5/5/2024

UNIT-III

Topics to be covered in this modules

 Meaning of Motivation
 Theories of Motivation
 Motivational Theories- Effects on Work Behavior

Expected outcome:
 One should be able to understand meaning of motivation and the different
theories of motivation.
 Analyze how the theories of motivation can be applied for improving the work
behavior

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DEFINING MOTIVATION

The processes that account for an individual’s intensity, direction, and persistence of
effort toward attaining a goal.
According to S.P. Robbins, “Motivation is the willingness to exert high levels of effort
towards organizational goals, conditioned by the effort and ability to satisfy some
individual need”.

Key Elements
1. Intensity: how hard a person tries
2. Direction: toward beneficial goal
3. Persistence: how long a person tries

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THEORIES OF MOTIVATION:
The best-known theory of motivation is
Abraham Maslow’s hierarchy of needs . 1. Physiological: Includes hunger, thirst,
Maslow hypothesized that within every shelter, and other bodily needs.
2. Safety: Security and protection from
human being, there exists a hierarchy of physical and emotional harm.
five needs: 3. Social: Affection, belongingness,
acceptance, and friendship.
4. Esteem: Internal factors such as self-
respect, autonomy, and achievement,
and external factors such as status,
recognition, and attention.
5. Self-actualization: Drive to become
what we are capable of becoming;
includes growth, achieving our potential,
and self-fulfillment.

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HERZBERG’S TWO FACTOR THEORY/ MOTIVATION-HYGIENE THEORY

Herzberg's two-factor theory, also known as the motivation-hygiene theory, focuses
on two sets of factors that impact an individual's motivation and satisfaction in the
workplace

Hygiene Factor Motivation Factor

Quality of Supervision Recognition
Pay Responsibility
Company Policies Sense of Personal Achievement
Physical Working Conditions Promotion
Relationship with Others Growth
Job Security Autonomy

General Satisfaction High Motivation

Prevention of Dissatisfaction High Satisfaction
Strong Commitment
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MOTIVATION

Source: Singh, Kavita. "Organizational Behaviour Text and Cases." (2020).

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DAVID MCCLELLAND’S THEORY OF NEEDS

Need for Achievement Need for Affiliation

The drive to excel, to achieve in The desire for friendly and
relation to a set of standards, to close personal relationships.
strive to succeed.

Need for Power nPow

The need to make others behave
in a way that they would not
have behaved otherwise.
nAch nAff

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THEORY X AND THEORY Y (DOUGLAS MCGREGOR)

Theory X
Assumes that employees dislike work, lack ambition, avoid
responsibility, and must be directed and coerced to perform.

Theory Y
Assumes that emloyees like work, seek responsibility, are
capable of making decisions, and exercise self-direction and
self-control when committed to a goal.

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ALDERFER’S ERG
Consolidates Maslow into 3 categories
 Existence-physiological and security
 Relatedness-affiliation
 Growth-esteem and self-actualization Concepts:
More than one need
can be operative at the
same time.
If a higher-level need
cannot be fulfilled, the
desire to satisfy a
lower-level need
increases.

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CONTENT THEORIES OF MOTIVATION

Content theories- explain why people have different needs at different times

Maslow’s Alderfer’s Herzberg’s McClelland’s

Need Hierarchy ERG Theory Theory Learned Needs
Self-
Actualization Need for
Growth Motivators Achievement
Esteem

Belongingness Relatedness Need for

Power
Safety Hygienes
Existence Need for
Physiological Affiliation

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PRACTICAL IMPLICATIONS OF CONTENT THEORIES

 People have different needs at different times
 Offer employees a choice of rewards -- a flexible reward system
 Do not rely too heavily on financial rewards
-they mainly address lower level needs

Process Theories
-describe the processes through which needs are translated into behavior

 Expectancy
 Reinforcement Theory
 Equity
 Justice Theory
 Goal Setting

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EXPECTANCY THEORY
Expectancy theory argues that the strength of our tendency to act a certain way
depends on the strength of our expectation of a given outcome and its
attractiveness.

