PSYCH 322

INSERT RELATED PICTUR E HERE

COURSE OVERVIEW:
Welcome! dear learners to Psych
322, you are about to venture
into the next part of the world of
the workers and organizations.
The average worker spends most
of his/her lifetime engaged in
working than in any other
activity. Thus, this course is
devoted to help you understand
and evaluate the interaction
between people and their jobs.
As future HR practitioners or I/O
psychologists, your main goal is
INDUSTRIAL AND in making organisations more
productive while ensuring
ORGANIZATIONAL
physically and psychologically
PSYCHOLOGY productive and healthy lives for
workers.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 1
 MODULE 3 EMPLOYEE MOTIVATIONS AND GROUPS AND TEAMS IN
ORGANIZATIONS
In this module, you will be learning what motivation is as well as the key elements of
employee motivation. It will also facilitate your learning of the different theories of
motivation to help you identify the right type of motivation to be given to workers to
increase the level of employee engagement and employee satisfaction. This module also
includes an understanding of the factors required for a high-performance group or work
teams, the common stages of team development, causes of team dysfunction, and the
primary types of teams in organizations needed to achieve specific work goals.

What will motivate you to work in a company?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

1. What is your number one motivator at work?

2. What could an organization do to increase an employee’s job motivation?

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 2
 UNIT 1 Motivation

Motivation is important to human resource managers because it leads to action

and is one of the three key elements of a performance. More importantly, it’s a variable
that can be influenced, because motivation is not a stable state of mind. Managers who
can influence motivation can increase performance.

We already understand that motivation is very individual, and what motivates one
worker will not necessarily motivate another. When a manager adds workplace
components, like job design and work environment, and organizational components, such
as company culture and workplace politics, it becomes even more challenging to
understand how to motivate an employee to produce.

EMPLOYEE MOTIVATION
It is an internal force that drives a worker to action as well as the external factors that
encourage that action.

Is an employee predisposed to being motivated?

Psychologists have postulated that some employees are more predisposed to being
motivated than are others.

Four individual difference traits that are related to work motivation:

(1) Self- Esteem

➢ According to Korman’s consistency theory, there is a positive correlation
between self-esteem and performance.
➢ Consistency theory takes the relationship between self-esteem and
motivation one step further by stating that employees with high self-esteem
desire to perform at high levels and employees with low self-esteem desire to
perform at low levels.
➢ If consistency theory is true, employees with high self-esteem are more
motivated, perform better, and rate their performance as being higher than
employees with low self-esteem.

Three Types of Self- Esteem:

1. Chronic self-esteem is a person’s overall feeling about himself.

2. Situational self-esteem (also called self-efficacy) is a person’s feeling about

himself in a particular situation such as operating a machine or talking to other
people.

3. Socially influenced self-esteem is how a person feels about himself based on the
expectations of others.

(2) Employees who feel good about themselves are motivated to perform better at work
than employees who do not feel that they are valuable and worthy people.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 3
 Enhancing Performance/ Developing Self-Esteem among the Employees

A. Conduct self-esteem workshops

In which they are given insights into their strengths. Show them that they have
several strengths and are good people.

B. Outdoor Experiential Learning

Another approach to increase self-esteem such as a “ropes course” wherein

they will learn that they are physically and emotionally strong.

C. Experience with Success

a) Self-fulfilling prophecy, the idea that people behave in ways consistent with
their self-image.
b) Galatea effect, the relationship between self-expectations and performance.
- High self-expectations result in higher levels of performance.

D. Supervisor Behavior
a) Pygmalion effect, the idea that if people believe that something is true, they
will act in a manner consistent with that belief.
b) Golem effect, when negative expectations of an individual cause a
decrease in that individual’s performance.

(3) Intrinsic Motivation Tendency

- They either enjoy performing the actual tasks or enjoy the challenge of completing the
task successfully.

(4) Need for Achievement

- Work motivation arises from such non-personal factors as pay, co-workers, and
opportunities for advancement.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 4
 NEEDS FOR ACHIEVEMENT AND POWER
• A theory developed by McClelland.
• Need for achievement - motivated by jobs that are challenging and over which
they have some control.
• Need for affiliation - motivated by jobs in which they can work with and help other
people.
• Need for power - motivated by a desire to influence others rather than simply to be
successful

• A "need" indicates some deficient state within an individual.

• Henry Alexander Murray was one of the first psychologists to propose a systematic
taxonomy of human needs. He proposed that these needs are evoked by different
stimuli in the environment, and subsequently drive behavior.

Maslow’s Hierarchy of Needs

■ Maslow believed that employees would be motivated by and satisfied with their
jobs at any given point in time if certain needs were met. Maslow believed that
there are five major types of needs and that these needs are hierarchical—that is,
lower-level needs must be satisfied before an individual will be concerned with the
next level of needs. It is helpful to look at a hierarchy as if it were a staircase that is
climbed one step at a time until the top is reached. The same is true of Maslow’s
hierarchy. Each level is taken one step at a time, and a higher-level need cannot
be reached until a lower-level need is satisfied.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 5
 MASLOW’S HIERARCHY OF NEEDS ERG THEORY MCCLELLAND’S NEED
THEORY

Self- Actualization
Self-Actualization Growth
Esteem

Relatedness
Love and Belongingness
Achiev Achiev
ement ement
Safety and Security motiva
Existence tion
motiv
ation
Physiological

Affiliation
motivation

Two-factor theory:

A. Hygiene factors are those job-related elements

that result from but do not involve the job itself. These
are sources of job dissatisfaction, and they are
associated with the job context or work setting.

For example, pay and benefits are consequences of

work but do not involve the work itself. Similarly,
making new friends may result from going to work,
but it is also not directly involved with the tasks and
duties of the job.

B. Motivators are job elements that do concern

actual tasks and duties.

According to job characteristics theory, employees desire meaningful jobs, provide them
with the opportunity to be personally responsible for the outcome of their work (autonomy),
and provide them with feedback on the results of their efforts.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 6
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 7
 COGNITIVE PROCESS THEORIES

Emphasize the decisions and choices that employees make when they allocate their
efforts.

EQUITY EXPECTANCY GOAL SETTING

Outcome

Work
Performance

Work/Effort

THE BEHAVIORAL APPROACH

• The approach applies the tenets of behaviorism developed by B.F. Skinner to
promote employee behaviors that an employer deems beneficial and discourage
those that are not helpful.
• Motivation is that behavior is largely a function of its consequences
• Theories: Reinforcement, Punishment, Feedback

THE VALUE OF MOTIVATION THEORIES

NEEDS JOB-BASED
Needs may be highly specific to individual Job content is something that can be easily
employees, and thus can be time-consuming managed by the managers. But on the other
and even difficult to evaluate the level of hand, changing a person’s job is also not
satisfaction. always practical.

COGNITIVE BEHAVIORAL APPROACH

It does have considerable practical value but It is pretty straight forward for managers to
it does depend on w/c theory is used. understand even without behavioral training.

Expectancy Theory (Vroom,1964)

In 1964, Canadian professor of psychology Victor Vroom developed the Expectancy
Theory. In it, he studied people’s motivation and concluded it depends on three factors:
expectancy, instrumentality, and valence. Abraham Maslow and Frederick Herzberg also

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 8
 researched the relationship between people’s needs and the efforts they make. Vroom
distinguishes between the effort people put in, their performance and the final result. His
theory primarily relates to motivation within a work environment. When employees can
make choices in their work, Victor Vroom argues that they will mostly choose that what
motivates them the most.

Motivational force formula:

Victor Vroom uses a formula to calculate the motivational force:

Motivational force = Expectancy x Instrumentality x Valence

Expectancy
This is about what employees expect from their efforts and the relation to good
performance. Part of this expectation is the level of difficulty he experiences. An
organization can respond to that by finding out which factors can motivate the employee
to deliver his best possible performance. Those factors can be facilities, training or support
from a supervisor who builds his employees’ confidence. Victor Vroom indicates that, in
general, more effort leads to better performance. Employees can be stimulated to make
an effort by offering them a juicy carrot if they complete their task properly and quickly. Of
course, it’s also important that they have the right resources at their disposal, that the
employees have the necessary skills and that management provides the right level of
support.

