LAS 21 - Principles of Management - Quiz No. 02 PDF

MANAGER AS A LEADER LAS 21 – Principles of Management Lecture LEADERS AND LEADERSHIP Leader Someone who can influence others and who has managerial authority Ideally, all managers should be leaders Leadership The process of leading a group and influencin...

MANAGER AS A LEADER LAS 21 – Principles of Management Lecture LEADERS AND LEADERSHIP Leader Someone who can influence others and who has managerial authority Ideally, all managers should be leaders Leadership The process of leading a group and influencing that group to achieve its goals “What is an effective leader?” TRAIT THEORIES OF LEADERSHIP Researchers focused on (1) the person and (2) the behaviors when studying leadership in the early part of the twentieth century Basically the search for traits characteristics that differentiate leaders from nonleaders ○ If this was valid, all leaders would have to possess those unique and consistent characteristics to easily find leaders in organizations Researchers recognized that the identification of effective leaders needed to include interactions of leaderships with their group members and situational factors Possessing the appropriate traits only made it more likely that an individual would be an effective leader Traits Associated with Leadership 1. Drive High effort level, high desire for achievement 2. Desire to lead The willingness to take responsibility 3. Honesty and integrity Build trusting relationships with followers by being truthful or non deceitful and by showing high consistency between word and deed 4. Self-confidence Need to show self-confidence in order to convince followers of the rightness of their goals and decisions 5. Intelligence Need to be intelligent enough to gather, synthesize, and interpret large amounts of information Need to be able to create visions, solve problems, and make correct decisions 6. Job-relevant knowledge Allows leaders to make well-informed decisions and to understand the implications of these decisions 7. Extraversion Rarely silent or withdrawn 8. Proneness to guilt Strong sense of responsibility for others 1 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture BEHAVIORAL THEORIES OF LEADERSHIP If behavioral theories could identify critical behavioral determinants of leadership, people could actually be trained to be leaders ○ The premise behind management development programs UNIVERSITY OF IOWA STUDY Identified three leadership styles Concluded that the democratic style of leadership was the most effective, though later studies showed mixed results Behavioral Dimensions 1. Democratic Involving subordinates, delegating authority, encouraging participation 2. Autocratic Dictating work methods, centralizing decision making, limiting participation 3. Laissez-fare Giving group freedom to make decisions and complete work OHIO STATE STUDY Identified two factors to achieve high (both need to be high) subordinate performance and satisfaction, but not in all situations Behavioral Dimensions 1. Consideration Being considerate of followers’ ideas and feelings 2. Initiating structure Involves structuring work and work relationships to meet job goals UNIVERSITY OF MICHIGAN STUDY Concluded that employee-oriented leaders were associated with high group productivity and higher job satisfaction Behavioral Dimensions 1. Employee oriented Emphasizes interpersonal relationships and taking care of employees’ needs 2. Production oriented Emphasizes technical or task aspects of a job MANAGERIAL GRID Leaders performed best with a 9-9 style (high concern for production and high concern for people) Behavioral Dimensions 1. Concern for people Measured leaders’ concern for subordinates on a scale from 1-9 (low-high) 2. Concern for production 2 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture Measured leader’s concern for getting job done on a scale from 1-9 (low-high) SITUATIONAL/CONTINGENCY LEADERSHIP THEORY Predicting leadership success involved something more complex than isolating a few leader traits or preferable behaviors “Which leadership styles might be suitable in different situations and what were these different situations? FRED FIEDLER CONTINGENCY MODEL Based on the premise that a certain leadership style would be most effective across all different types of situations Fiedler proposed that a key factor in leadership success was an individual’s basic leadership style (either task-oriented or leadership-oriented) Developed the least-preferred coworker (LPC) questionnaire ○ Consisted 18 pairs of contrasting adjectives ○ Respondents were asked to describe that one person with whom they least enjoyed working with by rating them on a scale of 1-8 for each of the sets of adjectives ○ If the leader described the LPC in relatively positive terms, then they were primarily interested in good personal relations and would be relationship-oriented ○ In contrast, if the leader saw the LPC in relatively unfavorable terms, then they were interested in productivity and their style