LEADERSHIP

BEHAVIOUR &
MOTIVATION
GROUP MEMBERS

RAJKUMAR SELVA KUMAR

RAVI NARAISAMY

SALMAN ALI YANUSHA HASSAMUDDIN

KHAN JEGATHESAN HAMDARD
UNIVERSITY OF IOWA LEADERSHIP STYLES

Brief History
• Conducted in 1938

• Conducted by Ronald Lippitt in supervision of Kurt Lewin

• Kurt Lewin was a refugee

• Political Meaning

• He named two distinct Leadership Styles Autocratic and

Democratic

• Conducted two experiments on groups of boys

• Figured out third Leadership Style the laissez-faire style

Source: MICHAEL BILLIG, Kurt Lewin’s Leadership Studies and His Legacy to Social Psychology: Is There Nothing as
Practical as a Good Theory? (2014)
 Characteristics
DEMOCRATIC LEADER
• High emphasis on performance and
people.
• Assumes that “most” people are
honest, trustworthy, and will work
hard to accomplish meaningful goals
and challenging work.
• Strives for well- organized and
challenging work environment with
clear objectives and responsibilities
and gets the job done by motivating
and managing individuals and
groups to use their full potential in
reaching organizational as well as
their own personal objectives.
Source: K. Lewin, R. Lippett, and R.K. White (1939)
AUTOCRATIC LEADER
• High emphasis on performance and
a low emphasis on people.
• Assumes that people are lazy,
irresponsible, and untrustworthy
and that planning, organizing,
controlling, and decision making
should be accomplished by the
leader with minimal employee
involvement.
• Relies on authority, control, power,
manipulation and hard work to get
the job done.
LAISSEZ FAIRE LEADER
• Low emphasis on performance and
people.
• Assumes that people are
unpredictable and uncontrollable and
that a leader’s job is to do enough to
get by, keep a low profile, stay out of
trouble, and leave people alone as
much as possible.
• Relies on abdicating to whomever will
rise to the occasion to get the job
done.
 Consequences
DEMOCRATIC LEADER
● Results in high employee
productivity, satisfaction,
cooperation, and commitment.
● Reduces the need for controls and
formal rules and procedures.
● Results in low employee
absenteeism and turnover.
● Develops competent people who
are willing to give their best, think
for themselves, communicate
openly, and seek responsibility.
Source: D. D. Warrick, Leadership Styles and Their Consequences, Journal of Experiential Learning and Simulation
(1981)
AUTOCRATIC LEADER LAISSEZ FAIRE LEADER
● It often breeds counter forces of ● Employees become apathetic,
antagonism and restriction of disinterested, and resentful of the
output. organization and their leader.
● Frequently results in hostile
● Results in the lowest employee
attitudes, suppression of conflict,
distorted and guarded productivity and satisfaction of all
communications, high turnover the leadership styles.
and absenteeism, low
productivity and work quality,
and a preoccupation with rules,
procedures, red tape, working
conditions, status symbols, and
trying to cater to the whims of
the boss.
● Tends to develop dependent and
uncreative employees who are
afraid to seek responsibility.
 UNIVERSITY OF MICHIGAN Leadership styles

Brief History

● Studies done in 1947

● By Kahn, Likert, Katz, Maccoby, and Morse

● investigated the relationship between supervisory

behavior and employee productivity and satisfaction

● at the Prudential Life Insurance

● Two Styles were identified

● People Centred and Production Centred

Source: D. D. Warrick, Leadership Styles and Their Consequences, Journal of Experiential Learning and Simulation
(1981) & R. Likert, 1961, New Patterns of Management, New York: McGraw-Hill.
 Characteristics
Employee Centered Production Centered

• Spent more time in actual, supervisory activities, less time
performing tasks similar to those performed by
subordinates,
• Used general rather than close supervision,
• Took a personal interest in employees and their goods,
and were less punishing when mistakes were made.
• Employees of employee-centered supervisors felt that
their supervisor took a personal interest in them, let them
know how they were doing on the job, and would support
them.
• Spent less time in actual supervisory practices such
as planning, more time performing tasks similar to
those subordinates performed,
• Used close supervision, and punished mistakes.
• Employees of production-centered supervisors
tended to feel as if they were treated only as
instruments of production and responded with poor
performance.

