Chapter 11
Motivating and Leading
PowerPoint by
Kristopher Blanchard
North Central University
© 2006 Prentice Hall
11-1
Motivating
Motivation is very much a function of the context
of a person’s work and personal life. That context
is greatly influenced by cultural variables, which
affect the attitudes and behaviors of individuals
(and groups) on the job
© 2006 Prentice Hall
11-2
Cross-Cultural Research on
Motivation
High uncertainty avoidance suggests the need for
job security, whereas people with low uncertainty
avoidance would probably be motivated by more
risky opportunities for variety and fast-track
advancement.
High power distance suggests motivators in the
relationship between subordinates and their boss,
whereas low power distance implies that people
would be more motivated by teamwork and
relations with their peers.
© 2006 Prentice Hall
11-3
Cross-Cultural Research on
Motivation
High individualism suggests people would be
motivated by opportunities for individual
advancement and autonomy; collectivism (low
individualism) suggests that motivation will more
likely work through appeals to group goals and
support.
High masculinity suggests that most people would
be more comfortable with the traditional division
of work and roles; in a more feminine culture, the
boundaries could be looser, motivating people
through more flexible roles and work networks.
© 2006 Prentice Hall
11-4
The Meaning of Work
Work centrality is defined as “the degree of
general importance that working has in the
life of an individual at any given point in
time.”
The higher the mean work centrality score,
the more motivated and committed the
workers would be.
© 2006 Prentice Hall
11-5
The Meaning of Work
© 2006 Prentice Hall
11-6
The Meaning of Work
Functions satisfied by work
–
–
–
–
–
–
Work provides a needed income
Is interesting and satisfying
Provides contacts with others
Facilitates a way to serve society
Keeps one occupied
Gives status and prestige
© 2006 Prentice Hall
11-7
The Meaning of Work
The table can help international managers
– Anticipate people’s attitude towards work
– Identify what aspects of work are meaningful
– Identify the approach they should take to motivate
workers
© 2006 Prentice Hall
11-8
The Needs Hierarchy in the
International Context
How applicable are motivation theories proposed by
Maslow and Herzberg in the international context?
Haire, Ghiselli and Porter’s survey concluded that
Maslow’s needs, in particular the upper-level ones, are
important at the managerial level, although the managers
reported that the degree to which their needs were fulfilled
did not live up to their expectations.
Ronen concluded that need clusters are constant across
nationalities and that Maslow’s need hierarchy is
confirmed by these clusters. Also, Herzberg’s categories
are confirmed by the cross-national need clusters..
© 2006 Prentice Hall
11-9
The Needs Hierarchy in the
International Context
Ronen’s need clusters
Job goals, such as working area, work time,
physical working conditions, fringe benefits, and
job security;
Relationships with co-workers and supervisors;
and
Work challenges and opportunities for using skills.
© 2006 Prentice Hall
11-10
The Intrinsic-Extrinsic
Dichotomy
Two sets of needs that motivate workers
– Motivational Factors (Intrinsic)
– Maintenance Factors (Extrinsic)
Research on managers in Greece found that:
– People are motivated more by the nature of the
work
– Dissatisfactions resulted from conditions
surrounding the work
© 2006 Prentice Hall
11-11
Comparative Management in
Focus: Mexico
Mexico:
– Ranks high on power distance
(acknowledgement of authority)
– Ranks high on uncertainty avoidance
(preference for security and formality over risk)
– Ranks low on individualism
• Prefers family and country over individual
achievement
© 2006 Prentice Hall
11-12
Comparative Management in
Focus: Mexico
Most managers in Mexico find that:
– An authoritative and paternal management style
works best
– Employees expect managers to be the authority
– If not told to something, workers will not do it
– Workers doubt their ability to personally
influence the outcome of their lives
– Corrective discipline and motivation must
occur through training examples
© 2006 Prentice Hall
11-13
Comparative Management in
Focus: Mexico
Suggestions on how to start selfmanaged work teams
– Foster a culture of individual responsibility
among team members.
– Anticipate the impact of changes in power
distribution.
– Provide leadership from the top throughout
the implementation process.
© 2006 Prentice Hall
11-14
Comparative Management in
Focus: Mexico
Suggestions on how to start selfmanaged work teams
– Provide adequate training to prepare
workers for teamwork.
– Develop motivation and harmony through
clear expectations.
– Encourage an environment of shared
responsibility.
© 2006 Prentice Hall
11-15
Reward Systems
Rewards usually fall into five categories
– Financial, social, status, job content, career, and
professional
– Emphasis on one or more varies by country
Japan reward systems are based on seniority
In Taiwan recognition and affection are important
In China low wage rates are compensated for by
free housing, schools, and medical care
© 2006 Prentice Hall
11-16
The Global Leader’s Role
A representative of the parent firm
The manager of the local firm
A resident of the local community
A citizen of either the host country or of another
country
A member of a profession
A member of a family
© 2006 Prentice Hall
11-17
Factors affecting leadership
abroad
© 2006 Prentice Hall
11-18
E-Business Effect on Leadership
Technology has effected the way that
managers lead and motivate employees
– Decisions need to be made fast
– Must maintain flexibility and be able to roll
with the ups and downs
– Must focus on the vision
© 2006 Prentice Hall
11-19
Contingency Leadership – The
Culture Variable
Modern leadership theory recognizes that
no single leadership style works well in all
situations
As a result of culture-based norms and
beliefs regarding various factors leaders
should be able to choose the most
appropriate style
© 2006 Prentice Hall
11-20
The GLOBE Project
Americans appreciate two kinds of leaders. They seek
empowerment from leaders who grant autonomy and
delegate authority to subordinates. They also respect the
bold, forceful, confident, and risk-taking leader, as
personified by John Wayne.
The Dutch place emphasis on egalitarianism and are
skeptical about the value of leadership. Terms like leader
and manager carry a stigma. If a father is employed as a
manager, Dutch children will not admit it to their
schoolmates.
Arabs worship their leaders – as long as they are in power!
© 2006 Prentice Hall
11-21
The GLOBE Project
Iranians seek power and strength in their
leaders.
Malaysians expect their leaders to behave in
a manner that is humble, modest, and
dignified.
The French expect their leaders to be
“cultivated” – highly educated in the arts
and in mathematics.
© 2006 Prentice Hall
11-22
An Integrated Leadership Model
© 2006 Prentice Hall
11-23