would be task-oriented ○ Fiedler acknowledged that people might fall between these two extremes, but he also assumed a person’s leadership style was fixed regardless of the situation Not very practical Showed that effective leadership style needed to reflect situational factors Three Contingency Dimensions That Defined the Key Situational Factors 1. Leader-member relations Degree of confidence, trust, and respect employees had for their leader (good or poor) 2. Task structure Degree to which job assignments were formalized and structured (high or low) 3. Position power Degree of influence a leader had over activities such as hiring, discipline, promotions, and salary increases (strong or weak) 3 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture HERSEY-BLANCHARD SITUATIONAL LEADERSHIP THEORY (SLT) Focuses on followers’ readiness, enjoys a strong following among management development specialists ○ Readiness – refers to the extent to which people have the ability and willingness to accomplish a specific task ○ Followers – reflects the reality that it is the followers who accept or reject the leader, regardless of what the leader does Uses two leadership dimensions from Fiedler - task and relationship behaviors ○ In this model, each is considered high or low and then combined and sorted into four specific leadership styles Follower Component 1. Telling (high task–low relationship) Leader defines roles and tells people what, how, and where to do various tasks 2. Selling (high task–high relationship) Leader provides both directive and supportive behavior 3. Participating (low task–high relationship) Leader and followers share in decision making and the main role of the leader is facilitating and communicating 4. Delegating (low task–low relationship) In which the leader provides little direction or support Readiness Component R1: People are both unable and unwilling to take responsibility for doing something. Followers aren’t competent or confident. R2: People are unable but willing to do the necessary job tasks. Followers are motivated but lack the appropriate skills. R3: People are able but unwilling to do what the leader wants. Followers are competent but don’t want to do something. R4: People are both able and willing to do what is asked of them. VROOM & YETTON’S LEADER-PARTICIPATION MODEL Related leadership behavior and participation to decision making ○ Leader behavior must adjust to reflect the task structure Normative – provided a sequential set of rules to be followed in determining the form and amount of participation in decision making Contingency Variables 1. Importance of the decision 2. Importance of obtaining follower commitment to the decision 3. Whether the leader has sufficient information to make a good decision 4. How well structured the problem is 5. Whether an autocratic decision would receive follower commitment 6. Whether followers “buy into” the organization’s goals 7. Whether there is likely to be conflict among followers over solution alternatives 8. Whether followers have the necessary information to make a good decision 9. Time constraints on the leader that may limit follower involvement 10. Whether costs to bring geographically dispersed members together are justified 11. Importance to the leader of minimizing the time it takes to make the decision 4 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture 12. Importance of using participation as a tool for developing follower decision skills HOUSE’S PATH-GOAL THEORY Effective leaders clarify the path to help their followers get from where they are to the achievement of their work goals and to make the journey along the path easier by reducing roadblocks and pitfalls Proposes two situational variables that moderate the leadership behavior-outcome relationship ○ Environment – outside the control of the follower Task structure Authority system Work group ○ Personal characteristics of the follower Locus of control Experience Perceived ability Evidence does show that an employee’s performance and satisfaction are likely to be positively influenced when the leader chooses a leadership style that compensates for shortcomings in either the employee or the work setting Four Leadership Behaviors 1. Directive Lets subordinates know what’s expected of them, schedules work to be done, and gives specific guidance on how to accomplish tasks 2. Supportive Shows concern for the needs of followers and is friendly 3. Participative Consults with group members and uses their suggestions before making a decision 4. Achievement-oriented Sets challenging goals and expects followers to perform at their highest level CONTEMPORARY VIEWS OF LEADERSHIP The common theme of these views is: leaders who interact with, inspire, and support followers 5 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture LEADER-MEMBER EXCHANGE (LMX) THEORY Leaders create in-groups and out-groups ○ In-group – higher performance ratings, less turnover, and greater job satisfaction Leaders encourage LMX by rewarding employees