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MANAGEMENT PRACTICE

ORGANISATIONBEHA

VIOUR

SUBMITTED BY;

NAME-ANUJ KUMAR

ROLL-A27

Section-RR1003

REGISTRATION NUMBER-11007572

COURSE-MBA (3501)
Acknowledgement

The most precious moments are those when we get


an opportunity to remember and thank everyone who
has in some way or the other motivated and facilities us
to achieve our goals.

First of all I think to God ALMIGHTY for giving me


power to pen down the term paper shape. I think the
entire teaching staff especially Miss. Malika Rani for
sharing his valuable knowledge with us & for priding his
abler guidance and support. I also thank to my
classmate who every time helped me out and
encouraged me for carrying out the task.

I fall short of words so words to thank family, who


stood beside me, while completion of my task.
Contents

Introduction

Leadership style

Type of leadership style

Theories’ of leadership style

Importance of leadership style motivation

Types of motivation

Objectives of motivation and leadership style

How we increase motivation

Tabular representation of leadership style versus


motivation

Literature review

Article analysis

Conclusion

References and Bibliography


Introduction Leadership style

“The ability to Influence a group towards the achievement of the vision or set of goal.”

Leadership style is the manner and approach of providing direction, implementing plans and
motivating people Kurt Lewis (1939) led a grope of researches to indentify styles of
leadership. This early study has been very influential and established three major leadership
styles. Although good leader use all three style, with one of them normally dominant, bad
leaders tend to stick with one style.

“Leadership styles refer to a leader’s behavior. It is the result of the philosophy, personality
and experience of the leader.”

Understanding Leadership styles


The leadership styles we look at here are

Autocratic leadership
Bureaucratic leadership
Democratic leadership
Laissez- faire leadership
People-oriented leadership
Servant leadership
Task-oriented leadership
Transactional leadership
Transformational leadership
Bureaucratic Leadership

Bureaucratic leaders work by the book ensuring that their staff follows procedures exactly.
This is a very appropriate style for work involving serious safety risks (such as working with
machinery with toxic substances or at heights) or where large sums of money are involved
(such as cash-handling)

In other situations, the inflexibility and high levels of control exerted can demoralize staff,
and can diminish the organizations ability to react to change external circumstances.

.
Charismatic Leadership
A charismatic leadership style can appear similar to a transformational leadership style, in
that the leader injects huge doses of enthusiasm into his or her team and is very energetic in
driving others forward

However charismatic leaders can tend to believe more in themselves than teams. This can
create a risk that a project or even an entire organization might collapse if the leader were to
leave in the eyes of their followers; success is tied up with the presence of the charismatic
leader, As such charismatic leadership. As such charismatic leadership carries great
responsibility, and needs long-term commitment from the leader.

Participative Leadership
Although a democratic leader will make the final decision, he or she invites other members of
the team to contribute to the decision making process. This not only increases job satisfaction
by involving employees or team member in whirs going on but it also helps to develop
people’s skills. Employees and team members feel in control of their own destiny and so are
motivated to work hard by more than just a financial reward. As participation takes time, this
style can lead to thing happening more slowly than an autocratic approach, but often the end
result is better. It can be must suitable where team working is essential and where team
working is essential, and where quality is more important than speed to market or
productivity.

People-oriented Leadership or relations-oriented


leadership

This style of leadership is the opposites of task-oriented leadership; the leader is totally
focused or organizing supporting and developing the people in the leaders team a
participative style and creative collaboration however, taken to achieve the team’s goals.

In practice mast leaders use both task-oriented and people oriented style of leadership.

Servant Leadership
This team, coined by Robert Greenleaf in the 1970s describes a leader. Who is often not
formally recognized as such when someone, at any level. Within an organization, leads
simply by virtue of meeting the needs of his or her team, he or she is described as a “servant
leader”.

In many ways, servant leadership is a form of democratic, as the whole team tends to be
involved in decision making.

Supporters of the servant leadership model suggest it is a world where values or increasing
important, and in which servant leaders achievers power on the basis of their value and ideals.
Others believe that in competitive leadership situations, people practicing servant leadership
can fired themselves “left behind” by leaders using other leadership styles.

Task oriented Leadership

A highly task-oriented leader focuses only on getting the job done, and can be quite autocratic
he or she well actively define the work and roles required, plus structures in place, plan
organize and monitor however as task oriented leaders spare little thought for the well being
of their teams this approach can suffer many of the flows of autocratic and retaining staff.
Task oriented leaders can benefit from an understanding of the blacked motion managerial
fried, which can help them identify specific areas for development that will help them involve
people more.

Transactional Leadership

This style of leadership starts with the premise that tem members agree to obey their leader
totally when they take a jobs or the “transaction” is (usually) that the organization pays the
team members in return for their effort and compliance. As such the leader has the right to
“punish” team member if their work doesn’t meet the pre-determined standard.

Team member can do little to improve their job satisfaction under transactional leadership.
The leader could give team members some control of their income/reward by using incentives
that encourage even higher standards or greater productively a transactional leader could
practice “management by exception” whereby rather than rewarding better work he or she
would take corrective action it the required standards were not met.

Transitional leadership is really just a way of managing rather a true leadership style, as he
focuses is on short term tasks. It has serious limitations for knowledge based or creative work
but remains a common style in many organizations.

Transformational Leadership

A person with this leadership style is a true leader who inspires his or her future
transformational leaders are highly visible, and spend a lot of time communicating. They
don’t necessarily lead from the front as they tend to delegate. Responsibility among their
teams. While their enthusiasm is often infectious, they can need to be supported by “detail
people”.
In many organization both transactional leaders and managers ensure that routine work is
done reliably, while the transformational leaders look after initiatives that add new value.