1.Effort–performance relationship: The probability perceived by the individual

that exerting a given amount of effort will lead to performance.
2. Performance–reward relationship: The degree to which the individual
believes performing at a particular level will lead to the attainment of a
desired outcome.
3. Rewards–personal goals relationship: The degree to which organizational
rewards satisfy an individual’s personal goals or needs and the attractiveness
of those potential rewards for the individual.
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REINFORCEMENT THEORY
Reinforcement or reward system is the
process of managing behaviour by
having a contingent consequence follow
behaviour with the intent of promoting a
consistent pattern of behavioural Concepts:
response. Behavior is environmentally caused.
Behavior can be modified (reinforced)
by providing (controlling)
consequences.
Reinforced behavior tends to be
repeated.

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EQUITY THEORY
Individuals compare their job inputs and outcomes with those of others and then
respond to eliminate any inequities.
Specifically they strive to maintain ratios of their own rewards to contributions
which are equal to others' ratios .
Equity
Outcomes (Self) = Outcomes (Others)
Inputs (Self) Inputs (Others)
Underpayment (Inequity) Underpayment (Inequity)
Outcomes (Self) < Outcomes (Others) Outcomes (Self) > Outcomes (Others)
Inputs (Self) Inputs (Others) Inputs (Self) Inputs (Others)

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EQUITY THEORY
Choices for dealing with inequity:
1. Change inputs (slack off)
2. Change outcomes (increase output)
3. Distort/change perceptions of self
4. Distort/change perceptions of others
5. Choose a different referent person
6. Leave the field (quit the job)
Distributive Justice
Perceived fairness of the amount and allocation of rewards among individuals.
Procedural Justice
The perceived fairness of the process to determine the distribution of rewards.
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LEADERSHIP

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LEADERSHIP

What is Leadership?
The ability to influence a group toward the achievement of goals.
Leaders are required to develop future visions, and to motivate the organizational
members to want to achieve the visions.
According to Keith Davis, “Leadership is the ability to persuade others to seek defined
objectives enthusiastically. It is the human factor which binds a group together and
motivates it towards goals.”

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TRAITS THEORIES OF LEADERSHIP

Leadership Traits:
Theories that consider personality, social,
physical, or intellectual traits to • Ambition and energy
differentiate leaders from nonleaders. • The desire to lead

Limitations: • Honest and integrity

• Self-confidence
• No universal traits found that predict
leadership in all situations. • Intelligence
• Unclear evidence of the cause and effect of • High self-monitoring
relationship of leadership and traits. • Decision Maker
• Better predictor of the appearance of • Respect people of other
leadership than distinguishing effective and backgrounds
ineffective leaders.
• Job-relevant knowledge
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BEHAVORIAL THEORIES

 The trait approach to leadership defines leadership as a quality anchored in

particular individuals, to enable them to play roles in society, where the exercise
of influence is required.

 This could not always be effective, as a leader’s style and behaviour are not
always predisposed but can be cultivated.

 This gave rise to another approach to leadership known as behavioural approach

to leadership, which concluded that the leadership process did not reside solely in
the person but could be developed as distinctive patterns of behaviour.

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THE UNIVERSITY OF MICHIGAN STUDIES

The University of Michigan studies sought to identify the behavorial

characteristics of leader related to performance effectiveness

Employee Oriented Leader:

• Emphasizing interpersonal relations Production Oriented Leader:

• Taking personal interest in the

needs of the emplyees and • Emphasizes technical or task
accepting individual differences aspects of the job
among members
• Lower group productivity and job
• Higher group productivity and job satisfaction
satisfaction

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OHIO STATE UNIVERSITY STUDIES: CONSIDERATION & INITIATING STRUCTURE

Research at Ohio State University (Fleishman and Harris 1962) identified

consideration and initiating structure as the dimensions of leadership behaviour.

Consideration Initiating Structure:

 Indicates friendship, mutual trust,  Initiating structure indicates a

respect, and worth. concern about defining the roles
in an organization, establishing
 A leader with this kind of well-defined norms of
behavior is likely to be friendly organizations, channels of
and approachable, and likely to communication, and ways of
have a good rapport with getting a job done, and trying out
subordinates. new ideas and practices.

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OHIO STATE UNIVERSITY STUDIES: CONSIDERATION & INITIATING STRUCTURE

 Initially, it was believed that if a leader scores high
on initiating structure, the leader could not be
considerate and if the leader was considerate, that
leader was not good at initiating structure.

