MGT 2201 Module 4

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MGT 2201 Module 4

• Supervision and Motivation of Administrative
  Employees

2
Where have we been?

• Basic management principles
• Systems view of management
• Functions of management
• Skills required by managers
• Definition and functions of administrative
  management
• Responsibilities of administrative manager
• Change in administrative management and skills
  required to cope with change
• Telecommuting and the virtual office
• Overview of HRM
• Planning admin staffing needs
• Recruiting, selecting and developing admin staff

3
Where to now?

• Given that we now have a basic understanding of
  management, an understanding of administrative
  management and the changes that have occurred
  therein together with an understanding of the
  process of recruiting, selecting and developing
  admin staff we now look at
• How to supervise and motivate administrative staff

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Why supervision and motivation?
Expanding task ranges
Increasing task complexity
Increase in telework
Flattening of the organisational structure
Elusive task security
INCREASING NEED FOR QUALITY SUPERVISION AND
KNOWLEDGE OF MOTIVATIONAL THEORY
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Supervisors linking pins
SENIOR MANAGEMENT
SUPERVISORS An important link between senior
management and employees - also referred to as
front-line managers first-line managers, team
leaders, section heads, coordinators
EMPLOYEES
6
Distribution of time per function by
organisational chart
51
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Some extra thoughts on supervision

• Supervising .. The performance of a certain job
  by the BEST method and by the BEST person in
  order to obtain the BEST results
• Leading .. Motivating workers so that the
  objectives of the organisation will be attained

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The Role of the Supervisor

• Vast Range of Duties Include
• Motivating teams
• Managing resources
• Solving problems
• Making decisions
• Looking for ways to make improvements
• Representing team within and outside the
  organisation
• Keeping track
• Looking for ways to make improvements
• Refer Study Book, p. 4.3 (fig 4.1)
• Excerpt from Cole, K. (1998)

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PLANNING Establishing goals and objectives and
deciding on the most appropriate action steps to
achieve them
MONITORING/CONTROLLING Ensuring plans are
correctly implemented and desired results achieved
ORGANISING Organising and coordinating people,
materials, equipment, machines, time, money and
other resources so that plans can be carried out
successfully
THE SUPERVISORS MANAGERIAL FUNCTIONS
STAFFING Activities Needed to attract, recruit
and retain individuals including induction and
training
DIRECTING/LEADING Supporting, guiding and
influencing others
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Responsibilities of supervisors
UPWARD RESPONSIBILITIES TO HIGHER MANAGEMENT
Responsibilities for COORDINATING administrative
work
HORIZONTAL RESPONSIBILITIES
TO PEERS
DOWNWARD RESPONSIBILITIES TO WORKERS AT OPERATIVE
LEVEL
Responsibilities for SELF DEVELOPMENT
Refer Study Book, p. 4.5
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Keeling and Kallausstwo phases of leadership
Supervisors spend the majority of their time
leading employees
OBJECTIVE/TANGIBLE PHASE Determining the work to
be done and the way in which it should be
done The easiest task of supervision
SUBJECTIVE/HUMAN PHASE Motivating and leading a
diverse workforce The most important and most
difficult task of supervision
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What is leadership?
ENHANCED PRODUCTIVITY
EFFECTIVE LEADERSHIP
Achievement of organisations goals
ENHANCED JOB SATISFACTION
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Management v Leadership
MANAGEMENT Completion of technical, mechanical
aspects of everyday tasks while conforming to
department policy, procedures, rules and
regulations
LEADERSHIP Encompasses the spirit, vision, and
ethical considerations that accompany the
decision-making process
v
Practical, reasonable and decisive
Visionary, empathetic and flexible
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Leadership Theories

• Trait theories
• Behavioural theories
• Fiedler Model
• Hersey-Blanchard Situational Theory
• Path-Goal Theory
• Leader-Participation Model
• Attribution Theory
• Charismatic Leadership Theory
• Visionary Leadership
• Team Leadership
• Transactional v Transformational Leadership

We cannot cover all of these in the lecture you
will need to read Selected Reading 4.1 for
details of other theories
Refer Selected Reading 4.1, pp. 591-630
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Leadership Trait Theories
..attempted to identify traits consistently
associated with leadership eg
DESIRE TO LEAD Strong desire to influence and
lead others willingness to take responsibility
HONESTY AND INTEGRITY Build trusting
relationships by being truthful and non-deceitful
through high consistency between word and deed
DRIVE high energy level, high desire for
achievement, ambitious, lots of energy,
tirelessly persistent, show initiative
LEADERSHIP TRAITS
JOB-RELATED KNOWLEDGE High level of knowledge of
the company, the industry and technical matters
to make well-informed decisions
SELF-CONFIDENCE Followers look for absence of
self-doubt need to show self-confidence to
convince followers of the rightness of goals and
decisions
INTELLIGENCE Must be intelligent enough to
gather, synthesise and interpret large amounts of
information and to create vision, solve problems
and make correct decisions
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Behavioural leadership theories (1)
Kurt Lewin University of Iowa Studies

