Leadership, management homework help

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Describe: 1) some of the information you find concerning dysfunctional leadership and 2) why you think followers may continue in organizations led by dysfunctional leaders.

Discussion: The response to the facilitator’s original post should be a minimum of 100 words. .

Sources: Approved sources for this course include the course textbook and scholarly articles from the Bethel library databases. No other source information is acceptable.

Format: intext citations are always inside a sentence. Here are three good examples:

Paraphrasing examples:

According to Manning and Curtis (2015), casting a vision is an important leadership action.

Casting a vision is an important element in leadership (Manning & Curtis, 2015).

Direct quote examples (notice the “quote” marks and page number):

Manning and Curtis (2015) state how “the first requirement for a leader is a strong sense of purpose” (p. 32).

Leadership has many requirements, but “the first requirement for a leader is a strong sense of purpose” (Manning & Curtis, 2015, p. 32).

Reference

Manning, G., & Curtis, K. (2015). The art of leadership (5th ed.). New York: McGraw Hill.

PLEASE USE THE READING MATERIAL THAT IS UPLOADED AS THE INTEXT CITATION AND REFERENCE.

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man62457_ch10_199-234.indd Page 199 11/21/13 6:36 PM f-496 Part 5 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles Leadership Principles 10. Effective Leadership and Human Relations 11. The Team Concept W I L leader coaches. THE BOSS DRIVES; the The boss wants power; S the leader, good will. The boss creates fear;O the leader builds pride. The boss says “I”; theN leader says “We.” The boss places blame; , the leader solves the problem. The boss knows how; the leader shows how. The boss uses people; the leader serves others. J A The boss takes credit; the leader gives credit. M The boss commands; the leader asks. I leader says “Let’s go.” The boss says “Go”; the E Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. The boss preaches; the leader teaches. —William J. Stewart Author and educator 5 0 5 Learning Objectives 1 After studying Part B Five, you will be able to: • Apply the principles U and practices of effective leadership. • • • • • • Develop a high-morale, high-performance workforce. Understand the importance of good human relations in the work setting. Demonstrate the art of effective listening. Identify the elements of an enlightened workplace. Describe the characteristics of a high-performance group. Know what the leader can do to develop communication, teamwork, and a one-team attitude. 199 man62457_ch10_199-234.indd Page 200 11/21/13 6:36 PM f-496 CHAPTER 10 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles Effective Leadership and Human Relations P art 5 addresses the role of the Wleader in creating a high-morale and highperformance workplace. Topics include work satisfaction, human relations, I 10 begins with principles and practices for and team leadership. Chapter effective leadership. L How do you go about being an effective leader? Author and educator Warren Bennis S provides a short-course answer distilled from years of study and experience: O Be yourself. Figure out what you are good at. Hire only good people who care. Treat people the way you want to be treated. Focus N on one or two critical objectives. Ask your co-workers how to get there. Listen well. Call the play. Get out of their way. Cheer them on. Count the , gains. Start right now.1 No individual has been more influential than Peter Drucker in the study and pracJ are classics on the subject, and his advice has tice of effective leadership. His books helped six generations of leaders. AAn Austrian trained in economics and law, Drucker came to the United States in 1937, where he worked as a correspondent for British M professor. In 1954, he wrote his famous text, newspapers and later became a college The Practice of Management. Drucker’s conclusions about leadership include the I following: E 1. There may be “born leaders,” but these are few. Effective leadership can be learned. 2. Without followers, there can be no leaders. Trust is the glue that binds the two. 5 or title. Leadership is responsibility. 3. Leadership is not rank, privilege, 0 is it style or personality. Leadership is results.2 4. Popularity is not leadership; nor When Drucker died in 2005,5Fortune, BusinessWeek, and The Wall Street Journal declared him to be the1greatest management thinker and writer of all time. His ideas influenced Bill Gates, and the Japanese business establishment, B Frances Hesselbein, past editor of the Harvard citing a famous few out of millions. Business Review and CEO of the U Girl Scouts of the USA, describes the influence of Peter Drucker: “In his 65 years of work, Peter Drucker redefined the social sector, redefined society, redefined leadership and management—and gave mission, motivation, and values powerful meanings that have changed our lives.” Drucker’s influence endures today especially in the booming economies of Asia where old school values like integrity and humility fit well with Confucian heritage.3 Drucker provides the following advice for leadership effectiveness: 1. Determine what needs to be done. 2. Determine the right thing to do for the welfare of the entire organization. 3. Develop action plans that specify desired results, probable restraints, future revisions, check-in points, and implications for how one should spend his or her time. 4. Take responsibility for decisions. 200 man62457_ch10_199-234.indd Page 201 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 201 5. Take responsibility for communicating action plans, and give people the information they need to get the job done. 6. Focus on opportunities rather than problems, and treat change as an opportunity rather than as a threat. 7. Run productive meetings. Different types of meetings require different forms of preparation and different results. Prepare accordingly. 8. Think and say “we” rather than “I.” Consider the needs and opportunities of the organization before thinking of your own opportunities and needs. 9. Listen first, speak last.4 Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. Drucker believed rules 1 and 2 provide the knowledge leaders need, rules 3 through 6 help leaders convert knowledge into effective action, rules 7 and 8 ensure that the whole organization feels responsible and accountable, and rule 9 should be a leadership commandment. Certain principles of leadership have optimum positive influence on followers. WStagg, Knute Rockne, Eddie Robinson, and Paul “Bear” Consider Amos Alonzo Bryant in the field of sports. Although their styles were different, each followed uniI versal principles of leadership that brought out the best in the pride and performance L constitute leadership by competence. They apply at all of people. These principles 5 levels of leadership and Sin all fields of work. For an evaluation of your competence as a leader (or an evaluation of your leader’s competence), completeO Exercise 10–1 and read the rationale that follows each question. Note that this questionnaire N is an assessment of leadership behaviors, as opposed to personality traits. Followers are unable to read the minds of their leaders and can go only by what they see ,them do; therefore, it is important to consider how well you are practicing the principles of effective leadership. J A M I E 5 0 5 1 B U man62457_ch10_199-234.indd Page 202 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles W I L S O N , J A M I E 5 0 5 1 B U man62457_ch10_199-234.indd Page 203 11/21/13 6:36 PM f-496 Exercise 10–1 Leadership Report Card6 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles Circle the appropriate number for each response, and read the accompanying rationale. If you are evaluating your leader, substitute he or she for I, and his or her for my. A. I have a clear understanding of my responsibilities in order of priority. 1. I haven’t the foggiest. 2. Things are vague. 3. There is some confusion. 4. Generally speaking, yes. 5. Exactly. Rationale: ■ If the leader is confused about personal goals and duties, how can the leader guide the behavior of others? The leader won’t know in which direction to lead them. B. All my people know what their job duties are in order of priority. 1. None do. 2. Some do. W I 4. Almost all do. 5. All do. L Rationale: S ■ Job expectations must be understood and agreed upon for maximum job satisfaction O and work performance. ■ Not knowing what isN expected of you is a major cause of stress at work. ■ Manage by the Marine Corps “rule of three”—most people can efficiently handle three , key responsibilities. 3. Most do. C. The jobs my people have are satisfying to them. J A 3. So-so. M 4. More than most. I 5. Definitely yes. Rationale: E 1. Not really. Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. 2. Some are. ■ A person’s work is an important part of personal identity in Western society. ■ Work must be personally satisfying if high morale and productivity are to be achieved. 5 D. My people know whether they are doing a good job or if they need to improve. 1. No, it’s best they 0 don’t. 2. Some do. 5 1 4. Practically all do. Bdon’t. 5. Yes, it’s rare if they Rationale: U 3. I try to get to most of them. ■ Not knowing how you are doing causes worry and anxiety and dissipates energy. E. I recognize and reward good performance. 1. The paycheck is enough. 2. Sometimes. 3. More often than not. 4. Almost always. 5. Always. Rationale: ■ Appreciation for a job well done reinforces good work. ■ Ignoring a job well done reduces commitment. The employee begins to think, If they don’t care, why should I? People need psychic, social, and economic reinforcement at work. 203 man62457_ch10_199-234.indd Page 204 11/21/13 6:36 PM f-496 204 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles ■ Glorify the lower levels of the organization. Celebrate their successes and take pride in their performance. Most of an organization’s critical tasks are accomplished by frontline leaders and their teams. ■ Recognition techniques that build morale include (1) personal thanks; (2) year-end celebrations; (3) courtesy time off; (4) traveling trophy; (5) money. F. I have criticized an employee in the presence of others. 1. I believe in making an example. 2. Occasionally. 3. Almost never. 4. Once. 5. Never, not once. Rationale: ■ Public criticism embarrasses, alienates, and ultimately outrages not only the employee being chastised, but all who are present as well. ■ As Ralph Waldo Emerson said, “Criticism should not be querulous and wasting, all knife W and rootpuller; but guiding, instructive and inspiring—a south wind, not an east wind.”7 I G. I care about the personal well-being of my people, and they know it. 1. Honestly, no. L 2. Some of them, yes. S 3. Usually. O 4. Almost all of them, yes. 5. Totally. N Rationale: , ■ People resent being treated as unimportant; they want leaders to care about them and show respect for their interests, their problems, and their needs. Whether by personal hospital visits when they are ill,J or by providing the best equipment and working tools available, or by sharing in the trials of battle and the rewards of victory, the effective leader shows consideration for A others. Plutarch in Lives has this to say about the Roman leader, Julius Caesar: M Caesar implanted and nurtured high spirits in his men: (1) first by gracious treatment I stint, demonstrating that the wealth he amassed and by bestowing awards without from wars was a carefully guarded E trust for rewarding gallantry, with no larger share for himself than accrued to the soldiers who merited it; and (2) secondly by willingly exposing himself to every danger and shrinking from no personal hardship of battle faced by his fellow soldiers.8 5 ■ A leader’s ability to remember aspects of followers’ personal lives (names of children, favorite hobbies, etc.) creates a0bond that causes followers to admire and support the leader. 5 H. I have policies and procedures for employee development and cross-training. 