 Scores on one factor has no influence on what the

leader scores on the other.

 Ohio State University researchers expected that a

leader who has High IS–High C would be most
effective in all situations.

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MANAGEMENT GRID

 Another approach to depicting various leadership styles is the managerial grid

developed by Blake and Mouton (1985).
 In this concept of leadership styles, concern for people and production are
treated as separate dimensions.
 Leadership style is not shown as a point on the leadership continuum, but as
a point on a two-dimensional grid.

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MANAGEMENT GRID

In the managerial grid, an individual can score anything between the maximum number D (9, 9)
and the minimum number A (1, 1) on either dimension. The idea of the managerial grid is to
move towards the D (9, 9) style or team management where there is an integrative concern for
production and people.
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LIKERT’S SYSTEM—4 MANAGEMENT

Elaborating on the idea that leadership style consists of two extreme positions, autocratic and
democratic; Likert (1967) enumerated four styles of leadership to capture the management
culture of an organization:
Exploitative Consultative:
Benevolent Participative:
Authoritative:
Authoritative:
• The leader uses
fear and threats, • The leader discusses
communication • The leader economic rewards and
is downward, uses uses group participation
• The leader appropriate and involvement in fixing
• Superiors and uses rewards rewards, and high performance goals
subordinates are to encourage communication and improving work
psychologically performance. may be two- methods and procedures.
distant. way.

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CONTINGENCY PERSPECTIVE OF LEADERSHIP

All the theories classified under the contingency perspective recognize and
communicate that there is no single preferred style of leadership. As a result, the task
is to identify the leadership style that is most appropriate in a specific situation or vice
versa or change the situation to accommodate the leader’s style.
All contingency theories deal with leader effectiveness.
These theories seek to identify the conditions and factors that determine whether
and to what degree leaders enhance the performance of their subordinates.
The different contingency theories are as follows:
• Fiedler’s LPC (Least Preferred Co-worker) Contingency Theory
• Situational Leadership Theory (SLT)
• Path–Goal Theory
• Leadership–Substitute Theory
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FIEDLER’S LPC (LEAST PREFERRED CO-WORKER) CONTINGENCY THEORY

LPC Model: The LPC contingency model assumes that a leader’s contribution to the
success of the group is determined by the leader’s competency and by the situation.

Least Preferred Co-worker (LPC): The LPC is a person with whom the leader has
found it most difficult to work.

Leader–member Relations: A leader who is liked and respected has the subordinates’
confidence, works in a smoothly functioning group, and can enhance the effectiveness
of the group.

Task Structure: Clearly defined task goals and roles for both leaders and subordinates
need to be in place

Position Power: This refers to leaders’ ability to enforce compliance. The power of the
position is the authority that leaders command due to a proven ability to handle the
group.
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FIEDLER’S LPC (LEAST PREFERRED CO-WORKER) CONTINGENCY THEORY

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SITUATIONAL LEADERSHIP MODEL (HERSEY & BLANCHARD)

 The situational leadership model

incorporates consideration
(relationship behaviour) and
initiating structure (task
behaviour) and extends these two
dimensions of leadership to form
four styles: Tell, Sell, Participate,
and Delegate.

 The situational model, a

combination of task and
relationship behaviours, is
prescribed according to the work
experience of followers.

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PATH-GOAL THEORY

 Path Goal theory is about how leaders motivate subordinates to accomplish

designated goals

 The stated goal of leadership is to enhance employee performance and

employee satisfaction by focusing on employee motivation

 Emphasizes the relationship between the leader’s style and characteristics of

the subordinates and the work setting

 The leader must use a style that best meets the subordinates motivational
needs

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PATH-GOAL THEORY

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PATH-GOAL THEORY

Leadership Behaviors
• Directive leadership – leader gives instructions, expectations, time lines,
and performance standards

• Supportive Leadership- leader is friendly and approachable, attends to

the well being of subordinates, and treats everyone as equals

• Participative Leadership- leader invites subordinates to give ideas, share

opinions and integrates their suggestions into the decision making process

• Achievement-Oriented Leadership- leader challenges subordinates to

perform at the highest level possible. Leader has high standards of
excellence and seeks continuous improvement.

