Leadership Analysis About Jack Ma(Ma Yun, Founder Of Alibaba) /Human Resource Management
Assignment 2: Leadership Analysis
This assignment entails having you learn from the life of a leader (you need to write about Jack Ma who is the founder of Alibaba) you admire by writing a brief biography about him/her, and identifying the lessons of this person’s life that are meaningful to you. You will need to research, gather, and read available materials about this individual who may represent any level of an organization or society, and who may be involved in any aspect of human endeavor. Specifically, your paper (or power points with brief narratives) should not exceed five pages, and must include:
(1) Major accomplishments and a very brief biographical sketch;
(2) What the individual did to integrate different part of his/her life to be successful;
(3) Key traits the individual displayed (using specific material covered in class) i will attach the powerpoints below and you need to review materials from it;
(4) What lessons you learned AND intend to apply from this exemplar.
I have posted a few power point presentations that may serve as examples (but do not include all of the information needed). Thus, you will need to go beyond what is included in these sample power points to describe specific leadership characteristics and your personal lessons/applications.
examples attached are called: george washington & howard….
due date 10/11/2017 11PM EST.
You are encouraged to add some pictures from online and also citations from the web resources, but remember you need reference page! don’t all copy from the web resources, you need to follow the instructions !!!!! I prefer you write as a paper but similar format as examples show, for example, pictures and bullet points for Major accomplishments and brief biographical sketch….. you need to have this assignment done within 4pages(not all writing, 5pages including all pictures and all written words). so at least 600 words.Organizational
Behavior
Goals of Organizational Behavior
Attempts to understand what causes behavior
Why particular antecedents cause behavior
Which antecedents are controllable
2
Course Goals
Expose you to a number of concepts/ideas to help you diagnose
Sharpen:
Awareness of typical “people” problems
Skills in diagnosing human problems
Capacity to anticipate/implement plans
Learn something about yourself, your own assumptions, style and skills
3
Conceptual OB Model
4
Organization Behavior
Individual
Behavior
Organization
Structure
Group
Behavior
Organization
Processes
Organization
Effectiveness
Analyzing Cases
Analysis Section
Why was this (“thing”) assigned?
What are the main issues/problems?
What seem to be the causes of those issues/problems?
Use case information/data to support your identification of issues.
Recommendation Section
What are some alternative solutions to the problems identified?
What are the strengths/weaknesses associated with each recommendation?
Which action do YOU recommend (and why)?
Specify: Who?, With Whom?, How?, Timing?, Repercussions?
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“Managing People” Individual Attributes
Personality
Perception
Motivation
Job Attitudes
6
Managing People …
PERFORMANCE =
F (Individual Attributes X Effort X Organizational Support)
7
Managing People . . .
8
VARIABLE
Attributes
Work Effort
Organization
Support
IMPLICATIONS
Recruiting, Selecting, Training
Allocating Work-Related Rewards
Planning, Organizing, Directing, and Controlling Work Flows
KEY FACTORS
Personality,
Demographic,
Competency,
Attitudes
Motivation
Work Group Dynamics, Organization size, etc.
PERSONALITY
Function of:
Demographic Characteristics
age, sex, race, etc.
Competency Characteristics
ability, aptitude, skills
Psychological Characteristics
values, attitudes, traits, etc.
9
“THE BIG FIVE”
Trait Description
Openness Being curious, original, intellectual, creative, and open to new ideas
Conscientiousness Being organized, systematic, punctual, achievement oriented, and dependable
Extraversion Being outgoing, talkative, sociable, and able to enjoy social situations
Agreeableness Being affable, tolerant, sensitive, trusting, kind, and warm
Neuroticism Being anxious, irritable, temperamental, and moody
.
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Source: Barrick, M. R., & Mount, M. K. (2005). Yes, personality matters: Moving on to more important matters. Human Performance, 18, 359–372.
Essential Requirements of Personality Tests
Reliability
Validity
11
Two Aspects of Self
Self Efficacy
Magnitude
Strength
Generality
Self Monitoring (changing behavior to suit the situation)
12
Common Personality Tests Used/Researched
Type A/B Behavior (Jenkins Activity Survey)
Type A’s: High levels of competitiveness, irritability, time urgency, loud, accelerated speech, twice as likely to experience heart disease; feel overloaded; impatient and easily angered.
