Chapter 11 Motivating and Leading Power Point by

Motivating Motivation is very much a function of the context of a person’s work and personal life. That context is greatly influenced by cultural variables, which affect the attitudes and behaviors of individuals (and groups) on the job Prentice Hall (c) 2005 2

Cross-Cultural Research on Motivation High uncertainty avoidance suggests the need for job security, whereas people with low uncertainty avoidance would probably be motivated by more risky opportunities for variety and fast-track advancement. High power distance suggests motivators in the relationship between subordinates and their boss, whereas low power distance implies that people would be more motivated by teamwork and relations with their peers. Prentice Hall (c) 2005 3

Cross-Cultural Research on Motivation High individualism suggests people would be motivated by opportunities for individual advancement and autonomy; collectivism (low individualism) suggests that motivation will more likely work through appeals to group goals and support. High masculinity suggests that most people would be more comfortable with the traditional division of work and roles; in a more feminine culture, the boundaries could be looser, motivating people through more flexible roles and work networks. Prentice Hall (c) 2005 4

The Meaning of Work centrality is defined as “the degree of general importance that working has in the life of an individual at any given point in time. ” The higher the mean work centrality score, the more motivated and committed the workers would be. Prentice Hall (c) 2005 5

The Meaning of Work Functions satisfied by work – Work provides a needed income – Is interesting and satisfying – Provides contacts with others – Facilitates a way to serve society – Keeps one occupied – Gives status and prestige Prentice Hall (c) 2005 6

The Needs Hierarchy in the International Context How applicable are motivation theories proposed by Maslow and Herzberg in the international context? Haire, Ghiselli and Porter’s survey concluded that Maslow’s needs, in particular the upper-level ones, are important at the managerial level, although the managers reported that the degree to which their needs were fulfilled did not live up to their expectations. Ronen concluded that need clusters are constant across nationalities and that Maslow’s need hierarchy is confirmed by these clusters. Also, Herzberg’s categories are confirmed by the cross-national need clusters. . Prentice Hall (c) 2005 7

The Needs Hierarchy in the International Context Ronen’s need clusters Job goals, such as working area, work time, physical working conditions, fringe benefits, and job security; Relationships with co-workers and supervisors; and Work challenges and opportunities for using skills. Prentice Hall (c) 2005 8

The Intrinsic-Extrinsic Dichotomy Two sets of needs that motivate workers – Motivational Factors (Intrinsic) – Maintenance Factors (Extrinsic) Research on managers in Greece found that: – People are motivated more by the nature of the work – Dissatisfactions resulted from conditions surrounding the work Prentice Hall (c) 2005 9

Comparative Management in Focus: Mexico: – Ranks high on power distance (acknowledgement of authority) – Ranks high on uncertainty avoidance (preference for security and formality over risk) – Ranks low on individualism • Prefers family and country over individual achievement Prentice Hall (c) 2005 10

Comparative Management in Focus: Mexico Most managers in Mexico find that: – An authoritative and paternal management style works best – Employees expect managers to be the authority – If not told to something, workers will not do it – Workers doubt their ability to personally influence the outcome of their lives – Corrective discipline and motivation must occur through training examples Prentice Hall (c) 2005 11

Comparative Management in Focus: Mexico Suggestions on how to start selfmanaged work teams – Foster a culture of individual responsibility among team members. – Anticipate the impact of changes in power distribution. – Provide leadership from the top throughout the implementation process. Prentice Hall (c) 2005 12

Comparative Management in Focus: Mexico Suggestions on how to start selfmanaged work teams – Provide adequate training to prepare workers for teamwork. – Develop motivation and harmony through clear expectations. – Encourage an environment of shared responsibility. Prentice Hall (c) 2005 13

Reward Systems Rewards usually fall into five categories – Financial, social, status, job content, career, and professional – Emphasis on one or more varies by country Japan reward systems are based on seniority In Taiwan recognition and affection are important In China low wage rates are compensated for by free housing, schools, and medical care Prentice Hall (c) 2005 14

The Global Leader’s Role A representative of the parent firm The manager of the local firm A resident of the local community A citizen of either the host country or of another country A member of a profession A member of a family Prentice Hall (c) 2005 15

E-Business Effect on Leadership Technology has effected the way that managers lead and motivate employees – Decisions need to be made fast – Must maintain flexibility and be able to roll with the ups and downs – Must focus on the vision Prentice Hall (c) 2005 16

Contingency Leadership – The Culture Variable Modern leadership theory recognizes that no single leadership style works well in all situations As a result of culture-based norms and beliefs regarding various factors leaders should be able to choose the most appropriate style Prentice Hall (c) 2005 17

The GLOBE Project Americans appreciate two kinds of leaders. They seek empowerment from leaders who grant autonomy and delegate authority to subordinates. They also respect the bold, forceful, confident, and risk-taking leader, as personified by John Wayne. The Dutch place emphasis on egalitarianism and are skeptical about the value of leadership. Terms like leader and manager carry a stigma. If a father is employed as a manager, Dutch children will not admit it to their schoolmates. Arabs worship their leaders – as long as they are in power! Prentice Hall (c) 2005 18

The GLOBE Project Iranians seek power and strength in their leaders. Malaysians expect their leaders to behave in a manner that is humble, modest, and dignified. The French expect their leaders to be “cultivated” – highly educated in the arts and in mathematics. Prentice Hall (c) 2005 19