Styles of Leadership

Motivation

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 Today’s Objectives
 Distinguish autocratic vs. democratic leadership behavior and the
impact of each.
 Compare people-oriented and task-oriented leadership behaviour.
 Understand that the best leaders are “high-high” on both autocratic
and democratic abilities and can use them accordingly.
 Interpretation of motivation as meeting a person’s higher needs;
motivating based on love vs. fear.
 Recognize the difference between intrinsic and extrinsic rewards.
 Explore the purpose of feedback and criticism
 Recognize the value of effective feedback and that criticism is a gift
 Investigate elements of constructive feedback
 Consider SBI Model of delivering feedback
 Examine how to receive feedback effectively
 Review EQ
 Consider Blanchard’s redirection response
 Recall the power of non-verbal communication –impact on feedback
Behavioural-based Leadership Styles
Autocratic, Democratic and Transformational
People Oriented vs. Task Oriented
Concern for People vs. Concern for Production
 Leader Behaviours
 Although certain personal traits and abilities
indicate a greater likelihood for success in a
leadership role, they are not, in themselves,
enough to guarantee effective leadership.

 Behaviours are equally significant.

 It is often a combination of leadership styles that

is most effective.
 Behaviour-based
Leadership Styles
Autocratic Leader Democratic Leader
 A leader who centralizes
 Democratic leaders make
authority, derives power
the final decisions, but
from position, control of
they include team
rewards, and coercion.
members in the decision-
 This style is appropriate
making process.
when you need to make
decisions quickly, when  Team members tend to
team agreement isn't have high job satisfaction
necessary for a successful and high productivity.
outcome.  This style is not
 If always used subordinates appropriate in
can become demoralized, emergencies or when
absentee due to effects of quick decisions are
micro-managing. needed
 A Comparison
Autocratic Leadership Democratic Leadership
 Task-oriented  People-oriented
 High concern for results  High concern for people
 Low concern for people  Lower concern for results

Either style can be effective

Effective leaders can be either
style.
 Each of us is more dominant in one style of
leadership but leadership behaviour should exist
on a continuum depending upon the needs of the
organization.
 A good leader can shift styles depending on what
is required:
 Use a democratic leadership style to help followers
develop decision-making skills and perform well
without close supervision.
 An autocratic style might be appropriate when there
is time pressure or followers have low skill levels.
 The “High-High” Leader
 Successful leaders
incorporate a high level of
concern for both people
and results – encouraging
optimal performance in an
organization over the long
term.

 In order to motivate people

to perform a leader must
have genuine concern for
their ideas and their own
goals and worries.

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 Additional Leadership Style:
Transformational Leadership
 Transformational leaders set  Transformational
high expectations, but "walk Leadership is very
the walk" to demonstrate focused on
the standards that she
motivating employees
expects.
leading to
 Transformational leaders
engagement and high
inspire people with a shared
vision of the future, and productivity.
they communicate well.
 Characteristics of
 They have high integrity transformational
and EQ, set clear goals, and
they have good conflict-
leaders include vision,
resolution skills. confidence, courage
and a willingness to
make sacrifices
 Transformational Chef
 Chef Anthony Walsh

Read the article

 Motivation
Image credit: https://www.pinterest.com/erinnmel/ali/
 Motivation

The internal or external forces that arouse

enthusiasm and persistence in a person to pursue a
certain course of action

“The condition of being eager to act or work.”


http://www.merriam-webster.com/dictionary/motivation

12
 Motivation based on
needs
Three basic categories of needs:
 Physiological needs - innate, biological, and
must be met in order for you to survive (hunger,
thirst, and pain avoidance).
 Psychological needs - based on your thoughts,
feelings, beliefs, expectations, and self-image.
These are important for mental health and
happiness, create a sense of balance.
 Learned needs - something that you learn to
want; often connected to a reward that is an
incentive (eg.: a financial bonus or reward from
your job
Needs Hierarchy
The basic needs like food, water,
air, and a safe place to live have
to be met before you can try to
reach other goals, like having
friends or positive self-esteem.

As you fulfill needs from the

bottom of the pyramid, you are
able to pursue goals that lead to
your happiness and personal
growth.

Image source: www.khanacademy.org

 Simple Model of
Motivation

Needs create Achievement

goals - - needs
money, satisfied,
friendship, behaviour
recognition, rewarded.
achievement.