The transformational leadership style is the dominant style taught in the how to lead discover
the leader within you leadership program although we do recommend that other styles are
brought as the situation demands

Effective Leadership styles

There are as many effective leadership styles as there are effective of parenting, there is much
evidence that no one particulars style is right for all situations. Certainly to be a successful
leader you will need some terrific skills, knowledge and aptitude, however it’s your
leadership style that gives your business unit (no matter how big or small) its flavor. An
effective leadership style for one individual or one organization may not work for you and
your situation.

How well do you thinks south were airlines or virgin would run with jack Welch at helm?

How much would herb at Kelleher struggle (initially at least) if he were to find himself a
leader in the ford motor company?

It is well documented that Winston Churchill was a great leader during World War 2 yet in
peacetime his style was find lacking by the ration that had so recently head him in esteem as a
hero leader.

You style as a leader will be largely influenced by


two things
1. The culture of the organization you find yourself in
2. The quality of leadership coaching and mentoring you
experience as you move through

When you inherit a style from the culture are overly influenced by another person, you may
find yourself feeling frustrated and on-edge. You may have the feeling that leadership isn’t
something that you do

Loam about and they try applying the various styles to find the style at works best for you.
Your team and your organization.
A word of caution. Do not try to make your preferred/natural style fit all circumstances.
Remain flexible enough to alert your style to fit the particulars situation you find yourself in.

Positive and Negative Approaches

There is a difference in ways leaders approach their employee. Positive leaders use rewards
such as education, independence, etc to motivate employee while negative employers
emphasize penalties while the negative approach has a place in a leaders repertoire of tools it
must be used carefully due to its high cost on the human spirit negative leader’s act
domineering and superior with people. They believe the only way to get things done is job,
days off without pay reprimand employees in front of others, etc. they believe their authority
is increased by frightening everyone into higher level of productivity. Yet what always is that
morale falls, which of course leads to lower productivity.

Also note that most leaders do not strictly use or another, but are somewhere on a
continuously work out of the negative bosses are while those who primarily work out of the
positive are considered reel leaders.

Use of consideration and structure two other approaches that leaders use are;

Consideration (Employee orientation):- leaders believe that they get results by consistently
keeping people busy and urging them to produce.

There is evidence that leaders who are considerate in their leadership style are higher
performers and are more satisfied with their job (shrieks hem 1987).

Also notice that consideration and structure are independent of each who becomes more.

Motivation
Motivation is the activation or emergizitation of goal oriented behavior motivation may be
internal or external. The tem is generally used for humans but theoretically it can also be used
for humans but theoretically it can also be used to describe the causes for animal behavior as
well. This article refers to various theories, motivations may be rooted in the basic need to
minimize pleasure or it may include specific needs such as eating and resting or such as
altruism morality or avoiding mortality.

Objective of Leadership and Motivation


Reaction to change: - Command and control leadership is the primary style in our society. It
is accepted because efficiency is created by repetitive action, teaching people to rests change.
One acquiring a skill they do not want to level two. Worker responsibility is just the opposite;
it motivates people to thrive on change by seeking challenges, finding ways to create
efficiency.

Reaction of efficiency: - the efficiency of advancing technology is forcing change. It is up to


the individual or business to decide which side of change they want to be on the leading edge
or trailing edge. The leading edge is exciting while the trailing edge is a dray, playing catch-
up drains motivation while leaders of change inspire motivation.

Reaction of Learning Habits: - In level two young workers are establishing work habits,
developing attitudes and learning a professional skill. Out of training and on the job
motivation level well depend o the leadership style they work under. Under command and
control leadership, ambitions will be associated with maintaining the status quo. Under
worker responsibility, ambitions will be associated with opportunity they will continually
expand their skills as the need or as opportunity arises.

Reaction of Goals: - self motivation people are goal motivated once they conquer one goal,
they establish another. Every goal is a learning process that requires all the elements in level
one. Companies that attract and keep this type of person stay on the leading edge of
technology. The CEO is a visionary in customer service and employee in customer service
and employee leadership. The employee’s goals are the same as the CEO’s.

Reaction in Recognition: - Recognition is important, it builds positive self esteem by itself


its benefits are short lived.

Self motivated Projects: - self motivated projects are difficult because no one cares if they
succeed, which is another barrier. This is why must people quite before they get a good start
people, who find ways to overcome barriers and hang in there, are the winners. They develop
skills and confidence, which are required steps to large projects.

Theories of motivational
The incentive theory of motivation

A reward, tangible or intangible is presented after the occurrence of an action (i.e. behavior)
with the intent to cause the behavior to occur again. This is done by associating positive
meaning to the behavior. Studies showed that if the person receives the reward immediately,
the effect would be greater and decreases as duration lengthen. Repetitive action to become
habit motivation comes from two sources: oneself, and other people.

These two sources are culled intrinsic motivation respectively;


Applying proper motivation techniques can be much harder than it series, seven Kerr notes
that when orating a reward system it can be easy to reward a while hoping for B and the
increase in the rate of a desirable behavior following the addition of something to the
environment.

Drive-reduction theories
There are a number of drive theories. The drive reduction theory grows out of the concept that
we have certain biological drive, such as hunger. As time passes the strength of the drive
increases if it is not satisfied (in this case by eating). Upon satisfying a drive the drive’s
strength is based on driver’s ideas from the theories of Freud to the ideas of feedback control
system, such as a theranostat.

Drive theory has some intuitive or flak validity for instance when preparing food the drive
model appears to be compatible with sensations of rising hunger as the food is prepared and
after the food has been consumed a decrease in subjective hunger. There are several problems
however is that it does not explain how secondary reinforces reduce drive. For example,
money satisfies no biological or psychological needs, but a pay check appears to reduce drive
through second order conditioning. Secondly a drive such as hunger is viewed as having a
desire to eat making a homunculi being a feature criticized as simply moving the fundamental
problem behind as small man and his desires. In addition it is clear that complete theory
cannot b e a hunger human could not prepare a meal without eating the food before they
finished cooking it the ability of drive theory to cope with all kinds of behavior test.