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PATH-GOAL THEORY

Subordinate Characteristics
• Need for affiliation- prefer supportive leadership

• Preferences for structure – prefer directive leadership

• Desires of control- prefer participative leadership

• Self-perceived level of task ability- prefer achievement orientated leadership

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SUBSTITUTE–LEADERSHIP MODEL

 Leader’s styles, actions, and degrees of effectiveness exert a major influence on

subordinates and, ultimately, organizations.

 There are instances when leaders have little or no influence on their subordinates’
activities and behaviours.

 Leaders act as figureheads for their subordinates, having very little impact on the
work process.

 When the leader is weak and not able to carry out the responsibilities or when there
are factors in the organization that act as a substitute or neutralizer for leader
behaviour, making it redundant.

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SUBSTITUTE–LEADERSHIP MODEL

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AUTOCRATIC LEADERSHIP

 Autocratic leadership style is centered on the boss. In this leadership the leader
holds all authority and responsibility.
 In this leadership, leaders make decisions on their own without consulting
subordinates.
 They reach decisions, communicate them to subordinates and expect prompt
implementation.
 Autocratic work environment does normally have little or no flexibility.
 In this kind of leadership, guidelines, procedures and policies are all natural
additions of an autocratic leader.

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DEMOCRATIC LEADERSHIP

 In this leadership style, subordinates are involved in making decisions.

 Unlike autocratic, this headship is centered on subordinates’ contributions.
 The democratic leader holds final responsibility, but he or she is known to
delegate authority to other people, who determine work projects.
 The most unique feature of this leadership is that communication is active
upward and downward.
 With respect to statistics, democratic leadership is one of the most preferred
leadership, and it entails the following:
-fairness, competence, creativity, courage, intelligence and honesty.

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TRANSFORMATIONAL LEADERSHIP

 Unlike other leadership styles, transformational leadership is all about initiating

change in organizations, groups, oneself and others.
 Transformational leaders motivate others to do more than they originally intended
and often even more than they thought possible.
 They set more challenging expectations and typically achieve higher performance.
 Statistically, transformational leadership tends to have more committed and
satisfied followers.
 This is mainly because of transformational leaders empower followers.

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CROSS-CULTURAL LEADERSHIP
 This form of leadership normally exists where there are various cultures in the
society.
 This leadership has also industrialized as a way to recognize front runners who
work in the contemporary globalized market.
 Organizations, particularly international ones require leaders who can effectively
adjust their leadership to work in different environs.
 Most of the leaderships observed in the United States are cross-cultural because
of the different cultures that live and work there.

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FACILITATIVE LEADERSHIP
 Facilitative leadership is too dependent on measurements and outcomes –
not a skill, although it takes much skill to master.
 The effectiveness of a group is directly related to the efficacy of its process.
 If the group is high functioning, the facilitative leader uses a light hand on
the process.
 On the other hand, if the group is low functioning, the facilitative leader will
be more directives in helping the group run its process.
 An effective facilitative leadership involves monitoring of group dynamics,
offering process suggestions and interventions to help the group stay on
track.

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TRANSACTIONAL LEADERSHIP
 This is a leadership that maintains or continues the status quo.
 It is also the leadership that involves an exchange process, whereby followers get
immediate, tangible rewards for carrying out the leader’s orders.
 Transactional leadership can sound rather basic, with its focus on exchange.
 Being clear, focusing on expectations, giving feedback are all important leadership
skills.
 Transactional leadership behaviors can include: clarifying what is expected of
followers’ performance; explaining how to meet such expectations; and allocating
rewards that are contingent on meeting objectives.

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LAISSEZ-FAIRE LEADERSHIP
 Laissez-faire leadership gives authority to employees.

 Departments or subordinates are allowed to work as they choose with minimal or

no interference.

 According to research, this kind of leadership has been consistently found to be the
least satisfying and least effective management style.

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Power and Politics

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A DEFINITION OF POWER

Power
A capacity that A has to influence the behavior of B so that B
acts in accordance with A’s wishes.

Dependency
B’s relationship to A when A possesses something that B
requires.