• DEMOCRATIC LEADERSHIP
• Involves subordinates in decision making
• Delegated authority
• Uses feedback to coach subordinates

• AUTOCRATIC LEADERSHIP
• Centralise authority
• Dictate work methods
• Unilateral decisions
• Limited subordinate participation

• LAISSEZ-FAIRE LEADERSHIP
• Gives the group complete freedom to make
  decisions and complete the work in whatever way
  they see fit

Focus on the task Higher performance?
Focus on the person Higher subordinate
satisfaction?
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Behavioural leadership theories (2)
University of Michigan Studies- two dimensional
leadership behaviour
Higher group productivity and high job
satisfaction

• EMPLOYEE ORIENTED LEADERS
• Emphasise interpersonal relations
• Take a personal interest in the needs of
  subordinated
• Accept individual differences among members

• PRODUCTION ORIENTED LEADERS
• Emphasise technical or task aspects of job
• Concerned with accomplishing group tasks
• Regard group members as a means to accomplishing
  group tasks

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Behavioural leadership theories (2)
Blake and Moutons Managerial Grid
Country Club Management
1.9
Team Management
9.9
Middle of the road Management
5.5
Concern for people
Task Management
Impoverished Management
9.1
1.1
2 3 4
5 6 7 8
9
Concern for production
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Characteristics of effective supervisors

• Ability to get others to cooperate
• Willingness to listen to others
• Willingness to delegate responsibilities
• Ability to understand subordinates
• Ability/willingness to treat others fairly

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Essential Skills for Supervisors

• Technical job-related skills
• Conceptual Skills
• Interpersonal Skills
• Clear communication
• Assertiveness and empathy
• Integrity and charisma
• Respect for others
• Ability to be a team player
• Refer Study Book, p. 4.9

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Profile of Successful Supervisors

• Ability to treat subordinates as human beings
• Attitude of leader rather than boss
• Fairness and open-mindedness
• Willingness to be available for advice
• Dependability in keeping promises and providing
  support
• Objectivity
• Ability to delegate responsibility and authority
  effectively
• Refer Study Book, p. 4.8 (fig 4.3)

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Special Responsibilities of Supervisors

• Employee career goal planning
• Development of ethical behaviour among employees
• Dealing with employee tardiness
• Dealing with employee absenteeism
• Dealing with employees who are experiencing
  problems with drug/alcohol abuse
• Dealing with employee stress and burnout
• Dealing with sexual harassment
• Dealing with multi cultural diversity
• Disciplining employees
• Terminating employees
• Dealing with unions
• Refer Study Book, p. 4.12
• Odgers and Keeling (2000)

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Motivation

• Motivation can be defined as the willingness to
  expend energy on achieving some objective.
• Motivation can be defined as the willingness to
  exert high levels of effort in order to reach
  organisational goals, conditioned by the efforts
  ability to satisfy some individual need Robbins
  et al. (2000, p. 549)
• Refer Study Book, p. 4.14

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Motivation and Performance

• A highly motivated employee will not necessarily
  be high performing employees. This is because
  performance is a product of both motivation and
  ability motivated by situational constraints.
• Refer Study Guide, p. 4.14

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A Performance Model
P E R F O R M A N C E
Situational Constraints
X
MOTIVATION
ABILITY
Situational Constraints
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Motivational Theories

• Maslows Need-hierarchy Theory
• Herzbergs Two-factor Theory
• Aldefers ERG Theory
• Adams Equity Theory
• Vrooms Expectancy Theory
• Skinners Reinforcement Theory
• Refer Study Book, pp. 4.15-4.21