Instrumentality
Each employee is a cog in the machine and an instrument that contributes to the
business results. From that perspective, instrumentality isn’t difficult to grasp. It’s
about the employee’s performance is good enough to achieve the desired result.
An organization can stimulate this by actually making good on promises of
additional rewards such as bonuses or promotions. The employee has to believe
that if he performs well, appreciation will be shown for the results. Transparency
throughout the rewarding process is an important condition for instrumentality.

Valence
The final result that employees achieve is valued differently by each individual. This
value is based on their own basic needs. As such, it’s a good idea for an
organization to find out what individual employee values and what his personal
needs are. One might value money, while another value more days off.

Vroom’s Expectancy Theory :

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 9
 Individual factors
According to Victor Vroom, behavior is the result of a conscious choice from
alternatives. Employees have a preference for getting the most possible joy from
their work with little effort. Individual factors play a large role in the goals that have
to be achieved and the behavior of employees. For instance, think of an
employee’s personality, his knowledge and skills, and the expectations he has of his
abilities. Together, these form a motivating force that makes the employee act in a
certain way. Individual effort, performance, and motivation are always
interconnected. To properly motivate employees, Vroom argues that it’s essential
that there is a positive correlation between effort and performance.

Perception
Perception is an important factor in Vroom’s Expectancy Theory. An organization
might perceive that it, as an employer, offers its employees everything they need to
sufficiently motivate them. For instance, a salary that’s 10% above industry average,
10 extra days off, training programs, or career opportunities. But not all employees
will be sufficiently motivated by that; each individual has a different perception.
There might be employees who would appreciate more support from their
supervisor. If an organization fails in that respect, chances are the employees will be
less motivated. Vroom’s Expectancy Theory of motivation is not always about
employee’s interest in rewards. It’s also about the associations employees have
regarding their performance and the result it will yield.

Application of Vroom’s Expectancy Theory

According to Vroom’s Expectancy Theory, you can expect employees will increase their
efforts at work when the reward has more personal value to them. They’ll be more aware
of the fact that there is a link between their effort and the results. It means that both the
organization and the employee have to be aware of the following three processes:

1. Increased efforts will improve work performance

2. The increased performance will lead to bigger rewards
3. The offered reward will be appreciated by the employee

If one of these conditions is not met, it’s hard to motivate the employee. Particularly the
last part can become an issue. An organization, therefore, has to find out – together with its
employees – which rewards individual employees' value; which rewards motivate them.
Organizations often consider financial bonuses to be the best way to motivate employees,
even though the Expectancy Theory shows that this is by no means always the most
important factor to employees. That’s why there has to be a proper balance between
offering a financial bonus and setting a clear performance standard, tailored to individual
employees.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 10
 Equity Theory
Equity Theory proposes that a person's motivation is based on what he or she
considers to be fair when compared to others (Redmond, 2010). When applied to the
workplace, Equity Theory focuses on an employee's work compensation relationship or
"exchange relationship" as well as that employee's attempt to minimize any sense of
unfairness that might result. Equity Theory deals with social relationships and
fairness/unfairness, it is also known as The Social Comparisons Theory or Inequity Theory
(Gogia, 2010).

Equity Theory of motivation, developed in the early 1960s by J. Stacey Adams,

recognized that motivation can be affected through an individual's perception of fair
treatment in social exchanges. When compared to other people, individuals want to be
compensated fairly for their contributions (the outcomes they experience to match their
input(s)). A person's beliefs in regards to what is fair and what is unfair can affect their
motivation, attitudes, and behaviors. Equity Theory helps explain how highly paid union
workers can go on strike when no one else seems to understand why. In the same way,
well-paid athletes feel they are not fairly compensated compared to their peers. Equity
Theory shows that one's perception is relative to their reality.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 11
 Ways to make ratio EQUAL:
1. Seek greater output
2. Reducing inputs
3. Change the ratios of other employees
4. Rationalizing the input/output differences

Equity vs. Expectancy Theory- What is the relationship?

When discussing the equity theory, it is important to distinguish between the equity
theory of motivation and expectancy theory, as both theses are often interlinked. The
expectancy theory emphasizes that people will be motivated when they believe their
efforts will lead to the outcome they desire. Both the expectancy theory and equity theory
represent a cognitive approach to motivation and describe how people will adjust
themselves (motivation) when they perceive their efforts may obtain outcomes that are
consistent with their expectations. The assumption is that people calculate costs and
benefits in determining the course of action (Stecher & Rosse, 2007). In both instances, we
are dealing with individuals being motivated when they perceive their efforts will lead to
the reward they expect; such as money or recognition.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 12
 In both cases, we look at the valence of rewards- if employees do not perceive their
efforts will pay off (effort-reward relationship), they will be less inclined to alter their
behavior. However, the equity theory goes on to evaluate the outcome-to-input ratio
comparison process and the cognitive and behavioral mechanisms to restore perceptions
of equity (Stecher & Rosse, 2007). It also looks at ways to reduce inequity by such means as
employees changing their inputs to a level that matches their outcomes and attempting to
change their outcomes to a level that matches their inputs. There is evidence that supports
the theory's prediction that people respond to inequity by reducing work effort to match
the outcome (Stecher & Rosse, 2007). Below we will look at how the equity theory deals
with the outcome-to-input ratio.

ORGANIZATIONAL ASSUMPTIONS TO MOTIVATION

• An organization has the right to influence the behavior of its employees.
• Employees have at least some freedom of choice as to whether they will engage in
behaviors that positively or negatively impact the organization.
• There are no major internal or external constraints on employees' behavior
• Behavior is at least somewhat malleable.

When an employee’s INPUTS are GREATER than his/her outputs:

▪ Works less hard (Hauenstein & Lord, 1989)
▪ Becomes more selfish (Harder, 1992)
▪ Has lower job satisfaction (Carr, McLoughlin, & MacLachlan, 1996; and Griffeth
&Gaertner, 2001)

When an employee’s OUTPUTS are GREATER than his/her inputs:

▪ Is less likely to be persuaded by his underpaid peers (Stewart & Moore, 1992)
▪ does not feel guilty (Lapidus & Pinkerton, 1995)
▪ Works harder (Adams & Rosenbaum, 1962; Pritchard, Dunnette, & Jorgenson, 1972)
▪ Becomes more team-oriented (Harder, 1992)

APPLICATION OF MOTIVATIONAL THEORIES

• Attraction
• Productive Behavior
• Counterproductive behavior
• Retention
• Increase work Performance
• Organizational Commitment

Premack Principle:
• It states that reinforcement is relative and that a supervisor can reinforce an
employee with something that on the surface does not appear to be a reinforcer.
• The best way to explain this principle is to construct a reinforcement hierarchy on
which an employee lists his preferences for a variety of reinforcers.
• Rewarding performance of a very boring task by allowing employees to perform a
less boring task.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 13
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 14
 UNIT 2 Groups and Teams in Organizations

What is a Group?

• A collection of two or more people

• People interact with one another to pursue some goals
• The group members share beliefs, principles, and standards about areas of common
interest.
• Discuss, decide, delegate

What is a Team?

• A team is a group that exists and interacts actively in pursuit of a shared goal.
• It is more specific
• Working on a specific cause
• Working to achieve common goals
• Shared responsibility
• Discuss, decide, do

Work team

▪ 3 or more individuals engaged in social interaction to achieve a goal

▪ A special type of workgroup responsible for achieving goals.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 15
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 16
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 17
 Effective Group

- One that achieves high levels of task performance, member satisfaction, and team
viability.

