Communicating with NLP
Facilitator:Dean Egan
To NLP Success
A Jargon-free and xplosive approach to one of the world’s most lucrative businesses…
SUBJECT TOPIC’S
• THE UNIQUE INDIVDUAL• DIMENSIONS OF THE COMMUNICATION
PROCESS• MOTIVATIONAL METHODOLOGY AND
THEORIES• THE PROCESS OF DEVELOPING A TEAM• DEVELOPING GLOBAL MANAGERS
THE UNIQUE INDIVIDUAL
The Learning Process
In today’s volatile global business world,
individuals and organizations must be
continues learners. For the individual,
continues learning should include looking for
opportunities to learn from class instruction,
reading, and open to or expose oneself to, all
types of new experiences.
THE UNIQUE INDIVIDUAL
Learning is a change in behavior or
performance that occurs as a result of
experience. When we learn, two things
initially happen. First, we knowledge
(perceive) the new information and then we
try to make sense (process) of the
information.
THE UNIQUE INDIVIDUAL
Perceiving Information
The ways that people perceive information
typically range from a preference for concrete experience (CE) to preferences for abstract conceptualization (AC).
Processing Information
The ways that people process information typically ranges from a preference for active experimentation (AE) to preference for reflective observation (RO).
THE UNIQUE INDIVIDUAL
A successful learner will: involve his or herself
fully, openly, and without bias in new
experiences (CE). Observe and reflect from
different points of view (RO). Interrogate their
observations into logical theories (AC). Then
use these theories to make decisions, solve
problems, and take action (AE).
THE UNIQUE INDIVIDUAL
Learning Styles
Individuals develop their own learning styles that very depending on how much they emphasize each stage of the learning cycle. These differences are contributed to the fact, that the learning process is directed by individual needs and goals.
THE UNIQUE INDIVIDUAL
The Diverger Learning Style Ideas come easy Situations are view from multiple perspectives Aware of meaning and value
The Assimilator Learning Style Sharpened reasoning skills Forms integrated explanations Abstract thinking
THE UNIQUE INDIVIDUAL
The Converger Learning Style Decisive, practical applications of ideas Hypothetical deductive reasoning Prefers technical tasks
The Accommodator Learning Style Natural decision maker At ease with planning and implementation Enjoys new experiences People person
THE UNIQUE INDIVIDUAL
Personality Dimensions
Personality is defined as the combination of
stable physical and mental characteristics
that give the individual his or her identity.
In common usage, people think of personality
in terms of traits, these traits are usually
consistent to a person’s characteristics.
THE UNIQUE INDIVIDUAL
Researchers have identified five general
dimensions that describe a person’s
personality. These dimensions are called the
“Big Five” personality factors.
Each factor may contain a wide range of
specific traits. The Big Five personality factors
are defined as the encounters an individual
experiences.
THE UNIQUE INDIVIDUAL
The Extraversion Personality Outgoing Talkative Sociable Assertive
The Agreeableness Personality Trusting Good-natured Softhearted Cooperative
THE UNIQUE INDIVIDUAL
The Conscientiousness Personality Dependable Responsive Achievement oriented Persistent
The Emotional Stability Personality Relaxed Secure Unworried
The Openness to Experience
Personality Intellectual Imaginative Curious Broad-minded
THE UNIQUE INDIVIDUAL
Understanding personality traits can assist
managers when predicting how a person
might react, either positively or negatively, in
certain situations.
Managers who appreciate the way their
employees’ personalities differ have insight
into what kinds of leadership behaviors that
will be most influential.
THE UNIQUE INDIVIDUAL
Do you know where you fall on the Big Five
scale for each of the factors?
Let us take a moment to find out a general
prospective of your common behaviors and
traits.
Extroversion
I am usually the life of the party. 1 2 3 4 5
I feel comfortable around people. 1 2 3 4 5
I am talkative. 1 2 3 4 5
Agreeableness
I am kind and sympathetic. 1 2 3 4 5
I have a good word for everyone. 1 2 3 4 5
I never insult people. 1 2 3 4 5
Conscientiousness
I am systematic and efficient. 1 2 3 4 5
I pay attention to detail. 1 2 3 4 5
I am always prepared for work. 1 2 3 4 5
Emotional Stability
I often feel critical of myself. 1 2 3 4 5
I often envy others. 1 2 3 4 5
I am temperamental. 1 2 3 4 5
Openness to New Experiences
I am imaginative. 1 2 3 4 5
I prefer to vote for liberal political candidates. 1 2 3 4 5
I really like art. 1 2 3 4 5
THE UNIQUE INDIVIDUAL
Which are your most prominent traits?
Are the results what you thought they might
be? Did you find out something new about
yourself?
Using the same set of questions, how do you
think your employees would rate you?
THE UNIQUE INDIVIDUAL
The Nature of Attitudes
An Attitude is defined as “a learned predisposition to
respond in a consistently favorable or unfavorable
manner with respect to a given object.
Keep in mind that there is a distinct difference between
attitudes and values. These differences are illustrated
by three components of attitudes, which are the
affective component, cognitive component, and the
behavioral component.
THE UNIQUE INDIVIDUAL
The affective component contains the feelings or
emotions one has about a given object or situation.
The cognitive component is described as the attitude
that reflects the beliefs or ideas one has about an
object or situation.
The behavioral component is how one intends or
expects to act or respond to a given object or situation.
THE UNIQUE INDIVIDUAL
Resistance to Change
Resistance to change is an
emotional/behavioral response to real or
imagined threats to an established work
routine.
Managers need to find ways to influence
positive behaviors during the resistance phase.
This can involve programs or education for the
individual or for the group.
THE UNIQUE INDIVIDUAL
Why do people resist change?
There are many underlining reasons why
people resist changes but research has
identified the top two obstacles encountered
during organizational changes.
1) Communications breakdown
2) Employee resistance
THE UNIQUE INDIVIDUAL
Let us explore some of the most common
employee resistances. An individual’s predisposition towards change Surprise and fear of the unknown Mistrust Fear of failure Loss of status and/or job security
THE UNIQUE INDIVIDUAL
Let us explore some of the most common
employee resistances. Peer pressure Disruption of current cultural and/or traditions Disruption of current group relationships Personality conflicts Lack of tact and/or poor timing Non-reinforcement of current reward system The individual does not agree with the change
THE UNIQUE INDIVIDUAL
Overcoming Resistance to Change Education Communication Participation Involvement Support Commitment to change Develop an environment of trust
THE UNIQUE INDIVIDUAL
Kotter’s Eight Steps for Leading
Organizational Change
John Kotter, an expert in leadership and
change management, believes that
organizational change typically fails because
senior management makes a host of
implementation errors. Kotter proposed an
eight-step process for leading change based
on these errors.
THE UNIQUE INDIVIDUAL
These steps are not designed to diagnose what needs
to be changed but it is meant to guide managers on
how to effectively lead the change process. Establish a sense of urgency Create the guiding coalition Develop a vision and strategy Communicate the change vision Empower broad-based action Generate short-term wins Consolidate gains and produce more change Anchor new approaches in the culture
THE UNIQUE INDIVIDUAL
It is important for managers to learn how to
effectively manage resistance to change.