Locus of Control (Rotter) Internals vs. Externals
Internals perceive direct links between effort and performance
Are more successful in careers (hold higher level jobs, more promotions, earn more $$$)
13
Common Personality Tests Used/Researched
Machiavellianism
The Prince by Niccolo Machiavelli
Myers-Briggs Type Indicator
16 categories (extroverted vs. introverted; sensing or intuitive; thinking or feeling; perceiving or judging)
14
The MACH Questionnaire
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1. The best way to handle people is to tell them what they want to hear.
2. When you ask someone to do something for you, it is best to give the real reasons for wanting it rather than giving reasons which might carry more weight.
3. Anyone who completely trusts anyone else is asking for trouble.
4. It is hard to get ahead without cutting corners here and there.
5. It is safest to assume that all people have a vicious streak and it will come out when they are given a chance.
6. One should take action only when sure it is morally right.
7. Most people are basically good and kind.
8. There is no excuse for lying to someone else.
9. Most men forget more easily the death of their father than the loss of their property.
10. Generally speaking, men won’t work hard unless they’re forced to do so.
Disagree Agree
A Lot A Little Neutral A Little A Lot
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
SAMPLE TEST: Myers-Briggs (MBTI) (you be the judge…)
Self-Report
Research Backing
International
Based on Preferences
Developed Using “Well” People
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Introversion
Energy Focused Inward
More Reserved, Questioning, Impenetrable
Thinks First, Then Acts
Likes Quiet, Concentration — Dislikes Phone Interruptions
Enjoys Working Alone
“Cultural Genius” – Wants to Understand World, Adds Ideas
Needs to be Drawn Out
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Extraversion
Energy Oriented Outward
Thoughts, Actions Toward People
More Relaxed, Confident, More Accessible
“Civilizing Genius” – Likes to Change World
Likes Having People Around
Likes Variety and Action
In Meetings, Likes Talking Out Before Reaching Conclusions
Enjoys Communicating in Groups
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Sensing
Uses Five Senses to Determine Reality
Relies on Experience, Standard Procedures
Creativity is 99% Perspiration, 1% Inspiration
Usually Proceeds in Step-by-Step Manner
Likes Evidence Presented First (“Just the Facts”)
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Intuition
Gets Involved Through a “Sixth” Sense
More Innovative, Future-Oriented
Looks for Patterns (“Whole” Picture vs. Details)
Enjoys Learning New Skill vs. Using It
Likes Solving New, Complex Problems
“Idea” Person
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Thinking
Logical, Objective
Intellectual Criticism – Finds Flaws in Advance
Likes Brevity, Business-Like
More Impersonal (Easy to Fire People)
Wants Pros/Cons Listed
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Feeling
Uses Human Values to Reach Conclusions
Enjoys Pleasing People
Lets Decisions Be Influenced by Subjectivity
Prefers Being Friendly, Sociable
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Judgment
Structuring, Organizing
Schedules, Timetables with Tight Deadlines
Feels Anxiety Until Decisions Are Made
Reaches Closure by Deciding Quickly
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Perceiving
Enjoys Flexibility, Surprises in Work Environment
More Spontaneous
Spends a Lot of Time Making Decisions
Leaves Things Open for Last-Minute Changes
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Emotions and Moods at Work
Emotional contagion
Emotions spread to others
(positive or negative)
Affect – refers to both emotions and moods
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HOW Mood & Affect on RELATE TO Performance
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Source: Rothbard, N. P. & Wilks, S. L. (2011). Waking up on the right or wrong side of the bed: Start-of-workday mood, work events, employee affect, and performance. Academy of Management Journal, 54(5), 959–980. p. 963.
EMOTIONAL INTELLIGENCE (EI)
Self-awareness
Other-awareness
Emotion regulation
The Debate: IQ vs EI
IQ: Thinking, Reasoning, Problem Solving
(Wonderlic Cognitive Ability Test_
EI: Ability to
(a) perceive emotions in self and others
(b) understand meaning of emotions
(c) regulate one’s emotions
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Measuring Personality
Observational Techniques
(e.g., behaviorally based interviews)
Observations should be structured
Setting, situation should be standardized
Projective Techniques
Examples include Rorschach and TAT
Personality Inventories
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PERCEPTION
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Interpreting Sensory Cues to Organize Our Environment
Perception is:
Selective
Learned
Culturally Determined
Consistent over time
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Perception
Assumptions
Perception
Feelings
Values, attitudes, beliefs re: what “should be”
What one “actually” sees, hears (interpretation of reality)
Responses in reaction to what happens
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We Usually Assume…
Others perceive situations the same way we do
What’s taking place is logical
Others have the same feelings we have
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Perception . . .
