The Unique Individual Motivation Global Awareness

Facilitator:
Dean Egan
Communicating
with NLP
To NLP Success
A Jargon - free and x plosive approach to one

of the world ’ s most lucrative businesses…
SUBJECT TOPIC’S
• THE UNIQUE INDIVDUAL

• DIMENSIONS OF THE COMMUNICATION
PROCESS
• MOTIVATIONAL METHODOLOGY AND
THEORIES
• THE PROCESS OF DEVELOPING A TEAM
• DEVELOPING GLOBAL MANAGERS
•
THE UNIQUE INDIVIDUAL
•The Learning Process
•In today’s volatile global business world,
•individuals and organizations must be
•continues learners. For the individual,
•continues learning should include looking for
•opportunities to learn from class instruction,
•reading, and open to or expose oneself to, all
•types of new experiences.

•Learning is a change in behavior or
•performance that occurs as a result of
•experience. When we learn, two things
•initially happen. First, we knowledge
•(perceive) the new information and then we
•try to make sense (process) of the
•information.
•
•Perceiving Information
• The ways that people perceive information
• typically range from a preference for concrete
experience (CE) to preferences for abstract
conceptualization (AC).
•
•Processing Information
• The ways that people process information
typically ranges from a preference for active
experimentation (AE) to preference for reflective
observation (RO).
•
•A successful learner will: involve his or
herself
•fully, openly, and without bias in new
•experiences (CE). Observe and reflect from
•different points of view (RO). Interrogate their
•observations into logical theories (AC). Then
•use these theories to make decisions, solve
•problems, and take action (AE).
•
•Learning Styles
• Individuals develop their own learning
styles that very depending on how much
they emphasize each stage of the learning
cycle. These differences are contributed to
the fact, that the learning process is
directed by individual needs and goals.
•
The Diverger Learning Style
•
§ Ideas come easy

§ Situations are view from multiple perspectives
§ Aware of meaning and value
•
The Assimilator Learning Style

•
§ Sharpened reasoning skills

§ Forms integrated explanations
§ Abstract thinking
•
The Converger Learning Style
•
§ Decisive, practical applications of ideas

§ Hypothetical deductive reasoning
§ Prefers technical tasks
•
The Accommodator Learning Style

•
§ Natural decision maker

§ At ease with planning and implementation
§ Enjoys new experiences
§ People person
•
•Personality Dimensions
•Personality is defined as the combination of
•stable physical and mental characteristics
•that give the individual his or her identity.
•In common usage, people think of personality

•in terms of traits, these traits are usually
•consistent to a person’s characteristics.

•Researchers have identified five general
•dimensions that describe a person’s
•personality. These dimensions are called the
•“Big Five” personality factors.
•Each factor may contain a wide range of
•specific traits. The Big Five personality
factors
•are defined as the encounters an individual
•experiences.
•
• The Extraversion Personality
§ Outgoing
§ Talkative
§ Sociable
§ Assertive
•
• The Agreeableness Personality

§ Trusting
§ Good-natured
§ Softhearted
§ Cooperative
•
•
• The Conscientiousness •The Openness to Experience
§ Personality •Personality
§ Dependable § Intellectual
§ Responsive § Imaginative
§ Achievement oriented § Curious
§ Persistent § Broad-minded
•
•
• The Emotional Stability
§ Personality
§ Relaxed
§ Secure
§ Unworried
•
•
•Understanding personality traits can assist
•managers when predicting how a person
•might react, either positively or negatively, in
•certain situations.
•Managers who appreciate the way their
•employees’ personalities differ have insight
•into what kinds of leadership behaviors that
•will be most influential.
•
•Do you know where you fall on the Big Five
•scale for each of the factors?
•Let us take a moment to find out a general

•prospective of your common behaviors and
•traits.
•
Extroversion
I am usually the life of the party. 1 2 3 4 5
I feel comfortable around people. 1 2 3 4 5
I am talkative. 1 2 3 4 5
Agreeableness
I am kind and sympathetic. 1 2 3 4 5
I have a good word for everyone. 1 2 3 4 5
I never insult people. 1 2 3 4 5
Conscientiousness
I am systematic and efficient. 1 2 3 4 5
I pay attention to detail. 1 2 3 4 5
I am always prepared for work. 1 2 3 4 5
Emotional Stability
I often feel critical of myself. 1 2 3 4 5
I often envy others. 1 2 3 4 5
I am temperamental. 1 2 3 4 5
Openness to New Experiences
I am imaginative. 1 2 3 4 5
I prefer to vote for liberal political candidates. 1 2 3 4 5
I really like art. 1 2 3 4 5
Which are your most prominent traits?

•
•Are the results what you thought they might

•be? Did you find out something new about
•yourself?
•Using the same set of questions, how do you

•think your employees would rate you?
•
•The Nature of Attitudes
•An Attitude is defined as “a learned predisposition to
•respond in a consistently favorable or unfavorable
•manner with respect to a given object.
•Keep in mind that there is a distinct difference between

•attitudes and values. These differences are illustrated
•by three components of attitudes, which are the
•affective component, cognitive component, and the
•behavioral component.
•
•The affective component contains the feelings or
•emotions one has about a given object or situation.
•The cognitive component is described as the attitude

•that reflects the beliefs or ideas one has about an
•object or situation.
•The behavioral component is how one intends or

•expects to act or respond to a given object or situation.
•
•Resistance to Change
•Resistance to change is an
•emotional/behavioral response to real or
•imagined threats to an established work
•routine.
•Managers need to find ways to influence
•positive behaviors during the resistance phase.
•This can involve programs or education for the
•individual or for the group.
•
Why do people resist change?

•
•There are many underlining reasons why

•people resist changes but research has
•identified the top two obstacles encountered
•during organizational changes.
1)Communications breakdown
2)Employee resistance
•
•Let us explore some of the most common
•employee resistances.
§ An individual’s predisposition towards

change
§ Surprise and fear of the unknown
§ Mistrust
§ Fear of failure
§ Loss of status and/or job security
•
•Let us explore some of the most common
•employee resistances.
§ Peer pressure
§ Disruption of current cultural and/or
traditions
§ Disruption of current group relationships
§ Personality conflicts
§ Lack of tact and/or poor timing
§ Non-reinforcement of current reward
system
§ The individual does not agree with the
change
Overcoming Resistance to Change

•
§ Education
§ Communication
§ Participation
§ Involvement
§ Support
§ Commitment to change
§ Develop an environment of trust
•
•
•Kotter’s Eight Steps for Leading
•Organizational Change
•John Kotter, an expert in leadership and
•change management, believes that
•organizational change typically fails because
•senior management makes a host of
•implementation errors. Kotter proposed an
•eight-step process for leading change based
•on these errors.