Failed efforts are not just measured in dollars;
there are other costs and consequences, that
include loss of employee loyalty, lowered
probability of achieving corporate goals,
waste of money, wasted resources, and
difficulty in fixing the failed change effort.
THE UNIQUE INDIVIDUAL
Understanding the Power and Influence
Managers need to be able to guide diverse individuals,
who are often powerfully motivated to put their own
needs and wants before participating in common
objective.
So the question is how do you get others to carry out
your wishes? Do you simple tell them what to do or do
you try to influence them so that they will voluntarily
carry out your wishes? No matter which approach you
choice you will be engaging in what is called social
influence.
THE UNIQUE INDIVIDUAL
Social Influence is defined as “the ability to
command the human, informational, and
material resources in an effort to achieve
organizational goals and objectives”.
In 1980, after a 13-year period of research,
David Kipnis and his colleagues identified nine
influence tactics that contribute to how people
influence each other in an organization.
THE UNIQUE INDIVIDUAL
Nine Generic Influence Tactics
1. Rational persuasion
2. Inspirational appeals
3. Consultation
4. Ingratiation
5. Personal appeals
6. Exchange
7. Coalition tactics
8. Pressure
9. Legitimating tactics
THE UNIQUE INDIVIDUAL
These approaches can be considered generic
influence tactics because they characterize
social influence in all directions.
In addition, researches have concluded that
there a three influence outcomes which are,
commitment, compliance, and resistance.
THE UNIQUE INDIVIDUAL
The Power of Influence
Power: is the potential ability to influence the behavior
of others.
Influence: is the effect a person’s actions have on the
attitudes, values, beliefs, or behaviors of others.
One-way effective leaders are able to get things done;
is by their ability to draw upon and use their sources of
power and interpersonal influences.
THE UNIQUE INDIVIDUAL
Power results from an interaction of leader and
followers. Some of this power comes from an
individual’s position in the organization.
Power can also come from the leaders personal
sources such as personal interests, goals, and values.
The traditional manager’s power comes from their
position within the organization. The manager’s
position power gives him or her, the power to reward
or punish subordinates to influence their behaviors.
THE UNIQUE INDIVIDUAL
Five Sources of Power
There are five sources of power within an
organization, which are legitimate power,
reward power, coercive power, expert power,
and referent power.
THE UNIQUE INDIVIDUAL
Legitimate Power: This power comes from the position
and authority level of the manager within an
organization.
Reward Power: This power comes from the manager’s
authority to give formal rewards to others, such as pay
increases or promotions.
Coercive Power: This power comes from the
manager’s authority to punish or recommend
punishment.
THE UNIQUE INDIVIDUAL
Expert Power: This power comes from a leader’s
special knowledge or skill regarding the tasks
performed by followers.
Referent Power: This power comes from a leader’s
personal characteristics that command followers’
identification, respect, and admiration so they want to
emulate the leader.
THE UNIQUE INDIVIDUAL
Interpersonal Influence Tactics
Leaders can use their power to implement
decisions and facilitate change.
Manager’s can build their personal power by
obtaining knowledge and skills that help them
develop positive relationships.
THE UNIQUE INDIVIDUAL
Seven interpersonal tactics that can be used by
managers when influencing employee behaviors
during change. Use rational persuasion Make people like you Rely on the rule of reciprocity Develop allies Be assertive - ask for what you want Make use of higher authority Reward the behavior you want
THE UNIQUE INDIVIDUAL
The use of these basic interpersonal tactics
can benefit managers during the process of
changing ones behavior and/or attitude.
Most of these tactics involve the use of
personal power instead of relying soling on
ones position power.
DIMENSIONS OF THE COMMUNICATION PROCESS
Communication is defined as the exchange
and understanding of information between a
sender and a receiver.
The sender is any person who wants to
transmit information to others.
The receiver is anyone to whom the
information is sent.
DIMENSIONS OF THE COMMUNICATION PROCESS
The Communication Process Sender creates a message Sender identifies the receiver(s) Message is encoded Medium or channel is selected Message is sent though the chosen medium Message is received Message is decoded Receiver interprets or creates meaning from
the message
DIMENSIONS OF THE COMMUNICATION PROCESS
Communication starts when a sender
encodes an idea or thought. This forms the
foundation of the message. Next, the sender
decides who the receiver is and selects the
medium or channel, in which they will send
the message. The receiver then decodes the
message that was sent to them.
DIMENSIONS OF THE COMMUNICATION PROCESS
Barriers of Effective Communication
For communication to be effective, the sender
must properly convey their intended message
and the receiver(s) must perceive and
interpret the message accurately.
Anything that gets in the way of this process
is considered a barrier.
DIMENSIONS OF THE COMMUNICATION PROCESS
There are three common barriers, which can
affect the communication process.
1) The message is never sent or is not received.
2) The communication channel is blocked.
3) The receiver does not understand the message.
DIMENSIONS OF THE COMMUNICATION PROCESS
Personal Barriers
Lack of variable skills to communicate effectively Variations in how information is processed and interested Variations in interpersonal trust Stereotypes and prejudices Big egos Poor listening skills Natural tendency to evaluate other’s messages Inability to listen with understanding Nonverbal communication
DIMENSIONS OF THE COMMUNICATION PROCESS
Physical Barriers
Environmental sounds Noise from other people Traffic noise Time Space Time-zone differences Telephone static or reception
DIMENSIONS OF THE COMMUNICATION PROCESS
Interpersonal Communication
The quality of interpersonal communication
within an organization is very important.
Managers that have developed their
interpersonal skills are promoted more
frequently than mangers with less or poor
developed abilities.
DIMENSIONS OF THE COMMUNICATION PROCESS
Communication Competence is defined as a
performance-based index of individual’s
abilities to effectively use communication
behaviors in a given context.
For an example: Business etiquette is on
component of communication competence.
DIMENSIONS OF THE COMMUNICATION PROCESS
There are three components to
communication competence.
1) Communication abilities and traits
2) Situational factors
3) Individuals involved during the interaction
DIMENSIONS OF THE COMMUNICATION PROCESS
Managers can improve their communication
competence through the development of the
five communication styles/abilities/traits.
Which are Assertiveness, Aggressiveness,
Non-Assertiveness, Nonverbal
Communication, and Active Listening.
DIMENSIONS OF THE COMMUNICATION PROCESS
An Assertive Style is expressive and self
enhancing, without taking away a person’s
basic human rights, such as the right to self
expression or the right to be treated with
dignity and respect.
An Aggressive Style is expressive and self
enhancing but also, attempts to take unfair
advantage of others.
DIMENSIONS OF THE COMMUNICATION PROCESS
A Non-Assertive Style is characterized by
timid and self-denying behavior. This
management style causes others to take
unfair advantage of them.
Active Listening is the process of actively
decoding and interpreting verbal messages.
DIMENSIONS OF THE COMMUNICATION PROCESS
Sources of Nonverbal Communication Body movement and gestures Touch Facial expressions Eye contact
DIMENSIONS OF THE COMMUNICATION PROCESS
Listening Styles
Communication experts believe that people
listen with a preferred listening style. In
addition, people usually choose one dominant
listing style; we all tend to use a combination
of two or three of these styles.
