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INTRODUCTIONTOLEADERSHIP

PART2
Prof.Dr.HugoM.Kehr
Chair of Psychology

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite1

Chair ofPsychology

Overview

1.
2.
3.
4.
5.

Legitimationofleadership,powerandinfluencetactics
Situationalleadershipandtheoriesofmotivation
LbMandthecompensatorymodelofworkmotivation
Developmentofleadership
Currentdebatesaboutandconceptsofleadership

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite2

Chair ofPsychology

ExamQuestions
MultipleChoiceQuestions:ForeachMultipleChoicequestion,onlyoneanswer
optioniscorrect.Ifyoumarkthecorrectanswer,youwillreceive1point(or2points).
Ifyoumarkawronganswerorseveralanswersornoanswer,yourscoreforthis
questionwillbezero(0points).
Example:

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Prof.Dr.HugoM.Kehr|Seite3

Chair ofPsychology

Part2Session1

LEGITIMATIONOFLEADERSHIP,
POWERANDINFLUENCETACTICS

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Prof.Dr.HugoM.Kehr|Seite4

Chair ofPsychology

PowerandInfluenceBehaviour

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Chair ofPsychology

ConceptionsofPowerandAuthority

Powerinvolvesthecapacityofonepartytoinfluenceanother
partyandcontrolresources.
Authorityinvolvestherights,prerogatives,obligations,duties
associatedwithparticularpositionsinanorganisationor
socialsystem.

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Chair ofPsychology

Manipulation

Influencingsomebodytoonesownadvantage
Withoutrecognizingtheothersadvantage
Byusingnontransparentmeansofinfluence
Andbyconveyingtheimpressionthattheotherpersonhas
madeafreedecision

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Chair ofPsychology

Machiavellism

Niccolo Machiavelli:IlPrincipe
Peopleareselfcentered andselfserving
Thus,leadersmustbestrong,ruthless,andcynical
Machiavellians:Peoplewhoruthlesslymanipulateothers,
whopracticedeceptionandbluffforpersonalgain
TheMachIVScale

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Prof.Dr.HugoM.Kehr|Seite9

Chair ofPsychology

IndividualExercise:TheMachIVScale

PleasefillintheMachIVScaleandcalculateyourresults.

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PeopleHighonMachiavellianism(HighMachs)

AHighMachpersonissomeone
withtendenciestoapproachsituationslogicallyand
thoughtfully,andwiththeabilitytolietoachievepersonal
goals;
withareluctancetobeswayedbyloyalty,friendships,past
promisesortheopinionsofothers;
whoisskilledatinfluencingothers.

Session 3 Slide 12
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TypesofPower

POSITIONPOWER

PERSONALPOWER

Legitimatepower
Rewardpower
Coercivepower
Informationpower
Ecologicalpower

Expertpower
Referentpower
(Prestigepower)

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Chair ofPsychology

SourcesofPowerinanOrganisation

Position power
Personalpower
Powerfromownership (e.g.,CEOsholdingshares)
Powerfromcontrolofkeyresources
Powerfrom capitalizinguponopportunity
Powerfrommanagingcriticalproblems
Powerfrombeingclosetopower

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BasesofLegitimation

Sourceofauthority/power
competence(perceived)
Identification(conformitywithnorms)with
group/organization

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Chair ofPsychology

ConsequencesofLegitimation

Innovativeimpulses
Shiftofgroupnormspossible

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SGExerciseonUseofPowerandAuthority

Studytheguidelinesonthefollowingslides
1. Doyouconsiderthemuseful?
2. Whichoftheseguidelinesdoyouactuallyuse?
3. Arethereanydifferencesinusingtheseguidelinesbetween
yourjobandyourprivatelife?Ifyes,why?
Time:1520minutes

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Chair ofPsychology

GuidelinesforUsingLegitimateAuthority

Makepolite,clearrequests.
Explainthereasonsforarequest.
Dontexceedyourscopeofauthority.
Verifyauthorityifnecessary.
Followproperchannels.
Followuptoverifycompliance.
Insistoncomplianceifappropriate.

