Individual Dynamics

UNIT - 2
 Managers Versus Leaders
“Not all leaders are managers, and all managers are
not leaders”
• Managers – Persons whose influence on others is
limited to the appointed managerial authority of
their positions
• Leaders – Persons with managerial and personal
power who can influence others to perform
actions beyond those that could be dictated by
those persons’ formal (position) authority alone
 Characteristics of Leader

▪Integrity
▪Delegation
▪Communication
▪Self-Awareness
▪Gratitude
▪Learning Ability
▪Influence
▪Empathy
▪Courage
▪Respect
Autocratic Leadership
▪ Also known as Authoritarian Leadership, an
Autocratic Leadership style can easily be summed
up by the command, “Do as you’re told.”
▪ It is cantered on the boss. In this type of
leadership, the leader holds all the authority &
responsibility.
▪ Leaders make decision on their own, without
consulting subordinates. They make decisions,
communicate them to subordinates & expect
prompt implementation.
Democratic Leadership
▪ Also known as Participative Leadership, the
Democratic Leadership approach involves
gathering input from your subordinates and team
members so everyone has a chance to contribute
to the decision-making process.
▪ Unlike autocratic, this headship is cantered on
subordinates’ contributions. The democratic
leader holds final responsibility, but he or she is
known to delegate authority to other people, who
determine work projects
Laissez-faire Leadership
▪ Laissez-faire leadership gives authority to
employees
▪ Departments or subordinates are allowed to work
as they choose with minimal or no interference.
• Complete freedom for group or individual
decision, without any leader participation
• Various materials supplied by leader, who made it
clear that he would supply information when
asked, but took no other part in work discussions
Transformational Leadership
▪ It is about initiating change in organization, groups,
self & others. Leaders motivate others to do more
than they originally intended and often even more
than they thought possible. They set more
challenging expectations and typically achieve
higher performance.
▪ Under this style, the team is eager to transform and
evolve personally and professionally in order to
achieve the overall goal.
▪ With the organization and employees aligned,
teams working under a transformational leader are
united for the singular cause, and willing to commit
their effort, time, and energy to the organization.
Transactional Leadership
• Transactional leadership, also known as
managerial leadership, is a leadership style where
leaders rely on rewards and punishments to
achieve optimal job performance from their
subordinates.
• This is a leadership that maintains or continues
the status quo.
• It is also the leadership that involves an exchange
process, where as followers get immediate,
tangible rewards for carrying out the leader’s
order
 Learning in Organizations
• Definition: A relatively permanent change in
knowledge or behavior that results from practice or
experience.
• Organizational learning is the process through
which managers instill in all members of an
organization a desire to find new ways to improve
organizational effectiveness.
• We cannot see learning but we can see changed
behavior as a consequence of learning.
Examples:
Driving a vehicle
Improved Performance
 The Learning Organization
Five activities are central to a learning organization:
• Encouragement of personal mastery or high self-
efficacy.
• Development of complex schemas to understand
work activities.
• Encouragement of learning in groups and teams.
• Communicating a shared vision for the
organization as a whole.
• Encouraging systematic thinking
 NATURE OF LEARNING
▪ Learning is Universal. Every creature that lives learns.
▪ Learning is through Experience. Learning always involves
some kind of experience, direct or indirect (vicarious).
▪ Learning is from all Sides: Today learning is from all sides.
Children learn from parents, teachers, environment, nature,
media etc.
▪ Learning is Continuous. It denotes the lifelong nature of
learning. Every day new situations are faced and the
individual has to bring essential changes in his style of
behaviour adopted to tackle them. Learning is birth to
death.
▪ It results in Change in Behavior. It is a change of
behaviour influenced by previous behaviour. It is any activity
that leaves a more or less permanent effect on later activity.
Theories of Learning
 Classical Conditioning
• Ivan Pavlov, a Russian psychologist (Nobel Peace Prize)
developed classical conditioning theory of learning based on his
experiments to teach a dog to salivate in response to the ringing
of a bell
• When Pavlov presented meat (unconditioned stimulus) to the
dog, he noticed a great deal of salivation (conditioned response).
But, when merely bell was rung, no salivation was noticed in the
dog.
• Then, when next Pavlov did was to accompany the offering of
meat to the dog along with ringing up of bell.
• He did this several times. Afterwards, he merely rang the bell
without presenting the meat. Now, the dog began to salivate as
soon as the bell rang.
• After a while, the dog would salivate merely at the sound of the
bell, even if no meat were presented. In effect, the dog had
learned to respond i.e. to salivate to the bell.
 Classical Conditioning
Classical Conditioning Terms
Food and salivation:
a. Unconditioned Stimuli and Response
– UCS (food) & UCR (salivation)
– occurs naturally, automatically, unconditionally.
– NOT learned, like reflex
Bell and Salivation:
b. Conditioned Stimuli and Response
– CS (tone/bell) & CR (salivation)
– originally NEUTRAL stimulus, that, after being paired with UCS,
triggers CR.
– learned, NOT automatic.