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CONTRASTING LEADERSHIP AND POWER

 Leadership  Power
– Focuses on goal achievement. – Used as a means for achieving
– Requires goal compatibility goals.
with followers. – Requires follower dependency.
– Focuses influence downward. – Used to gain lateral and upward
 Research Focus influence.
– Leadership styles and  Research Focus
relationships with followers – Power tactics for gaining
compliance

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BASES OF POWER: FORMAL POWER

Formal Power
Is established by an individual’s position in an organization; conveys
the ability to coerce or reward, from formal authority, or from
control of information.

Coercive Power
A power base dependent on fear.

Reward Power
Compliance achieved based on the ability to distribute rewards
that others view as valuable

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BASES OF POWER: FORMAL POWER

Legitimate Power
The power a person receives as a result of his or her
position in the formal hierarchy of an organization.

Information Power
Power that comes from access to and control over
information.

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BASES OF POWER: PERSONAL POWER

Expert Power
Influence based on special skills or knowledge.

Referent Power
Influence based on possession by an individual of
desirable resources or personal traits.

Charismatic Power
An extension of referent power stemming from an
individual’s personality and interpersonal style.

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DEPENDENCY: THE KEY TO POWER

 The General Dependency Postulate

– The greater B’s dependency on A, the greater the
power A has over B.
– Possession/control of scarce organizational resources
that others need makes a manager powerful.
– Access to optional resources (e.g., multiple suppliers)
reduces the resource holder’s power.
 What Creates Dependency
– Importance of the resource to the organization
– Scarcity of the resource
– Nonsubstitutability of the resource

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POWER TACTICS

Power Tactics Influence Tactics:

• Legitimacy
Ways in which individuals
• Rational persuasion
translate power bases into
specific actions. • Inspirational appeals
• Consultation
• Exchange
• Personal appeals
• Ingratiation
• Pressure
• Coalitions

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FACTORS INFLUENCING THE CHOICE AND EFFECTIVENESS OF POWER TACTICS

 Sequencing of tactics  How the request is perceived
– Softer to harder tactics – Is the request accepted as
works best. ethical?
 Skillful use of a tactic  The culture of the organization
– Experienced users are more – Culture affects user’s choice of
successful. tactic
 Relative power of the tactic  Country-specific cultural
user factors
– Some tactics work better – Local values favor certain
when applied downward. tactics over others.
 The type of request attaching
to the tactic
– Is the request legitimate?

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POWER IN GROUPS: COALITIONS

Coalitions
• Seek to maximize their
Clusters of individuals size to attain influence.
who temporarily come • Seek a broad and diverse
together to a achieve a constituency for support
specific purpose. of their objectives.
• Occur more frequently in
organizations with high
task and resource
interdependencies.
• Occur more frequently if
tasks are standardized
and routine.

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POLITICS: POWER IN ACTION

Political Behavior
Activities that are not required as part of one’s
formal role in the organization, but that influence, or
attempt to influence, the distribution of advantages
or disadvantages within the organization.

Legitimate Political Behavior

Normal everyday politics.

Illegitimate Political Behavior

Extreme political behavior that violates the implied
rules of the game.
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CONFLICT

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CONFLICT

 Conflict Defined
– Is a process that begins when one party perceives that another party has
negatively affected, or is about to negatively affect, something that the first party
cares about.
• Is that point in an ongoing activity when an interaction “crosses over” to become an
interparty conflict.

– Encompasses a wide range of conflicts that people experience in organizations

• Incompatibility of goals
• Differences over interpretations of facts
• Disagreements based on behavioral expectations

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TRANSITIONS IN CONFLICT THOUGHT

 Transitions in Conflict Thought

– Encompasses a wide range of conflicts that people experience in organizations
• Incompatibility of goals
• Differences over interpretations of facts
• Disagreements based on behavioral expectations

Causes:
• Poor communication
• Lack of openness
• Failure to respond to
employee needs

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TRANSITIONS IN CONFLICT THOUGHT (CONT’D)

Human Relations View of Conflict

The belief that conflict is a natural and inevitable outcome in any group.

Interactionist View of Conflict

The belief that conflict is not only a positive force in a group but that it is
absolutely necessary for a group to perform effectively.

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FUNCTIONAL VERSUS DYSFUNCTIONAL CONFLICT

Functional Conflict
Conflict that supports the goals of the group and
improves its performance.

