OB Final Review - Great PDF

lOMoARcPSD|18246152 OB Final Review - Great Organizational Behavior (Trường Đại học Ngoại thương) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Oki Doki ([email protected]) ...

lOMoARcPSD|18246152 OB Final Review - Great Organizational Behavior (Trường Đại học Ngoại thương) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Chap 1: Introduction to OB Org psychology Involve: - Individuals in org - Group and team processes - Org processes Organization A collection of people who work together and coordinate their actions to achieve individual and org goals OB The study of factors that have an impact on how people and groups act, think, feel and respond to work and org, and how org respond to their environments. - Provides a set of tools that allow: + People to understand, analyze, and describe behavior in org + Managers to improve, enhance, or change work behaviors so that individuals, groups and the whole org can achieve their goals - Levels of analysis: individual -> group -> org Management The process of planning, organizing, leading, and controlling an org’s human, financial, material, and other resources to increase its effectiveness 4 functions: - Planning: Decide on org goals and methods to achieve those goals - Organizing: Establish the structure, rules and reporting relationships that allow people to achieve org goals - Leading: Encourage and coordinate individuals and groups so that they work toward org goals - Controlling: Evaluate how well the org is achieving goals and take action to maintain, improve, and correct performance Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Chap 2: Individual Differences: Personality and Ability 1. Personality: Def The pattern of relatively enduring ways that a person feels, thinks, and behaves Nature - Develops over a person’s lifetime - Generally stable in the context of work - Can influence career choice, job satisfaction, stress, leadership and even performance JoHari Window Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Determinants - Nature (Biological heritage) - Nurture (Life experiences) Situational factors & Personality: Feelings, thoughts, attitudes, behavior Personality Traits Locus of control Internal/External Self-monitoring The extent to which people try to control the way they present themselves to others Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Self-esteem The extent to which people have pride in themselves and their capabilities Type A - Type B individual Type A: intense desire to achieve, extremely competitive, have a sense of urgency, impatient, hostile Type B: more relaxed and easygoing Need for achievement Managers should have a high need for achievement and power Need for affiliation Need for power Big 5 Model Extraversion Experience positive emotional states (Positive Affectivity) Feel good about themselves and the world around them Neuroticism Experience negative emotional states (Negative Affectivity) Feel distressed Generally view themselves and the world around them negatively Agreeableness The distinction between individuals who get along well with other people and those who do not Conscientiousness The extent to which an individual is careful, scrupulous, and persevering Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Openness to The extent to which an individual is: experience - original - open to a wide variety of stimuli - has broad interests - is willing to take risks as opposed to being narrow-minded and cautious MBTI - Detailed psychometric indicator of personality (Myers-Briggs Type Indicator) type (not a test) - Theoretical work by Carl Jung, practical applications by Briggs & Myers refined over 60 years Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 DISC (Dominance, Influence, Steadiness, Conscientiousness) Using DISC with other people: 3 steps: Recognize -> Understand -> Adapt Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 2. Ability: what a person is capable of doing Types: Cognitive Determinants: ability Nature: Biological heritage Nurture: Education, practice, exercise Physical ability Motor skill Physical skill Emotional - Ability to understand and manage feelings and emotions (their intelligence own + others) - Good understanding of how to use emotions to promote effective functioning and well-being Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Management of Ability: Selection - Placement - Training Chap 3: Values. Attitudes. Moods and Emotions 1. Values: one’s personal convictions about what one should strive for in life and how one should behave Work Values Intrinsic WV Interesting work, challenging work, learning new things,make important contributions, responsibility and autonomy, being creative Extrinsic WV High pay, job security, benefits, social contact Ethical Justice values Allocate benefits & harm among those Values affected by the decision in a fair, equitable, impartial manner Utilitarian values Generate the greatest good for the greatest number Moral rights Protect fundamental rights & privileges of values people affected by decision (freedom, safety, privacy) Code of Ethics: set of formal rules and standards, based on ethical values & beliefs about what’s right & wrong Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 => Employees can make appropriate decisions when the interests of other individuals/ groups are at stake (bị đe doạ) - Whistleblower: inform those in positions of authority of any wrongdoing, illegal behavior, unethical behavior in org 2. Work Attitudes: collection of feelings, beliefs and thoughts about