MOTIVATING  Physiological Needs.

Those that are concerned with

Productivity has always been a serious concern of the
management of firms. If it improves, it means greater chances
for the company to grow and be more stable. One reason why
the Philippine economy cannot move steadily forward is our
record of low productivity for so many years.
Higher productivity, however, is not a result of chance. It
happens because of harder, more efficient, and more intelligent
work made by the employees. To be willing partners, however,
the requirement is for them to be properly motivated. An
example is the management of a construction firm wanting its
employees to finish projects on time, with the quality required at
the least cost. To achieve this, various methods of motivation
may be applied.
When the cost of the other factors of production is seriously
affecting the viability of the firm, the remaining factor (i.e.,
labor) may save the company from financial difficulties.
However, this will depend on whether or not labor will be
motivated to perform their assigned task.
biological needs like food, drink, rest, and sex fall under
the category of physiological needs. These needs take
priority over other needs.
 Security Needs. After satisfying the physiological needs,
people will seek to satisfy their safety needs. These needs
include freedom from harm coming from the elements or
from other people, financial security which may be
affected by loss of job or the breadwinner in the family,
etc.
 Social Needs. After satisfying his physiological and
security needs, the employee will now strive to secure
love, affection, and the need to be accepted by peers.
 Esteem Needs. The fourth level of needs is called esteem
needs and they refer to the need for a positive self-image
and self-respect and the need to be respected by others.
 Self-Actualization Needs. The fifth and the topmost level
needs in the hierarchy are called self-actualization needs
and involve realizing our full potential as human beings
and becoming all that we are able to be.

WHAT IS MOTIVATION?

• Motivating refers to the act of "giving employees reasons or

incentives .. to work to achieve organizational objectives." •
Motivation, on the other hand, refers to the “process of
activating behavior, sustaining it, and directing it toward a
particular goal.” This definition is useful because it specifies
three stages: activating, sustaining, and directing actions towards
the achievement of objectives.

FACTORS CONTRIBUTING TO MOTIVATION?

There are certain factors influencing a person's desire to do his

job well. They are the following:

1. Willingness to do a job. People who like what they are

doing are highly motivated to produce the expected output.

2. Self-confidence in carrying out a task. When employees

feel that they have the required skill and training to perform
a task, the more motivated they become.

3. Needs satisfaction. People will do their jobs well if they 2. HERZBERG’S TWO-FACTOR THEORY
feel that by doing so, their needs will be satisfied.
• The two-factor theory is one developed by Frederick Herzberg
indicating that a satisfied employee is motivated from within to
work harder and that a dissatisfied employee is not self-
motivated.
THEORIES OF MOTIVATION • Herzberg identified two classes of factors associated with
employee satisfaction and dissatisfaction.
1. MASLOW'S HIERARCHY OF NEEDS THEORY

