Module 3 Leadership

MOTIVATION
Definition
Motivation is an internal state or condition (sometimes described as a need, desire, or
want) that serves to activate or energize behavior and give it direction.
internal state or condition that activates behavior and gives it direction;
desire or want that energizes and directs goal-oriented behavior;
influence of needs and desires on the intensit and direction of behavior.
!ence Motivation refers to the processes that account for initiation, direction, intensit and
persistence of human behavior " effort toward achieving a goal.
#ntensit $ how hard an emploee tries
%irection $ should benefit the organization (i.e. &ualit of effort counts')
(ersistence $ how long can an emploee maintain his)her effort*
+ote, the goal is an -organizational. goal
Some Key Points: Motivation is not directl observable (it is internal to each emploee), it
is personal (what is arousing differs and how behavior is directed is often different),
however the process is common and it is goal directed.
The relationship of motivation and emotion
/motion (an indefinite sub0ective sensation e1perienced as a state of arousal) is different
from motivation in that there is not necessarily a goal orientation affiliated with it.
/motions occur as a result of an interaction between perception of environmental stimuli,
neural)hormonal responses to these perceptions (often labeled feelings), and sub0ective
cognitive labeling of these feelings.
Intrinsic and extrinsic motivation
Intrinsic motivation is when people engage in an activit, such as a hobb, without
obvious e1ternal incentives. (eople are more li2el to be intrinsicall motivated if the,
3ttribute their educational results to internal factors that the can control (e.g. the
amount of effort the put in),
4elieve the can be effective agents in reaching desired goals (i.e. the results are
not determined b luc2),
3re interested in mastering a topic, rather than 0ust rote-learning to achieve good
grades.
#dea of reward for achievement is absent from this model of intrinsic motivation, since
rewards are an e1trinsic factor.
Extrinsic motivation comes from outside of the performer. /.g. 5he crowd cheer the
performer on, this motivates them to do well. 3nother e1ample is trophies or a reward. #t
ma2es the performer want to win and beat the other competitors, thereb motivating the
performer.
Madhvi +angia 6
Module 3 Leadership
What is the motivational process?
5he motivational process is the steps that ou ta2e to get motivated. #t is a process, that
when followed produces incredible results. #t is amazing what ou can do if ou are
properl motivated, and getting properl motivated is a matter of following the
motivational process. Li2e an other process it ta2es a little wor2 and foresight and
planning on our part. !owever, the return on our investment of time is significant, and it
is important when needing e1tra motivation that ou appl the motivational process.
The motivational process is
,
6. %etermining what ou want to be motivated to do or accomplish. 5his is a specific goal
in a ver specific area of our life. 5he motivational process is not best for general
motivation, but does wonders when ou need to get motivated to do a specific tas2, or
reach a specific goal.
7. Ma2ing up the steps to get to your determined goal,little b little. 5hese are the little
things ou need to do, li2e read our goals each morning. 5his is an important part of the
motivational process because this is the part that brea2s the tas2 up in to manageable and
convenient sized pieces. 8hen ou loo2 at the tas2 at hand in little, manageable segments,
it does not seem as overwhelming, and thus it is easier to get motivated, and to sta
motivated.
3. Removing your distractions so that ou sta motivated. 5his is 2e to the motivational
process. 9etting motivated does little good if ou can:t sta motivated, so this part of the
process is the part where ou remove the things the ruin our abilit to sta focused and
sta motivated.
How can learning aout the motivational process help you?
4 learning about the motivational process, ou learn how to appl it to our own life.
;ou recognize the steps to get motivated so ou can appl it to the situations and parts of
our life that need motivation.
4 learning about and how to appl the motivational process to our life ou become
much more successful in all areas and all endeavors of our life. <or e1ample,
8hen ou learn about the motivational process and appl it to getting motivated to
be more 2ind, ou ma!e efforts, ou widen our circle of friendship, and ou will
have better, longer lasting friendships.
