2. INTRODUCTION INFLUENCING THE BEHAVIOUR OF PEOPLE IN A PARTICULAR DIRECTION IS CALLED ‘LEADERSHIP’ WHILST INSPIRING PEOPLE TO WORK WITH GREATER ZEAL AND COOPERATION TO THE BEST OF THEIR ABILITY IS ‘MOTIVATION’

3. LEADERSHIP is the activity of influencing people to strive willingly for group objectives LEADERSHIP is interpersonal influence exercised in a situation and directed through the communication process, forwards the attainment of a specialised goal or goals LEADERSHIP is the process of influencing the activities of an individual or group in efforts toward goal achievement in a given situation LEADERSHIP is a function of the leader, the follower and other situational variables LEADERSHIP is effective management

4. Leadership transforms potential into reality. It is like the effect of that Chemical which turns the insect pupa- the caterpillar into a butterfly with all the beauty that was the pupa’s potential. Leadership is part of management, but not all of it.

5. Effective Management Purposeful and Efficient use of Resources for Achieving the desired objective Leadership is a dynamic process varying from situation to situation with changes in leaders followers and situation

6. LEADERSHIP BEHAVIOR LEADER FOLLOWER SITUATION LEADERSHIP IS A FUNCTION OF LEADER, FOLLOWER & SITUATION LEADERSHIP BEHAVIOR LEADERSHIP BEHAVIOUR

7. LEADERSHIP CONTINUUM (AUTHORITATIVE) (DEMOCRATIC) TASK ORIENTED RELATIONSHIP ORIENTED AREA OF AUTHORITY BY LEADER AREA FOR FREEDOM FOR SUBORDINATES AUTOCRATI C CONSULTATIVEDEMOCRATIC BENEVOLENT AUTOCRATIC PARTICIPATIVEFREE-REIN TANNENBAUM & SCHMIDT - 1958

8. BLAKE & MOUTON MANAGERIAL GRID 1- 9 9-9 1-19-1 5- 5 MIDDLE ROAD IMPOUERISHED COUNTRY CLUB TEAM TASK 1 2 3 4 5 6 7 8 9 (LOW) CONCERN FOR PRODUCTION (HIGH) 9 8 7 6 5 4 3 2 1 H I G H C O N C E R N F O R P E O P L E L O W

9. S1 S2 S3 S4 TELLING SELLINGPARTICIPATING DELEGATING CONCERN FOR TASK F O R P E O P L E M4 M3 M2 M1 PAUL HERSEY –SITUATIONAL LEADEERSHIP

10. CHRYS ARGYRIS ON FOLLOWERS MATURITYIMMATURITY ABILITYINABILITY WILLINGNESSUNWILLINGNESS M1---UNABLE &UNWILLING M2--- UNABLE & WILLING M3 ----ABLE &UNWILLING M4---ABLE & WILLING

11. P E R C E N T A G E O F J O B 100 50 0 SUPERVISOR MIDDLE TOP MANAGEMENT MANAGEMENT CONCEPTU AL HUMA N TECHNIC AL DESIG N LEADERSHIP SKILLS AT VARIOUS LEVELS

12. LEADERSHIP STYLE Leadership style of an individual is the behavior pattern that person exhibits when attempting to influence the activities of others - as perceived by others. STYLE RANGE An individual’s style range is the extent to which that person is able to vary his or her leadership style. STYLE ADAPTABILITY Style adaptability is the degree to which the leader is able to vary his/her style appropriately to the demands of a given situation. STYLE RANGE IS NOT AS RELEVANT TO EFFECTIVE-NESS AS STYLE ADAPTABILITY: A WIDE STYLE RANGE WILL NOT GUARANTEE EFFECTIVENESS.