• Abraham Maslow, a psychologist, theorized that human beings
have five basic needs which are as follows: physiological,
security, social, esteem, and self-actualization. These needs are
hierarchical, which means, one need will have to be satisfied
first before the other need.
In his research, Herzberg found out that satisfied employees
mentioned the following factors (called satisfiers or motivation
factors) responsible for job satisfaction: achievement,
recognition, work itself, responsibility, advancement, and
growth.
Dissatisfied employees mentioned the following factors (called
dissatisfiers or hygiene factors) as responsible for job
dissatisfaction: company policy and administration, supervision,
relationship with supervisor, work conditions, salary,
relationship with peers, personal life, relationship with
subordinates, status, and security.
3. EXPECTANCY THEORY
Expectancy theory is a motivation model based on the
assumption that an individual will work depending on his
perception of the probability of his expectations to happen.
The theory poses the idea that motivation is determined by
expectancies and valences.
An expectancy is a belief about the likelihood or probability that
a particular behavioral act (like attending training sessions) will
lead to a particular outcome (like a promotion). Valence is the
value an individual places on the expected outcomes or rewards.
Expectancy theory is based on the following assumptions:
1. A combination of forces within the individual and in the
environment determines behavior.
2. People make decisions about their own behavior and that
of organizations
3. People have different types of needs, goals, and desires.
4. People make choices among alternative behaviors based on
the extent to which they think a certain behavior will lead
to a desired outcome.
4. GOAL SETTING THEORY
Goal setting refers to the process of "improving performance
with objectives, deadlines or quality standard."
When individuals or groups are assigned specific goals, a clear
direction is provided and which later motivates them to achieve
these goals.
The goal setting model drawn by Edwin A. Locke and his
associates consists of the following components: (1) Goal
content, (2) Goal commitment, (3) Work behavior, and (4)
Feedback aspects
(1) GOAL CONTENT. To be sufficient in content, goals
must be challenging, attainable, specific and
measurable, time-limited, and relevant.
When goals are challenging, higher performance may
be expected. The sales quotas imposed by companies
to individual members of their sales force indicate
reliance of these companies to the use of challenging
goals.
Goals must be attainable if they are to be set. If they
are not, then workers will only be discouraged to
perform, if at all. Goals must be stated in quantitative
terms whenever possible. When exact figures to be
met are set, understanding is facilitated and workers
are motivated to perform.
There must be a time-limit set for goals to be
accomplished.
The more relevant the goals are to the company's
mission, the more support it can generate from various
levels of employment in the organization.
(2) (2) GOAL COMMITMENT. When individuals or
groups are committed to the goals they are supposed to
achieve, there is a chance that they will be able to
achieve them.
(3) WORK BEHAVIOR. Goals influence behavior in
terms of direction, effort, persistence, and planning.
When an individual is provided with direction,
performance is facilitated. In trying to attain goals that
are already indicated, the individual is provided with a
direction to exert more effort. The identification of
goals provide a reason for an individual to persist in
his efforts until the goal is attained.
(4) FEEDBACK ASPECTS. Feedback provide the
individuals with a way of knowing how far they have
gone in achieving objectives. Feedback also facilitate
the introduction of corrective measures whenever they
are found to be necessary.
TECHNIQUES OF MOTIVATION
Individual or groups of individuals may be motivated to perform
through the use of various techniques.
1. MOTIVATION THROUGH JOB DESIGN
A person will be highly motivated to perform if he is assigned a
job he likes. The first requisite, however, is to design jobs that
will meet the requirements of the organization and the persons
who will occupy them. Job design may be defined as "specifying
the tasks that constitute a job for an individual or a group."
In motivating through the use of job design, two approaches may
be used: fitting people to jobs or fitting jobs to people.
• Fitting People to Jobs. Routine and repetitive tasks make
workers suffer from prolonged dissatisfaction. To avoid this, the
following remedies may be adapted:
1. Realistic job previews - where management provides
honest explanations of what a job actually entails.
2. Job rotation - where people are moved periodically from
one specialized job to
another.
3. Limited exposure -
where a worker's
exposure to a highly
fragmented and tedious
job is limited.
• Fitting Jobs to People.
Instead of changing the person,
management may consider
changing the job. This may be achieved with the use of the
following:
1. Job enlargement - where two or more specialized asks in a
work flow sequence is combined into a single job.
2. Job enrichment - where efforts are made to make jobs
more interesting, challenging, and rewarding
3. MOTIVATION THROUGH REWARDS
Rewards consist of material and psychological benefits to
employees for performing tasks in the work-place. Properly
administered reward systems can improve job performance and
satisfaction. Rewards may be classified into two categories:
1. Extrinsic - those which refer to payoffs granted to the
individual by another party. Examples are money,
employee benefits, promotions, recognition, status
symbols, praise, etc.
2. Intrinsic rewards - those which are internally
experienced payoffs which are self-granted. Examples
are a sense of accomplishment, self-esteem and self-
actualization.
Management of Extrinsic Rewards. To motivate job
performance effectively, extrinsic rewards must be properly
managed in line with the following:
a) It must satisfy individual needs;
b) The employees must believe effort will lead to
reward;
c) Rewards must be equitable;
d) Rewards must be linked to performance.
No single type of reward is generally applicable to all
employees. This is so because individual persons have needs
different from other persons. As much as possible the particular
needs of an individual must be matched with the corresponding
reward if motivation is the objective. The administrative
constraints inherent to such systems, however, will be a
hindrance to its adoption. Whenever feasible, however, it must
be used. Employees must believe that efforts will lead to reward.
Otherwise, they will not strive to turn in more efforts in their
particular job assignments. Rewards that are not equitable will
not produce the desired motivation. When employees know that
reward is tied up to individual performance, management may
expect extra efforts from them.
4. MOTIVATION THROUGH EMPLOYEE
PARTICIPATION
When employees participate in deciding various aspects of their
jobs, the personal involvement, oftentimes, is carried up to the
point where the task is completed. The specific activities
identified where employees may participate are as follows: (1)
Setting goals, (2) Making decisions, (3) Solving problems, and
(4) Designing and implementing organizational changes.
The more popular approaches to participation includes the
following:
• Quality Control Circles
A method of direct employee participation is the quality
control circle (QCC). The Objective of the QCC is to
increase productivity and quality of output.
The circle consists of "a group of three to ten employees
usually doing related work, who meet at regular intervals
(once a week for an hour, for example) to identify
problems and discuss their solutions."
The circle includes "a leader such as a foreman, but rely on
democratic processes." The members are trained in various
analysis techniques by a coordinator. The circle forwards
its recommendations to management, which in turn, makes
decisions on its adaption.
• Self-managed Teams
When workers have reached a certain degree of discipline,
they may be ripe for forming self-managed teams. Also
known as autonomous work groups or high performance
teams, self-managed teams "take on traditional managerial
tasks as part of their normal work routine."
The self-managed teams work on their own, turning out a
complete
product or
service
and
receiving
minimal
 supervision from managers who act more as facilitators
than supervisors.