Dysfunctional Conflict
Conflict that hinders group performance.

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TYPES OF CONFLICT

Task Conflict
 Conflicts over content and goals of the work.
 Low-to-moderate levels of this type are FUNCTIONAL

Relationship Conflict
 Conflict based on interpersonal relationships.
 Almost always DYSFUNCTIONAL

Process Conflict
 Conflict over how work gets done.
 Low levels of this type are FUNCTIONAL
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RELATIONSHIP BETWEEN ORGANIZATIONAL PERFORMANCE AND CONFLICT

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LEVELS OF CONFLICT

CONFLICT

INDIVIDUAL ORGANIZATIO
GROUP LEVEL
LEVEL NAL LEVEL

INTER- INTRA-
INTRA- INTER-
INTER-GROUP INTRA-GROUP ORGANIZATIO ORGANIZATIO
INDIVIDUAL INDIVIDUAL
CONFLICT CONFLICT NAL NAL
CONFLICT CONFLICT
CONFLICT CONFLICT

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THE CONFLICT PROCESS

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STAGE I: POTENTIAL OPPOSITION OR INCOMPATIBILITY

 Communication
– Semantic difficulties, misunderstandings, and “noise”
 Structure
– Size and specialization of jobs
– Jurisdictional clarity/ambiguity
– Member/goal incompatibility
– Leadership styles (close or participative)
– Reward systems (win-lose)
– Dependence/interdependence of groups
 Personal Variables
– Differing individual value systems
– Personality types

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STAGE II: COGNITION AND PERSONALIZATION

Perceived Conflict
Awareness by one or more parties of the existence
of conditions that create opportunities for conflict
to arise.

Felt Conflict
Emotional involvement in a conflict creating anxiety,
tenseness, frustration, or hostility.

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STAGE III: INTENTIONS

Intentions
Decisions to act in a given way.

Cooperativeness:
• Attempting to satisfy the other party’s concerns.
Assertiveness:
• Attempting to satisfy one’s own concerns.

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STAGE III: INTENTIONS (CONT’D)

Competing
A desire to satisfy one’s interests, regardless of the impact on the other party to
the conflict.

Collaborating
A situation in which the parties to a conflict each desire to satisfy fully the
concerns of all parties.

Avoiding
The desire to withdraw from or suppress a conflict.

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STAGE III: INTENTIONS (CONT’D)

Accommodating
The willingness of one party in a conflict to place the
opponent’s interests above his or her own.

Compromising
A situation in which each party to a conflict is willing
to give up something.

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STAGE IV: BEHAVIOR

Conflict Management
The use of resolution and stimulation techniques to achieve the desired
level of conflict.

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STAGE V: OUTCOMES

 Functional Outcomes from Conflict

– Increased group performance
– Improved quality of decisions
– Stimulation of creativity and innovation
– Encouragement of interest and curiosity
– Provision of a medium for problem-solving
– Creation of an environment for self-evaluation and
change
 Creating Functional Conflict
– Reward dissent and punish conflict avoiders.

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STAGE V: OUTCOMES

 Dysfunctional Outcomes from Conflict

– Development of discontent
– Reduced group effectiveness
– Retarded communication
– Reduced group cohesiveness
– Infighting among group members overcomes group goals

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CONFLICT MANAGEMENT

 Long-term management of intractable(stubborn) conflicts

 Stand up for right & against the wrong.
 Label - handling grievances.

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CONFLICT ANALYSIS PROCESS

 Step 1: Define the conflict by identifying the parties involved, the issues at
stake, and the desired outcomes.

 Step 2: Gather information by conducting interviews, surveys, and reviewing

relevant documents to gain a comprehensive understanding of the conflict.

 Step 3: Analyze the underlying causes and dynamics of the conflict, including
individual and group factors, organizational culture, and external influences.

 Step 4: Develop a conflict resolution strategy based on the analysis,

considering factors such as power dynamics, communication channels, and
potential interventions

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CONFLICT RESOLUTION TECHNIQUES

 Negotiation: Negotiation involves parties engaging in a structured discussion to

find mutually acceptable solutions. It requires active listening, compromise, and
a focus on shared interests.

 Mediation: Mediation involves the presence of a neutral third-party mediator

who facilitates communication and guides the resolution process. The mediator
helps parties explore alternatives and reach a mutually agreeable solution.