•These steps are not designed to diagnose what needs
•to be changed but it is meant to guide managers on
•how to effectively lead the change process.
§ Establish a sense of urgency

§ Create the guiding coalition
§ Develop a vision and strategy
§ Communicate the change vision
§ Empower broad-based action
§ Generate short-term wins
§ Consolidate gains and produce more change
§ Anchor new approaches in the culture
•
•It is important for managers to learn how to
•effectively manage resistance to change.
•Failed efforts are not just measured in
dollars;
•there are other costs and consequences, that
•include loss of employee loyalty, lowered
•probability of achieving corporate goals,
•waste of money, wasted resources, and
•difficulty in fixing the failed change effort.
•
•Understanding the Power and Influence
•Managers need to be able to guide diverse individuals,
•who are often powerfully motivated to put their own
•needs and wants before participating in common
•objective.
•So the question is how do you get others to carry out
•your wishes? Do you simple tell them what to do or do
•you try to influence them so that they will voluntarily
•carry out your wishes? No matter which approach you
•choice you will be engaging in what is called social
•influence.
•
•Social Influence is defined as “the ability to
•command the human, informational, and
•material resources in an effort to achieve
•organizational goals and objectives”.
•In 1980, after a 13-year period of research,

•David Kipnis and his colleagues identified nine
•influence tactics that contribute to how people
•influence each other in an organization.
•
Nine Generic Influence Tactics
•
1. Rational persuasion
2. Inspirational appeals
3. Consultation
4. Ingratiation
5. Personal appeals
6. Exchange
7. Coalition tactics
8. Pressure
9. Legitimating tactics
•
•These approaches can be considered
generic
•influence tactics because they characterize
•social influence in all directions.
•In addition, researches have concluded that

•there a three influence outcomes which are,
•commitment, compliance, and resistance.
•
•The Power of Influence
•Power: is the potential ability to influence the behavior
•of others.
•Influence: is the effect a person’s actions have on the

•attitudes, values, beliefs, or behaviors of others.
•One-way effective leaders are able to get things done;

•is by their ability to draw upon and use their sources of
•power and interpersonal influences.
•
•Power results from an interaction of leader and
•followers. Some of this power comes from an
•individual’s position in the organization.
•Power can also come from the leaders personal
•sources such as personal interests, goals, and values.
•The traditional manager’s power comes from their

•position within the organization. The manager’s
•position power gives him or her, the power to reward
•or punish subordinates to influence their behaviors.
•
•Five Sources of Power
•There are five sources of power within an
•organization, which are legitimate power,
•reward power, coercive power, expert power,
•and referent power.
•
•Legitimate Power: This power comes from the
position
•and authority level of the manager within an
•organization.
•Reward Power: This power comes from the
manager’s
•authority to give formal rewards to others, such as pay
•increases or promotions.
•Coercive Power: This power comes from the
•manager’s authority to punish or recommend
•punishment.
•
•Expert Power: This power comes from a leader’s
•special knowledge or skill regarding the tasks
•performed by followers.
•Referent Power: This power comes from a leader’s

•personal characteristics that command followers’
•identification, respect, and admiration so they want to
•emulate the leader.
•
•Interpersonal Influence Tactics
•Leaders can use their power to implement
•decisions and facilitate change.
•Manager’s can build their personal power by

•obtaining knowledge and skills that help them
•develop positive relationships.
•
•Seven interpersonal tactics that can be used by
•managers when influencing employee behaviors
•during change.
§ Use rational persuasion

§ Make people like you
§ Rely on the rule of reciprocity
§ Develop allies
§ Be assertive - ask for what you want
§ Make use of higher authority
§ Reward the behavior you want
•
•The use of these basic interpersonal tactics
•can benefit managers during the process of
•changing ones behavior and/or attitude.
•Most of these tactics involve the use of

•personal power instead of relying soling on
•ones position power.
•
DIMENSIONS OF THE COMMUNICATION PROCESS
•Communication is defined as the exchange

•and understanding of information between a
•sender and a receiver.
•The sender is any person who wants to

•transmit information to others.
•The receiver is anyone to whom the
•information is sent.
•
•The Communication Process

§ Sender creates a message
§ Sender identifies the receiver(s)
§ Message is encoded
§ Medium or channel is selected
§ Message is sent though the chosen medium
§ Message is received
§ Message is decoded
§ Receiver interprets or creates meaning from
• the message
•
•
•Communication starts when a sender

•encodes an idea or thought. This forms the
•foundation of the message. Next, the sender
•decides who the receiver is and selects the
•medium or channel, in which they will send
•the message. The receiver then decodes the
•message that was sent to them.
•
•Barriers of Effective Communication

•For communication to be effective, the
sender
•must properly convey their intended
message
•and the receiver(s) must perceive and
•interpret the message accurately.
•Anything that gets in the way of this process

•is considered a barrier.
•
•There are three common barriers, which can

•affect the communication process.
1)The message is never sent or is not

received.
2)The communication channel is
blocked.
3)The receiver does not understand the
message.
•
• Personal Barriers
•
§ Lack of variable skills to communicate effectively

§ Variations in how information is processed and
interested
§ Variations in interpersonal trust
§ Stereotypes and prejudices
§ Big egos
§ Poor listening skills
§ Natural tendency to evaluate other’s messages
§ Inability to listen with understanding
§ Nonverbal communication
•
•Physical Barriers
•
§ Environmental sounds
§ Noise from other people
§ Traffic noise
§ Time
§ Space
§ Time-zone differences
§ Telephone static or reception
•
•Interpersonal Communication
•The quality of interpersonal communication
•within an organization is very important.
•Managers that have developed their

•interpersonal skills are promoted more
•frequently than mangers with less or poor
•developed abilities.
•
•Communication Competence is defined as a

•performance-based index of individual’s
•abilities to effectively use communication
•behaviors in a given context.
•For an example: Business etiquette is on

•component of communication competence.
•
•There are three components to

•communication competence.
1)Communication abilities and traits

2)Situational factors
3)Individuals involved during the
interaction
•
•Managers can improve their communication

•competence through the development of the
•five communication styles/abilities/traits.
•Which are Assertiveness, Aggressiveness,

•Non-Assertiveness, Nonverbal
•Communication, and Active Listening.
•
•An Assertive Style is expressive and self

•enhancing, without taking away a person’s
•basic human rights, such as the right to self
•expression or the right to be treated with
•dignity and respect.
•An Aggressive Style is expressive and self
•enhancing but also, attempts to take unfair
•advantage of others.
•
•A Non-Assertive Style is characterized by

•timid and self-denying behavior. This
•management style causes others to take
•unfair advantage of them.
•Active Listening is the process of actively

•decoding and interpreting verbal messages.
•
•Sources of Nonverbal Communication

§ Body movement and gestures
§ Touch
§ Facial expressions
§ Eye contact
•Listening Styles
•Communication experts believe that people
•listen with a preferred listening style. In
•addition, people usually choose one
dominant
•listing style; we all tend to use a combination
•of two or three of these styles.
•
•The Five Listening Styles

•
1)Appreciative
2)Empathetic
3)Comprehensive
4)Discerning
5)Evaluative
•
•The appreciative listener prefers to listen for