Source: D. D. Warrick, Leadership Styles and Their Consequences, Journal of Experiential Learning and Simulation
(1981) & R. Likert, 1961, New Patterns of Management, New York: McGraw-Hill.
 OHIO STATE UNIVERSITY LEADERSHIP
MODEL
Initiating Structure
Behavior(Job-centered)
➢Focuses on getting task done
(task-oriented).
➢Fix standard.
➢Let group members know what
is expected from them.
Consideration Behavior
(Employee-Centered)
➢Focuses on meeting people’s
need and developing relationships
(people-oriented).
➢Willingness to change.
➢Always offers help to group
members.
 OHIO STATE UNIVERSITY LEADERSHIP
MODEL
High
—— Four Leadership Styles ——
C
(Employee-centered)

ons
Low structure; High structure;
ide High consideration High consideration
Consideration

rati
on
(E
mp
loy
ee- High structure; Low
Low structure; Low
cen consideration
ter consideration
ed)
Low
Low High
Initiating Structure (Job-centered)
 THE LEADERSHIP GRID

Concern forProduction
Concern for Production Concern for People

 Focuses on profit and  Focuses on employee

cost-effectiveness and working relationships
 Leadership Grid ( b l a ke & M o u t o n )
———— Five Leadership S tyles ————
Country Club (1,9)
- High concern for people. Team (9,9)
- Low concern for production. - High concern for both
- Strive to maintain friendly - people and production.
- Strive for maximum
atmosphere without regard
for production. performance and
employee
satisfaction.
Middle-of-the-Road (5,5)
- Balanced and medium
concern for both people and
production. Authority-compliance
- Strive to maintain satisfactory (9,1)
performance and morale. - High concern for
production.
- Low concern for
Impoverished (1,1) people.
- Low concern for both people - Focuses on getting job
and production. done.
- Does minimum required to - Treats people like
remain employed in the machines.
position.
There is no best leadership styles
 MOTIVATION & The PROCESS

WHAT
Is
motivation
Process
Of
motivation
 Motivation

is a process
whereby needs instigate
behavior directed towards
the goals that can satisfy
those needs

W. G. Scot, Motivation means

a process of stimulating
people to action to
accomplish the
desired goals
Joy Kelly
Process of motivation
CONTENT MOTIVATION THEORIES

Focus on importance of human needs

1. Maslow’s Hierarchy of Needs Theory

2. Herzberg’s Two Factor Theory
3. McClelland’s Acquired Needs Theory
Maslow’s Hierarchy of Needs Theory

- Introduced by Abraham Maslow, American

psychologist
- Displayed as a pyramid
- Consists 5 levels
- Lowest level, most basic needs
- Highest level, most complex needs
Herzberg’s Two Factor Theory

- Introduced by Frederick Herzberg, American

psychologist
- Developed from data collected by Herzberg from
interviews with 203 engineers and accountants in
the Pittsburgh area.

Motivation Factors Hygiene Factors

Herzberg’s Two Factor Theory

Motivation Factors Hygiene Factors

- Achievement
- Job security
- Recognition
- Salary
- Responsibility
- Insurance
- Personal growth
- Working conditions
- Supervisor quality
McClelland’s Acquired Needs Theory

- Introduced by David McClelland.

- Splits the needs of employees into three
categories.

Achievement Affiliation Power

 McClelland’s Acquired Needs Theory

Achievement

- Desire for mastery

- They value receiving feedback on their work

Affiliation

- Desire to create and maintain social relationships

- They enjoy belonging to a group and want to feel
loved and accepted
 McClelland’s Acquired Needs Theory

Power

- Desire to influence, teach or encourage others.

