Maslow's Hierarchy of needs

Maslow's level

Examples of how the need can be met in the workplace?

PhysiologicalA salary amount which enables the individual to have food shelter, clothing etc.

SafetySafe working conditions and clear work procedures to reduce stress and anxiety.

SocialPositive work relationships, team work and work social events to encourage team building.

EsteemAppraisals, 1 to 1s and other achievement recognition programmes. The opportunity to achieve and secure job promotions.

Self actualisation

Allocating challenging and stimulating responsibilities to employees. Employee development plans to help employees reach their potential in the workplace.

Why Are They Called Hierarchical Levels?

Maslow asserts that needs at the bottom of the hierarchy must be met first; a person is unable to focus on the higher levels needs until the bottom level needs have been satisfied. For example until an individual's physiological needs have been met, they will be unable to move onto safety needs, once safety needs have been met the individual can move onto social needs and so on. Under this theory Maslow states that as people continuously strive for personal achievement, the need for self actualisation is ongoing and will never be satisfied.

ERG theory:

Alderfer's ERG theory contends there are three basic needs an employee seeks to fulfill. As each need is fulfilled, it serves as motivation to fulfill a different need.

ERG stands for existence, relatedness and growth, and these are defined as:

Existence - the need for basic material existence, like physiological health and safety

Relatedness - the need for interpersonal connections, social status and recognition

Growth - the need for personal development, including creative and meaningful work

As each need is met, another need could be satisfied. In fact, at any point, several could be satisfied.

The difference is that Maslow believed that only one need could be satisfied at any given time. As a lower-order need is met, like getting a new job, work begins on satisfying a higher-order need, like getting a promotion.

mcgregor - theory x y

McGregor's ideas suggest that there are two fundamental approaches to managing people. Many managers tend towards theory x, and generally get poor results. Enlightened managers use theory y, which produces better performance and results, and allows people to grow and develop.

theory x ('authoritarian management' style)

The average person dislikes work and will avoid it he/she can.

Therefore most people must be forced with the threat of punishment to work towards organisational objectives.

The average person prefers to be directed; to avoid responsibility; is relatively unambitious, and wants security above all else.

theory y ('participative management' style)

Effort in work is as natural as work and play.

People will apply self-control and self-direction in the pursuit of organisational objectives, without external control or the threat of punishment.

Commitment to objectives is a function of rewards associated with their achievement.

People usually accept and often seek responsibility.

The capacity to use a high degree of imagination, ingenuity and creativity in solving organisational problems is widely, not narrowly, distributed in the population.

In industry the intellectual potential of the average person is only partly utilised.

Theory Z : william ouchi

Theory Z essentially advocates a combination of all that's best about theory Y and modern Japanese management, which places a large

amount of freedom and trust with workers, and assumes that workers have a strong loyalty and interest in team-working and the organisation.

Theory Z also places more reliance on the attitude and responsibilities of the workers, whereas Mcgregor's XY theory is mainly focused on management and motivation from the manager's and organisation's perspective

Two factor theory

 Herzberg asked the same question in the 1950s and 60s as a means of understanding employee satisfaction. He set out to determine the effect of attitude on motivation, by asking people to describe situations where they felt really good, and really bad, about their jobs. What he found was that people who felt good about their jobs gave very different responses from the people who felt bad.

Motivation-Hygiene Theory

Herzberg's findings revealed that certain characteristics of a job are consistently related to job satisfaction, while different factors are associated with job dissatisfaction. These are:

Factors for Satisfaction Factors for Dissatisfaction

Achievement

Recognition

The work itself

Responsibility

Advancement

Growth

Company policies

Supervision

Relationship with supervisor and peers

Work conditions

Salary

Status

Security

The conclusion he drew is that job satisfaction and job dissatisfaction are not opposites.

The opposite of Satisfaction is No Satisfaction. The opposite of Dissatisfaction is No Dissatisfaction.

Step One: Eliminate Job Dissatisfaction

Herzberg called the causes of dissatisfaction "hygiene factors". To get rid of them, you need to:

Fix poor and obstructive company policies.

Provide effective, supportive and non-intrusive supervision.

Create and support a culture of respect and dignity for all team members.

Ensure that wages are competitive.

Build job status by providing meaningful work for all positions.

Provide job security.

All of these actions help you eliminate job dissatisfaction in your organization. And there's no point trying to motivate people until these issues are out of the way!