8hen ou learn about the motivational process and appl it to getting motivated
to live a healthier lifestyle, ou do the little things that it ta2es to get healthier,
ou drin2 more water, eliminate the bad foods, get enough sleep, e1ercise,
regularl etc. 5his in turn helps ou to have increased energ, and more of an
abilit to accomplish other goals.
8hen ou learn about the motivational process and appl it to getting motivated
to wor! harder, ou become more efficient and ou end up doing the things
re&uired to get promotions, and get a raise at wor!. ;ou will ma2e more mone,
be happ about our 0ob, and have a more rewarding and successful career.
5he motivational process is a great wa to not 0ust get motivated, but also sta motivated
to accomplish our goals, and to become a better person. 8hen ou use the motivational
Madhvi +angia 7
Module 3 Leadership
process ou begin to find that getting motivated to do things that once seemed hard is
much easier, and staing motivated to stic2 with things until ou are finished, is a breeze.
=o, learn all that ou can about the motivational process, and appl it to our life in ever
situation that ou have that re&uires an e1tra boost of motivation.
THE"RIE# "$ %"TI&'TI"(
E'R)* THE"RIE# "$ %"TI&'TI"(
#n the earl theories of motivation there are three theories, Maslow>s !ierarch of +eeds,
Mc9regor>s 5heories ? and ;, and !erzberg>s Motivation-!giene 5heor. 3lthough
e1planation of motivation has changed over the ears, ou should be familiar with these
earl theories for two reasons. 5he first reason is the represent the foundation from which
contemporar motivation theories were developed. =econdl, practicing mangers continue
to regularl use these theories and their terminolog in e1plaining emploee motivation.
@ne of the earl theories of motivation is the Maslow>s !ierarch of +eeds 5heor
%aslow+s Hierarchy, 'pplications for the Wor!place
3ll humans have needs that must be met. 5hese needs are often never e1plored b the
average person, the person who performs their dail activities and habits with no reflection
on wh the do these things. 5he pschologist 3braham Maslow was determined to figure
out wh people behave in certain was. 5he result of his search was a five part hierarch
of needs that attempts to e1plain human behavior.
The Hierarchy Defined
-asic (eeds
5he five parts of the hierarch are, in this order, basic, safet, social, self esteem, and self-
actualization. 4asic needs are defined as physiological needs that must be met before a
person can focus on an other aspect of their life, such as a social life. 5hese needs are
those re&uired for sustenance, water. air. and food are several e1amples. #f an individual
is lac2ing one of these, their behavior will be aimed at obtaining them, whatever the cost.
"nce the need is met. the need will cease to motivate the individual. <or the ma0orit
of 3mericans, we can see how this need is ta2en for granted. 5he ma0orit of people have
these needs met, and simpl do not thin2 about them constantl. 8ithin the organizational
framewor2, there are several e1amples of basic needs, rest periods, wor2 brea2s, lunch
brea2s, and wages.
#afety (eeds
3 point that Maslow stresses is that a person cannot move to the next level of the
hierarchy until the present level is fully achieved. 5he ne1t level of the hierarch is
safety needs, which do not become motivating goals until the basic phsiological needs
are met. /1amples in the wor2place of safet needs are /o security. seniority. pensions.
hospitali0ation. and life insurance. %efined, safet needs are the need for security.
protection. and staility in the physical and interpersonal events of da-to-da life. 3
Madhvi +angia 3
Module 3 Leadership
person must be granted a freedom from fear; onl then can the continue to e1cel. #f an
emploee is wor2ing under the constant watch of a critical boss who threatens termination
for inade&uate performance, the emploee will be unable to focus on the tas2 at hand. 5he
intangible pressures will affect the &ualit of the emploee:s wor2, leaving both the
emploee and the emploer unhapp.
