summative assignment
module 3/.DS_Store
__MACOSX/module 3/._.DS_Store
module 3/Lesson 1: What is Motivation : Business Leadership: Management Fundamentals.pdf
Lesson 1: What is Mo!va!on Today, we will examine the theories of motivation.
Motivation can be divided into two categories: extrinsic and intrinsic.
Extrinsic motivation happens when you are motivated by external factors such as tangible rewards e.g. money or pressures. Intrinsic motivation comes from the pleasure you get from the task itself or from the sense of satisfaction in working on a task.
Theories of Mo!va!on
(1) Maslow’s Hierarchy of Needs: In 1943, American psychologist, Abraham Maslow, wrote the article, “A Theory of Human Motivation.” In the 1960s, Maslow became the leader of the emerging humanistic school of psychology. Maslow is most famous for the pyramid which is used to symbolize his Hierarchy of Needs Theory. The hierarchy element of his theory states that the needs at the bottom of the pyramid must be satisfied before a person is concerned with higher level needs.
(2) Alderfer’s ERG Theory
In 1969, Clayton Alderfer introduced a theory called the ERG Theory (Existence, Relatedness, and Growth) which aligned to Maslow's Hierarchy of Needs more closely with research. He condensed Maslow’s five needs into three categories.
1. Existence which refers to physiological and safety needs. 2. Relatedness which involves social and external esteem needs, i.e., satisfying personal relationships. 3. Growth which relates self-actualization and internal esteem needs.
Like the hierarchy of needs, the ERG Theory also presents a model of progressive needs, e.g., as existence needs are satisfied, relatedness needs become more important. However, unlike Maslow’s theory, the hierarchical aspect of the ERG Theory is not rigid.This flexibility allows the ERG Theory to account for a wider range of observed behaviors, e.g., it can explain the “starving artist” who may place growth needs above existence ones.
According to ERG, managers must recognize that an employee has multiple needs to satisfy simultaneously. If growth opportunities are not provided to employees, they may regress to relatedness needs. If the manager is able to recognize this situation, then procedures can be set in place to concentrate on relatedness needs until the employee is able to pursue growth needs again.
(3) McClelland’s Acquired Needs Theory: In the late 1940s, David McClelland’s research identified three needs that he believed important to motivation. His theory involves these three needs, and it states that these needs are acquired or learned during an individual's lifetime.
1. Need for Achievement - This need is the desire to do things well and master tasks. 2. Need for Affiliation - This need is the desire to establish and maintain good relationships. 3. Need for Power - This need is the desire to control or influence other people.
(4) Herzberg’s Two-Factor Theory: In Module 2 Lesson 3 (https://brightmindsonlineschool.instructure.com/courses/172/pages/lesson-3-job-satisfaction) , we learned about Frederick Herzberg’s Two-Factor Theory.
The four theories described above are “content” theories of motivation. Content theories use individual needs to explain people’s attitudes and behaviors at work. These theories support the idea that managers must understand the needs of their workers and establish conditions that allow workers to satisfy important needs through their work.
(5) Locke's Goal-setting Theory of Motivation: Dr. Edwin A. Locke began to examine Goal-Setting Theory in the mid-1960s and continued researching this idea for thirty years. Locke’s Goal-Setting Theory is derived from Aristotle’s idea that purpose can cause action. Locke researched the impact that goals can have on individual performance.
One significant conclusion of the goal-setting research is that goals must be challenging and specific if they are going to be effective and increase performance. Performance also depends on goal commitment, i.e., the extent to which a person believes in the goal and is interested in reaching it; and goal acceptance, i.e., the extent to which a person adopts a goal as his/her own. It is best to involve workers in the development of goals. How do goals affect performance?
Goals can lead to greater effort as the individual works harder to meet the goals. Goals can narrow attention and direct efforts to goal-relevant activities. Goals can increase persistence and make people more likely to work through setbacks.
Like all theories, the Goal-Setting Theory has its limitations. The goals of a manager and the workers must be aligned with the goals of the organization as a whole. For complex tasks, goal-setting could actually impair performance if the individual becomes preoccupied with meeting the goals, rather than performing tasks.
__MACOSX/module 3/._Lesson 1: What is Motivation : Business Leadership: Management Fundamentals.pdf
module 3/Lesson 3: Improving Communication : Business Leadership: Management Fundamentals.pdf
Lesson 3: Improving Communica!on In this lesson, we will examine techniques used to improve communication skills including active listening, constructive feedback, and the use of technological tools. We will also analyze how personal perception can influence the interpretation of information and thereby affect the decisions an individual makes.
Ac!ve Listening
Great managers are also great listeners. Active listeners help the person communicating a message say exactly what they want to say. If you are an active listener, you will often paraphrase and restate what you think you are hearing. Active listeners control their emotions and avoid jumping to conclusions. To be an effective active listener, you must have a sincere interest in the speaker. If you are only pretending to be interested in the speaker, he/she will quickly pick up on the inattentiveness and no longer freely express him/herself.
Carl R. Rogers and Richard E. Farson identify three important things an active listener must do:
1. Listen for Total Meaning Most messages have two components: the content of the message and the feeling or attitude underlying the content.
2. Respond to Feelings In some instances, the content is far less important than the feeling which underlies it.
3. Note All Cues Remember, non-verbal communication is a big part of every message.
Construc!ve Feedback
Feedback is the process of giving evaluative or corrective information to an employee about their work.
Feedback is the process of giving evaluative or corrective information to an employee about their work. Good managers provide their employees with both frequent informal feedback and formal feedback in the form of an annual evaluation or performance appraisal.
Managers should make sure that any feedback is understandable and useful. When providing constructive feedback, managers should concentrate on three areas.