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Bruner’s Model
Unfamiliar Target Encountered
Openness to Target Cues
Familiar Cues Encountered
Target Categorized
Cue Selectivity
Categorization Strengthened
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Example: Bruner’s Model
New Boss
Observations
Friendly, Approachable, Delegates
A Lot of Potential
Department Performance Increases
Great Boss
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The Pygmalion Effect
Perceptions sometimes result in a self-fulfilling prophecy in which high expectations of performance by leaders actually create conditions in which followers succeed.
Pygmalion effect boosts performance by leaders raising their expectations of followers.
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Expectations and Low Performance
Golem Effect — Expectations may also work in the opposite direction, where lower expectations lead to lower performance.
Bosses can “kill” followers’ motivation by having low expectations.
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Leader-Set High Expectations
Communicate high expectations to followers in four ways:
Create a warmer emotional climate
Teach more and increase challenge
Invite followers to ask questions
Provide feedback on performance
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Attribution: Judging the Causes of Others’ Behavior
Internal Causes:
Individual is Responsible (e.g., individual violates the rule…)
External Causes:
Person has no control over the situation (e.g., boss is cruel which leads to violating rule)
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Health Care Managers’ Attributions of Causes for Poor Performance
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Cause of Poor Performance by Their Subordinates
7
12
5
Most Frequent Attribution
Lack of ability
Lack of effort
Lack of support
Cause of Poor Performance by Themselves
1
1
23
Kelley’s Theory of Causal Attribution
Actions caused by internal or external factors depending on:
Consensus
Consistency
Distinctiveness
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Kelley’s Theory of Causal Attribution Cont.
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You observe an individual complaining about the food, service, and décor in a restaurant. To answer “why?” you note that…
You conclude that…
No one else complains
(consensus is low)
She complained because she is difficult to please (internal attribution)
This person also complains in other settings (distinctiveness is low)
This person always complains in this restaurant (consistency is high)
Several others also complain
(consensus is high)
She complained because the restaurant is terrible (external attribution)
This person does not complain in other settings (distinctiveness is high)
This person always complains in this restaurant (consistency is high)
Performance Review Cycle
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4
Determine Corrective Action
3
Review Performance Records in Light of Standards
2
Record Performance Levels
1
Establish Standards
Evaluating Performance
Direct Indices
Comparative
Absolute Standards
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Biases from Perceptual Process
Similarity Error
Contrast Error
Stereotyping/Implicit Personality Theories
Halo/Horn Bias
Leniency Error, Central Tendency Bias
Primacy, Recency Effects
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Giving Feedback
Be Specific (vs. General)
Be Descriptive (vs. Evaluation)
Make It Well-Timed
Should be Designed to Change Behavior -Constructive
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Motivation and Job Attitudes: Some Distinctions
Attitudes:
relatively stable clusters of feelings, beliefs, behavioral predispositions
Job Attitudes:
(job satisfaction/dissatisfaction) positive or negative attitudes held by individuals towards their jobs
Job Commitment:
The extend to which an individual identifies and is involved with his/her organization and is unwilling to leave…
Motivation:
ENERGY!! Set of processes that arouse, direct, and maintain behavior towards attaining a goal
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Measuring Job Attitudes
Common Dimension:
Work Itself
Pay/Benefits
Promotion Opportunities
Quality of Supervision
Co-worker Relationships
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Motivation Theories
Content Views:
Maslow’s Hierarchy / Alderfer’s Extension
McClelland’s Achievement Motivation Theory
Herzberg’s Two Factor Theory
Process Views:
Equity Theory
Expectancy theory/Porter-Lawler Model
Behavior Mod
Goal Setting Theory
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Maslow
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Extension of Maslow: ERG Theory (Alderfer)
Collapses Five Needs into Three:
Existence Needs
Relatedness Needs
Growth Needs
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McClelland’s Need Theory
Interested in the Need for Achievement
Used the TAT projective device
Expanded to included need for affiliation, need for power
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McClelland’s Three Fundamental Needs
Need for achievement (nAch)—the drive to succeed at high levels
Need for power (nPow)—the need to influence others to do what you want
Need for affiliation (nAff)—the need for close personal relationships
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McClelland… Matching Achievers and Jobs
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Achievers prefer jobs that offer:
Personal
Responsibility
Feedback
Moderate Risks
Herzberg’s Two-Factor Theory
Motivators
Achievement
Recognition
Promotion Opportunities
Responsibility
Work Itself
Hygienes
Money
Relationships with Co-workers and Supervisors
Company Policies
Working Conditions
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Data Collection Technique: Critical Incidents
Analysis Process: Content Coding
Contrasting Views of Satisfaction-Dissatisfaction
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Herzberg’s View
(Motivators)
No Dissatisfaction Dissatisfaction
Satisfaction No Satisfaction
(Hygiene Factors)
Traditional View
Satisfaction Dissatisfaction
Job Design Core Elements
Job Variety
Task Significance
Autonomy
Feedback
Identity
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Job Design Survey developed by Hackman & Oldham
Job Characteristics THEORY
.