Cognitive dissonance theory

Suggested by lean fastener this occurs when an individual experiences some degree of
discomfort resulting from an incompatibility between two cognitions. For example a
consumer may seek to reassure himself regarding a purchase feeling in retrospect, that
another decision may have been preferable. Another example of cognitive dissonance is when
a belief and behavior are in conflict. A person may wish to be healthy believes something is
bad for one’s health, and yet continues to smoke.

Cognitive theories
Goal theory: - Goal theory is based on the notion that individuals sometimes have a
drive to reach a clearly defined end state. Often this end state is a reward in itself. A goal’s
efficiency. An ideal goal should present a situation where the time between the initiation of
behavior and the end state is case. This explains why some children are more motivated to
learn how to ride a bike than mastering algebra. A goal should be moderate not too hard or
too easy to complete. In both cases, most people are not optimally motivated, as many wants
challenge (which assumes some kind of insecurity of succeed. Specificity concerns the
description of the goal should be objectively defined and intelligible grade. Most children
have no idea how much effort they need to reach that goal.

Douglas vermeeren:-Has a person fail extensive research into why many people fail
to get to their goals. The failure is directly attributed to motivating factors. Vermeer states
that unless an individual can clearly identify their motivating factor on their significant to
attain the goal, they will never have the power to attain it.

Modals of behavior change: - Social cognitive of behavior changes the constructs of


motivation and volition. Motivation is seen as a process that leads to the forming of behavior
intentions volition is seen as a process that leads from intention to actual behavior. In order
words motivations and edition refer to goal setting and goal pursuit, respectively efforts.
Several self regulatory constructs are needed to pirate in orchestration to attain goals. An
example of such a motivational and volitional construct is perceived self efficacy. Self
efficacy is supposed to facilitate the forming of behavioral intentions, the development of
action. It can support the translation of intentions into action.

Intrinsic motivation and the 16th basic desires theory


Starting from studies involving more than 6,000 people, Professor Steven Reiss has proposed
a theory that finds 16th basic desires that guide nearly all human behavior.

The desires are:

• Acceptance the need for approval

• Curiosity the need to think

• Eating the need for food

• Family the need to raise children

Honor the need to be loyal to the traditional

Physical activity the need for exercise

Power the need for influence of will

Romance the need for sex

Values of one’s clan/ethnic group

Idealism the need for social justice

Independence the need for individuality

Order the need for organized stable predictable environments

Saving the need to collect

Social contact the need for friends (peer relationships)

Status the need for social standing/importance

Tranquility the need to be safe


Vengeance the need to strike lack

In this model people differ in these basic desires. These basic desires represent intrinsic
desires that directly motivate desires. People may also be motivated by non-basic desires, but
in this case motivation or only as a means to achieve the basic desires.

Objective of the study

To study of motivation helps managers understand what prompts people to initiate


action. Also to study what influences worker chaise of action over time. To do so
effectively, vision and creativity are required in addition to ongoing awareness of the
bottom line.

Scope of the study

To study of motivation for managers used to increase productivities and competence


of employees, the target populations in this study interview both worker in blue and
white collar from top to bottom level who have been experiences in workplace for
more than 10years included 5mates and 5 females which were selected 4 person who
work in top management level and 6 person from bottom level. The study was done in
january2005.

Application of motivation
Education

Motivation is of particular interest to educational psychologists because of the crucial


role it plays in student learning. However the specific kind of motivation that is
studied in the specialized setting of education differs qualitatively from the more
general from of motivation in education can have several effects on how students
learn and how they behave towards subject matter it can.

1. Direct behavior toward particular good

2. Lead increased effort and energy

3. Increase initiation of any persistence in activities

4. Enhance cognitive processing

5. Determine what consequence are reinforcing

6. Lead to improved performance

Because students are not always internally motivated they sometimes need
situated motivation which is found in environmental conditions that the teacher
creators.

There are two kind of motivation


Intrinsic motivation- Occurs when people are intrinsic motivated to do something
because it either brings them pleasure they think it is important or they feel that what
they are learning is significant.

Extrinsic is significance-Comes into play when a student is compelled to so


something or act a certain way because of factors external to him or her (like money
or good grades)
How we increase motivation

You want to make things happen the ability to motivation yourself and other is crucial
skill. At work home and everywhere in between people use motivation to get results.
Motivation requires a delicate balance of communication, structure, and incentives.
These 20th tracts in yourself and others.

1. Consequence: - never use threads they’ll tom people against you. But making
people aware of the negative consequences of not getting results (for everyone
involved) can have a big impact. This one is also big for self motivation. If you
don’t get your act together, will you ever get what you want?

2. Pleasure: - this is the old carrot on a struck technique providing pleasurable


rewards create eager and productive people.

3. Performance incentives: - appeal to people’s selfish nature gives them the


opportunity to earn more for themselves by earning more for you.

4. Detailed instructions: - if you want a specific result, gives specific


instructions. People work better when they know exactly what’s expected.

5. Short and long term goals: - use both short and long term goals to guide the
action process and create an overall philosophy.
6. Kindness: - get people on your side and they’ll want to help you. Pass them
off and they’ll do everything they can to screw you over.

7. Deadlines: - many people are most productive right before a big deadline.
They also have a hard time focusing until that deadline is looming overhead.
Use this to your advantage by setting us a series of mini deadlines building up
to an end result.

8. Team spirit: - creative an environment of camaraderie. People work more


effectively when they feel like part of team. They don’t want to let others
down.

9. Recognize achievement: - make a point to recognize achievements one-on-


one and also in group setting. People like to see that their work isn’t being
ignored.

10. Personal stake: - think about the personal stake of others. What do
they need? By understanding this you’ll be able to keep people happy and
productive.