#ocial (eeds
@nce the safet needs of an individual have been met, he or she can move onto the ne1t
level of social needs. 5his is defined as the need for love. affection. and a sense of
elongingness in one+s relationships with other persons. /1amples of these needs are
wor! groups. teamwor!. and company softall outings. !umans are inherentl social
and friendl creatures, and to deprive this need for affection will prohibit the individual
from obtaining a higher plateau on Maslow:s hierarch. <riendships are beneficial to
humans at home and in the wor2place, but some emploers do not realize the importance
of this association. 8e are all aware that humans form meaningful relationships outside of
the wor2place, but the value of establishing en0oable relations within the wor2place is
often underestimated. Aesearch has shown that promoting social interaction among
emploees will Bincrease morale and productivit.B
#elf Esteem (eeds
3fter the needs of safet have been recognized and achieved; a person can pursue the
needs of self esteem. 5his plateau is defined as the need for the esteem of others; respect.
prestige. recognition. need for self1esteem. personal sense of competence and master in
m opinion, humans are egocentric, and everone li2es to be praised. 5his is part of this
need fulfillment. 3 wor2er appreciates recognition for a 0ob well done. 5his recognition
will motivate them to continue wor2ing hard for the compan. #f the praise is lac2ing, the
wor2er will begin to understand that doing &ualit wor2 in unnecessar, as2ing B8hat
does it matter* +o one will notice anwa.B 5he praise does not have to be a stop-the-
presses part for the wor2er, but merel a few words of gratitude in the presence of their
peers.
#elf1'ctuali0ation (eeds
5he last level of Maslow:s hierarch, the pinnacle of achievement, is the plateau of self-
actualization. 5his presents a loft goal for an individual, the need to fulfill oneself; to
grow and use one:s abilities to the fullest and most creative e1tent. 5he goal of self-
actualization is hard to define. 5he concept offers a variet of interpretations, because it
differs based on each person. @ne individual ma feel that their ma1imum potential is to
be the manager of a local clothing store, after steadil climbing the ladder after high
school graduation. <or this person, this achievement will suppl all the happiness he or she
needs, and the person will be fulfilled. 3nother person ma feel that a position of local
manager is below their potential, so getting the title would not be ade&uate for happiness.
@ne of m sources sas that Bsuch potential, when achieved b all emploees, allows the
organization to achieve heights beond e1pectations.B M contention is that this is an
impossible dream. 5he ma0orit of people are far too under motivated to achieve at the
pea2 of their potentials; but we shall e1plore this later.
Madhvi +angia C
Module 3 Leadership
)ater 'dditions to the Hierarchy

Later in his career, 3braham Maslow continued his thought on the hierarch and further
divided the fifth level of self-actualization into four different parts. !e assumed four things
of self actualized people, the are 6) being problem focused, 7) incorporating an ongoing
freshness of appreciation of life, 3) concerned about personal growth, and C) able to have
pea2 e1periences. 4ased on these assumptions, he created four more levels. #nstead of the
fifth level being simpl self-actualization, he named it cognitive, to 2now, to understand,
and to e1plore. The sixth level is the aesthetic, the pursuit of smmetr, order, and beaut.
5he seventh level is self1actuali0ation, to find self fulfillment and realize one:s potential.
5he eighth and final level is transcendence, to help others find self fulfillment and
realize their own potential
%'#)"W2# HIER'R3H* "$ (EED#
+ote, 3n individual moves -up the steps. of the hierarch. -Lower order. needs are
satisfied e1ternall (i.e. phsiological and safet) while -higher order. needs are satisfied
internall (i.e. social, esteem, and self-actualization).
Douglas %c4regor+s theory x and theory y
%ouglas Mc9regor in his 6DEF published boo2 B5he !uman =ide of /nterpriseB e1amined
theories, which involved studing people while at wor2.!e proposed two distinct views of
human beings, one basicall negative, labeled Theory X, and the other basicall positive,
labeled Theory Y.
Theory 5 'ssumptions
4asicall Mc9regor thought that some people who fit 5heor ? were,
Laz
Gnambitious
!ave a =trong disli2e of wor2
3nd need to be controlled through punishment
Madhvi +angia H
Module 3 Leadership
Mc9regor argues that if a manager treats emploees in a wa, which gives them the
chance and opportunit to act in the mentioned was above, then the emploees will do so.