When a product or service is produced by a group of

professionals or specialists, they might as well be formed
as a self-managed team to save on supervisory costs.

5. OTHER MOTIVATION TECHNIQUES

• The introduction of theories on individual differences and the

biological clock of human beings put pressure on the engineer
manager to adapt other motivation techniques whenever
applicable.

1. FLEXIBLE WORK SCHEDULES

There is an arrangement, called flextime, which allows

employees to determine their own arrival and departure
times within specified limits. For example, an engineering
firm may allow one group of employees to take the 8:00
AM to 5:00 PM schedule, another group takes the 9:00
AM to 6:00

PM schedule, and another takes the 10:00 AM to 7:00 PM

schedule.

An alternative to this arrangement is the adaption of the

forty-hour work in four days allowing the employee to
choose a "day-off".

There are certain benefits that are offered by flexible

work schedules, although it is not appropriate for all
situations. Nevertheless, the engineer manager must
decide when it is applicable.

2. FAMILY SUPPORT SERVICES

Employees are oftentimes burdened by family obligations

like caring for children. Progressive companies provide
day care facilities for children of employees. A
multinational company in far flung Davao province has
even opened an elementary and a high school within the
plantation site.

3. SABBATICALS

A sabbatical leave is one given to an employee after a

certain number of years of service. The employee is
allowed to go on leave for two months to one year with
pay to give him time for family, recreations, and travel. It
is expected that when the employee returns for work, his
motivation is improved.
LEADING
• What is Leading?
• How Leaders Influence Others
Bases of Power
• The Nature of Leadership
Traits of Effective Leaders
Leadership Skills
• Behavioral Approaches to Leadership Skills
Ways Leaders Approach People
Ways Leaders Use Power
Leaders Orientation Toward Tasks and People
• Contingency Approached to Leadership Style
Fiedler’s Contingency Model
Hersey and Blanchard Situational Leadership Model
Path-Goal Model of Leadership
Vroom’s Decision-Making Model
INTRODUCTION
Employees in the production lines tend to be irritated by delays
in the arrival of necessary production materials and supplies.
Workers complain when difficult jobs are assigned to their units.
When calamities strike, employees of public works agencies
need more than wages to complete assigned tasks as quickly as
possible. These and other difficulties found in the workplaces
provide sufficient reasons for poor productivity. The situations
cited require managers with effective leadership.
Engineer managers, in whatever management level they happen
to be, are not exempted from the problem of effective leadership.
If this is really so, then they must be concerned with the
management function of leading.
WHAT IS LEADING?
 Leading is that management function which "involves
influencing others to engage in the work behaviors necessary
to reach organizational goals.” The definition indicates that a
person or group of persons tasked with managing a group
must assume the role performed by leaders.
Leading refers to the function,
leadership refers to the process.
HOW LEADERS INFLUENCE OTHERS
Engineer managers are expected to maintain effective
work forces. To be able to do so, they are required to perform
leadership roles. Leaders are said to be able to influence others
because of the power they possess.
Power refers to the ability of a leader to exert force on another.
BASES OF POWER. The power possessed by leaders may be
classified according to various bases. They are as follows:
1. Legitimate Power. A person who occupies a higher
position has legitimate power over persons in lower
positions within the organization. A supervisor, for instance,
can issue orders to the workers in his unit. Compliance can
be expected.
2. Reward Power. When a person has the ability to give
rewards to anybody who follows orders or requests, he is
said to have reward power. Rewards may be classified into
two forms: material and psychic. Material rewards refer to
money or other tangible benefits like cars, house and lot,
etc. Psychic rewards consist of recognition, praises, etc.
3. Coercive Power. When a person compels another to
comply with orders through threats or punishment, he is said
to possess coercive power. Punishment may take the form of
demotion, dismissal, withholding of promotion, etc.
4. Referent Power. When a person can get compliance from
another because the latter would want to be identified with
the former, that person is said to have referent power.
5. Expert Power. Experts provide specialized information
regarding their specific lines of expertise. This influence,
called expert power, is possessed by people with great skills
in technology.
The expert power exercised by environmental scientists was
enough to force governments throughout the world to pass
legislations favorable to environmental protection.
THE NATURE OF LEADERSHIP.