Behaviour
Results in actions
to fulfill needs. Image Source: www.khanacademy.org
 Elements of Motivation

Personal drive to achieve:

the desire to improve or to meet certain standards;
Commitment to goals:
personal and organizational
Initiative:
defined as ‘readiness to act on opportunities’
Optimism:
the ability to keep going and pursue goals in the face
of setbacks.
 Types of Motivation
 The terms “intrinsic” and “extrinsic” refer to
where your motivation comes from, whether it is
within you (intrinsic) or outside of you
(extrinsic).
 There is something else that motivates us:
feelings of obligation.
 Obligation comes from our sense of duty, what is
right and what is wrong.
Image source: www.slideshare.net/JeffreyFermin
Image source: www.slideshare.net/JeffreyFermin
  As a leader, you can
provide extrinsic
rewards:
 promotions, pay
raises, and praise,

 And help followers

achieve intrinsic
rewards
 Sense of pride,
growth and
fulfillment.

Image Source: www.khanacademy.org

 The Mystery Box

 A great example of understanding what

motivates someone if you want to get them to
do something.
 Transactional Leadership:
Carrot & Stick
 Transactional leaders  Reward and coercive
promote success by motivational practices
motivating people heavily dominate many
by reward and punishment. organizations but it’s not
always successful.
 Why?

Image source: Shutterstock

 Transactional Leadership

 Extrinsic rewards diminish intrinsic rewards.

 Extrinsic rewards produce better performance only
in the short term.
 Extrinsic rewards assume that people are driven
only by lower needs.
 Motivating Others
 Set challenging but achievable goals
 Provide interesting and stimulating work
 opportunities for personal growth - meeting higher needs

 Provide the right rewards

 Your reward system needs to recognise and reward the
behaviour that you want to see.
 Rewards should be personally tailored.
 Rewards should not be complex.

 Give meaningful and constructive feedback

 Avoid overly transactional leadership
 Encourage employees to become self-motivated as well
 Self-Motivation
 Doing what needs to be done, without
prompting from others.
 People with self motivation find a reason and the
strength to complete a task, even when it’s
challenging or boring, without giving up or
needing encouragement or motivation from
others.

Image source: Dollar Photo Club

 Becoming Self-Motivated
 Be positive
 Avoid negative people; surround yourself with positive self-motivated
people

 Be confident - only compare you to you

 Set personal goals that are challenging but not impossible
 Do something you enjoy
 Be realistic - setbacks will happen
 Know your strengths and weaknesses

 Track your progress - enjoy your achievements - this helps to build

confidence
 Reward yourself when you meet goals

 Keep learning and finding ways to stimulate yourself

 Seek out mentors and other people who model the competencies, skills,
and attributes you desire.
 Help others
 ”The Power of Positive
Thinking"
 Become aware of your thoughts. Write down these down
throughout the day.
 Challenge your negative thoughts, and replace them with
positive ones.
 Practice positive thinking until you automatically think about
yourself and the world in a positive way, every day.

 Create a clear picture of what it will be like to achieve your

goals.
 Develop affirmations or statements that you can repeat to
yourself throughout the day reminding you of what you
want to achieve, and why you will achieve it.
 Self-motivated Employee
Traits
 Work longer and later than others
 Learn new skills and take regular training
courses
 Take ownership of problems
 Become team leaders
 Go above and beyond their job description
 Willing to receive feedback and criticism
Image Source: questback.com
 Purpose of Feedback
 To reinforce the team
member’s commitment,
abilities and contribution.
 To provide motivation –
highlighting improvement
“If there is anything I have
needed and addressing what learned in my 27 years in the
is going well service industry, it is this; 99
percent of all employees want
to do a good job. How they
 We often focus on feedback perform is simply a reflection
between a of the one for whom they
manager/supervisor and work.” Daryl Hartley Leonard,
employee. However, feedback CEO of Hyatt Hotel
can, and should, be given up, Corporation
down, and laterally. The same
principles apply.
 The Price of Leadership is
Criticism.
 Leaders get lots of criticism. No one pays much
attention to the last-place finishers. But when
you’re in front, everything gets noticed. So it is
important to learn to handle criticism
constructively.
 Criticism helps us learn much about ourselves,
especially our weaknesses.
 Often what we need to hear most is what we want
to hear the least. Some of the most valuable
people to enter your life will be your critics, not
your friends.
 Considerations: Giving
Feedback
 Recent studies show employees reacted to a negative interaction with
their boss six times more strongly than they reacted to a positive
interaction with their boss.
 This suggests that negative feedback can have significant adverse effects
on an employee’s well-being — and, presumably, their productivity.
 What does this observation mean for managers?
 Managers need to be thoughtful and prepared when delivering feedback
to employees.
 Feedback communication given in the right way and with the right
intentions, is how to achieve performance greatness.
 Employees have to know what they are doing well and not so well.
 For them to really hear your thoughts and suggestions on ways to
improve, though, that feedback has to be delivered carefully and
frequently.
 Feedback: Critical to
Success
 A positive workplace culture is essential for employee
engagement and productivity.
 Empathy at work creates psychological safety; created when
managers are inclusive and encourage their staff to speak up
or ask for help.
 Psychological safety improves learning and performance
outcomes. Feeling safe in the workplace helps encourage the
spirit of experimentation that’s so critical for innovation.
 By a positive, open, and supportive feedback style, you end
up establishing trust. Employees are especially sensitive to
signs of trust in their managers. In turn, employees who feel
greater trust show improved performance.
Watch the video
 Criticism Improves
Performance
 A primary responsibility of any chef is the quality of the
team’s work
 Achieving goals requires evaluating team members’
performance
 Performance evaluation must be shared with the
individual
 Evaluations can contain positive and negative
information but the goal must be to use the knowledge
as a means to improve performance.
 This can be accomplished only when there is RESPECT
in the workplace.
 Elements of Constructive
Feedback
 Be Positive
 Given in a timely
manner
 Clear
 Specific
 Non-judgmental
 Actionable Image Source: bizztor.com

