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129 Cards in this Set
- Front
- Back
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The fourth universal function of management |
Directing |
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Refers to the prpcess of motivation, communication, and leadership |
Directing |
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It deals with the relationship between managers and non-managers |
Directing |
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Ability to persuade others to seek defined objectives enthusiastically. |
Leadership |
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The human factor which binds a group together and motivates them towards meaningful goals |
Leadership |
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Describes that when we serve and sacrifice for others, we extablish authority or influence. When we have already built authority or influence on other people, then we have earned the right to be called a leader. |
The law of harvest |
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The servant leadership model |
1. Leadership 2. Authority/Influence 3. Service and Sacrifice 4. Love 5. Will |
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Skills used in rol behavior |
1. Technical skills 2. Human skills 3. conceptual skills |
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Refer to a person's knoledge of, and proficiency in, any type of process or technique. |
Technical skills |
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Ability to interact effectively with people and to build teamwork |
Human skills |
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Important in higher managerial jobs |
Conceptual skills |
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Four traits of a successful organizational leadership |
1. Intelligence 2. Social maturity and breadth 3. Inner motivation and drives 4. Human relations attitutdes |
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2 types of intelligence |
Communication ability Analytical ability |
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Ability to convey ideas or to accept other's ideas |
Communication ability |
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Ability to think or to reason out |
Analytical ability |
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Bread relations, emotional stregnth, psychological maturity |
Social maturity and breadth |
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Strong motivation to keep accomplishing something |
Inner motivation and drives |
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Leaders realize that they got their job done through people and therefore try to develop social understanding and appreciate skills |
Human relationd attitudes |
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23 indisputable qualities of effective leader |
1. Visionary 2. Character 3. Integrity 4. Courage 5. Self-discipline 6. Initiative 7. Competent 8. Responsible 9. Passionate 10. Committed 11. Determined 12. Focus 13. Decisiveness 14. Action oriented 15. Positive attitude 16. Possibility thinker 17. Discernment 18. Teachable 19. Listener 20. Charisma 21. Relational 22. Generous 23. Servant |
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Only those who can see the invisible can do the impossible |
Visionary |
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Be like a piece of rock - unyielding |
Character |
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The anchor of honor |
Integrity |
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One person with a brave heart is majority |
Courage |
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The first person to lead is you |
Self discipline |
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With or without a follower, carry on |
Initiative |
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If you create it, they will patronize it |
Competent |
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If you cannotcarry the ball, you cannot lead them |
Responsible |
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Live this life and love it |
Passionate |
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It separates a doer from a dreamer |
Committed |
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It is the courage of going an extra mile without being weary |
Determined |
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If you chase two rabbits at the same time, both will excape |
Focus |
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This is where your identity is shaped |
Decisiveness |
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A word without action is like a gun wothout a bullet |
Action oriented |
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If you believe you can, you will |
Positive attitude |
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Three and three is equal to: 6, 33, and 9 |
Possibility thinker |
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Finite mind cannot solve |
Discernment |
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To keep leading, keep learning, today a reader tomorrow a leader |
Teachable |
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To connect with their hearts, use your ears |
Listener |
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The personal magnet attracting others to follow you |
Charisma |
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If you get along, they will go along |
Relational |
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Your candle loses nothing when it lights another |
Generous |
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The best way to find your own self is to serve others |
Servant |
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Means adjustable; it depends on the situation or variation in terms of approach in handling people because eaders use different approaches of motivating people |
Leadership is Situational |
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Motivation styles: |
Positive leadership Negative leadership |
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The leaders emphasizes rewards. |
Positive leadership |
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Leaders emphasizes penalties. The stronger the penalty is, the more negative it is |
Negative leadership |
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Power styles of leadership |
1. Authocratic / Authoritarian 2. Participative 3. Free - rein / Liberal (laisses faire) |
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Management Filipino Style |
1. Manager by Kayod 2. Manager by Lusot 3. Manager by Libro 4. Manager by Oldo 5. Manager by Ugnayan |
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Leaders centralize power and decision making in themselves. They take full responsibikity and full authority. Demands obedience from the people he supervises. |
Authocratic / Authoritarian |