•pleasure, entrainment, or inspiration.
•The empathetic listener interprets messages by
•focusing on the emotions and body language being
•displayed by the speaker.
•The comprehensive listener makes sense of a
•message by organizing specific thoughts, and actions.
•Then this type of listener will integrate this information
•by associations among ideas.
•
•The discerning listener will attempt to

understand
•the main message and then determine the
•important points.
•The evaluative listener will analytically and
•continually formulate arguments and challenges to
•what is being said.
•
•Becoming a More Effective Listener

•Listening is an important skill that can be
•improved by avoiding common bad habits
•while cultivating commonly used good habits.
•
•Bad Listening Habits

§ Tends to daydream
§ Listener tries to formulate facts
§ Tunes out speaker when not interested
§ Tunes out a monotone speaker
§ Gets to emotional
§ Disagrees and tries to argue
§ Listener is easily distracted
§ Denies unfavorable information
§ Resists difficult issues
§ Does not pay attention
•
•Good Listening Habits

§ Stays in line with the speaker
§ Reiterates for understanding
§ Listens to entire message
§ Gives the speaker full attention
§ Avoids distractions
§ Uses visual aid to enhance understanding
•
•
•Keys to Effective Listening

§ Capitalize on thought speed
§ Listen for ideas
§ Find an area of interest
§ Judge content, not delivery
§ Hold your fire
§ Work at listening
§ Resist distractions
§ Hear what is being said
§ Challenge yourself
§ Use handouts, overheads, or other visual aids
•
•In addition, communication experts have

•recommended three ways for a manager to
•develop or improve their listening skills.
1)Listen closely to what is being said.

2)Allow others to finish speaking before
taking a turn.
3)Reiterating what you have heard and give
the speaker the opportunity to clarify
the message.
•
•
•Gender Differences in Communication

•Gender-based differences in communication
•are partly caused by linguistic styles
•commonly used by women and men.
•Linguistic style refers to a person’s
•characteristic speaking pattern.

•The linguistic style is the set of culturally

•learned signals by which we not only
•communicate what we mean but also how we
•interpret others including, how we evaluate
•one another as people.
•Increased awareness of linguistic styles can
•improve communication accuracy and your
•communication competence.
•
•Electronic Communication
•The computerized information age has
•radically changed communications in both
our
•personal and professional lives.
•The internet is a global network of

•independently operating but interconnected
•computers.
•
•Electronic Communication
•The intranet is an organizations private
•internal communications system, which links
•company computers together.
•An extranet is an extended intranet that
•connects internal employees with selected
•customers, suppliers, and other strategic
•partners.
•
•Benefits from Electronic Mail

•The use of e-mail throughout the world has
•exploded due to four key benefits: reduced
•costs of distributing information, increased
•teamwork, reduced paper costs and
•increased flexibility.
•Drawbacks from Electronic Mail

•There are also some drawbacks: wasted time
•and effort when dealing with spam and junk
•mail, information overload, increased costs to
•monitor usage, hackers, and there is no way to
•guarantee confidentiality.
•
•A Blog is an online journal in which people

•write whatever they want about any topic.
•Videoconferencing is the use of video and
•audio links along with computers to enable
•people in different locations to see, hear, and
•talk with one another.
•Telecommuting or teleworking, is a way for
•employees to complete some of their work
•from a remote location typically at home,
•using a variety of information technologies.
•
MOTIVATIONAL METHODOLOGY AND THEORIES
•Managers are busy everyday managing the

•effectiveness and maximizing all available
•resources in the effort to achieve the
•organizational goals and objective.
•Each of the resources, which are human,
•financial, material, and information, are all
•equally necessary to the success, in its own
•why.
•
•Individual Human Capital

•The definition for human capital is: the
•productive potential of one’s knowledge and
•actions.
•Human contributions can affect, either

•positively or negatively, the success of an
•organizations goals and objectives.
•
§ Intelligence/abilities and § Creativity

• knowledge § Enthusiasm
§ Visions/dreams and § Motivation/commitment
• aspirations § Persistence
§ Technical and social skills § Ethical standards/courage
§ Confidence/self-esteem § Honesty
§ Initiative/entrepreneurship § Emotional maturity
§ Adaptability/flexibility •
§ Readiness to learn
•
Five Human Capital Outcomes

•
1)Leadership
2)Workforce optimization
3)Learning capacity
4)Knowledge accessibility
5)Talent engagement
•
•The Concept of Motivation

•The term motivation derives from the Latin
•word movere, meaning, “to move”. In the
•present context, motivation is the
•psychological processes that arouse and
•direct the goal-directed behavior.
•
•There are two factors of motivation in the

•work place. The first one is individual inputs
•and the second is job content. Since
•motivation influences job behaviors and
•performance, the manager must learn to
•identify what motivates each member of his
•or her team.

•Satisfying Needs
•Need for Achievement: to accomplish something
•difficult; to master manipulate, or organize physical
•objects, human beings, or ideas; to overcome
•obstacles and attain a higher standard.
•Need for Affiliation: to maintain social relationships;
•To be included in group activities; needs for affection.
•Need for power: desire to influence, coach, teach, or
•encourage others to achieve; like to work.
•
•Through Job Design

•Job Enlargement: putting more variety into a worker’s
•job by combining specializes tasks of comparable
•difficulty.
•Job Rotation: moving employee from one specialized
•job to another. Giving the employee that opportunity to
•be cross-trained.
•Job Enrichment : when one has the opportunity to
•experience achievement, recognition, stimulating work
•functions, higher responsibilities, and advancement.
•
•Intrinsic Motivation
•Kenneth Thomas developed the model of
•Intrinsic Motivation based on his intriguing
•research on empowerment. The model has
•four key intrinsic rewards underlining an
•individual’s level of intrinsic motivation.
•
•Sense of Meaningfulness: is the feeling that one is on the

•path that is worth time and effort; that has or gives value
and
•purpose.
•Sense of Choice: is the ability to select tasks that are right
•for oneself and then having the ability to perform those
tasks
•in ways that make sense.
•Sense of Competence: involves the feeling one gets from
•doing something good, from producing high quality work or
•by successfully completing a challenging task.
•Scene of Progress: involve the success of accomplishing
•constant forward progression of a task.
•
NEED BEHAVIOUR REWARD
FEEDBACK: Reward informs a person whether their behavior was appropriate and should be used again.
•Managers can increase a person’s

meaningfulness
•by inspiring their employee and modeling desired
•behavior. Managers can increase a person’s
•choice by empowering them by delegating
•meaningful assignments and tasks. Managers can
•enhance a person’s competence by supporting
and
•coaching their employees. A Manager can also
•increase a person’s progress by on-the-spot
•recognition or rewards.
•
Here are a few questions you can ask them to find out.
Strongly Disagree Neither Agree Strongly
Disagree Agree or Agree
Disagree
Are you motivating your employees?
Are you passionate about your job?