Effective groups achieve high levels of:

Task performance

- Members attain performance goals regarding quantity, quality, and timeliness of

work results

Members satisfaction

- Members believe that their participation and experiences are positive and meet
important personal needs

Team viability

- Groups survival and success

Why study Groups and Teams Effectiveness?

In today’s organizations, it is rare for employees to work on tasks or projects alone

As work environments get complex, organizations depend more on teams.

A team of people happily committed to doing a task with one another will always
outperform a brilliant individual.

Work Teams:

■ Interaction – concentrated and continuous; includes both task-oriented action and

relationship- sustaining
■ Collective goals, sense of interdependence but all output are tied to each other
■ Well-structured groups with clear roles and norms
■ The high degree of unity and cohesion

❖ All work teams are workgroups but not all workgroups are work teams.

Teams work best in situations in which:

■ The job that requires high levels of employee interactions
■ A team approach will simplify the job
■ Do something an individual cannot
■ There is time to create the team and properly train team members

Work Teams:
■ Identification: we, our, us
■ Interdependence: the extent to which team members need and rely on each other.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 18
 ■ Power differentiation: level of power and respect
■ Social distance: treat each other in a friendly, informal manner
■ Conflict management tactics: collaborating, compromising, non-threatening
■ Negotiation process: win-win style

Teams differ in the following:

■ Permanency: remain together/ disband after accomplishing the task.
■ Proximity
*virtual teams

Why teams are good for organizations?

• good for people
• It can improve creativity
• It can make better decisions
• It can increase commitments to action
• Control their members
• Groups help offset large organization size

Types of Team:
■ Work teams: produce goods, provide services, increase quality, and cost-
effectiveness.
* no supervisors
* cross-training
e.g. crew

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 19
 ■ Parallel /cross-functional teams: representatives from various departments within an
organization

*can be successful if:

✓ Clear purpose
✓ Support each other
✓ High level of trust

■ Project teams: produce one time outputs

■ Management teams: coordinate, advise, direct

Situations in which teams are superior to individuals

• When there is no clear expert in a particular problem or task
• When problem-solving can be handled by a division of labor and the sharing of
information
• When creativity and innovation are needed

Potential Benefits for Team Members

- People learn from each other and share job skills and knowledge
- Teams are important sources of need satisfaction for their members

Social loafing
- The tendency of people to work less hard in a group than they would individually.

Ways of Preventing Social Loafing

• Define roles and tasks to maximize individual interests
• Raise accountability by making individuals’ performance expectations clear and
identifiable
• Tie individual rewards to performance contributions to the group

Types of Teams:
Organizations use different types of teams in different ways to accomplish their objectives.
Some teams have a very simple and specific focus, and others face complex issues with
organization-wide ramifications. We can look at teams and classify them in a variety of
ways. Let’s first take a look at them based on their task complexity and team member
fluidity.

Task complexity is the extent to which a task is intricate and consists of different,
interrelated parts. Membership fluidity is the extent to which members within a team is
stable. Low membership fluidity would mean that people are often entering into and
leaving the team, and high membership fluidity means they are quite stable, not changing
often at all.

Simple Work Teams

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 20
 Simple work teams have low task complexity and low team fluidity. Their goal is simple
problem solving, and often they are a group that supports day-to-day activities, dealing
with issues that require input from more than one person or to generate commitment from
employees. Usually, these are people from the same team or department, so they
generally have a similar focus and tend to work together relatively easily.

Administrative Teams
Five people fist-bumping over laptops on a desk administrative team has high task
complexity but low team membership fluidity, meaning that the problems the team deals
with are complex but people stream in and out of the group. The goal of an administrative
team is to problem solve and then “sell” their ideas to the rest of the organization. Their
focus could be internal, external, or both, and the team members are usually
management level.

An example of an administrative team might be a relocation committee that’s

dedicated to relocating a plant to a new area. Members of the team might flow in
and out, but the complexity of the task is rather high and not at all part of their
routine. Management level members work for a finite period to accomplish the
strategic objective of moving the plant—all its machinery, all its people, and so on—
to a new address.

Cross-Departmental Teams
A cross-departmental team tends to have a low complexity level but a high team
membership fluidity, meaning that the work is fairly simple but the teams are committed
and fairly unchanging. Their goal is integration in structure and setting ground rules, and
their focus is internal and very specific.

A cross-departmental task force is an example of this type of team. Perhaps an

organization is installing a new system that will manage all their data, both at the
main office and at their plants, in an entirely different way. The task force might
come together from different areas of the organization to identify the types of data
their departments generate and how that data will be transferred over to the new
system, how people will be trained to use the new system, and even how to change
around the system will be managed.

Process Teams
Process teams deal with high complexity tasks and have high team member fluidity,
meaning people are assigned to the team and stay. These folks are creative problem
solvers and deal with implementation. Their focus is strategic and broad.

Process teams do not have departmental affiliation and function independently to

undertake broad, organizational-level process improvements. For instance, the
department store Mervyn’s, the now-defunct discount department store chain, had
a SWAT team that rushes in to solve a store’s critical issues. They were deployed at

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 21
 any time, whenever they’re needed. They even attempt to solve organizational-
wide issues like flextime and insurance.

Self-Managed Teams
a group of people in a meeting self-managed teams (SMTs) are a commonly used process
team used in organizations. Self-managed teams are process teams of employees who
have full managerial control over their work. Volvo is known for having abandoned its
typical assembly line structure for one that included only self-managed teams. The teams
were charged with assembling their large part of the car, but they could decide how to do
it and who was going to work on what parts. The results included significant improvements
in product quality and employee satisfaction.

Overall, self-managed teams include these characteristics:

The power to manage their work

Members with different expertise and functional experience
No outside manager
The power to implement decisions
Coordination and cooperation with other teams and individuals impacted by their
decisions
Internal leadership, based on facilitation. This means that a rotating leader focuses
on freeing the team from obstacles as they do their work.
Self-managed teams require a change in the structure on behalf of the organization
and a high level of commitment on behalf of all parties to ensure their success. Most
self-managed teams that fail do so because of a lack of commitment on the part of
the organization.

Stages of Team Development:

You can't just switch on teamwork. It takes time for a new team to "gel" and work to
its full potential. What's more, team members go through stages as they move from
strangers to co-workers.

Bruce Tuckman's Forming, Storming, Norming, and Performing model describe these
stages. When you understand Tuckman's model, you'll know how to help your new team to
become effective – faster.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 22
 Psychologist Bruce Tuckman came up with the memorable phrase "forming, storming,
norming, and performing" in his 1965 paper, "Developmental Sequence in Small Groups." It
describes the path that teams follow on their way to high performance. Later, he added a
fifth stage, "adjourning" (also known as "mourning") to mark the end of a team's journey.

1. Forming Stage
In the beginning, when a new team forms, individuals will be unsure of the team's
purpose, how they fit in, and whether they'll work well with one another. They may be
anxious, curious, or excited to get going. However they feel, they'll be looking to the
team leader for direction.

This may take some time, as people get to know their new colleagues and one
another's ways of working.

• low involvement, “hintayan”

• “courtship” stage, “best foot forward”
• eager, but cautious about the task ahead
• “tantiyahan”, “pakiramdaman”
• discovery; Putting the best foot forward
• dependent on formal/informal leader
• usually directive leadership style, or absence of a leader.

2. Storming Stage
In the storming stage, people start to push against the established boundaries.
Conflict or friction can also arise between team members as their true characters –
and their preferred ways of working – surface and clash with other people's.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 23
 At this stage team members may challenge your authority or management style, or
even the team's mission. Left unchecked, this can lead to face-to-face
confrontations or simmering online tensions.

If roles and responsibilities aren't yet clear, individuals might begin to feel
overwhelmed by their workload or frustrated at a lack of progress.