DIMENSIONS OF THE COMMUNICATION PROCESS
The Five Listening Styles
1) Appreciative
2) Empathetic
3) Comprehensive
4) Discerning
5) Evaluative
DIMENSIONS OF THE COMMUNICATION PROCESS
The appreciative listener prefers to listen for
pleasure, entrainment, or inspiration.
The empathetic listener interprets messages by
focusing on the emotions and body language being
displayed by the speaker.
The comprehensive listener makes sense of a
message by organizing specific thoughts, and actions.
Then this type of listener will integrate this information
by associations among ideas.
DIMENSIONS OF THE COMMUNICATION PROCESS
The discerning listener will attempt to understand
the main message and then determine the
important points.
The evaluative listener will analytically and
continually formulate arguments and challenges to
what is being said.
DIMENSIONS OF THE COMMUNICATION PROCESS
Becoming a More Effective Listener
Listening is an important skill that can be
improved by avoiding common bad habits
while cultivating commonly used good habits.
DIMENSIONS OF THE COMMUNICATION PROCESS
Bad Listening Habits Tends to daydream Listener tries to formulate facts Tunes out speaker when not interested Tunes out a monotone speaker Gets to emotional Disagrees and tries to argue Listener is easily distracted Denies unfavorable information Resists difficult issues Does not pay attention
DIMENSIONS OF THE COMMUNICATION PROCESS
Good Listening Habits Stays in line with the speaker Reiterates for understanding Listens to entire message Gives the speaker full attention Avoids distractions Uses visual aid to enhance understanding
DIMENSIONS OF THE COMMUNICATION PROCESS
Keys to Effective Listening Capitalize on thought speed Listen for ideas Find an area of interest Judge content, not delivery Hold your fire Work at listening Resist distractions Hear what is being said Challenge yourself Use handouts, overheads, or other visual aids
DIMENSIONS OF THE COMMUNICATION PROCESS
In addition, communication experts have
recommended three ways for a manager to
develop or improve their listening skills.
1) Listen closely to what is being said.
2) Allow others to finish speaking before taking a turn.
3) Reiterating what you have heard and give the speaker the opportunity to clarify the message.
DIMENSIONS OF THE COMMUNICATION PROCESS
Gender Differences in Communication
Gender-based differences in communication
are partly caused by linguistic styles
commonly used by women and men.
Linguistic style refers to a person’s
characteristic speaking pattern.
DIMENSIONS OF THE COMMUNICATION PROCESS
The linguistic style is the set of culturally
learned signals by which we not only
communicate what we mean but also how we
interpret others including, how we evaluate
one another as people.
Increased awareness of linguistic styles can
improve communication accuracy and your
communication competence.
DIMENSIONS OF THE COMMUNICATION PROCESS
Electronic Communication
The computerized information age has
radically changed communications in both our
personal and professional lives.
The internet is a global network of
independently operating but interconnected
computers.
DIMENSIONS OF THE COMMUNICATION PROCESS
Electronic Communication
The intranet is an organizations private
internal communications system, which links
company computers together.
An extranet is an extended intranet that
connects internal employees with selected
customers, suppliers, and other strategic
partners.
DIMENSIONS OF THE COMMUNICATION PROCESS
Benefits from Electronic Mail
The use of e-mail throughout the world has
exploded due to four key benefits: reduced
costs of distributing information, increased
teamwork, reduced paper costs and
increased flexibility.
DIMENSIONS OF THE COMMUNICATION PROCESS
Drawbacks from Electronic Mail
There are also some drawbacks: wasted time
and effort when dealing with spam and junk
mail, information overload, increased costs to
monitor usage, hackers, and there is no way to
guarantee confidentiality.
DIMENSIONS OF THE COMMUNICATION PROCESS
A Blog is an online journal in which people
write whatever they want about any topic.
Videoconferencing is the use of video and
audio links along with computers to enable
people in different locations to see, hear, and
talk with one another.
Telecommuting or teleworking, is a way for
employees to complete some of their work
from a remote location typically at home,
using a variety of information technologies.
MOTIVATIONAL METHODOLOGY AND THEORIES
Managers are busy everyday managing the
effectiveness and maximizing all available
resources in the effort to achieve the
organizational goals and objective.
Each of the resources, which are human,
financial, material, and information, are all
equally necessary to the success, in its own
why.
MOTIVATIONAL METHODOLOGY AND THEORIES
Individual Human Capital
The definition for human capital is: the
productive potential of one’s knowledge and
actions.
Human contributions can affect, either
positively or negatively, the success of an
organizations goals and objectives.
MOTIVATIONAL METHODOLOGY AND THEORIES
Intelligence/abilities and
knowledge Visions/dreams and
aspirations Technical and social skills Confidence/self-esteem Initiative/entrepreneurship Adaptability/flexibility Readiness to learn
Creativity Enthusiasm Motivation/commitment Persistence Ethical standards/courage Honesty Emotional maturity
MOTIVATIONAL METHODOLOGY AND THEORIES
Five Human Capital Outcomes
1) Leadership
2) Workforce optimization
3) Learning capacity
4) Knowledge accessibility
5) Talent engagement
MOTIVATIONAL METHODOLOGY AND THEORIES
The Concept of Motivation
The term motivation derives from the Latin
word movere, meaning, “to move”. In the
present context, motivation is the
psychological processes that arouse and
direct the goal-directed behavior.
MOTIVATIONAL METHODOLOGY AND THEORIES
There are two factors of motivation in the
work place. The first one is individual inputs
and the second is job content. Since
motivation influences job behaviors and
performance, the manager must learn to
identify what motivates each member of his
or her team.
MOTIVATIONAL METHODOLOGY AND THEORIES
Satisfying Needs
Need for Achievement: to accomplish something
difficult; to master manipulate, or organize physical
objects, human beings, or ideas; to overcome
obstacles and attain a higher standard.
Need for Affiliation: to maintain social relationships;
To be included in group activities; needs for affection.
Need for power: desire to influence, coach, teach, or
encourage others to achieve; like to work.
MOTIVATIONAL METHODOLOGY AND THEORIES
Through Job Design
Job Enlargement: putting more variety into a worker’s
job by combining specializes tasks of comparable
difficulty.
Job Rotation: moving employee from one specialized
job to another. Giving the employee that opportunity to
be cross-trained.
Job Enrichment : when one has the opportunity to
experience achievement, recognition, stimulating work
functions, higher responsibilities, and advancement.
MOTIVATIONAL METHODOLOGY AND THEORIES
Intrinsic Motivation
Kenneth Thomas developed the model of
Intrinsic Motivation based on his intriguing
research on empowerment. The model has
four key intrinsic rewards underlining an
individual’s level of intrinsic motivation.
MOTIVATIONAL METHODOLOGY AND THEORIES
Sense of Meaningfulness: is the feeling that one is on the
path that is worth time and effort; that has or gives value and
purpose.
Sense of Choice: is the ability to select tasks that are right
for oneself and then having the ability to perform those tasks
in ways that make sense.
Sense of Competence: involves the feeling one gets from
doing something good, from producing high quality work or
by successfully completing a challenging task.
Scene of Progress: involve the success of accomplishing
constant forward progression of a task.
NEED BEHAVIOUR REWARD
FEEDBACK: Reward informs a person whether their behavior was appropriate and should be used again.