13. POWER ‘POWER IS AN ABILITY TO GET AN INDIVIDUAL OR A GROUP TO DO SOMETHING - TO GET THE PERSON OR GROUP TO CHANGE IN SOME WAY’ TYPES OF POWER COERCIVE CONNECTION REWARD LEGITIMATE REFERENT INFORMATION EXPERT POSITION POWER PERSONAL POWER

14. Managers and Leaders: Administers is a copy Maintains Focus on system & structure relies on control short-range view asks how and why eye on the botton-line accepts the status quo Imitates Does things right Innovates is an original Develops Focus on people inspires trust long-range perspective asks what and why? eye on the horizon his own person Originates Does the Right Things Managers Leaders

15. What Skills Do Leaders Need Cultural Flexibility Manage, Recognise the value of Diversity Communication Skills HRD Skills Creativity Climate that encourages creativity Self Management of Learning Continuous Learning Self learners

16. Factors Involved in Ability to lead Insight into Human Behaviour Decision Making Ability Ability to Relate To Others Ability To Plan Organise & Direct

17. Key Strategic Leadership Roles Navigator Strategist Entrepreneur Mobiliser Talent advocate Captivator Global thinker Change driver Enterprise guardian

18. Leadership Qualities Decisiveness Integrity Enthusiasm Imagination Willing to work hard Analytical mind Understanding others Ability to spot opportunities Ability to meet unpleasant situations Ability to adapt to change Willing to take risks Intelligence & Self Confidence Emotional Stability Human Relation Skill Conceptual Ability

19. Traits for Leadership Self-confidence and well integrated personality Competency in handling new situations Identity with the goals and values of the group he leads Warmth, sensititivity and sympathy towards others Enthusiasm and capacity for expression, in a degree, positively more than average

20. Boss Drives his men Depends on authority Evokes fear Says I Shows who is wrong Knows how it is done Demands respect Inspires them Depends on goodwill Radiates love Says We Shows what is wrong Knows how to do it Commands respect Leader Boss says “Go!” Leader says “Let’s go!”

21. Function of Leaders Task Needs Defining the task Making the plan Allocating work and resources Controlling quality and tempo of work Group Needs Setting standards by personal examples Maintaining discipline; correcting mistakes Building team spirit Encouraging, motivating, giving a sense of purpose Appointing sub-Leaders Ensuring communication within the group Individual Needs Attending to personal problems Praising of individuals Knowing individuals personally Recognising and using special individual abilities Training individuals

22. Jo Hari Window AB DC AB DC

23. AB CD

24. Motivation is anything that causes a person to act to change behaviour Enthusiastic Optimistic Positive attitude Confident Self Directed Desire to succeed works well with people Characteristics

25. MOTIVATION [LATIN ‘MOVERE’ = TO MOVE] “It refers to something dynamic that arises from within a person and manifests in his/her observable behavior.” “IT IS THE INNER URGE TO DO” “The internal energizing force which prompts a person to improve his performance, his behavior”

26. SOME TIPS TO MOTIVATE ? ? 1. Be vague 2. Discourage clarifications 3. Discourage repetition of questions 4. Show impatience 5. Criticise even minor errors 6. Do not disclose the purpose / results 7. Change instructions 8. Encourage dependency 9. Set impossible deadlines 10. Improve on everything one does

27. HOW NOT TO BE A MOTIVATOR 1. BE VAGUE 2. DISCOURAGE CLARIFICATIONS 3. DISCOURAGE REPETITION OF QUESTIONS 4. SHOW IMPATIENCE 5. CRITICISE EVEN MINOR ERRORS 6. DO NOT DISCLOSE THE PURPOSE / RESULTS 7. CHANGE INSTRUCTIONS 8. ENCOURAGE DEPENDENCY 9. SET IMPOSSIBLE DEADLINES 10. IMPROVE ON EVERYTHING ONE DOES

28. PERFORMANCE AREA AFFECTED BY MOTIVATION 80- 90% 20- 30% % O F A B I L I T Y PERFORMANCE = MOTIVATION x (ABILITY + KNOWLEDGE)

29. MOTIVES (NEEDS GOALS (INCENTIVES) BEHAVIOUR GOAL - DIRECTED ACTIVITY (preparing food) GOAL ACTIVITY (eating food)

30. CONTINUED BEHAVIOR SUCCESS ATTEMPTED HIGH A.B. BEHAVIOR STRENGTH 2 1 NEEDS COPING BEHAVIOR B L O C K A D E

31. 31 An Early Behavioural Model: McGregors Theory X and Theory Y One view of nature of people has been expressed in two sets of assumptions known as “Theory X and Theory Y” Managing should start with how managers see themselves in relation to others Some thought on perception of human nature is required Theory X and theory Y are two sets of assumptions about nature of people