• differences begin to show

• confusion on roles
• competition, “pasikatan”
• “pagtataya”; “pansariling kapakanan”
• sub-group polarization, in-fighting
• “emergence” of leaders, or
• leader exercises tight control

3. Norming
Gradually, the team moves into the norming stage. People start to resolve their
differences, appreciate one another's strengths, and respect your authority as a leader.

Now that they know one another better, your team members will feel more
comfortable asking for help and offering constructive feedback. They'll share a stronger
commitment to the team's goals, and they should make good progress toward it.

• focus on harmony & conformity

• listening, establishment & maintenance of team norms
• beginning of working together
• assignment/agreement on roles
• clarity of leadership
• participative leadership style
• pakikinig; pakiki-isang loob, pagkaka-unawaan

4. Performing
Now your team is in flow and performing to its full potential. With hard work and
structured processes, the team is likely to achieve its goals efficiently.

Judith Stein, from MIT's HR department, says of this stage, "Roles on the team may have
become more fluid, with members taking on various roles and responsibilities as needed.
Differences among members are appreciated and used to enhance the team's
performance."

• high involvement
• aligned on purpose
• pagkakaisa, pagsubok
• bayanihan
• future focused

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 24
 • highly productive
• proactive, shared leadership

5. Adjourning (or Mourning) Stage

Many teams reach this stage naturally. For example, projects come to an end, or
permanent teams are disbanded and people redeployed.

People who like routine, or who have developed close working relationships with
colleagues, may find this time difficult.

KEY POINTS:

❖ Teams go through stages of development (time ranges vary)

❖ There are different sets of behaviors, feelings, and dynamics under each stage
❖ Interventions may be needed from STORMING to NORMING, and NORMING to
PERFORMING
❖ Some PERFORMING teams may revert to FORMING when changes take place.

Leading Through the Forming, Storming, Norming, and Performing Stages

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 25
 Forming to Storming
To establish clear objectives for the group at this first stage, create a team charter. And
help team members to set personal goals so that they can see how their work will fit with
the bigger picture.

The forming stage is also about people getting to know one another. If you're working
remotely, try virtual onboarding exercises to forge a group bond, and establish buy-in to
your vision.

Storming to Norming
Storming can make or break a team, so it's essential that you establish processes to track
the progress and success of tasks.

The group must also feel safe putting forward ideas. To build team trust, try asking for help
on tasks. That way you'll encourage people to reflect on what they can offer and what
they need from other team members.

Don't leave team conflict unchecked, but remember that a little friction can be a good
thing – it might reveal inefficiencies for the group to fix together and, ultimately, lead to
innovation.

But you may have to help quieter team members to have their say. To avoid louder
individuals dominating face-to-face or virtual team meetings, ask for, and hear, everyone's
point of view.

Norming to Performing
Get your team to bond further with face-to-face or virtual team-building exercises. These
social connections are especially important right now, as more of us work from home. So,
keep them up through the norming period and beyond.

Use your regular one-on-ones to encourage individuals to step back, review their goals,
and take responsibility for them.

Performing to Adjourning
When the team has settled into the performing stage, you can focus on other goals and
new areas to benefit the business. Free up more time for yourself – and boost team
engagement – by delegating tasks and projects.

You should also make time for the group's personal development. Discuss with your team
what opportunities and resources are available to them, such as the Mind Tools toolkits.

Adjourning (or Mourning)

Take the time to celebrate the team's achievements – having positive shared experiences
will make it easier if you work with some of the same people again in the future.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 26
 If any team members feel uncertain about what's ahead, boost their confidence and
career prospects by praising them at company meetings. And offer to provide LinkedIn
recommendations and references if they're moving on.

You can also ask the group for 360-degree feedback to reflect, learn, and better manage
future teams.

Why Teams Don’t Always Work

■ A team is not a team

■ Excessive meeting requirements
■ Lack of empowerment
■ Lack of skill
■ Distrust in the team process
■ Unclear objectives

Team Effectiveness:
Today’s teams are different from the teams of the past: They’re far more diverse,
dispersed, digital, and dynamic (with frequent changes in membership). But while teams
face new hurdles, their success still hinges on a core set of fundamentals for group
collaboration.

Open Systems
Schermerhorn and colleagues suggest that teamwork can be considered as a
three-stage sequence. Teams are viewed as systems that take in resources such as time,
people, skills, problems (inputs) and through transformational processes (throughputs) such
as decision-making and different behaviors and activities, transform them into outputs,
such as work, solutions, and satisfactions (Ingram et al., 1997).

Inputs are factors that are controlled and influenced by management. They include
‘climate’, the atmosphere under which the team works, and ‘group configuration’, how

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 27
 the team is put together, who is selected to work in it and why. Management will also
influence how a team should work by making sure at the outset that the team strategy is in
line with the vision and strategic direction of the organization and that it uses the
organization’s preferred work practices; for example, face-to-face or virtual working.

Throughputs refer to the activities and tasks that help to transform inputs into
outputs. They may have the greatest influence on effective teamwork as they include
team processes such as developing and maintaining cohesiveness and communication.
They also involve task activities that get the work done and maintenance activities which
support the development and smooth functioning of the team.

Outputs are those (successful) outcomes that satisfy organizational or personal goals
or other predetermined criteria. The success of outputs may be assessed by several
stakeholders, including the organization itself and team members, and by a range of other
stakeholders. Team outputs include the performance of team tasks and individual outputs
(such as professional development).

How can this framework be applied in a way which highlights how to manage or
lead a team and its task? Imagine you have been asked to put together a team to
produce the company’s internal newsletter. What inputs, throughputs and outputs would
you need? What questions would you need to ask yourself about different aspects of the
process? We now consider what you might need to think about for the newsletter
example. Some of the questions could be adapted and applied to other situations as well.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 28
 Other models:

Filipino Model for Team Effectiveness

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 29
 • Ateneo CORD 2012 study

• Interviewed and did focused group discussions with six high-performing Filipino work
teams from various sectors (selected based on proven ability to achieve or exceed
targets and maintain healthy work relationships)

• Survey questionnaire to 418 employees belonging to 85 Filipino work teams

Predictors of Team Effectiveness

▪ Work systems
and Process
▪ Team member Team
Competence
▪ Social Effectiveness
Relationships
▪ Leadership

Predictors of Team Effectiveness:

1. Work Systems and Processes

➢ concrete targets and clearly defined task assignments effective coordination and
communication willingness to adjust workload to support others.

2. Team Member Competence

➢ Selecting people with technically diverse skills flexible in changing situations and
demands.

3. Social Relationships
➢ Relating to each other as friends lead to a happier atmosphere and enhance
individual and groups open communication and interaction (even beyond
workhours) value of familialism.

4. Leadership

➢ Leaders acting as a conduit between team and top management

– support team members who are unable to reach targets by continuous
feedback and assessment
– team-based rewards

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 30
 Creating Effective Teams:

1. Context
A. Adequate Resources
B. Leadership and Structure
C. Climate of Trust
D. Performance Evaluation and Reward Systems

2. Composition
A. Abilities of members
B. Personality
C. Allocating Roles - Belbin
D. Diversity
E. Size of Teams
F. Member Flexibility
G. Member Preferences

3. Process
A. Common Plan and Purpose - Reflexivity
B. Specific Goals
C. Team Efficacy
D. Conflict Levels – moderate (positively related to team creativity)
E. Social Loafing

TURNING INDIVIDUALS INTO TEAM PLAYERS

1. Selecting – Hiring Team Players
2. Training – Creating Team Players
3. Rewarding – Providing incentives to be a good team player

Team Member Roles:

The team roles were designed to define and predict the

potential success of management teams, recognizing that the
strongest teams have a diversity of characters and personality
types.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 31
 ◼ Cerebral roles

– Plant - highly creative and good at solving problems

– Monitor Evaluator - provides a logical eye, make impartial judgments when

required, and weigh up the team’s options

– Specialist - an individual with in-depth knowledge of a key area providing

essential team contribution

◼ Action-oriented roles

– Shapers - challenging individuals which provide the necessary drive to ensure

that the team keeps moving and not lose focus or momentum

– Implementers - plans a practical, workable strategy and carries it out as

efficiently as possible

– Completer Finishers - used at the end of a task, to “polish” and scrutinize the
work for errors, subjecting it to high standards of quality control

◼ People-oriented roles

– Coordinators - need to focus on the team’s objectives, draw out team

members and delegate work appropriately

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 32
 – Teamworkers - help the team to gel, using their versatility to identify the work
required and complete it

– Resource Investigators - provide inside knowledge and make sure the team’s
idea would carry on outside the team

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 33
 MARIJA’S SALES TEAM

Marija, a new sales manager wants to incentivize her sales team to hit its Q4 sales target.
She offers a Php 20,000 reward to whoever is the top salesperson at the end of the quarter.