Leadership may be referred to as "the process of influencing
and supporting others to work enthusiastically toward
achieving objectives." Leadership is expected of any manager
in charge of any unit or division. One cannot expect a unit or
division to achieve objectives in the absence of effective
leadership. Even if a leader is present, but if he is not
functioning properly, no unit or division objectives can be
expected to be achieved.
TRAITS OF EFFECTIVE LEADERS. There are certain
leadership traits identified by researchers and which may be
useful in developing effective leaders. These traits are as
follows: (1) A high level of personal drive, (2) The desire to
lead, (3) Personal integrity, (4) Self-confidence, (5) Analytical
ability or judgment, (6) Knowledge of the company, industry or
technology, (7) Charisma, (8) Creativity, and (9) Flexibility
1. Personal Drive. Persons with drive are those identified as
willing to accept responsibility, possess vigor, initiative,
persistence, and health. Drive is a very important leadership
trait because of the possibility of failure in every attempt to
achieve certain goals. If a chosen way to reach a goal is not
successful, a leader finds another way to reach it, even if it
precedes a succession of failed attempts. This will, of
course, require a high level of personal drive from the
leader.
2. The Desire to Lead. There are some persons who have all
the qualifications for leadership, yet they could not become
leaders because they lack one special requirement: the
desire to lead.
Even if they are forced to act as leaders, they will not be
effective because their efforts will be half-hearted. Leaders
with a desire to lead will always have a reservoir of extra
efforts which can be used whenever needed.
3. Personal Integrity. A person who is well-regarded by subjectively regarded as new, valuable, and innovative, and
others as one who has integrity possesses one trait of a as a direct solution to an identified problem situation.
leader. One who does not have personal integrity will have a
As leaders are tasked to provide solutions to problems
hard time convincing his subordinates about the necessity of
besetting their particular units or divisions, creativity will be
completing various tasks. If this is the case, the leader will,
a very useful trait. Problems, are oftentimes, complex and
then, resort to "exercising his authority and getting things
challenging, and if they are, the leader will need all the
done entirely by the use or threat of use of the coercive
creative abilities he has.
powers vested in him by virtue of the rank and position he
occupies in the hierarchy." If this happens, the economic 9. Flexibility. People differ in the way they do their work. One
and emotional costs will be too high to be maintained for a will adapt a different method from another person's method.
desirable length of time. As it is, the better option is to have A leader who allows this situation as long as the required
personal integrity. outputs are produced, is said to be flexible.
According to V.K. Saraf, integrity means and includes There is wisdom in being flexible. It allows the other means
"honesty, honour, incorruptibility, rectitude, righteous-ness, of achieving goals when the prescribed manner is not
uprightness, and similar virtues." appropriate.
4. Self-Confidence. The activities of leaders require moves
that will produce the needed outputs. The steps of
conceptualizing, organizing, and implementing will be LEADERSHIP SKILLS. Leaders need to have various skills to
completed if sustained efforts are made. For the moves to be be effective.
continuous and precise, self-confidence is necessary.
5. Analytical Ability. Leaders are, oftentimes, faced with
difficulties that prevent the completion of assigned tasks. A
subordinate, for instance, may have a record of continually
failing to produce the needed output. A leader with
sufficient skill to determine the root cause of the problem
may be able to help the subordinate to improve his
production.
The ability to analyze is one desirable trait that a leader can
use to tide him over many challenging aspects of leadership.
6. Knowledge of the Company, Industry or Technology. A
leader who is wellinformed about his company, the industry
where the company belongs, and the technology utilized by
the industry, will be in a better position to provide directions
to his unit. 1. TECHNICAL SKILLS. These are skills a leader must
A company, for example, may be the industry leader possess to enable him to understand and make decisions
because it satisfies the need of its particular market, i.e., about work processes, activities, and technology.
providing quality products at affordable prices. When a Technical skill is the specialized knowledge needed to
competing firm is fast catching up with the leader, and the perform a job. When a leader has the technical skill
leader's managers know this, they will better serve the related to his area of responsibility, he will be more
interest of their company. confident in performing his functions.