1 1. There is no need for this. B 2. I plan to someday. 3. On occasion, for some employees. U 4. Yes, generally speaking. 5. It is a major commitment I have. Rationale: ■ Employee training does six important things: builds skills, raises morale, cuts avoidable turnover and absenteeism, raises loyalty, reduces mistakes, and increases productivity. I. I have given assignments to people without first considering the availability of their time and the competence they possess. 1. Often. 2. Occasionally. 3. Rarely. 4. I almost never do this. 5. Never. man62457_ch10_199-234.indd Page 205 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 205 Rationale: ■ Assigning work that is over a person’s level of skill creates undue stress and is likely to result in a costly error. ■ Assigning more work than is possible to accomplish in the time available creates frustration, low morale, resentment, and lower performance in the long run. J. I have been accused of favoritism regarding some of my employees. 1. Often. 2. More than most. 3. At times. 4. Rarely. 5. Never. Rationale: ■ The values of equality and fair treatment are widely shared in Western society; favoritism runs directly counter to these values. W K. I take personal responsibility for the orders I give and never quote a superior to gain compliance. I 1. Never. L S 3. Usually. 4. Almost always. O 5. Always. N Rationale: , ■ Leaders who violate this principle lose the respect of their direct reports, upper manage2. Rarely. ment, and ultimately themselves as they become merely “paper leaders.” ■ ■ Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. ■ The effective leader agrees J with Harry Truman, who said, “The buck stops here” and “If you can’t stand the heat, get out of the kitchen.” When a leader refersA to higher managers as “they,” he or she drives a wedge between the employees and the M organization, failing senior managers and employees as well. Karl Menninger’s definition of loyalty can be helpful here: I Loyalty doesn’t mean that I agree with everything you say, or that I believe you are always right, or that E I follow your will in blind obedience. Loyalty means that we share the same values and principles, and when minor differences arise, we work together, shoulder to shoulder, confident in each other’s good faith, trust, constancy, and af5 we go forward, secure in the knowledge that few day-to-day fection. Then together, 9 matters are hills worth 0 dying on. L. I do not promise what cannot be delivered, and I deliver on all promises made. 5 1 2. I have failed occasionally. 3. Usually. B 4. Almost without exception. U 1. I have dropped the ball often. 5. Always. Rationale: ■ Broken promises lower employee confidence and respect for the leader. ■ Disappointments deflate employee morale and performance, especially when they come from the leader. M. My people understand the reasoning behind policies and procedures. 1. Rarely. 2. Occasionally. 3. Sometimes. 4. Usually. 5. Always. man62457_ch10_199-234.indd Page 206 11/21/13 6:36 PM f-496 206 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles Rationale: ■ Not knowing the purpose of a policy or procedure can result in mistakes. ■ The following story shows the importance of understanding why: The members of a crew on a submarine were about to take battle stations, and the ship’s captain was worried about a young seaman whose job it was to close the watertight doors between certain compartments. The young man didn’t seem to realize the purpose of his job, so the captain undertook to impress him. He told him that if he failed his job, the ship would be lost. Not only that, some of the men aboard were specialists and it cost thousands to train each of them; they might be drowned. The captain stated: “So you see how important it is that you do your job . . . this is a very expensive ship, and these men are very valuable.” The young crewman replied: “Yes sir, and then there’s me too.” The captain stopped worrying.10 ■ Uncertainty about policies can lead to paralysis. N. The rules we live by are discussed and modified as needed. 1. Rarely. W I 3. Usually. 4. Almost always. L 5. Always. S Rationale: ■ People are more likely to followO a rule they help set. ■ People need to know the appropriate N limits of behavior and guidelines for conduct. ■ Rules should be periodically reviewed for appropriateness; some rules may no longer , 2. Sometimes. be necessary or desirable. O. I encourage my people to express disagreement with my views, especially if I’m dealing in a controversial area. J 1. Never. 2. Rarely. 3. Sometimes. 4. Fairly often. 5. Always. Rationale: A M I E ■ People have the need to express themselves on emotional issues without fear of 5 reprisal. ■ Good ideas can come from constructive disagreement. 0 ■ Remember Harry Truman’s advice: “I want people around me who will tell me the truth as they see it. You cannot5operate if you have people around you who put you on a pedestal and tell you everything 1 you do is right. Because that can’t be possible.”11 P. My people know and feel free to use a right of appeal, formal and informal. B U 2. There is a procedure, but it is not widely known. 1. There is no procedure for appeal. 3. Some do. 4. Most do. 5. All do. Rationale: ■ Not all decisions are good ones, and some should be reversed. ■ Every rule must have an exception, and a review or appeal process can facilitate this. ■ An appeal process is a defense against arbitrary and capricious treatment, and it meets the need for a sense of fairness. Q. The last time I listened closely to a suggestion from my people was: 1. I can’t remember. 2. Two months ago. man62457_ch10_199-234.indd Page 207 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 207 3. A month ago. 4. Last week. 5. Within the past two days. Rationale: ■ Not listening shows disrespect, and people shut down when they do not feel respected. ■ Important information and ideas may be lost unless two-way communication prevails. ■ Ben Jonson’s words make the point well: “Very few men are wise by their own counsel; or learned by their own teaching. For he that was only taught by himself had a fool to be his [teacher].”12 ■ Abraham Lincoln advised casual contact with subordinates to keep in touch with their concerns. He called these opportunities “public opinion baths.” John Nicolay and John Hay, his personal secretaries, reported that Lincoln spent 75 percent of his time meeting with people. ■ One of the best ways to keep communication lines open is to be available. The simple act of placing your office in a position near the lobby, parking lot, or hall is a time13 tested way to stay informed W of employee needs and suggestions. R. I encourage my people to participate in decisions affecting them unless compelI it. ling reasons prevent 1. Rarely. L 2. Sometimes. S 3. Usually. 4. Almost always. O 5. Always. N Rationale: , ■ Democracy is a political value taught in our society. It should come as no surprise when employees want to be involved in decisions that affect them. ■ Participation leads to understanding; understanding leads to commitment; and comJ mitment leads to loyalty. ■ Peter Drucker makesA the point: Good leaders know how to tell; great leaders know how to ask.14 Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. M S. I have mastered both the job knowledge and technical skills of my work. 1. I am totally out ofImy element. 2. I need much improvement. E 3. I am OK. 4. I am very good. 5. I am excellent. 5 Rationale: 0 ■ Job knowledge helps the leader gain the respect and loyalty of people. 5 ■ Job expertise helps solve critical problems. 1 ■ Effective leaders are teachers and developers of people; this role requires keeping job knowledge current. B T. I have lost control of my emotions or faculties in the presence of my people. U 1. Often. 2. Occasionally. 3. Rarely. 4. Almost never. 5. Never. Rationale: ■ Emotional stability in the leader can be an anchor of strength for others. ■ Past a certain point, as emotionality increases, objectivity and the ability to make good judgments decrease. U. I set a good example for my people in the use of my time at work. 1. If they did what I do, we’d be in trouble. 2. I waste significant amounts of time. man62457_ch10_199-234.indd Page 208 11/21/13 6:36 PM f-496 208 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles 3. Sometimes yes, sometimes no. 4. Usually. 5. I wish they would use me as a model. Rationale: ■ Because people are influenced primarily by the example the leader sets, leaders must follow effective time management practices. ■ Effective time management results in efficiency and smooth operations in the work setting. Scoring: Add the numbers you circled for all 21 questions; record your total score here: Interpretation: Check the following list for an evaluation of your (or your leader’s) competence as a W leader. Score 95–105 84–94 I You should go to L the head of the class. Your leadership practices can serve as a model for others. Your behavior concerning employee communication, rewards,S decision making, assignment of work, and the example you set are ideal. O You are on solid footing as a leader. You understand and employ the N basic principles of effective leadership, regardless of the level and field of work. People should , be happy under your direction, and the quality of Evaluation their work can be expected to be high. 63–83 You are doing some things right, and you are making mistakes in other areas. Go back to J the test, determine where your strengths are, and capitalize on those areas. Also, work diligently to raise your low scores. A have good two-way communication with your For example: Do you people? Are you following the principles of effective motivation? Are you M setting a good example by your own work habits and the use of your I time? 62 and lower Because of lack ofE training, lack of application, or lack of aptitude, you are not practicing the principles of good leadership. To diagnose the problem, answer these three questions: (1) Have you been reading the wrong book or following the wrong models of leadership? (2) Do you 5 know the right answers but have been inattentive to practicing them? 0 for leadership, or do you feel more comfortable (3) Are you cut out working alone—being responsible for your own work, as opposed to 5 assigning, coordinating, teaching, coaching, and facilitating the work of others? 1 Whatever the cause B of your low scores, for the benefit of your employees and the quality of work of your group, you should address the problem U way to do this is to read the rationale for the correct and solve it. The best answers and then make every effort to exhibit the correct behavior on the job. man62457_ch10_199-234.indd Page 209 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 209 In his excellent article, “The Real Leadership Lessons of Steve Jobs,” biographer Walter Isaacson identifies 15 beliefs and practices that worked for Jobs as a leader. Both new and experienced leaders can learn from Jobs’s leadership formula for success15: Focus Deciding what not to do is as important as deciding what to do. Simplify Zero in on essence, eliminate unnecessary components. Own Take responsibility for “the whole widget,” end to end. Compete When one is behind, leapfrog the competition. Prioritize Make the right products and profits will follow. Intuit Listen to your feelings, not just your intellect. Bend Create a convincing reality through shear mental force. Present The package is important. Perfect Use good wood, even if it doesn’t show. Wpeople to do great things; they will deliver. Demand Expect good Communicate PeopleIwho know what they are talking about don’t need “PowerPoint.” Engage Mix and mingle L where the work will get done. Attend Both the big picture and the minute details matter, so pay attention to both. S Imagine Combine art and science to create the best. O Commit Stay hungry, stay foolish. N , Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. Work Morale J The importance of morale has been recognized by all great leaders. Napoleon A success depends on its size, equipment, experience, and once wrote: “An army’s morale . . . and morale is worth more than all of the other elements combined.”16 M Meta-analyses of research studies show positive relationships between employee I commitment, job performance, organizational citizenship morale and organizational 17 behavior, and retention. E A person’s morale can be diagnosed according to the percentage of time spent on the job in each of three states—work, play, and hell. Consider your own job. What percentage of your time 5 is spent doing work (drudgery)? What percentage is spent at play (enjoyable, uplifting activities)? What percentage is hell (pain and torture)? 