the

buzz on management

2

3

Table of Contents

What is the buzz on management?.............................................................5

Chapter 1: Maslow’s Hierarchy of Needs…………………………………….7

Chapter 2: Motivation……………………………………..…………...……….11

Chapter 3: Theory X and Theory Y…………………………………………....15

Chapter 4: The Managerial Grid………………………………………….…..19

Chapter 5: Leadership…………………………………………………….…….25

Chapter 6: The Contingency Model……….…………………………………29

Bibliography.....……………………………………………………………….…..33

Index……………………………………………………………….……………….35

4

5

What is the

buzz on management?

There’s no sole way to be a leader. Different situations require different

approaches to leadership.

While managerial principles remain constant, managerial tactics

change with each situation. The best leaders have a wide range of

skills and apply different leadership principles appropriately for each

situation.

Without a top-bee as a leader, a honeybee colony would die. Similar-

ly, without an effective manager, an organization cannot survive. Fol-

lowing principles of sound leadership are essential to managerial suc-

cess.

6

7

Chapter 1: Maslow’s Hierarchy of

Needs What are the needs of the hive?

Psychologist, Abraham Maslow, developed a theory called the Hierarchy

of Needs. In it he describes that there are very specific elements which motivate a

person and determine the actions that he or she will take. He explains that “man

is a wanting animal” and that we are rarely satisfied, always desiring something

more. He outlines a few basic needs every person has a desire to fulfill.

THE BASIC NEEDS

“What a man can be, he must be.

This need we call self-actualization.”

- Abraham Maslow

Physiological Safety Social Self-Esteem Self Actualization

8

These needs work as a ladder and each one has very

specific characteristics. One will not move onto the next stage

(i.e Physiological to Safety) until he has fulfilled his needs from

the previous stage. Once these needs have been satisfied one

may reach the highest level of growth which is self-

actualization.

Physiological Needs

The physical needs are those that are most basic in

Maslow’s hierarchy. They include food, water, shelter, clothing

and warmth. It is said that humans require all of these things to

reach homeostasis and each must be present for a person to

be able to function properly. The physiological needs take

precedent and will be the primary motivators of an individual if

not met.

Safety Needs

Stability, security, dependency, protection, and freedom

of fear are all considered safety needs. Other needs cannot

be met if an individual lives in fear or feels that his or her safety,

either physically or financially, is threated. Mangers can help

an individual fulfill these needs by providing a certain level of

job security, reasonable grievance procedures, and consistent

and productive work schedules as well as proper training.

Social Needs

Stability, security, dependency, protection, and freedom

of fear are all considered safety needs. Other needs cannot

be met if an individual lives fear or feels that his or her safety,

either physically or financially, is threated. Mangers can help

an individual fulfill these needs by providing a certain level of

job security, reasonable grievance procedures, and consistent

and productive work schedules as well as proper training.

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Esteem Needs

After one feels loved, they develop a desire to feel val-

ued. This may include attaining status, recognition, fame and

extra attention. Managers can help their employees by giving

them responsibilities that let them exercise their talents and by

praising them when they do something exceptional.

Self-Actualization Needs

When all of the other needs are met a person will reach

the self-actualization phase. Self-actualization occurs when

an individual realizes that they have the ability and the ca-

pacity to reach his/her full potential. Managers who provide

an atmosphere where all the basic needs can be met allow

for the opportunity for their employees to real self-actualization

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The Buzz:

Managers can create an accepting and social

environment to help their employees fulfill certain

needs

Giving an individual tasks that allow them to use

their talents will give them opportunities to become

self-actualized.

10

11

Chapter 2: Motivation What drives the hive?

Motivation vs. Movement

Motivation comes from within the individual who receives intrinsic rewards by ac-

complishing interesting and challenging work.

Key to satisfaction

Benefits show up over a long period of time

Movement is when the individual acts out of fear of punishment or failure to get

extrinsic rewards. (the avoidance of pain)

Constantly requires reinforcement

Offers only short-term results

“...management cannot really

motivate employees, it can

only create the environment in

which the employees”

motivate themselves.”

- Frederick Herzberg

12

Motivation-Hygiene Theory

Motivators (intrinsic factors):

Primary cause of job satisfaction

Self-actualization

Hygiene (extrinsic factors):

Primary cause of unhappiness on the job

No job-satisfaction

If management increases motivators and removes hy-

gienes, job satisfaction increases, which facilitates the growth

of employees. Growth makes the employee more valuable to

the organization because the individual has a greater ability to

perform more challenging tasks.