Do you know that the work you are completing,
contributes to the organization’s goals and objectives?
Are you given the opportunity to complete job tasks as

you see fit?
Does your supervisor or manager delegate important
projects/tasks that significantly contributes to the success
of your team or department?
Do your skills match the job your are performing?
Do you receive recognition for a job well done?
Does your department celebrate progress while working

towards achieving annual goals?
Do you receive personal progress and development

reports on a consistent bases?
•Motivation is a Challenge
•The challenge is to keep employee
motivation
•consistent with organizational goals. Results
•from employee motivational practices:
•Motivated, enthusiastic, and satisfied
•employees drive success.
•
•Foundations of Motivation
•A manager’s assumptions about employee
•motivation and use of rewards depend on his
•or her perspective on motivation. Four
distinct
•perspectives on employee motivation have
•evolved: the traditional approach, the human
•relations approach, the human resources
•approach and the contemporary approach.
•
Traditional Approach
•
§ Content theories
§ Process theories
§ Reinforcement theories
•
Human Relations Approach

•
§ The whole person

§ People are complex and are motivated
differently
•
Human Resources Approach

•
§ Noneconomic rewards
§ Works studies as social people
•
Contemporary Approach
•
§ Systematic analysis of an employee’s

job
§ Economic rewards for high
performance
Content Prospective Methods

•
§ Maslow’s Hierarchy of Needs Theory

§ ERG Theory
§ Two-Factors Theory
§ Acquired Needs Theory
•
Process Theories
•
§ Equity Theory
§ Expectancy Theory
§ Goal Setting Theory
•
•Reinforcement Perspective
§ Positive Reinforcement
§ Avoidance Learning
§ Punishment
§ Extinction
•Intervals of Reinforcement
§ Continues Reinforcement
§ Partial Reinforcement
§ Fixed Interval
§ Fixed Ratio
§ Variable Internal
§ Variable Ratio
•
•Employee Motivation
•Effective employee motivation has long been
•one of management’s most difficult and
•important responsibilities. In addition,
•employee motivation and satisfaction are
•based on considering the individual
•differences that make us all unique
•individuals.
•
•Maslow’s Hierarchy of Needs

•Psychologist Abraham Maslow first
•introduced his concept of a hierarchy of
•needs in his 1943 paper "A Theory of Human
•Motivation".
•
The Five Levels of Maslow's Hierarchy of Needs
Self-Actualization Needs
Esteem Needs
Belongingness Needs
Safety Needs
Physiological Needs
•Physiological Needs: Include the most basic needs that

•are vital to survival, such as the need for food, water,
•and air. At work, these needs reflex the needs for
•adequate heat when it is cool, clean air, and a base
•salary.
•Safety Needs: Include needs for safety, and security

•physical and emotional environment. This includes
•freedom from treats, such as violence, and an orderly
•society. At work, these needs reflex the needs for a
•safe working area, fringe benefits, and job security.
•
•Belongingness Needs: These needs reflex the desire for

•acceptance by one’s peers, having friendships, being part of a
•group, and to be loved. At work these needs are the desire for
•good relationships with co-workers, participation in work groups,
•and a positive relationship with one’s supervisor or/and manager.
•Esteem Needs: These needs are relate to the desire for a positive
•self-image and to receive attention, recognition, and appreciation
•from others. At work, these needs reflect a motivation for
•recognition, an increase in responsibilities, high status, and credit
•for contributions made to the organization.
•
•Self-Actualizing Needs: This represents the

•need for self-fulfillment. This includes the
•need to achieve one’s full potential, and
•Increasing one’s competence. At work, these
•needs can be met by having opportunities
•for growth, the chance to be creative and
•acquiring training for challenging
assignments
•and advancements.
Personal Life Fulfillment Work/Career Fulfillment
Education , religion , Self - Opportunity for training ,

hobbies , personal growth Actualization advancement , growth
Approval of family , Esteem Needs Recognition , high status ,

friends , community increased
responsibilities
Family , friends , Work groups , clients , co -

community groups Belongingness workers , and supervisor
Needs
Freedom from war , Safe work environment ,

pollution , violence Safety Needs job security , fringe
benefits
Food , water , oxygen Controlled & comfortable

Physiological environment , air , base
Needs salary
•ERG Theory
•Clayton Alderfer proposed a modification of Maslow’s
•theory in an effort to simplify it and respond to
•criticisms of its lack of empirical verification.
•His ERG theory identified three categories of need.
•Existence Needs: The needs for physical well-being.
•Relatedness Needs: The needs for satisfactory
•relationships with others.
•Growth Needs: The needs that focus on the
•development of human potential, personal growth,
•And increased competence.
•
•Acquired Needs Theory

•David McClelland created the Acquired Needs Theory
•proposes that certain types of needs are acquired
•during the individual’s lifetime. In other words, people
•are not born with these needs; they are needs that
•develop throughout one’s lifetime.
§ Need for Achievement

§ Need for Affiliation
§ Need for Power
•
•Goal Setting Theory

•There are four key elements to the goal-setting theory
•of motivation.
•Goal Specificity: Refers to the degree to which goals
•are concrete and unambiguous.
•Goal Difficulty: Challenging goals are more motivating.
•Goal Acceptance: Subordinates have to “buy into” the
•goals and be committed to them.
•Feedback: Subordinates receive feedback to indicate
•their progress toward goal achievement.
•
•McGregor’s Theory X and Theory Y

•In 1960, Douglas McGregor wrote a book
•entitled The Human Side of Enterprise, which
•has become a philosophical base for the
•modern view of people when they are at
•work. In addition, McGregor identified two
•sharply contrasting sets of assumptions
about
•human nature.
•
Assumptions About People at Work

Theory X Theory Y
Most people dislike work; they avoid it Work is a nature activity, like play and
when they can rest.
Most people must be coerced and People are capable of self-direction and
threatened with punishment before they self-control if they are committed to
will work. objectives.
Most people actually prefer to be People generally become committed to

directed. They tend to avoid responsibility organizational objectives if they are
and exhibit little ambition. rewarded.
The typical employee can learn to accept

and seek responsibilities.
The typical member of the general

population has imagination, integrity, and
creativity.
•Herzberg’s Two-Factor Theory

•Herzberg’s research revealed work
•characteristics associated with dissatisfaction
•were quite different from those pertaining to
•satisfaction, which supported the concept
that
•two factors influence work motivation.
•
Area of Motivators Influence
Highly
Satisfied
Satisfaction Level of Satisfaction.
Motivators
Achievement
Recognition
Responsibilities
Work itself
Personal growth
Neither Satisfied
Nor Dissatisfied
Area of Hygiene Factors
Dissatisfaction Influence Level of
Dissatisfaction.
Hygiene Factors
Working conditions
Pay and job security
Company policies
Supervisors
Interpersonal Relationships
Highly
Dissatisfied
•Herzberg believed that two entirely separate