Expectancy: “Will more hard work achieve this goal?”

Talented individuals on the sales staff are excited about that Php 20,000 bonus, thinking
that they only need to add one or two more deals to the ones that are already going to
close, and they could be the ones to grab the prize. However, Karen, who is closer to the
bottom of the pack may decide that the work she would need to do to win simply isn’t
feasible, and decides it isn’t worth it to put additional work in.

Instrumentality: “Will the outcome/reward be delivered as promised?”

Two years ago another sales manager proposed the same bonus plan, and the whole idea
was dismissed as Q4 came to a close. One of the highest performing members of the
team, David, had achieved the goal for the quarter, but he was not awarded the money
and told that it was because he’d been on a performance improvement plan. Marija will
need to work with her team to ensure that they trust that the promised outcome can be
achieved.

Valance: “Is this reward worth the work?”

Is the 20,000 bonus to the top performer enough? One salesperson might think, “Wow, I
can pay off my credit card” and be very motivated to try for the top spot. However,
another salesperson might think, “That’s not a lot of money, really. Only about Php 11,000
after paying taxes.” The reward is not as motivating for that second salesperson.

Question: What are your thoughts regarding the situation? If you are Marija, what could
have you done differently or better to motivate and improve the performance of the
team?

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 34
 Required output #3 (to be submitted to your instructor)

Take your first quiz (Quiz #1_Midterms).

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 35
 MODULE 4: Communication and Leadership

This module aims to facilitate the understanding of communication and

leadership. It also describes the communication process, identifies the functions,
goals, and barriers to communication and the different kinds of leadership. This will
also provide us with a holistic understanding of the different kinds of communication
flow and ways of communication in Organizations and the different theories about
leadership.

What’s your personal style?

Ideas about effective leadership change over time. To understand

your approach to leadership, think about your personal style
toward others or toward a classmate groupmate to which you
belong, and answer each item below.

Mostly True Mostly False

I am a modest, unassuming
person
When a part of a group, I
am more concerned about
how the group does than
how I do.
I prefer to lead with quiet
modesty rather than
personal assertiveness.
I feel personally responsible
if the team does poorly.
I act with quiet
determination.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 36
 I resolve to do whatever
needs doing to produce
the best result for the group.
I am proactive to help the
group succeed.
I facilitate high standards for
my group’s performance.

Scoring and interpretation:

Give one point for each item marked as Mostly True.

Humility – items1,2,3,4
Will – items 5,6,7,8

A recent view of leadership called Level 5 leadership says that the most successful leaders
have two prominent qualities: humility and will.

Case number 6: OSPA Construction.

Mr. Oscar hired her niece Ofelia to help him manage his construction
business. He assigns Ofelia to do administrative work. She enjoyed
doing the various tasks that she was ordered to perform. Positive
interactions with employees kept Ofelia busy and contented with her
work. She thought engineers, foremen, and construction workers are people who easily
understand instructions. For instance, when she asked them to fill out the forms she
distributed to each one of them, they complied without much fuss.

Mr. Pascua’s sister, Milagros is operating her entertainment business. It was in her fold
that some big stars in movies and television got their training and involvement in the world
of show business.

When Milagros saw how orderly the administration of Oscar’s business was, she
asked Oscar if she could “borrow” Ofelia for a while. Milagros wanted the administrative
aspects of her business straightened out.

Ofelia was too glad to join her aunt Milagros. She thought that after doing real work,
she needed to break from her stint in the construction business.

While Ofelia began to work with her aunt Milagros, she found out that there are
many things she should attend to. For instance, employee records are not complete, and
company policies and procedures are not well documented. As a result, it is difficult to
determine employee performance.

When Ofelia distributed the required forms to the employees and the talents who
are undergoing training, she noticed that they were not too eager to accomplish them.
After two days, the janitor approached her and asked if she would dispose of the contents
of the wastebaskets even if the forms she distributed are in them.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 37
 Ofelia tried hard to contain her anger. After a while, she regained her composure
and asked herself, “What kind of people are they? I wish I’m back at my former job.”

Questions:

1. If you are Ofelia, what communication strategy are you going to employ to solve
the problem?
2. If you are the leader/ manager of this company, what leadership style will be best
for these kinds of employees?

Source: Medina (2011). Human Behavior in Organizations. Rex Publishing

UNIT 1: COMMUNICATION

TYPES OF ORGANIZATIONAL COMMUNICATION

To be an effective employee, manager,

client, or consultant, it is essential to communicate
effectively with others.

Most communication in organizations can be

classified into four types: Upward communication,
downward communication, business
communication, and informal communication.

1. Upward communication is the communication of subordinates to superiors or of

employees to managers. Of course, in ideal upward communication, employees
speak directly to management in an environment with an “open door” policy.

✓ Serial communication, the message is relayed from an employee to her

supervisor, who relays it to her supervisor, who, in turn, relays it to her
supervisor, and so on.

➢ Drawbacks:

￮ Content and tone of the message

￮ MUM Effect (Minimize unpleasant message)
￮ Informal communication channels

✓ Things that facilitate upward communication

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 38
 ￮ Attitude surveys - usually conducted annually by an outside
consultant who administers a questionnaire asking employees to
rate their opinions on such factors as satisfaction with pay, working
conditions, and supervisors.

￮ Focus Groups and Exit Interviews – a method of upward

communication is to hold focus groups, in which an outside
consultant meets with groups of current employees to get their
opinions and suggestions.

o Suggestion box
o Third-Party facilitator

2. Downward communication process in organizations has changed greatly over the

years.
✓ Things that facilitate upward communication
o Bulletin Boards - Their main use, however, is to communicate on-
work-related opportunities such as scholarships, optional
meetings, and items for sale.
o In-house message networks
o Policy Manual - Their main use is to communicate on work-
related opportunities such as scholarships, optional meetings,
and items for sale.
o Employee Handbook

❖ A typical company manual is hundreds of pages long, so it is not surprising that

many employees do not want to read it. To reduce length problems, most
organizations have two types of company manual:
❖ The first, called a policy manual, is very specific and
lengthy, containing all of the rules and policies under which the
organization operates.
❖ The second type, usually known
as the employee handbook, is much
shorter and contains only the most essential policies and
rules, as well as general summaries of less important rules.

￮ Newsletters - designed to
bolster employee morale by
discussing happy or innocuous events. Newsletters are
good sources of information for celebrating employee
successes, providing feedback on how well the
organization is doing, introducing a new employee, and
providing reminders about organizational changes.
￮ Intranet - to replace bulletin boards, newsletters, and
company manuals, an increasing number of

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 39
 organizations are turning to intranets organization-wide
versions of the Internet.

3. Business Communication

￮ The transmission of business-related information among employees, management,

and customers.
✓ Memos - One of the most common methods of business communication is
the memorandum or memo. Memos have the advantage of providing
detailed information to a large number of people in a short time.
✓ Phone calls - Another method of business communication is the phone call. In
the past, this method was appropriate only when the message was short, and
when only a few people needed to receive the communication.
✓ Email and voicemail - Many memos and phone calls have been replaced
with email, voice mail (sophisticated phone-answering systems), and
messengers. These are used primarily to exchange general and/or timely
information and to ask questions.
✓ Business meeting - a common method of business communication is the
dreaded committee meeting.
✓ Office design - to facilitate employee communication, 70% of organizations
have adopted what is formally called an “open” or “landscaped” office
design and informally called a “cube farm”.