32. DOUGLAS McGREGOR: THEORY X THEORY Y 1.Work is distasteful - Work is as natural as Play 2. People are not ambitious, - Can be self-directed have little desire for Responsibility & creative at work if & prefer to be directed. properly motivated 3. Little capacity for creativity- capacity for creativity is widely distributed. 4. Motivation at the physiological - Motivation at the social, & safety levels. esteem & self actualisation levels. 5. Must be closely controlled & - self-control. often coerced.

33. ALDERFER’S ERG THEORY ECONOMIC NEEDS RELATEDNESS NEEDS GROWTH NEEDS

34. MCLELAND’S NEED THEORY Need Association Need Growth Need Recognition

35. 35 The Hierarchy of Needs Theory Abraham Maslow put forth this widely mentioned theories of motivation Maslow saw human needs in the form of a hierarchy, ascending from the lowest to the highest Needs –Physiological needs. These are basic needs for sustaining human lives –Security or safety needs. To be free of physical danger –Affiliation, or acceptance, needs. People are social beings. So they need to belong, to be accepted by others –Esteem needs. People want to be held in esteem both by themselves and by others –Need for self actualization. This is the highest need. This is desire to become what one is capable of becoming

36. HIERARCHY OF NEEDS META MOTIVATION SELF ACTUALISATION ESTEEM SOCIAL SAFETY PHYSIOLOGICAL ABRAHAM MASLOW

37. 37 The Motivation-Hygiene Approach to Motivation Frederick Herzberg and his associates considerably modified Maslow’s need approach They propounded a two-factor theory of motivation In one group of needs are such things as company policy and administration, supervision, working conditions, interpersonal relations, salary, status, job security and personal life These were found by Herzberg to be only dissatisfies and not motivators

38. HERTZBERG’S HYGEINE THEORY HYGEINE FACTORS (DISSATISFIERS) (WORK CONTEXT) MOTIVATING FACTORS (SATISFIERS) (WORK CONTENT)

39. 39 Other Theories of motivation Expectancy theory of motivation –Leader in this is Victor H. Vroom –He holds that people will be motivated to do things to reach a goal if they believe in the worth of that goal Equity theory –An important factor in motivation is weather individuals perceive the reward structure as being fair

40. 40 Other Theories of motivation (contd.) Reinforcement theory –Positive reinforcement or behaviour modification –Individuals can be motivated by proper design of work environment and praise for their performance –Punishment for poor performance produces poor results

41. VICTOR VROOM’S THEORY MOTIVATION = VALENCY * EXPECTANCY

42. Factors That Tend To Motivate 1.Good Working Cond. 2.Good Salary 3.Job Security 4.Job Satisfaction 5.Status & Respect 6.Accountability 7.New Responsibilities 8.Good Superdisors 9.Promotions 10.Praise & Recognition 11.Participation in decision 12.Getting on well with staff

43. Ways To Motivate Subordinates 1.Set Good Example 2.Develop and Maintain Good Relations 3.Place Where They Can Work Best 4.Use Participative Style 5.Guide, Encourage & Support 6.Reward Good Work 7.Build Team Spirit 8.Provide Continuing Education

44. 44 Transactional Analysis TA is a method of analyzing and understanding behaviour that was developed by Eric Berne TA is an outgrowth of Freudian psychology Sigmond Freud was the first to suggest that there are three sources within the human personality that stimulate, monitor and control behaviour He described concepts of id, ego, superego These concepts are difficult to understand unless one is a trained psychologist

45. 45 TA In TA though the concepts were borrowed from Freud but have been put in a language that everyone can understand It can be used for diagnostic purposes in understanding why people behave as they do

46. 46 TA A transaction is a stimulus plus a response Example: –If you say to one of your staff, “Sister, You really did a fine job” –This is a stimulus –If she says, “Thanks,” – that’s a response Thus transactions take place between people They can also take place between “people” in your heads You may suddenly have an impulse to say something to someone. You may mentally hear a voice telling us not to say it and then a second voice agreeing. These “people” in our heads are called ego states