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GuidelinesforUsingRewardPower

Offerthetypeofrewardsthatpeopledesire.
Offerrewardsthatarefairandethical.
Dontpromisemorethanyoucandeliver.
Explainthecriteriaforgivingrewardsandkeepitsimple.
Providerewardsaspromisedifrequirementsaremet.
Userewardssymbolically(notinamanipulativeway).

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Chair ofPsychology

GuidelinesforUsingCoercivePower

1.

Explainrulesandrequirements,andensurethatpeopleunderstandtheserious
consequenceofviolations.
2. Respondtoinfractionspromptlyandconsistentlywithoutshowingandfavoritismto
particularindividuals.
3. Investigatetogetthefactsbeforeusingreprimandsorpunishment,andavoidjumpingto
conclusionsormakinghastyaccusations.
4. Exceptforthemostseriousinfractions,providesufficientoralandwrittenwarnings
beforeresortingtopunishment.
5. Administerwarningsandreprimandsinprivate,andavoidmakingrashthreats.
6. Staycalmandavoidtheappearanceofhostilityorpersonalrejection.
7. Expressasinceredesiretohelpthepersoncomplywithroleexpectationsandthereby
avoidpunishment.
8. Invitethepersontosuggestwaystocorrecttheproblem,andseekagreementona
concreteplan.
9. Maintaincredibilitybyadministeringpunishmentifnoncompliancecontinuesafter
threatsandwarningshavebeenmade.
10. Usepunishmentsthatarelegitimate,fair,andcommensuratewiththeseriousnessofthe
infraction.
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Chair ofPsychology

GuidelinesforAcquiringandMaintainingReferentPower

Showacceptanceandpositiveregard.
Actsupportiveandhelpful.
Usesincereformsofingratiation.
Defendandbackuppeoplewhenappropriate.
Dounsolicitedfavors.
Makeselfsacrificestoshowconcern.
Keeppromises.

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Chair ofPsychology

GuidelinesforUsingExpertPower

Explainthereasonforarequestorproposalandwhyitis
important.
Provideevidencethataproposalwillbesuccessful.
Dontmakerash,careless,orinconsistentstatements.
Dontexaggerateormisrepresentthefacts.
Listenseriouslytothepersonsconcernsandsuggestions.
Actconfidentlyanddecisivelyinacrisis.

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HowPowerisAcquired:SocialExchangeTheory

Exchangeofbenefitsorfavors
Notonlymaterialistic,butalsopsychologicalbenefits
Statusandpowerareexchangedforpotentialcontributions
togroup
Idiosyncrasycredit(Hollander,1979)
Innovationisnotonlyacceptedbutexpected
Innovationasadoubleedgedsword

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LabExperimentonLegitimationofLeadership
(inTermsofExchangeTheory)(Kehr,1997)
40adhocgroupscomposedof4members(2womenand2men)each

Results:Ifoneteammemberistoldtobetheteamleader,this
person

instantlyfeelsmoreresponsible,lessinsecure,andmorecommittedtoattain
groupgoals
participatesmoreinthegroupprocess,particularlyintermsofstrategyandtime
management
makesthefollowersfeellessinsecure

Leaderparticipation,particularlystrategyandtime
management,enhancetheleaderslegitimacy,bothinthe
leadersandinthefollowersperceptions
Highcorrespondencebetweentheleadersandthe
followersperceptionsoflegitimacyofleadership
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Empowerment

Tosharepowerinordertogainpower.

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Chair ofPsychology

OrganisationalPolitics MicroPolitics

Informalapproachestogainingpowerthroughmeansother
thanmeritorluck.