11. Concentrate on out comes: - no one likes to work with someone


standing over their shoulder. Focus on out comes-make it clear what you want
and out people lose to get it done on their own.
12. Trust and respect: - Give peoples the trust and respect they deserve
and they’ll respond to requests much more favorably.

13. Create challenges: - People are happy when they’re progressing


towards a goal. Give them the opportunity to face new and difficult problems
and they’ll be more enthusiastic.

14. Let people be creative: - Don’t expect everyone to do things your


way. Allowing people to be creative creates a more optimistic environment
and can lead to awesome new ideas.

15. Constructive criticism: - Often people don’t realize what they’re


doing wrong. Let them know most people want to improve and will make an
effort once they know how to do it.

16. Demand improvement: - Don’t let people stagnate. Each someone


advances raises the bar a little higher (especially for you).

17. Make it fun: - Work is most enjoyable when it doesn’t feel like work
at all. Let people have fun and the positive environment will lead to better
results.
18. Create opportunities: - Give people the opportunity to advance let
them know that hard work will pay off.

19. Communication: - Keep the communication channels open. By being


aware f potential problems you can fix them before a serious dispute arises.

20. Make it stimulating:- Mix it up don’t ask people to do the same


boring tasks all the time a stimulating environment creates enthusiasm and the
opportunity for big picture thinking master these key points and you’ll increase
motivation with a bit of hard work.

Employee motivation
With every job these is one common problem that people face, which is getting
stuck in the machine of time and routine. This leads of the and routine. This leads
to boredom and it known to be a de-motivation by the experts. It is for this reason
that human resource managers are asked to ensure that there are activities and
varied ways and means to keep employees motivation from time to time.

Which are as follows?

Providing positive reinforcements for the tasks accomplished and setting higher goals to be
achieved

. Setting down certain effective rules and regulations to be followed in the office
. Seeing that fair rules are set in the office
. Looking into employee needs and seeing that they are comfortable in their work
environment
. There should be work related goals set from time to time
. There should be regular appraisals and platforms where employees can share their on the job
experiences
. There should be consistent and constant on the job rewarding and incentives.

Providing positive reinforcements for the tasks accomplished and setting


higher goals to be achieved.

. Setting down certain effective rules and regulations to be followed in the office
. Seeing that fair rules are set in the office
. Looking into employee needs and seeing that they are comfortable in their work
environment
. There should be work related goals set from time to time
. There should be regular appraisals and platforms where employees can share their on the job
experiences
. There should be consistent and constant on the job rewarding and incentive

Motivating employees: most effective leadership style

Abstract

Part of being a successful leader knows what things lead to failure as well as what things
leads to success. Effective leadership must have cognitive, interpersonal, and political skills
project management skills; and technical expertise (Yolk, 2006). Leaders must also be able to
envision, organize, socially integrate, and externally span to ensure that his team is effective
and efficient in achieving goals, maintaining team cohesion, and keeping the decisions
compatible with the organization’s needs. Leadership must be able share this complex
monitoring with his employees/teams in order to track information on trends and
developments (Yolk, 2006). Leadership should be able to also develop strategic plans to
address the organization’s requirements by considering long-term objectives, the
organization’s strengths and weaknesses, core competencies, current and new strategies, and
outcomes of these strategies (Yolk, 2006). Core competencies, current and new strategies,
and outcomes of these strategies (Yolk, 2006). Leadership style most effective to motivate
employees the most effective leadership style in motivating employees is the leadership style.
The transformational leadership style empowers its employees by creating an environment,
which is motivating and stimulating (Yolk, 2006). Motivating employees creates the belief in
the goals of the organization and provide the employees with a feeling of belonging, which
existed in the unit before his arrival. The transformation and motivation that this type of
leadership offers encourages the followers to be more aware of the importance of their jobs,
“it induces them to transcend their own self- interest for the sake of the organization or team;
as well as activating their higher order needs” . They also inspire their followers and display
great passion, enthusiasm and energy needs.

Importance of motivation

Motivation plays a critical role in achieving goals and business objectives and is equally as
important for companies that work in tram-based environment or in a work place comprised
of workers that work independently. Making sure that each employee’s mission and vision
are important for creation and maintaining a high level of motivation which often leads to
higher productivity, improved work quality and financial gain across all departments

1. Motivation helps you get started.

Have you noticed the difference between working on something you like and working on
something you don't like? I'm sure you can feel the difference. When you're motivated about
something, you can work on it effortlessly. Nobody needs to force you to work. Nobody
needs to tell you to move. In fact, you are waiting for the opportunity to work. Since getting
started is
perhaps the most difficult part of getting things done, being motivated is tremendously
helpful.
2. Motivation helps you keep moving

Getting started is one thing but keep moving is another thing. Whatever you do, there are
always obstacles along the way that can hinder you from achieving success. If you don't have
motivation, it's easy to get discouraged when you meet such obstacles. That's why motivation
often makes the difference between winners and losers. Winners are those who can go
through challenges and difficulties thanks to their motivation. Losers, on the other hand, are
those who can't go through challenges and difficulties since they lack the necessary
motivation.

3. Motivation makes you do more than necessary

If you are motivated about something you will voluntarily do more about it than what is
required from you. You will naturally go further and dig deeper than other people since you
love to do it. While other people will only do what is necessary, you do more than that. In
such situation, there is a good chance that you will be more successful than others.

4. Motivation makes the journey fun.

People who don't have motivation will think that the journey to success is long and difficult.
Those who are motivated look at it differently. The journey is still long, but it's an enjoyable
journey. Not only can they endure it, they actually have fun along the way. Of course, there
are always times when things aren't good, but motivation enables you to endure such difficult
times. As you can see, motivation helps you in many different ways. It helps you get started,
it helps you keep moving, it helps you do more than others, and it makes the journey fun. No
wonder motivation plays an important role in your journey to success.

