Achievement:  personal responsisbility
feedback
moderate risk

Power:  Influene
competetive

Affiliation:  acceptance and friendship
cooperative

Match the goal -

high enough (challenge)

low enough (achievable

Specific goals increase performance and difficult goals when accepted result in higher performance than easy goals

Hygiene factors that keep people from being unhappy:

Supervision, company policay, working conditions, salary, peer relationships, security

Motivators:

Achievement, recognition, work itself, responsisbility, advancement, growth

Legitimate:  Formal Management Position

Referent:  Charisma "I want to be like you"

Expert:  Specialized Knowledge

Coercive:  Punish

Reward - Bestow rewards

Focuces on factors effecting ability for Leader's Behavior to achieve outcomes

Factors include Envinronmental Contingincy Factors and Subordinate contingency factors

Power:  we are responsible for our actions and we share resonsibility for the actions of those we influence

Authority:  Willingness of subordinates to comply, suspension of subordinates criteria for making a decision, power relationship legitimized by norms of the group.

Traits

Behavior

Contingency

Situational

(Power)?

Authoritarian - full authority

Democratic - group involvement

Laissez Faire - no direction

People are good and smart, underutilized, want responsibility

(participitive)

Not good for Training Leaders, but good for leaders training themselves

Strengths:  focus on leaders, 100 yrs practice, personal awareness and development

Weaknesses:  Overly simple, not useful for training, no one "set" universally

Machiavelli - end justifies means

"Great Man" theory

Right Stuff (height, etc.)

Stogdill - no one set of leadership traits across professions

Kirkpatrick and Locke "Traits Matter"

Big 5

Intelligence

Allertness

Insight

Responsibility

Persistence

Initiative

Self Confidence

Sociability

The conflict between Administrative and Teacher (They)

Administrative - enviornmental, facilitative, group achievement

Teacher:  transformative, individual achievement

A dichotomous grid showing outcomes between low to high manager's consideration (trust, respect, friendship, warmth) and low to high manager's initiating structure (organizational patterns, communication, scheduling procedures)

Effected outcomes include performance, grievance and turnover

1. People First
2. Eliminate inneffective office practices
3. practice "management by wandering around"
4. Know what to look for when MBWA
5. Let others help you save time
6. do demo lessons
7. seek feedback
   

Systems (whole and parts relationships)

Personal Mastery (keeping tension between vision and reality

Mental Models - can limit and effect our conclusions

Shared Vision - future created together

Team (teacher) Learning - align not agree, encourage reflection.

Relevant - clear classroom fit

Attractive - incentives, application

Duration - practice, evaluation

make them hunger for it.

A coordinate graph that plots leadership styles on two axis - concern for people, concern for production - quadrants include: Country Club (high people, low prod.)

Team Management (High Pe High Pro)

Authority Obedience (Low PE, High Pro) and Impoverished (low, low)

also Organizational (Wo)man - in the middle, doing just enough, getting by.

A bell curve requiring more relationship behavior depending on level of follower readiness in task behavior.

roles include

Delegating (able and willing follower)

Supporting/Participating (able and unwilling)

Coaching/Selling (Unable and Willing

and Structuring/Telling (Unable and Unwilling)

Self-Actualization

Esteem, Status

Social Affection

Safety, Security

Physiological Needs

(lower need must met before moving up)

Overlaps with Maslow, but believes people can satisfy needs in more than one area at a time;

Growth

Relatedness

Existence

(goes from extrinsic to intrinsic motivation)

1.  There is no one right way.

2.  Everything is a judgement call.

3.  Do your homework.

(Hersey/Blanchard)

willing and able

(Senge)

Personal (the tension between vision and reality)

Shared - the future we create together

1.  Self-Awareness

2.  Self Responsibility (regulation and motivation)

3.  Social Competence (empathy and social skill)

We assume others are internally controlled (somebody else's fault)

"she didn't get her work done because she's lazy"

We exaggerate our external controls

(I didn't get my work done because of computer problems, traffic, etc.)

"I'm okay"

Manifested in attitudes:

Observe our emotional state, decide if it is an appropriate response for the circumstances and people involved.

"Savvy-ness"

I am the LAKE, I control the RIPPLES

Occurs when there are inconsistencies between 2 or more of a person's attitudes or between a person's attitudes and behavior.

Reduce by:

stopping behavior

decided not importnat

changing attitude

seeking out sonsonant elements to outweigh disonant ones

Felt:  actual feelings

Displayed:  required by organization for job.

(Emotional Labor)

expressing organizational desired emotions during interpersonal transactions.

"Welcome to Costco, I love you."