•dimensions contributed to an employee’s behavior
•At work. The first dimensions is called hygiene
•factors, which involves the presence or absence of
•Job dissatisfies, such as working conditions, pay,
•company policies, and lack of interpersonal
•relationships.
•When hygiene factors are poor, work is

•dissatisfying. However, good hygiene
•factors simply remove the dissatisfaction;
•they do not cause people to become
•satisfied or motive in their work.
•
•The second set of factors does influence

•job satisfaction. Motivators focus on
high-
•level needs and include achievement,
•recognition, responsibility, and
•opportunity for growth.
•
•Herzberg believed that when motivators

•are absent, workers are neutral toward
•work, but when motivators are present,
•workers are highly motivated and
•satisfied.
•
•Equity Theory
•The equity theory is a process theory that
•focuses on individuals’ perception of how
•fairly they are treated compared to others.
•Developed by J. Stacy Adam’s, equity theory
•proposes that people are motivated to seek
•social equity in the rewards they expect for
•performance.
•
•According to this theory, if people perceive

•their compensation as equal to what others
•receive for similar contributions, they will
•conclude their treatment is fair and equitable.
•A state of equity exists whenever the ratio of
•one person’s outcomes to inputs equals the
•ratios of another’s outcomes to inputs.
•
•Inequity occurs when the input-to-outcome

•ratios are out of balance. If a person
•perceives inequity or out of balance with
•others they will start a cycle of individual
•negative motivation, in an effort to bring
•equity into balance again.

• Common Methods to Reduce Perceived Inequity

•Change Inputs: A person may choose to increase or
•decrease his or her inputs to the organization.
•Change Outcomes: A person may change his or her
•outcomes.
•Distort Perceptions: Research suggests that people
•may distort perceptions of equity if they are unable to
•change inputs or outcomes.
•Leave the Job: People who feel inequitably treated may
•decide to leave their jobs rather than suffer the inequity
•of being under paid or over paid.
•
•Job Characteristics Model

•One specific approach to job design is the
job
•characteristics model developed by Richard
•Hackman and Greg Oldham. Hackman and
•Oldham’s research focused on work
redesign,
•which, is defined as altering jobs to increase
•both the quality of employees work
•experience and their productivity.
•
•The model consists of three major parts: core job

•dimensions, critical psychological states, and
employee
•growth-need strength.
•Hackman and Oldham identified five dimensions that
•determine a job’s motivational potential.
§ Skill variety
§ Task identity
§ Task significance
§ Autonomy
§ Feedback
•
•Critical Psychological States

§ Experience meaningfulness of the work
§ Experience responsibility for outcomes of the
work
§ Knowledge of the actual results of the work
activities
•Personal and Work Outcomes
§ High internal work motivation

§ High-quality work performance
§ High satisfaction with the work
§ Low absenteeism and turnover
•
•Employee Growth-Need Strength

•The final component of the job characteristics
•model is the employee growth-need strength,
•which means that people have different
•needs for growth and development.
•
•If a person wants to satisfy low-level needs,

•such as safety and belongingness, the job
•characteristics model has less effect.
•However, if a person has a high need for
•growth and development, including the desire
•for personal challenges, achievements, and
•challenging work, the model is especial
•effective.
•
•The job characteristics model suggests that

•the more these five core characteristics can
•be incorporated into the job, the more the
•employees will be motivated and thus,
•creating, higher performance, quality, and
•satisfaction.
•
Innovative Ideas for Motivating

•
§ Pay for performance

§ Gain sharing
§ Employee stock ownership
§ Lump-sum bonuses
§ Flexible work schedule
§ Team-based compensation
§ Lifestyle awards
§ Pay for knowledge
•
•A Continuum of Empowerment
•Empowerment is power sharing, the
•delegation of power or authority to
•subordinates in an organization.
•As a leader, remember most people want to

•do well and to improve, so give them
chances
•to learn and become more proficient.
•
•Empowering employees involves giving them four

•elements that enable them to act more freely to accomplish
•their jobs: information, knowledge, power, and rewards.
§ Employee receives information about the company’s

• performance.
§ Employees have knowledge and skills that contributed
• to the company’s goals and objects.
§ Employees have the power to make substantive
• decisions.
§ Employees are rewarded on company performance.
•
•
•Giving Meaning to Work

•Another way to meet higher-level
motivational
•needs and help people get intrinsic rewards
•from their work is to install a sense of
•importance and meaningfulness.
•
•In recent years, managers have focused on

•employee engagement, which has less to do
•with extrinsic rewards such as pay and much
•more to do with fostering an environment in
•which people can flourish.

•Engaged employees are more satisfied and

•motivated because they feel appreciated by
•their supervisors and the organization, and
•they thrive on work challenges rather than
•feeling frustrated by them.
•Engaged employees are motivated, enthusiastic, and
•Committed employees. In addition, there is a growing
•recognition that it is the behavior of managers
•that makes the biggest difference in whether
•people feel engaged at work.
•
•One way to evaluate how a manager or an

•organization is doing in engaging employees
•by meeting higher-level needs is a metric
•developed by the Gallup researches called
•the Q12.
Q12 High-Level Needs Metric Yes No
Do I know what is expected of me at work?
Do I have the materials and equipment that I need to do my work right?
At work, do I have the opportunity to do what I do best every day?
In the past seven days, have I received recognition or praise for doing good
work?
Does my supervisor, or someone at work, seem to care about me as a

person?
Is there someone at work who encourages my development?
At work, do my opinions seem to count?

Does the mission or purpose of my company make me feel that my job is
important?
Are my co-workers committed to doing quality work?

Do I have a best friend at work?
In the past six month, has someone at work talked to me about my progress?
This past year, have I had opportunities to learn and grow?

•Improving Individual Job Performance

•A manager can encourage improvement of
an
•employee’s individual performance by
•focusing on the individual. A manager that
•understands the complexity of one’s self will
•be prepared to assist their employees in the
•process and achievement of their own self-
•esteem fulfillment.
•
§ Self is the core of one’s conscious existence.

§ Aware of self is referred to as one’s self-
concept.
§ Self-concept is “the concept the individual
has of himself or herself as a physical,
social, and spiritual or moral being.”
§ Self-Esteem is a belief about one’s own self-
worth.
•
§ Self-Efficacy is a person’s belief about his or her

