Module 3: Leading in a Team-Based EnvironmentModule 1: Motivation● Extrinsic rewards ($$) → can improve performance/impair performance● Capitalize on intrinsic interest in working● Extrinsic Motivation○ Classic Reinforcement Theories■ Positive Reinforcement = desired behavior emitted → present attractive consequence → desired behavior increases ● Give a dog a treat■ Negative Reinforcement = undesired behavior expected → threaten aversive consequence → undesired behavior decreases ■ Punishment = undesired behavior emitted → present aversive consequence → undesired behavior decreases● Catch the negative behavior early● Punishment should follow negative behavior immediately● Focus on negative behavior, not on the individual● Explain right way of doing things and how the behavior will be rewarded● Praise in public; punish in private■ Emphasize positive, NOT negative (use rewards more than punishment to establish better relationships)● Tell employees explicitly what’s rewarded● Specify what behavior would entail a full/partial reward● Make consequences equivalent to behavior● Be consistent● Do not reward all people equally – create contingencies so employees can tell who is doing better● Remember inverse relationship between monetary and nonmonetary rewards○ Expectancy Model (EPO model)■ Classic (Skinnerian) approach to motivation: If you do __, I’ll give you __.● Doesn’t work well■ Effort → Performance (SMART goals) → Outcome (Reward)● SMART = Specific, Measurable, Achievable, Reasonable, Time○ Equity Model■ Motivation results from:● A person’s rewards-to-effort ratio● Rewards include pay, promotions, security, recognition, autonomy, etc.● Effort includes time, reliability, cooperation, sharing resources, etc.● Reward-to-effort ratios are not absolute but relative to peers■ Applications:● When people perceive they are under-rewarded they lose motivation● When people perceive they are over rewarded, they become motivation● When people perceive they are fairly rewarded, they are motivated to work to standards○ Goals ■ Goals can be “too motivating”● People don’t deviate from the goal● No exceeding the goal ● No sense of the bigger picture● No creativity○ Problems with extrinsic incentives■ Extinguish intrinsic motivation■ Diminish performance■ Crush creativity■ Crowd out good behavior■ Encourage shortcuts and unethical behavior■ They can become addictive■ They can foster short-term thinking■ Discourages teamwork■ Ineffective after satiation of rewards○ When to use extrinsic incentives: Mechanical skills○ When not to use extrinsic incentives: rudimentary cognitive skills (need creativity)○ What to do for boring tasks ■ Explain why is the task necessary■ Acknowledge that the task is boring■ Give autonomy● Intrinsic Motivation○ Drivers of intrinsic motivation – autonomy, mastery, purpose○ Maslow’s Hierarchy of Needs■ Physiological → Safety → Love/Belonging → Esteem → Self-actualization■ The Satisfaction-Progression Rule – you don’t start thinking about the higher levels until you satisfy the lower levels○ Hygiene Theory (Two-factor theory)■ Some things help increase motivation; others tend to demotivate■ Motivation factors – more of these means more satisfaction■ Hygiene factors – more of these does NOT mean more satisfaction; but less of these means more dissatisfaction○ Hygiene & Maslow■ Hygiene (Salary / Job security, growth potential/ acceptance) → Motivation Factors (Recognition, responsibility, advancement / Complete psychic fulfillment)○ Low motivation may result from:■ Failure to understand new jobs or skills required■ Failure to see the relationship between effort and performance■ Failure to see relationship between performance and outcome■ Belief that the organization rewards are unfair■ Organizational impediments to performance○ Job Characteristics Model■ Give more responsibility (autonomy), meaningful (task significance, identity, variety), knowledge of results (feedback) → high intrinsic motivation● Task significance – workers understand how the tasks they perform impact others (relevance made clear)● Task identity – workers see how the tasks they perform fit in with the “whole” product● Task variety – workers can engage in different activities that use many of their skills and talents● Autonomy – workers have the freedom to plan, schedule, and perform their jobs as they wish● Feedback – workers are provided with information about how well they are performingModule 2: Perception and Decision-Making● Perception and Social Judgement○ Internal Reasons - inside of the individual (mood, procrastinator)○ External Reasons - outside of the individual/the situation (not enough time, other people, sickness, problems at home)○ Observation → Interpretation → Attribution○ Attribution Theory - people attribute behaviors to internal and external factors■ Distinctiveness- does the person behave differently in different situations?● High → External ● Low → Internal ■ Consensus - do others behave the same way in similar situations?● High → External ● Low → Internal■ Consistency - does the person behave the same over time?● High (not performing up to expectations) → Internal● Low → External○ Perceptual biases - ■ Gestalt Psychology - people experience things holistically and this “whole” is not contained in the sum of its parts● Eliminate complexity and unfamiliarity → simplistic● Proximity - Objects near each other tend to be grouped together● Continuity - when items are group together, we integrate them into perceptual wholes/two single uninterrupted things● Closure - perceive objects as whole, even when they are not complete● Similarity - group similar items together■ Fundamental attribution error - underestimate the influence of external factors and overestimate the influence of internal factors when making judgements aboutthe behavior of others● Actor/Observer Differences - the types of attributions made depend on whether they are the person acting or observing○ Observers (have less information, actor is most important) → Internal○ Actors (has more information, situation is most important) → External■ Selective perception - selectively interpret what one sees on the basis of one’s