Competency Cluster

Expectancy Theory

Effort increases in relation to one's confidence that the behavior will result in a positive outcome and reward.

Needs Theory

Individuals are motivated by a desire to satisfy certain needs. Understanding these needs allows leaders to offer the right incentives and create the most motivational external environments. i. Common factors are: 1. achievement, 2. a desire for social connection, 3. and some degree of control.

Power can derive from two types of factors?

Internal External

Types of Power

Legitimate, reward, expert, referent, and coercive

What is the function of Management?

Planning, Organizing, Staffing, Directing, and Controlling

Attribution Theory

The way a person interprets the causes for past success or failure is related to the present level of motivation. A leader can help employees attribute results to the correct causes and create opportunities for success.

Kelly and Medina identify four types of potential allies.

a. "Bureaucratic black belts" know the organization's systems well and know how to make things happen. They know decision-making processes and requirements. They can educate leaders about how to gather support for an idea and help them avoid mistakes that may damage their credibility or prolong the process. b. "Tugboat pilots" have good political instincts. They usually have a deep history with the organization and can predict reactions. They can point out other potential allies who may have a related interest and can benefit from an HR initiative. c. "Benevolent bureaucrats" are willing to partner but have their own agendas. An HR leader must assess the impact these other agendas are likely to have on an HR initiative. As long as the other agenda does not compromise HR's goals or decrease the HR initiative's chances for acceptance, these individuals can have value. d. "Wind surfers" are willing to partner but only to share in any successes. They add little value to the initiative and to the process of gaining support. They simply want to attach themselves to it. It may be necessary to work with them—perhaps to satisfy a more valuable ally—but HR leaders must be mindful of the wind surfer's goals and potential value.

Daniel Goleman's "Leadership that Gets Results" six approaches to leadership

a. Coercive (The leader imposes a vision or solution on the team and demands that the team follow this directive.) b. Authoritative (The leader proposes a bold vision or solution and invites the team to join this challenge.) c. Affiliative (The leader creates strong relationships with and inside the team, encouraging feedback. The team members are motivated by loyalty.) d. Democratic (The leader invites followers to collaborate and commits to acting by consensus.) e. Pacesetting (The leader sets a model for high performance standards and challenges followers to meet these expectations.) f. Coaching (The leader focuses on developing team members' skills, believing that success comes from aligning the organization's goals with employees' personal and professional goals.)

6 ways to build trust

a. Common values. Finding commonalities helps overcome the sense of "otherness." People trust people who are similar to themselves. b. Aligned interests. What do we do if we don't share values—if we come from different cultures or belong to different religions or political parties or generations or genders? Trust is possible to construct across differences in beliefs, experiences, or culture; it simply takes time and communication. In organizations, a common value can be found in a commitment to stakeholders—for example, to the visions of leaders or the well-being of employees and customers. c. Benevolence. A benevolent person is perceived as having genuine concern about another's well-being, above or at least equal to his or her own interests. Leaders who risk their own advancement opportunities to champion or protect followers will be trusted. Someone who manipulates others to achieve personal objectives is not benevolent. d. Capability or competence. People must feel that an individual can deliver on commitments. People who over-promise or do not follow through do not merit trust. e. Predictability and integrity. A trustworthy person reliably "walks the talk"—there is consistency between values and behavior. Occasional acts of integrity are not enough. f. Communication. Trustworthy people communicate often and fully. They listen and respond to what they hear. They reveal things about themselves, and they are open to hearing about how others see them.

8) Effective HR leaders are?

a. Develop and coach others b. Build positive relationships c. Model their values and fulfill their promises and commitments d. Have functional expertise

Leadership styles affects

a. Employees' ability to make decisions that affect their work. b. Employees' sense of responsibility to the organization or team. c. The standards employees seek to meet or exceed. d. Employees' belief that they will be rewarded for their work. e. An understood mission and shared values. f. A feeling of commitment to a shared goal.

Ineffective HR leaders:

a. Focus internally rather than externally, failing to look outside the HR function to the organization's internal and external stake holders b. Lack strategic perspective, focusing on short-term objectives and daily tasks. c. Do not anticipate or react well to change d. Resist "stretch" goals and act as a drag on the organization's attempts to innovate.