• chances of successfully accomplishing a
specific task.
§ Self-Monitoring is the extent to which a person
observes his or her own self-expressive
behavior and adapts it to the demand of the
situation.
§ Cognitions are referred to as “any knowledge,
opinion, or belief about the environment,
about oneself, or about one’s behaviors.”
•
•
•The Individual
•Each individual has many important
•dimensions and differences that are defined
•as self-concept, personality traits, attitudes,
•mental abilities, and emotions. There is a
•specific correlation between self-concept
•(how you view yourself), personality (how you
•appear to others) and key forms of self-
•expression.
The Individual
Forms of Self -
Expression
Attitude
Self - Concept s
Self - Esteem
Abilitie
Self - Efficacy s
Self -
Emotions
Monitoring
•Performance Management
•Performance management is an organizational
•system that managers integrate into the
•activities of goal setting, monitoring and
•evaluating, providing feedback and coaching,
•and rewarding employees on a continues
•basis.
•
•A Continuous Process
•The process starts with hiring the right people
•with the required abilities, skills, and job
•knowledge needed in order to be successful
•within the job assigned. Next is to give proper
•training on how to effectively complete the job
•per company specifications and to correct any
•knowledge shortfalls.
•
Situational Performance Improvement Desired
Factors Cycle Outcomes
Individual
Personal
Traits and
Characteristi
cs Goal
Job Knowledge Setting
Persistent
Motivation Effort
Learning &
Personal Growth
Improved Job
Rewards & Performance
Organizationa Positive Job Satisfaction

l Reinforcement
Organization ’
Feedback
s Culture &
Coaching
Job Design
Quality of
Supervision
•Establishing Employee Loyalty

•Why should a manager or company care about employee
•loyalty?
§ Employee loyalty has a direct correlation with profitability

numbers.
§ Employee loyalty directly contributes to customer loyalty.
§ Reflects positively on the manager and company.
§ Affirms company and management’s commitment to their
employees and customers.
§ Confirms management is truly in touch with the needs of
employees.
•
•A great employee seems to do his or her job

•effortlessly. Yet replacing such a person is anything but
•effortless, it takes hours of recruiting, time-consuming
•interviews, training, and less-than-productive trial
•periods.
•In addition, the average cost of replacing an employee

•is often equal to 150% of the position's salary. This can
•be a tremendous financial and productivity drain on a
•company.
•Can You Hear Your Assets Talking?

•Give employees an on-going avenue to voice
•their suggestions, concerns, compliments,
•complaints, ideas, and thoughts in an open but
•anonymous way. This creates and encourages
•continual input from staff members and can
•result in learning specific ways for the
company
•and management to take action and use
•resources in a more effective way.
•
§ Increase feedback and input from staff

§ Improve workplace culture by acting quickly on
issues
§ Pre-empt employee meltdowns by monitoring
office attitudes
§ Decrease ethical violations that may be
occurring
§ Create greater employee loyalty
§ Reduce employee turnover and related hiring
and training costs
•
§ Predict future consequences by understanding

attitudes right now
§ Correlate employee feedback with quantifiable
measurements like profitability
§ Track trends and match them to employee or
departmental actions
§ Learn more about employee needs and wants
§ Creates awareness of specific knowledge gaps
•
•
•Job Satisfaction
•A positive attitude towards one’s job is defined
•as Job Satisfaction. This includes positive
•experiences that match the individual’s needs,
•interests, when working conditions and
rewards
•are satisfactory.
•Two actions that managers can take to

•reinforce job satisfaction:
§ Make sure employees have a reasonable

workload and ensure they get enough
support to organize their job
responsibilities.
§ Remember that a positive attitude can go a
long way towards helping others feel good
about themselves and their work
responsibilities.
•
•
•Here are six questions to identify job

•satisfaction.
•Each question represents various aspects of

•satisfaction that an employee may experience
•on a job.
•
Question
Overall, how satisfied are you with your job? 1 2 3 4 5
How satisfied are you with the opportunities to 1 2 3 4 5

learn new things?
How satisfied are you with your boss? 1 2 3 4 5
How satisfied are you with the people in your 1 2 3 4 5

group?
How satisfied are you with the amount of pay 1 2 3 4 5

you receive?
How satisfied are you with the contributions 1 2 3 4 5

you are make to the success of the
organization?
Total Score
•Work/Life Balance
•Work-Life Balance is a broad concept including
•proper prioritizing between "work“ (career and
•ambition) on one hand and "life” (pleasure,
•leisure, family, and spiritual development) on
•the other.
•Related, though broader, terms Include
•"lifestyle balance" and "life balance".
•
•Five Steps for the Individual to Improve

•Work/Life Balance
§ Figure Out What Really Matters to You in Life

§ Drop Unnecessary Activities
§ Protect Your Private Time
§ Accept Help to Balance Your Life
§ Plan Fun and Relaxation
•
•Benefits From Work-Life Balance Initiatives

§ Increases productivity by teaching people how to
• attain a higher level of achievement &
enjoyment
• every day, both on and off the job.
§ Understanding and fulfilling ones individuals
needs creates bottom-line results for the
organization and more value and balance for
the individual.
§ Drives personal commitment and accountability
to the organization.
•Managers and leaders can contribute to the

•work-life balance initiative by developing or
•sharpening their skills in the following areas:
§ People Management
§ Project Management
§ Time Management
§ Change Management
§ Focusing on Interpersonal Skills
§ Seeing & Setting Big Picture Goals
•
•Overall Benefits to the Organization

•Educating managers and employees with skills
•to help themselves create their own best life
•work effectiveness, the employer can see
•breakthrough returns on investment and a
•lasting positive impact on the entire
•organization.
•
•What The Company Does For The Individual

•Company provides, policies and benefits that
•support individual work-life balance.
•This allows the workforce to focus better while
•on the job, because external life issues are
•made more manageable.
•
§ Full access to flex-time

§ Telecommuting
§ Child-care
§ Elder-care
§ Sick leave,
§ Job-sharing
§ In-house stores/services,
§ Gym subsidies
§ Concierge services
•
•What The Individual Does For Themselves

•Individual responsibilities varies from individual
•to individual however, we must regularly find
•and create for ourselves, the balance that
•makes the most sense and provides the most
•benefits to our individual situations.

§ Create a good work-life balance that yields

positive results.
§ Improve your opportunities to gain education
and training.
§ Take responsibility and ownership for your
individual actions.
§ Assume accountability for your performance
and output.
•
•Workplace Mentoring
•Workplace mentoring is a learning partnership
•between employees for purposes of sharing
•technical information, institutional knowledge,
•and insight with respect to a particular
•occupation, profession, organization, or
•endeavor.
THE PROCESS OF DEVELOPING A TEAM
•The definition of a group is two or more freely

•interacting individuals who share collective
•norms, goals, and have a common identity.
•There are two formal group functions that are

•defined as; organizational functions and
•individual functions.
•
•Organizational Functions are the collective

•actions that result in positive shared outcomes,
•such as achieving team goals or meeting
•organizational objectives. Interacting individuals
•who share collective norms, goals, and have a
•common identity.
•The Individual Functions are positive outcomes
•from being part of the team, that satisfy the
•individuals needs or wants, such as fulfilling the
•need for affiliation.
•
Organizational Functions
•
§ Accomplishing complex tasks

§ Generate new and creative ideas and
solutions
§ Coordinate interdepartmental efforts
§ Provide a problem-solving mechanism for
complex problems
§ Implement complex decisions
§ Socialize and train new employees
•
Individual Functions
•
§ Satisfy the need for affiliation