0 below to assess your morale. Record your percentages 5 1 B U State Work Play Hell Total Percentage of time 100% If less than 20 percent of your job is enjoyable, your interest, commitment, and ultimately your performance will go down. There is not enough satisfaction in your job. If more than 20 percent of your job is hell, your attitude, performance, relationships, and even your health may be affected. More than a day of your week is spent in a miserable state. An acceptable work (drudgery) quotient depends on the work ethic you have developed. Because of either Western world or Eastern world socialization, some people have a higher degree of self-discipline and tolerance for tedious labor. The single best way to achieve high morale is to get the right person in the right job in the first place. As a job aid in doing this, career counseling can be helpful. To find out what people actually do in a variety of jobs, what the salaries and working conditions are, and what the current and future job prospects are, see man62457_ch10_199-234.indd Page 210 11/21/13 6:36 PM f-496 210 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles the Occupational Outlook Handbook, compiled by the U.S. Bureau of Labor Statistics. It can be found online at http://www.bls.gov/oco. See also O*NET at http://online.onetcenter.org. Raising Employee Morale Some policies and techniques for maximizing morale seem to work with the majority of employees in most cases. A review of 550 studies published since 1959 shows nine areas in which management can take action that will have positive effects on employee satisfaction and job performance. Following are the nine areas and possible actions: ■ ■ ■ ■ ■ ■ ■ ■ ■ Pay and reward systems. Introduce a group bonus. Job autonomy and discretion. Allow workers to determine their own work methods. Support services. Provide service on demand from technical support groups. Training. Provide training and development for all employees. Organizational structure. Reduce the number of hierarchical levels. WBreak long production and assembly lines into Technical and physical aspects. smaller work units. I Task assignments. Assign whole L tasks, including preparatory and finishing work. Information and feedback. Solicit and utilize direct feedback from users— S clients, customers, other departments. O Increase the amount and types of group Interpersonal and group processes. interaction. N Research shows that positive, results can be obtained by using one or more of these techniques. Costs go down, and the quality of work and quality of work life improve. Satisfied workers are more likely to continue working for the organization and are more likely to engage J in organizational citizenship behaviors that go beyond the scope of job descriptions.18 The Measurement of Morale A M book A Great Place to Work, describes high Robert Levering, in his best-selling morale as having pride in what you I do (the job itself), enjoying the people you are working with (the work group), trusting the people you work for (management pracE (wage and benefits). One of the best ways to tices), and gaining economic rewards understand the importance of morale is to evaluate your own level of morale in these four key areas. Complete the following exercise (Exercise 10–2). 5 0 5 1 B U man62457_ch10_199-234.indd Page 211 11/21/13 6:36 PM f-496 Exercise 10–2: Morale Survey—What Is Your Level of Morale?19 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles The following survey addresses a number of work-related issues. Answer each question as it relates to your own experience. Circle the appropriate response. Job 1. At this point in my job, I am doing the things I feel are important. Strongly Disagree Strongly Disagree Undecided Agree Agree 2. When it comes to challenge, the job I am doing is demanding. Strongly Disagree Strongly Disagree Undecided Agree Agree 3. As things are now, I have a sense of accomplishment in the work I am doing. Strongly Strongly Disagree Agree W Disagree Undecided Agree I Group L S in the work of my co-workers, it is high. 4. When it comes to pride Strongly O Disagree Disagree Undecided Agree N , whom I work. 5. I like the people with Strongly Disagree Strongly Agree Strongly JDisagree Undecided Agree Agree A 6. There is teamwork between my co-workers and me. Strongly Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. Disagree Management M IDisagree E Strongly Undecided Agree Agree 7. Management strives to be fair. 5 Disagree Undecided 0Disagree 5 I understand and agree with the goals of management. 1 Strongly Disagree Disagree Undecided B U Management shows concern for employees. Strongly 8. 9. Strongly Agree Strongly Agree Strongly Disagree Agree Agree Strongly Disagree Undecided Agree Agree 211 man62457_ch10_199-234.indd Page 212 11/21/13 6:36 PM f-496 212 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles Economics 10. My wages are satisfactory. Strongly Strongly Disagree Disagree Undecided Agree Agree 11. My fringe benefits are satisfactory. Strongly Strongly Disagree Disagree Undecided Agree Agree 12. The opportunity for advancement is satisfactory—if I desire to pursue it. Strongly Strongly Disagree Disagree Scoring: Undecided Agree Agree W What does the Morale Survey tell you about your own work situation? To find your level of I satisfaction in four important areas—the job itself, relations with co-workers, practices of management, and economic rewards—complete the following three steps. L S For each question, score 1 for “Strongly O Disagree,” 2 for “Disagree,” 3 for “Undecided,” 4 for “Agree,” and 5 for “Strongly Agree.” N , Step Two: Step One: Add the total scores for each section of the questionnaire, divide by 3, and enter the averages in the appropriate spaces below. J Job Group Average for items 1, 2, and 3 Step Three: A Mfor items Average 4, 5, and I 6 E Management Economics Average for items Average for items 7, 8, and 9 10, 11, and 12 Make a three-dimensional picture of your morale at work, using Figure 10–1. Circle the appropriate number on each edge of the box, and connect the circles with straight and 5 dotted lines as shown in the example (Figure 10–2). Figure 10–1 Your Levels of Morale 0 5 Management 1 5 B 4 U Job 5 4 3 5 4 4 2 5 3 2 3 1 2 1 Group 1 3 2 1 Economics man62457_ch10_199-234.indd Page 213 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations Figure 10–2 Example of Levels of Morale Job Management 5 5 4 3 4 5 5 3 4 4 2 2 3 1 1 W I Group L S Interpretation: O Score Description N 1.0–2.5 Low Morale , 1 Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. 3.5–5.0 J A M Wait-and-See Attitude I E 5 0 High Morale 5 1 B U 3 2 2 2.6–3.4 213 1 Economics Meaning Scores from 1.0 to 2.5 on any one or a combination of the four edges of the box—job, group, management, and economics—indicate a low level of morale. If you are doing a good job, you are doing so because of personal qualities, not because of environmental support. Scores between 2.6 and 3.4 on any one or a combination of the four edges indicate a wait-and-see attitude. It is likely that your morale is neither helping nor hurting your job performance at this point. However, you lack a sense of full satisfaction and do not feel complete commitment to your work. Your current condition can be likened to running in place or treading water. Scores between 3.5 and 5.0 on all four edges indicate a high level of morale. You are fortunate in that you receive much satisfaction from your work. You are striving to do the best job possible, and with training and practice your level of performance could be expected to be high. man62457_ch10_199-234.indd Page 214 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles W I L S O N , J A M I E 5 0 5 1 B U man62457_ch10_199-234.indd Page 215 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations Employee Morale and the Role of Management 215 The Conference Board has been tracking levels of U.S. job satisfaction since 1987. Research shows decreasing morale in the American workplace, with only 45 percent of employees satisfied with their jobs, down from 60 percent two decades ago.20 Managing morale is the task of management. Meeting this responsibility requires a willingness to listen to employees and the ability to read between the lines of what they say and do. In this process, the morale of each person should be considered individually. Although the elements of morale are the same for everyone—job, group, management, and economic rewards—each element may be more or less important to different people at different times. ■ The nature of the job itself may not be as important to the individual who views work as a temporary source of income while going to school as it is to the person in midcareer who foresees many more years in the same line of work. ■ Typically, wages and the opportunity for advancement are of primary importance to younger workers, while older employees are more interested in fringe benefits for their retirement years. All three—wages, benefits, and advancement—are usually important to workersW in their middle years, when the financial demands of raising a family must be met, I security for sickness and retirement must be considered, and social needs for status and responsibility can be great. L ■ Relations with co-workers and practices of management probably would be less S who works alone, than to factory and office employees, important to the inventor, who spend a significant amount of time in the company of co-workers and who are O subject to a supervisor’s orders. N In summary, when,an employee has an attitude problem that is work-related, Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. stress levels rise and performance goes down. It may be discovered that management is part of the problem. Occasionally, the problem is caused by other employees. Often, the problem J is caused by the employee her- or himself. In any case, management’s potential to help is enormous. If you are a manager and have an A you should be concerned for the sake of the individual employee attitude problem, 21 and the good of the organization. M I E the Role Work Morale and of the Leader 5 Does morale make a difference, and does leadership count? Yes and yes, say Robert Levering and Milton Moskowitz in The 100 Best Companies to Work for in America, 0 identifying Southwest Airlines as a “best” company and quoting an enthusiastic employee: “Working here5is an unbelievable experience. They treat you with respect, pay you well, and ask 1 you to use your ideas to solve problems. They encourage you to be yourself. I love going to work!”22 B his role in the success of the company, former CEO Although he downplays Herb Kelleher personifies U the honest and caring leader who is committed to his people and who cares about their morale. As CEO, Kelleher spent his business day making sure employees believed in themselves and their company, and he did this in his own unique way. He smoked, arm-wrestled, drank Wild Turkey, rapped in music videos—and he loved it. His employees loved him, too. Kelleher states, “You can’t just lead by the numbers. We’ve always believed that business should be enjoyable as well.”23 Kelleher’s attention to morale paid big dividends for Southwest Airlines. When he became CEO in 1982, the airline had just 27 planes, $270 million in revenues, 2,100 employees, and flights to 14 cities. By the time of his retirement in 2001, Southwest had become a $5.7 billion business with 30,000 employees and was flying to 57 cities. At $14 billion, Southwest’s market capitalization was bigger than American’s, United’s, and Continental’s combined. Most astounding of all was that, since the