Significance
Motivation has become increasingly important for organizations and companies of all sizes
who want to reach their organization objectives in a competitive market place. Top
performers of on organization consistently provide high quality work maintain a high level of
productivity and overcome obstacles or challenges. Helping all employees maintain a high
level of motivation can help keep employees committed to working hard and contributing as
much value as possible to the organization.

Types
Motivation can be increased can be increased or encouraged in several ways and managers
who serve as leaders within the organization can help convey can help convey the right
messages to engage employees and help them grow within their positions. Motivation can be
increased with incentives, feedback, rewards programs and ensuring that the workplace meets
basic needs and requirements for each employee. Common types of motivational tactics
include: events that raise employee Morale; training and education to help employees learn
new skills and grow within their positions; recognition programs to highlight hard work and
reinforcing positive messages during company or team meetings.

Benefits

Motivational strategies can help improve employee performance, reduce the chances of low
encourage teamwork and instil a positive attitude during challenging times. Employees with a
high level of motivation typically work harder and can overcome common workplace
challenges with ease; this helps the organization reach its objectives and improve operations
overall.
Effects

Any company or organization that notices a significant decline in productivity, high


employee turnover or cannot reach its goals successfully may need to consider the role of
motivation among its employees. Low motivation can trigger a variety of events that impact
the organization in a negative way both in the short-term and in the long-term; unmotivated
staff members are at risk for resigning, delivering poor quality work and even making it
difficult for other employees to do their jobs in an efficient manner.
Prevention/Solution

Reducing the risk of low motivation amongst employees typically requires a strategic plan
and a combination of different activities and tactics that help improve employee morale.
Companies who invest time and resources towards improve their employee's well-being and
workplace experience can look forward to a high return on their investment as employees
become more productive, maintain a positive attitude, commit to their roles and duties and
maintain a strong work ethic.

Leadership Styles versus Motivation

Leadership style influence level of motivation. However, throughout a lifetime, man’s


motivation is influenced by changing ambitions and/or leadership style he works under or
socializes with. Command-and-control leadership drains off ambition while worker
responsibility increases ambition.

Leadership Style versus Motivation


Motivation is
Leadership Style Motivation Type Personality Type Efficiency
Based on:
Self motivated Leader of ideas or
people.
Limited supervision
Independent
Worker with Creativity High
decision making Team motivated
Achiever
responsibility
Thrives on change
Goal motivated Opportunity
Personality type and efficiency depends on
Reward motivated Materialism
Mixed styles leader's skill and/or the work environment
Recognition he's created.
Social status
motivated
High level of Peer motivated To be like others Status quo
supervision Authority motivated Follows policy
Dependency Low
Command-and- Threat, fear motivated Reacts to force
control Resist change
Team Motivated Dependency of Abused Workers
Authority
Elementary problems are Lack of leadership skills
prevented or solved at the Elementary are dealt and the desire for power
source. Getting the job with by management creates elementary
done is the primary goal when large enough to be problems. Managers focus
of management and recognized. on worker control.
workers. Getting the job done is
down the list. Workers
goal is to find ways to do
little as possible.

Literature review

Basic need
One most noted theorist is Abraham Maslow he carried out his investigations into human
behaviour and developed the hierarchy of needs theory. Maslow suggested that there are five
sets of goals which may be called basic needs. These five are social needs, esteem needs, self
actualization needs

Now we are talking about the review of leadership style and motivation
Organizational vision

Allen (1995) sees "vision" as the starting-point, the anchor and the means of communicating a
sense of organizational direction to its members. In practical terms, he suggests that a vision
statement can provide an organizational road map to guide its future development - providing
it is: coherent enough to create a recognizable picture of the future; powerful enough to
generate commitment to performance and that it emphasizes what realistically can be and
clarifies what should be. Among other sources, he bases his interpretation on the Old
Testament view that without a vision the people will perish (Proverbs 29:18 and Hosea 4:14).
Richardson and Thompson (1995) describe some of the characteristics of modern business
environments and relate these to a vision of the strategic competences that organizations are
likely to need in the future. These are summarized in Table I.

Richardson and Thompson observe that organizations will need to rethink their vision if they
are to equip themselves with the competences needed to succeed in the future, not least
because of the preoccupation with financial performance indicators and related information
systems in the past. For instance, to remain competitive, the organization must accept the
need for challenge and change and the right of others to have their say. Similarly, customer
responsiveness is more likely to be achieved by empowered staff and goals and performance
measures that reflect the "new" competences that the organization is seeking to develop.

Ben bow (1995) observes that business leaders do recognize the seriousness of the external
threats from increased global competition and greater regulatory and/or political intervention.
Coupled with this they are also aware of the need to broaden their future social agenda and
foresee that their responsibility is likely to be broader and more complex. Paradoxically, chief
executives tend to look inwards for advice and the majority seem to rely on colleagues as the
most valued source of ideas and inspiration rather than seeking views from customers or
consultants. This is apparently because they are sceptical about the value of external experts,
preferring to rely on coaching by that in post and on personal experience. In contrast, Bell and
Tunnicliff (1996) describe the activities of a "future search" conference where a sizeable
number of stakeholders are brought together to explore the past, agree the present and draw
up action steps for the future. They see this as a forum for learning where stakeholders can
identify common problems and explore higher order solutions.
Gaul and Acacia (1996) note that successful businesses are, of necessity, using their complex
environments to become planned cultures of learning and creativity. Here, "successful"
companies are the ones that understand the connection between learning on the one hand and
creativity and profitability on the other.