!e also believed that the were completel uninterested in doing an wor2 at all, and
would ma2e such attempts of getting out of doing wor2.
Theory * 'ssumptions
5heor ; argues that some emploees are not,
Mone motivated, but gain reward from the 0ob itself
5he are highl motivated
5he are =elf disciplined
5he crave responsibilit
Ilearl, 5heor ? and 5heor ; wor2ers will react in e1tremel contrasting was to
different managers and what the attempt, if, for e1ample ou have a manager who has a
3utocratic management stle and rules with an iron fist, it might ma2e 5heor ? people
wor2 without a problem, but for a manager who rules %emocraticall, he might let it go,
and so the emploees end up doing nothing.
Her0erg2s Two factor theory
<rederic2 !erzberg proposed the Motivation-!giene 5heor, also 2nown as the Two
factor theory (6DHD) of 0ob satisfaction. 3ccording to his theor, people are influenced b
two factors,
#atisfaction, which is primaril the result of the motivator factors. 5hese factors
help increase satisfaction but have little effect on dissatisfaction.
Dissatisfaction is primaril the result of hgiene factors. 5hese factors, if absent or
inade&uate, cause dissatisfaction, but their presence has little effect on long-term
satisfaction
5he name !giene factors is used because, li2e hgiene, the presence will not ma2e ou
healthier, but absence can cause health deterioration.
5he theor is sometimes called the BMotivator-!giene 5heor.B
%otivator $actors Hygiene $actors
3chievement (a and 4enefits
Aecognition Aelationships with co-wor2ers
8or2 #tself (hsical /nvironment
Aesponsibilit =upervision
(romotion =tatus
9rowth Job =ecurit
Iompan (olic and 3dministration
Madhvi +angia E
Module 3 Leadership
3"(TE%6"R'R* THE"RIE# "$ %"TI&'TI"(
3ontent theories of motivation
%c3lelland+s Theory of (eeds
%c3lelland+s Theory of (eeds divides motivation into needs for power, affiliation,
and achievement.
5he (eed for 'chievement, the drive to e1cel, achieve in relation to a set of
standards, strive to succeed. 'chievement motivated people thrive on pursuing
and attaining goals. 5he li2e to be able to control the situations in which the are
involved. 5he ta2e moderate ris2s. 5he li2e to get immediate feedbac2 on how
the have done. 5he tend to be preoccupied with a tas2-orientation towards the
0ob to be done.
5he (eed for 6ower, 5he need to ma2e others behave in a wa that the would
not have behaved otherwise. 6ower motivated people see almost ever situation
as an opportunit to sei0e control or dominate others. 5he love to influence
others. 5he li2e to change situations whether or not it is needed. 5he are willing
to assert themselves when a decision needs to be made.
5he (eed for 'ffiliation, 5he desire for friendl and close interpersonal
relationships. 'ffiliation motivated people are usuall friendly and li!e to
sociali0e with others. 5his ma distract them from their performance re&uirements.
5he will usuall respond to an appeal for cooperation.
5hose high on BachievementB tend to prefer 0obs with personal responsibilit, feedbac2
and moderate ris2s. 5he %@ +@5 alwas care about motivating others'
#n general, individuals high on the need for B(owerB and low on the need for B3ffiliationB
tend to perform better in managerial roles.
Madhvi +angia K
Module 3 Leadership
'lderfer+s ER4 Theory
E1istence
Relatedness
4rowth
5his theor does not assume a rigid hierarch li2e Maslow:s. <or e1ample, all 3 of these
could be operating at the same time.
Reinforcement theory
5he basic premise behind this theor is that is not necessar to understand the emploee>s
needs to motivate him)her, instead of that is necessar to understand the relationship
between behaviors and conse&uences. 3fter that, reinforce the behaviors that deliver the
desired conse&uences.
4.<. =2inner, the famous motivation theorist stated that behavior is learned through
e1periences of positive and negative conse&uences.