 Arbitration: Arbitration is a more formal process where a neutral arbitrator

makes a binding decision after considering the arguments presented by each
party. This approach is often used when parties cannot reach an agreement
through negotiation or mediation

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IMPLEMENTING CONFLICT RESOLUTION STRATEGIES

 Communication: Effective communication is crucial for resolving conflicts.
Encouraging open dialogue, active listening, and clear expression of concerns
can help parties understand each other's perspectives.

 Training and Development: Providing training on conflict resolution skills equips

employees with the tools necessary to manage and resolve conflicts
constructively.

 Organizational Culture: Fostering a supportive and inclusive organizational

culture promotes constructive conflict resolution. Encouraging collaboration,
empathy, and respect can create an environment where conflicts are seen as
opportunities for growth and innovation.

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IMPLEMENTING CONFLICT RESOLUTION STRATEGIES

 Establishing Policies and Procedures: Developing clear policies and procedures
for conflict resolution provides a framework for addressing conflicts in a fair and
consistent manner. This helps ensure that conflicts are dealt with promptly and
effectively.

 Continuous Evaluation and Improvement: Regularly assessing the effectiveness of

conflict resolution strategies allows organizations to identify areas for improvement
and make necessary adjustments. Feedback from employees and stakeholders
can provide valuable insights for enhancing conflict resolution processes.

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NEGOTIATION

Negotiation
A process in which two or more parties exchange goods or services and
attempt to agree on the exchange rate for them.

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TYPES OF BARGAINING

Distributive Bargaining
Negotiation that seeks to divide up a fixed amount of resources; a win-lose
situation.

Integrative Bargaining
Negotiation that seeks one or more settlements that can create a win-win
solution.

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THIRD-PARTY NEGOTIATIONS

Mediator
A neutral third party who facilitates a negotiated solution by using reasoning,
persuasion, and suggestions for alternatives.

Arbitrator
A third party to a negotiation who has the authority to dictate an agreement.

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THIRD-PARTY NEGOTIATIONS (CONT’D)

Conciliator
A trusted third party who provides an informal communication link between
the negotiator and the opponent.

Consultant
An impartial third party, skilled in conflict management, who attempts to
facilitate creative problem solving through communication and analysis.

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CONFLICT-HANDLING INTENTION: COMPETITION

 When quick, decisive action is vital (in emergencies); on important issues.

 Where unpopular actions need implementing (in cost cutting, enforcing
unpopular rules, discipline).
 On issues vital to the organization’s welfare.
 When you know you’re right.
 Against people who take advantage of noncompetitive behavior.

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CONFLICT-HANDLING INTENTION: COLLABORATION

 To find an integrative solution when both sets of concerns are too important to
be compromised.
 When your objective is to learn.
 To merge insights from people with different perspectives.
 To gain commitment by incorporating concerns into a consensus.
 To work through feelings that have interfered with a relationship.

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CONFLICT-HANDLING INTENTION: AVOIDANCE

 When an issue is trivial, or more important issues are pressing.

 When you perceive no chance of satisfying your concerns.

 When potential disruption outweighs the benefits of resolution.

 To let people cool down and regain perspective.

 When gathering information supersedes immediate decision.

 When others can resolve the conflict effectively

 When issues seem tangential or symptomatic of other issues.

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CONFLICT-HANDLING INTENTION: ACCOMMODATION

 When you find you’re wrong and to allow a better position to be heard.

 To learn, and to show your reasonableness.

 When issues are more important to others than to yourself and to satisfy
others and maintain cooperation.

 To build social credits for later issues.

 To minimize loss when outmatched and losing.

 When harmony and stability are especially important.

 To allow employees to develop by learning from mistakes.

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CONFLICT-HANDLING INTENTION: COMPROMISE

 When goals are important but not worth the effort of potential disruption of more
assertive approaches.

 When opponents with equal power are committed to mutually exclusive goals.

 To achieve temporary settlements to complex issues.

 To arrive at expedient solutions under time pressure.

 As a backup when collaboration or competition is unsuccessful.

