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Communicating Like a Leader (Week3) (Theories & Principles of…
Communicating Like a Leader (Week3)
Effective Leadership
ac research: 2 distinct types of leaders
transformational - more effective
stimulates interest
inspires a different outlook
motivates interests of the group over emps' own interests
4 dimensions
idealized influence
inspirational motivation
intellectual stimulation
individual consideration
must possess S & E I
transactional
rewards on the basis of performance
emphasize work standards
rely on org rewards & punishments
Daniel Goleman
1995 'Why It Can Matter More Than IQ'
‘emotional quotient’ (EQ)
leader’s singular job is to get results
not experience/instinct, but quantitative data
Batool - article (2013)/Pakistani case
impact of leadership style & EI in banking
Mayer-Salovey Four branch model of EI
Experiential EI
Perception
perceive emotions in others
Facilitation
ability to use emotions to enhance how we think
Strategic EI
Understanding emotion
knowing how emotions change
how they will change people & behaviors overtime
Emotional management
integrate logic & emotion for effective decision-making
3 major conceptual models
the Salovey-Mayer model
the Goleman model
Self-Awareness
Keep a Journal
Slow down to examine strong emotions as anger
Self-Regulation (or Management) - no verbal attacks, rush, stereotypes, compromising values
Know your Values - examine ur ‘code of ethics’
Hold yourself Accountable - don't blame others, admit mistakes
Practice being Calm - don't shout at someone
deep breathing exercises
write down all the negative & then rip it up
(Self)-Motivation - consistently work toward goals, extremely high standards
Re-Examine - remember what u love about ur job
Five Why’s technique
Know where u Stand - Determine how motivated u are to lead
leadership Motivation Assessment
Be Hopeful & find sthg Good - optimistic - at least 1 good thing about the situation
Empathy (Social Awareness) - develop the people, challenge who act unfairly, give constructive feedback, listen to those who need it
Put Yourself in someone else Position
Pay attention to your body Language & read others
Respond to Feelings - help people to feel better when they work hard
Social Skills (Relationship Management) - great communicators, open to hear bad news, get the team to support them & be excited about a new mission
Learn conflict Resolution
Improve your Communication Skills
have the best listening skills
Learn how to Praise others
inspire the loyalty simply by giving praise when it’s earned
the Bar-On model
Diff from historical models of leadership
now not accept the autocratic style
growing independence in the workforce
Theories & Principles of Motivation (Graham, Weiner)
Study motivation is dif from st learning!
Started around 1930
from all-encompassing theories to specific ones
from machinelike people to active mind individuals
History of studying
The Mechanistic Period: 1930-1960
Drive theory Hull&Spense
mechanical concepts such as instinct, drive (стимулы), arousal
what moved a resting organism to a state of activity, ideal - a state of balance
concept of a deprived organism - отбирали у обезьянок еду
reliance on non-human actors who can be deprived
The Arrival of Cognition 1960-1970
4 approaches
Associationistic theory John Watson
Drive theory (Hull&Spence)
Cognitive theory (Lewin&Atkinson)
Psychoanalytic theory (Sigmund Freud)
Shift from mechanism toward cognition
concentrate on human behaviour (сработала на человеке - также у мышей)
achievement motivation research (education)
still Hull&Spence maths approach, isolation of determinants
study ind differences
who high or low in sth
Contemporary Research 1970-1990
not sweeping theories, approaches
achievement desires in the center
5 general theories
Hull's drive-reduction theory
Stimulus-response (habit) bond is increased if satisfying state and vice versa
the drive concept (need+incentives, stimulus)
before - the concept of instinct
Hull - psychological need
behaviour=drive*habit
no deprivation (drive=0), would not act
anxiety & learning (Spence)
anxiety is like a drive
лёгкое задание - легко тем, у кого высокая anxiety, в сложных заданиях - наоборот
homeostasis - balance around a particular level
need - water, drive -thirst
Lewin's field theory 1935-1960
based on Gestalt psychology
behavioural field like physical seeks simplicity & goodness
symmetrical shape
presumption of faces as symmetrical
behaviour=f(P,E)
(P) person, (E) environment
Force= f(t,G)/e
motivational force to reach E goal
t - tension, amount of need,
G - valence, properties of the goal object, e - psychological distance of the person from the goal
tension not only physical, but to solve a problem
closer to goal, more tension (finishing a book)
conflict
approach-approach conflict: both goals are attractive
money in cash or tuition?
or avoidance-avoidance conflict
more dif to resolve, more time is needed
task recall - Zeigarnik effect
people better remember tasks that did not completes (cos of tension)
tension motivates to complete the goal
Expectancy-Value theories
Atkinson's theory of achievement strivings
individual differences in achievement motivation
Ts=Ms x Ps x Is
T - tendency to approach an achievement-related goal
M - achievement motive, learned in childhood, TAT test
P - probability of success, normative difficulty of the task
I - incentive value of success
Is=1-Ps
'pride in accomplishement'
practical, popular among ed psychologists
first on animals - not habits but expectancies - Tolman
learn what will follow
incentives, what choices organism makes
Rotter's social learning theory
Behaviour=f(E, RV)
Expectancy, Reinforcement Value
expectancies are determined by past history (не просто тест по химии, а вообще в школе все), so partly social, not just psychological
chance-determined tasks & skill-determined
internal & external control of reinforcement
насколько человек сам себе контроль или внешне его пинают
we engage in actions with the highest expectancy of bringing the most rewarding goal
locus of control
4 (5). Attribution theory (Heider, Kelley, Weiner)
humans are scientists seeking to understand the world around them, using naive statistical techniques
3 dimensions of casualty: locus, stability, controllability
Fail test: study hard or drop out?
the casual structure of the world
6 contemporary motivation constructs
All agree: self-perception of low ability & 'I cannot' have very negative effects
Self-Worth Theory, Covington
to be worthy is to be able
to protect themselves - self-protective strategies
external factors, нереалистичные цели, excuse-giving as poor teaching
студенты: лучше завалить, потому что не старался, чем стараться и завалить - значит, low ability
avoid some info
illusory & self-protective beliefs
on contrast, attribution - people want to be masters and accurate in self-assessment
Self-Efficacy, Bandura
ind beliefs about their capabilities to perform well
determine the level of motivation, how much effort and how long they will persevere in the face of obstacles
efficacy beliefs are future-oriented
a lot empirical info
not only achievements, but health-related concerns, stress, anxiety, pain tolerant, phobias
Self-efficacy is a good consistent predictor of behaviour
Helplessness Beliefs
'I cannot' beliefs
how to deal with the perception that there is no relation btwn our own behaviour & ourcomes
Helplessness becomes a learned phenomenon когда generalised с одной ситуации, где реально ничего не зависело, на ситуации, где контроль возможен
explanatory style studies
individual differences
optimistic style
momentary & specific cases
pessimistic style
internal, stable & global explanation of bad
locus, stability, globality
Helpless versus Mastery-Oriented Children
Non