#n terms of application, reinforcement theor has to ta2e into account the tpe of
reinforcement and the fre&uenc of it.
5here are four tpes of reinforcement and two tpes of fre&uenc.
Types of reinforcement,
(ositive, 3n conse&uence (action) that reinforce the behavior (i.e. a praise, a
bonus, a promotion).
+egative, 3n conse&uence (action) that neglects the behavior (i.e. a reprimand,
not giving a promotion)
/1tinction, 8itholding reinforcement an time an undesirable behavior shows up
(i.e. no praise, no reprimand)
(unishment, (rovide an undesirable conse&uence to the emploee for the observed
behavior. (i.e. ta2e awa privileges, fining, firing)
#n terms of fre&uenc of reinforcement, ou have to tpes
Iontinuous, each and ever desired behavior is reinforced.
#ntermitent, reinforcement comes on a defined scheduled, after a defined time
period, or when a deadline is met.
3 stud b 3.%.=ta02ovic and <.Luthans (7FF6), found out that reinforcement increased
perfomance up to a 6KL. 5he same authors in 6DDD observed that you get what you
reinforce, not necessarily what you reward.
3ccording to Lussier and 3chua (7FFC), positive reinforcement is the best motivator,
and the give K guidelines to observe for using it.
6. =et clear ob0ectives, emploees need to 2now what>s e1pected from them
7. =elect the appropiate reward for the emploees
3. =elect the appropiate reinforcement schedule
Madhvi +angia M
Module 3 Leadership
C. %o not reward mediocre or poor performance
H. Loo2 for the positive and give praise, instead of focusing in the bad.
E. +ever go a da without giving a sincere praise
K. %o things for our emploees, instead of to them, and ou will see productivit
improvements
6rocess theories of motivation ,
E7uity and expectancy theory tr to e1plain how people change their behavior to fulfill
their needs. 5hese theories are a step further from the content motivation theories. 5he
not onl e1plain the needs, but how and wh the people satisf their needs in different
was.
E7uity theory
5he e&uit theor proposes that people are motivated when their perceived inputs e&ual
the outputs. 5he inputs are effort, e1perience, seniorit, status, intelligence, and so forth.
5he outputs are praise, recognition, pa, benefits, promotions.
5he e&uit theor compares the perceived inputs and outputs to that of relevant others. 5he
relevant others can be their peers, or whomever the compare to, even an hpothetical
situation. 5he comparison leads to an of three posible answers, the emploee is
underrewarded, overrewarded or e&uit rewarded. #f lac2 of e&uit is perceived,
emploees tr to reduce it b reducing input or output.
/mploees ma2e comparison of their 0ob inputs and outcomes relative to those of others
shown with relation ,
@)#
3
, (erson (ou) , @)#
4
, Aelevant others
Expectancy theory
/1pectanc theor states that emploees are motivated when the believe the can
accomplish the tas2, the will get the reward, and the reward is worth the effort. 5his
theor is based on Nictor Nroom>s formula,
Motivation = Expectancy * Instrumentality * Valence
Expectancy, Aefers to the wa the person perceives his or her abilit to get the 0ob
done.
Instrumentality, Aefers to the belief that getting the 0ob done will lead to a
reward.
Madhvi +angia D
Module 3 Leadership
&alence, Aefers to the value the persons assigns to the outcome or reward of the
0ob.
5he /1pectanc 5heor e1plains best the behavior of emploees with an internal locus of
control, because the a have sense of controling their lives.
#f we ta2e a loo2 to the variables in Nroom>s formula, we>ll see that to motivate emploees
using this formula ou need to ta2e into account the ne1t,
Expectancy, 5he ob0ectives of the 0ob have to be well defined. 5hen, the
emploee will have a clear perception of his abilit to get the 0ob done.
Instrumentality, 5he performance must be tied to rewards. #f there>s no difference
in rewards for high performers and low performers, the high performers will feel
demotivated.
&alence, Ihose rewards significant to emploees, a one-time bonus, a promotion,
a public recognition, or whatever suits bests our people>s needs.