– not naturally occurring.
 Operant Conditioning
Operant Conditioning is concerned primarily
with learning as a consequence of behaviour Response-
Stimulus(R-S). In Operant Conditioning particular
response occurs as a consequence of many stimulus
situations.
• Operant conditioning argues that behaviour is a function
of its consequences.
• People learn to behave to get something they want or
avoid something they don’t want.
• Operant behavior means voluntary or learned behavior.
• The tendency to repeat such behaviour is influenced by
the reinforcement or lack of reinforcement brought
about by the consequences of the behaviour.
 Operant Conditioning
• Key Concepts:
– Conditioned behavior: voluntary behavior that is
learned, not reflexive.
– Reinforcement: the consequences of behavior which
can increase or decrease the likelihood of behavior
repetition.
– Pleasing consequences increase likelihood of
repetition.
– Rewards are most effective immediately after
performance.
– Unrewarded/punished behavior is unlikely to be
repeated.
 Cognitive Learning Theory
• Cognition is the process of acquiring and
understanding knowledge through our thoughts,
experiences, and senses.
• Cognitive Learning Theory is a broad theory that
explains thinking and differing mental processes
and how they are influenced by internal and
external factors in order to produce learning in
individuals.
• These cognitive processes are: observing,
categorizing, and forming generalizations about
our environment.
 Social Learning Theory
Social Learning theory is also called observational
learning theory. This theory emphasizes on
learning through observation of other’s.
The main assumptions of social learning theory are
as follows:
▪ Learning is not actually behavioural, rather it is a
cognitive process that takes place in a social
context.
▪ Learning can occur by observing a behaviour and
observing the consequences of the behaviour
(known as vicarious reinforcement).
 Social Learning Theory
• Learning involves observation, extracting
information from those observations, and making
decisions about behaviour performance (known
as observational learning or modelling). Thus,
learning may go beyond an observable change in
behaviour.
• Reinforcement plays an important role in learning
but is not solely responsible for learning.
• The learner is not a passive recipient of
information. Understanding, environment and
behaviour all mutually influence each other.
 Attitude
Attitude is said to be the result of a mix of three
elements, such as-
A cognition part, which deals with the beliefs
and ideas of a person he has created about a
peon or an object;
An effective element which is a person's feeling
about an object and
Planned element which the person has towards
an object.
 Components of Attitude
Cognitive Attitude
• Cognitive attitude refers to a person's ideas, beliefs,
and knowledge about a particular aspect of their
work setting. It has facets such as opinions,
reviews, and evaluations linked to job tasks,
coworkers, and the firm's policies. It involves
rational thinking and the processing of data related
to work-related facets such as job tasks, the firm's
policies, and colleagues. This part reflects the
wisdom and perceptions an individual holds about
specific parts of their work.
 Components of Attitude
Affective Attitude
• An effective attitude reflects a person's emotional
or feeling responses towards their work climate. It
contains emotions, ideas, and general moods
workers share, affecting their motivation, job
delight, and engagement.
Behavioural Attitude
• Behavioural attitude focuses on a person's will to
behave in a certain way within the firm's setting. It
involves visual actions, wills, and answers shown by
workers based on their attitudes towards work-
related facets.
Components of Attitude
 Importance of Attitude
• Job Satisfaction and Employee Engagement
Positive attitudes foster job satisfaction and
engagement, leading to higher productivity and
motivation. Conversely, negative attitudes can result
in decreased job satisfaction, absenteeism, and
turnover.
• Organizational Culture
Attitudes shape the overall firm's culture by affecting
worker relations, contact patterns, and the overall
work climate. Positive attitudes promote a healthy
and validating culture, boosting union and teamwork.
When people maintain positive attitudes, they are
more likely to engage in teamwork, cooperation, and
open contact. This leads to a positive office culture
where workers feel valued, supported, and inspired,
fostering creativity, creation, and overall success.
 Importance of Attitude
• Customer Relations
Attitudes of workers impact client relations and service
quality. Positive attitudes improve customer delight,
loyalty, and retention, leading to improved firm
performance. Positive attitudes donate to client
satisfaction, loyalty, and positive word-of-mouth.
• Conflict Resolution and Cooperation
Attitudes play a crucial role in dispute solutions and
cooperation within the workplace. When workers
maintain positive attitudes, they are more inclined to
approach conflicts constructively, seeking mutually
helpful solutions. Positive attitudes foster open-
mindedness, pity, and the ability to consider other
views.
 Importance of Attitude
• Adaptability and Change
Attitudes greatly influence how workers respond to
corporate change and adapt to new events. Positive
attitudes foster a mindset of flexibility, resilience, and
readiness to adopt change. Workers with positive
attitudes are more likely to see change as an option for
growth and growth rather than a source of resistance.
• Motivation and Performance
Attitudes are closely linked to worker motivation and
performance. Positive attitudes create a positive
psychological state, initiative, and a strong work ethic.
Workers with positive attitudes are driven to gain their
goals, take the right of their work, and strive for
greatness.