59
7.2: The Job Characteristics Model: Much evidence supports the JCT concept that the presence of a set of job characteristics—variety, identity, significance, autonomy, and feedback—does generate higher and more satisfying job performance
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Equity Theory
Based on Organization Justice Research
Distributive Justice
Procedural Justice
Interactional Justice
Distributive Justice Norms:
Equality Norm
Equity Norm
Need Norm
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Types of Equity Comparisons
Internal Equity:
Within the organization
External Equity:
Outside the organization (product, service, labor market)
61
Specifics of Equity Theory
Key Terms:
Outcome (e.g., money, status, promotion opportunities, etc.)
Input (e.g., effort, education level, experience, etc.)
Comparison Person (someone viewed as similar)
Equity occurs when:
O/I = O/I of comparison person
Inequity occurs when:
O/I O/I of comparison person
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Equity Theory: 3 Possible situations
The inputs and outcomes for the focal person (FP, i.e., YOU) equal the inputs and outcomes for the comparison other (CO, i.e., your coworker).
The input and outcomes for the FP are lower than the inputs and outcomes for the CO.
The input and outcomes for the FP are higher than the inputs and outcomes for the CO.
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Balancing Inputs and Outputs
Equity Theory Performance Implications
Overpaid
Underpaid
Salary
or
Straight Time
Piece Rate
or
Commissions
Expectancy Theory
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EFFORT
PERFORMANCE
REWARDS
Key Terms:
Expectancy
Instrumentality
First Level Outcomes
Second Level Outcomes
Valence
Motivational Force = S (E x V10)
Where V10 = S (I x V20)
The Porter-Lawler Model of Motivation
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2. Perceived effort-reward probability
1.Value of reward
3. Effort
5. Role Perception
4. Abilities and traits
6. Performance (accomplishment)
7a. Intrinsic Rewards
7b. Extrinsic Rewards
8. Perceived equitable rewards
9. Job Attitudes
Organizational behavior modification (OB Mod)
Used to increase performance and reduce absenteeism
Meta-analysis found that OB Mod increased task performance by 17%
However, results of interventions using OB Mod were stronger in manufacturing than service organizations
.
68
ABC Analysis
Antecedents: What is causing the behavior?
Behavior: What is the current behavior? What is the desired behavior?
Consequences: What is currently reinforcing the behavior? What needs to be changed?
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Applying Behavior Modification
Define target behaviors
Positively reinforce behavior – use shaping, if necessary
Ignore undesirable behavior
Avoid delays in reinforcements
Determine schedules of reinforcement and reinforcers
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Schedules of Partial Reinforcement
Goal Setting Theory (Ed Locke)
To increase performance:
must have specific goals
goals must be challenging
goals must be accepted
must have knowledge of results
people must have ability and feelings of self-efficacy
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SMART Goal Setting
Specific
Measurable
Achievable
Realistic
Time-bound
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Specific: Well-defined, clear to anyone who has basic knowledge of the task
Measurable: Know if the goal is obtainable and how far away completion is. Know when it has been achieved.
Achievable: Agreement of stakeholders about what the goals should be. Make sure it is possible.
Realistic: Within the availability of resources, knowledge, and time.
Time-bound: Enough time to achieve the goal, but not too much time.