￮ Individual work units are separated into cubicles by such items as

plants, bookcases, desks, and partitions. The idea behind this design is
that employees will communicate better with one another and be
easier to supervises and help without the physical barriers of walls.

4. Informal Communication/ Grapevine

￮ It is a term that can be traced back to the Civil War when loosely hung telegraph
wires resembled grapevines. The communication across these lines was often
distorted.

￮ It is common because they provide employees with information, power, and

entertainment.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 40
 PEOPLE IN INFORMAL COMMUNICATION

￮ Isolates- employees who received less than half of the information

￮ Liaisons- employees who both received most of the information and passed it on to
others

￮ Dead-enders- those who heard most of the information but seldom passed it on to
other employees.

INTERPERSONAL COMMUNICATION

￮ Involves the exchange of a message across a communication channel from one

person to another. The interpersonal communication process begins with a sender
encoding and transmitting a message across a communication channel (e.g., by
memo, orally, nonverbally) and ends with another person (the receiver) receiving
and decoding the message.

￮ Although this seems like a simple process, there are three main problem areas where
things can go wrong and interfere with the accurate transmission or reception of the
message.

Problem Area 1: Intended Message Versus Message Sent for effective communication.

Problem Area 2: Message Sent Versus Message Received Even though an individual knows
what she wants to say and says it exactly as she planned.

Problem Area 3: Message Received Versus Message Interpreted.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 41
 Problem Area 1: Intended Message Versus Message Sent for effective communication.

￮ the sender must know what she wants to say and how she wants to say it.
Interpersonal communication problems can occur when the message a person
sends is not the message she intended. There are three solutions to this problem:

￮ Thinking about What You Want to Communicate

￮ Practice What You Want to Communicate

￮ Learn Better Communication Skills

Problem Area 2: Message Sent Versus Message Received Even though an individual knows
what she wants to say and says it exactly as she planned.

Factors:

￮ The Actual Words Used: the particular word may mean one thing in one situation but
something else in another.

Communication can be improved if we choose our words carefully and ask, “How might
the other person interpret what I am about to say?”, what word could I use that would be
better?

Communication Channel Problems in communication can occur as a result of the

communication channel through which the message is transmitted. Information can be
communicated in a variety of ways, such as orally, nonverbally, through a second party, or
a written medium such as a letter or memo.

Noise The noise surrounding a transmission channel can also affect the way a message is
received. Noise can be defined as any interference that affects the proper reception of a
message.

Nonverbal Cues Much of what we communicate is conveyed by nonverbal means. Our

words often say one thing, but our actions say another.

Body Language How we move and position our body. Our body language communicates
much to other people.

Use of Space. The ways people make use of space also provide nonverbal cues about
their feelings and personality. Dominant people or those who have authority are given
more space by others and at the same time take space from others.

￮ The intimacy zone extends from physical contact to 18 inches away from a person
and is usually reserved for close relationships such as dates, spouses, and family.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 42
 ￮ The personal distance zone ranges from 18 inches to 4 feet away from a person and
is the distance usually reserved for friends and acquaintances.

￮ The social distance zone is from 4 to 12 feet away. and is the distance typically
observed when dealing with businesspeople and strangers.

￮ Finally, the public distance zone ranges from 12 to 25 feet away and is characteristic
of such large group interactions as lectures and seminars.

Use of Time - The way people make use of time is another element of nonverbal
communication. Care must be taken when considering how others use time, as there are
tremendous cultural differences in such things as being late and keeping to time
schedules.

Paralanguage - involves the way we say things and consists of variables such as tone,
tempo, volume, number and duration of pauses, and rate of speech.

Artifacts - A final element of nonverbal communication concerns the objects, or artifacts,

that a person wears or with which she surrounds herself. A person who wears bright and
colorful clothes is perceived differently from a person who wears conservative white or
gray clothing.

Amount of Information - The amount of information contained in a message can affect the
accuracy with which it is received. When a message contains more information than we
can hold in memory, the information becomes leveled, sharpened, and assimilated.

Reactions to Communication Overload With many jobs, communication overload can

occur when an employee receives more communication than he can handle.

When an employee is overloaded, she can adapt or adjust in one of several ways to
reduce the stress:

A. Omission - One way to manage communication overload is omission: a

conscious decision not to process certain types of information.
B. Error - In the error type of response, the employee attempts to deal with
every message she receives. But in so doing, each processed message
includes a reception error. The processing errors are not intentional but result
from processing more than can be handled.

The probability of an error occurring can be reduced in two ways:

A. First, the message can be made redundant. That is, after communicating an
important message over the telephone, it is a good idea to write a memo to the
other person summarizing the major points of the conversation.

B. Second, an error can be reduced by having the recipient verify the message. Ask
the person to repeat the message or to acknowledge that she has read and
understood it.

C. Queuing - Another method of dealing with communication overload is

queuing placing the work into a queue, or waiting line. The order of the

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 43
 queue can be based on such variables as the message’s importance,
timeliness, or sender.

D. Escape - If communication overload is prolonged, a common employee

response is to escape, usually through absenteeism and ultimately through
resignation. This response certainly is not beneficial to an organization, but it
can be beneficial to an employee if it protects her mental and physical
health by relieving stress.

E. Use of a Gatekeeper- A response to communication overload used by many

executives is the use of a gatekeeper, a person who screens potential
communication and allows only the most important to go through.

F. Use of Multiple Channels- The final coping response to communication

overload is the use of multiple channels. With this strategy, an organization
reduces the amount of communication going to one person by directing
some of it to another.

Problem Area 3: Message Received Versus Message Interpreted

Even though a person knows what she wants to say and says it the way she wants,
and even though another individual properly receives the intended message, its meaning
can change depending on how the receiver interprets the message.

This interpretation is affected by a variety of factors, such as listening skills, listening

style, emotional state, cognitive ability, and personal biases.

Listening Skills- Listening is probably the most important

communication skill that a supervisor should master.

❖ Styles of Listening

Attitudinal Listening Profile, to measure an employee’s listening style.

Their theory postulates six main styles of listening:

Leisure, Inclusive, Stylistic, Technical, Empathic, and Nonconforming (LISTEN).

1. Leisure listening - practiced by “good-time” people who listen only for words that
indicate pleasure.

2. Inclusive listening - is the style of the person who listens for the main ideas behind any
communication.

3. Stylistic listening - is practiced by the person who listens to the way the communication is
presented.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 44
 4. Technical listening - is the style practiced by the “Jack Webbs” of the listening world
those who want “just the facts, ma’am.” The technical listener hears and retains large
amounts of detail, but she does not hear the meaning of those details.

5. Empathic listening - tunes into the feelings of the speaker and, of the six listening types, is
the most likely to pay attention to nonverbal cues.

6. Nonconforming listening - is practiced by the individual who attends only to information

that is consistent with her way of thinking.’

Other Factors Affecting the Interpretation of Messages:

￮ Emotional State- The interpretation of a message can certainly be affected by the

receiver’s emotional state.

￮ Cognitive ability is another factor that can affect how a received message is
interpreted. That is, a person can receive a message exactly as it was sent, yet not
be bright enough to understand it.

￮ Bias- Our biases affect our ability to interpret the information we receive.

￮ Readability- Written communication can be broken down when the material is too
difficult for many employees to read.

Ethical Communication

￮ Transparent communication is when there is open and honest communication

between employees and management regarding work-life issues.

￮ Ethics and Workplace Survey by Deloitte, LLP, an independent consulting firm, found
that 84% of employees surveyed said that transparent communication leads to a
more ethical workplace.

￮ The other side of transparent communication is the ethical responsibility of

employees to communicate certain information to their supervisors.