Informal Organizational Features

a. Informal organizational structures are more challenging to learn because they are often based on interpersonal relationships that are complex and subtle and can change frequently. b. Values and beliefs are demonstrated through actions (e.g., mutual respect, honesty). c. It also includes the way people communicate with each other (e.g., through meetings, e-mails, or group SMS [short messaging service] texts) and what they communicate about. d. One of the most valuable tools for discovering the informal organization is observation e. An HR professional new to the organization can identify the people who influence these leaders or who are members of that individual's community of interest and may provide access to leaders. f. HR professionals can also learn about the organization's informal structure and culture by seeing what types of behavior are rewarded and what types of ideas are accepted.

Hersey-Blanchard Situational Leadership

a. Leaders adapt their behaviors to meet the evolving needs of team members. Like Blake-Mouton, the behaviors involve tasks and relationships b. As team members grow in skill and experience, leaders supply the appropriate behavior: i. Telling when the employee is not yet motivated or competent. ii. Selling when the increasingly competent employee still needs focus and motivation ("why are we doing this"). iii. Participating when competent workers can be included in problemsolving and coached on higher skills. iv. Delegating when very competent team members can benefit from greater levels of autonomy and self-direction.

Emergent Theory

a. Leaders are not appointed but emerge from the group, which chooses the leader based on interactions.

Fiedler's Contingency Theory

a. Leaders change the situation to make it more "favorable," more likely to produce good outcomes. b. "Situation favorableness" occurs when: i. Leader-member relationships are strong. ii. Task structure and requirements are clear. iii. The leader can exert the necessary power to reach the group's goal. c. Unfavorable situations must be changed to improve group (and leader) effectiveness. This can include: i. Improving relations between the leader and the team (e.g., by building trust). ii. Changing aspects of the task (e.g., breaking a project down into more manageable pieces, providing more resources for the team). iii. Increasing or decreasing the leader's exercise of power (e.g., to increase team involvement in and ownership of ideas, to decrease harmful conflict or resistance to change).

Behavioral Theories

a. Leaders influence group members through certain behaviors.

Trait Theory

a. Leaders possess certain innate characteristics that follower do not possess such as: i. Strength ii. Stamina iii. Personality traits 1. Decisiveness 2. Integrity

Blake-Mouton Theory

a. Leadership involves managing: i. Tasks (work that must be done to attain goals) ii. Employees (relationships based on social and emotional needs) b. Five types of managers, only one of which (team leader) is considered a leader: i. Country club managers (low task, high relationship) create a secure atmosphere and trust individuals to accomplish goals, avoiding punitive actions so as not to jeopardize relationships. ii. Impoverished managers (low task, low relationship) use a "delegate-and-disappear" management style. They detach themselves, often creating power struggles. iii. Authoritarian managers (high task, low relationship) expect people to do what they are told without question and tend not to foster collaboration. iv. Middle-of-the-road managers (midpoint on both task and relationship) get the work done but are not considered leaders. v. Team leaders (high task, high relationship) lead by positive example, foster a team environment, and encourage individual and team development.

John French and Bertram Raven identified five ways in which leaders can create power:

a. Legitimate power is created formally—through a title or position in the hierarchy that is associated with the rights of leadership. b. Reward power is created when the leader can offer followers something they value in exchange for their commitment (e.g., promotions, compensation). c. Expert power is created when a leader is recognized as possessing great intelligence, insight, or experience. d. Referent power is created by the force of the leader's personality—the ability to attract admiration, affection, and/or loyalty. e. Coercive power is created when the leader has the power to punish those who do not follow.