with whom they want a closer linkage and punishing those with whom they do not Evidence indicates that in-group members have demographic, attitude, personality, and even gender similarities with their leader ○ May also have higher level of competence TRANSACTIONAL VS TRANSFORMATIONAL LEADERS Transactional Figures Leaders who lead primarily by using social exchanges and guide or motivate followers to work toward established goals by exchanging rewards for their productivity Transformational Figures Stimulates and inspires followers to achieve extraordinary outcomes Produces levels of employee effort and performance that go beyond what would occur with a transactional approach Instills in the followers the ability to question established views Evaluated as more effective, higher performers, and more promotable ○ Strongly correlated with lower turnover rates and higher levels of productivity, work engagement, employee satisfaction, creativity, goal attainment, and follower well-being CHARISMATIC VS VISIONARY LEADERS Charismatic Leader Enthusiastic, self-confident leader whose personality and actions influence people to behave in certain ways Some characteristics: ○ Have a vision ○ Have the ability to articulate that vision ○ Willing to take risks to achieve that vision ○ Sensitive to both environmental constraints and follower needs ○ Demonstrate behaviors that are out of the ordinary Concepts of a plan … not president yet *giggles* Visionary Leadership Ability to create and articulate a realistic, credible, and attractive vision of the future that improves upon the present situation Calling forth the skills, talents, and resources to make it happen Makes it happen LEADERS AND TEAMS The role of team leader is different from the traditional leadership role and many leaders are not equipped to handle the shift to employee teams 6 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture Managers have to learn skills such as patiently sharing information, being able to trust others and to give up authority, and understanding when to intervene and when not to One study looking at organizations that had reorganized themselves around employee teams found certain common responsibilities of all leaders, including: ○ Coaching ○ Facilitating ○ Handling disciplinary problems ○ Reviewing team and individual performance ○ Training ○ Communication A good way to describe the team leader’s job is to focus on two priorities: 1. Managing the team’s external boundary 2. Facilitating the team process CONTEMPORARY ISSUES Leading effectively in today’s environment involves several important leadership issues, such as empowering employees, cross-cultural leadership, and emotional intelligence EMPLOYEE EMPOWERMENT Empowerment involves increasing the decision-making discretion of workers. If organizations want to successfully compete in a dynamic global economy, employees have to be able to make decisions and implement changes quickly Organizational downsizings have left many managers with larger spans of control, so these managers have had to empower their people to cope with increased work demands Technology also has contributed to the increases in employee empowerment because managing employees who aren’t physically present in the workplace requires the ability to communicate support and leadership through digital communication and the ability to read emotions in others’ messages NATIONAL CULTURE National culture affects leadership style because it influences how followers will respond Managers are therefore constrained by the cultural conditions their followers have come to expect Because most leadership theories were developed in the United States, they have an American bias. 7 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture A number of elements of transformational leadership appear to be associated with effective leadership, regardless of what country the leader is in: ○ Vision ○ Foresight ○ Providing encouragement ○ Trustworthiness ○ Dynamism ○ Positiveness ○ Proactiveness Some people suggest that the universal appeal of these characteristics is due to the pressures toward common technologies and management practices that are a result of global competitiveness and multinational influences Cross-Cultural Leadership Korean leaders are expected to be paternalistic toward employees. Arab leaders who show kindness or generosity without being asked to do so are seen by other Arabs as weak. Japanese leaders are expected to be humble and speak frequently. Scandinavian and Dutch leaders who single out individuals with public praise are likely to embarrass, not energize, those individuals. Effective leaders in Malaysia are expected to show compassion while using more of an autocratic than a participative style. Effective German leaders are characterized by high performance orientation, low compassion, low self-protection, low team orientation, high autonomy, and high participation. EMOTIONAL INTELLIGENCE Some recent studies indicate that emotional intelligence (EI)—more than