You can't stop there, though. Remember, just because someone is not dissatisfied, it doesn't mean he or she is satisfied either! Now you have to turn your attention to building job satisfaction.

Step Two: Create Conditions for Job Satisfaction

To create satisfaction, Herzberg says you need to address the motivating factors associated with work. He called this "job enrichment". His premise was that every job should be examined to determine how it could be made better and more satisfying to the person doing the work. Things to consider include:

Providing opportunities for achievement.

Recognizing workers' contributions.

Creating work that is rewarding and that matches the skills and abilities of the worker.

Giving as much responsibility to each team member as possible.

Providing opportunities to advance in the company through internal promotions.

Offering training and development opportunities, so that people can pursue the positions they want within the company.

Mc Clelland's Theory of Needs

inant Motivator

Characteristics of This Person

Achievement

Has a strong need to set and accomplish challenging goals.

Takes calculated risks to accomplish their goals.

Likes to receive regular feedback on their progress and achievements.

Often likes to work alone.

Affiliation Wants to belong to the group.

Wants to be liked, and will often go along with whatever the rest of the group wants to do.

Favors collaboration over competition.

Doesn't like high risk or uncertainty.

Power Wants to control and influence others.

Likes to win arguments.

Enjoys competition and winning.

Enjoys status and recognition.

Note:

Those with a strong power motivator are often divided into two groups: personal and institutional. People with a personal power drive want to control others, while people with an institutional power drive like to organize the efforts of a team to further the company's goals. As you can probably imagine, those with an institutional power need are usually more desirable as team members!

Using the Theory

McClelland's theory can help you to identify the dominant motivators of people on your team. You can then use this information to influence how you set goals   andprovide feedback  , and how you motivate and reward   team members.

You can also use these motivators to craft, or design, the job   around your team members, ensuring a better fit.Let's look at the steps for using McClelland's theory:

Step 1: Identify Drivers

Examine your team to determine which of the three motivators is dominant for each person. You can probably identify drivers based on personality and past actions.

For instance, perhaps one of your team members always takes charge of the group when you assign a project. He speaks up in meetings to persuade people, and he delegates responsibilities to others to meet the goals of the group. He likes to be in control of the final deliverables. This team member is likely primarily driven by the power.

You might have another team member who never speaks during meetings. She always agrees with the group, works hard to manage conflict when it occurs, and visibly becomes uncomfortable when you talk about doing high-risk, high-reward projects. This person is likely to have a strong need for affiliation.

Step 2: Structure Your Approach

Based on the driving motivators of your workers, structure your leadership style  and project assignments around each individual team member. This will help ensure that they all stay engaged  , motivated, and happy with the work they're doing.

Examples of Using the Theory

Let's take a closer look at how to manage team members who are driven by each of McClelland's three motivators:

Achievement

People motivated by achievement need challenging, but not impossible, projects. They thrive on overcoming difficult problems or situations, so make sure you keep them engaged this way. People motivated by achievement work very effectively either alone or with other high achievers.

When providing feedback, give achievers a fair and balanced appraisal. They want to know what they're doing right – and wrong – so that they can improve.

Affiliation

People motivated by affiliation work best in a group environment, so try to integrate them with a team (versus working alone) whenever possible. They also don't like uncertainty and risk. Therefore, when assigning projects or tasks, save the risky ones for other people.

When providing feedback to these people, be personal. It's still important to give balanced feedback, but if you start your appraisal by emphasizing their good working relationship and your trust in them, they'll likely be more open to what you say. Remember that these people often don't want to stand out, so it might be best to praise them in private rather than in front of others.

Power

Those with a high need for power work best when they're in charge. Because they enjoy competition, they do well with goal-oriented projects or tasks. They may also be very effective in negotiations   or in situations in which another party must be convinced of an idea or goal.When providing feedback, be direct with these team members. And keep them motivated by helping them further their career goals  .

Groups :

Property: Roles, norms, status ,size, cohesiveness, diversity

BOOK

Social Identity Theory OutlineTajfel and Turner (1979) proposed that there are three mental processes involved in

evaluating others as “us” or “them” (i.e. “in-group” and “out-group”. These take place in a

particular order.

The first is categorization. We categorize objects in order to understand them and identify

them. In a very similar way we categorize people (including ourselves) in order to

understand the social environment.  We use social categories like black, white, Australian,

Christian, Muslim, student, and bus driver because they are useful.