Unit 2: Leadership
￮ From the 1300’s Middle – English word “leden,” meaning “to go before”. It first
appeared in 1125 coming from the old English word “laeden” meaning “cause to
go with one.”

Leader

￮ The ability to influence a group toward the achievement of a vision or set of goals.

Leader vs Manager

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 45
 Characteristics of Leaders:
1. Trait Theories of Leadership - theories that consider personal qualities and characteristics
that differentiate leaders from non-leaders.

2 Conclusions about personality traits and leadership:

1. Traits can predict leadership.

2. Traits do a better job in predicting the emergence of leaders and the appearance
of leadership than in distinguishing between effective and ineffective leaders.

• The fact that an individual exhibits the right traits and others consider that person a
leader does not necessarily mean he/she will be effective.

Personality Traits and Leadership:

￮ In general, individuals who like being around people and who can assert themselves
(extraverted), are disciplined, and able to keep commitments they make
(conscientious), and creative, and flexible (open) have an apparent advantage
when it comes to leadership.

Big 5 Traits:

✓ Researchers have consistently found extraversion to be the most predictive

trait of effective leadership. However, extraversion sometimes relates more to
the way leaders emerge than to their effectiveness.
✓ Assertiveness: high- less effective; mod. high – effective
✓ Conscientiousness and Openness to experience – may predict leadership
especially leader effectiveness.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 46
 Emotional Intelligence and Leadership:

￮ A leader who effectively displays and manages emotions will find it easier to
influence the feelings of followers by expressing genuine sympathy and enthusiasm
for good performance.

￮ High Emotional Intelligence – emerge as leaders

Limitation:

￮ Trait theories help us predict leadership, but they don’t fully help us explain
leadership.

￮ Trait theories are used as a basis for selecting the right people for leadership.

2. Behavioral Theories

￮ Behavioral theories predict who can be trained to be leaders.

￮ Behavioral theories will help us define the parameters of leadership.

￮ Ohio State Studies – the most comprehensive behavioral theories of leadership

narrowed a thousand dimensions into two dimensions: initiating structure and
consideration structure.

1. Initiating Structure (Task orientation)

￮ The extent to which a leader is likely to define and structure his/her role and those of
employees in the search for goal attainment.

￮ A leader high in Initiating Structure is someone who:

✓ assigns followers’ particular tasks

✓ sets definite standards of performance
✓ emphasizes deadlines

￮ According to a review of leadership literature, initiating structure is more strongly

related to higher levels of group and organizational productivity, and more positive
performance evaluations.

2. Consideration Structure (Relationship orientation)

￮ The extent to which a person’s job relationships are characterized by mutual trust,
respect for employees’ ideas, and regard for their feelings.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 47
 Impoverished Management – Low Results/Low People
The Impoverished or "indifferent" manager is mostly ineffective. With low regard for
creating systems that get the job done, and with little interest in creating a satisfying
or motivating team environment, his results are inevitably disorganization,
dissatisfaction, and disharmony.

Produce-or-Perish Management/ Authoritarian – High Results/Low People

Also known as "authoritarian" or "authority-compliance" managers, people in this
category believe that their team members are simply a means to an end. The
team's needs are always secondary to its productivity.

This type of manager is autocratic, has strict work rules, policies, and procedures,
and can view punishment as an effective way of motivating team members. This
approach can drive impressive production results at first, but low team morale and
motivation will ultimately affect people's performance, and this type of leader will
struggle to retain high performers.

She probably adheres to the Theory X approach to motivation, which assumes that
employees are naturally unmotivated and dislike working. A manager who believes
people are self-motivated and happy to work is said to follow Theory Y. You can
learn more about these theories in our article, Theory X and Theory Y.

Middle-of-the-Road Management – Medium Results/Medium People

A Middle-of-the-Road or "status quo" manager tries to balance results and people,
but this strategy is not as effective as it may sound. Through continual compromise,

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 48
 he fails to inspire high performance and also fails to meet people's needs fully. The
result is that his team will likely deliver only mediocre performance.

Country Club Management – High People/Low Results

The Country Club or "accommodating" style of a manager is most concerned about
her team members' needs and feelings. She assumes that, as long as they are
happy and secure, they will work hard.

What tends to be the result is a work environment that is very relaxed and fun, but
where productivity suffers because there is a lack of direction and control.

Team Management – High Production/High People

According to the Blake Mouton model, Team management is the most effective
leadership style. It reflects a leader who is passionate about his work and who does
the best he can for the people he works with.

Team or "sound" managers commit to their organization's goals and mission,

motivate the people who report to them and work hard to get people to stretch
themselves to deliver great results. But, at the same time, they're inspiring figures who
look after their teams. Someone led by a Team manager feels respected and
empowered and is committed to achieving her goals.

Team managers prioritize both the organization's production needs and their
people's needs. They do this by making sure that their team members understand
the organization's purpose, and by involving them in determining production needs.

When people are committed to and have a stake in, the organization's success, its
needs, and production needs coincide. This creates an environment based on trust
and respect, which leads to high satisfaction, motivation, and excellent results.
Team managers likely adopt the Theory Y approach to motivation, as we
mentioned above.

Note:

Blake and his colleagues added two more leadership styles after Mouton's death in 1987,
although neither appears on the grid itself, for the reasons explained below.

Paternalistic Management. A Paternalistic manager will jump between the Country Club
and Produce-or-Perish styles. This type of leader can be supportive and encouraging, but
will also guard his or her position – and paternalistic managers don't appreciate anyone
questioning the way they think.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 49
 Opportunistic Management. This doesn't appear on the grid because this style can show
up anywhere within it. Opportunistic managers place their own needs first, shifting around
the grid to adopt whichever style will benefit them. They will manipulate and take
advantage of others to get what they want.

Machiavellianism Leadership Style - characterized by a leadership style that manifests a

deceitful interpersonal style, a cynical disregard for morality, a lack of empathy, and a

focus on self-interest and personal gain.

3. Contingency Theories

￮ States that a leader’s effectiveness is contingent upon how his or her leadership
style matches the situation. That is, the leader must find out what kind of leadership
style and the situation he or she thrives in.

A. Fiedler Model – proposes that group performance depends on the proper match
between the leader’s style and the degree to which the situation gives the leader
control.

- Leadership style is assumed to be permanent.

- A leader is effective when his or her style of leadership fits with the situation.

B. Situational Leadership Theory

- Focuses on followers.
- Successful leadership depends on selecting the right leadership style contingent
on the followers’ readiness, the extent to which followers are willing and be able to
accomplish a specific task.

Leadership Roles
Able employees Unable employees

Willing employees Delegating Coaching

Unwilling employees Supporting Directing

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 50
 C. Path-Goal Theory

- Suggests that it’s the leaders’ job to provide followers with information, support, or
other resources necessary to achieve goals.

D. Leader-Participation Model

- relates leadership behavior to subordinate participation in decision-making.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 51
 - provides a set of rules to determine the form and amount of participative decision
making in different situations.

CONTEMPORARY THEORIES OF LEADERSHIP

Leaders are important – to organizations and employees. The understanding of
leadership is a constantly evolving science. Contemporary theories have built upon the
foundation we have just established to discover unique ways leaders emerge, influence,
and guide their employees and organizations.

1. Leader-Member Exchange (LMX) Theory

￮ A relationship-based approach to leadership that focuses on the two way (dyadic)

relationship between leaders and followers.

￮ Deals with how leaders influence member behavior.

2. Charismatic Leadership

￮ Max Weber: defined Charisma (from the Greek for “gift”) as a certain quality of an
individual personality, by which he or she is set apart from ordinary people and
treated as endowed with supernatural.

￮ A leadership theory that states that followers make attributions of heroic or

extraordinary leadership abilities when they observe certain behaviors.