Smith and Saint-One (1996) outline an approach to influencing management thinking that
encourages managers to think and act responsively, thereby promoting the concept of an
"evolutionary organization" (EVO). They contend that the wellspring of real learning lies
within the organization itself and that it can be released by channelling aspirations,
imagination and experimentation. To achieve EVO status, they say it is necessary to create an
organizational climate that accords with a particular ideal or vision - that learning is integral
to the roles of all employees. In changing the rules and emphasizing the learning imperative,
all employees are forced to change their habits of thinking and learning without necessarily
knowing that this is happening. To acquire new insights and learn from them, frequent
interaction among members of the organization must occur. In so doing, people understand
more and begin to depend on one another to a greater extent. Further, the EVO structures the
organization so that employees are forced to solve their own problems and so expertise is
enhanced and reinvested. "Experts" learn to become even more expert as they take
incrementally bigger risks and, when they succeed, they acquire the kind of knowledge that
increases the likelihood of future success. In this way, Smith and Saint-Conge believe that
around 75 per cent of the organization's members will become active learners (They estimate
that around 15 per cent of managers in any given organization are likely to be active,
continuous learners, that 60 per cent possess the potential to learn if they are convinced of the
need to do so and that the remaining 25 per cent are unlikely to respond.) Senior
management's main role in an EVO is to provide leadership, look outwards, create a business
vision and strategy, and build the organization's intellectual capital.

McDermott and Chan (1996) observe the passing of an organizational era - one which is
characterized by the shift from the command-and-control type to the information-based type.
The new form of structure involves a fundamental re-shaping of managerial responsibilities,
of communication and information flows, and of interpersonal relationships. Chan (1994)
emphasizes the importance of relationships built on "sincerity, trust and integrity" (see Figure
1). The principle and values of "flexible intelligent relationship management strategy"
(FIRMS) is seen as a means by which the chain of relationships linking customers, workers,
suppliers, distributors and even competitors might be managed. Action learning is presented
as the guiding philosophy of FIRMS for achieving world-class performance. Ultimately
learning is related to action, for without activity, the authors assert, there is no feedback.

Leadership and motivation

The role of organizational leadership is a multifaceted one that draws on an array of


professional skills and personal qualities. Table III reflects this and provides an indicative list
of articles relating to topics such as: the role of the company director; the attributes of
organizational leadership; leadership contexts and roles for learning; political awareness;
executive leadership development; the leadership of a cultural change process and learning
from leadership.

Tait (1996) identifies the self-reported attributes of effective leadership from a sample of 18
business leaders. The interviewees formed two sub-groups - those in their mid-50s or older
with reputations among their peers and the public as outstanding managers/leaders (n = 9) and
a second group of younger chief executives who had been five years or less in the role.
Reflecting on the group's responses, Tait believes that the qualities of effective leaders will
remain largely unchanged in the future.

The "recipe" for effective leadership encompasses: clarity of vision (derived from the ability
to reduce a complex reality to the critical essentials); credible communication and
interpersonal skills (to sell the vision and inspire people to action); sincerity, generosity and
self-mastery (to inspire trust and withstand the loneliness of leadership) and high levels of
motivation and physical energy (to achieve the extraordinary). Tait adds:"

These qualities, combined with a self-critical, open, flexible and lifelong learning approach
that draws on a track record of broad functional experience, early successful line management
experience, international experience (increasingly) and the lessons to be learned from
managing in diversity and adversity in fast-changing conditions, will continue to be what it
takes to reach the top in the new millennium (p. 31)."

Taylor and Taylor (1996) note that leaders are largely responsible for setting the tone for an
organization and this is reflected in how they approach given tasks, how company guidelines
are interpreted and how employees are treated. The sum total of senior executive behaviour
and beliefs ultimately becomes the organization's "philosophy" on how it conducts its
business. If organizational members are to interpret the action of senior managers, it is helpful
to understand the organizational priorities that drive their actions. Knippen and Green (1996)
provide a stepwise approach for discerning the motivations of organizational superiors and
suggest ways in which these might be explored. They also observe that the priorities that
influence motives and behaviours frequently change in relation to circumstances, events and
other factors.

Richardson (1995a) explores the spectrum of learning-related leadership tasks, ranging from
classically administered ("hard") to facilitated self-organized, learning networks ("soft")
approaches. He concludes that the learning organization of the future will be a place in which
networks of learning communities thrive, despite the influence of "maverick" groupings of
employees. To maintain these networks, the organizational leader must deploy "harder"
planned approaches and "softer" political, social and cultural approaches at the same time.
The network of learning communities within the organization is the knowledge resource of
the enterprise, vested in its workforce and their individual and collective expertise. Mc
Crimmon (1995) considers the prospects for what he calls "knowledge workers" in
organizations, linked to the trend towards knowledge-intensive businesses. He argues that the
development of new products and services will depend increasingly on leadership from
knowledge workers who are at the leading edge of their technical field. This development, he
feels, threatens the traditional role of the "generalist" manager who holds a formal leadership
role in the organizational hierarchy. He believes that the solution is to elevate the status of the
knowledge workers and reward them accordingly so that they might exert informal influence
through their singular performance or innovation-led contribution without burdening them
with too much unnecessary managerial and administrative work. If those with leadership
potential in knowledge-based projects and generalist roles are to perform well, they must
receive appropriate development. Klagge (1996) presents a generalized process for defining,
discovering and developing personal leadership in organizations. He advocates the use of 360
degree performance evaluations to detect leadership qualities and suggests that employees
with the potential to assume leadership roles need to be encouraged by a combination of
recognition, rewards and training.
Organizational change and performance

The literature relating to organizational change and performance seems to converge wherever
organizational imperatives for change are considered. Typically this means that organizations
change because they have to remain competitive and perform well and consistently over time,
not from choice. Table IV considers some of the implications of this for human resources
(adapting to the needs of flexible working); for making structural adjustments (e.g.
relationships between information flow and organizational performance, integrating
intelligence systems and learning) and for decision-making (organizational self-reflection;
using decision rules to guide organizational decision-making). The methods used to measure
performance are in themselves an indicator of how far and how quickly an organization has
been able to adapt to change and there are many strategic issues and options to consider.
These include: the prospects for using "learning partnerships" to leverage improved
organizational performance; promoting diversity as a means of enhancing organizational
performance and using "soft systems" to relate strategic change to career and management
development planning.