company first earned a profit in 1973, it never lost a man62457_ch10_199-234.indd Page 216 11/21/13 6:36 PM f-496 216 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles penny. In an industry plagued by fare wars, oil crises, and other disasters, this is an amazing accomplishment—traced primarily to a caring leader who cared about his people.24 It is interesting to note that Kelleher was succeeded by his former secretary, Colleen Barrett. What happened to the company? Its performance got better, additional testimony to Kelleher’s leadership ability. Of course, when asked, both Kelleher and Barrett (now “president emeritus”) are certain to assign Southwest Airlines success to “our people.”25 It is not surprising that in a 2013 interview, Kelleher described his leadership philosophy as follows: When employees are having problems, be there; when things are going well, stay out of their way.26 The relationship between job satisfaction and job performance is positive for most employees. High morale predicts creativity, problem solving, task persistence, coworker support, and organizational commitment.27 Does job satisfaction help customer satisfaction as well? “Indeed so,” says Virgin Group founder Richard Branson. “It is common sense that happy employees make 28 happy customers. At Virgin Group, Wour front line makes our bottom line.” The business case linking employee satisfaction with customer service is well documented. Research shows employees in a goodI mood display friendliness and positive interactions more naturally and frequently, and Lthis causes customers to experience positive emotions and loyalty. Also, satisfied employees are less likely to quit their jobs, so they have S their customers. Lower turnover also enables cusbetter knowledge and skills to serve 29 tomers to have the same employees Oserve them, so there is more consistent service. Brad Bird, director of Ratatouille and other award-winning films at Pixar Animation, makes the business case forNemployee morale: “In my experience, the thing that has the most significant impact on , a budget, but never shows up in the budget, is morale. If you have low morale, for every dollar you spend, you get 25 cents of value. If you have high morale, for every dollar you spend, you get $3 dollars of value, not to mention a beautiful product.” J 30 A Practical Leadership Tips M The task of leadership is to manage I morale, which means making sure people (1) feel they are given the opportunity to do what they do best every day; (2) believe their E employees are committed to doing high-quality opinions count; (3) sense their fellow work; and (4) have made a direct connection between their work and the company’s mission. By focusing on these key factors and by adhering to the following proven tips for being an effective leader,5the leader can keep morale high and performance 31 up in the work group or organization. 0 1. Be predictable. One good rule for leading people is: Be consistent. If you give praise for an act today and criticism5for the same act tomorrow, the result will be confusion. 2. Be understanding. Try to1see things from the other person’s view. How can you appreciate what another person is going through if you have never been there or B at least listened? 3. Be enthusiastic. The atmosphere you create determines whether people will U give their best efforts when you are not present. Why would they care if you do not? 4. Set the example. It is difficult to ask others to do something (for example, be at work on time—8:00 a.m.) if you, yourself, aren’t willing to do it. 5. Show support. People want a leader they can trust in times of need and a person they can depend on to represent their interests. Care about your people and they will care about you. Mutual loyalty is an important force for getting things done, especially in emergencies and adverse conditions. 6. Get out of the office. Visit frontline people with your eyes and ears open. Ask questions, understand their concerns, and gain their support. This has to be done often enough to show that you care about their problems and their ideas. 7. Keep promises. When you make promises, keep them faithfully. One key to being an effective leader is credibility. Credibility is the formation of trust, and trust is an essential quality employees want in a leader. man62457_ch10_199-234.indd Page 217 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 217 8. Praise generously. Never let an opportunity pass to give a well-deserved compliment. Don’t forget to show appreciation for effort as well as accomplishments, and do so in writing whenever possible. 9. Hold your fire. Say less than you think. Cultivate a pleasant tone of voice. How you say something is often more important than what you say. Most important, ask people, don’t tell them. Discuss, don’t argue. 10. Always be fair. Show respect, consideration, and support for all employees equally, but differentiate rewards based on performance. Reward good performers in a similar fashion, and nonperformers in a similar fashion, but don’t reward good performers and nonperformers in the same fashion. Doing so is a sure way to demotivate good performers and lower the quality of work for all. Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. Psychological Health and the Concept of Flow Research supports the W importance of work as a central activity in people’s lives. When asked, “If you had I enough money to live as comfortably as you would like for the rest of your life, would you continue to work, or would you stop working?” L say they would continue to work.32 70 percent of Americans A satisfying work experience is important for emotional well-being. The Russian S writer Fyodor Dostoyevsky expressed this when he wrote, “If it were considered O desirable to destroy a human being, the only thing necessary would be to give his 33 N work a climate of uselessness.” Thomas Jefferson believed it was neither wealth nor splendor, but tranquillity and , occupation, which give happiness.34 Along these lines, University of Chicago psy- chologist Mihaly Csikszentmihalyi coined the term flow after studying artists who could spend hour afterJhour painting and sculpting with enormous concentration. The artists, immersed in a challenging project and exhibiting high levels of skill, worked A 35 as if nothing else mattered. Flow is the confluence M of challenge and skill, and it is what the poet Joseph Campbell meant when he said, “Follow your bliss.” In all fields of work, from I when we are challenged by something we are truly good accounting to zookeeping, at, we become so absorbed E in the flow of the activity that we lose consciousness of self and time. We avoid states of anxiety, boredom, and apathy, and we experience flow. See Figure 10–3. Figure 10–3 The Experience of Flow Combines High Challenge and High Skill Anxiety 5 0 High Challenge 5 1 B U Flow Low Skill High Skill Apathy Boredom Low Challenge man62457_ch10_199-234.indd Page 218 11/21/13 6:36 PM f-496 218 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles Note that low skill + low challenge = apathy and diminished work life; low skill + high challenge = anxiety and low self-esteem; high skill + low challenge = boredom and low creativity; high skill + high challenge = the experience of flow and work fulfillment. What is it like to be in a state of flow? Csikszentmihalyi, in his book The Evolving Self, reports that over and over again, people describe the same dimensions of flow: ■ ■ ■ ■ ■ A clear and present purpose distinctly known. Immediate feedback on how well one is doing. Supreme concentration on the task at hand as other concerns are temporarily suspended. A sense of growth and being part of some greater endeavor as ego boundaries are transcended. An altered sense of time that usually seems to go faster.36 At this point in time, where are Wyou in your work and professional life: Are you in a state of apathy, anxiety, boredom, or flow? If you are not now in a state of flow, I what would it take to get you there? More than forty years ago, Peter L Drucker recognized that leaders are more effective when they focus on strengths rather than weaknesses. They capitalize on their own strengths and the strengths S of their employees.37 Yet research shows that only 20 percent of employees in largeO organizations say they have an opportunity to perform tasks they do best.38 The untapped potential of people is the main message in the “concept of flow.” Effective N leaders will take action to be sure no employee stays long in a state of apathy, anxiety,, or boredom; but instead is challenged to perform in his or her area of strength and gain the satisfaction of the experience of flow. J Job Design and Work Satisfaction A The works of Adam Smith and C. Babbage serve as the foundation for contemporary M jobs and work satisfaction remain central conwork design.39 The design of good 40 cerns in today’s workplace. I What constitutes a good job? One of the best models of job design and work E satisfaction shows intrinsic and extrinsic factors that are necessary for a rich job.41 Intrinsic factors are: 1. 2. 3. 4. 5. 6. Variety and challenge—including 5 the use of different skills and talents. Opportunity for decision making—including task identity and autonomy. 0 Feedback and learning—including evaluation and suggestions from users. 5 Mutual respect and support—including responsive listening and teamwork. 1 Wholeness and meaning—including tasks of social and personal significance. B Room to grow—including development of new knowledge and skills. U The first three must be optimal—not too much, which can add anxiety, or too little, which produces boredom. The second three are open-ended. No one can have too much respect, growing room, or wholeness. Thus a rich job has optimal variety, responsibility, and feedback, and as much respect, growth, and meaning as possible. The rich job also includes extrinsic conditions of employment: 1. 2. 3. 4. 5. 6. Fair and adequate pay. Job security. Benefits. Safety. Health. Due process. man62457_ch10_199-234.indd Page 219 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 219 Job design works. A meta-analysis of 259 studies shows job design is positively associated with employee performance, job satisfaction, organizational commitment, and employee retention.42 With this model as a basis, consider the employees in your jurisdiction. What steps can be taken to improve or maintain a high level of job satisfaction? What do 5 billion people age 15 or older want? A good job, says Jim Clifton, chairman of Gallup, the worldwide polling company. Research reported in his book, The Coming Jobs War, shows what the whole world wants is a good job. A good job is defined as a job with a paycheck from an employer and steady work that averages over 30 hours per week. Global labor economists refer to these as formal jobs. Clifton states nothing would change the current condition of human kind more than if every adult who wants one possessed a good job. More than anything else, a good job is the foundation for love, money, reputation, food, shelter, safety, and self respect. Leaders should focus on creating good jobs, because as jobs go, so does the fate of their companies. Good jobs are the basis of prosperity, happiness, and human development. Further, Clifton believes the future belongs to those companies and societies that do the best job of creating the best jobs. W I The Importance L of Human Relations Human relations are important to the individual and the society. As John Donne, the S 17th-century English poet, wrote, in the language of his time: Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. O No man is an Island, intire of its selfe; Every man N is a peece of the Continent, A part of the , maine; If a Clod be washed away by the Sea, Europe is the lesse, As well as if a Promontorie were, As well as if J a Mannor of thy friends, or of thine owne were; Any man’s death diminishes me, A involved in Mankinde; Because I am And therefore; M Never send to know for whom the bell tolls; I 43 It tolls for thee. E In The Different Drum, psychiatrist Scott Peck writes: “We are all, in reality, interdependent. Throughout the