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Leaders Decentralize authority. The decisions are not unilateral, because they arise from consultation with followers and participation by them |
Participative |
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Leaders depend largely upon the group to establish its own goals and work out its own problems |
Free - rein / Liberal (laisses faire) |
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Two Kinds of Participative Style of Leadership |
1. Democratic 2. Consultative |
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Everybody participates in decision making but the leader has authority and followrrs should follow first. Encourages strong team work |
Democratic |
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The leader consults the employess or subordinates in making decisions by getting ideas from them |
Consultative |
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Defined as the process of passing information and understanding from one person to another. It is essentially a bridge of meaning between two people |
Communication |
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Two purposes of communication: |
1. To provide the information and understading necessary for the group 2. To provide the attitude necessary for motivation, cooperation and job satisfaction |
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Fundamental elements of communication |
1. People 2. Message 3. Channel 4. Feedback |
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The communication process |
Ideation Encoding Transmission Receiving Decoding Action |
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Creation of idea or choosing a fact to communicate |
Ideation |
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The sender organizes his idea into a series of symbole; selecting appropriate media |
Encoding |
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Confirms the media selected in the preceding step |
Transmission |
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Transferring the message to the receiver |
Reveiving |
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By which the receiver takes meaning from the symbols by the sender |
Decoding |
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The receiver acts or responds in some way |
Action |
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Types of communucation |
1. Formal communication 2. Informal communication 3. Communication between groups 4. Interpersonal communication 5. Upward communication 6. Downward communication 7. Lateral communication |
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Common methods of communication in many organizations |
Formal and downward communication |
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The downward communication is classified into: |
1. Specific task directives: job instructions 2. Informationregarding understanding of the task and its position in the organization 3. Information on procedures and practices 4. Subordinates' performance feedback 5. Infromation on mission-indoctrination of goals |
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Channels: |
Posters and bulletin boards, company and newspapers, letters and pay inserts, employee handbooks and pamphlets, information racks, loudspeaker or intercom systems, annual reports, and so on. |
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Downward flow of communication |
1. Plant manager 2. Foreman 3. Workers |
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This is encouraged by some innovative organizations. Future growth and efficiency through innovations and the corrections of problems are enhanced by upward communications systems |
Upward communication |
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This enables members of a particular level in the organization to share information thus improve their decisions and decision making skills. |
Lateral Communication or peer level communication |
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Some ways of fostering lateral communication are: |
Committes Conferences Group discussion |
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Thisbis the informal path of communication |
Grapevine |
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Ways to communicate |
1. Informal talk or grapevine communication 2. Memoranda 3. Telephone calls 4. Inter office calls 5. Letters 6. Reports 7. Conferences / conventions 8. Meetings 9. Bulletin board notices 10. Exhibits and displays 11. Visual aids |
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Some approaches for improvising communication |
1. Attitude of reasonable access and an open mind and ear 2. Suggestion system that are objective 3. Availability of counseling and grievance system 4. Encouragement of employee letters 5. Participation in social activities which provide an opportunity for information conversation 6. Communicating with employees family 7. Utilizing employee attitude surveys and exit interviews data 8. Providing opportunities for subordinates to make presentation |
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Types of learners |
1. Visual 2. Auditory 3. Haptic |
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Barriers to communications |
1. Distance 2. Distortions 3. Semantics 4. Lack of leveling 5. Lack of trust 6. Inaccessibility 7. Lack of clear responsibilities 8. Personal compatibility 9. Refusal to listen 10. Failure to use proper media 11. Communication gap 12. Lack of direction |
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The physical distance between the supervisor and subordinates results to face to face communication |
Distance |
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Tendency to make judgement on the statements of others |
Distortions |
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Language aspects of communivation. Certain words have multiple meaning |
Semantics |
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Difference in levels of knowledge and expertise of a supervisor and subordinate |
Lack of leveling |
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Witholding information from the supervisor. Not reporting good or bad news to the supervisor |
Lack of trust |
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Supervisor is not available to the subordinates for consultation |
Inaccessiblity |
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Results in status and role ambiguities |
Lack of clear responsibilities |
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Often the personality of the supervisor and the subordinates clash and thus create communication blocks |
Personal compatibility |
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Due to careless attitude or arrogant attitude of supervisor; superiority complex of "i know everything" or inferiority complex "i am no good" |
Refusal to listen |
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Sending written memos loaded with jargon to their subordinates who lack reading and comprehension skills. |