Coping with change in the workplace

Old (1995) argues that what she calls "whole system" organizational change occurs on three
levels: transactional (observable ongoing work); systemic (strategy, structure, culture,
rewards, technology, information) and "deep" structure (underlying patterns). Old reasons
that a well integrated change methodology is needed if organizations are to respond well to
change and embed new thinking and a change orientation in the organization's "deeper"
systems and interactions. Field (1996) observes that many workplace changes are occurring
because of developments in technology and especially the convergence of computer and
telecommunication technologies:"

In the age of the virtual office, global networking and cyberspace meeting rooms, IT is
increasingly defining workforce systems and the control of management information. The
medium is, in a sense, becoming the management message where E-mail, desk-top
conferencing and workgroup software are tomorrow's everyday management tools (p. 7)."
Field argues that the pervasive influence of "instant" communications in the workplace
presents a significant opportunity for human resource managers. He believes that they should
be shaping an organizational response by building and managing "in-house" expertise in this
sphere of change management. As and when human resource departments grasp this
opportunity they will play a key role in determining the success (or failure) of the
organization's ability to come to terms with new working practices. Macadam (1996) offers
some guidance on how to overcome the barriers associated with organizational change. In
particular, he suggests ways in which negative attitudes such as resentment, depression,
distrust, stress, disloyalty and lack of productivity - often manifest in staff who are about to
experience a major change - might be channelled in a more productive way.

Lackey (1995) reviews the role of internal consultants in organizational change and
development and compares the role with that traditionally played by external consultants. She
finds that internal consultants frequently have to cope with problems associated with role
confusion, compartmentalization, marginality, unclear career paths, lack of continuity,
varying client expectations and departmental jealousies. She adds that internal consultants
would be able to perform more effectively if these pressures were clearly identified and better
understood.

Learning from experience

Lyles (1994) observes that organizations do learn from their experiences and can remember
incidents from the past that may influence future actions. This assumes that they consciously
seek to develop the necessary skills to discriminate effectively between actions that have been
successful and the appropriateness of deploying a "tried and tested" course of action in "new"
circumstances. Kransdorff (1996) notes that while most organizations use post-project
reviews, internal audits and/or oral post-mortems to learn from their own experiences, the
problem with these techniques is that they rely on retrospection, which makes them
susceptible to partial and selective memory recall by managers who, after the event are
unlikely to be neutral or objective. Kransdorff offers a prescription for tackling the
uncertainties of memory recall and defensive reasoning and helping managers to use the
benefits of hindsight more effectively. Learning from experience and organizational "self-
reflection" can in themselves generate opportunities for organizational learning as depicted
Gustafson and Haring (1994) argue that the level of collective consciousness determines the
quality of life and the level of performance of an organization. They suggest that
organizational learning is mainly restricted to the "surface areas" of awareness: action senses,
active thinking, but at deeper levels of consciousness (such as feeling and intuition), much
less progress has occurred. They propose a concept of learning that aims to facilitate a greater
awareness of the capacity for organizational development. Their study findings reveal that it
is possible to achieve the transformation of both individual and collective consciousness by
using Eastern style meditation techniques to heighten awareness of the capacity for continued
growth. Srikantia and Patmore (1996) also consider the concept of awareness, focusing on the
roles of conviction and self doubt in organizational learning processes. They explore how
these negative feelings and emotions impede the individuals' development and how they
might be overcome so that learning processes might enable individuals to contribute more
effectively to the corporate effort.

Organizational learning and performance

Fulmer (1995) describes MIT's Centre for Organizational Learning and its four main areas of
activity: learning laboratory projects related to generic management issues; team-related
"dialogue" projects; a CEO leadership project and a learning organization curriculum project.
Roth and Singe (1996) say that more collaboration between researchers and practitioners is
needed to establish "best practice" models of organizational learning. To do this, they suggest
that more needs to be done to establish consensus about the research territory, research
methods and goals, and how meaningful field projects can be designed and conducted.
McDougall and Beattie (1996) report on a two-year project designed to evaluate the processes
and outcomes of learning groups and suggest that lessons learned from this project can be
applied to help to maximize learning and performance in groups in a wide range of
organizational contexts.

Mirvis (1996) and Ford and Ogilvie (1996) present a broad review of theory and research
about organizations and show how alternative schools of thought explain the different
outcomes from routine and creative action in organizations. Mirvis contends that knowing
"how" and "why" these different outcomes are achieved makes it easier to help people to
"unlearn" old habits and develop new behaviours. Mirvis also considers the extent to which
holistic thinking and work arrangements can be used to promote organizational learning and
how measures to enhance collective consciousness might enable people to learn how to learn.

Lagrange (1996) suggests that a learning partnership between an organization and one or
more external catalysts should be founded on four propositions:

Analysis of articles

1. Emotionally intelligent managers and transformational leadership style

The main objective of the present study was to identify of the dimension of transformable
leadership it terms of certain defining attributes critical for enhancing change of
transformation of organization through leader sub co-ordinate interaction modality.
Transformation of organization may follow approach through HR level policies or it may
result from leadership intervention. The former approach takes longer time whereas the latter
approach may simultaneous intervention exercised through various level of leadership
involves within the organization.

2. “marrying intrinsic motivation”

Hence one can find that for real success even though external factor matters and do
play an important factor it is what is within a person and how the person drive himself
that ultimately matters. This is intrinsic motivation. All of us have is to varying degree
with us but those who exceed and expose and espouse their intrinsic motivation
qualities.