MOTIVATIONAL METHODOLOGY AND THEORIES
MOTIVATIONAL METHODOLOGY AND THEORIES
Managers can increase a person’s meaningfulness
by inspiring their employee and modeling desired
behavior. Managers can increase a person’s
choice by empowering them by delegating
meaningful assignments and tasks. Managers can
enhance a person’s competence by supporting and
coaching their employees. A Manager can also
increase a person’s progress by on-the-spot
recognition or rewards.
Are you motivating your employees?
Strongly
Disagree
Disagree
Neither Agree
or Disagr
ee
Agree Strongly
Agree
Are you passionate about your job?
Do you know that the work you are completing, contributes to the organization’s goals and objectives?
Are you given the opportunity to complete job tasks as you see fit?
Does your supervisor or manager delegate important projects/tasks that significantly contributes to the success of your team or department?
Do your skills match the job your are performing?
Do you receive recognition for a job well done?
Does your department celebrate progress while working towards achieving annual goals?
Do you receive personal progress and development reports on a consistent bases?
Here are a few questions you can ask them to find out.
MOTIVATIONAL METHODOLOGY AND THEORIES
Motivation is a Challenge
The challenge is to keep employee motivation
consistent with organizational goals. Results
from employee motivational practices:
Motivated, enthusiastic, and satisfied
employees drive success.
MOTIVATIONAL METHODOLOGY AND THEORIES
Foundations of Motivation
A manager’s assumptions about employee
motivation and use of rewards depend on his
or her perspective on motivation. Four distinct
perspectives on employee motivation have
evolved: the traditional approach, the human
relations approach, the human resources
approach and the contemporary approach.
MOTIVATIONAL METHODOLOGY AND THEORIES
Traditional Approach Content theories Process theories Reinforcement theories
Human Relations Approach The whole person People are complex and are motivated
differently
MOTIVATIONAL METHODOLOGY AND THEORIES
Human Resources Approach Noneconomic rewards Works studies as social people
Contemporary Approach Systematic analysis of an employee’s job Economic rewards for high performance
MOTIVATIONAL METHODOLOGY AND THEORIES
Content Prospective Methods Maslow’s Hierarchy of Needs Theory ERG Theory Two-Factors Theory Acquired Needs Theory
Process Theories Equity Theory Expectancy Theory Goal Setting Theory
MOTIVATIONAL METHODOLOGY AND THEORIES
Reinforcement Perspective Positive Reinforcement Avoidance Learning Punishment Extinction
Intervals of Reinforcement Continues Reinforcement Partial Reinforcement Fixed Interval Fixed Ratio Variable Internal Variable Ratio
MOTIVATIONAL METHODOLOGY AND THEORIES
Employee Motivation
Effective employee motivation has long been
one of management’s most difficult and
important responsibilities. In addition,
employee motivation and satisfaction are
based on considering the individual
differences that make us all unique
individuals.
MOTIVATIONAL METHODOLOGY AND THEORIES
Maslow’s Hierarchy of Needs
Psychologist Abraham Maslow first
introduced his concept of a hierarchy of
needs in his 1943 paper "A Theory of Human
Motivation".
Physiological Needs
Safety Needs
Belongingness Needs
Esteem Needs
Self-Actualization Needs
The Five Levels of Maslow's Hierarchy of Needs
MOTIVATIONAL METHODOLOGY AND THEORIES
Physiological Needs: Include the most basic needs that
are vital to survival, such as the need for food, water,
and air. At work, these needs reflex the needs for
adequate heat when it is cool, clean air, and a base
salary.
Safety Needs: Include needs for safety, and security
physical and emotional environment. This includes
freedom from treats, such as violence, and an orderly
society. At work, these needs reflex the needs for a
safe working area, fringe benefits, and job security.
MOTIVATIONAL METHODOLOGY AND THEORIES
Belongingness Needs: These needs reflex the desire for
acceptance by one’s peers, having friendships, being part of a
group, and to be loved. At work these needs are the desire for
good relationships with co-workers, participation in work groups,
and a positive relationship with one’s supervisor or/and manager.
Esteem Needs: These needs are relate to the desire for a positive
self-image and to receive attention, recognition, and appreciation
from others. At work, these needs reflect a motivation for
recognition, an increase in responsibilities, high status, and credit
for contributions made to the organization.
MOTIVATIONAL METHODOLOGY AND THEORIES
Self-Actualizing Needs: This represents the
need for self-fulfillment. This includes the
need to achieve one’s full potential, and
Increasing one’s competence. At work, these
needs can be met by having opportunities
for growth, the chance to be creative and
acquiring training for challenging assignments
and advancements.
Personal Life Fulfillment
Education, religion, hobbies, personal growth
Approval of family, friends, community
Family, friends, community groups
Freedom from war, pollution, violence
Food, water, oxygen
Work/Career Fulfillment
Recognition, high status, increased responsibilities
Opportunity for training, advancement, growth
Work groups, clients, co-workers, and supervisor
Safe work environment, job security, fringe benefits
Controlled & comfortable environment, air, base salary
Self-Actualization
Esteem Needs
Belongingness Needs
Safety Needs
Physiological Needs
MOTIVATIONAL METHODOLOGY AND THEORIES
ERG Theory
Clayton Alderfer proposed a modification of Maslow’s
theory in an effort to simplify it and respond to
criticisms of its lack of empirical verification.
His ERG theory identified three categories of need.
Existence Needs: The needs for physical well-being.
Relatedness Needs: The needs for satisfactory
relationships with others.
Growth Needs: The needs that focus on the
development of human potential, personal growth,
And increased competence.
MOTIVATIONAL METHODOLOGY AND THEORIES
Acquired Needs Theory
David McClelland created the Acquired Needs Theory
proposes that certain types of needs are acquired
during the individual’s lifetime. In other words, people
are not born with these needs; they are needs that
develop throughout one’s lifetime. Need for Achievement Need for Affiliation Need for Power
MOTIVATIONAL METHODOLOGY AND THEORIES
Goal Setting Theory
There are four key elements to the goal-setting theory
of motivation.
Goal Specificity: Refers to the degree to which goals
are concrete and unambiguous.
Goal Difficulty: Challenging goals are more motivating.
Goal Acceptance: Subordinates have to “buy into” the
goals and be committed to them.
Feedback: Subordinates receive feedback to indicate
their progress toward goal achievement.
MOTIVATIONAL METHODOLOGY AND THEORIES
McGregor’s Theory X and Theory Y
In 1960, Douglas McGregor wrote a book
entitled The Human Side of Enterprise, which
has become a philosophical base for the
modern view of people when they are at
work. In addition, McGregor identified two
sharply contrasting sets of assumptions about
human nature.
MOTIVATIONAL METHODOLOGY AND THEORIES
Assumptions About People at Work
Theory X Theory Y
Most people dislike work; they avoid it when they can
Work is a nature activity, like play and rest.
Most people must be coerced and threatened with punishment before they will work.
People are capable of self-direction and self-control if they are committed to objectives.
Most people actually prefer to be directed. They tend to avoid responsibility and exhibit little ambition.
People generally become committed to organizational objectives if they are rewarded.
The typical employee can learn to accept and seek responsibilities.
The typical member of the general population has imagination, integrity, and creativity.
