Leadership and

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Leadership and Professional Ethics
Organization: Part II
Dr Syed Shatir A. Syed-Hassan
CEng MIChemE
 In Today’s Lecture
• Motivation
• Building and and leading groups and

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teams
• Communicating in teams and
organisations
 Motivation

• Important, because it tells why people

act and behave in a particular way.

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• Motivation is the psychological forces
within a person that determine a
person’s direction, level of effort and
level of persistence.
 Motivation
Element Definition
Direction Which path people engage their effort

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Level of effort How hard does a person work in the
chosen direction
Level of When faced with obstacles,
persistence roadblocks, and stone walls, how hard
does a person keep trying to perform
a chosen behavior successfully
 Needs and the Motivation
• Motivation begins with individual needs and
their underlying drives.
• Needs = deficiencies that energise or trigger
behaviours to satisfy those needs.

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• Unfullfilled needs create a tension that makes
us want to find ways to reduce or satisfy those
needs.
• The stronger your needs, the more motivated
you are to satisfy them.
• Conversely, a satisfied need does not motivate.
 5 basic categories of needs
Need Example
Physiological Food, air, water, shelter

Safety/Security -Secure and stable environment

-Absence of pain, threat and illness

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Social Love, affection, and interaction with other
people
Esteem -Self esteem through personal achievement
-Social esteem through recognition and
respect from others
Self-actualisation Self-fulfillment – a sense that a person’s
potential has been realised
 Maslow’s Hierarchy of Needs
• We are motivated simultaneously by several needs
but the strongest source is the lowest unsatisfied
need at the time.
• As a person satisfies a lower-level need, the next
higher need in the hierarchy becomes the primary

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motivator Self-
actualisation

Esteem
Social
Safety/
Security
Physiological
belonging, growth,
hunger, safe social self-respect, personal
thirst, workplace, activities, status, development,
sleep job Security love recognition accomplishment
Watch on Youtube:
An introduction to Maslow's
Hierarchy of needs

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https://www.youtube.com/watch?v=CF2c1q_OvdE
 Herzberg Motivational
Theory
• Also called as Two-Factor Theory or
Herzberg Motivation-Hygiene Theory.

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• Based on an investigation on 203
accountants and engineers.
• Herzberg showed that satisfaction and
dissatisfaction at work almost always
arose from different factors – (i) hygiene
factor and (ii) motivational factor
Hygiene Factor
needed to ensure an employee does not
become dissatisfied
they do not lead to higher levels of

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motivation, but without them there is
dissatisfaction.
include physiological and safety needs
 Motivational Factor
needed in order to motivate an employee
into higher performance
Include social, esteem and self-actualisation

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needs.
 Application of motivational
theory in work situations
A company must be responsible, firstly, to
make sure that their people’s hygiene
factors are fulfilled (the lower levels of

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need).
Need Example
Physiological Cafeterias, vending machine, drinking
fountains, meal breaks
Safety Wages and salaries, fringe benefits,
retirement benefits, medical benefits, job
description, safe work conditions, job
security
Application of motivational
theory in work situations
Hygiene factors cannot be regarded as motivators.
People will strive to achieve “hygiene” needs
because they are unhappy without them.

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Poor hygiene can make you sick, but good hygiene
won’t necessarily make you healthy
Once “hygiene” needs are satisfied, the effect soon
wears off – satisfaction is temporary.
Therefore, managers who seek to eliminate factors
that create job dissatisfaction can bring about peace,
but not necessarily motivation.
 Application of motivational
theory in work situations
Hezberg suggests that work be enriched for
true motivation to spark.
Need Example
Social Encourage social interaction, create team

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spirit, facilitate outside social activities (e.g.
family day),
Esteem Design challenging jobs, use praise and
awards, delegate responsibilities, provide
training and professional development
opportunities, encourage participation
Self-actualization Provide challenges and meaningful
responsibilities, encourage creativity,
growth and promotional opportunities
Watch on Youtube:
Herzberg's Motivation Theory

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https://www.youtube.com/watch?v=KJ8ap4kWPxo

https://www.youtube.com/watch?v=f-qbGAvR4EU
 The Fifty-Fifty Rule
• Fifty per cent of motivation comes from
within a person and 50 per cent from his
or her environment, especially from the

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leadership encountered there.
• It reminds leaders that they have a key
part to play – for good or ill – in the
motivation of people at work
 Teams and Groups
Building and Leading

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 Team Effectiveness
• Most teams exist to serve some purposes
• Team effectiveness:
 is the extent to which a team achieve its
objectives.

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 relies on the satisfaction and well-being of its
members.
 also include team viability – its ability to
survive (i.e. able to maintain the commitment
of its members)
• Three elements determine team effectiveness; (i)
organizational and team environment, (ii) team
design, and (iii) team processes
 Team Effectiveness
Organisational Team Design Team
and Team Effectiveness
Environment  Task Characteristics
 Team Size

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Team Composition  Achieve
 Reward System and Diversity organisational goals
 Communication Satisfy member
System needs
 Physical space Maintain team
Organisational Team Process survival
Environment  Task development
Organisationl  Team norms
Structure  Team roles
Organisational  Team cohesiveness
Leadership
 Communicating in
Teams and Organisations

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 Communication?
• A process in which information is
transmitted and understood between two
or more people.

