
LEADING ACROSS BOUNDARIES
Leaders
• Listen
to clients
• Listen to each other
• Multidisciplinary approach to solving problems
• In order to “shift the frontier” we need to move
past abstract to real solutions.
• Excitement about learning
• Arrogance in the positive sense:
No problem too hard to solve.
Memos