Failure to use proper media |
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Formal communication networks are built along the authority - responsibility lines of the organization defects or loopholes in the com. Network |
Communication gap |
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Meaning and real meaning are not lost |
Lack of directiona |
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Comes from the latin word "movere" |
Motivation |
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Means to move. |
Movere |
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Means aim, desire, end, impulse, intention, objective, and purpose. |
Motivation |
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3 characteristics of motivation: |
1. Motivation is concerned with what activates human behavior 2. What directs this human behavior toward a particular goal. 3. How this behavior is sustained. |
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Motivation can be analyzed using the ff causative sequence: |
1. Needs or Goals 2. Drives or motives 3. Achievement |
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Two factors in motivating individual: |
1. Internal factor 2. Internal factor |
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Come from inner self. Self confidence, self esteem |
Internal factots |
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Something a person perceives in his environment as helpful toward accomplishing his goal. Ex: incentives, reward, recognition |
External Factors |
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Theories of motivation: |
1. Hierarchy of Needs 2. Traditional Theory 3. Motivation Maintenance theory / Dual-factor theory / motivation-hygiene theory 4. Theory X and Y 5. Achievement - Power Affiliation theory 6. Preference - Expectancy theory 7. Theory of equilibrium 8. Reinforcement theory 9. Maturity theory 10. Theory Z |
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Heirarchy of needs: |
1. Physiological 2. Safety and security 3. Love and belongingness 4. Self esteem and status 5. Self actualization |
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Basically the needs of the human body that must be satisfied in order to sustain life. |
Physiological needs |
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Concerned with the protection against danger |
Safety needs |
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Needs for love, affection, belonging |
Social needs |
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Needs that influence the development of various kinds of relationships based on the adequacy, independency, etc |
Esteem needs |
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The need of people to reach their full potential in applying their abilities and interests |
Needs for sel-actualization or self fulfillment. |
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It evolved from the work of Frederick Taylot and the management movement. |
Traditional Theory |
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Based on assumption that money is the primary motivator. |
Traditional Theory |
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He concluded that some conditions operate primarily to dissatisfy employees when the conditions are absent, but their presence does not motivate employees when the conditions are present in a strong way. |
Herzberg |
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The pptent dissatisfiers are called _________ because they are necessary to maintain a reasonable level of satisfaction in employees. |
Maintenance Factors |
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Closely related to the need theory, primarily developed by David McClelland. This theory holds that all people have three needs |
Achievement-power affiliation theory |
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Achievement - power - affiliation theory's three needs: |
1. The need to achieve 2. The need for power 3. The need for affiliation |
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The desire to do something or more efficiently than it has been done before. |
The need to achieve |
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Basically a concern for influencing people - ti be strong and influencial |
A need for power |
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A need to be liked - to establish or maintain a friendly relations with others |
A need for affiliation |
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This theory states that the inducements provided by the organization must be kept in equilibrium with the contributions made by the employees. |
Barnard - Simon's Theory of Equilibrium |
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Provided by the management |
Inducements |
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Provided by the employees |
Contributions |
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Contends that the individual evaluates not only his personal position but he of others as well. |
Equity Theory |
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This theory is based on the premise that an individual assigns values to the outcome of wach alternative course of action. |
Vroom's preference - expectancy theory |
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Is a result of the actual or perceived rewards available to an individual for accomplishing some goals |
Motivation |
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The probability that a specific action will be followed by a particular first level outcome |
Expectancy |
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Measured by asking employees to rank important individual goals and instrumentality by using a rating scale that determines the strength of perceived relationship between the first and the second level outcomes |
Valence |
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B.F. Skinner's known as the ___________. |
Reinforcement theory |
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Reinforcement Theory's components of motivated behavior: |
1. Stimulus 2. Response 3. Reinforcement |
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The environmental setting in which behavior occurs |
Stimulus |
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The behavior itself |
Response |
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The reward given for good performance only |
Reinforcement |
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Chris Argyrie contends that as people grow and mature, they strive toward the highest level of need in Maslow's need hierarchy. |
Marurity Theory |
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Are passive,dependent on others, has short term perspective and lack self-initiative |
Immature |
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Are active, independent, has long term perspective |
Mature people |