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Job Enrichment vs. Job Enlargement

Job enrichment occurs when managers give workers

more interesting and challenging tasks that lead to growth.

Done through vertical job loading

Employees further themselves

Key to designing work that provides motivating factors

Job Enlargement occurs when management reduces

the personal contribution of employees by giving them more

tasks to do of a similar nature or complexity.

Done through horizontal job loading

Employees become accustomed to their jobs

Avoid making the job meaningless

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Here are steps managers should take to institute this principle

with their employees.

1) Select a job in which (a) the investment is not too costly,

(b) attitudes are poor, (c) hygiene is becoming very cost-

ly, and (d) motivation will make a difference.

2) Approach these jobs with the conviction that they can

be changed. (Don’t follow tradition).

3) Brainstorm a list of changes that may enrich the jobs.

4) Screen the list to eliminate suggestions that involved hy-

giene, rather than actual motivation.

5) Screen the list for generalities, such as “give them more

responsibility.”

6) Screen the list to eliminate any horizontal loading sugges-

tion.

7) Avoid direct participation by the employees whose jobs

are to be enriched.

8) In the initial attempts at job enrichment, set up a con-

trolled experiment.

9) Be prepared for a drop in performance in the experi-

mental group the first few weeks.

10) Expect your first-line supervisors to experience some anxi-

ety and hostility over the changes you are making.

14

Vertical Job Loading

In order to enrich a job, the manager needs to practice

principles of vertical job loading to increase motivation in em-

ployees. Here are examples of vertical loading and the motiva-

tion factors that are developed.

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The Buzz:

Managers should increase motivators and re-

move hygienes to increase job satisfaction

among employees so they will want to work,

which will benefit the organization.

If you have employees on the job, use them. If

you can’t use them, get rid of them. If you can’t

use them and you can’t get rid of them, you will

have a motivation problem.

Principle Motivation Involved

A. Removing some controls while re-

taining accountability

Responsibility and personal

achievement

B. Increasing the accountability of indi-

viduals or own work Responsibility and recognition

C. Getting a person a complete natural

unit of work (module, division, area)

Responsibility, achievement,

and recognition

D. Getting additional authority to em-

ployees in their activity: Job freedom

Responsibility, achievement,

and recognition

E.

Making periodic reports directly

available to the workers themselves

rather than to supervisors

Internal recognition

F. Introducing new and more difficult

tasks not previously handled Growth and learning

G.

Assigning individuals specific or spe-

cialized tasks, enabling them to be-

come experts

Responsibility, growth, and

advancement

15

Chapter 3: Theory X and Theory Y How do you manage your hive?

Theory X and Theory Y are two basic theories on human behavior. Under-

standing these theories will help managers identify and utilize management strate-

gies that will best benefit their company and their employees. It would also be

useful for the manager to understand the

basic human needs as described in

Chapter 1 and use them along with the

management theories. Doing this will

make a work environment that helps em-

ployees (and the entire organization)

achieve their goals.

“Behind every managerial

decision or action are

assumptions about human

behavior and human nature.”

- Douglas McGregor

16

Theory X:

The Traditional View of Direction and Control

Theory X is based on a classical view of management. Its as-

sumptions are based on the idea that man is a wanting animal

that is only motivated by satisfying needs—those of Maslow’s

Hierarchy which have already been discussed.

These assumptions create an environment that is not

open to creativity or imagination. Theory X promotes authority

and control through the use of rewards and threats of punish-

ment to motivate people. Although it is sometimes natural for

managers to have these assumptions about human behavior, it

is important for the

manager to realize

that if they contin-

ue to let these as-

sumptions influ-

ence their mana-

gerial strategy,

they will fail to dis-

cover and utilize

the full potential of

their employees.

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ASSUMPTIONS OF THEORY X

1. The average human being has an inherent dislike of

work and will avoid it when possible.

2. Most people have to be persuaded and threat-

ened with punishment to accomplish company ob-

jectives.

3. In general, people have little ambition and want to

avoid responsibility.

17

Theory Y:

The Integration of the Individual and Organizational Goals

Theory Y puts its focus on the individual and seeks to reconcile

the needs of the individual with those of the organization. The

assumptions emphasize that the limits on human collaboration

are limits of management’s ingenuity.