 Respectful
 Additional Elements of
Effective Feedback
Be Prepared
 Don’t read from a script but be prepared with what you are going to
say. This helps you stay on track and stick to the issues.

Make It Regular
 Feedback is a process that ensures people know where they stand and
there are no surprises. This is not a once-a-year event. While this may
be the timing of formal feedback, informal, simple feedback should be
given much more often than this – every week or even every day.

Follow Up
 The whole purpose of feedback is to improve performance. You need
to measure whether or not that is happening and then make
adjustments as you go. Be sure to document your conversations and
discuss what is working and what needs to be modified.
 What is Criticism?

crit·i·cism
 The expression of disapproval of someone or something
based on perceived faults or mistakes. Essentially,
criticism is understood to be negative feedback.

 “He received a lot of criticism for the lack of attention

to detail he demonstrated in his julienne cuts."
 Dealing with Criticism is
a Life Skill
 Nobody likes being criticised
but it is a fact of life. To be
able to respond to criticism
with dignity and objectivity is
an important life skill, which
few people develop.

 You can either use criticism in

a positive way to improve, or
in a negative way that can
lower your self-esteem and
cause stress.

 Dealing with criticism

positively requires healthy
self-esteem.
 Delivering Feedback: SBI
Model
SBI = Situaltion/Behaviour/Impact
 Capture the Situation
 Today during dinner service…

 Describe the Behaviour

 You did not have enough mis en place prepared for the dishes coming
from your station

 Describe the Impact

 It increased meal times, slowing service impacting guest
satisfaction

From here, you can establish a plan of action to improve

performance.
Giving Construc
tive Feedback

Watch
the
video!

Image Credit: rtta.net

 Useful phrases for giving
feedback
 “When you did [x], I felt [y].”

 “I noticed that when you said [x], it made

me feel [y].”

 “I really liked the way that you did [x] and

particularly [y] about it.”

 “It made me feel really [x] to hear you say

[y] in that way.”
"I was upset when you criticized my work in
front of the chef" rather than "You were
insensitive yesterday."

Use "I" Statements - Give the feedback from your perspective. This
way you avoid labeling the person.
 Mistakes/Poor
Performance
 According to leadership pundit and former CEO of Southwest
Airlines, Ken Blanchard, there are 4 types of responses to any
situation:
 No Response – when emotions are high avoid responding, but all
situations should be addressed in a timely and respectful manner
 Negative Response –never productive as it means someone is
being put down – redirect the energy of a “gotcha” into something
useful
 Redirection – this is how we make positive changes without
putting someone down
 Positive Response – be sure to give praise when it is due

https://howwelead.org/2011/04/16/should-you-reprimand-or-should-you-redirect/
Constructive and Destructive
Criticism
 The real difference between the two is the way in which the
criticism is delivered.

 Both forms are challenging your ideas, character or ability,

when someone is giving destructive criticism it can have
negative effects on your self-esteem and confidence.