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Chair ofPsychology

GraensLMXModelofLeadership

Source:DuBrin (2010),p.275
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Chair ofPsychology

ProactiveInfluenceTactics

RationalpersuasionRAT
InspirationalappealsINS
ConsultationCON
CollaborationCOL
ApprisingAPP
Ingratiation(praise&flattery)ING
ExchangeEXC
PersonalappealsPER
CoalitiontacticsCOA
LegitimationtacticsLEG
PressurePRE
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UndueInfluenceTactics

Unduepressure:threats,persistentremindersUPRE
Upwardappeal(fromleaderorfollower)APP
SilenttreatmentSIL
Playinggames(withhiddenagendas)

BlemishBLE
FootinthedoortechniqueFITD
DoorinthefacetechniqueDITF
GoodcopbadcopGCBC
ErraticbehaviourERR

BackstabbingSTA
Embraceor demolishEOD
SettingapersonupforfailureSPF
DivideandruleDAR
PlayingterritorialgamesPTG

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IndividualExercise:PowerNetworkandInfluenceTactics

Sketchyourpowernetwork(asexplainedbylecturer).
1. Specifythedirectionsoftheinfluencerelations.
2. Fillintheinfluencetacticsthatareactuallyused.
3. Pleasemakenoteswhenansweringthefollowingquestions:
Canyouidentifypatterns,i.e.particularinfluencetacticsthatyouorothers
regularly(orrarely)use?
Whichoftheseinfluencetacticsaremostsuccessful(thinkofyoubeinga)
theagentandb)thetarget),whichleastsuccessful?
Arethereparticularinfluencetacticsthatyouwouldliketousemore
frequently?Inwhichrelations(e.g.,downward,lateral,orupwardinfluence
attempts)couldthesebeemployed?
+Chooseapartner(preferablyonewithadifferentculturalor
organizationalbackground)anddiscusstheresults.
Time:3040minutes
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Chair ofPsychology

Endof Part2Session1

LEGITIMATIONOFLEADERSHIP,
POWERANDINFLUENCETACTICS

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Chair ofPsychology

Part2Session2

SITUATIONALLEADERSHIP
ANDTHEORIESOFMOTIVATION

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MotivatingtheWorkforce

Motivationtoworkreferstoforceswithinanindividualthat
accountforthelevel,directionandpersistenceofeffort
expendedatwork.

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ContentTheories

Maslowshierarchyofneedstheory
AlderfersERGtheory
McClellandsacquiredneedstheory
Herzbergstwofactortheory

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MaslowsHierarchyofNeeds

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AlderfersERGTheory
Source:MarcJ.Wallace,Jr,&AndrewD.Szilagyi,Jr,ManagingBehaviorinOrganizations (Scott,ForesmanandCompany,1982)

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McClellandsAcquiredNeedsTheory

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HerzbergsTwoFactorTheory

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ProcessTheories

Equitytheory
Expectancytheory
Goalsettingtheory

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TheEquityDynamic

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EquityTheory:SocialComparison

Igiveher=Shegivesme
IgetfromherShegetsfromme

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EquityTheory:FormsofInequity

Negativeinequity
Positiveinequity

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Vrooms(1964)VIETheory

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SMARTCHGoals

Specific
Measurable
Attainable
Realistic
Timely
CHallenging

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Locke&LathamsGoalSetting

Source:

Adapted from Edwin A. Locke and Gary P. Latham, Work motivation and satisfaction: Light at the end of the tunnel,
Psychological Science, vol. 1, no. 4 (July 1990), p. 244. Reprinted by permission of Blackwell Publishers.

Session 5 Slide 50
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Lehrstuhl fr Psychologie

Chair ofPsychology

GoalSettingTheory(Locke&Latham,1990)

Specificandchallenginggoals...