§ Develop, and confirm one’s self-esteem and
sense of identity
§ Opportunity to test and share personal
perceptions of social reality
§ Reduce anxieties and feelings of insecurity and
powerlessness
§ Provide a problem-solving mechanism for one’s
interpersonal problems
•
•Groups and teams in the workplace go through

•a significant process or cycle to become an
•effective and productive group or team that is
•committed to achieve a common goal or
•objective.
•
•Many theorists have concluded that a group

•development process occurs in stages,
•however they have not all agreed on how to
•define and describe each stage. The most
•commonly used theory is the one that was
•proposed first in 1965 and than revised in
•1977, is educational psychologist Bruce W.
•Tuckman’s Theory of Group Development

•Tuckman’s Theory - Five Stages to Group

•Development
•Tuckman’s Theory contains five stages, which are the
•forming, storming, norming, performing and adjourning.
•Each stage represents the steps involved within the
•group’s individual and collective, actions, behaviors,
•roles, expectations, and the results or outcomes that
•are shared experiences by all of the group members.
•
•Stage 1: The Forming Stage is the process of

•getting to know each other, understanding who
•is in charge, knowledge and accepting the
•goals and objectives of the team and
•identifying each member’s specific role within
•the team.
•
•Stage 2: The Storming Stage is the time of

•testing the leaders’ abilities, procedures,
•strategies, and their power. This is also the
•time that an individual identifies specifically
•how they fit into the power structure of group.

•Stage 3: The Norming Stage, is when the

•group has past and resolved any issues from
•the storming stage and now all of the members
•are committed to the group’s leader, to the
•goals or objectives, and to their individual role
•within the group.

•Stage 4: The Performing Stage is when the

•group is focused on solving task problems and
•devoted to getting their individual task
•completed without hampering others. This is
•the time in which communications is open and
•given freely; there is strong cooperation, and
•member support.
•Stage 5: The Adjourning Stage is the

•celebration of achieving the groups’ initiative
•and time for reflection of the process.
•
•Group Member Roles

•Roles are defined as sets of behaviors that
•persons expect of occupants of a position.
•Within a group or team each person assumes
a
•specific role based on the contributions to the
•overall success of the group. There are two
•types of roles, which are task roles and
•maintenance roles.
•
•Task Roles enable the group to define, clarify,

•and pursue a common purpose. In addition,
•task roles are also the goal-directed roles that
•keep the group on track.
•Maintenance Roles foster supportive and

•constructive interpersonal relationships within
•the group. In addition, maintenance roles keep
•the group together.
•
•Teams, Trust, and Teamwork

•The team approach to managing organizations
•is having diverse and substantial impacts on
•organizations and individuals. Teams promise
•to be a cornerstone of progressive
•management for the near future.
•
Three Dimensions of Trust

•
§ Overall trust expecting fair play, the truth,

and empathy.
§ Emotional trust having faith that someone
• will not misrepresent you to others or
betray you.
§ Reliableness believing that promises and
• appointments will be kept and
commitments met.
•
How to Build Trust

•
§ Communication
§ Support
§ Respect
§ Fairness
§ Predictability
§ Competence
•
•A Team is More Than Just a Group

•Jon R Katzenbach and Douglas K Smith define a
•team as “a small number of people with
•complementary skills who are committed to a
•common purpose, performance goals, and
•approach for which they hold themselves mutually
•accountable”.
•Katenbach and Smith also note, “The

•essence of a team is common commitment.
•Without it, groups perform as individuals;
•with it, they become a powerful unit of
•Collective performance.”
•
•A group becomes a team when the following criteria

•are met:
§ Leadership becomes a shared activity.

§ Accountability shifts from strictly individual to
• both individual and collective.
§ The group develops its own purpose or
mission.
§ Problem solving becomes a way of life, not a
• part-time activity.
§ Effectiveness is measured by the group’s
collective outcomes and products.
•
•Self-Managed Teams
•Self-Managed Teams groups of employees granted administrative
•oversight for their work.
• Indirect Influence Tactics of Self Managed Teams

§ Relating
§ Scouting
§ Persuading
§ Empowering
•
•Cross-Functionalism is a team that has technical specialists

•from different areas.
•
Are Self Managed Teams Effective

•
§ Creates positive effect on productivity

§ Creates positive effect on specific
attitudes
• relating to self-management
§ No significant effect on general
attitudes
§ No significant effect on absenteeism or
• turnover
•
•
•Symptoms of Groupthink
•Groupthink is a term for a cohesive in-group’s
•unwillingness to realistically view alternatives.
§ Invulnerability
§ Inherent morality
§ Rationalization
§ Stereotyped views of opposition
§ Self-censorship
§ Illusion of unanimity
§ Peer pressure
§ Mind-guards
•
•Social Loafing
•Social loafing decrease in individual effort as
•group size increases. Reason for social
loafing:
§ Equity of effort
§ Loss of personal accountability
§ Motivational loss due to sharing of
rewards
§ Coordination loss as more people
perform the task
•
•Recent Research on Trust

•Schweitzer, Hershey, and Bradlow (2006) – conducted
•Laboratory study and found:
§ When trust is broken by untrustworthy actions, it

can be restored through consistent trustworthy
actions
§ A promise to act in a trustworthy way helps
facilitate the regaining of trust
§ Deception does serious long-term damage to trust
and makes it very difficult to restore, even when
followed by trustworthy actions
•
Managing Virtual Teams

•
§ Virtual teams allow group members in

different locations using information
technology, to communicate and conduct
business activities.
§ Virtual groups formed over the Internet
follow a group development process
similar to that of face-to-face groups.
§ Internet chat rooms create more work and
yield poorer decisions than face-to-face
meetings.
•
§ Meet face-to-face to start a project and

set specific and measurable major
milestones.
§ Assume positive intent when receiving
e-mails that have negative tones.
Withhold judgment until you can learn
more or talk to the individual directly
via phone or in person.
§ Encourage positive predictable
behavior
§ Honor commitments, attend meetings
on time, and don’t send terse emails.
•
DEVELOPING GLOBAL MANAGERS
•DEVELOPING GLOBAL MANAGERS

•Global Leadership and Organizational
Behavior
•Effectiveness is the attempt to develop an
•empirically based theory to describe,
•understand, and predict the impact of specific
•cultural variables on leadership and
•organizational processes and the effectiveness
•of these processes.
•
•Becoming Cross-Culturally Competent involves

•cultural intelligence.
•Cultural Intelligence is the ability to interpret

•ambiguous cross-cultural situations correctly.
•
Cultural Dimensions
•
§ Power distance
§ Uncertainty
§ Institutional collectivism
§ In-group collectivism
§ Gender egalitarianism
§ Assertiveness
§ Future orientation
§ Performance orientation
§ Humane orientation
•
Individualism versus Collectivism

•
§ Individualistic Culture – primary emphasis on

personal freedom and choice
§ Collectivist Culture – personal goals less
important than community goals and
interests
•
•
•Ethnocentrism
•Ethnocentrism belief that one’s native country, culture, language,
•and behavior are superior to all others.
•Dealing with Ethnocentrism