how to behave that people currently hold about their jobs and org - Job satisfaction - Org commitment Components Affective component: feelings Cognitive component: Beliefs to be true Behavioral component: Thoughts about how to behave 3. Work moods: How people feel at the time they actually perform their jobs - More transitory than values & attitudes - Ex: positive (excited, enthusiastic), negative (distressed, fearful) Determinants Personality Work situation Circumstances outside of work Emotions: intense, short-lived feelings that are linked to specific cause or antecedent - Emotions can feed into moods - Emotional labor: Display rules: + Feeling rules + Expression rules Stability: Values > Attitudes > Moods & emotions Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Job satisfaction Determinants Personality: Extravert > introvert Values: Strong intrinsic work values > Weak intrinsic work values: meaningful job but poor pay Work situation: + Tasks a person performs + People a jobholder interact with + Surroundings in which a person works + The way the org treats jobholder Social influence: indi/groups have on a person’s attitudes & behavior (co-workers, family, other reference groups, culture) Theories The Facet model Herzberg’s Motivator-Hygiene Theory: meet => satisfied Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Discrepancy model Steady-state theory Consequences Performance Absenteeism Turnover CHAP 6: THE NATURE OF WORK MOTIVATION Work motivation: the psychological forces within a person that determine: - the direction of a person’s behavior in an organization - a person’s level of effort - a person’s level of persistence in the face of obstacles Elements - Direction of Behavior : Which behaviors does a person choose to perform in an organization? - Level of Effort : How hard does a person work to perform a chosen behavior? - Level of Persistence : When faced with obstacles, how hard does a person keep trying to perform a chosen behavior successfully? Motivation and Performance - Performance is an evaluation of the results of a person’s behavior Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Motivation is only one factor among many that contributes to an employee’s job performance Motivation Intrinsic - Source of motivation is actually performing the behavior - Behavior performed for its own sake Extrinsic - Source of motivation is acquisition of material or social rewards or to avoid punishment - For its consequences Equation Theories 1. Need Theory - What outcomes is an individual motivated to obtain from a job and an organization? - Employees have needs that they are motivated to satisfy in the workplace - Only unsatisfied needs motivate Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Five universal needs - Hierarchy of importance - Once satisfied, need no longer motivates - Three universal needs - Hierarchy of importance - Flexible movement amongst levels 2. Expectancy Theory Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Does the individual believe that his or her inputs will result in a given level of performance? - Employees will not be motivated to contribute their inputs to the organization unless they believe that their inputs will result in achieving a given level of performance, regardless of available outcomes - Does the individual believe that performance at this level will lead to obtaining desired outcomes? - Employees will be motivated to obtain given level of performance only if that level of performance leads to desired outcomes 3 elements: - Expectancy: Does effort lead to high performance? - Instrumentality: Does high performance lead to outcomes? - Valence: Does the outcomes/rewards turn out to be desirable? Yes or No? - Will I be able to obtain outcomes I desire? - Do I need to perform at a high level to obtain these outcomes? - If I try hard, will I be able to perform at a high level? Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 => Motivation occurs only when the answer is YES to all three questions! 3. Equity Theory - Are outcomes perceived as being at an appropriate level in comparison to inputs? - From past experience or observation, employees will have a sense of what level of inputs should result in a certain level of outcomes - Outcomes based upon inputs - Different employees’ outcome/input ratios equal - Inputs lead to outcomes - Objective level of outcomes does not determine work motivation - Outcome/input ratio compared to ratio of referent others leads to work motivation Conditions of Equity and Inequity Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Ways to Restore Equity - Change inputs or outcomes - Change referent inputs or outcomes - Change perceptions of inputs and outcomes - Change the referent - Leave the job - Force referent to leave the job 4. Organizational justice theory - This deals with an employee’s perceptions of overall fairness in his or her organization. - This is more and more being recognized as an important determinant of employee motivation, attitudes and behaviors. It is not a single theory per se, but a group of theories. Organizational justice forms: - Distributive justice - Procedural justice - Interpersonal justice - Informational justice Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Create - Job enlargement: Increasing the number of tasks an motivation in employee perform but keeping all of the tasks at the same the workplace level of difficulty and responsibility; also called horizontal job loading. - Job enrichment: Increasing an employee’s responsibility and control over his or her