ages, the greatest leaders of all of the religions have taught us that the journey 5 of growth is the path away from self-love, and toward a state of being in which our identity merges with that of humanity.”44 Effective lead0 fully, and at a basic level feel connected with their fellow ers understand this idea humans, care about the5well-being of others, and relate effectively with people. Consider the words of William Penn: “I expect to pass through this life but once; 1 kindness I can show or any good thing I can do for any fellow therefore if there be any being, let me do it now, Bnot defer or neglect it, for I shall not pass this way again.” U Human Relations in the Workplace Psychologist William Menninger explains the importance of human relationships in the world of work: The only hope for man to be fulfilled in a world of work is that he get along with his fellowmen— that he try to understand them. He may then be free to contribute to their mutual welfare—theirs and his. Insofar as he fails this, he fails himself and society.45 The first empirical evidence of the importance of human relations in the workplace was provided by studies conducted at Western Electric’s Hawthorne plant. The original purpose of the studies was to discover the effect of working conditions—noise, lighting, and the like—on employee performance. The final result was to demonstrate the critical role of human relations, particularly employee recognition and management support.46 man62457_ch10_199-234.indd Page 220 11/21/13 6:36 PM f-496 220 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles The Hawthorne studies followed a period of American history marked by massive industrialization, exploitation of workers, and the use of scientific management to improve employee efficiency. As epitomized by Charlie Chaplin in the film Modern Times, the worker had been dehumanized in the pursuit of production and profit. Among the findings commonly attributed to the Hawthorne studies are the following: (1) Productivity is affected by human relationships because the work environment is also a social environment; (2) a supportive leadership style and the amount of attention directed toward employees have positive influence on productivity; (3) there is a tendency for workers to set their own standards or norms for acceptable behavior and output.47 With the published results of the Hawthorne studies, the industrial community awakened to the fact that the worker must be treated as more than a machine, and that humanism in the workplace is good for both people and business. Participative work groups, enlightened leadership practices, and meaningful job assignments were recognized as important to prevent worker alienation, and a human relations movement began to take root. W Human relations are increasingly important in today’s workplace for three reasons: I L Writing in Liberation Management, Tom Peters how well the customer is served. states: “All business decisionsShinge, ultimately, on conversations and relationships; all business dealings are personal dealings in the end.”48 O To build superior work teams, people need greater competence in human relations skills. In the 1980s, the N National Science Foundation reported that Japanese companies of the period were, more productive than American companies primar49 1. More people are employed in service occupations, where success depends on 2. ily because of collaborative work relationships. 3. In his essay “Building Community,” John Gardner describes the modern work- force as composed of a variedJmix of personalities and cultures, thus the necessity— and challenge—of building strong human relations with all kinds of people. It A is interesting to note that the most common cause of supervisory failure is poor 50 M human relations. I Basic Beliefs about People E The quality of human relations in any workplace reflects its members’, particularly its leaders’, views of the essential nature and value of humanity itself. 5 ■ ■ ■ Human nature. It makes a great deal of difference whether one views people 0 assume that people are basically good, we can in general as good or evil. If we believe that misbehavior is a reactive response rather than a manifestation of char5 acter. This positive view of people will lead to a search for causes in experience 1other hand, we assume that people are inherently rather than in nature. If, on the bad, then we are prone to assume B that misbehavior is caused by something within the person that cannot be altered directly. Accordingly, our attention will focus on U limiting freedom to choose and act through external restrictions and controls. Human value. What is the basic value of human beings? This is a question as old as written history and probably as old as society itself. It stems from the debate as to whether people are ends in themselves or merely means to ends. In simple terms, we treat people as ends when we allow them to establish their own purposes and to choose for themselves. When we view people as ends, we reflect a humanistic view. In contrast, when we treat people as means, we limit their choices and use them primarily as instruments for our own purposes. Where do you stand? Personal history draws each of us toward some primary tendency that determines the general pattern of our relations with others. Small changes may occur to accommodate the various roles we play, but there seems to be a core pattern that represents our basic beliefs concerning human beings. Is your own view of people primarily positive or negative? What experiences and man62457_ch10_199-234.indd Page 221 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 221 factors have influenced your view? As a result, what principles and practices do you follow in your relations with others? Effective Human Relationships Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. The goal of human relations is the maximum well-being of all people involved. Management author Wendy Leebov presents 12 practices for obtaining good human relations.51 1. Agree upon goals. Objectives should be understood and agreed upon by all parties. 2. Be on the lookout for competitive behavior. If you feel under attack, or feel yourself lining up support, you are probably in a contest for power. 3. Listen to understand. Stop thinking about counterarguments while the other person is speaking. Pay genuine attention to what people are saying. Seek first to understand, then to be understood. W 4. Avoid absolute statements. Absolutes leave no room for compromise. “I think this is one way . . I.” is better than, “This is THE ONLY way. . . .” 5. Admit mistakes. Admit it openly when you have made a mistake, overlooked L a poor decision; and then apologize. Remember that missomething, or made takes can be valuable S learning experiences for future use. 6. Involve people. Whenever possible, people should have influence on decisions O that affect them. N 7. Use decision making by consensus. Avoid vote taking without discussion and , avoid autocratic fiat. 8. Live up to agreements. Follow through on every promise. 9. Draw a continuumJline. Have people place themselves on a continuum line regarding issues. It often occurs that different “sides” are not far apart. 10. Be alert to sellingA or winning strategies. Note these in others, and avoid using them yourself. “Any M intelligent person can see the advantages . . .” would be a danger signal. I 11. Respect differences. See things from the other person’s view. Try to understand the other person’sE needs, goals, and problems. 12. Think positive. Beliefs have a way of influencing reality. If you think a problem or relationship is impossible to solve, it probably will be. 5 The key for turning negative situations into positive results is to strive for what is 0 best for all. In this way, everyone comes out on top, and this represents the human 5 relations ideal. Dale Carnegie’s well-known book How to Win Friends and Influence People be1 longs in every personal and professional development library. Five principles for good human relations B are drawn from this tried and true source.52 1. Help People Feel Important U The philosopher John Dewey believed the deepest urge in human nature is the desire to be important. It was this desire that led Abraham Lincoln to study law, that inspired Dickens to write his novels, and that makes people put their best foot forward in the presence of company. Because people want to feel important, you can achieve wonders by giving them honest appreciation. Every person feels special in some way, and a sure way to the heart is to let people know that you recognize their importance. We should stop thinking of our own accomplishments and our own wants. Instead, focus on the other person’s good points. Give honest and sincere appreciation, and people will cherish your words years after you have forgotten them. A word of thanks, a comment on how well a task is done, a handwritten note of sincere appreciation—these are “priceless rewards” that satisfy everyone’s need to feel important. man62457_ch10_199-234.indd Page 222 02/12/13 7:51 PM user 222 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles 2. Avoid Arguments A good way to improve relationships is to be less judgmental, and a good way to handle an argument is to avoid it. Most of the time, an argument ends with each person more firmly convinced than ever that he or she is absolutely right. You can’t win an argument. You can’t win because even if you win, you lose, for you will never get the other person’s goodwill. In his biography, Benjamin Franklin tells how he conquered the habit of argument. One day when Franklin was a youth, an old friend took him aside and said, “Ben, your opinions have a slap in them for everyone who differs with you. Your friends find they enjoy themselves better when you are not around. You know so much that no man can tell you anything. Indeed no man is going to try, for the effort would lead only to discomfort. So you are not likely ever to know any more than you do now, which is very little.” Franklin was wise enough to realize that this was true, and he changed immediately. Carnegie quotes Franklin on his new attitude: I made it a rule to forbear all contradiction to the sentiments of others, and all assertion of my own. I even forbade myself the use of every expression that imported a fix’d opinion, such as “undoubtedly,” and adopted, instead, “I conceive Wa thing to be so,” or “it so appears to me at present.” When another asserted something that I thought an error, I deny’d myself the pleasure of contradicting him abruptly, and in answering I began by Iobserving that in certain cases or circumstances his opinion would be right, but in the present caseL there seem’d to me some difference. This became at length so habitual that perhaps for fifty years past no one has ever heard a dogmatical expression escape me. And to this habit I think it principally S owing that I had early so much weight with my fellow citizens when I proposed new institutions, or alterations in the old, and so much influence in public councils. O 3. Don’t Be a Complainer 4. Show Interest in Others N Closely related to arguing is complaining. People don’t like complainers and will , avoid them if at all possible. Associating with complainers will bring you down in the minds of others and in your own as well. Negative thinking puts one in a negative mood and this can result in negative behavior. It is a destructive cycle that J begins with complaining. Instead of complaining, look A for the positive. Be an optimist. As a practical matter, develop the habit of smiling. A smile shows interest and appreciation for others. It may interest efficiency expertsM and conservationists to know that it takes fewer muscles to smile than it does to frown. The adage, “smile and the world smiles with I you; weep and you weep alone” has truth to it. Frowners go around complaining, E people down. Don’t be a frowner. looking for the negative, and putting One last point: There is a theory that how a person holds her face (smiles, frowns, etc.) the first half of life will determine the condition of her face the second half of life. 5 0 Think about the leaders you have had. Who Be genuinely interested in other people. was your favorite and why? There5is a good chance that this person was genuinely interested in you as a person, not simply as a means of getting the job done. Think about your 1 friends. One of the reasons you like them is because they show a genuine interest in you. B others, forget yourself. People are interested in If you want good relations with you, but they are interested in themselves as well. This is why you can make more U friends in two months by becoming interested in other people than you can in two years by trying to get other people interested in you. If you want to improve your relations, do things for other people—things that require time, energy, and thoughtfulness. This is the secret of success in both personal and business dealings. Remember that the person you are talking to is usually more interested in himself than in any other subject. The ache in his tooth can mean more to him than a famine in China. If you want good human relations, be a good listener and encourage others to talk about themselves. 