If we can assign people to a category then that tells us things about those people, and as

we saw with the bus driver example we couldn't function in a normal manner without using

these categories; i.e. in the context of the bus.  Similarly, we find out things about ourselves

by knowing what categories we belong to.  We define appropriate behavior by reference to

the norms of groups we belong to, but you can only do this if you can tell who belongs to

your group. An individual can belong to many different groups.

In the second stage, social identification, we adopt the identity of the group we have

categorized ourselves as belonging to.  If for example you have categorized yourself as a

student, the chances are you will adopt the identity of a student and begin to act in the ways

you believe students act (and conform to the norms of the group).  There will be an

emotional significance to your identification with a group, and your self-esteem will become

bound up with group membership.

The final stage is social comparison.  Once we have categorized ourselves as part of a

group and have identified with that group we then tend to compare that group with other

groups. If our self-esteem is to be maintained our group needs to compare favorably with

other groups. This is critical to understanding prejudice, because once two groups identify

themselves as rivals they are forced to compete in order for the members to maintain their

self-esteem. Competition and hostility between groups is thus not only a matter of

competing for resources (like in Sherif’s Robbers Cave) like jobs but also the result of

competing identities.

 SOCIAL LOAFING 

is the phenomenon of people exerting less effort to achieve a goal when they work in a group than when they work alone.

Factors to prevent social loafing in organisations include minimizing teams where you can, as there are less people to spread responsibility to. By minimizing teams you are then able to create individual evaluation within the team and it makes the members work harder to achieve a good result in the final evaluation. Smaller groups also helps to manage individual accountability by allocating tasks to members to focus on and set due dates for tasks to be completed. In cases like this individuals will avoid the embarrassment and consequences of being held accountable for poor or minimal work

Teams might also designate a team leader who oversees the whole project, in doing this the leader will have a chance to clarify the importance of the task and will be able to delegate work across the members in the group. The team can also develop expectations from each other by using measurable outcomes like due dates. It is also important to refresh the mind of the members so they are able to keep up to date on what they have to do and when they have to do it by.

ASCH STUDY:

The ideology of adhering to one standard or social uniformity.

Milgrams study:

olunteers were recruited for a lab experiment investigating “learning” (re: ethics: deception).  Participants were 40 males, aged between 20 and 50, whose jobs ranged from unskilled to professional, from the New Haven area. They were paid $4.50 for just turning up.

At the beginning of the experiment they were introduced to another participant, who was

actually a confederate of the experimenter (Milgram).  They drew straws to determine their

roles – learner or teacher – although this was fixed and the confederate was always the

learner. There was also an “experimenter” dressed in a grey lab coat, played by an actor

(not Milgram).

Two rooms in the Yale Interaction Laboratory were used - one for the learner (with an

electric chair) and another for the teacher and experimenter with an electric shock

generator.

The “learner” (Mr. Wallace) was strapped to a chair with electrodes. After he has learned a

list of word pairs given him to learn, the "teacher" tests him by naming a word and asking

the learner to recall its partner/pair from a list of four possible choices.

The teacher is told to administer an electric shock every time the learner makes a mistake,

increasing the level of shock each time. There were 30 switches on the shock generator

marked from 15 volts (slight shock) to 450 (danger – severe shock).

The learner gave mainly wrong answers (on purpose) and for each of these the teacher

gave him an electric shock. When the teacher refused to administer a shock the

experimenter was to give a series of orders / prods to ensure they continued. There were 4

prods and if one was not obeyed then the experimenter (Mr. Williams) read out the next

prod, and so on.

Prod 1: please continue.

Prod 2: the experiment requires you to continue.

Prod 3: It is absolutely essential that you continue.

Prod 4: you have no other choice but to continue.

Results:

65% (two-thirds) of participants (i.e. teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts.

Milgram did more than one experiment – he carried out 18 variations of his study.  All he did

was alter the situation (IV) to see how this affected obedience (DV).

Conclusion:Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being.  Obedience to authority is ingrained in us all from the way we are brought up.

People tend to obey orders from other people if they recognize their authority as morally

right and / or legally based. This response to legitimate authority is learned in a variety of

situations, for example in the family, school and workplace.

