CHAPTER 3

ANSWERS:
1.
Abraham Maslow (1954) presents a hierarchy of needs model which can be divided into
basic (or deficiency) needs (e.g. physiological, safety, love, and esteem) and growth needs
(cognitive, aesthetics and self-actualization). One must satisfy lower level basic needs before
progressing on to meet higher level growth needs. Once these needs have been reasonably
satisfied, one may be able to reach the highest level called self-actualization.
Every person is capable and has the desire to move up the hierarchy toward a level of
self-actualization. Unfortunately, progress is often disrupted by failure to meet lower level
needs. Life experiences including divorce and loss of job may cause an individual to fluctuate
between levels of the hierarchy. Maslow noted only one in a hundred people become fully selfactualized because our society rewards motivation primarily based on esteem, love and other
social needs.
Maslow believes that we should study and cultivate peak experiences as a way of providing a
route to achieve personal growth, integration, and fulfilment. Peak experiences are unifying, and egotranscending, bringing a sense of purpose to the individual and a sense of integration. Individuals most
likely to have peak experiences are self-actualized, mature, healthy, and self-fulfilled. All individuals are
capable of peak experiences. Those who do not have them somehow depress or deny them.

2.
The main difference between intrinsic and extrinsic motivation is the goals of the
students. With intrinsic motivation, the student studies subject material for the sake of learning.
These students find studying enjoyable and learning new ideas as a reward itself. Extrinsically
motivated students study for the sake of outside influences such as getting teacher and peer
praise, acquiring a good grade or some other type of reinforcement that a teacher or peer might
offer.
Another difference that is worth mentioning is that research shows that intrinsically
motivated learns more than extrinsically motivated students. This could be due to the fact that
intrinsically motivated students are also extrinsically motivated. But on the other note,
extrinsically motivated students are seldom found to be intrinsically motivated
Motivating students to become intrinsically motivated is no easy task for teachers. To
some students, they enjoy learning. But for the others, this is where is the challenge really comes
in. To facilitate material to students "dry" would totally be out of my agenda. I would try to teach
to my students to the point where the material becomes alive within them. I to make their minds
grow in curiosity of the subject so continual learning can take place. I would do this by means of

relating material to what interests the students. I would also put as much energy into my teaching
whether it be in my tone of voice, body language, appearance, or all of the above. One thing that
I'd like to do also is at the end of my class period, I would try to always close my lessons leaving
my students with a question to ponder on dealing with the subject material that was taught. That
way in their spare time, their minds will continue to ponder on the lesson and question at hand.

3.
There are at least four different theories of job satisfaction, each one with the intention of
shedding light and explaining how people find contentment and fulfilment with their
occupations. The emergence of these theories expresses the thought that jobs are perceived as not
only a means of earning a living, but also as an important extension of a persons identity, and,
therefore, his happiness. It is also observed that people who have a high level of job satisfaction
tend to be more productive and become successful in their chosen careers. Some theories of job
satisfaction include the affect theory, two-factor theory, and organizational justice.
Among the theories of job satisfaction, probably the most widely-known is the Range of
Affect theory, or simply, Affect Theory. The principle behind this theory is that a persons job
satisfaction can depend on two factors: the expectations he has for a job, and the actual things
that he is going to get in that job. The smaller the gap between these two, the more chances he is
satisfied in his work. The Affect Theory also states that a person prioritizes one aspect of the job
more than the other aspects, and that certain aspect can affect how satisfied he is. For example,
an employee prioritizes social connections with his colleagues, and when this factor is met
appropriately, he may experience greater job satisfaction.
One of the theories of job satisfaction, called the Two-factor Theory, pointed out two
factors that could satisfy and dissatisfy an employee in his job. The first factor would be the
motivational factors that would encourage an employee to have a better work performance, and
as a result, attain satisfaction. These factors can include job promotions, bonuses, and public
recognition. In the organizational justice relates on dissatisfaction that precepts rewards or
punishment. The other factor would be the hygiene factors, which are not necessarily motivating,
but would elicit dissatisfaction if they were inadequate. Examples of these would be nonfinancial employee benefits, the companys policies, and the overall environment of the
workplace.
A team is internally organized, with specific goals and usually with specific roles for
different members of the team. It is any group of people with well-defined skills and expertise,
organized to work together interdependently and cooperatively to meet the needs of their
customers by accomplishing a purpose and goals. While a group is consist of two or more
persons interacting with one another, to complete a goal, in a manner that each person influences
and is influenced by each other person. This incorporates the concept of reciprocal influence
between leaders and followers. Group members interact and influence each other. It is just a
4.