Integrating 3ontemporary Theories of %otivation
<irst, consider emploees> opportunit, abilit and the -purpose. or ob0ectives of the
current performance evaluation sstem in which the wor2. 5hen, consider the lin2
between individual effort O individual performance O organizational rewards and personal
goals. /ach lin2 can be influenced b a variet of factors (i.e. needs, reinforcement,
e&uit)
%otivation Theories are 3ulture -ound
+ote that most theories were developed in the G=. 8hile there ma be man differences
across cultures, there are some cross-cultural consistencies (i.e. facets of the the two factor
theor)
#ummary and Implications for %anagers
!eed Theories
Maslow>s hierarch, 5wo factor, /A9, " McIlelland>s
"oal Setting Theory
Ilear and difficult goals often lead to higher levels of emploee productivit.
#einforcement Theory
9ood predictor of &ualit and &uantit of wor2, persistence of effort, absenteeism,
tardiness, and accident rates.
$ob %esign Theory
- Jobs that score high on s2ill variet, tas2 identit and significance, autonom
and feedbac2 will help to satisf the individual goal of emploees who desire greater
meaningfulness from, and control over, their wor2.
&'uity Theory
=trongest when predicting absence and turnover behaviors.
8ea2est when predicting differences in emploee productivit.
Madhvi +angia 6F
Module 3 Leadership
&(pectancy Theory
- <ocus on performance variables
- #t is a -rational. model so be careful when using it
- 5his theor ma be better applied to emploees with greater discretion in their
0obs (i.e., as opposed to semi-s2illed positions)
"-#T'3)E# T" )E'DER#HI6
6. Gnwillingness to confront and resolve issues.
<irst and foremost obstacle to leadership is inabilit or unwillingness to confront and
resolve issues.5here will be hard decisions to ma2e concerning finances, priorities,
organization performance, and issues associated with inade&uate or improper performance
b individuals.5hese issues are avoided b leaders who li2e to delegate their resolution to
the leadership team members or ignore them altogether.Aesolution of these issues re&uires
courage plus good communication and management s2ills.;ou re&uire a well-structured
and consistent approach to resolving these problems,
6. %efine the issue clearl- %etermine how the issue relates to achieving our leadership
vision and our values.
7. 9ather all facts based on the problem statement- (erform an evaluation of information
available and draw a conclusion.
3. /valuate the facts compared to the re&uirements- evaluate how facts relate to problem
statement.
C. Ma2e a fact based decision concerning achieving our leadership vision-stand b the
decision unless different facts are presented to ou.
7. %iluting our leadership efforts b lac2 of focus.
5o move towards achieving our vision, leadership team must function effectivel and
efficientl ,thus need to be focused.Leadership fails when new action items or even new
goals and ob0ectives are added at ever leadership team meeting which ma2es focus to
achieving leadership vision as secondar.5hus as a leader ou must decide on priorities
and actions and guide our leadership team.3s new priorities ,action items and even goals
and ob0ectives present themselves ,ou must evaluate them in the light of 2eeping focused
on our leadership vision.4est tool to use is delegation.
Emotional Intelligence and )eadership
B/motional #ntelligence, also called /# and often measured as an /motional #ntelligence
Puotient or /P, describes an abilit, capacit, or s2ill to perceive, assess, and manage the
emotions of one:s self, of others, and of groups.B /motional intelligence can be increased
b practicing being more aware, b being more conscious of our choices, and b
deliberatel blending the thin2ing plus feeling to generate better decisions. 4eing
B/motionall intelligentB doesn:t mean B4eing nice,B it means consciousl and carefull
processing and using emotional information and emotional energ.
Madhvi +angia 66
Module 3 Leadership
3s in most things, /motional #ntelligence as a leadership re&uirement should be 2ept in
perspective. 5he 2e to effectiveness is balance, a strong mi1 of cognitive capacit
(logical, conceptual and creative thin2ing), people s2ills (interpersonal astuteness,
influence s2ills, and communication s2ills), and the wisdom borne of e1perience and
having to ma2e unprecedented decisions based on a strong set of personal values and
personal integrit. 5a2en together, this is what ma2es for effective leadership.