Nominal group technique

Book

Delphi technique

The Delphi method (/ ̍ d ɛ l f aɪ /  DEL -fy) is a structured communication technique, originally developed as a systematic, interactive forecasting method which relies on a panel of experts.[1][2][3][4]The experts answer questionnaires in two or more rounds. After each round, a facilitator provides an anonymous summary of the experts’ forecasts from the previous round as well as the reasons they provided for their judgments. Thus, experts are encouraged to revise their earlier answers in light of the replies of other members of their panel. It is believed that during this process the range of the answers will decrease and the group will converge towards the "correct" answer. Finally, the process is stopped after a pre-defined stop criterion (e.g. number of rounds, achievement of consensus, stability of results) and the mean or median scores of the final rounds determine the results.

Key characteristics:

Anonymity of the participants[edit]

Usually all participants remain anonymous. Their identity is not revealed, even after the completion

of the final report. This prevents the authority, personality, or reputation of some participants from

dominating others in the process. Arguably, it also frees participants (to some extent) from their

personal biases, minimizes the "bandwagon effect" or "halo effect", allows free expression of

opinions, encourages open critique, and facilitates admission of errors when revising earlier

judgments.

Structuring of information flow[edit]

The initial contributions from the experts are collected in the form of answers to questionnaires and

their comments to these answers. The panel director controls the interactions among the participants

by processing the information and filtering out irrelevant content. This avoids the negative effects of

face-to-face panel discussions and solves the usual problems of group dynamics.

Regular feedback[edit]

Participants comment on their own forecasts, the responses of others and on the progress of the

panel as a whole. At any moment they can revise their earlier statements. While in regular group

meetings participants tend to stick to previously stated opinions and often conform too much to the

group leader; the Delphi method prevents it.

Role of the facilitator[edit]

The person coordinating the Delphi method is usually known as a facilitator or Leader, and facilitates

the responses of their panel of experts, who are selected for a reason, usually that they hold

knowledge on an opinion or view. The facilitator sends out questionnaires, surveys etc. and if the

panel of experts accept, they follow instructions and present their views. Responses are collected

and analyzed, then common and conflicting viewpoints are identified. If consensus is not reached,

the process continues through thesis and antithesis, to gradually work towards synthesis, and

building consensus.

Applications:

Use in forecasting

Use in policy-making

Online Delphi systems

Group think:

Definition from book

Some examples of groupthink include the following:

A small country that is isolated from others and that is made up of people who want to believe that the country is a major world superpower. The country may eventually begin to think as a collective whole that they are more powerful than they are and may make a fatal mistake like going to war with a larger and more powerful nation. 

An isolated group of people from the same racial and ethnic background who do not know any people personally who are different from them. The group may come to

distrust or even hate outsiders because they do not understand them and because they want to reinforce the moral superiority and unity of their own group. 

A group of people who very firmly believe in one particular limited political ideal and who only watch news that supports their ideal and who only associate with people who agree with them. The group may come to hate and distrust people who disagree with them and may come to overestimate their power and influence. 

A group of employees at a company with a product that is quickly becoming outdated who are unwilling to consider new alternatives to advance in the industry. The employees may collectively live in a world where they can't understand why their product is not selling and may refuse to acknowledge the economic reality that they cannot survive without advancing

REAL WORLD EXAMPLE: The collapse of Swissair. The airline was once so financially solvent it was called the "Flying Bank." However, they began to believe they were invulnerable and as a result of failing to question poor decisions and gross mismanagement, the airline eventually went bankrupt. 

Risk shift phenomenon

When people are in groups, they make decision about risk differently from when they are

alone. In the group, they are likely to make riskier decisions, as the shared risk makes the

individual risk less.

Entire football teams sometime get into aggressive or defensive moods as they either throw

caution to the winds trying to score or desperately try to avoid being caught out.

Brainstorming

A technique for idea generation on a given subject in a limited period of time. Brainstorming is typically conducted in a facilitated session or workshop environment to stimulate creative thinking, to create novel or innovative solutions to a problem, and to introduce "controlled chaos" into the thought process. It is the most widely used technique to cultivate ideas. The objective is quantity, not necessarily quality and is based on the principle that "many brains are often better than one."