Directbehaviour
Mobilizeenergies
Providebasisforfeedbackandevaluation
Enhanceproductivity

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BehaviourModificationStrategies(OBMod)

Desirable
consequences

Presented

Positive
reinforcement

Removed
Extinction

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Undesirable
consequences

Punishment

Negative
reinforcement

Chair ofPsychology

OBMod:Rules

Rule1:Targetthedesiredbehaviour
Rule2:Chooseanappropriaterewardorpunishment
Rule3:Supplyamplefeedback
Rule4:Donotgiveeveryonethesamesizereward
Rule5:Findsomeconstructivebehaviourtoreinforce
Rule6:Schedulerewardsintermittently
Rule7:Rewardsandpunishmentsshouldfollowthebehaviour
closelyintime
Rule8:Changetherewardperiodically
Rule9:Maketherewardsvisibleandthepunishmentsknown

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FiedlersContingencyTheory

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FiedlersContingencyTheory:Evaluation

Advancement
Focusedonsituationalfactors
Stimulatedmuchresearch
Problems
Empiricalresultsinconsistent
LPCmeasurequestionable
Theoreticalfoundationlacking
Leaderbehaviouristreatedasatrait
Conclusionsethicallyquestionable

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Hersey&BlanchardsContingencyApproach

Motivation
Abilities

Diagnosisof situation

Developmentlevel
S1
S2
S3
S4

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Developmentlevel

Leadershipstyle
Directing
Coaching
Supporting
Delegating

Chair ofPsychology

IndividualExercise:MeasureYourSituationalLeadershipPerspective

PleasefillintheScaleYourSituationalLeadershipPerspective
andcalculateyourresults.

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SituationalLeadership:SelfAssessment

Source:DuBrin (2010),p.143
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Hersey&BlanchardsApproach:Evaluation

Advancements
BuildsonBlake&Moutonstwodimensionalapproach
Easytounderstandandtoapply
Broadlyusedinmanagementtraining
Problems
Conceptofmaturitycollapsesmotivationandabilities
Simplisticconceptofmotivation

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PathGoalTheory:Overview

CAUSALVARIABLES

INTERVENINGVARIABLES

ENDRESULTVARIABLES

Leaderbehavior

Subordinateexpectancies,
instrumentalitiesand
valences

Subordinateeffortand
satisfaction

SITUATIONALMODERATORVARIABLES
Characteristicsoftaskandenvironment
Characteristicsofsubordinates

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PathGoalTheory:LeadershipStyles

Directive
Supportive
(Participative)
(Achievementoriented)

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SGExercise:PathGoalAnalysis

1. Build2groups,anddiscusshowleadershipstylescan
affect/enhancecoworkersVIEs.
2. Pleasebepreparedtopresentyourrecommendationsin
theclassroom.
Group1:DirectiveLeadership
Group2:SupportiveLeadership
Time:15minutes

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PathGoalTheory:Evaluation

Advancements
Conceptualframeworktoidentifysituationalvariablesand
toactaccordingly
Systematicapproach,easytoapply
Foundedinmotivationalpsychology(VroomsVIEmodel)
Problems
BasedonVIEmodel,only
Importantaspectsofhumanmotivationaredisregarded
Empiricalresultsareinconclusive

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LeadershipSubstitutesTheory

Substitutes
Neutralizers

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LeadershipSubstitutesTheory

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YuklsMultipleLinkageModel

Direct,immediateeffects
Direct,delayedeffects
Indirecteffects

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YuklsMultipleLinkageModel

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GeneralEvaluationofContingencyModels

Advancements
Drewtheattentiononsituationalmoderatorsofeffectiveleadership
Advancedtheorizingandempiricalresearch
Economicallysuccessfulinmanagementtrainings
Problems
Leadertraitsmostlyneglected
Mostlynarrowfocusoninstrumental,supportive,andparticipative
leadership
Interveningvariables(i.e.,thecoworker!)notexplicitlydiscussed,
restrictedtocognitiveaspects,orverybroad(Yukl)
Thetheoreticalbasisisrathernarrow
Empiricalsupportmostlyinconclusive
Applicabilityimpairedbecausemodelsaremostlyoverlysimplistic

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NewLeadershipModelsNeeded

Whatmaybeneededisatheorywithbothuniversal
elements(e.g.,generalprinciples)andsituational
elements(e.g.,guidelinestohelpidentifydesirable
behaviors foraparticulartypeofsituation)
Yukl (2002)