MOTIVATIONAL METHODOLOGY AND THEORIES
Herzberg’s Two-Factor Theory
Herzberg’s research revealed work
characteristics associated with dissatisfaction
were quite different from those pertaining to
satisfaction, which supported the concept that
two factors influence work motivation.
Area of Satisfaction
Hygiene Factors Influence Level of
Dissatisfaction.
Motivators Influence Level of Satisfaction.
Area of Dissatisfaction
MotivatorsAchievementRecognition
ResponsibilitiesWork itself
Personal growth
Hygiene FactorsWorking conditions
Pay and job securityCompany policies
SupervisorsInterpersonal Relationships
Highly Satisfied
Neither SatisfiedNor Dissatisfied
Highly Dissatisfied
MOTIVATIONAL METHODOLOGY AND THEORIES
Herzberg believed that two entirely separate
dimensions contributed to an employee’s behavior
At work. The first dimensions is called hygiene
factors, which involves the presence or absence of
Job dissatisfies, such as working conditions, pay,
company policies, and lack of interpersonal
relationships.
MOTIVATIONAL METHODOLOGY AND THEORIES
When hygiene factors are poor, work is
dissatisfying. However, good hygiene
factors simply remove the dissatisfaction;
they do not cause people to become
satisfied or motive in their work.
MOTIVATIONAL METHODOLOGY AND THEORIES
The second set of factors does influence
job satisfaction. Motivators focus on high-
level needs and include achievement,
recognition, responsibility, and
opportunity for growth.
MOTIVATIONAL METHODOLOGY AND THEORIES
Herzberg believed that when motivators
are absent, workers are neutral toward
work, but when motivators are present,
workers are highly motivated and
satisfied.
MOTIVATIONAL METHODOLOGY AND THEORIES
Equity Theory
The equity theory is a process theory that
focuses on individuals’ perception of how
fairly they are treated compared to others.
Developed by J. Stacy Adam’s, equity theory
proposes that people are motivated to seek
social equity in the rewards they expect for
performance.
MOTIVATIONAL METHODOLOGY AND THEORIES
According to this theory, if people perceive
their compensation as equal to what others
receive for similar contributions, they will
conclude their treatment is fair and equitable.
A state of equity exists whenever the ratio of
one person’s outcomes to inputs equals the
ratios of another’s outcomes to inputs.
MOTIVATIONAL METHODOLOGY AND THEORIES
Inequity occurs when the input-to-outcome
ratios are out of balance. If a person
perceives inequity or out of balance with
others they will start a cycle of individual
negative motivation, in an effort to bring
equity into balance again.
MOTIVATIONAL METHODOLOGY AND THEORIES
Common Methods to Reduce Perceived InequityChange Inputs: A person may choose to increase or
decrease his or her inputs to the organization.
Change Outcomes: A person may change his or her
outcomes.
Distort Perceptions: Research suggests that people
may distort perceptions of equity if they are unable to
change inputs or outcomes.
Leave the Job: People who feel inequitably treated may
decide to leave their jobs rather than suffer the inequity
of being under paid or over paid.
MOTIVATIONAL METHODOLOGY AND THEORIES
Job Characteristics Model
One specific approach to job design is the job
characteristics model developed by Richard
Hackman and Greg Oldham. Hackman and
Oldham’s research focused on work redesign,
which, is defined as altering jobs to increase
both the quality of employees work
experience and their productivity.
MOTIVATIONAL METHODOLOGY AND THEORIES
The model consists of three major parts: core job
dimensions, critical psychological states, and employee
growth-need strength.
Hackman and Oldham identified five dimensions that
determine a job’s motivational potential. Skill variety Task identity Task significance Autonomy Feedback
MOTIVATIONAL METHODOLOGY AND THEORIES
Critical Psychological States Experience meaningfulness of the work Experience responsibility for outcomes of the
work Knowledge of the actual results of the work
activities
Personal and Work Outcomes High internal work motivation High-quality work performance High satisfaction with the work Low absenteeism and turnover
MOTIVATIONAL METHODOLOGY AND THEORIES
Employee Growth-Need Strength
The final component of the job characteristics
model is the employee growth-need strength,
which means that people have different
needs for growth and development.
MOTIVATIONAL METHODOLOGY AND THEORIES
If a person wants to satisfy low-level needs,
such as safety and belongingness, the job
characteristics model has less effect.
However, if a person has a high need for
growth and development, including the desire
for personal challenges, achievements, and
challenging work, the model is especial
effective.
MOTIVATIONAL METHODOLOGY AND THEORIES
The job characteristics model suggests that
the more these five core characteristics can
be incorporated into the job, the more the
employees will be motivated and thus,
creating, higher performance, quality, and
satisfaction.
MOTIVATIONAL METHODOLOGY AND THEORIES
Innovative Ideas for Motivating Pay for performance Gain sharing Employee stock ownership Lump-sum bonuses Flexible work schedule Team-based compensation Lifestyle awards Pay for knowledge
MOTIVATIONAL METHODOLOGY AND THEORIES
A Continuum of Empowerment
Empowerment is power sharing, the
delegation of power or authority to
subordinates in an organization.
As a leader, remember most people want to
do well and to improve, so give them chances
to learn and become more proficient.
MOTIVATIONAL METHODOLOGY AND THEORIES
Empowering employees involves giving them four
elements that enable them to act more freely to accomplish
their jobs: information, knowledge, power, and rewards.
Employee receives information about the company’s
performance. Employees have knowledge and skills that contributed
to the company’s goals and objects. Employees have the power to make substantive
decisions. Employees are rewarded on company performance.
MOTIVATIONAL METHODOLOGY AND THEORIES
Giving Meaning to Work
Another way to meet higher-level motivational
needs and help people get intrinsic rewards
from their work is to install a sense of
importance and meaningfulness.
MOTIVATIONAL METHODOLOGY AND THEORIES
In recent years, managers have focused on
employee engagement, which has less to do
with extrinsic rewards such as pay and much
more to do with fostering an environment in
which people can flourish.
MOTIVATIONAL METHODOLOGY AND THEORIES
Engaged employees are more satisfied and
motivated because they feel appreciated by
their supervisors and the organization, and
they thrive on work challenges rather than
feeling frustrated by them.
Engaged employees are motivated, enthusiastic, and
Committed employees. In addition, there is a growing
recognition that it is the behavior of managers
that makes the biggest difference in whether
people feel engaged at work.
MOTIVATIONAL METHODOLOGY AND THEORIES
One way to evaluate how a manager or an
organization is doing in engaging employees
by meeting higher-level needs is a metric
developed by the Gallup researches called
the Q12.
Q12 High-Level Needs Metric Yes No
Do I know what is expected of me at work?
Do I have the materials and equipment that I need to do my work right?
At work, do I have the opportunity to do what I do best every day?
In the past seven days, have I received recognition or praise for doing good work?
Does my supervisor, or someone at work, seem to care about me as a person?
Is there someone at work who encourages my development?
At work, do my opinions seem to count?
Does the mission or purpose of my company make me feel that my job is important?
Are my co-workers committed to doing quality work?
Do I have a best friend at work?
In the past six month, has someone at work talked to me about my progress?
This past year, have I had opportunities to learn and grow?
MOTIVATIONAL METHODOLOGY AND THEORIES
Improving Individual Job Performance
A manager can encourage improvement of an
employee’s individual performance by
focusing on the individual. A manager that
understands the complexity of one’s self will
be prepared to assist their employees in the
process and achievement of their own self-
esteem fulfillment.