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CASE STUDY: CONFLICT IN TEAM DYNAMICS

Introduction:
ABC Corporation, a multinational company, is experiencing conflict within one of its
project teams. The team comprises members from diverse backgrounds and
cultures, leading to misunderstandings and friction. As a result, productivity has
declined, and morale is low. The project manager seeks guidance on understanding
and resolving the conflict to ensure project success.

Case Scenario:
The project team at ABC Corporation is tasked with developing a new product for the
market. However, disagreements among team members have arisen regarding the
project timeline, allocation of resources, and decision-making processes. These
conflicts have escalated, leading to strained relationships and a tense work
environment.

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CASE STUDY: CONFLICT IN TEAM DYNAMICS

Question 1: Identify and describe the types of conflict present in the case scenario.

Question 2: Discuss strategies the project manager can employ to resolve conflict
within the team.

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CASE STUDY: CONFLICT IN TEAM DYNAMICS

Question 1: Identify and describe the types of conflict present in the case scenario.

Answer 1: The types of conflict present in the case scenario include:

Task Conflict: Disagreements over project goals, timelines, and allocation of
resources.
Relationship Conflict: Tension and personal disagreements among team members,
affecting collaboration and communication.
Process Conflict: Differences in decision-making approaches and procedures within
the team.

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CASE STUDY: CONFLICT IN TEAM DYNAMICS

Question 2: Discuss strategies the project manager can employ to resolve conflict
within the team.
Answer 2: The project manager can employ the following strategies to resolve conflict:
Promote Open Communication: Encourage team members to express their concerns
and perspectives openly and respectfully.
Facilitate Mediation: Use a neutral third party or facilitate constructive discussions to
help parties find common ground and reach agreements.
Clarify Roles and Responsibilities: Ensure clarity regarding individual roles, tasks, and
decision-making authority to minimize ambiguity and potential conflicts.
Implement Conflict Resolution Training: Provide training on conflict management
techniques and effective communication skills to enhance team members' ability to
address conflicts constructively.
Encourage Collaboration: Foster a collaborative team environment where members
work together to solve problems and achieve shared goals.
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SOCIOMETRY

Sociometry is a technique to analyze small groups in order to establish the patterns

of interactions among their members.

Sociometry enables us to measure, map and build relationships in order to be

explored.

It is an essential tool for people to build mature group networks and positive
relationship behaviors.

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OBJECTIVES OF SOCIOMETRY

 To explore intra-group relationship

 To move organization from isolated business units to collaborative groups
 To strengthen teams
 To sort out issues of group conflict, trust and identity
 To understand and address unspoken aspects of everyday group life
 To develop appropriate behavior for your ideal work culture
 To integrate thinking, feeling and action in business relationship
 To release informal leadership abilities

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GROUP NORMS

A group norm is a rule that tells the individual how to behave in a particular group.
CHARACTERISTICS OF GROUP NORMS
 Norms apply only to behaviour and not to private thoughts and feelings.
 The norms are the basis for predicting and controlling the behaviour of good
members.
 Norms are identifying the values and ethics of the group members.
 Not all norms apply to everyone in the group.

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SUPERVISION

Definition :
According to Viteles, “Supervision refers to the direct and immediate guidance and
control of the subordinates in the performance of their tasks”.

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QUALITIES OF A SUPERVISOR

 Ability to secure cooperation

 Ability to instruct and inspire
 Ability to delegate
 Ability to judge people
 Ability for orderly thinking
 Patience
 Emotional stability
 Ability to Communicate
 Knowledge about the organization

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FUNCTIONS/REPONSIBILITIS OF A SUPERVISOR

COMMUNICATION OF ORDERS, INSTRUCTIONS

Essentials of an order When, Whom, Where, How, What, Why

INTRODUCTION OF WORK METHOD

Introduction of the new machines and
Improvement of existing method Resistance to changes
method

MAKING THE WORK LESS TEDIOUS

SELECTION OF EMPLOYEES

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FUNCTIONS/REPONSIBILITIS OF A SUPERVISOR

INDUCTION OR ORIENTATION OF NEW EMPLOYEES

Basic Information – briefed to employees Information - received from employees

TRAINING EMPLOYEES

HANDLING GRIEVANCES

ENFORCING DISCIPLINE

ENSURING EFFECTIVE COMMUNICATION

ENFORCING SAFETY

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