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UnderlyingIdea:Empowerment

Chiefexecutives[]genuinelybelievethattheymust
changetheorganisationalculture,fromhierarchical,
bureaucraticstructurestosystemsthatempower
workers,givethemauthorityandencourage
innovationandadaptability.Theseideasarenotnew
therehasbeenalotoflipservicepaidtothem but
thistimeitismoreserious.
JohnStuckey,ManagingPartner,McKinsey&Company

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UnderlyingIdea:Empowerment

Psychologicalempowermentdescribeshowthe
intrinsicmotivationandselfefficacy ofpeopleare
influencedbyleadershipbehaviour,jobcharacteristics,
organisationstructure,andtheirownneedsand
values
Yukl (2002)

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Endof Part2Session2

SITUATIONALLEADERSHIP
ANDTHEORIESOFMOTIVATION

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Part2Session3

LEADERSHIPBYMOTIVATION
ANDTHECOMPENSATORYMODEL
OFWORKMOTIVATIONAND
VOLITION
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HowtoMotivateYourProblemPeople(N.Nicholson,2003)

Underlyingbeliefs
Everyonehasmotivationalenergy
Theenergyisoftenblockedintheworkplace
Removingblockagesrequiresemployeeparticipation

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HowtoMotivateYourProblemPeople(N.Nicholson,2003)

Whattodo
1.Findouthowthepersonticksthroughinformal
conversation
2.Puttogetheralistofpossibleoutcomesandallowreframing
goals
3.Formalmeeting
Affirmativeassertion:softhardintroduction;affirmthe
employeesvaluesandhissuccesses,butalsostatetheproblem
Leveragequestioning:Intenseandextendedinquirythattests
hypothesesyouhaveformulatedbeforehand;youwanttoavoid
anotherSure,bossmeeting;bringdifferencesintotheopen
Momentoftruth:agreementaboutthenatureoftheproblem

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TheCompensatoryModelofMotivationandVolition
(The3CModel;Kehr,2004)

Theoretical roots of the model

Psychology of motivation
Lewin (1926): relatively distinct psychic
energetic systems
Dual motive systems (e.g., Bandura, 1988;
Bargh, 1990; Emmons & McAdams, 1991
Implicit versus explicit motives (McClelland et
al., 1989; cf. Brunstein et al., 1999)

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TheCompensatoryModelofMotivationandVolition
(The3CModel;Kehr,2004)

Implicit motives

Explicit motives

(organismic needs;
deeper motives)

(explicit goals;
self-attributed
motives)

- consciously reflected
- subconsciously activated
- energize goal-directed actions
- energize spontaneous and
- measurement: questionnaire
pleasurable behavior
(e.g., PRF)
- 3 big motives: affiliation,
achievement, and power
- fear (avoidance) and hope
Overlap
(approach) components
- measurement: picture tests (e.g.,
TAT, MMG)
Low correlation between implicit and explicit motives (Spangler, 1992).
Small overlap between implicit and explicit motives.
Discrepancies may result in behavioral conflicts.
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Whateverthereasonsfordiscordancebetweenimplicitand
explicitmotives,itcancertainlyleadtotrouble.
(McClellandetal.,1989)

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TheCompensatoryModelofMotivationandVolition
(The3CModel;Kehr,2004)

Theoretical roots of the model

Psychology of motivation

Psychology of volition

Lewin (1926): relatively distinct psychic


energetic systems

Basic idea: Motivated action does not


need any extra volition or will-power

Dual motive systems (e.g., Bandura, 1988;


Bargh, 1990; Emmons & McAdams, 1991
Dennett (1987) has pleaded for a subpersonal psychology

Volition is needed to act against the actual


motivation or despite of insufficient
motivation (e.g., Kuhl & Goschke, 1994;
Sokolowski, 1993)

