Journal Entry 4-module 5
Running Head: JOURNAL ENTRY 4 - MODULE 5 – CHAPT. 6 & 7 1
JOURNAL ENTRY 4 - MODULE 5 – CHAPT. 6 & 7 6
Journal Entry 4 - Module 5 – Chapt. 6 & 7
Student’s Name
Professor’s Name
Date
How does the expectancy theory relate to follower motivation?
The expectancy theory stresses out the benefits of connecting the followers' performance goals with particular rewards and making sure those rewards satisfy their needs. This is from the argument that followers develop expectations between their efforts and rewards. This means that they are likely to behave in a particular way geared towards delivering the desired results. The followers, therefore, starts with developing the desire for specific rewards, after which they see the relationship between their efforts and those rewards. The followers get demotivated if they see no apparent connection between the efforts they are putting in and the rewards they desire and expect. The leaders should, therefore, be very keen when choosing the reward systems as they affect the followers' ability to remain committed and accomplish their goals (Wigfield, 2018).
Write an elevator speech that describes the basic idea of the path-goal theory.
The basic concept of the path-goal theory is to explain how the leaders can assist their followers in achieving their goals. The theory puts the responsibility of motivating the workforce to achieve desired goals on the leaders' shoulders. Path goal theory acknowledges that the workplace environment fails to have different crucial ingredients to keep the employee motivated, and thus leadership intervention is needed. The leaders should start by explaining out to the followers the goals that need to be achieved within a specified duration. It is the role of the leader to ensure that all followers clearly understand these goals, knows what is expected of them and how they will go about to achieve the expected goals. The leaders then examine the working conditions and eliminate any obstacles that would deter the employees from achieving the desired goals, thereby guaranteeing a favourable environment for the employees to achieve their goals. The leaders should as well blend their leadership styles in a manner that offers the employees a favourable working environment to keep them motivated. It would include offering the employees the necessary freedoms to execute their tasks and supporting them to overcome their weaknesses (Schaible-Brandon & Muth, 2019).
Case Study
Path—goal leadership is about how leaders can help followers reach their goals. Generally, what are the goals for the students in each of the different orchestras? What obstacles do they face? In what way does Martina help them address obstacles and reach their goals?
At the elementary level, lots of parents look to have their children play the orchestra. Thee children have a greater yearning to play orchestra though they have never played any instrument. The teachers' goal is to show the kids how to play, introduce them to sounds and have them make good sounds like cornet and celo. The children should know how to hold the music instruments, the way to set their tongues as well as read notes. The children find it hugely challenging to make real and desired sounds. Martina addresses these by showing forbearance and kindness as well as by giving them compliments in every attempt to make them feel they can do it. She also dives deep into the details in her instructions. At the middle school, the students get to learn how to play together as a group and improve their orchestra experience. However, some take the practice to be boring and tedious, becomes disinterested and contemplate quitting. It is not, therefore, a wonder why the elementary class is twice as big as the middle school. Martina stresses on having them practice and challenges them to enhance their skills. She arranges learners according to their playing prowess, where the best player sits in the first chair down to the poor player who sits in the last chair. This keeps the learners competing to advance their sitting positions every week. Also, she presents bags of goodies to those who engage in practice and achieve their goals. The randomness of the provided gifts keeps the students motivated to achieve their goals. She also uses the spring concert to have them practice and achieve more as it is when the students present huge interest. (Wigfield, 2018).
Based on the principles of expectancy theory described in the chapter, why is Martina effective with the elementary and middle school orchestras? Why do both of these groups seem motivated to play for her? In what ways did she change her leadership style for the middle schoolers?
At the elementary level, the students want to learn how to play the instruments. The students connect this goal with the reward of being able to do it. Martina also looks to create a favourable atmosphere of patience, kindness, compassion and forbearance. She also explains everything they need to know to achieve their goals of being able to do it. This is the same case for the middle school as Martina connects the students' goal to enhance their playing capabilities with different rewards likes sitting position, gifts and their interests. She also sacrifices much of her time in trying to tackle their weaknesses, listening to them and offering personalized feedback. Martina also changes her leadership style upon realizing that it was ineffective for middle scholars. She looks for innovative ways that would challenge the students to practice and enhance their skills. She introduces the chairs challenge where students competed for the first chairs and offered them prizes to improve their practice. She as well looked to convert their interest for spring concert to enhance their achievement of the desired goals.
Martina's competencies as a musician do not seem to help her with the students who are becoming disinterested in the orchestra. Why? Using ideas from expectancy theory, what would you advise her to do to improve her leadership with the high school orchestra?
Martina is getting discouraged and troubled to the point of questioning why she had to teach despite her viewing teaching as fun at first. Her leadership is turning to be ineffective, especially among middle school scholars. The martina`s high education and training on orchestra can be a contributing factor. She goes past the students' goals to introduce even advanced techniques that may not be necessary at the middle school level. This makes the student to view the playing orchestra as challenging rather than exciting. She should be aware that no everyone in the orchestra has the kind of zeal and passion like she has. Some may be out to get some transcripts, interact with friends, or they were driven into doing orchestra. It is time she changes her leadership style to suit every scholar need. All the time she utilizes to show them advanced skills can be used to discuss other aspects that may be missing and could be motivating the students to quit. Understanding their skill levels, experience, knowledge and personality may be useful in knowing how to handle every student.
Achievement-oriented leadership is one of the possible behaviours of path-goal leadership. For which of the three orchestras do you think this style would be most effective? Discuss.
The achievement-oriented style challenges the followers by setting high standards for excellence and encouraging them to keep on improving. This style would be suited for middle scholars as there is a need for students to keep practising orchestra and to challenging them to achieve their goals and improve their skills. The teacher also has high confidence with the learners at this level as they have a background in the orchestra and can do much on their own. This would keep them motivated as they all need to grab the rewards (Myer, 2019).
References
Myer, G. H. (2019). Influence of directive and achievement-oriented path-goal leadership styles on employee performance of coffee trading companies in Kenya. Journal of Education and Practice. doi:10.7176/jep/10-19-04
Schaible-Brandon, S., & Muth, R. (2019). Path-goal leadership theory. Encyclopedia of Educational Leadership and Administration, 34, 22-67. doi:10.4135/9781412939584.n420
Wigfield, A. (2018). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 14(1), 67-90. doi:10.1007/bf02209024