4 useful ways to persuade others

a. The most useful tactic is reasoning, explaining the advantages of one's view logically, clearly, and with examples. This is most effective when it is combined with knowledge of the other person's needs and the potential for aligning interests for mutual benefit. b. When evidence is unavailable, one can appeal to mutually held visions or values—for example, to a commitment to employees' welfare and improvement. c. An HR professional can use the process of reciprocity—a system of banking "favors" so that one can ask for a favor in return in the future. For example, an HR professional can take extra steps for a hiring manager who may in the future be able to support HR activities. d. HR professionals can also trade for what they want, using their expertise or resources to fulfill another's needs

Formal Organizational Features

a. The traditional reporting lines that create the organization's managerial levels or hierarchy. HR professionals should learn the types of responsibilities individuals have in their positions. b. The decision-making process. Is there a formal process with multiple hurdles of required approvals? How is the ultimate decision made—by senior management or by a committee? Whose sign-offs or recommendations are critical to acceptance of a proposal? What type of factual support is most meaningful to the decision makers? c. The funding process. Will funding be part of the regular budget, or can a project be funded separately? This will affect the timing of the request. d. The organization's strategy, mission, and values. What does the organization want to achieve? How does it want to be perceived by customers and stakeholders? Aligning requests for support with the organization's interests will improve the chances for success. e. Events that may have shaped or may be shaping decision makers' assessments. For example, competitive actions, market conditions, or earlier decisions may be contributing to a greater sense of uncertainty or risk. Similar past initiatives that did not deliver promised outcomes may predispose decision makers to say no to current propositions.

Path-Goal Theory

a. This theory emphasizes the leader's role in coaching and developing followers' competencies. The leader performs the behavior needed to help employees stay on track toward their goals. This involves addressing different types of employee needs: i. Directive—Help the employee understand the task and its goal. ii. Supportive—Try to fulfill the employee's relationship needs. iii. Achievement—Motivate by setting challenging goals. iv. Participative—Provide more control over work and leverage group expertise through participative decision making.

To turn these potential allies into partners,

a. What motivates them personally? b. What strategic goals are they pursuing? c. How can one work with them successfully?

Ineffective leaders are:

a. focused on their own needs and goals, b. poor at developing and sustaining relationships, c. and give more to ordering and demanding.

leaders draw their authority

a. less from their hierarchical positions and titles b. and more from personal characteristics and skills.

HR professionals need to become more:

a. skillful at understanding their team needs b. and their organizations' cultures c. and more flexible d. and thoughtful in being the leader that the situation calls for

Effective leaders tend to be:

a. trustworthy, b. ethical, c. motivational, d. efficient, e. collaborative, f. and focused on continuous improvement.

Herzberg's Two-Factor Theory

i. Behavior is driven by intrinsic factors (innate desires) and extrinsic factors (workplace hygiene). ii. Intrinsic factors: challenging work, meaningful impact of work, recognition iii. Extrinsic factors: job security, pay, conditions iv. Satisfying hygiene factors can remove some areas of discontent that interfere with motivation, but satisfactory workplace conditions are not enough in themselves to create motivation. 1. In applying Herzberg's motivation-hygiene theory, it is important to remember: a. Good workplace conditions do not positively affect motivation, b. unacceptable conditions will lead to job dissatisfaction and can make a motivated employee look for another job. c. Hygiene factor levels must be acceptable in order for the motivation factors to become operative v. Motivation is created by appealing to individual desires or needs.

Situational Theories

i. Building on behavioral theories, situational theories propose that leaders can flex their behaviors to meet the needs of unique situations, employing both task or directive behaviors and relationship or supportive behaviors with employees.

Self-determination

i. Individuals are motivated by innate needs, such as competence (McClelland's achievement) and relatedness (McClelland's affiliation) but also by needs for: 1. Autonomy, or the need to feel that one has control over one's life. 2. Purpose, or the sense that one's actions have effects beyond the individual or the workplace.

McClelland

i. Individuals are motivated by three basic desires: 1. Achievement (accomplishment) 2. Affiliation (feeling part of a group) 3. Power (influence or control over others) ii. Employees have all three needs but the needs' relative importance may vary among individuals: 1. Give an achievement-oriented employee an assignment that will require and call attention to the employee's abilities. 2. Incorporate socialization events or opportunities into team schedules for affiliation-oriented employees. 3. Delegate to power-oriented employees tasks that they can control and direct, perhaps ones with high visibility in the organization.

Vroom

i. Level of effort depends on: 1. Expectancy. (With reasonable effort, the employee can succeed.) 2. Instrumentality. (Success will result in a reward.) 3. Valence. (The reward is meaningful to the employee.) ii. All three factors must be addressed to create motivated employees.