IQ, expertise, or any other single factor—is the best predictor of who will emerge as a leader Possession of the five components of emotional intelligence allows an individual to become a star performer Shown to be positively related to job performance at all levels, but it appears to be especially relevant in jobs that demand a high degree of social interaction Five Components of Emotional Intelligence 1. Self-awareness 2. Self-management 3. Self-motivation 4. Empathy 5. Social skills TRUST AS THE ESSENCE OF LEADERSHIP The main component of credibility is honesty Honesty is consistently singled out as the number one characteristic of admired leaders ○ Credible leaders are competent and inspiring. They are personally able to effectively communicate their confidence and enthusiasm. Trust is closely entwined with the concept of credibility, and is defined as the belief in the integrity, character, and ability of a leader 8 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture Research has shown that trust in leadership is significantly related to positive job outcomes, including job performance, organizational citizenship behavior, job satisfaction, and organizational commitment Five Dimensions That Make Up the Concept of Trust 1. Integrity [THE MOST CRITICAL] 2. Competence 3. Consistency 4. Loyalty 5. Openness Building Trust Practice openness Be fair Speak your feelings Tell the truth Be consistent Fulfill your promises Maintain confidences Demonstrate confidence MOTIVATION Employee Motivation: Employees want to feel engaged and motivated in their work. Definition of Motivation: Motivation is the process of energizing, directing, and sustaining effort toward achieving a goal, not a fixed trait. Key Elements of Motivation: Energy: Reflects the intensity or drive in effort, including both quality and intensity. Direction: Effort should align with organizational goals for effective performance. Persistence: Consistent effort is required to reach goals. Organizational Importance: Motivating employees is crucial; a Gallup poll indicates that 73% of U.S. employees lack enthusiasm in their work. MASLOW’S HIERARCHY OF NEEDS Maslow’s Hierarchy of Needs: Five levels: 1. Physiological: Basic physical needs (food, shelter, etc.). 2. Safety: Security and protection. 3. Social: Belonging and friendship. 4. Esteem: Self-respect, recognition, status. 5. Self-Actualization: Personal growth and reaching potential. Progression: Needs must be met in sequence from lower to higher levels. Application: Managers aim to fulfill employees' current needs, knowing that fulfilled needs no longer motivate. Criticism: Popular and intuitive but lacks empirical support; studies haven’t confirmed the theory. 9 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture MCGREGOR’S THEORY X AND THEORY Y Douglas McGregor’s Theories of Human Nature: Theory X: Negative view of people. Theory Y: Positive view of people. McGregor’s Belief: Management should use Theory Y to enhance motivation through: Participation in decision-making. Assigning responsible and challenging tasks. Fostering good group relations. Criticism: No evidence proves these assumptions or that Theory Y is the only effective approach to motivate employees. Theory X Little ambition Dislike work Avoid responsibility Must be closely controlled Theory Y Enjoy work Seek and accept responsibility Exercise self-direction HERZBERG’S TWO-FACTOR THEORY Frederick Herzberg’s Two-Factor Theory (Motivation-Hygiene Theory): Intrinsic Factors (related to job satisfaction): Achievement, recognition, responsibility. Extrinsic Factors (related to job dissatisfaction): Company policies, supervision, relationships, working conditions. Theory Overview: 10 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture Satisfaction stems from intrinsic job factors, while dissatisfaction is linked to extrinsic job context factors. Criticism and Influence: Criticized as simplistic but influenced modern job design approaches. HERZBERG’S SATISFACTION VS DISSATISFACTION Herzberg’s Revised View on Satisfaction: Opposite of satisfaction is no satisfaction, not dissatisfaction. Opposite of dissatisfaction is no dissatisfaction, not satisfaction. Dual Continuum: Job satisfaction and dissatisfaction are separate; addressing dissatisfaction doesn’t create satisfaction. Managerial Implication: Removing dissatisfying factors prevents dissatisfaction but doesn’t motivate. To boost motivation, managers should focus on intrinsic motivators (job-related factors like achievement and responsibility) MCCLELLAND’S THREE-NEEDS THEORY 11 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture David McClelland’s Three-Needs Theory: Need for Achievement (nAch): Drive to succeed relative to standards; prefers personal responsibility, feedback, and moderately challenging goals. Need for Power (nPow): Desire to influence others' behavior. Need for Affiliation (nAff): Desire for close, friendly relationships. Characteristics of High Achievers: Aim for personal achievement over rewards. Prefer