MOTIVATIONAL METHODOLOGY AND THEORIES
Self is the core of one’s conscious existence. Aware of self is referred to as one’s self-
concept. Self-concept is “the concept the individual
has of himself or herself as a physical, social, and spiritual or moral being.”
Self-Esteem is a belief about one’s own self-worth.
MOTIVATIONAL METHODOLOGY AND THEORIES
Self-Efficacy is a person’s belief about his or her
chances of successfully accomplishing a specific task.
Self-Monitoring is the extent to which a person observes his or her own self-expressive behavior and adapts it to the demand of the situation.
Cognitions are referred to as “any knowledge, opinion, or belief about the environment, about oneself, or about one’s behaviors.”
MOTIVATIONAL METHODOLOGY AND THEORIES
The Individual
Each individual has many important
dimensions and differences that are defined
as self-concept, personality traits, attitudes,
mental abilities, and emotions. There is a
specific correlation between self-concept
(how you view yourself), personality (how you
appear to others) and key forms of self-
expression.
The Individual
Self-Concept
Self-Esteem
Self-Efficacy
Self-Monitoring
Forms of Self-Expression
Attitudes
Abilities
Emotions
MOTIVATIONAL METHODOLOGY AND THEORIES
Performance Management
Performance management is an organizational
system that managers integrate into the
activities of goal setting, monitoring and
evaluating, providing feedback and coaching,
and rewarding employees on a continues
basis.
MOTIVATIONAL METHODOLOGY AND THEORIES
A Continuous Process
The process starts with hiring the right people
with the required abilities, skills, and job
knowledge needed in order to be successful
within the job assigned. Next is to give proper
training on how to effectively complete the job
per company specifications and to correct any
knowledge shortfalls.
Individual
Personal
Traits and Characteristics
Job Knowledge
Motivation
Individual
Personal
Traits and Characteristics
Job Knowledge
Motivation
Organizational
Organization’s Culture
Job Design
Quality of Supervision
Organizational
Organization’s Culture
Job Design
Quality of Supervision
Persistent
Effort
Learning & Personal Growth
Improved Job Performance
Job Satisfaction
Persistent
Effort
Learning & Personal Growth
Improved Job Performance
Job Satisfaction
Situational Factors Desired OutcomesPerformance Improvement Cycle
Goal Setting
Rewards & Positive Reinforcement
Feedback & Coaching
MOTIVATIONAL METHODOLOGY AND THEORIES
Establishing Employee Loyalty
Why should a manager or company care about employee
loyalty?
Employee loyalty has a direct correlation with profitability numbers.
Employee loyalty directly contributes to customer loyalty. Reflects positively on the manager and company. Affirms company and management’s commitment to their
employees and customers. Confirms management is truly in touch with the needs of
employees.
MOTIVATIONAL METHODOLOGY AND THEORIES
A great employee seems to do his or her job
effortlessly. Yet replacing such a person is anything but
effortless, it takes hours of recruiting, time-consuming
interviews, training, and less-than-productive trial
periods.
In addition, the average cost of replacing an employee
is often equal to 150% of the position's salary. This can
be a tremendous financial and productivity drain on a
company.
MOTIVATIONAL METHODOLOGY AND THEORIES
Can You Hear Your Assets Talking?
Give employees an on-going avenue to voice
their suggestions, concerns, compliments,
complaints, ideas, and thoughts in an open but
anonymous way. This creates and encourages
continual input from staff members and can
result in learning specific ways for the company
and management to take action and use
resources in a more effective way.
MOTIVATIONAL METHODOLOGY AND THEORIES
Increase feedback and input from staff Improve workplace culture by acting quickly on
issues Pre-empt employee meltdowns by monitoring
office attitudes Decrease ethical violations that may be
occurring Create greater employee loyalty Reduce employee turnover and related hiring
and training costs
MOTIVATIONAL METHODOLOGY AND THEORIES
Predict future consequences by understanding attitudes right now
Correlate employee feedback with quantifiable measurements like profitability
Track trends and match them to employee or departmental actions
Learn more about employee needs and wants Creates awareness of specific knowledge gaps
MOTIVATIONAL METHODOLOGY AND THEORIES
Job Satisfaction
A positive attitude towards one’s job is defined
as Job Satisfaction. This includes positive
experiences that match the individual’s needs,
interests, when working conditions and rewards
are satisfactory.
MOTIVATIONAL METHODOLOGY AND THEORIES
Two actions that managers can take to
reinforce job satisfaction: Make sure employees have a reasonable
workload and ensure they get enough support to organize their job responsibilities.
Remember that a positive attitude can go a long way towards helping others feel good about themselves and their work responsibilities.
MOTIVATIONAL METHODOLOGY AND THEORIES
Here are six questions to identify job
satisfaction.
Each question represents various aspects of
satisfaction that an employee may experience
on a job.
MOTIVATIONAL METHODOLOGY AND THEORIES
Question
Overall, how satisfied are you with your job? 1 2 3 4 5
How satisfied are you with the opportunities to learn new things?
1 2 3 4 5
How satisfied are you with your boss? 1 2 3 4 5
How satisfied are you with the people in your group?
1 2 3 4 5
How satisfied are you with the amount of pay you receive?
1 2 3 4 5
How satisfied are you with the contributions you are make to the success of the organization?
1 2 3 4 5
Total Score
MOTIVATIONAL METHODOLOGY AND THEORIES
Work/Life Balance
Work-Life Balance is a broad concept including
proper prioritizing between "work“ (career and
ambition) on one hand and "life” (pleasure,
leisure, family, and spiritual development) on
the other.
Related, though broader, terms Include
"lifestyle balance" and "life balance".
MOTIVATIONAL METHODOLOGY AND THEORIES
Five Steps for the Individual to Improve
Work/Life Balance Figure Out What Really Matters to You in Life Drop Unnecessary Activities Protect Your Private Time Accept Help to Balance Your Life Plan Fun and Relaxation
MOTIVATIONAL METHODOLOGY AND THEORIES
Benefits From Work-Life Balance Initiatives Increases productivity by teaching people how to
attain a higher level of achievement & enjoyment
every day, both on and off the job. Understanding and fulfilling ones individuals
needs creates bottom-line results for the organization and more value and balance for the individual.
Drives personal commitment and accountability to the organization.
MOTIVATIONAL METHODOLOGY AND THEORIES
Managers and leaders can contribute to the
work-life balance initiative by developing or
sharpening their skills in the following areas: People Management Project Management Time Management Change Management Focusing on Interpersonal Skills Seeing & Setting Big Picture Goals
MOTIVATIONAL METHODOLOGY AND THEORIES
Overall Benefits to the Organization
Educating managers and employees with skills
to help themselves create their own best life
work effectiveness, the employer can see
breakthrough returns on investment and a
lasting positive impact on the entire
organization.
MOTIVATIONAL METHODOLOGY AND THEORIES
What The Company Does For The Individual
Company provides, policies and benefits that
support individual work-life balance.
This allows the workforce to focus better while
on the job, because external life issues are
made more manageable.