5. Remember People’s Names One of the simplest, and most obvious, and most effective ways of gaining goodwill is to remember names. Yet so few people do it. Many times we are introduced to a person, talk a few minutes, and can’t even remember the person’s name when we say good-bye. Most people don’t remember names for the simple reason that they don’t man62457_ch10_199-234.indd Page 223 02/12/13 7:51 PM user /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 223 expend the effort necessary to concentrate and repeat and fix names indelibly in their minds. It takes effort, but “good manners,” said Emerson, “are made up of small sacrifices.” Remember that a person’s name is to him the sweetest and most important sound in the world. There are four steps to remembering names. First, decide that it is important to do. If it is not important to you, you are sure to fail. Second, be sure the information registers in the brain. This means focus and concentrate to be sure the name is recorded in the first place. Third, use the power of repetition; it is the mother of remembering. Call the person by name two or three times when you are introduced and repeat it over and over in your mind. Fourth, make an association as a mental aid to help you remember the name. The association may be a place (such as a city or state), physically descriptive (Jim is slim), character descriptive (Mary is contrary), object-related (lazy Susan), historical (King Edward), rhyming (Earl the pearl), or humorous in some way (Mister Magoo). As a review, if you want good human relationships, follow five proven principles: Help people feel important, W avoid arguments, don’t be a complainer, show interest in others, and remember people’s names. Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. I L Abuse and Physical Violence S Awareness and interestOin workplace violence has increased in the past 27 years. It was in 1986 that Patrick Sherrill went on a rampage in the Edmond, Oklahoma, post N death of 14 of his co-workers before he took his own life. office that resulted in the This event and others that resulted in the term going postal to describe , followed 53 episodes of violence at work. Mass shootings by disgruntled or mentally ill employees (or students, soldiers, or citizens) have made society J aware that erratic behavior has to be spotted and dealt with early. Events from Virginia Tech, to Fort Hood, to Newtown, Connecticut, to a A Colorado movie theater, to the Boston Marathon, to the Washington Navy Yard are M tragic examples that highlight security needs for hotlines, emergency response, and trained personnel to recognize signs of troubling behavior.54 I Bullying behavior and the escalation of abuse to the level of physical violence has Eimportant human relations issue in the workplace. Punching become an increasingly and shoving are becoming more common, and the extreme of violence, murder, is not unheard of. Men commit nearly 75 percent of the incidents, and women commit nearly a quarter of all 5 threats and attacks.55 In an average work0week in the United States, 10 employees are killed and 25 are seriously injured in assaults by current or former co-workers. Often the offender 5 signs of impending tragedy—revealing weapons, demonstrates clear warning threatening co-workers, 1 and talking about attacks. In many cases, employers ignore, downplay, or misjudge the seriousness of the threat.56 Paula Grubb, of theB National Institute for Occupational Safety and Health, states that one out of four workplaces reports bullying and three out of five say uncivil U behavior, such as berating employees and using “the silent treatment,” occurs. From the professional office to the retail store to the factory floor, aggressive behavior is increasing personal injury, property damage, absenteeism, and turnover; and it is decreasing employee morale, productivity, and bottom-line profits of companies.57 Research shows that antisocial behavior can be influenced by the behavior of coworkers. Work groups can condone harmful behaviors, such as use of profanity, sexual abuse, damaging property, and threatening or bullying other employees. Codes of conduct, disciplinary action, offender counseling, and supervisory training are practical steps to deal with inappropriate behavior. It is essential for leaders to establish a work climate where ladies and gentlemen treat each other like ladies and gentlemen.58 The role of the leader is critical in preventing bullying behavior and dealing with workplace violence. It is important to establish a civil work climate and a no-violence code, and to back these up with quick and effective disciplinary action if violations man62457_ch10_199-234.indd Page 224 11/21/13 6:36 PM f-496 224 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles occur. It is essential for the leader to model restraint and to avoid being a verbal or physical aggressor—behaviors that could be copied by employees.59 Studies of abusive leaders show that employees who face ridicule and verbal abuse develop anger and hatred toward their supervisors. Employee morale and work performance deteriorate until the supervisor is replaced or employees quit or are terminated. Abused workers are not happy, nor is the organization functioning at its most effective level.60 What to Do When People Complain An important subject in human relations is how to handle complaints. If people think a mistake has been made, it is only natural for them to be upset, especially if the matter is important to them. When people complain, they want to be taken seriously and treated with courtesy. They also want to clear up the problem as soon as possible, so that it won’t happen again. Use the following guidelines for handling W complaints: ■ ■ ■ ■ ■ ■ ■ ■ I A polite and friendly manner works best, even Keep cool, calm, and collected. with the most irritated people.LA phrase to remember is: Maintain grace under pressure. S Listen patiently without interrupting. Don’t argue or become defensive; allow the O person to vent emotions. Accept and acknowledge the person’s point of view. Show empathy. Consider how N you would feel if you were in the other person’s shoes. , Ask questions to fully understand the problem and to fully understand what the person wants. Don’t jump to conclusions about how the problem should be resolved. J Fully discuss possible solutions. A Explain clearly what can and cannot be done. Reach closure. Don’t leave the person hanging. If you can’t solve the problem, M find someone who can. Arrange a time and method for communicating the results. I speaking up. Explain why you are glad that he or Genuinely thank the person for she pointed out a shortcoming. EFor example, “ It gives me a chance to make things right,” or “It helps us improve for the future.” Follow through. Do what you say you will do when you say you will do it. Keep 5 promises. 0 responsibility. It is a practical and tangible Handling complaints is everyone’s demonstration of respect for people. 5 If done effectively, it can help keep small irritations from becoming major problems and it can be an important asset in building and 1 maintaining relationships.61 B Trust and Respect in U Human Relations Today it is a recognized fact that people have greater satisfaction and produce more when they are involved in their work, when they feel they are doing something important, and when their work is appreciated. Both quality of work and quality of work life are greatest when people are treated with trust and respect. Trust and respect are the key elements of all good relationships. Trust is expressed by an openness in sharing ideas and feelings. Respect is demonstrated by a willingness to listen to the ideas and feelings of others. Without trust and respect, human relations break down. The rules for good relationships are to show respect by listening in a responsive manner and to show trust by expressing oneself honestly and openly. Exercise 10–3 provides an effective way to develop trust and respect, the foundation behaviors of good human relations. man62457_ch10_199-234.indd Page 225 11/21/13 6:36 PM f-496 Exercise 10–3 The Dyadic Encounter62 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles Introduction: A theme frequently thought and occasionally voiced when people meet or work together is, I’d like to get to know you, but I don’t know how. This sentiment often is expressed in work groups and emerges in marriage and other dyadic (two-person) relationships. Getting to know another person involves a learnable set of skills and attitudes—self-disclosure, trust, listening, acceptance, and nonpossessive caring. Through the dyadic encounter, a unique learning experience, people who need or want to communicate effectively can learn trust and respect by doing, as they build relationships and skills that can be applied both on the job and in the home. The conversation that you are about to have is intended to result in more effective human relations. Tasks are accomplished more effectively if people have the capacity to exchange ideas, feelings, and opinions freely. In an understanding, nonjudgmental manner, one person shares information with another, who reciprocates. This exchange results in a greater feeling of trust, understanding, and acceptance, and the relationship becomes closer. W I The following ground rules should govern this experience: L ■ Each partner responds S to each statement before continuing to the next statement. ■ Complete the statements in the order they appear, first one person responding and O then the other. ■ Do not write yourN responses. , finished reading, begin the exercise. ■ If your partner has Directions: Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. A. My name is . . . J A B. My hometown is . . . M I C. Basically, my job is . . . E D. The reason I am here is . . . 5 0of person who . . . E. Usually, I am the kind 5 F. The thing I like most1 is . . . B G. The thing I dislike most U is . . . H. My first impression of you was . . . I. On the job I am best at . . . J. My greatest weakness is . . . K. The best leader I ever had was . . . 225 man62457_ch10_199-234.indd Page 226 11/21/13 6:36 PM f-496 226 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles L. The worst leader I ever had was . . . M. I like people who . . . N. I joined this organization because . . . O. The next thing I am going to try to accomplish at work is . . . P. Away from the job, I am most interested in . . . Q. Society today is . . . W I R. What concerns me is . . . L S. My most embarrassing moment Swas . . . O T. I believe in . . . N , U. I would like to . . . J A M What I think you need to know is . . . I E V. What I like about you is . . . W. X. You and I can . . . 5 0 a. your face has communicated . . . 