collection of people with something in common, such as being in the same place or having a
shared interest.
5.
The three critical functions for team leadership are dream, design and development. A
team should be built like a house or automobile so start with a concept. When a concept is
formulated, it is best to create a design. Then engineer it to do what you want it to do.
Manufacture or materialized the concept that is being designed to meet those specifications.

CHAPTER 4
ANSWERS:
1. THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE
Habit 1: Be Proactive - Change starts from within, and highly effective people make the decision
to improve their lives through the things that they can influence rather than by simply reacting to
external forces.
Habit 2: Begin with the End in Mind - Develop a principle-centered personal mission statement.
Extend the mission statement into long-term goals based on personal principles.
Habit 3: Put First Things First - Spend time doing what fits into your personal mission,
observing the proper balance between productions and building production capacity. Identify the
key roles that you take on in life, and make time for each of them.
Habit 4: Think Win/Win - Seek agreements and relationships that are mutually beneficial. In
cases where a "win/win" deal cannot be achieved, accept the fact that agreeing to make "no deal"
may be the best alternative. In developing an organizational culture, be sure to reward win/win
behavior among employees and avoid inadvertently rewarding win/lose behavior.
Habit 5: Seek First to Understand, Then to Be Understood - First seek to understand the other
person, and only then try to be understood. Stephen Covey presents this habit as the most
important principle of interpersonal relations. Effective listening is not simply echoing what the
other person has said through the lens of one's own experience. Rather, it is putting oneself in the
perspective of the other person, listening empathically for both feeling and meaning.
Habit 6: Synergize - Through trustful communication, find ways to leverage individual
differences to create a whole that is greater than the sum of the parts. Through mutual trust and
understanding, one often can solve conflicts and find a better solution than would have been
obtained through either person's own solution.

Habit 7: Sharpen the Saw - Take time out from production to build production capacity through
personal renewal of the physical, mental, social/emotional, and spiritual dimensions. Maintain a
balance among these dimensions.
2.
The interactional leadership paradigm takes into account the leader, the follower, and
situation in such a way that leadership is viewed as a function of the interaction of these three
elements (Hughes, Ginnett, & Curphy, 2006). For example, the September 11 the crisis presented
a different situation (outside the status quo of the first nine months of George W. Bushs
presidency) to both the President and the American citizenry. This situation warranted a change
in the behaviors of the President, and these particular behaviors were most likely expected by the
followers (Conger & Kanungo, 1987). Thus, the Presidents charismatic rhetoric was probably
the result of the situation as well an effort to interact with the followers, connect with them, and
take into account their expectations, beliefs, and responses to the situation.
The leader, in this case President Bush, brings to the situation his unique history,
personality, and experiences which influence his actions, while the followers also have certain
expectations as to what constitutes leadership. Together, the leader and the followers affect the
others decisions and actions. Yet, the context in which the leadership occurs punctuates the
actions of the leader and the interpretations as well as the presumptions of the followers. In the
case of a crisis situation, these components factor into the determination of whether a leader is
charismatic or not.
3.
Many contingency theories define leadership effectiveness in terms of group performance
or team satisfaction. However, the normative decision model is a unique contingency theory in
its exclusive focus on providing prescriptions to optimize the leader's decision-making process.
The normative decision model, originally developed by Victor Vroom and Phillip Yetton in 1973
and later revised by Victor Vroom and Arthur Jago, emphasizes situational factors more than
leadership behaviors. It outlines a set of five different decision-making strategies that range on a
continuum from directive to participative decision making. These strategies include two types of
autocratic styles (the leader decides alone), two types of consultative styles (the leader consults
followers but decides alone), and a group decision-making option. Contingency theories hold
that leadership effectiveness is related to the interplay of a leader's traits or behaviors and
situational factors. The main idea of this early theory is that leadership effectiveness (in terms of
group performance) depends on the interaction of two factors: the leader's task or relations
motivations and aspects of the situation. Path-goal theory-This involves the leader employing
particular behaviors in specific situations to increase follower satisfaction and motivate efforts
toward task accomplishment. The theory identifies four types of leader behavior that include
supportive (relations oriented), directive (task oriented), achievement oriented, participative
leader behavior, as well as two aspects of the situation, namely, follower characteristics and task
characteristics. The situational leadership theory put forth by Paul Hersey and Ken Blanchard
in 1969 proposes that leadership effectiveness depends on the leader's ability to tailor his or her
behavior to the demands of the situation, namely, the subordinate's level of maturity. The
leader's function is to continually evaluate and adapt his or her behavior to each follower's task