- They enjoy work and place a high value on
discipline.
 PROCESS
MOTIVATION THEORIES
➔ Explore the effect of behavioral patterns in fulfilling individual
expectations.
➔ describe the processes through which needs are translated into
behavior.
➔ 3 types process motivation theories

G
N
TI
ETS
RY AL

KE
EO GO

C
LO
TH E
TH

A.
IN
1 2 3

W
1 2 3

ED
 Equity Theory (J. Stacy Adams)
❏ Proposed that employees are motivated when their
perceived inputs equal outputs .

❏ Individuals try to find a balance between their inputs

and outputs relative to a referent other
Lessons in Equity Theory

Pay attention

“voice”

opportunity

Organisational changes
Expectancy Theory (Victor Vroom )

● Employees are motivated when they believe that they can accomplish
the task & the rewards for doing so are worth the effort.

● Motivation (M), expectancy (E), instrumentality (I), and

valence (V) are related to one another in a multiplicative
fashion:

Motivation = Expectancy x Instrumentality x Valence

If either E, I, or V is low, motivation will be low

Vroom’s Expectancy Theory Concepts
 Goal Setting Theory (Edwin A.Locke )

•Assignment of specific, moderately difficult, and providing feedback will provide

motivation to work
•Employee participation
•Receive rewards
•Provide competencies for achievement
REINFORC
EMENT
THEORY
● Was developed by B. F.
Skinner and his
associates.
● Based on the concept of
‘Law of Effect’.
● Repeat behaviour with
positive consequences.
● Avoid behaviour with
negative outcomes.
● Aims at achieving the
desired level of
motivation among the
employees.
 REINFORCEMENT THEORIES

Positive behaviour Take home Positive behaviour

Rewarding the
followed by positive early birds
projects for followed by removal of
outcomes. flexibility negative outcomes.

Job suspension Work overtime

for violating versus
rules incentives

Negative behaviour Negative behaviour

followed by positive followed by removal of
outcomes. positive outcomes.
How to implement the reinforcement theory
effectively?
1. Continuous Reinforcement - Reinforcement happens whenever one
demonstrates the desirable behavior.

2. Intermittent Reinforcement - Reinforcement happens in 3 schedules.

Fixed Interval Variable Interval Variable Ratio

Schedule Schedule Schedule

A fixed time period No fixed schedule Reinforcement

for reinforcement for reinforcement after achieving the
targeted outcomes
REMEMBER, A LEADER SHOULD...
➽ Set clear objectives

➽ Use appropriate rewards

➽ Use the appropriate reinforcement schedule

➽ Not reward unworthy performance

➽ Look for the positive

➽ Give sincere praise

➽ Be a role model for others

 REFERENCES
Billig. M., (2014) Lewin’s Leadership Studies and His Legacy to Social Psychology: Is There Nothing as Practical as a Good Theory?

D. D. Warrick (1981), Leadership Styles and Their Consequences, Journal of Experiential Learning and Simulation.

Gordan, M. (2014). A Review of B. F. Skinner’s ‘Reinforcement Theory of Motivation’. International Journal of Research in Education
Methodology, 5, 680-688.

Gold Setting Basics.(2013). Start SMART Goal Setting. Retrieved from http://www.goalsettingbasics.com/smart-goal.html

Komaki, J., Coombs, T., & Schepman, S. (1996). Motivational implications of reinforcement theory. In Steers,

Likert. R.,(1961), New Patterns of Management, New York: McGraw-Hill.

Lussier, R. N., & Achua, C. F. (2015). Leadership: Theory, application, & skill development. Boston, MA: Nelson Education.

R. M., Porter, L. W., & Bigley, G.,A. (Eds.), Motivation and leadership at work (pp. 34-52). New York: McGraw-Hill.

Redmond, B.F. (2010). Reinforcement Theory: What are the Rewards for My Work? Work Attitudes and Motivation. The Pennsylvania
State University; World Campus.