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Maslows Needs Hierarchy Theory
Behaviour results from process of satisfying
needs. Once a need is satisfied it no longer
dominates behaviour. Need fulfilment process
never-ending.
SELF ACTUALISATION NEEDS (need to realise ones
full potential)
HIGHER ORDER
SELF ESTEEM NEEDS (need for self-confidence,
recognition, appreciation, respect of ones
peers, acquisition of possessions)
Order of progression
SOCIAL NEEDS (need for sense of belonging,
affection, association, companionship, friendship
of others
SAFETY NEEDS (need for security, self-protection,
avoidance of harm, provision for future)
LOWER ORDER
PHYSIOLOGICAL NEEDS (need for survival eg air,
water, food etc)
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HERZBERGS TWO-FACTOR THEORY
Job satisfaction reaction to intrinsic aspects
(motivators) Job dissatisfaction reaction to
extrinsic factors (hygienes) Hygiene factors
cannot motivate but may eliminate dissatisfaction
MOTIVATORS Meaningful and challenging
work Recognition for good work and skills Feeling
of achievement Responsibility Opportunities for
learning growth and advancement The work itself
HYGIENES Salary Interpersonal relations
(subordinates, superior and/or peers) Advancement
Supervision Company policy and administration Job
security
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Aldefers ERG Theory
Similar to Maslows needs hierarchy model BUT
three (3) categories instead of five (5) and
proposal that people could move up (fulfilment
progression) or down (frustration regression) the
needs hierarchy
EXISTENCE NEEDS
RELATEDNESS NEEDS
EXISTENCE NEEDS
Material needs which are satisfied by the
environment ie food, water, pay, fringe benefits
and working conditions
Involve relationships with significant others
eg co-workers, superiors, subordinates, family
and friends
Development of whatever abilities and
capabilities are important to the individual
Most concrete
Least concrete
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ADAMS EQUITY THEORY

• Motivation theory based on social comparison
• Proposes that how hard a person is willing to
  work is a function of comparisons to effort of
  others
• Equity theory comprises four major parts
• The person (individual who compares himself to
  others)
• The other (person to whom person compares
  himself)
• The Inputs (assets Person brings to the job eg
  education, experience, seniority, effort level,
  etc)
• The Outcomes (benefits Person derives from job eg
  pay, benefits, working conditions, status
  symbols, seniority, benefits etc)
• See next slide

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Adams Equity Theory
Underpayment
Underpayment
Methods of reducing the Inequity

• Behavioural Modes
• Change inputs
• Change outcomes
• Get Other to change inputs or outcomes
• Quit job for a more equitable one

• Cognitive Modes
• Distort own inputs or outcomes
• Distort Others inputs or outcomes
• Change comparison to other

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Vrooms Expectancy Theory

• Assumes each person is a rational decision-maker
• Workers will expend effort on activities that
  lead to desired rewards
• Theory comprises five (5) components
• Job outcomes (pay, promotion, recognition etc)
• Valance (degree of attractivemess or anticipated
  satisfaction offered by an outcome (-1 to 1)
• Instrumentality (how closely attainment of the
  desired reward is related to performance
• Expectancy (perceived probability of increased
  effort leading to increase in performance (-1 to
  1)
• Force (amount of effort/pressure within person to
  be motivated)

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Vrooms Expectancy Theory
Valence
Expectancy
Instrumentality
First level outcomes
Second level outcomes
.8
.9
Increased pay Promotion Recognition
HIGH PERFORMANCE
.5
.4
.4
.3
.3
Effort
.3
.8
Increased pay Promotion Recognition
AVERAGE PERFORMANCE
.8
.1
.4
.0
.3
An individual will choose the level of effort
which will produce the best outcome ie
Average Performance Alternative E (.8) x I (.3
Pay) x V (.8 Pay) .19 E (.8) x I (.1Pro) x V
(.4 Pro) .03 E (.8) x I (.0 Rec) x V (.3 Rec)
.00
High Performance Alternative E (.4) x I (.9 Pay)
x V (.8 Pay) .29 E (.4) x I (.5 Pro) x V (.4
Pro) .08 E (.4) x I (.3 Rec) x V (.3 Rec) .04
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Skinners Reinforcement Theory

• Also referred to as operant conditioning or
  behaviourism
• Contains three (3) variables
• Stimulus ie a condition that elicits a
  behavioural response
• Response ie a measure of job performance eg
  productivity, absenteeism
• Reward ie something of value given to the
  employee on the basis of the elicited behavioural
  response aimed to reinforce the occurrence of
  the desired response

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Lockes Goal-setting Theory

• Goals have two (2) major functions
• Basis for motivation
• Direction for behaviour
• Two factors must be met before goals can
  positively influence performance
• Individual must be aware of goal and know what
  must be accomplished
• Individual must accept the foal as something
  he/she is willing to work for
• Locke proposes that the more specific and more
  difficult the goal, the greater will be our
  motivation to attain it

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Employee Values 1970s v Contemporary Employee
Values
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Rank order of rewards sought by administrative
staff Australia and New Zealand 1996

• Sense of achievement
• Job security
• Responsibility
• Pay
• Opportunity for personal growth
• Recognition
• Good working conditions
• Relationships with colleagues
• Job status
• Opportunity for promotion

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Elements Necessary for Employee Motivation

• The opportunity for achievement
• Recognition tied to specific achievements
• The work itself
• Responsibility
• Personal growth and advancement
• Refer Selected Reading 4.2, pp. 28-33