Leadership Self-Assessment
%etermining where ou are in achieving our leadership vision and where ou have to
go.#t assists the leader in measuring how far ou must go to achieve our vision and what
ou need to do.
)eadership 6lanning
Why develop a )eadership 6lan?
8ritten leadership plan is the vehicle through which ou,
O 3rticulate our vision
O%efine specific annual goals
- Iommit to specific action steps to be achieved within a set time period
6lanning 6rocess
Q =tep 6R#ndividual preparation)self-assessment
Q =tep 7R3rticulate vision
Q =tep 3R9ot 9oals'
Madhvi +angia 67
Module 3 Leadership
Q =tep CR3ction plan our wa to success
Q =tep HRIommunicate our plan
Q =tep ERMonitor progress
#tep 8, Individual 6reparation
S#dentif Iore Leadership =2ills)Iompetencies
S=elf-3ssessment
O Ionsider which s2ills to target for achievement over ne1t ear
3ore )eadership 3ompetencies
3re there universal leadership characteristics*
3uthenticit is 2e, 4e ourself, 8al2 the wal2
S9ood leaders have certain core cognitive,emotional and interpersonal
competencies
)eadership 3ompetencies and -ehaviors
O #elf1'wareness
T 3ccurate self-assessment, self-confidence, emotional self-awareness
O #elf1%anagement
T =elf-control; abilit to create a vision and pursue opportunities; abilit to let go of past to
create future
O 'spire to Excellence
T Gnderstand core practice s2ills; participate in substantive professional development
training
O &ersatility and adaptaility
T 3bilit to ad0ust leadership stle to meet needs of different individuals and teams
O Relationship management
T Aelate well to people at all levels; develop, empower others; team plaer
O 3ommunicate with meaning
T <oster open dialogue; 2eep others informed; listen activel; provide feedbac2
T /1press ideas clearl; &uestion effectivel
O Inspire trust
T Iommunicate clear values through behavior; maintain high standards of personal
integrit; value diversit; treat others fairl
T /1ercise good 0udgment
#ocial 'wareness
T 3bilit to understand environment; empathize; organizational awareness
O #ystems thin!ing
T 5ransform strategies into action; realize intentions through action; assume personal
responsibilit for improving organizational achievement; &uestion and overcome
roadbloc2s; challenge the process; be optimistic; persevere
#tep 8 cont2d, #elf1'ssessment
3ssess our e1isting leadership competencies
O #dentif strengths and wea2nesses
%ecide which competencies to enhance this ear
O %raw on and develop our strengths
S/1ercise 6
- =8@5 analsis
#tep 9, 'rticulate your vision
Nision for =uccess
T @verall vision for upcoming ear and following 3-H ears
Madhvi +angia 63
Module 3 Leadership
O Nision of our organization
O Nision for ourselfRwhere do ou fit in our organization
/1ercise 7, 3rticulate our vision
#tep :, 4ot 4oals;
Ma2e vision happen
%efine =M3A5 goals for upcoming ear
4oal #etting, What is a 4oal?
3n end toward which ou direct specific effort
Why #et 4oals ?
/stablish direction for our career
SIhallenge our growth
Aaise our confidence
SAaise levels of achievement and 3ccomplishment
Effective 4oals are #%'RT
#pecific
%easurable
S'cceptable
Realistic)Aesults- @riented
Timeframe
#pecific 4oals
5o set a specific goal, answer C &uestions,
O 8hatRdo ou want to accomplish*
O 8henRdo ou e1pect to achieve this goal*
O 8hRdo ou want to accomplish this goal*
- !owRwill ou accomplish this goal*
%easurale
S9oal should incorporate concrete criteria to determine success or failure
5argets 2eep ou on trac2
SAeflect tangible evidence of completion
'cceptale
;ou must set our own goalsRnot someone else
;ou 2now our strengths and wea2nesses
Realistic
3 goal must represent an ob0ective toward which ou are both willing and able to
wor2
;ou decide how high our goal should be
(lan to do things ou are li2el to do
Timeframe
%etermine when ou plan to wor2 on our goal
Limit timeframe
#tep <, ='ction 6lan> *our Way to #uccess
8rite down our goals and our plan, 5emplate
#dentif specific action steps (consider C &uestions above and two more,
O Where?