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• Understood – transmitting the sender’s
intended meaning is the essence of good
communication.
 SENDER
Communication Process

RECIEVER

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Communication Barriers
(Noise)
• Perception
• Filtering

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• Language Barriers
• Information Overload
 Getting Your Message
Across
• Emphatise – understand and be sensitive to
the feelings, thoughts and situation of others

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• Repeat the message – re-phrase the key
points a couple of times
• Use timing effectively – find a time when the
reciever is less likely to be distracted
• Be descriptive
 Verbal Communication
• Verbal communication is more than just
spoken words. What you say is not as how
you say it.
• Experts agree that

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• 7% of your message is communicated face-to
face
• 38% is communicated through voice tone and
inflection
• 55% of your message is transmitted through
body language or non-verbal communication
 Listening Dilemma
• We speak at a rate of 150 words per
minute (wpm).
• But we can hear at a rate of about 1000

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wpm.
• This gives us a lot of extra time.
• What do we do with this time?
Active Listening
Sensing
 Postpone evaluation
Avoid interuptions
Maintain interest

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Active
Listening
Responding Evaluating
 Show interest  Emphatise
Clarify the message Organise information
Hierarchy of Listening
Step1. SENSING
• Active listening begins by hearing, seeing & receiving verbal &
nonverbal aspects of the message.
• Concentration is required in this phase.
• Client should not be interrupted so the message can be
delivered in full & adequate detail.
• Receiver's body language should be positive to help the sender
deliver the message
(Proven Models)
Hierarchy of Listening
Step 2. EVALUATING
• Active listening occurs at the evaluation phase after the
interpretation phase
• Receiver must sort fact from opinion.
• Receiver needs to judge the message based on its
strengths & weaknesses & how well it is liked or
disliked.
• Evaluation phase consists of both logical & emotional
components.

(Proven Models)
Hierarchy of Listening
Step 3. RESPONDING
• Two-way communication requires the receiver to respond to the
sender
• Response provides feedback to the sender on how well the
message was understood & encourages further interaction
between the two parties
• Responses can be both verbal & non-verbal. Rephrasing &
reflecting the sender's message shows interest & increases
understanding.
• Probing questions provide additional detail & clarification
(Proven Models)
 Hierarchy of Active Listening
• The Model of Active Listening is hierarchical. The receiver must use
all receptive senses during the sensing phase to improve the quality
of the interpretation, evaluation and response phases.

• When a misunderstanding occurs, both parties (sender & receiver)

need to restart their analysis at the bottom of the hierarchy.
(Steil, Baker, & Watson fr0m Proven Models)

.
Tips for Being a Good
Listener
Pay full attention to the
person who is speaking. Don't
look out the window or at
what else is going on in the
room.
Make sure your mind is
focused
• It can be easy to let your mind
wander if you think you know
what the person is going to say
next, but you might be wrong!
• If you feel your mind
wandering, change the
position of your body and try
to concentrate on the speaker's
words (Gerzon, n.d.)
Tips for Being a Good Listener
• Let the speaker finish before you begin to
talk. Speakers appreciate having the chance to
say everything they would like to say without
being interrupted. When you interrupt, it
looks like you aren't listening, even if you
really are.
• Let yourself finish listening before you
begin to speak! You can't really listen if you are
busy thinking about what you want say next.

(Gerzon,
n.d.)
Tips for Being a Good Listener
Listen for main ideas
• The main ideas are the most important points the
speaker wants to get across.
• Main ideas may be mentioned at the start or end
of a talk, and repeated a number of times.
• Pay special attention to statements that begin
with phrases such as "My point is..." or "The thing
to remember is..."

(Gerzon, n.d.)
Tips for Being a Good Listener
Ask questions
• If you are not sure you understand what the speaker has
said, just ask.
• It is a good idea to repeat in your own words what the
speaker said so that you can be sure your understanding is
correct.
• For example, you might say, "When you said that no two
zebras are alike, did you mean that the stripes are different
on each one?"
(Gerzon, n.d.)
Tips for Being a Good Listener
Give feedback
• Sit up straight and look directly at the speaker.
• Now and then, nod to show that you
understand.
• At appropriate points you may also smile,
frown, laugh, or be silent. These are all ways to
let the speaker know that you are really
listening.
• Remember, you listen with your face as well as
your ears! (Gerzon, n.d.)
Tips for Being a Good Listener
Remember: time is on your side!
• Thoughts move about four times as fast as
speech.
• With practice, while you are listening you will
also be able to think about what you are
hearing, really understand it, and give
feedback to the speaker.
(Gerzon,
n.d.)
Active Listening Do’s
• Build atmosphere of trust
• Lean forward, make eye contact
• Have enough time & energy to listen
• Restate, clarify & sum up what you’ve heard
• Practice listening
• Ask for feedback

(Gerzon, n.d.)
Culprits of Non-active Listening

• Finishing others thoughts

• Tolerating or creating distractions
• Faking paying attention
• Creating early assumptions without keeping
an open mind
• Calling the subject uninteresting
• Criticizing the speaker or the topic being
discussed

(Gerzon, n.d.)
Verbal Communication: Listening
(Gerzon, n.d.)

Pay Make No
Attention Assumptions

Monitor Effective Active Encourage

Non-Verbal Listening Client to Talk

Paraphrase
& Repeat Visualize