47. 47 Personality The personality of a person is the collection of behaviour patterns developed over time Other people recognize that pattern as that person These behaviour patterns are evoked in different degrees from three ego states – Parent, Adult and Child

48. 48 Personality And Ego States A parent has Parent, Adult and Child ego states A child also has Parent, Adult and Child ego states These ego states have nothing to do with chronological age, only psychological age These ego states cannot be directly observed but behaviour can be observed and infer which of the ego states is operating at that moment

49. 49 Parent Ego state Parent ego state is a result of messages people receive from their parents, older sisters and brothers, teachers These can be thought of as messages recorded on little cassette tapes in peoples heads They are in place, stored up and ready to go – only the right button have to be pressed. Parent ego states are the value laden part of behaviour – this is good, this is bad and so on This is not necessarily real but learned value.

50. 50 Parent Ego state There are two kinds of parent ego state: –Nurturing Parent That behaviour that is nurturing and caring about other people This behaviour will not put the people down and make them feel not okay as individual –Critical Parent Makes people feel that they and not just their behaviour are not okay Attacks peoples personalities and their behaviour

51. 51 Adult Ego State Adult ego states evoke behaviour that is –Logical –Rational –Reasonable and –Unemotional This Behaviour is characterized by problem- solving analysis and rational decision making In this, the emotional content of Child ego state and the value laden content of Parent ego state are checked out in the reality of external world

52. 52 Child Ego State This is associated with behaviour when people respond emotionally. This contains the natural impulses and attitudes learned from child experiences There are two forms of Child ego state: –Happy Child Here people does things because they want to They are not disruptive to others or destructive to environment –Destructive Child They do because they feel like doing this But their behaviour is disruptive to others and destructive to environment

53. 53 Child Ego State One form of Destructive Child is –Rebellious Child When in this ego state, people are not going to listen to any one who tells them what to do They may openly rebel or Rebel subtly by forgetting, being confused or putting off doing something that someone wants them to do –Compliant Child They do what others want. This is okay if they really want to or it makes sense to do it. In this case the compliant child will be classified as Happy Child because it does not disrupt others Compliant Child can hurt development of people who comply unquestionably all the time even when it makes no sense These people tend to remain dependent rather than become independent When this occurs, Compliant Child becomes a form of Destructive Child

54. 54 A Healthy Personality All people behave from the three ego states at different times A healthy person maintains a balance among all three, particularly, Nurturing Parent, Adult and Happy Child Though a balance is healthy, but some people are dominated at times by one or two ego states

55. 55 Life Position In the process of growing up people make assumptions about themselves as well as other significant people in the environment These assumptions are expressed in terms of “okayness” Individuals assume either they are OK or not OK. Other individuals are also assumed as either OK or not OK Four possible positions emerge: –I am OK you are OK –I am OK you are not OK –I am not OK you are OK –I am not OK you are not OK

56. 56 Transaction between People TA may be used to explain why people behave in a specific pattern In this analysis, the basic observational unit is called transaction Transactions are exchanges between people This analysis enables people to identify patterns of transaction between themselves and others This can help us determine which ego state is most heavily influencing our behaviour and the behaviour of other people with whom we interact

57. 57 Types of Transaction For managers two types of transactions are important: –Open –Blocked Open Transactions –There are many combinations –The basic principle is that the ego state that is addressed is the one that responds –The response to the stimulus is the expected or predictable one –When this occurs, communication can continue –Open transactions are Adult to Adult, Child to Child, Parent to Child and Parent to Parent Blocked Transaction –Results in one that results in the closing, at least temporarily, of communications. –Unlike open transactions, the response is either inappropriate or unexpected, as well as being out of context with what the sender of the stimulus had originally intended

58. 58 Blocked Transaction (Contd.) –This occurs when a person responds with an ego state different from the one the other person is addressing –The lines of communication gets crossed and stop effective communication, though talking may continue By analyzing open and blocked transactions, it is possible to determine the strengths of the three ego states We can thus gather data on individuals in a way that will help to predict future patterns of behaviour