Week 4 Flashcards
(34 cards)
What is the individual performance equation?
Individual attributes x work effort x organisational support = performance.
Individuals need the capacity, willingness and opportunity to perform.
What is motivation?
Willingness to expand effort toward an organisational goal, while satisfying personal needs.
What are the motivational theories?
Needs theory:
- Mazlow’s Hierarchy of needs
- Alderfelds ERG theory
Process theory:
- Equity theory
What are the three relevant main learning paradigms?
Behaviourism - learning through conditioning. Think of reward - punishment systems.
Cognitivism - focus on storing and retrieving of information. Think of retention strategies like breaking down information, rehearsal and consistent use of information.
Constructivism - people learn by construction knowledge based on prior experiences. Teacher facilitates and let students build up/combine their knowledge. Think of self-actualisation.
Top to Bottom: Mazlow’s Hierarchy of Needs
Self-Actualisation Esteem Social Safety Physiological
ERG Theory (ALDERFER)
(existence needs, relatedness needs, growth needs) -> individual drive
Equity theory
Individual rewards and inputs ->
Motivation: What is self serving bias?
Our success comes from our traits and disposition, our failure from factors external to us.
Motivation: Attribution error
Others’ failure comes from their traits and dispositions, their success comes from external factors.
What are the three sets of leadership theories?
Trait theory
Style theories
Contingency theories
Trait theory according to Handy’s (1985) leadership traits are:
- Above average intelligence
- Initiative
- Self-assurance
- Determination
- Enthusiasm
- Imagination
- Integrity
- Sociability
- Faith
Style theories: based on the ideas of Fielder (1967) who argued that key factors are important:
- The degree to which a leader is liked and trusted by the group
- The degree to which the group’s work is defined
This gives rise to two polarised leadership styles:
- The directive managing, task oriented
- The non-directive human relations orientated
Factors influencing leadership styles:
The leader - Values, attitude
The task - routine, creative
The subordinates - maturity, needs, direction
The organisation - authority, power, structure
Other leaders - who they interact with
Contingency theories:
- there is no best way to lead a company, or to make decisions. The optimal course of action is contingent (dependent) upon the internal and external situation.
- action centred leadership (John Adairs)
Situational Leadership (Blanchard and Hersey):
Directing - High directive and low supportive behaviour
Coaching - High directive and high supportive behaviour
Supporting - Low directive and high supportive behaviour
Delegating - Low directive and low supportive behaviour
What are the three skills an effective manager needs?
Human skills - Ability to work well with other people
Conceptual skills - Ability to analyse and solve complex problems
Technical skill - Ability to perform specialised tasks
Effective Manager: Task orientation (Quality, Quantity) People orientation (attraction, Maintenance)
The effective manager can make a team perform at high levels sustainably!
What is Tuckman & Jensen’s model?
Best known model for team development.
Forming -> Storming -> Norming -> Performing -> Adjourning
Identifying a ‘Forming’ group
- Members are concerned with personal safety in the
group, and with acceptance and inclusion. They fear
rejection by the group. - Communication is tentative and polite, and it tends to
be centralised. Participation is generally limited to a few
extraverts. - Members look for directive leadership and see the
leader as benevolent. The leader is not challenged. - Goals are not clear but clarity is rarely sought. There is
a false assumption of consensus about goals. - Member compliance is high and overt conflict is
minimal. Cohesion is based on identification with the
leader
Identifying a ‘Storming’ group
- Increased member participation is evident.
- Increased feelings of safety allow dissent over goals,
roles, and tasks to occur. Role clarification begins. - Members begin to challenge the leader as status
relationships begin to be formed. Members start to
resolve who will have control and power in the group. - Clarification of goals begins.
- Decreased conformity begins and divergence from early
norms is apparent. - Attempts at conflict management occur. If they are
successful, increased consensus about group goals and
greater trust become evident later in this stage.
Identifying a ‘Norming’ group
- Increased goal clarity and consensus is evident.
- Roles and tasks adjust to achieve the goals.
- Leader becomes more consultative.
- Communication becomes task focused.
- Cohesion and trust increase, as does member
satisfaction. - Conflict continues to occur, but conflict
management strategies are more effective. - Individual commitment to the task is high.
- Pressure to conform increases.
Identifying a ‘Performing’ group
- Members are clear about and accept the group’s goals and
their own roles. Leadership is by delegation or shared. - There is open communication and good feedback.
- Voluntary conformity is high, and norms encourage high
performance. The group expects success. - The group is highly cohesive and interpersonal attraction
is high. Conflict is frequent but brief. - The group is highly productive, and there is a balance of
task and socio-emotional behaviour.
Identifying an “Adjourning” group
- Work activity levels begin to vary significantly.
- Problematic issues may be ignored.
- Some members may become apathetic towards the group,
while others may express warm and positive/sad feelings. - Members may discuss continuing the group beyond its
designated end. - The group’s ability to manage conflict diminishes.
How to lead a team through the stages:
Forming stage:
Team members expect the team leader to be confident and directive. Reduce members’ fears and anxieties. Facilitate discussion of team goals. Manage external environment.
Storming stage:
Modify your style as other members participate more.
Empower them. Don’t take challenges personally. Show good conflict management skills.
Norming stage:
Involve team members in the leadership of the group. Clarify people’s roles, share responsibility evenly, praise member efforts, improve processes such as meetings, problem solving and decision-making.
Performing stage:
Participate as an expert member of the team. Encourage trust and openness. Maintain focus on the task. Review performance.
What do we want to accomplish for our team?
Performance
Member Satisfaction
Team Learning
Outside satisfaction