3. “leadership style and motivating employees”

The transformable leadership style has 6 distinct dimensions each of them reflective
of managerial leadership behaviour as interfaced in an organizational context uniquely
demonstrating changes/transformation created by leadership is perceived going
beyond the task domain to influencing soft organizational process. The strong linkage
between the dimension of rail temperament or emotional capability that enormously
influence the aspects of the organization.
Are your leadership styles marketable?

How is your leadership style supporting the basic needs of supportive relationship? Do you
build needs of supportive relationship? Do you listen or just listen to what you want to hear?
Do you mind read. What pulse hope in their vice and also ask them? Do you analyze and
implement as money saving alternatives as possible instead of cutting your human resources
too quickly? If your own attitude and actions support productive and respectful employee
relationship you will get a motivation rating with your employs who want supportive
relationship from both managers and peers. The camaraderie from this style will be the glue
that raises morale or the organization motivation.
Tempered strength studies in the nation and scoop of prudential leadership moral leadership
matter as world polities enters new and dangerous era judgement constancy, moral purpose,
and a willingness to overcome partisan politico’s leaders. Tempered strength finds the
alternative standard of leadership that Americans are seeking in the classical philosophy of
prudence.

P1: organizational learning depends on complementary factors: the discovery of new


knowledge and the ability to adapt to the subsequent changes required.
P2: organization learning takes place in two complementary places: inside the organization (a
closed system) and outside (an open system) in a joint effort with other corporations - in a
benchmarking mode.

P3: organizational learning is a deliberate process.

P4: external catalysts can play a critical, positive role in the organizational learning process.

Lagrange proposes a number of partnership activities, each with performance-related benefits


for the host organizations. These include: joint discovery and research projects; workshop and
benchmarking activities; in-company tailored partnership programmes and organizational
network activity assessments. The potential benefits to be derived from intra and inter-
organizational learning are shown in Figure 3.
Lewis (1996a, 1996b) argues that, while total quality management had separate origins from
the "culture" movement, the two fields have, in effect, converged as the desire to achieve
"excellence" and "quality improvement" imply either "change" or "working with the
prevailing culture of the organization". In order to investigate the range of business
performance measures used by UK companies, Stone (1996) conducted a survey of the Times
Top 500 companies. The study sought to probe the issues relating to the use of so called
"soft" employee-related performance measures, such as employee satisfaction, morale and
commitment. The results, derived from 45 companies, indicated that few of the companies
reporting were using or even developing innovative "soft" measures as a counterbalance to
"harder" financially-related measures. The findings suggest that the "balanced scorecard"
approach is impeded by lack of company evidence that "soft" performance measures yield
similar benefits to financially-led ones.

Implications for organizational learning

To enable organizational learning to occur as effectively as possible, as an outcome of both


formal programmed learning and informal self-reflection, it is helpful to consider the
following points:

1 How can the organization equip itself to detect and respond appropriately to market trends?
What processes and procedures are needed to isolate any given pattern of external events,
devise suitable responses and ensure that the implications for re-aligning resources and
competences are addressed? How should the organization assimilate the "new" knowledge
that it acquires from this continuous cycle of adjustment and re-alignment?

2 Should the organization make a deliberate attempt to interrelate complex internal and
external environments to planned organizational cultures for learning and creativity? If so,
how might the concept of an "evolutionary organization" (EVO) be launched? What are the
organization's ideals or vision for an EVO? How can organizational members be encouraged
to think and act responsively and without unnecessary constraint so that natural curiosity
drives workplace learning?

3 What kind of organizational structure is appropriate now and in the future? To what extent
could and should the organization move towards facilitated self-organized learning networks
so that budgets, resources, targets and goals for learning are "released" to groups of
employees, each "managing" enterprise activities? How will the differing roles of "knowledge
workers" and generalists be reconciled if this approach is adopted?

4 How should the organization adjust its information flows so as to take advantage of real
time communications (virtual office, global networking via internet and intranet) for
transacting its business? How could communications technologies be used to create a
searchable knowledge network within the organizations to support the learning effort?

5 What action is needed to ensure that learning from experience is "captured" and that
opportunities for organizational learning from self-reflection (individual and shared learning)
and from studying other organizations are acted upon?

6 How might learning partnerships with external catalysts be used to organize joint discovery
and research projects, workshop and benchmarking activities, in-company tailored
partnership programmes and organizational network activity assessments?

7 What performance measures does the organization currently use most often and why?

8 Should "soft" employee-related performance measures (e.g. commitment, employee


satisfaction, self-development, morale) be given more emphasis? How might the full range of
organizational performance measures be related to improvements arising from the
organizational learning effort?

Conclusion

One of the most important factors that lead one to their gaols is the drive. This drive is knows
as motivation. It is a zest and determination with a kind of excitement that leads one to
persevere to reach greater heights into matter what avenue of their life be it personal or
professional. The drive may come from an internal or external source. The individual
determines this. The factors that motivation an individual keeps changing as one climbs the
ladder of age and maturity. And also chance achievement of one goal sets the ball rolling for
another one to be achieved. Thus to be motivation is a constant need. There are times when
one faces a period of demonization and everything seems bleak. It is than that they need to
find what would motivation them back into action.
For every individual there is a variable driving force in fact it is not just a single factor but a
combination of factors that lead people to achieve their goals. The fact is that with routine
monotony steps in and then everything seems like stringent waters. It feels like there is
nothing breaking this cycle of monotony has helped many bounce back with enthusiasm. This
is way human resource managers create a training calendar, which will take away employees
from the routine they are stuck to as well as enhance their skills in various areas. Each week
comes to a close there are people who redefine their goals and ambitions from time to time in
order to fill them with newer levels of enthusiasm to take stall every now and then and find
the motivation required to carry them through.

References and Bibliography

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4. Bolton, R. and Gold, J. (1995, "Career management at Nationwide Building Society using
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