Advantages include:

democratic participation is encouraged fast-pace, even energizing activity non-evaluation of the content and ideas generated stimulating ideas - one idea tends to build on or generate others ease of use

no mechanisms for converging ideas (many ideas may be thrown out if not obviously relevant)

limits in the capacity to take advantage of individual participant expertise directly introduction of too much chaos unless managed firmly longer problem resolution

Applications

Collection of a large volume of ideas relevant to any enterprise change effort Stimulate thinking to maximize participation and contribution without evaluation Promote creativity when a project team may be bogged down or unaccustomed to new ways

of doing gotomeetingbusiness

TRAIT THEORY:  A trait can be thought of as a relatively stable characteristic that causes individuals to

behave in certain ways. The trait approach to personality is one of the major theoretical areas in the study of personality. The trait theory suggests that individual personalities are composed of these broad dispositions.

Central Traits: These are the general characteristics that form the basic foundations

of personality. These central traits, while not as dominating as cardinal traits, are the

major characteristics you might use to describe another person. Terms such

as intelligent,honest, shy and anxious are considered central traits.

Secondary Traits: These are the traits that are sometimes related to attitudes or

preferences and often appear only in certain situations or under specific

circumstances. Some examples would be getting anxious when speaking to a group

or impatient while waiting in line.

Ohio leadership theory: According to the findings of the Ohio study, leaders exhibit two types of behaviors,

people-oriented (consideration) and task-oriented (initiating structure), to facilitate goal accomplishment.

Consideration is the extent to which leaders are concerned with the well-being of their followers and the extent to which leaders are personable and understanding.

Initiating structure is the extent to which a leader defines leader and group member roles, initiates actions, organizes group activities, and defines how tasks are to be accomplished by the group.

The Ohio State researchers generated a list of 150 statements designed to measure nine different dimensions of leadership behavior.

The study's findings suggest that effective leaders possess a strong ability to work with others and build a cohesive team balanced with the capability to create structure within which activities can be accomplished.

Michigan university studies The Michigan Leadership Studies classified leaders as either "employee-centered" or "job-centered".

These studies identified three critical characteristics of effective leaders: task-oriented behavior, relationship-oriented behavior, and participative leadership.

Understanding the Model

The Fiedler Contingency Model was created in the mid-1960s by Fred Fiedler, a scientist who studied the personality and characteristics of leaders.

The model states that there is no one best style of leadership. Instead, a leader's effectiveness is based on the situation. This is the result of two factors – "leadership style" and "situational favorableness" (later called "situational control").

Leadership Style

Identifying leadership style is the first step in using the model. Fiedler believed that leadership style is fixed, and it can be measured using a scale he developed called Least-Preferred Co-Worker (LPC) Scale (see Figure 1).

The scale asks you to think about the person who you've least enjoyed working with. This can be a person who you've worked with in your job, or in education or training.

You then rate how you feel about this person for each factor, and add up your scores. If your total score is high, you're likely to be a relationship-orientated leader. If your total score is low, you're more likely to be task-orientated leader.

Figure 1: Least-Preferred Co-Worker Scale

Unfriendly 1   2   3   4   5   6   7   8 Friendly

Unpleasant 1   2   3   4   5   6   7   8 Pleasant

Rejecting 1   2   3   4   5   6   7   8 Accepting

Tense 1   2   3   4   5   6   7   8 Relaxed

Cold 1   2   3   4   5   6   7   8 Warm

Boring 1   2   3   4   5   6   7   8 Interesting

Backbiting 1   2   3   4   5   6   7   8 Loyal

Uncooperative 1   2   3   4   5   6   7   8 Cooperative

Hostile 1   2   3   4   5   6   7   8 Supportive

Guarded 1   2   3   4   5   6   7   8 Open

Insincere 1   2   3   4   5   6   7   8 Sincere

Unkind 1   2   3   4   5   6   7   8 Kind

Inconsiderate 1   2   3   4   5   6   7   8 Considerate

Untrustworthy 1   2   3   4   5   6   7   8 Trustworthy

Gloomy 1   2   3   4   5   6   7   8 Cheerful

Quarrelsome 1   2   3   4   5   6   7   8 Harmonious

The model says that task-oriented leaders usually view their LPCs more negatively, resulting in a lower score. Fiedler called these low LPC-leaders. He said that low LPCs are very effective at completing tasks. They're quick to organize a group to get tasks and projects done. Relationship-building is a low priority.

However, relationship-oriented leaders usually view their LPCs more positively, giving them a higher score. These are high-LPC leaders. High LPCs focus more on personal connections, and they're good at avoiding and managing conflict. They're better able to make complex decisions.