1. Ensure that the feedback is specific rather than general and make use of examples. 2. Choose a time to give feedback when the receiver will be willing and able to accept it. 3. Give only as much feedback as the receiver can handle at one time.
Use of Technological Tools
In today’s workplace, there are many technological tools that business uses to communicate with its employees, customers, and suppliers. Email, voice-mail, cell phones, personal digital assistants (PDAs), e.g., Blackberry or Apple iPhone, and video conferencing are some examples of communication technology that are commonly used in the business world. Managers should ensure these electronic communication channels are used effectively.
Percep!on
The perceptions of both the sender and the receiver can be a very significant type of distortion or noise in the communication process. Perception is the way that we organize and interpret information. Perceptions are influenced by cultural backgrounds, values, and other circumstances. People often
perceive the same information or situations very differently. Here are four common perceptual tendencies and distortions which can occur in the workplace.
(1) Stereotypes occur when attributes commonly associated with a group are assigned to an individual. Stereotypes about gender, age, race, and disability can bias the perceptions of people in work settings.
(2) Halo effects occur when one attribute of a person is used to develop an overall impression. This effect can be a positive or negative. For example, consider a manager who is upset since an employee is frequently late for work. When completing the employee’s performance appraisal, the manager might rate the employee poorly in all categories even though the rating may only be deserved in the punctuality category. The opposite could also happen where a manager thinks highly of an employee and, as a result, inflates the ratings. Managers need to be aware of this possible bias and to make sure they are objective when providing feedback.
(3) Selective perception is the tendency to perceive things according to our beliefs and values more than as they really are. Information that the receiver does not understand or appreciate is filtered out and ignored. Sometimes, individuals within an organization who work in different departments have difficulty communicating with each other due to selective perception. This difficulty can lead to a bias that prevents the receiver from having sufficient or correct information to make decisions.
(4) Projection means that you assign your own attributes to other individuals. A manager might assume that employees share his/her needs and values. Instead of designing jobs that fit the employees’ needs, he/she may assume that his/her staff would enjoy any job or task that he/she enjoys. It is essential that a good manager can empathize with his/her staff and see things through their eyes.
__MACOSX/module 3/._Lesson 3: Improving Communication : Business Leadership: Management Fundamentals.pdf
module 3/Lesson 5: Stress Reduction and Conflict Management: Business Leadership: Management Fundamentals.pdf
Lesson 5: Stress Reduc!on and Conflict
Management In this less, we will find out about stress-reduction techniques used in organizations.
To ensure employee well-being and to increase produc!vity, managers must work to reduce
stress in the workplace. Read the ar!cle below:
Creating a Family-Friendly Workplace (https://brightmindsonlineschool.instructure.com/courses/172/files/6847/download?wrap=1) Minimize File Preview
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As mentioned in the above article, the following solutions are used to address work-life balance issues and the associated stress:
Wellness programs, Meditation, Time-management training, Flexible work arrangements, Child-care, and elder-care services.
Conflict arises in the workplace when there is a disagreement between two or more people on
a significant issue. There are two types of conflicts which managers must handle, substan!ve
conflict and emo!onal conflict. The substan!ve conflict involves disagreement over goals and
tasks. Emo!onal conflict results from feelings of distrust, fear, anger, and resentment.
Conflict Management Strategy (https://brightmindsonlineschool.instructure.com/courses/172/files/6848/download?wrap=1) Minimize File Preview
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Managers respond to conflict through different combina!ons of coopera!ve and asser!ve
behaviors. These combina!ons are labeled: compe!ng, collabora!ng, compromising, avoiding,
and accommoda!ng.
Kenneth W. Thomas and Ralph H. Kilmann developed an assessment tool known as the Thomas- Kilmann Conflict Mode Instrument that helps individuals identify their preferred method of dealing with conflict.
Conflict In Workplace Teams (https://brightmindsonlineschool.instructure.com/courses/172/files/6849/download?wrap=1) Minimize File Preview
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__MACOSX/module 3/._Lesson 5: Stress Reduction and Conflict Management: Business Leadership: Management Fundamentals.pdf
module 3/Lesson 6: Business Leaders: Business Leadership: Management Fundamentals.pdf
Leadership Style Characteristics of Leader Style Can be Effective When ...
Autocratic
emphasizes task and results over people does not share authority acts unilaterally expects employees to follow orders without receiving explanation
new, untrained employees do not know which tasks to perform or which procedures to follow employees do not respond to any other leadership style there is limited time in which to make a decision a manager’s power is challenged by an employee
Democratic or Participative
acts as a facilitator and resource person is committed to task and people encourages active participation in decision making, but maintains control of a group keeps staff informed
the leader wants employees to share in decision-making and problem-solving duties there is a large or complex problem that requires lots of input to solve changes must be, or problems solved, that affect employees when the leader has part of the information, and employees have other parts
Laissez-faire
is hands-off shows little concern for task lets employees make decisions sets few, if any, limits does not provide significant support, guidance, or feedback
employees are highly educated, experienced, and skilled employees take pride in their work and strive to do it successfully on their own when the leader fully trusts and has confidence in employees
is willing to take risks is eager to listen shares knowledge, power, and credit recognizes and respects
leader wants to provide opportunities for employees to develop a high sense of
Lesson 6: Business Leaders Today, we will learn about leadership styles.
Leadership Styles
Collaborative recognizes and respects differences seeks to engage employees in establishing the direction and vision acts as a role model and builds relationships
personal growth and job satisfaction when quality is more important than speed or productivity
Charismatic
creates an inspiring and motivating sense of purpose listens and collects information/ideas makes people feel important and builds confidence
the leader wants to take the organization into new areas employees need inspiration extraordinary performance results are needed from the organization