Implicit versus explicit motives (McClelland et


al., 1989; cf. Brunstein et al., 1999)

Volition compensates for insufficient


motivation
Name: the compensatory model of work
motivation and volition

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TheCompensatoryModelofMotivationandVolition
(The3CModel;Kehr,2004)

Twofold task of volitional action regulation

Suppress unwanted impulses


from aroused implicit motives
(e.g., temptations, fear-related intrusions)

Support
need-discrepant goals

No volition necessary
(intrinsic motivation)
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TypicalVolitionalStrategies(Kuhl &Fuhrmann,1998)

Motivation control (e.g., positive fantasies; Lewin, 1926)


Emotion control (e.g., attaining a positive mood; Gross, 1999)
Attention control (i.e., focusing attention; James, 1890/1981)

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TheMissing Link:Abilities

Abilities and skills are basic ingredients of behavior


Several motivation theories focus on skills/abilities, e.g.

Expectancy x value approaches (Feather, 1982; Vroom, 1964)

Self-efficacy theory (Bandura, 1977)

Theory of planned behavior (Ajzen, 1991)

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TheCompensatoryModelofMotivationandVolition
(The3CModel;Kehr,2004)

Integration of abilities into the compensatory model


Implicit motives

Explicit motives/goals

Abilities

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Lackingabilitiesvs.lackingmotivation

Lacking motivation: an internal difficulty


Volition compensates for lacking motivation
Lacking abilities: an external difficulty
Problem solving (in a broad sense) compensates for lacking abilities

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TheCompensatoryModelofMotivationandVolition
(The3CModel;Kehr,2004)

The Compensatory Model of Work Motivation and Volition


(Kehr, 2004, Academy of Management Review)

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SGExercise:TheCompensatoryModelofMotivationandVolition(3C
Model)

Time:20minutes

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The 3C-Model: The Three Components of Motivation

Are these components


independent of each other?

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Check this for Yourself!


1.Head
Isthistaskimportanttome?
Doesitfittomygoals?
DoIreallywanttocompletethistask?
2.Heart
DoIreallylikethistask?
Isitfulfillingtome?
Isitpleasureable?
3.Hand
DoIhavetheskills/abilities/knowledgetocompletethistask?

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite94

Chair ofPsychology

IndividualExercise:MotivationForMyManagerialTasks The3CCheck

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite98

Chair ofPsychology

IndividualExercise:MotivationForMyManagerialTasks The3CCheck

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite99

Chair ofPsychology

UsingtheCompensatoryModel(the3CModel)forSituationalLeadership.
Step1:DiagnosetheSituationoftheEmployee

Implicit motives

Explicitmotives/goals

Doestheteammember
reallyliketheproject?
Isthereafitbetweenthe
projectandtheteam
membersneedsand
predilections?
Doeshe/shehavefunwith
theproject?
Doeshefeeluneasy?
Isthereanxietyorfear?

Istheproject really important


to theteam member?
Does theproject fitto the
team members goals?
Arethegoals SMART?
Arethere goal conflicts?
What is thegoal behind the
goal?

Abilities
Doestheteammemberhavetheabilities/
skillsrequiredfortheproject?
Doeshe/shehavetherequiredexperiences?
Didtheteammembersuccessfully
realizesimilarprojectsinthepast?

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite100

Chair ofPsychology

UsingtheCompensatoryModel(the3CModel)forSituationalLeadership.
Step2:FindAppropriateMeasures

HeadHeartHand

HeadHeartHand

Head HeartHand

Head HeartHand

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite101

Chair ofPsychology

Endof Part2Session3

LEADERSHIPBYMOTIVATION
ANDTHECOMPENSATORYMODEL
OFWORKMOTIVATIONAND
VOLITION
TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite103