Situational Favorableness

Next, you determine the "situational favorableness" of your particular situation. This depends on three distinct factors:

Leader-Member Relations – This is the level of trust and confidence that your team has in you. A leader who is more trusted and has more influence with the group is in a more favorable situation than a leader who is not trusted.

Task Structure – This refers to the type of task you're doing: clear and structured, or vague and unstructured. Unstructured tasks, or tasks where the team and leader have little knowledge of how to achieve them, are viewed unfavorably.

Leader's Position Power – This is the amount of power you have to direct the group, and provide reward or punishment. The more power you have, the more favorable your situation. Fiedler identifies power as being either strong or weak.

Applying the Fiedler Contingency Model

Step 1: Identify your leadership style

Think about the person who you've least enjoyed working with, either now or in the past.

Rate your experience with this person using the scale in Figure 1, above. According to this model, a higher score means that you're naturally relationship-focused, and a lower score means that you're naturally task-focused.

Step 2: Identify your situation

Answer the questions:

Are leader-member relations good or poor?

Is the task you're doing structured, or is it more unstructured, or do you have little experience of solving similar problems?

Do you have strong or weak power over your team?

Step 3: Determine the most effective leadership style

Figure 2 shows a breakdown of all of the factors we've covered: Leader-Member Relations, Task Structure, and Leader's Position Power. The final column identifies the type of leader that Fiedler believed would be most effective in each situation.

LPCA typical set of bipolar adjectives used in the LPC Scale would include Pleasant/Unpleasant, Friendly/Unfriendly, Supportive/Hostile and so on. The responses are graded from 1 for the least favorable attribute (for example, Unpleasant or Unfriendly), to 8 for the most favorable one (Pleasant or Friendly).The LPC Scale assumes that people whose leadership style is relationship-oriented tend to describe their least preferred coworkers in a more positive manner, while those whose style is task-oriented rate them more negatively.

ath-Goal Theory

Discovering the Best Leadership Style

Lead your team to their objectives effectively.

© iStockphoto/ssstep

Imagine that your boss has just assigned a major project to your new team. There are some very talented people within the team, but you've worked with them in the past, and it wasn't a pleasant experience...

You've always felt that the best way to manage a fast-paced, expert team is to set objectives, and then let team members work out how they'll deliver for themselves. You don't want to interfere with what they're doing, so you rarely have meetings with individuals or with the group.

The problem is that the team hasn't responded well to this approach. So what else should you do? Would daily meetings waste your people's time? And would they be annoyed if you involved yourself more in decision-making, or gave them more guidance on the project?

When thinking about the best way to lead a team, we have to consider several different factors, and it's easy choose the wrong approach. When this happens, morale, effectiveness, and productivity can suffer.

Path-Goal Theory helps you identify an effective approach to leadership, based on what your people want and your current situation. In this article, we'll look at Path-Goal Theory, and we'll explore how you can apply it to your own situation.

About Path-Goal Theory

Psychologist, Robert House, developed Path-Goal Theory in 1971, and then redefined and updated it in a 1996 article in The Leadership Quarterly. Let's look at some of the elements of the theory.

Leadership Responsibilities

According to it, if you want your people to achieve their goals, you need to help, support, and motivate them. You can do this in three ways:

1. Helping them identify and achieve their goals.

2. Clearing away obstacles, thereby improving performance.

3. Offering appropriate rewards along the way.

To do this, you can use four different types of leadership:

Supportive leadership – Here, you focus on relationships. You show sensitivity to individual team members' needs, and you consider your team members' best interests. This leadership style is best when tasks are repetitive or stressful.

Directive leadership – With this, you communicate goals and expectations, and you assign clear tasks. This style works best when tasks or projects are unstructured, or when tasks are complex and team members are inexperienced.

Participative leadership – With participative leadership, you focus on mutual participation. You consult with your group, and you consider their ideas and expertise before making a decision. This approach works best when your team members are experienced, when the task is complex and challenging, and when your team members want to give you their input.

Achievement-oriented leadership – Here, you set challenging goals for your team. You have confidence in your team's abilities, so you expect your team to perform well, and you maintain high standards for everyone. This style works best when team members are unmotivated or unchallenged in their work.

Leader Participation Model:

Book

Leader member Exchange TheoryBook

32.Charismatic Leadership33.Situational Leadership34.Servant Leadership.