work; also called vertical job loading. - Job designing: JCM: Job characteristic model: + Skill variety + Task identity + Task significance + Autonomy + Feedback Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Chap 4: Perception, Attribution, and the Management of Diversity Perception is the process by which individuals select, organise, and interpret the input from their senses to give meaning and order to the world around them. - People try to make sense of their environment and the objects, events & people in it Components of Perception - Perceiver: chủ thể nhận thức - people try to make sense of world around them - Target: đối tượng nhận thức - anything that u wanna make sense of (person, object, event) - Situation/context (meeting, hallway) Factors That Influence Perception: Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Characteristics of the Perceiver That Affect Perception Schemas (khung nhận thức) are abstract knowledge structures that are stored in memory and allow people to organise and interpret information about a given target of perception. - Based on past experiences and knowledge - Resistant to change The functionality of Schemas: Functional – help to make sense of sensory input, choose what information to pay attention to and what to ignore, and guide perceptions of ambiguous information. Dysfunctional – can result in inaccurate perceptions. ○ Stereotypes: Set of overly simplified and often inaccurate beliefs about the typical characteristics of a particular group. ○ Dysfunctional schemas: Based on inaccurate information Assigned based on a single distinguishing characteristic Motivational State: are the needs, values, and desires of a perceiver at the time of perception. Moods: are how a perceiver feels at the time of perception. Characteristics Ambiguity: of the Target ○ A lack of clearness or definiteness Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 That Affect ○ As the ambiguity of a target increases, it becomes Perception increasingly difficult for a perceiver to form an accurate perception Social status: is a person’s real or perceived position in society or in an organisation. ○ Targets with relatively high status are perceived to be smarter, more credible, more knowledgeable, and more responsible for their actions than lower-status targets. Impression management: is an attempt to control the perceptions or impressions of others. Impression management Tactics - Behavioural Matching: The target of perception matches his/her behavior to that of the perceiver - imitate - Self-Promotion: The target tries to present herself in as positive a light as possible - Conforming to Situation Norms: The target follows agreed-upon rules for behaviour in the organisation - Appreciating or Flattering others: The target compliments the perceiver. This tactic works best when flattery is not extreme and when it involves a dimension important to the perceiver. - Being Consistent: The target’s beliefs and behaviours are consistent. Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Characteristics Salience is the extent to which a target of perception stands out of the Situation in a group of people or things. That Affect Causes of Salience: Perception: BIAS IN PERCEPTION ( sai lệch trong nhận thức) A bias is a systematic tendency to use or interpret information about a target in a way that results in inaccurate perceptions. Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Exercise đọc là hiểu kĩ: 1. A rater gave an employee higher grade because she graduated from the same university with him - Similar-to-me effect 2. A rater gave an employee a lower evaluation because she wanted him to make more effort - Harshness tendency 3. A manager rated Mary higher just because she is hard working - Halo effect 4. A manager rated Peter lower because he always has opposed ideas to him - Contrast effect 5. A rater gave an employee higher grade because she is pregnant - Leniency effect 6. A rater gave all employees grade A because he didn’t want conflict - Average tendency 7. A manager rated an employee grade A because he made big improvements 1 month before the time she rated, not the whole period - Recency effect 8. A manager rated an employee while just comparing him or her with the group of employees that he or she belongs to - Contrast effect 9. A manager gave Tom higher grade because she had a good impression on him when they first met each other - Primacy effect 10. A manager thought David is a bad employee because he is lazy - Horn effect Attribution Theory (Lý thuyết Quy kết) - Describes how people explain the causes of behaviour - Focuses on why people behave the way they do - Attributions can be made about the self or another person - Biases reduce the accuracy of attributions Types of Internal attribution (Ability, Personality, Motivation): assign Attributions the cause of behavior to some characteristic of person External attribution (Task difficulty, Luck): assign the cause of behavior to factors external to the person Attributional Fundamental attribution error (Lỗi Quy kết cơ bản): The biases tendency to over attribute behaviour to internal rather than to external causes ○ Ex: 1 fr fail task Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 -> fail cuz lack of knowledge to fulfill/ not qualified enough -> not think bc of task diff or maybe that fr sick… Actor–observer effect (Hiệu ứng người thực hiện - ng quan sát): The tendency to attribute the behaviour of others to internal causes and to attribute one’s own behaviour to external causes. Self-serving attribution: The tendency