These assumptions open up possibilities for new mana-

gerial policies and practices. When

managers work by these assumptions,

it creates an environment that en-

courages innovation and discovery.

Through integration in application,

managers seek to find ways in which

an individual can best achieve his

goals by working towards the success of the organization and

thereby exercise self-direction and self-control. While Theory Y

is fundamentally different than Theory X, it doesn’t deny the

use of Theory X in certain situations or for certain purposes.

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ASSUMPTIONS OF THEORY Y

1. In general, people do not inherently dislike work

2. Control and punishment are not the only methods

of motivation

3. Commitment to goals is associated with rewards

4. The average person learns to accept and seek re-

sponsibility

5. Creativity and imagination is widely distributed in

the population.

6. Human potential is only partially utilized.

“Theory Y is an

invitation to

innovation.”

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The Buzz:

Theory X is based on a classical view of human

behavior—man is only motivated and controlled by

needs and punishment.

Theory Y is based on a dynamic view of human

behavior—man has the possibility for growth and

development.

The overarching goal is to create an environ-

ment where employees can achieve their goals by

working towards the success of the organization

19

Chapter 4: The Managerial Grid What kind of bee do you want to be?

According to the Managerial Grid, there are 6 key elements that are evident in

everyone.

Initiative – The effort one gives to a specific activity. This is the motivation that

drives an individual.

Inquiry – By asking questions, one can gain facts and data from others.

Advocacy – Take a position

Conflict Resolution – Different viewpoints make conflict inevitable. Depending

on the way it’s handled, conflict can be disruptive and destructive, or creative

and constructive.

Decision making – Leadership is applied to performance

Critique – Study an activity and look for possible ways of improving it. This is the

only way future performance can be improved, otherwise the same thing is

done over and over.

“Admittedly an organization's

structure, plan, and concept are

basic to its effectiveness, yet be-

yond these the greatest single

variable lies with the behavior

of the managerial team.”

- Jane & Blake Mouton

The grid provides a visual way to compare different styles of leadership.

20

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The Managerial Grid demonstrates

the value a manager places on

concern for production (x-axis)

compared to his concern for people

(y-axis). Concern for production

includes results, performance, profit –

how much is getting done. Concern

for people can be demonstrated

through emotions, such as sympathy

and support. Different “coordinates”

show different styles of

management.

21

Leadership Styles

9,1 – “Produce or Perish”

The authority-obedience driven manager has high con-

cern for production and low concern for people. This invokes a

guard-prisoner-like culture. The manager sees things in black

and white and doesn’t change his mind. He wants to maintain

power without question or suggestion from anyone but himself.

This cuts out potential creativity that subordinates could offer.

Short-term production may be high, but over time, employees

may lose morale and purposely work inferior.

1,9 – “Keep the Peace”

The country-club manager has high concern for people

and low concern for production. He enjoys working with others

but avoids conflict. He is quick to agree, as he does not want

to risk offending anyone. The manager will avoid taking a posi-

tion on an issue because idea rejection is perceived as person-

al rejection. The leader emphasizes friendliness but may unin-

tentionally deemphasize productivity.

1,1 – “Do the Minimum”

The impoverished manager has low concern for people

and low concern for production. He will exert the minimum

amount of effort needed to get by. To stay in the organization,

he will simply go through the motions of being a manager. He

is indifferent to work and stays in the background. He will not

come up with new ideas, but lets circumstances work them-

selves out. Often, managers from other grid coordinates will

become “burnt out” and conform to this 1,1 management

style.

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“That’s not my problem; someone else will do it.”

“You can’t pressure people; if you do, they’ll resist. If I’m nice to people, then they will like me.”

“I am the reason for my success; failure is caused by others. Never trust them.”

22

Leadership Styles

5,5 – “Stick to the Status Quo”

The middle-of-the-road manager has moderate concern for

people and moderate concern for production. He will give a

medium push for production and give some consideration to

people’s attitudes to keep subordinates satisfied. The company

is viewed as a democracy. When arguments come, the man-

ager will come up with a compromise rather than risk a one-

sided win. To prevent conflict, the manager will do what has

been done in the past. The manager is more easy-going, but

will still find solutions with the group.