Qualities of Charismatic Leaders

1. Vision and articulation – expressed as an idealized goal

2. Personal Risk – self-sacrifice
3. Sensitivity to follower needs – responsive to followers’ needs and feelings
4. Unconventional behavior – engages in behavior that is perceived as novel and
counter to norms.

3. Transactional and Transformational Leadership

Transactional Leaders - Leaders who guide their followers toward established goals by
clarifying role and task requirements.

Characteristics of Transactional Leaders:

1. Contingent reward – contracts exchange of rewards for effort, promises rewards for
good performance, recognizes accomplishments.
2. Management by exception (active) – watches and searches for deviations from
rules and standards, takes corrective action.
3. Management by exception (passive) – intervenes only if standards are not met.
4. Laissez-Faire – abdicates responsibilities, avoids making decisions.

Transformational Leaders - Leaders who inspire followers to transcend their own self-
interests and who are capable of having a profound and extraordinary effect on followers.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 52
 Characteristics of Transformational Leaders:

1. Idealized Influence – provides vision and sense of mission, instills pride, gains respect,
and trust.

2. Inspirational Motivation – communicates high expectations, uses symbols to focus

efforts, expresses important purposes in simple ways.

3. Intellectual stimulation – promotes intelligence, rationality, and careful problem-

solving.

4. Individualized consideration – gives personal attention, treats each employee

individually, coaches, advises.

How Transformational Leadership Works:

1. Greater decentralization of responsibility.

2. Higher propensity to take risks.
3. Compensation plans geared toward long-term results.
4. Positive personal control among workers, which increased their creativity at work.

RESPONSIBLE LEADERSHIP
Although theories have increased our understanding of effective leadership, they
do not explicitly deal with the roles of ethics and trust, which are also essential.
We will look into contemporary concepts that explicitly address the role of leaders in
creating ethical organizations.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 53
 AUTHENTIC LEADERSHIP

￮ Leaders who know who they are, know what they believe in and value and act on
those values and beliefs openly and candidly. Their followers consider them to be
ethical people.

￮ The primary quality produced by authentic leadership is trust.

￮ Authentic leaders share information, encourage open communication, and stick to

their ideals.

￮ Related to this behavior is the concept of humility. Research shows that leaders who
model humility help followers to understand the growth process for their
development.

ETHICAL LEADERSHIP

Leadership is not value-free. In assessing its effectiveness, we need to address the means a
leader uses to achieve its goals as well as the content of those goals.

Ethical top leadership influences not only direct followers but down the command structure
as well, because top leaders create an ethical culture and expect lower-level leaders to
behave along with ethical guidelines.

SERVANT LEADERSHIP

A leadership style marked by going beyond the leader’s self-interest and instead focusing
on opportunities to help followers grow and develop.

Characteristic behaviors include listening, empathizing, persuading, accepting

stewardship, and actively developing followers’ potential.

IMPLICATIONS OF LEADERSHIP THEORIES TO HUMAN BEHAVIOR IN ORGANIZATIONS

✓ For maximum leadership effectiveness, ensure that your preferences on the initiating
structure and consideration dimensions are a match for your work dynamics and
culture.
✓ Hire candidates who exhibit transformational leadership qualities and who have
demonstrated success in working through others to meet the long-term vision.
✓ Personality tests can reveal candidates higher in extraversion, conscientiousness,
and openness, which may indicate leadership readiness.
✓ Hire candidates whom you believe are ethical and trustworthy for management
roles and train current managers in your organization’s ethical standards to increase
leadership effectiveness.
✓ Seek to develop trusting relationships with followers because, as organizations have
become less stable and predictable, strong bonds of trust are replacing
bureaucratic rules in defining expectations and relationships.
✓ Consider investing in leadership training such as formal courses, workshops, and
mentoring.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 54
 No one leadership style is best for all situations, but it's useful to understand what your
natural approach is, so you can develop skills that you may be missing. It's unwise to
neglect either tasks or people. But, equally, a compromise between the two approaches
will likely result in only average team performance, because you neither meet people's
needs nor inspire excellent performance.

Answer the Blake Mouton Managerial Grid Leadership Self Assessment Questionnaire
then analyze how it will be applied in your future career.

The Blake and Mouton Managerial Grid

Leadership Self Assessment Questionnaire

Below is a list of statements about leadership behavior. Read each one carefully, then,
using the following scale, decide the extent to which it applies to you. For best results,
answer as truthfully as possible.

never sometimes always

0 1 2 3 4 5
1. _______ I encourage my team to participate when it comes to decision-making time and
I try to implement their ideas and suggestions.
2. _______ Nothing is more important than accomplishing a goal or task.
3. _______ I closely monitor the schedule to ensure a task or project will be completed in
time.
4. _______ I enjoy coaching people on new tasks and procedures.
5. _______ The more challenging a task is, the more I enjoy it.
6. _______ I encourage my employees to be creative about their job.
7. _______ When seeing a complex task through to completion, I ensure that every detail is
accounted for.
8. _______ I find it easy to carry out several complicated tasks at the same time.
9. _______ I enjoy reading articles, books, and journals about training, leadership, and
psychology; and then putting what I have read into action.
10. _______ When correcting mistakes, I do not worry about jeopardizing relationships.
11. _______ I manage my time very efficiently.
12. _______ I enjoy explaining the intricacies and details of a complex task or project to my
employees.
13. _______ Breaking large projects into small manageable tasks is second nature to me.
14. _______ Nothing is more important than building a great team.
15. _______ I enjoy analyzing problems.
16. _______ I honor other people's boundaries.
17. _______ Counseling my employees to improve their performance or behavior is second
nature to me.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 55
 18. _______ I enjoy reading articles, books, and trade journals about my profession; and
then implementing the new procedures I have learned.

Scoring Section

After completing the Questionnaire, transfer your answers to the spaces below:

People Task

Question Question

1.______ 2.______

4.______ 3.______

6.______ 5.______

9.______ 7.______

10.______ 8.______

12.______ 11.______

14.______ 13.______

16.______ 15.______

17.______ 18.______

T O T A L ________ TOTAL ____________

X 0.2 = ________ X 0.2

(Multiply the Total by 0.2 to get your final score)

Matrix Section

Plot your final scores on the graph below by drawing a horizontal line from the
approximate people score (vertical axis) to the right of the matrix, and drawing a vertical
line from the approximate task score on the horizontal axis to the top of the matrix. Then,
draw two lines from each dot until they intersect. The area of intersection is the leadership
dimension that you operate out of.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 56
 Applying the Blake Mouton Managerial Grid

It is important to understand your management or leadership style so that you can then
identify ways of reaching the target position of Team manager.

Step One: Identify Your Managerial Style

List five or six recent situations where you were the leader.
For each situation, place yourself on the grid according to where you believe you fit.

Use our self-assessment leadership quiz to help you spot your traits.

Step Two: Identify Areas Where You Can Improve and Develop Your Leadership Skills

Look at your current approach. Are you settling for "Middle-of-the-Road" because it's easier
than reaching for more? Think about whether your style suits the situation you are in.

If you feel that you are too task-oriented, then you can try to involve your team members in
creative problem solving, improve how you communicate with them, or work on your
mentoring skills. Or, if you tend to focus too much on people, it may mean becoming
clearer about scheduling and monitoring project progress or improving your decision
making.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 57
 Continually monitor your performance and watch for situations where you slip back into
bad old habits.

Step Three: Put the Grid in Context

The Team management style is often the most effective approach, but some situations call
for more attention to one area than the other. For example, if your company is in the
middle of a merger or some other significant change, then it can be acceptable to place
a higher emphasis on people than on production, to guide them and reassure them
through a potentially difficult time. Likewise, when faced with an emergency, an economic
hardship, or a physical risk, concerns about people may be put to one side, for the short
term at least, to achieve good results and efficiency.

Assignment # 4 and Quiz #2

Quiz #2_Midterms. Kindly use the answer sheet provided.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 58
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permiss ion of SLU, is strictly prohibited. 59