Chair ofPsychology

Part2Session4

LEADERSHIPDEVELOPMENT:
THECASEOFKVP

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite104

Chair ofPsychology

Endof Part2Session4

LEADERSHIPDEVELOPMENT:
THECASEOFKVP

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Chair ofPsychology

Part2Session5

CURRENTDEBATESABOUT
ANDCONCEPTSOFLEADERSHIP

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite106

Chair ofPsychology

AmbidextrousLeadership:CombineEfficiencyandInnovation

Inmyexperience,thebestleadersarealsogreat
managers,andthebestmanagershavestrong
leadershipcapabilities.Tobesuccessful,youmust
havebothapassionforimprovingyourorganization
andthecapabilitytodriveyoureffortsthroughto
completion.
JonathanByrnes(2010)

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite107

Chair ofPsychology

PaternalisticLeadership:Measurement

Source:Weibler(2012),p.551(adapted from Pellegrini &Scandura,2006)


TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite108

Chair ofPsychology

PaternalisticLeadershipandSubordinateResponses

Source:Weibler(2012),p.550(adapted from Farh &Cheng,2000)


TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite109

Chair ofPsychology

Heroicvs.PostheroicLeadership

Source:Weibler(2012),p.578
TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite110

Chair ofPsychology

SharedLeadership:TheoreticalFoundation

Source:Weibler(2012),p.572
TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite111

Chair ofPsychology

SharedLeadership:TheoreticalFoundation(contd.)

Source:Weibler(2012),p.572
TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite112

Chair ofPsychology

DevelopmentofSharedLeadership

Source:Weibler&RohnEndres(2010),p.183
TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite113

Chair ofPsychology

EffectiveFollowership:SelfAssessment

Source:Lussier &Achua (2004),p.236


TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite114

Chair ofPsychology

FollowershipStyles

Source:Lussier &Achua (2004),p.235


TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite115

Chair ofPsychology

RecommendationsforEffectiveFollowership

Source:Lussier &Achua (2004),p.237


TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite116

Chair ofPsychology

DebateAbouttheDefinitionofLeadership

Specializedroleorsharedleadership
Typeofinfluenceprocess
Purposeofinfluenceattempts
Influencebasedonreasonoremotions
Leadershipversusmanagement

Yukls position:Thesedefiningdifferencesarenotsuitedasa
basisforadefinitionofleadership.

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite117

Chair ofPsychology

AntonakisActualityAscriptionTraitTheoryofLeadership

Whowouldyouliketobethecaptainofyourboat?

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite119

Chair ofPsychology

AntonakisActualityAscriptionTraitTheoryofLeadership

Leadershipcanworkfromfarandnear;whenfar,observers
ascribeskillstoleadersviatwocognitiveheuristicprocesses:
Attributional:duetoperformancecueeffects,
incumbency,orotherfactorsthatmayormaynotbe
causallytraceabletotheleader
Inferential:duetomarkersregardingwhattheleaderis
like(e.g.,rhetoricalskills,facialappearance,height,sex,
etc.)thatmayormaynotmatterforperformance.

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite120

Chair ofPsychology

AntonakisActualityAscriptionTraitTheoryofLeadership

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite121

Chair ofPsychology

AntonakisActualityAscriptionTraitTheoryofLeadership

Thereappearstobeamismatchbetweenwhat
characteristicsarerequiredintodaysmodernmilieuas
comparedtothatofourancestralenvironments
Themoredistanttheleaderthemorelikelythatthe
mismatchexplanationwillhold;thereislessindividuating
informationtocounteracttheancestralstereotype.

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite122

Chair ofPsychology

Toxic(orBad)Leadership:Features

Incompetent
Rigid
Intemperate
Callous
Corrupt
Insular
Evil

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite123

Chair ofPsychology

Toxic(orBad)Leadership:ConstructsandDefinitions

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite124

Chair ofPsychology

Endof Part2Session5

CURRENTDEBATESABOUT
ANDCONCEPTSOFLEADERSHIP

TechnischeUniversittMnchen

Prof.Dr.HugoM.Kehr|Seite125

Chair ofPsychology

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