MOTIVATIONAL METHODOLOGY AND THEORIES
Full access to flex-time Telecommuting Child-care Elder-care Sick leave, Job-sharing In-house stores/services, Gym subsidies Concierge services
MOTIVATIONAL METHODOLOGY AND THEORIES
What The Individual Does For Themselves
Individual responsibilities varies from individual
to individual however, we must regularly find
and create for ourselves, the balance that
makes the most sense and provides the most
benefits to our individual situations.
MOTIVATIONAL METHODOLOGY AND THEORIES
Create a good work-life balance that yields positive results.
Improve your opportunities to gain education and training.
Take responsibility and ownership for your individual actions.
Assume accountability for your performance and output.
MOTIVATIONAL METHODOLOGY AND THEORIES
Workplace Mentoring
Workplace mentoring is a learning partnership
between employees for purposes of sharing
technical information, institutional knowledge,
and insight with respect to a particular
occupation, profession, organization, or
endeavor.
THE PROCESS OF DEVELOPING A TEAM
The definition of a group is two or more freely
interacting individuals who share collective
norms, goals, and have a common identity.
There are two formal group functions that are
defined as; organizational functions and
individual functions.
THE PROCESS OF DEVELOPING A TEAM
Organizational Functions are the collective
actions that result in positive shared outcomes,
such as achieving team goals or meeting
organizational objectives. Interacting individuals
who share collective norms, goals, and have a
common identity.
The Individual Functions are positive outcomes
from being part of the team, that satisfy the
individuals needs or wants, such as fulfilling the
need for affiliation.
THE PROCESS OF DEVELOPING A TEAM
Organizational Functions Accomplishing complex tasks Generate new and creative ideas and
solutions Coordinate interdepartmental efforts Provide a problem-solving mechanism for
complex problems Implement complex decisions Socialize and train new employees
THE PROCESS OF DEVELOPING A TEAM
Individual Functions Satisfy the need for affiliation Develop, and confirm one’s self-esteem and
sense of identity Opportunity to test and share personal
perceptions of social reality Reduce anxieties and feelings of insecurity and
powerlessness Provide a problem-solving mechanism for one’s
interpersonal problems
THE PROCESS OF DEVELOPING A TEAM
Groups and teams in the workplace go through
a significant process or cycle to become an
effective and productive group or team that is
committed to achieve a common goal or
objective.
THE PROCESS OF DEVELOPING A TEAM
Many theorists have concluded that a group
development process occurs in stages,
however they have not all agreed on how to
define and describe each stage. The most
commonly used theory is the one that was
proposed first in 1965 and than revised in
1977, is educational psychologist Bruce W.
Tuckman’s Theory of Group Development
THE PROCESS OF DEVELOPING A TEAM
Tuckman’s Theory - Five Stages to Group
Development
Tuckman’s Theory contains five stages, which are the
forming, storming, norming, performing and adjourning.
Each stage represents the steps involved within the
group’s individual and collective, actions, behaviors,
roles, expectations, and the results or outcomes that
are shared experiences by all of the group members.
THE PROCESS OF DEVELOPING A TEAM
Stage 1: The Forming Stage is the process of
getting to know each other, understanding who
is in charge, knowledge and accepting the
goals and objectives of the team and
identifying each member’s specific role within
the team.
THE PROCESS OF DEVELOPING A TEAM
Stage 2: The Storming Stage is the time of
testing the leaders’ abilities, procedures,
strategies, and their power. This is also the
time that an individual identifies specifically
how they fit into the power structure of group.
THE PROCESS OF DEVELOPING A TEAM
Stage 3: The Norming Stage, is when the
group has past and resolved any issues from
the storming stage and now all of the members
are committed to the group’s leader, to the
goals or objectives, and to their individual role
within the group.
THE PROCESS OF DEVELOPING A TEAM
Stage 4: The Performing Stage is when the
group is focused on solving task problems and
devoted to getting their individual task
completed without hampering others. This is
the time in which communications is open and
given freely; there is strong cooperation, and
member support.
THE PROCESS OF DEVELOPING A TEAM
Stage 5: The Adjourning Stage is the
celebration of achieving the groups’ initiative
and time for reflection of the process.
THE PROCESS OF DEVELOPING A TEAM
Group Member Roles
Roles are defined as sets of behaviors that
persons expect of occupants of a position.
Within a group or team each person assumes a
specific role based on the contributions to the
overall success of the group. There are two
types of roles, which are task roles and
maintenance roles.
THE PROCESS OF DEVELOPING A TEAM
Task Roles enable the group to define, clarify,
and pursue a common purpose. In addition,
task roles are also the goal-directed roles that
keep the group on track.
Maintenance Roles foster supportive and
constructive interpersonal relationships within
the group. In addition, maintenance roles keep
the group together.
THE PROCESS OF DEVELOPING A TEAM
Teams, Trust, and Teamwork
The team approach to managing organizations
is having diverse and substantial impacts on
organizations and individuals. Teams promise
to be a cornerstone of progressive
management for the near future.
THE PROCESS OF DEVELOPING A TEAM
Three Dimensions of Trust Overall trust expecting fair play, the truth,
and empathy. Emotional trust having faith that someone
will not misrepresent you to others or betray you.
Reliableness believing that promises and
appointments will be kept and commitments met.
THE PROCESS OF DEVELOPING A TEAM
How to Build Trust Communication Support Respect Fairness Predictability Competence
THE PROCESS OF DEVELOPING A TEAM
A Team is More Than Just a Group
Jon R Katzenbach and Douglas K Smith define a
team as “a small number of people with
complementary skills who are committed to a
common purpose, performance goals, and
approach for which they hold themselves mutually
accountable”.
THE PROCESS OF DEVELOPING A TEAM
Katenbach and Smith also note, “The
essence of a team is common commitment.
Without it, groups perform as individuals;
with it, they become a powerful unit of
Collective performance.”
THE PROCESS OF DEVELOPING A TEAM
A group becomes a team when the following criteria
are met: Leadership becomes a shared activity. Accountability shifts from strictly individual to
both individual and collective. The group develops its own purpose or mission. Problem solving becomes a way of life, not a
part-time activity. Effectiveness is measured by the group’s
collective outcomes and products.
THE PROCESS OF DEVELOPING A TEAM
Self-Managed Teams
Self-Managed Teams groups of employees granted administrative
oversight for their work.
Indirect Influence Tactics of Self Managed Teams Relating Scouting Persuading Empowering
Cross-Functionalism is a team that has technical specialists
from different areas.
THE PROCESS OF DEVELOPING A TEAM
Are Self Managed Teams Effective Creates positive effect on productivity Creates positive effect on specific attitudes
relating to self-management No significant effect on general attitudes No significant effect on absenteeism or
turnover
THE PROCESS OF DEVELOPING A TEAM
Symptoms of Groupthink
Groupthink is a term for a cohesive in-group’s
unwillingness to realistically view alternatives. Invulnerability Inherent morality Rationalization Stereotyped views of opposition Self-censorship Illusion of unanimity Peer pressure Mind-guards
THE PROCESS OF DEVELOPING A TEAM
Social Loafing
Social loafing decrease in individual effort as
group size increases. Reason for social loafing: Equity of effort Loss of personal accountability Motivational loss due to sharing of rewards Coordination loss as more people perform
the task
THE PROCESS OF DEVELOPING A TEAM
Recent Research on Trust
Schweitzer, Hershey, and Bradlow (2006) – conducted
Laboratory study and found: When trust is broken by untrustworthy actions, it can
be restored through consistent trustworthy actions A promise to act in a trustworthy way helps facilitate
the regaining of trust Deception does serious long-term damage to trust and
makes it very difficult to restore, even when followed by trustworthy actions
THE PROCESS OF DEVELOPING A TEAM
Managing Virtual Teams Virtual teams allow group members in
different locations using information technology, to communicate and conduct business activities.