to take credit for successes and avoid blame for failures ○ => unfair treatment/ The manager should sympathize w them Managing a Diverse Workforce Commitment ○ By Top manager to diversity High level of authority -> encourage other employees to commit in the same way The org devote/ engage themselves -> try to use as many resources as possible to manage Only people on the Top have power to change Training Education Mentoring Chap 5: Learning and Creativity Learning in Organizations Learning is a relatively permanent change in knowledge or behaviour that results from practice or experience. - With learning comes change - Change must be relatively permanent Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Learning takes place as a result of practice or through experience Learning Classic ○ Pavlow’s dog experiment principles conditioning/ Pavlow conditioning ○ Learned by condition Operant conditioning Skinner’s box - Creature learn to associate some of the results with the actions taken Operant conditioning describes how learning takes place when the learner recognizes the connection between a behavior and its consequences. Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Observational learning Learning Positive Increases the probability that a behavior will occur Desired Reinforcement by administering positive consequences to Behavior employees who perform the behavior. s – Pay – Bonuses – Promotions – Job titles – Verbal praise – Awards Negative increases the probability that a desired behavior reinforcement will occur by removing, or rescinding, a negative consequence when an employee performs the behavior desired. Củng cố tiêu cực: làm tăng khả năng xảy ra một hành vi mong muốn bằng cách loại bỏ hoặc hủy bỏ một hậu quả tiêu cực khi một nhân viên thực hiện hành vi mong muốn. Discouraging Undesired Behaviors (Extinction, Punishment) - Extinction refers to removing a consequence that is currently reinforcing an Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 undesirable behavior in an effort to decrease the probability that the behavior will occur again in the future. - Punishment refers to administering negative consequences to workers who perform undesirable behaviors in an effort to decrease the probability that the behavior will occur again in the future. Negative Reinforcement vs. Punishment Punishment reduces the probability of an undesired behavior Negative reinforcement increases the probability of a desired behavior Punishment involves administering a negative consequence when an undesired behavior occurs Negative reinforcement entails removing a negative consequence when a desired behavior occurs Operant Condition ing Techniqu es Organizational behavior Organizational behavior modification (OB MOD) is modification the systematic application of the principles of Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 operant conditioning for teaching and managing organisational behavior. Step in OB Mod Social Cognitive Theory A learning theory that takes into account the fact that thoughts and feelings influence learning Necessary Vicarious Learning occurs when one person (the components learning learner) learns a behavior by watching include another person (the model) perform the behavior. Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Examples: ○ Role playing ○ Demonstrations ○ Training films ○ Shadowing Self-control Self-discipline that allows a person to learn to perform a behavior even though there is no external pressure to do so. Conditions for self-control: ○ An individual must engage in low-probability behavior ○ Self-reinforcers must be available to the learner. ○ The learner must set goals that determine when self-reinforcement takes place ○ The learner must administer the reinforcer when the goal is achieved. Self-efficacy Self-Efficacy is a person’s belief about his or her ability to perform a particular behavior successfully Sources of Self-Efficacy ○ Past performance ○ Vicarious experience ○ Verbal persuasion ○ Individuals’ readings of their internal physiological states Learning by Doing Experiential learning Direct involvement in subject matter ○ Hands-on training Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Continuous Learning through Creativity: The Creative process: Recognition of Information Production of Selection of Implementation a problem or gathering creative ideas creative of creative opportunity ideas ideas Determinants of Creativity The Learning Organization Organizational Learning Knowledge Management (truyền kiến thức - ko bị chảy máu chất xám) Central Activities in a Learning Organization Encouragement of personal mastery or high self-efficacy Development of complex schemas to understand work activities Encouragement of learning in groups and teams Communication of a shared vision for the organization as a whole Encouragement of systematic thinking Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 CHAP 7: Managing Stress and Work-Life Balance Stress is the experience of opportunities or threats that: - people perceive as important - perceive they might not be able to handle or deal with effectively Key Aspects - Stress can originate from opportunities and threats - The opportunities or threats that cause stress are important to the person in question - The person who is experiencing the threat or opportunity is uncertain as to whether he or she can effectively handle the situation - Stress is rooted in perception Ex: promotion: - Opportunity: learning & career advancement - Threat: potential of failure Individual Differences and Stress: Personality vs Ability (Chap 2) Ex: more chance suffer stress - LOC: external > internal (confident in themselves, not fear) - Self-monitoring: high > low (don’t care) - Self-esteem: low > high (confident in themselves) - Type A > Type B - Openness to experience: - Neuroticism > Extraversion Consequenc - Physiological: stay asleep, blood pressure es - Psychological: anxious, worried, hostile + Burnout: Feelings of low personal accomplishment, emotional exhaustion, depersonalization - Behavioral: yell, poor job performance Sources - Personal Life: Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Job Responsibilities - Membership in Groups, Group & org-related - Work-Life Balance - Environmental Uncertainty Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Coping For indi: Strategies - Problem-focused: + Time Management Steps:. Make lists of all tasks to accomplish during day. Prioritize tasks. Estimate length of time required to complete each task + Mentoring + Role Negotiation - Emotion-focused: + Exercise + Meditation + Social Support + Clinical Counseling - Nonfunctional: Eating, Drinking, Taking drugs For Org: - Problem-focused: + Job redesign + Job rotation + Uncertainty reduction + Job security + Company day care + Flextime/job sharing + Telecommuting - Emotion-focused: + On-site exercise facilities + Organizational support + Employee assistance programs + Personal days/ Sabbaticals A Stress Quiz ( như kiểu Ví dụ nếu cô có bảo give example) § Conditions at work are unpleasant or even unsafe. § I feel that my job is making me physically or emotionally sick Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 § I have too much work or too many unreasonable deadlines. § I can’t express my opinions or feelings about my job to my boss. § My work interferes with my family or personal life. § I have no control over my life at work. § My good performance goes unrecognized and unrewarded. § My talents are underutilized at work. An Inverted U Relationship Between Stress and Performance - High/intense level of stress => low level of performance - Low level of stress => high level of performance Chap 8: The Nature of Work Groups and Teams Group Interactivity + Mutual goal Types of work Formal - Command groups: subordinates report to the groups same supervisor - Task forces: come together to accomplish specific goals - Teams: high level, work intensely to achieve common goal - Self-managed work teams: no manager, mỗi ng tự lead mình Informal - Friendship group Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Interest group => want social interaction Model of group development Forming -> Storming -> Norming -> Performing -> Adjourning (5 stages) Work group Group status Implicitly agreed upon, perceived importance of characteristics what a group does in an organisation - The more important the task performed by a work group, the higher the group’s status in the organization - Members with high status are likely to be motivated to perform at a high level Group The work that group contributes to function accomplishment of organisational goals; provide a sense of meaning and purpose Group shared belief group members have about the efficacy ability of group to achieve its goals and objectives - Efficacy emerges over time and influences the aspirations of the members Group size - Small: 3-6 people - Medium: 7-10 - Large: more than 10 Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Social Facilitation Group Homogene - Collegiality amongst group composition ous (many members (thành phần common) - Information sharing nhóm) - Low levels of conflict - Few coordination problems Heterogene - Diversity of views represented ous (few - High performance common) - Variety of sources Factors - Group composition contributing to - Ability to work well together group - Coordination of efforts effectiveness - Resources - Shared information - Development of effective strategies Group Roles => Rules => Norms member Adv of Rules: control mechanism Social loafing/ Cause - Lack of connection between inputs and Sucker effect outcomes - Perception that individual efforts are unnecessary or unimportant Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Large group size Reduce - Make individual contributions identifiable - Make individuals feel that they are making valuable contributions to a group - Remind employees why they were initially chosen for the team - Keep the group as small as possible Task the work performed by one member affects what other group interdependen members do ce Eg: As task interdependence within a group _____ the degree and intensity of the interactions between group members who are required to perform the group's task _____ increase/increase Pooled task Sequential task Reciprocal task Group-level Competition - When quick, decisive action is vital (in conflict emergencies); on important issues. manager - Where unpopular actions need implementing Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 (in cost cutting, enforcing unpopular rules, discipline). - One issues vital to the org’s welfare - When you know you are right - Against people who take advantage of noncompetitive behavior. Collaboration § To find an integrative solution when both sets of concerns are too important to be compromised. § When your objective is to learn. § To merge insights from people with different perspectives. § To gain commitment by incorporating concerns into a consensus. § To work through feelings that have interfered with a relationship. Avoidance § When an issue is trivial, or more important issues are pressing. § When