7. Charisma. When a person has sufficient personal
magnetism that leads people, to follow his directives, this
Person is said to have charisma. Great personalities in
history like Julius Caesar, Adolf Hitler, George Washington
and others are said to possess charisma. This characteristic
was greatly responsible for whatever accomplishments they
achieved.
When used properly, charisma will help the leader in
achieving his goals. With some adjustments, subordinates
may be expected to do their tasks willingly.
8. Creativity. Ronnie Millevo defines creativity as "the ability
to combine existing data, experience, and preconditions
from various sources in such a way that the results will be
The engineer manager, for instance, must be able to
perform engineering jobs, if he wants to maintain a
motivated work force.
The engineer manager of a construction firm must have
sufficient technical skills to undertake construction works.
The manager of an electrical engineering firm must
possess the skill to install and maintain electrical facilities
and equipment.
2. HUMAN SKILLS. These skills refer to the ability of a
leader to deal with people, both inside and outside the
organization. Good leaders must know how to get along
with people, motivate them, and inspire them.
 Apart from motivating, human skills include coaching,
communicating, morale building, training and
development, help and supportiveness, and delegating.
3. CONCEPTUAL SKILLS. These skills refer to "the
ability to think in abstract terms, to see how parts fit
together to form the whole.” A very basic requirement for
effective implementation is a clear and well-expressed
presentation of what must be done. A leader without
sufficient conceptual skills will fail to achieve this.
BEHAVIORAL APPROACHES TO LEADERSHIP
STYLES
Those in positions of leadership exhibit a pattern of behavior
that is unique and different from other patterns. This total pattern
of behavior is called leadership style. There are several
approaches used in classifying leadership styles. They are as
follows:
1. According to the ways leaders approach people to
motivate them.
2. According to the ways the leader uses power.
3. According to the leader's orientation towards task and
people.
Ways Leaders Approach People. There are two ways, a leader
may approach people to motivate them.
(1) When the leader's approach emphasizes rewards, the style
used is positive leadership. The reward may be economic,
like an increase in monthly salary, or it may be
noneconomic like membership in an advisory committee.
(2) When punishment is emphasized by the leader, the style
is said to be negative leadership. The punishment may
take the form of reprimand, suspension, or dismissal.
Leaders, sometimes, alternately use positive and negative
leadership depending on the characteristics of the individual
subordinates.
Ways Leaders Uses Power. Leadership styles also vary
according to how power is used.
1. AUTOCRATIC LEADERS. Leaders who make decisions
themselves, without consulting subordinates are called
autocratic leaders. Motivation takes the form of threats,
punishment, and intimidation of all kinds.
The autocratic style is effective in emergencies and when
absolute followership is needed. An example is a civil
engineer in charge of constructing a temporary bridge over
one that has been currently damaged.
The disadvantages of autocratic leadership is that the leader
"receives little, if any, information and ideas from his
people as inputs into his decision-making.
2. PARTICIPATIVE LEADERS. When a leader openly
invites his subordinates to participate or share in decisions,
policy-making and operation methods, he is said to be a
participative leader.
The advantage of participative leadership is that it generates
a lot of good ideas. Another advantage is the increased
support for decisions and the reduction of the chance that
they will be unexpectedly undermined.
The disadvantage of participative leadership is that it is
timeconsuming and frustrating to people who prefer to see a
quick decision reached.
3. FREE-REIN LEADERS. Leaders who set objectives and
allow employees or subordinates relative freedom to do
whatever it takes to accomplish these objectives, are called
freerein leaders. They are also referred to as laissez-faire
leaders. This leadership style is most applicable to certain
organizations manned by professionals like doctors and
engineers. An example is the engineering department of a
university which is headed by the dean.
If free-rein leadership fits the situation, there is full
managerial delegation resulting to optimum utilization of
time and resources. This happens because many people are
motivated to full effort only if given this kind of freerein.
The weakness of free-rein leadership is that there is very
little managerial control and a high degree of risk. If the
leader does not know well the competence and integrity of
his people and their ability to handle this kind of freedom,
the result could be disastrous.
Leaders Orientation Toward Tasks and People. Leaders may HERSEY & BLANCHARD SITUATIONAL LEADERSHIP
be classified according to how they view tasks and people. MODEL