Virtual groups formed over the Internet follow a group development process similar to that of face-to-face groups.
Internet chat rooms create more work and yield poorer decisions than face-to-face meetings.
THE PROCESS OF DEVELOPING A TEAM
Meet face-to-face to start a project and set specific and measurable major milestones.
Assume positive intent when receiving e-mails that have negative tones. Withhold judgment until you can learn more or talk to the individual directly via phone or in person.
Encourage positive predictable behavior Honor commitments, attend meetings on
time, and don’t send terse emails.
DEVELOPING GLOBAL MANAGERS
DEVELOPING GLOBAL MANAGERS
Global Leadership and Organizational Behavior
Effectiveness is the attempt to develop an
empirically based theory to describe,
understand, and predict the impact of specific
cultural variables on leadership and
organizational processes and the effectiveness
of these processes.
DEVELOPING GLOBAL MANAGERS
Becoming Cross-Culturally Competent involves
cultural intelligence.
Cultural Intelligence is the ability to interpret
ambiguous cross-cultural situations correctly.
DEVELOPING GLOBAL MANAGERS
Cultural Dimensions Power distance Uncertainty Institutional collectivism In-group collectivism Gender egalitarianism Assertiveness Future orientation Performance orientation Humane orientation
DEVELOPING GLOBAL MANAGERS
Individualism versus Collectivism Individualistic Culture – primary emphasis on
personal freedom and choice Collectivist Culture – personal goals less
important than community goals and interests
DEVELOPING GLOBAL MANAGERS
Ethnocentrism
Ethnocentrism belief that one’s native country, culture, language,
and behavior are superior to all others.
Dealing with Ethnocentrism
Managers can effectively deal with ethnocentrism through: Education Greater cross-cultural awareness International experience A conscious effort to value cultural diversity
DEVELOPING GLOBAL MANAGERS
Five Cultural Perspectives Basic cultural dimensions Individualism versus collectivism High-context and low-context cultures Monochronic and polychronic time
orientation Cross-cultural leadership
DEVELOPING GLOBAL MANAGERS
Organizational Culture
Organizational Culture is defined as a set of
shared, taken-for-granted implicit assumptions
that a group holds and that determines how it
perceives, thinks about and reacts to its various
environments.
DEVELOPING GLOBAL MANAGERS
Organizational Culture Characteristics Passed on to new employees through
the process of socialization Influences our behavior at work Operates at different levels
DEVELOPING GLOBAL MANAGERS
Layers of Organizational Culture
Observable Artifacts: – Consist of the physical manifestation of an
organization’s culture– Acronyms, manner of dress, awards, myths and
stories, published lists of values, observable rituals and ceremonies, special parking spaces, and decorations
DEVELOPING GLOBAL MANAGERS
Layers of Organizational Culture
Enacted Values:– Represent the values and norms that
actually are exhibited or converted into employee behavior
– Based on observable behavior
DEVELOPING GLOBAL MANAGERS
Layers of Organizational Culture
Basic Assumptions:– Constitute organizational values that have
become so taken for granted over time that they become assumptions that guide organizational behavior
DEVELOPING GLOBAL MANAGERS
Four Functions of Organizational Culture Organizational Identity Collective Commitment Social System Stability Sense-Making Device
DEVELOPING GLOBAL MANAGERS
Positive Outcomes with Organizational Culture Significantly correlated with employee behavior and
attitudes Congruence between an individual’s values and the
organization’s values was associated with organizational commitment, job satisfaction, intention to quit, and turnover
There is not a clear pattern of relationships between organizational culture and outcomes such as service quality, customer satisfaction, and an organization’s financial performance
Mergers frequently failed due to incompatible cultures
DEVELOPING GLOBAL MANAGERS
The Process of Culture Change
Organizational members teach each other about the
organization’s preferred values, beliefs, expectations, and
behaviors. Formal statements of organizational philosophy,
mission, vision, values, and materials used for recruiting, selection and socialization.
The design of physical space, work environments, and buildings.
DEVELOPING GLOBAL MANAGERS
The Process of Culture Change Slogans, language, acronyms, and
sayings Deliberate role modeling, training
programs, teaching and coaching by managers and supervisors
Explicit rewards, status symbols (e.g., titles), and promotion criteria
DEVELOPING GLOBAL MANAGERS
The Process of Culture Change Stories, legends, and myths about key people and
events The organizational activities, processes, or outcomes
that leaders pay attention to, measure, and control Leader reactions to critical incidents and
organizational crises The workflow and organizational structure Organizational systems and procedures Organizational goals and the associated criteria used
for recruitment, selection, development, promotion, layoffs, and retirement of people
DEVELOPING GLOBAL MANAGERS
Organizational Socialization is the process
by which a person learns the values, norms,
and required behaviors which permit him to
participate as a member of the organization.
DEVELOPING GLOBAL MANAGERS
Corporate Global Social Responsibilities
(CSR) is defined as “the notion that
corporations have an obligation to constituent
groups in society other than stockholders and
beyond that prescribed by law or union
contracts.”
DEVELOPING GLOBAL MANAGERS
Responsibilities of a Corporate Citizen Philanthropic Responsibility: Be a good
global corporate citizen Ethical Responsibility: Be ethical Legal Responsibility: Obey the law Economic Responsibility: Be profitable
DEVELOPING GLOBAL MANAGERS
Individual Ethical Behavior in the Workplace
Ethical and unethical conduct is the product of
a complex combination of influences. Each
person have their own unique combinations of
personality characteristics, values, and moral
principles, leaning toward or away from ethical
behavior.
DEVELOPING GLOBAL MANAGERS
Internal Organizational Influences Ethical codes Organizational culture Organizational size Structure Perceived pressure for results Corporate strategy
DEVELOPING GLOBAL MANAGERS
External Organizational Influences Political/legal Industry culture National culture Environment
DEVELOPING GLOBAL MANAGERS
Neutralizing and Enhancing Factors
Top Management team characteristics can also
influences ethical behavior. Age Length of service Military service Homogeneity/Heterogeneity
DEVELOPING GLOBAL MANAGERS
General Moral Principles
Management consultant and writer Kent
Hodgson has developed a model of moral
principles to help guide managers to making
better ethical and moral decisions. Hodgson
calls them “the magnificent seven” to
emphasize their timeless and worldwide
relevance.
DEVELOPING GLOBAL MANAGERS
Hodgson added a note that needs
consideration; there are no absolute ethical
answers for decision makers however,
managers should be to able to rely on moral
principles so their decisions are principled,
appropriate, and defensible.
DEVELOPING GLOBAL MANAGERS
The Magnificent Seven
1) Dignity of Human Life
2) Autonomy
3) Honesty
4) Loyalty
5) Fairness
6) Humaneness
7) The Common Good
Q & A
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