5 1 b. your posture has conveyed . . . B U Y. During our conversation: c. your hands and arms have indicated . . . Z. Have a brief discussion of your reactions to this conversation. If time permits, you may discuss other topics. Several possibilities are projects at work, leadership practices, societal needs, and future goals. Or you may choose your own topics. man62457_ch10_199-234.indd Page 227 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 227 The Art of Listening Poor listening is a major cause of communication breakdown. The Roman philosopher Cicero wrote, “God gave us two ears and only one mouth. In view of the way we use these, it is a good thing this is not reversed.”63 More recently, psychologist Carl Rogers wrote, “The biggest block to personal communication is the inability to listen intelligently, understandingly, and skillfully to another person. This deficiency in the modern world is widespread and appalling.”64 Poor listening is a problem that affects many people. Studies of listening effectiveness show that 40 percent of the average white-collar worker’s day is spent in the listening process, yet listening comprehension typically is only 25 percent.65 Most people would be upset if their pay were reduced by 30 percent (75 percent of 40 percent), yet the misunderstanding and mistakes resulting from inadequate listening can be critical (particularly in occupations with life-and-death consequences, such as medicine, transportation, justice, and the military), and this is precisely what would happen to a blue-collar laborer who produced poor-quality work. Wthat two-thirds of all employees feel management isn’t listening It is interesting to note 66 to them. What can be Idone to improve listening effectiveness? Ralph Nichols, pioneer and most recognized authority on the art of listening, outlines 10 principles of effective L listening. These principles apply on the job, in the home, and in the greater community.67 Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. Capitalize on Thought Speed S Most people talk at a speed O of 125 words per minute. Yet people think at a much faster rate—around 500 words per minute.68 It is difficult—almost painful—to slow N down thinking speed. Therefore, you usually have about four times as much thinking , minute you are in conversation. What you do with this time as you need for every extra thinking time depends on whether you are a poor listener or an effective listener. If you are a poor listener, you usually start to listen to the speaker, then realize J you briefly turn your thoughts to something else. These side there is time to spare. So trips of thought continue A until you tarry too long on some enticing but irrelevant subject. When your thoughts return, you find the speaker is far ahead of you. At this point, the conversationM is harder to follow, making it easier to take more mental side excursions. Finally, you I stop listening entirely. The speaker is still talking, but your mind is in another world. E you will use thought speed to advantage—by applying If you are a good listener, spare thinking time to concentrating on what is being said. To capitalize on thought speed, you should 5 ■ ■ ■ ■ ■ Listen for Ideas Anticipate what the speaker is going to talk about on the basis of what has already 0 is this person trying to get across? been said. Ask: What 5 what the speaker has been saying. What point, if any, has Mentally summarize already been made?1 Weigh evidence by mentally questioning it. If facts, stories, and statistics are used, B consider: Are they accurate? Am I getting the full picture? Is this person telling U a point? me only what will prove Take a few helpful notes on major points. As an old saying goes, “The strongest memory is weaker than the palest ink.” Research shows that you will gain 20 percent more retention if you take notes and 35 percent more if you put notes into a summary of how you will use what you have heard.69 Listen between the lines. People don’t put everything important into words. The changing tone and volume of the speaker’s voice may have meaning; so may facial expressions, hand and arm gestures, and other body movements. See Figure 10-4. Do you ever say, When I listen, I concentrate on details? If so, you may be a poor listener. Suppose someone is giving you information composed of points A through Z. The person begins to talk. You hear point A and think, Point A, point A, point A . . . I have to remember it. Meanwhile, the person is telling you about point B. Now you man62457_ch10_199-234.indd Page 228 11/21/13 6:36 PM f-496 228 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles Figure 10–4 Nonverbal Language W I Source: Adapted from “Eye-Say,” Sunday Post, Glasgow, as it appeared in Reader’s Digest (March 1982), 129. L S O have two things to memorize. You N are so busy memorizing point A and point B that you miss point C completely. And so it goes up to point Z. You catch some information, confuse other information, ,and completely miss the rest. Good listeners focus on main ideas. As information is presented, weigh one point against the other. Try to find a relationship between them. The person talking usually J develop or support a central idea. If you want to will put several points together to comprehend and remember the speaker’s message, listen for main ideas, not for a A series of memorized details. Reduce Emotional Deaf Spots M I Parallel to the blind spots that affect human vision are emotional deaf spots that impair one’s ability to listen andE understand. These deaf spots are the dwelling places of our most cherished notions, convictions, and complexes. Often, when a speaker invades one of these areas with a word or phrase, the mind turns to familiar mental 5 area of sensibility. When emotional deafness pathways that crisscross the invaded occurs, listening efficiency drops0rapidly to zero. To show how emotional deaf spots work, suppose your tax accountant calls and 5 says, “I have just heard from the Internal Revenue Service, and . . .” Suddenly, you 1 Can’t they leave me alone? You have stopped lisbreathe harder and think, Auditors. tening. Meanwhile, your accountant B is saying there is a chance you can save $3,000 this year. But you don’t hear this, because the words “Internal Revenue Service” have created emotional deafness.U Emotional deaf spots are common to almost everyone. An ardent Republican, for example, may become temporarily deaf on hearing the names Jimmy Carter, Bill Clinton and Barack Obama; and many Democrats quit listening when they hear the names Gerald Ford, Ronald Reagan and George Bush. Other red-flag words that cause emotional deafness include tax increase, downsizing, and mother-in-law. For more effective listening, identify the words that bother you and analyze why they upset you. A thorough examination may reveal that they really shouldn’t bother you at all. Find an Area of Interest Studies of listening effectiveness support the importance of being interested in the topic under discussion. Poor listeners usually declare a subject dry after the first few sentences. Once this decision is made, it serves to rationalize any and all further man62457_ch10_199-234.indd Page 229 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 229 Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. inattention. Good listeners follow different tactics. Although their first thought may be that the subject sounds boring, a second thought immediately follows, based on the realization that to get up and leave would be awkward. The final reflection is that, being trapped anyway, it would be good to learn if anything is being said that can be put to use. The key to the whole matter of interest in a topic is the word use. Whenever you wish to listen carefully, ask yourself, What is the speaker saying that I can use? What worthwhile ideas are being expressed? Is the speaker reporting any workable procedures? Is there anything of value to me or anything I can use to make myself happier? Such questions help keep attention on the subject as you screen what is said in a constant effort to sort out elements of value. Judge Content, Not Delivery Many listeners justify inattention to a speaker by thinking to themselves, Who could listen to such a character? What an awful voice. Will the speaker ever stop reading from those notes? The good listener reacts differently. The good listener may well look at the speaker andW think, This person has a problem. Almost anyone ought to be able to communicate better than that. But from this initial similarity, the good listener I moves on to a different conclusion, thinking, But wait a minute. . . . I’m not interL ested in the speaker’s personality or delivery. I want to find out if this person knows something that I need S to know. Essentially, people listen with their own experiences. Should a speaker be held responsible because a O listener is poorly equipped to receive the message? Even if you cannot understandN everything you hear, one way to improve communication effectiveness is to assume responsibility to be a good listener by judging content, not , delivery. Can you remember a time when you withheld judgment of delivery and benefited by the content? Hold Your Fire Albert Einstein believed: If A equals success, then the formula is A equals X plus Y plus Z. X is work, Y isAplay, and Z is keep your mouth shut. Overstimulation is almost as bad as understimulation, and the two together constitute the twin evils of M inefficient listening. The overstimulated listener gets too excited or excited too soon I learn not to get worked up about a speaker’s point until you by the speaker. You must are certain you thoroughly E understand it. The secret is contained in the principle that you should withhold judgment until comprehension is complete. Some people are greatly addicted to overstimulation. For them, a speaker can seldom talk for more 5 than a few minutes without touching on a pet bias or conviction. Occasionally, they are aroused in support of the speaker’s point, but 0 In either case, overstimulation reflects the desire to enter often the reverse is true. into argument. This can 5 be especially harmful if it occurs with family members, friends, and colleagues. 1 The aroused person usually becomes preoccupied by trying to do three things B the harm being done to personal ideas, plot an embarrassing simultaneously: calculate question to ask the speaker, U and mentally enjoy all the discomfort the speaker will experience once a devastating reply is launched. With these three things happening, subsequent passages go unheard. Work at Listening Listening is hard work. It is characterized by faster heart action, quicker blood circulation, and a small rise in body temperature. To be a good listener, you must be an active participant. One of the most striking characteristics of poor listeners is their unwillingness to spend energy in a listening situation. People, by their own testimony, frequently enter school, community, or business meetings worn out physically, assume postures that only seem to give attention to the speaker, and then proceed to catch up on needed rest or reflect on purely personal matters. Faking attention is one of the worst listening habits. It is particularly prevalent when you are listening to someone you know very well, such as family members or a J man62457_ch10_199-234.indd Page 230 11/21/13 6:36 PM f-496 230 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles friend. You think you know what the speaker is going to say anyway, so you just appear to tune in. Then, feeling conscience-free, you pursue any of a thousand mental tangents. For selfish reasons alone, one of the best investments you can make is to give each speaker your full attention. You should establish and maintain eye contact and indicate by body posture and facial expression that the occasion and the speaker’s efforts are of concern to you. When you do these things, you help the speaker express thoughts clearly, and you, in turn, profit by better understanding. This does not imply acceptance of the speaker’s point of view or favorable action on the speaker’s arguments. Rather, it is an expression of interest. Resist Distractions Ours is a noisy age. People are distracted not only by what they hear, but also by what they see. Poor listeners tend to be influenced readily by all types of distractions, even in an intimate face-to-face situation. Often they create distractions themselves by tapping feet, drumming fingers, and clicking pens. A good listener