9,9 – “Good Work, Team”

The team manager has high concern for production and high

concern for people. Work accomplished in this environment

comes from committed people who each share a purpose in

the organization’s mission. This manager promotes teamwork to

find the best work strategy. Workers will naturally work efficiently

for high production to feel accomplished. The manager has a

strong initiative, actively listens to others, and makes decisions

based on others’ input. He will constantly reevaluate systems

and validate information.

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“If I think, look, and act like everyone else, but a little more so, I will be a manager in good standing.”

“I am a hard worker. Company goals become worker’s own personal goals, as we each want to

make a positive impact on the organization.”

23

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The Buzz:

The Managerial Grid provides a visual way to

compare different styles of leadership.

A team leader has highest concern for people

and production

Success in a hive comes from a team of bees

working for a common purpose - not one leader

mandating everything. Likewise, the best leaders

work with their team.

24

25

Chapter 5: Leadership Leading Your Hive to the Next Level

The productivity of a business strongly correlates to its style of management.

“Employee-centered” management shows higher levels of productivity than “Job-

centered” management. Rather than focusing on just getting the job done, when

employees feel important and like they are part of a group, they are more likely to

work effectively.

“Employees who feel more free

to set their own work pace

prove to be more productive

than those who lack this sense

of freedom.”

- Rensis Likert

26

“Employee-centered” managers’ main focus is on the

human aspects of their subordinates’ and on forming effective

work groups with high performance goals. The manager’s job is

more geared to supervising and allowing the subordinates to

make decisions and to be creative in their own way. When em-

ployees have a group that they can associate with, they feel

more responsibility and importance to the group.

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Leadership Functions of the “Employee-centered”

Manager

Listens well and is patient.

Is not impatient with the progress being made by

the group, particularly involving difficult prob-

lems.

Accepts more blame than may be warranted for

any failure or mistake.

Gives the group members ample opportunity to

express their thoughts without being constrained

by the leader pressing his or her own views.

Is careful never to impose a decision upon the

group.

Offers his or her contributions often in the form of

questions or by stating them in a form that can

be discussed.

Allows for others to help perform leadership func-

tions which enhance their status.

27

The Nature of Highly Effective Groups

There are many characteristics present in groups that perform

very effectively. Some of the top characteristics include:

Motivation. The members of the group are highly motivated

to abide by the major values and to achieve the important

goals of the group. Each member will do all they can rea-

sonably do and all in their power to help the group

achieve its central objectives.

Supportive Atmosphere. All the interaction, problem-

solving, decision-making activities of the group occur in a

supportive atmosphere. The group is eager to help each

member develop to their full potential.

Creativity. The supportive atmosphere of the highly effec-

tive group stimulates creativity.

Communication. Just as there is high motivation to com-

municate, there is a strong motivation to receive communi-

cation. Each member is genuinely interested in any infor-

mation on any relevant matter that any member of the

group can provide.

Leadership. The leader of the group is carefully selected. His

or her leadership ability is so evident that he or she would

probably emerge as a leader in any unstructured situation.

Confidence and Trust. The members and leaders have a

high degree of confidence and trust in each other.

Belief in the Impossible. The leader and the members be-

lieve that each group member can accomplish “the im-

possible.”

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The Buzz:

When managers pay more attention to the em-

ployee rather than the job, employees tend to be

more productive and responsible.

Characteristics of a highly effective group in-

clude: motivation, a supportive atmosphere, crea-

tivity, communication, leadership, confidence and

trust, and a strong belief in the impossible.

29

Chapter 6: The Contingency Model Dynamics of the hive

Qualities of the Group As humans, we often group ourselves based on common interests or goals. While

many groups may be organized by circumstances, group members’ interde-

pendence on one another keeps them united. Leaders who understand these

principles of groups work with the members of their group to achieve a common

goal.

Qualities of the Leader Exercises authority

Makes decisions

Initiates group interaction

Assumes control of the group

Persuades or directs men

Creates effective change in the group

Influences group activities toward goal setting and goal achievement

Identified and accepted as the leader

The effectiveness of a leader can be measured by the group output, the group

morale, and the satisfaction of group members.

“The quality of leadership, more than any

other single factor, determines the suc-

cess or failure of an organization.”

- Fred Fiedler

30

Leadership Styles Fred Fiedler theorized that leaders can be grouped into two

categories: task-oriented or relationship-oriented. These leader-

ship styles can be determined by what Fiedler calls the Least

Preferred Coworker or LPC. By rating a coworker, with whom

the leader would prefer not to work, on a scale from 1 to 10,

the leader can determine their leadership style. A leader with a

low LPC score would be considered task-oriented and a leader

with a high LPC score would be considered relationship-

oriented.