you perceive no chance of satisfying your concerns. § When potential disruption outweighs the benefits of resolution. § To let people cool down and regain perspective. § When gathering information supersedes immediate decision. § When others can resolve the conflict effectively § When issues seem tangential or symptomatic of other issues. Accomodatio § When you find you’re wrong and to allow a n better Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 position to be heard. § To learn, and to show your reasonableness. § When issues are more important to others than to yourself and to satisfy others and maintain cooperation. § To build social credits for later issues. § To minimize loss when outmatched and losing. § When harmony and stability are especially important. § To allow employees to develop by learning from mistakes. Compromise § When goals are important but not worth the effort of potential disruption of more assertive approaches. § When opponents with equal power are committed to mutually exclusive goals. § To achieve temporary settlements to complex issues. § To arrive at expedient solutions under time pressure. -As a backup when collaboration or competition is unsuccessful Chap 9: Leadership and Power Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Leader a person who influences a group of people towards the achievement of a goal Leadership A process involves influence and goals attainment, occurs within a group context Difference Leadership - Establishing direction between (Vision => - Aligning people leadership & Strategies) - Motivating and inspiring management Management - Planning and Budgeting (Plans => - Organising and Staffing Budgets) - Controlling/ Problem solving Types of Formal (position) power: Established by an individual’s power position - Legitimate power (hợp pháp) + The formal authority to control & use resources based on person’s position in the formal hierarchy + The target person complies because they believed that the agent has right to make the request, they has the obligation to comply - Coercive power: Based on fear of negative results/punishments - Reward power: Based on the ability to distribute rewards that others view as valuable Personal power: Comes from an individual’s unique characteristics - most effective - Expert power: The agent has special skills or knowledge about the best way to do something - Referent power: Admire or identify with the agent and want to gain agent’s approval Outcomes of - Commitment: The target person internally agrees with a influence decision or request and make great effort to carry out Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 attempts - Compliance: Willing to do what the agent asks but in apathetic rather than enthusiastic about it and will make only a minimal effort - Resistance: Opposed to do the proposal or request, merely indifferent about it and actively tries to avoid carrying it out Leadership traits & charateristics Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Leadership competencies Behavioral - Task behaviors: facilitate goal accomplishment leadership - Relationship behavior: help group members feel comfortable with themselves, with each other & with the situation Leadership - Autocratic: high concern for task, low concern for people styles (Uni of - Democratic: high concern for both task + people Iowa) - Laisssez-faire: low concern for both task + people Uni of Michigan People-oriented behaviors Task-oriented behaviors - Showing mutual trust & - Assign specific tasks respect - Ensure employees follow Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - Concern for employee needs rules - Desire to look out for - Set The 2 styles are independent of each other, best leaders are high on both Best style: (9,9) accomplish task + maintain good relationship Contingency Theories: Important component: the environment in which the leader exists 1. Fiedler Model The proper match between leadership styles & the degree to which the situation Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 gives the leader control 3 - Leader-member relations: degree of confidence & trust in leader situational - Task structure: degree of structure in the jobs factor - Position power: leader’s ability to hire, fire & reward => Effective leadership: - Change to a leader who fits the situation - Change the situational variables to fit the current leader LPC (Least preferred coworker); đồng nghiệp kém ưa thích nhất Findings Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 2. Situational Leadership Theory (Hersey & Blanchard) - SLT Successful leadership: select right leadership style which is contingent on the level of the follower’s readiness - Acceptance: whether followers accept/reject a leader - Readiness: followers have the ability & willingness to accomplish a specific task => Leader: relinquish control over & contact with followers as they become more competent (từ bỏ quyền kiểm soát và liên hệ với những người theo dõi khi họ trở nên có năng lực hơn) Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 - S1, R1: Telling: high task, low rela - unable, unwilling - S2, R1: Selling (coaching): high task, high rela - unable, willing - S3, R3: Participating: low task, high rela - able, unwilling - S4, R4: Delegating: low task, low rela: able, willing 3. Path - Goal Model Leaders assume different leadership styles at different times depending on the situation Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Downloaded by Oki Doki ([email protected])  lOMoARcPSD|18246152 Downloaded by Oki Doki ([email protected])