Goal-Setting Theory

i. Motivation can be increased by providing employees with goals against which they can assess their achievement. ii. Optimally, employees should be involved in designing goals and supported in achieving their goals. iii. Effective goals are: 1. Specific and clear. 2. Important to the individual. This enables greater commitment. 3. Realistic but challenging. Goals that are unrealistically high can harm motivation. 4. Feedback helps employees determine the effectiveness of their effort.

EI 4 branches

i. Perceiving emotion. Identifying and evaluating emotions in oneself and others. For example, the emotionally intelligent person is in tune with emotional shifts in a room during an organizational meeting. ii. Using emotion to facilitate thought. Capitalizing on feelings to promote and inform decision making, problem solving, and other cognitive activities. The emotionally intelligent person can use changes in mood, for example, as an opportunity to approach a decision from multiple viewpoints. iii. Understanding emotion. Interpreting complex emotions and understanding their causes. The emotionally intelligent person, for example, can predict how employees' emotions are likely to evolve following the announcement of structural changes to the organization. iv. Regulating emotion. Tracking and managing one's own and others' emotions. For example, the emotionally intelligent person can detach from feeling angry about a particular problem if anger has proven limiting in helping to solve the problem.

Maslow—Hierarchical Needs Theory

i. Physiological (basic needs related to survival) ii. Safety and security iii. Belonging and love (the need to belong, to be accepted) iv. Esteem (both self-esteem and admiration of others) v. Self-actualization (the need to fill one's potential

Emotional Intelligence Quotient (EIQ)

i. Self-awareness. Becoming more aware of one's own emotions and needs and their effect on work relationships. Goleman's example is the manager who knows he becomes short-tempered under deadline stress. ii. Self-regulation. Learning to control and accommodate one's emotions. The manager who has trouble dealing with deadline stress can manage schedules and work plans to minimize those stresses. iii. Motivation. A passion for the job or current objective. Goleman explains that the drive to succeed, resilience, and optimism are all part of this component. iv. Empathy. Moving from self-awareness to awareness and acceptance of the importance and legitimacy of others' emotions. This is a critical quality for team building, coaching, and mentoring. In a diverse organization, where one person's emotional response may at first be inexplicable to someone with a very different background, this is a critical skill. v. Social skills. The ability to create connections or rapport with others. This ability has been called social intelligence. Social intelligence entails seeing and interpreting the impact of one's behavior on others and altering behavior to increase other people's level of comfort and trust. People with social intelligence understand the "rules" of particular social contexts, such as the workplace, the relationships attached to these contexts, and expected behaviors. They can shift roles in different contexts and with different people, but without falseness. An example is a manager who can shift easily from talking to a work-focused engineer who needs help getting resources for a project to asking a young new hire about his or her holiday plans. Social intelligence supports critical activities, such as forming teams, persuading and influencing, or leading change.

Heider, Weiner

i. Success or failure can be attributed to internal factors (e.g., skills, diligence) or external factors (e.g., available resources, market events). Internal factors may be under the employee's control (e.g., the employee can work harder or be more careful), but external factors are probably beyond the employee's control. ii. A track record of success can create empowered and resilient employees, while a track record of failure (even though the causes were external to the employee's control) can create "learned helplessness" and even aggression or hostility in the workplace. iii. Leaders create opportunities for success for less experienced employees, perhaps by providing more resources, coaching, and guidance. More challenging assignments are given to employees who believe they can (and are likely to) succeed.

Theory X / Theory Y

i. Theory X leaders micromanage and coerce team members because they believe people do not like to work and must be strictly controlled and forced to work. ii. Theory Y leaders believe that employees dislike rigid controls and inherently want to accomplish something. Therefore leaders apply a more participative style that empowers employees. iii. Theory Y is considered more appropriate in today's knowledge-driven workplaces.

External power comes from?

i. legitimate, ii. reward, iii. or coercive power

Internal Power comes from

i. referent ii. or expert power

Influence relies on

using one's power and/or skills to change others' perceptions or actions.