maturity i.e., ability) and psychological maturity (i.e., willingness) to complete the task at hand.
For instance, when a follower has lower maturity, it prescribes that a leader should tell the
follower how to get the job done. When a follower is more mature, he or she does not need as
much direction or significant support in accomplishing the task. In this case, it would be best to
delegate the task to the follower. Nevertheless, contingency theories of leadership remain an
important contribution to the understanding of leadership effectiveness.
4.
The dark side personality trait is when charisma goes wrong. A charismatic personality
exudes a motivational force that people find attractive and compelling. There tend to be two
points of view on the power of charisma; you are either a great communicator or it could be that
you have weak followers. With both, an element of motivation is evident.
Manipulation is one of the essential elements of charisma and when the positive side is
less dominant than the manipulative side, the dark side begins to hold sway. Why should the dark
side become so dominant? One reason could be legacy, the desire to be remembered. As
chairman or chief executive, the whole strategy of the company could be centred around leaving
a lasting legacy as opposed to dealing with business problems.
Another aspect of the dark side is power: the burning desire of the leader to stamp their
personality in such a way that it dominates strategic decision making and thus tremendous
problems arise. The other aspect is personal satisfaction. Sometimes leaders even commit sexual
misdemeanours based on their need to dominate and again, that leads to all sorts of problems.
5.
As a follower, when there is a certain shift of paradigm in my work place the best thing to
do is to study the style of leadership being implemented. One has to be a keen observer and
vigilant on things around the organization. Communicate every now and then to whatever things
you wanted to happen for the welfare of the organization.

CHAPTER 5
ANSWERS:
1.
Great leaders are a rare breed. Many would argue that some people are natural born
leaders. However, I believe that becoming a great leader takes commitment and effort.
Becoming a great leader isnt about charisma or chance. Its about developing the skills
necessary to lead, motivate, and influence people in good and bad times. Of the twelve basic
skills mentioned, I chose setting goals, communication and listening.
Setting goals - Successful leaders will envision the future of their organization and share that
vision with employees, the community being served and other stakeholders in such a convincing
manner that they also believe that it is worth following. Sharing of vision enables the employees
to understand. A well-articulated and shared vision establishes a standard for everyone to live up
to and allows people to benchmark their own progress within an organization.
Effective communication - True leaders must communicate positively and effectively to achieve
the highest level of dialogue in order to get things accomplished. Positive communication is the
foundation for loyalty and mutual exchange of ideas and will result in commitment and increased
productivity.
A Good Ear - A good leader is measured not only by his/her communication and decisionmaking skills, but also by the ability to listen actively, intently and non-judgmentally to others
and provide feedback.
2.
Advanced leadership skills that matters me most are delegating, managing conflicts,
and empowerment. Having these skills as a leader is important in the sense that being a leader
is not merely overseeing the people but also enhancing their talents through delegation and
empowerment. It is also essential to an organization to manage conflicts as a leader for a smooth
working relationship that would lead to higher productivity and achievements.