O Who?
Madhvi +angia 6C
Module 3 Leadership
#nclude time frame and resources
SIonsider obstacles and alternatives
Template, Resources (who) ,-enefits (wh) ,"stacles .Time $rame (when)(where)
'ction .#teps(how) .4oals(what) .3ompetency
#tep ?, 3ommunicate your plan
S=hare our plan and see2 feedbac2
O %iscuss plan with our mentor or personal 4oard of 3dvisors
- %iscuss plan with our %epartment !ead
#tep @, %onitor 6rogress
Monitor progress monthl)bi-monthl
SMa2e ad0ustments
-est 6ractices
@wn responsibilit for our development
=ee2 regular feedbac2Rbe receptive
Monitor our progress
4e proactive'' =ee2 opportunities'
+etwor2 internall
#nitiate opportunities to grow
4e authenticRbe optimisticRpersevere'
)eaders and their effectiveness
T Aealize potential for personal leadership through building on strengths, improving
self-image and motivation
T Ma2e choices for success b overcoming past conditioning
T @vercome obstacles to leadership
T /1perience self-motivation b altering attitudes, behaviors and habits
T %evelop a written, specific success plan
" NE: Your Potential for Personal ea!ership "#$%: &esi'nin' Your Personal (ro)th
4uilding on Iurrent =trengths Ma2ing 4ehavior Ihange
5he Aewards of Leadership Aedesigning 3ttitudes through %isplacement
;our Gntapped (otential 5pes of 3ffirmations
=elf-#mage =upporting 3ffirmation with Nisualization
=elf-Motivation
9oal %irection "IVE: &evelopin' a Personal Plan of *ction
#dentification of 9oals
T+#: Ma,in' -hoices for .uccess Nalue of 8ritten 9oals
!ow Ionditioning 8or2s @vercoming @bstacles
=ources of Ionditioning 3nticipation of 4enefits
4rea2ing @ut of a Ionditioned /1istence 5he Motivation of 5arget %ates
;our <reedom to Ihoose
.IX: (oal .ettin' an! Personal ea!ership
T/%EE: Motivation Throu'h *ttitu!es an! /a0its (ersonal Nalues and 9oal =etting
=atisfing +eeds 9oals that 8or2
5he /1change =stem 5pes of 9oals
5raditional 3pproaches to Motivation #ntegrated (ersonalit
Motivation 5hrough 3ttitudes and !abits
3ltering 3ttitudes and !abits
%ealing with %emotivators
Madhvi +angia 6H
Module 3 Leadership
.EVEN: "ive ea!ership Essentials EI(/T: %eali1in' Your "ull Potential
(ersonal Leadership %evelopment @vercoming @bstacles to Leadership
Irstallized 5hin2ing (ositive /1pectanc
8ritten (lans and %eadlines Ireativit
3 4urning %esire Living an 3bundant Life
=upreme =elf-Ionfidence 8here %o ;ou 9o from !ere*
Gnsha2able %etermination
Leadership /ssentials as Iriteria
/ffective leaders have man common &ualities. 9ood group leaders ma2e an effort to
learn and practise s2ills so the can,
listen openl to others
offer and accept constructive suggestions
give clear directions
set and meet deadlines
give formal and informal presentations
help members identif and solve problems
set an e1ample of desired behavior
show appreciation of others: contributions
show understanding
encourage members to e1change ideas
handle conflict
guide the group in goal setting and decision ma2ing
delegate responsibilities
as2 &uestions of the group to prompt responses
create a productive atmosphere
Madhvi +angia 6E