tasks with moderate difficulty, personal responsibility, and clear feedback. Not always ideal managers, as they focus on personal achievements rather than team success. Implications for Management: Employees can develop their achievement need through training in settings with responsibility, feedback, and manageable risks. Effective managers are often high in the need for power and lower in the need for affiliation. CONTEMPORARY THEORIES OF MOTIVATION The theories we’ll look at now represent current employee motivation approaches that are supported by research. They include goal-setting theory, job design theory, equity theory, and expectancy theory GOAL-SETTING THEORY Contemporary Motivation Theories: Supported by research, including goal-setting, job design, equity, and expectancy theories. Goal-Setting Theory: Main Ideas: Specific and challenging goals increase job motivation and performance. Goal Specificity: Acts as an internal motivator (e.g., aiming for a set number of daily tasks). Self-Set vs. Manager-Assigned Goals: Self-set goals sometimes yield better results; when facing resistance, participation in setting goals may be more effective. Feedback: Essential for progress; self-generated feedback is a stronger motivator than external feedback. Goal Performance Influencers: Goal Commitment: Higher when goals are public, internally motivated, or self-set. Self-Efficacy: Belief in capability; high self-efficacy individuals exert more effort and respond positively to feedback, especially in challenging situations. Cultural Adaptation: Effective primarily in North American cultures, where independence, tolerance for uncertainty, and assertiveness are valued. 12 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture JOB CHARACTERISTICS MODEL Job Design: Purpose: Combining tasks to create meaningful, motivating jobs that match organizational needs and employee skills. Job Characteristics Model (JCM) by Hackman and Oldham: Five Core Job Dimensions: ○ Skill Variety: Job requires a range of skills. ○ Task Identity: Job involves completing a whole, identifiable task. ○ Task Significance: Job impacts others’ lives or work. ○ Autonomy: Freedom in scheduling and methods for task completion. ○ Feedback: Direct information on performance effectiveness. Motivational Impact: ○ Meaningful Work: Created by skill variety, task identity, and task significance. ○ Responsibility: Enhanced through autonomy. ○ Performance Awareness: Gained from feedback. Internal Rewards: Employees feel rewarded when they perform well on tasks they value, leading to higher motivation, performance, and satisfaction with reduced absenteeism and turnover. Growth Need: High Growth Need: Individuals desire self-esteem and self-actualization, responding well to enriched, challenging jobs. Low Growth Need: May not benefit from job enrichment, leading to less impact on performance or satisfaction. 13 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture EQUITY THEORY RELATIONSHIPS Equity Theory (J. Stacey Adams): Employees compare their job outcomes (rewards) to their inputs (effort) and then to others’ input-outcome ratios. Equity Perception: If ratios are seen as fair, satisfaction remains; if inequitable, employees feel under- or overrewarded. Responses to Inequity: Employees may adjust productivity, output quality, attendance, or even resign. Referents in Equity Theory: Persons: Comparisons with others in similar roles or social groups. System: Organizational pay policies and procedures. Self: Past personal experiences. Types of Justice: Distributive Justice: Fairness in reward amounts and allocation, influencing satisfaction. Procedural Justice: Fairness of processes in reward distribution, impacting commitment, trust, and retention. Managerial Implications: 14 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture Share allocation decision information, use consistent and unbiased procedures to foster procedural justice perceptions. Perceived Ratio Comparison* Employee’s Assessment outcomes Ay over Inputs Ay less Inequity (underrewarded) than outcomes B over Inputs B outcomes Ay over Inputs Ay Equity equals outcomes B over Inputs B outcomes Ay over Inputs Ay Inequity (overrewarded) greater than outcomes B over Inputs B EXPECTANCY THEORY Expectancy Theory (Victor Vroom): Motivation depends on the belief that effort will lead to performance, and that performance will result in a desired reward. Three Key Variables: 1. Expectancy (Effort-Performance Linkage): Belief that effort leads to performance. 2. Instrumentality (Performance-Reward Linkage): Belief that performance leads to a specific outcome or reward. 