fights distraction. W Sometimes the fight is easily won—by closing a door, turning off the radio, moving closer to the person talking, or asking the person I to speak louder. If distractions cannot be solved easily, then your task becomes one of concentrating. L Hear What Is Said People often fail to hear what is said, even when spoken to directly. An employee may O or be released; or a supervisor may be criticized be ordered to improve performance for poor leadership practices. Later, N when the employee is discharged or the supervisor is relieved of leadership position, both may be surprised, claiming never to have known of impending trouble. , In such instances the mechanism of denial serves to shut out unfavorable messages. This poor listening habit is common to many people who use selective J listening and hear only what they want to hear. Some people are masters of denial. Do you have a tendency toward A selective hearing? What messages might you be blocking or denying? Challenge Yourself S M Perhaps the one word that best describes the poor listener is inexperienced. Although you I may spend 40 percent of your day in the listening process, you may be inexperienced at hearing anything tough, technical,Eor expository; you may be conditioned to light, recre- ational material (television programs, radio shows, sports events, gossip, etc.). This problem can be significant because it lowers performance on the job and in the classroom.70 5 Inexperience can be difficult to overcome. It takes recognition of your weakness, a 0 are never too old to meet new challenges, particudesire to improve, and effort. You larly when the challenge is meaningful and the rewards are great. Seek opportunities 5 to challenge your listening skills. The Importance of Listening as a Leadership Skill 1 How important is effective listening as a leadership skill? Executive coach Marshall B Goldsmith explains: One of the world’s most respected research and development organizations had a problem—retaining young talent. The flaw was that during preU sentations members of senior management had the annoying habit of looking at their watches and checking their BlackBerries, motioning young scientists to move it along, and repeating over and over, “Next slide. Next slide.” This annoying practice resulted in a serious company problem. The executives learned an important lesson as they watched talent walk out the door. People will leave (physically or mentally) when they do not feel respected.71 Multicommunicating (using technology to participate in several interactions at the same time) is tempting in today’s fast-paced world, but practices such as texting during conversations and checking your e-mail while working with colleagues are insulting and counterproductive as well. Nothing demonstrates respect more than listening responsively to another person. It is a fundamental practice for good human relations and effective leadership. When you listen carefully, you win people’s trust, and that is critical for everything else you want to accomplish.72 man62457_ch10_199-234.indd Page 231 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 231 The Enlightened Workplace Every so often, someone captures an important concept and expresses it in such a way that it penetrates and takes root in the society. Douglas McGregor and his book The Human Side of Enterprise, first published in 1960 and rereleased in 1985, stand like a lighthouse over the sea of literature on leadership. McGregor’s book and his famous “Theory Y” speech, delivered at MIT’s Alfred P. Sloan School of Management in 1957, changed the entire concept of organizational life for the second half of the 20th century.73 See Table 10–1 for the three propositions and five beliefs of Theory X in contrast to the four dimensions of Theory Y. Table 10–1 Two Theories of Management—X and Y74 Theory X: Three Propositions and Five Beliefs The conventional conception of management’s task in harnessing human energy to meet organizational requirements can be stated broadly in terms of three propositions: 1. Management is responsible for organizing the elements of productive enterprise—money, materials, equipment, people—in the interest of economic ends. 2. With respect to people, this is a process of directing their efforts, motivating them, controlling their actions, and modifying their behavior to fit the needs of the organization. 3. Without this active intervention by management, people would be passive—even resistant—to organizational needs. They must therefore be persuaded, rewarded, punished, and controlled— their activities must be directed. This is management’s task. We often sum it up by saying that management consists of getting things done through other people. W I L S Behind this conventional theory O there are five beliefs—less explicit, but widespread: 1. The average person is by nature indolent—working as little as possible. Nambition, dislikes responsibility, and prefers to be led. 2. The average person lacks 3. The average person is inherently self-centered and indifferent to organizational needs. , 4. The average person is by nature resistant to change. 5. The average person is gullible, not very bright, and the ready dupe of the charlatan and the demagogue. J A Theory Y: Four Dimensions M We require a different theory I of the task of managing people based on more adequate assumptions about human nature and human motivation. The broad dimensions of such a theory are as follows: E for organizing the elements of productive enterprise—money, 1. Management is responsible Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. Conventional organization structures and managerial policies, practices, and programs reflect these assumptions. materials, equipment, people—in the interest of economic ends. 2. People are not by nature passive or resistant to organizational needs. They have become so as a result of experience in organizations. 3. The motivation, potential for development, capacity for assuming responsibility, and the readiness to direct behavior toward organizational goals are all present in people. Management does not put them there. It is a responsibility of management to make it possible for people to recognize and develop these human characteristics for themselves. 4. The essential task of management is to arrange organizational conditions and methods of operation so that people can achieve their own goals best by directing their own efforts toward organizational objectives. 5 0 5 1 This is a process primarily B of creating opportunities, releasing potential, removing obstacles, encouraging growth, and providing guidance. It is a liberating and empowering process in contrast to a system of beliefs, U policies, and practices that can best be described as “management by control.” McGregor married the ideas of social psychologist Kurt Lewin to the theories of Abraham Maslow. To these, he added his own perspective drawn from his experiences as a professor and practicing leader. The essence of McGregor’s message is that people react not to an objective world, but to a world fashioned from their own perceptions and assumptions about what the world is like. Not content to merely describe alternative theories, McGregor went on to identify leadership strategies that could be used to create enlightened workplaces.75 McGregor emphasized the human potential for growth, elevated the importance of the individual in the enterprise, and articulated an approach to leadership that man62457_ch10_199-234.indd Page 232 11/21/13 6:36 PM f-496 232 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 5 / Leadership Principles undergirds all types and forms of organization. McGregor’s prescriptions for an enlightened workplace are as follows:76 ■ ■ ■ ■ ■ ■ ■ The practice of inclusion versus exclusion, based on democratic ideals; the active involvement of all concerned. Mutual satisfaction of individual needs and group goals through effective interpersonal relationships between leaders and followers. Leadership influence that relies not on techniques of coercion, compromise, and bargaining, but on openness, honesty, and working through differences. A conception of humanity that is optimistic versus pessimistic, and that argues for humanistic treatment of people as valuable and valuing, as opposed to objects for manipulation and control. A transcending concern for human dignity, worth, and growth, captured best by the phrase “respect for the individual.” A belief that human goodness is innate, but that it can be thwarted by a dysfuncW full potential can best be achieved in a healthy tional environment, and that one’s climate characterized by trust,I respect, and authentic relationships. The importance of free individuals L to have courage to act and accept responsibility for consequences. S To show the difference enlightened O leadership can make, contrast conditions in two investment firms: N Firm 1. This firm refers to one-half of its staff as the professionals and the rest of the , office staff members, primarily secretaries, do not employees as office staff. While the expect to earn the wages of college graduates with multiple degrees, they resent the inference that if one group is professional, it follows that everyone else is unprofessional. J In this firm, morale is low, turnover is high, and work performance is reduced. A Firm 2. This firm considers its investment counselors and support staff to be directly associated. One or more counselors M and a secretary form a team, and the company ties the secretary’s bonus and other forms of recognition to the performance of I esprit de corps runs at stratospheric levels, the people he or she supports. Here, performance is high, and the firm Eis prosperous. Firm 2 puts into practice McGregor’s prescriptions for inclusion, shared goals, respect for all people, and personal 5 responsibility. Research exploring the relationship between managerial adjustment and attitudes toward subordinates shows manag0 ers with theory Y assumptions are better at accomplishing organizational objectives 5 of employees.77 and better at tapping the potential Ricardo Sember of Semco, a 1 Brazilian manufacturer of industrial products, shares the beliefs of a theory Y leader: “We simply do not believe our employees have an Bearly, or doing as little as possible. These are the interest in coming in late, leaving same people who raise children,U join the PTA, elect mayors and presidents. They are adults and at Semco they are treated like adults. We trust them. We get out of their way and let them do their jobs.”78 The Evolving Context of Human Relations Consider the numbers 312 million and 1 billion. Approximately three times the population of the United States are users of Facebook. Information technology has brought new human relations challenges. Virtual relationships are ones maintained at a distance, with the majority of interactions occurring through e-mail, fax, phones, Internet, intranet, video, and other communication technologies. Online technology allows geographic and time dispersement. There is even a service, “Confession: A man62457_ch10_199-234.indd Page 233 11/21/13 6:36 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 10 / Effective Leadership and Human Relations 233 Roman Catholic App,” that allows the user of an iPad or iPhone to go to a virtual confession and check the box for particular sins.79 The most recently developed tools for electronic communication generally fall into a category called Web 2.0, a set of Internet-based applications that encourage userprovided content and collaboration. The leader today finds herself in a web of virtual relationships with customers and co-workers. The challenge is to maintain both a productive and humanistic work life in the face of virtua...
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Dysfunctional leadership includes coercion and control instead of commitment and
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impacts of dysfunctional leadership are felt in the outcomes of the organization that
undermines the quality of life for individuals who are could either be internal or external to
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