Task-Oriented Leadership Task-oriented leaders seek satisfaction through achievement in

assigned tasks or intrinsic satisfaction

of the work performed. These types of

leaders are more concerned with ac-

complishing the task at hand than

earning the approval of others. Con-

sequently, task-oriented leaders work

well in favorable and unfavorable

conditions because they have the

ability to focus on directing and coor-

dinating the work that needs to be

done.

Relationship-Oriented Leadership Relationship-oriented leaders seek satisfaction by gaining

recognition, achieving a position of prominence, and having

good interpersonal relations. These types of leaders place

great value in being liked and accepted by the people

around them. Relationship-oriented leaders work best in situa-

tions where their interpersonal relations grant them the power

to maintain control of the task.

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Effective Organizational Leadership

Leadership performance can be described as the result of

combining leadership style with the leadership situation.

Through a process called organizational engineering, situations

can be manipulated in order to provide a leader fit for the

task at hand. Some methods for modifying situations include:

1. Changing the individual’s task assignment

2. Changing the leader’s position power

3. Changing the leader-member relations in the group

This process allows organizations to utilize the strengths of their

leaders.

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“The group will perform successfully to the extent to

which the group-task situation calls for task-

oriented or relationship-oriented behavior.”

(pg. 196)

The Buzz:

Leaders are most effective when they work with

the group to accomplish goals.

Leaders can be task-oriented or relationship-

oriented.

Organizational engineering allows situations to

be modified to match leadership style.

32

33

Bibliography

Blake, W. & Jane Mouton. The Managerial Grid, Houston, Texas, Gulf Pub-

lishing Company 1985 (Chapters 1-8).

Fiedler, F.E. A Theory of Leadership Effectiveness. McGraw-Hill Inc., New

York. 1967. Chapters 1, 9, 11, 15, 16

Herzberg, F., One More Time: How Do You Motivate Employees. in "Harvard

Business Review," Jan-Feb, 1968.

Likert, R., New Patterns of Management. New York: McGraw-Hill, 1961

(Chapters 1-4, 8, 11).

Maslow, A.H., Motivation and Personality. Harper & Row, Inc. New York,

1954 (Chapters 3-5, 11, Appendix A).

McGregor, D., The Human Side of Enterprise. McGraw-Hill Book Company,

New York, 1960 (Chapters 1-4, 10, 11).

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Index

Authority………………………………………………………………………..…...14, 16, 21, 29

Contingency Model……………………………………………………………………………29

Employee-centered………………………………………………………………..……...25, 26

Fiedler…………………………………………………………………………………..…….30, 33

Herzberg………………………………………………………………...………………………..33

Hierarchy of Needs……………………………………………………………………………...7

Integration…………………………………………………………………………..…………...17

Job enrichment…………………………………………………………………………………13

Leadership………………………………………………………….…....5, 19, 21-23, 25-31, 33

Maslow…………………………………………………………….…………….……..7, 8, 16, 33

Managerial Grid…………………………………………………………..……….19, 20, 23, 33

Motivation-Hygiene Theory…………………………………………………………………..12

Organizational Engineering ………………………………………………………………….31

People, value of (in the grid)……………………………………………………………..20-22

Physiological needs…………………………………………………………………...………...8

Production, value of (in the grid)……………………………………………….……….20-22

Productivity………………………………………………………………..………………...21, 25

Punishment…..…………………………………………………………………...……..11, 16-18

Relationship-Oriented……………………………………………………………………..30, 31

Safety Needs………………………………………………………………….……………...…..8

Self-Actualization……………………………………………………………………..…...7-9, 12

Self-esteem……………………………………………………………………………………….7

Social Needs……………………………………………………………………………..……….8

Task-Oriented………...……………………………………………………………………..30, 31

Teamwork (the grid)………………………………………………………………………..20-23

Theory X……………………………………………………………………………………....15-18

Theory Y……………………………………………...…………………………………..15, 17, 18

Vertical job loading…………………………………………………………………….….13, 14

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37

Contributors

Rachel England

Kristi Aoki

Lauren Burgess

Mandy Montgomery

Whitney Stevens

Elizabeth Mathews