3. Valence (Attractiveness of Reward): Importance and appeal of the reward, based on individual goals and needs. Key Motivation Questions: How hard do I need to work to achieve the performance? Will that performance lead to the desired reward? How attractive is the reward and does it help me meet my personal goals? Motivational Outcome: Motivation is determined by the individual’s goals and their perception of the link between effort, performance, rewards, and goal satisfaction. INTEGRATING MOTIVATION THEORIES 15 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture Foundation: The model is based on expectancy theory, predicting that an employee’s effort is driven by the perception of the links between effort, performance, rewards, and personal goal satisfaction. Key Components: 1. Goals → Effort: Goals guide behavior, as predicted by goal-setting theory. 2. Effort → Performance: The level of effort is influenced by the perceived relationship between effort and performance. 3. Performance → Rewards: Strong performance-reward relationships are important, with the belief that rewards should be based on performance, not other factors. 4. Rewards → Personal Goals: Rewards must meet the individual's needs to motivate behavior, based on need theories. Additional Theories Integrated: 1. Achievement-Need Theory: High achievers are motivated more by personal goals than by external rewards. 2. Reinforcement Theory: Rewards reinforce performance, promoting repeated behavior. 3. Equity Theory: Individuals compare their inputs and rewards to others, affecting their effort if perceived inequities exist. 4. Job Characteristics Model (JCM): Job design, including autonomy, feedback, and task variety, motivates employees by increasing performance and job control. Motivational Outcome: Jobs designed with the five core job dimensions (skill variety, task identity, task significance, autonomy, feedback) enhance motivation by linking effort to performance and giving employees greater control over their work, satisfying individual goals. 16 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture THINGS TO NOTE Equity Theory: Popular in the U.S., assumes workers are sensitive to fairness in reward allocations. Cross-Cultural Differences: In collectivist cultures (e.g., former socialist countries), employees may expect outcomes greater than their inputs. U.S.-style reward systems may need to be adjusted in these cultures. Cross-Cultural Consistencies: Desire for interesting work is important across cultures. Studies show growth, achievement, and responsibility are top-ranked outcomes in the U.S., Canada, Australia, and Singapore. Supports Herzberg’s two-factor theory: intrinsic factors like growth and achievement are universally valued. MOTIVATING GROUPS OF WORKERS Flexibility in Motivation: Managers must consider flexibility to address diverse workforce needs. Gender Differences: Men value autonomy more than women. Women prioritize opportunities to learn, flexible work hours, and good interpersonal relations. Generational Differences: Gen Y (Millennials) value independence and exposure to different experiences. Older workers prefer structured work opportunities. Work-Life Balance Programs: Designed to address varied employee needs, but results of flexible work arrangements like telecommuting vary. Telecommuting can initially increase job satisfaction, but satisfaction may level off or decline after excessive hours. Motivating Professionals vs. Nonprofessionals: Professionals are committed to their field, prioritize job challenge, and work beyond 40 hours. Professionals value meaningful work and support, while money and promotions are less motivating. Nonprofessionals typically have outside interests to meet needs not fulfilled on the job. Motivating Contingent Employees: Temporary, part-time, and contract workers often lack job security, commitment, and benefits. Involuntarily temporary employees may be motivated by the chance to become permanent or access training. 17 MANAGER AS A LEADER LAS 21 – Principles of Management Lecture DESIGNING REWARD PROGRAMS Popular Rewards Programs: Open-Book Management: Involves employees in decision-making by sharing financial statements, motivating them to understand how their work affects the organization’s bottom line. Employee Recognition: Motivates employees through personal attention, approval, and appreciation for a job well done. Immediate recognition encourages repeated positive behaviors (e.g., personal congratulations, handwritten notes). Pay-for-Performance: Variable compensation based on performance, including piece-rate pay, profit-sharing, and bonuses. It ties pay to specific performance measures (e.g., individual, team, departmental, or company-wide productivity). Pay-for-Performance Statistics: 80% of large U.S. companies use some form of variable pay. 30% of Canadian companies and 22% of Japanese companies have company-wide pay-for-performance programs. Managers need to clarify how individual and organizational performance directly impacts pay. Low-Cost Rewards Program: In times of economic uncertainty, managers can still motivate employees through: ○ Clarifying each person’s role and showing how their work contributes to company improvement. ○ Keeping communication open with two-way exchanges to address employee concerns. ○ Demonstrating care for employees, giving them a reason to stay engaged and motivated. 18