•Managers can effectively deal with ethnocentrism through:
§ Education
§ Greater cross-cultural awareness
§ International experience
§ A conscious effort to value cultural diversity
•
Five Cultural Perspectives

•
§ Basic cultural dimensions

§ Individualism versus collectivism
§ High-context and low-context cultures
§ Monochronic and polychronic time
orientation
§ Cross-cultural leadership
•
•Organizational Culture
•Organizational Culture is defined as a set of
•shared, taken-for-granted implicit assumptions
•that a group holds and that determines how it
•perceives, thinks about and reacts to its
various
•environments.
•
Organizational Culture Characteristics

•
§ Passed on to new employees through

• the process of socialization
§ Influences our behavior at work
§ Operates at different levels
•
Layers of Organizational Culture

•
Observable Artifacts:
•
– Consist of the physical manifestation of an

organization’s culture
– Acronyms, manner of dress, awards, myths
and stories, published lists of values,
observable rituals and ceremonies, special
parking spaces, and decorations
•

•
Enacted Values:
•
– Represent the values and norms that

actually are exhibited or converted
into employee behavior
– Based on observable behavior
•

•
Basic Assumptions:
•
– Constitute organizational values that

have become so taken for granted
over time that they become
assumptions that guide organizational
behavior
•
Four Functions of Organizational Culture

•
§ Organizational Identity
§ Collective Commitment
§ Social System Stability
§ Sense-Making Device
•
Positive Outcomes with Organizational Culture

•
§ Significantly correlated with employee behavior

and attitudes
§ Congruence between an individual’s values and
the organization’s values was associated with
organizational commitment, job satisfaction,
intention to quit, and turnover
§ There is not a clear pattern of relationships
between organizational culture and outcomes
such as service quality, customer satisfaction,
and an organization’s financial performance
§ Mergers frequently failed due to incompatible
cultures
•
•
•The Process of Culture Change

•Organizational members teach each other about the
•organization’s preferred values, beliefs, expectations, and
•behaviors.
§ Formal statements of organizational philosophy,

mission, vision, values, and materials used for
recruiting, selection and socialization.
§ The design of physical space, work
environments, and buildings.
•
The Process of Culture Change

•
§ Slogans, language, acronyms, and

sayings
§ Deliberate role modeling, training
programs, teaching and coaching by
managers and supervisors
§ Explicit rewards, status symbols (e.g.,
titles), and promotion criteria
•
The Process of Culture Change

•
§ Stories, legends, and myths about key people and

events
§ The organizational activities, processes, or
outcomes that leaders pay attention to,
measure, and control
§ Leader reactions to critical incidents and
organizational crises
§ The workflow and organizational structure
§ Organizational systems and procedures
§ Organizational goals and the associated criteria
used for recruitment, selection, development,
promotion, layoffs, and retirement of people
•
•Organizational Socialization is the process

•by which a person learns the values, norms,
•and required behaviors which permit him to
•participate as a member of the organization.
•
•Corporate Global Social Responsibilities

•(CSR) is defined as “the notion that
•corporations have an obligation to constituent
•groups in society other than stockholders and
•beyond that prescribed by law or union
•contracts.”
•
Responsibilities of a Corporate Citizen

•
§ Philanthropic Responsibility: Be a good

global corporate citizen
§ Ethical Responsibility: Be ethical
§ Legal Responsibility: Obey the law
§ Economic Responsibility: Be profitable
•
•Individual Ethical Behavior in the

Workplace
•Ethical and unethical conduct is the product of
•a complex combination of influences. Each
•person have their own unique combinations of
•personality characteristics, values, and moral
•principles, leaning toward or away from ethical
•behavior.
•
Internal Organizational Influences

•
§ Ethical codes
§ Organizational culture
§ Organizational size
§ Structure
§ Perceived pressure for results
§ Corporate strategy
•
External Organizational Influences

•
§ Political/legal
§ Industry culture
§ National culture
§ Environment
•Neutralizing and Enhancing Factors

•Top Management team characteristics can
also
•influences ethical behavior.
§ Age
§ Length of service
§ Military service
§ Homogeneity/Heterogeneity
•
•General Moral Principles

•Management consultant and writer Kent
•Hodgson has developed a model of moral
•principles to help guide managers to making
•better ethical and moral decisions. Hodgson
•calls them “the magnificent seven” to
•emphasize their timeless and worldwide
•relevance.
•
•Hodgson added a note that needs

•consideration; there are no absolute ethical
•answers for decision makers however,
•managers should be to able to rely on moral
•principles so their decisions are principled,
•appropriate, and defensible.
•
The Magnificent Seven

•
1)Dignity of Human Life

2)Autonomy
3)Honesty
4)Loyalty
5)Fairness
6)Humaneness
7)The Common Good
•
Q&A

The Unique Individual Motivation Global Awareness

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The Unique Individual Motivation Global Awareness

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Facilitator:

A Jargon - free and x plosive approach to one

• THE UNIQUE INDIVDUAL

•individuals and organizations must be

•continues learners. For the individual,

•continues learning should include looking for

•opportunities to learn from class instruction,

•reading, and open to or expose oneself to, all

•types of new experiences.

•experience. When we learn, two things

•initially happen. First, we knowledge

•(perceive) the new information and then we

•try to make sense (process) of the

•experiences (CE). Observe and reflect from

•different points of view (RO). Interrogate their

•observations into logical theories (AC). Then

•use these theories to make decisions, solve

•problems, and take action (AE).

§ Ideas come easy

The Assimilator Learning Style

§ Sharpened reasoning skills

§ Decisive, practical applications of ideas

The Accommodator Learning Style

§ Natural decision maker

•stable physical and mental characteristics

•that give the individual his or her identity.

•In common usage, people think of personality

•consistent to a person’s characteristics.

•personality. These dimensions are called the

•“Big Five” personality factors.

•Each factor may contain a wide range of

•specific traits. The Big Five personality

• The Agreeableness Personality

•might react, either positively or negatively, in

•Managers who appreciate the way their

•employees’ personalities differ have insight

•into what kinds of leadership behaviors that

•will be most influential.

•Let us take a moment to find out a general

Which are your most prominent traits?

•Are the results what you thought they might

•Using the same set of questions, how do you

•respond in a consistently favorable or unfavorable

•manner with respect to a given object.

•Keep in mind that there is a distinct difference between

•by three components of attitudes, which are the

•affective component, cognitive component, and the

•The cognitive component is described as the attitude

•The behavioral component is how one intends or

•emotional/behavioral response to real or

•imagined threats to an established work

•Managers need to find ways to influence

•positive behaviors during the resistance phase.

•This can involve programs or education for the

•individual or for the group.

Why do people resist change?

•There are many underlining reasons why

•identified the top two obstacles encountered

•during organizational changes.

§ An individual’s predisposition towards

Overcoming Resistance to Change

•John Kotter, an expert in leadership and

•change management, believes that

•organizational change typically fails because