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MANAGING GROUPS
Group Processes
Managing Conflict
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Group Processes
Stages of Development
Characteristics of Groups
Group Size
Cohesiveness
Norms
Roles
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Stages of Group Development
Tuckman’s:
FORMING
STORMING
NORMING
PERFORMING
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Stages of Group Development
FORMING PHASE
Establishing Relationships
Testing the Relationships
Finding Existing Norms
STORMING PHASE
Experiencing Interpersonal Conflict
Resisting Group Pressure
Forming Political Coalitions
NORMING PHASE
Producing a Group Leader
Forming New Group Norms
Developing Group Cohesiveness
PERFORMING PHASE
Performing Task-Related Functions
Clarifying Individual Roles
Solidifying Teamwork
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Diversity and the Group’s Stage of Development
78
Stage
Process
Diversity
Makes the
Process
Process
Based On
Entry:
Initial
Group
formation
Trust
Building
(developing
cohesion)
More
Difficult
Using
similarities &
understanding
differences
Work:
Problem
Description
& analysis
Ideation
(cr
eating
ideas)
Easier
Using
differences
Action:
Decision
Making and
Implementa
–
tion
Consensus
Building
(agreeing &
acting)
More
Difficult
Recognizing
and creating
similarities
What Makes Teams Effective
Context
Resources
Leadership, Structures
Trust
Group Composition
Abilities, Personality
Size
Member Flexibility
Allocating Roles
Work Design
Autonomy
Skill Variety
Task Significance
Process
Common Purpose
Specific Goals
Conflict
Social Loafing
Effectiveness
79
Successful Teams Have:
Psychological Safety
Collective Efficacy
Common, Clear Purpose
Team Identification
Group Size and Process Loss
81
High
Low
Small
Large
GROUP SIZE
Actual
Productivity
Potential
Productivity
Group Productivity
Cohesiveness
Homogeneity
Size
Opportunities to communicate
Group isolation
External threat
Group Success
Individual mobility
Effective leadership
82
Ways to Handle Cohesiveness
83
DECREASING TARGETS INCREASING
Increase heterogeneity Memberships Increase homogeneity
Restrict with team Interactions Enhance within team
Make team larger Size Make team smaller
Focus within team Competition Focus on other teams
Individual results Rewards Team results
Open up to other teams Location Isolate team
Disband Duration Keep together
Remove/Promote leader Leadership Use/select charismatic leader
Characteristics of Norms
Exist only for behavior viewed as important
Not applied equally to all (idiosyncrasy credit model)
Strong pressure to conform
84
Sample Norms
85
Type Positive Negative
Org. Culture We defend our company when others criticize it This company always takes advantage of us
High Achievement On our team, people strive to be the best There’s no point in working harder on this team, no one else does
Change Norms We’re always looking for better ways to do things We’ve always done it this way
Support Norms We’re all good listeners and help people get up to speed Around here, it’s a dog eat dog and save your own skin world
Typical Roles in Groups
Leader Role
Task
Socioemotional
“Regulars”
Deviant
Isolate
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Levels of Conflict
Intrapersonal
Interpersonal
Intragroup
Intergroup
Intraorganizational
87
Intrapersonal Conflict
Frustration (cause of):
aggression
regression
repression
Displacement
Goal Conflict
approach-approach
approach-avoidance
avoidance-avoidance
Cognitive Conflict (ways to manage):
avoidance
rationalization
behavior change
88
Model of Interpersonal Conflict-Handling Styles
89
ASSERTIVE
UNASSERTIVE
FORCING
COLLABORATING
AVOIDING
ACCOMMODATING
UNCOOPERATIVE
COOPERATIVE
COMPROMISING
Person’s Desire to Satisfy Own Concerns
Person’s Desire to Satisfy Others’ Concerns
Intragroup
Substantive
Affective
90
Intergroup
Stereotyping
(we vs. they)
Pseudospeciation
91
Intraorganizational
Levels of interdependence:
Pooled interdependence
Sequential interdependence
Reciprocal interdependence
92
Conflict Resolution Techniques
Structural
Dominance Approach
Decoupling
Buffers (linking pin)
Role Negotiation(role clarification)
Integration Units
Project Leaders
Product Managers
93
Conflict Resolution Techniques (continued)
Confrontation
Bargaining Negotiation
Third Party Interventions
Mediation
Arbitration
Process Consulting
Others
Superordinate Goals
(e.g., “common enemy”)
94
Stimulating Conflict
Devil’s Advocate
Pedagogical Inquiry
95
Leading an Organization
96
Leadership Theories
Trait Perspectives
Behavioral Approaches
Contingency Views
Fieldler’s LPC Model
House Path-Goal Theory
Hersey / Blanchard Situational Leadership
New Trends
Charismatic Leadership
Transactional / Transformational
Authentic Leadership
97
Leadership Traits
98
Physical
Personality
Intellectual
Commonly Researched Traits