(1) Employee Orientation. A leader is said to be
employeeoriented when he considers employees as
human beings of "intrinsic importance and with
individual and personal need" to satisfy.
(2) Task Orientation. A leader is said to be task-oriented
if he places stress on production and the technical
aspects of the job and the employees are viewed as the
means of getting the work done.
CONTINGENCY APPROACHES TO LEADERSHIP
STYLE
The contingency approach is "an effort to determine through
research which managerial practices and techniques are
appropriate in specific situations." The various contingency
approaches are as follows:
The situational leadership model developed by Hersey and
Blanchard suggests that the most important factor affecting the
selection of a leader's style is the development (or maturity)
level of subordinate. The leader should match his or her style to
this maturity level.
Maturity has two components:
1. job skills and knowledge, and
2. psychological maturity.
Blanchard and others elaborated on the leadership styles
appropriate for the various maturity level of subordinates.
 Style 1: Directing - is for people who lack competence
but are enthusiastic and committed. They need direction
and supervision to get them started.

1. Fiedler's Contingency Model  Style 2: Coaching - is for people who have some
competence but lack commitment. They need direction
2. Hersey and Blanchard's Situational Leadership Model and supervision because they're still relatively
3. Path-Goal Model of Leadership inexperienced. They also need support and praise to
build their self-esteem, and involvement in decision-
4. Vroom's Decision Making Model
making to restore their commitment.
FIEDLER'S CONTINGENCY MODEL
 Style 3: Supporting - is for people who have
According to Fred Fiedler, "leadership is effective when the competence but lack of confidence or motivation. They
leader's style is appropriate to the situation. The situational do not need much direction because of their skills, but
characteristics is determined by three principal factors: support is necessary to bolster their confidence and
motivation.
1. The relations between leaders and followers
 Style 4: Delegating - is for people who have both
2. The structure of the task, and competence and commitment. They are able and willing
3. The power inherent in the leader's position. to work on a project by themselves with little
supervision or support.
The situational characteristics vary from organization to
organization. To be effective, the situation must fit the leader. If Development Stage of Subordinates and Recommended
this is not so, the following may be tried: Leadership Style

1. Change the leader's trait or behaviors.

2. Select leaders who have traits or behaviors fitting
the situation.
3. Move leaders around in the organization until they
are in positions that fit them.
4. Change the situation.
PATH-GOAL MODEL OF LEADERSHIP
The path-goal model of leadership espoused by Robert J. House
and Terence R. Mitchell, stipulates that leadership can be made
effective because leaders can influence subordinate's perceptions
of their work goals, personal goals, and paths to goal attainment.
By using the path-goal model, it is assumed that effective leaders
can enhance subordinate motivation by:
1. clarifying the subordinate's perception of work
goals,
2. linking meaningful rewards with goal attainment,
and
2. Supportive leadership - where subordinates are treated
as equals in a friendly manner while striving to improve
their well-being.
3. Participative leadership - where the leader consults
with subordinates to seek their suggestions and then
seriously considers those suggestions when making
decisions.
4. Achievement-oriented leadership - where the leader
set challenging goals, emphasize excellence, and seek
continuous improvement while maintaining a high
degree of confidence that subordinates will meet
difficult challenges in a responsible manner.

3. explaining how goals and desired rewards can be

achieved.
THE PATH-GOAL PROCESS

PATH-GOAL MODEL OF LEADERSHIP

Leadership Styles. The leadership styles which may be used by
path-goal proponents are as follows:

1. Directive leadership - where the leader focuses on

clear task assignments, standards of successful
performance, and work schedules.
VROOM'S DECISION-MAKING MODEL

Vroom's model of leadership is one that prescribes the proper

leadership style for various situations, focusing on the
appropriate degrees of delegation of decision-making authority.

Five distinct decision-making styles are identified under the

Vroom model. Two of them are autocratic, two others are
consultative, and one is group directed.

The Vroom model, shown in the Figure, may be useful as a

guide for the leader. It may also be helpful as a training guide.

Alternative Decision Making Styles in the Vroom Model