 Constructive criticism, is designed to point out your mistakes,

but also show you how improvements can be made. We
should learn to regard constructive criticism as useful feedback
that can help you improve yourself rather than put you down.

 When criticism is constructive it is easier to receive, though it

still may hurt our pride.

 Criticism should always be welcomed and used to help us

develop.
 Unfair/Destructive
Criticism
 Destructive, overly negative feedback is used by
some leaders and workplace bullies to demean and
control others.
 This just points out faults and while attacking their
owner. It aims to show that the person or object has
no worth or validity.
 The wrong kind of criticism is:
 Overly negative
 In the form of a personal attack
 For something that is not your fault or outside of
your control
 Delivered in an unpleasant and demeaning way
 The Redirection Response
When an employee has done something wrong:
 Describe why the behaviour or situation was a
problem – do not lay blame
 Instead, show the negative impact of the employee’s
error
 Ensure the correct performance of task or behaviour
is understood
 Express trust and confidence in future performance
(optimism)

 As a leader, take responsibility when something goes wrong. Discuss.

 The Positive Response:
Giving Praise
 Praise immediately
 Be specific (WHAT)
 Share the positive result/impact (WHY)
 Encourage them to keep up the good work
 Avoid being generic: “Good job, Bob!”
 Go one step further and suggest giving praise in
front of peers…why?
 Feedback is a two way street.
You need to know how to give it
effectively and how to receive it
constructively.
Receiving Feedback
 Respect is Key
Respect + Criticism  A chef who gives the
team member criticism
in a helpful manner is
demonstrating respect
for the employee.
“The most important part of
Acceptance + Action giving feedback is your intention:
People don’t care what you
know until they know that
= you care. If your intention is not
to genuinely help
Goal: someone grow then you
shouldn’t be the one giving the
Improved Performance feedback.”
~Michael Odunsi
 How To Receive Feedback
 Resist being defensive.
 Listen to understand. "Perception is all there is."
 Emotional intelligence is essential.
 Ask questions to clarify
 Signal that you understand. "I hear that the fact that sometimes
I don't respond to your texts for several days is what leaves you
feeling that I am not committed." This is better than getting into an
argument about whether or not you are committed.
 Thank the giver. Maintain the mental model that feedback is a gift
 Accept the feedback.
 Check with others to determine the reliability of the
feedback.
 Non-verbal Cues in
Feedback
 Facial expression
 Eye contact
 Voice
 Posture
 Breathing
 Attentiveness

Image Credit: Bridget Higton

https://communicationblog06.wordpress.com/2016/04/20
/types-of-non-verbal-communication-and-there-impacts-
on-public-speaking/
 Good teachers, trainers or managers are
essentially "people growers." To grow people, you
have to motivate them for action and as they act,
support and nurture them.
Vijai P. Sharma, Ph.D http://www.mindpub.com/art437.htm

t remember, ‘people growers need to keep growing to

 Criticism is a Gift

“A senior leader once told me that criticism is a gift. How

can you ever improve if you don’t know where you need to
upgrade your skills or work habits?”

 This advice has changed the way I think about criticism.

 Reacting to Criticism
 It's natural to react
strongly to unfair
criticism, but this is
rarely a wise career
move.
 Your immediate response
is the most important
one – it has the greatest
impact on making things
worse or better.
Image source: giphy.com
 Use EQ - overcome the
natural urge to express
your anger or fight back.
 Using Destructive Criticism to
Your Advantage
All criticism is useful if you're
centered, self-aware and
determined to learn something from
the experience. It's through
 Remain calm and centred - EQ
the power of
 Listen and ask questions –
understand the criticism decision that
 Assess the source of criticism –
is it meant to help or harm?
you make ALL
 Assess the value of the criticism criticism
– is it valid? Is the critic
important? constructive.
 Decide what to learn from it – is
it valid or nonsense?
 Decide what to do about it - do
you take action?
 What is Self-esteem?
 Building self-esteem and confidence helps us to accept and
grow from any criticism whether or not it is delivered in a
constructive way.
 Self-esteem is about how we value ourselves, our perceptions
and beliefs of who we are and what our capabilities are. Self-
esteem can involve a variety of beliefs about the self, such
as the appraisal of one's own appearance, beliefs, emotions,
and behaviours.
 Also known as:
 Self-worth
 Self-respect
 Self-value

 A realistic yet positive view of the self is considered the ideal.

 Next Class

 Professional written communication

 Employability skill : resume
 Email etiquette
 7 C’s of written communication
 Negotiation techniques
 Communication in negotiations and its
significance