Text B: Theories of Motivation

MOTIVATION AND HUMAN MANAGEMENT

Motivated people are those who have made a conscious decision to devote considerable effort to achieving something that they value. What they value will differ greatly from one individual to another. There are a variety of ways to motivate people, including a fear of losing a job, financial incentives, self-fulfillment goals and goals for the organization or groups within the organization.

The traditional view – finds some of its origins in the work of Taylor and the school of scientific management. At its most extreme, this view postulates the following:

ü People dislike work

ü People will only work for money

ü People are now capable of controlling their work or directing themselves

ü Simple, repetitive tasks will produce the best results

ü Workers should be closely supervised and tightly controlled

ü Extra effort must lead to greater reward

ü People will meet standards if they are closely controlled

ü Firm but fair supervision will be respected

Taylor took the view that there is the right (meaning best) way to perform any task. It is management’s job to determine the right way. Workers gain from this approach because the ‘right way’ is easier and pay is enhanced as a result of increased productivity.

The human relation view - originates in the work of Mayo, known as the Hawthorne Studies. The series of studies essentially concluded that the strongest motivational force behind most employees’ behaviour at work was the preservation and nurturing of social relationships with their colleagues. The main tenets of this view are as follows:

• people want to be made to feel valued and important
• people want recognition for their work
• people want to be controlled sensibly
• managers must discuss the plans they make for staff
• they must take any objections on board
• they must encourage self-regulation on routine tasks

Mayo’s work leads to an approach towards people which encourages contribution and self-direction, advocating full participation on matters of significance in order to improve the quality of decisions made and the nature of supervision.

Theory X and Theory Y managers - Douglas McGregor proposed a Theory X and Theory Y model to explain basic human traits.

Theory X assumptions are:

• The average human being has an inherent dislike of work and will avoid it if he can.
• Most people must be coerced, controlled, directed or threatened with punishment to get them to expend adequate effort towards the achievement of organizational objectives.
• The average human being prefers to be directed, wishes to avoid responsibility, has relatively little ambition, and wants security above all.

On the other hand, Theory Y makes different assumptions about the nature of people:

• Expenditure of physical and mental effort in work is as natural as play or rest. The average human being does not inherently dislike work, which can be a source of satisfaction.
• External control and the threat of punishment are not the only means of bringing about effort. People can exercise self-direction to achieve objectives to which they are committed.
• Commitment to objectives is a result of the rewards associated with their achievement. The most significant of those rewards is satisfaction of the self-actualization needs.
• The average human being learns, under proper conditions, not only to accept, but to seek, responsibility. Avoidance of responsibility, emphasis on security and low ambition are the result of experience and are not inherent in man’s nature.
• Capacity to exercise a relatively high degree of imagination, ingenuity and creativity in the solution of organisational problems is widely, not narrowly, distributed in the population.
• Under conditions of modern industrial life, the intellectual potential of the average human being is only partially utilised.

Needs and goals

These various needs can be categorised in a number of ways, e.g. physiological and social motives or intrinsic and extrinsic motivation.

• Extrinsic motivation is related to tangible rewards such as salary and fringe benefits, security, promotion, contract of service, the work environment and conditions of work.
• Intrinsic motivation is related to ‘psychological’ rewards such as the opportunity to use one’s ability, a sense of challenge and achievement, receiving appreciation, positive recognition and being treated in a caring and considerate manner.

Goals also influence motivation.

CLASSICAL AND MODERN THEORIES OF MOTIVATION

Content theories focus on the question of what arouses, sustains and regulates goal directed behaviour, i.e. the particular things that motivate people. They offer ways to profile or analyse individuals to identify their needs.

Often criticised as being static and descriptive they appear to be linked more to job satisfaction than to work effort. Maslow, Herzberg and McGregor take a universal approach whereas McClelland and Argyris list forces and drives that will vary in relation to different individuals.

Process theories attempt to explain and describe how people start, sustain and direct behaviour aimed at the satisfaction of needs or the reduction of inner tension. The major variables in process models are incentive, drive, reinforcement and expectancy. The best-known work in this area has been concerned with Vroom’s expectancy theory, Handy’s motivation calculus and Adam’s equity theory.

Maslow’s hierarchy of needs - Maslow advanced the following propositions about human behaviour:

ü Man is a wanting being.

ü A satisfied need is not a motivator of behaviour, only unsatisfied needs motivate.

ü Man’s needs are arranged in a series of levels - a hierarchy of importance. As soon as needs on a lower level are met those on the next, higher level will demand satisfaction. Maslow believed the underlying needs for all human motivation to be on five general levels from lowest to highest, shown below. Within those levels, there could be many specific needs, from lowest to highest.

Physiological - the need for food, drink, shelter and relief from pain.

Safety and security – once the physical needs of the moment are satisfied, man concerns himself with protection from physical dangers with economic security, preference for the familiar and the desire for an orderly, predictable world.

After physiological and safety needs are fulfilled, the third level of human needs is interpersonal and involves feelings of belongingness.

Esteem or egoistic - a need both for self-esteem and the esteem of others, which involves self-confidence, achievement, competence, knowledge, autonomy, reputation, status and respect.

Self-fulfilment or self-actualisation – is the highest level in the hierarchy; these are the individual’s needs for realising his or her own potential, for continued self-development and creativity in its broadest sense.

Remember the assumptions of Maslow’s hierarchy:

• individuals have multiple needs
• needs are ordered into levels, creating a ‘hierarchy’
• a need, once satisfied, is no longer a need

To be of use, Maslow’s basic theory needs qualification to include the individual as a determining factor in motivation and behaviour. These include:

ü Levels in the hierarchy are not rigidly fixed; boundaries between them are indistinct and overlap.

ü There are individual exceptions to the general ranking of the hierarchy. Some people never progress beyond the first or second level (for example, many inhabitants of the third world); others are so obsessed with the higher needs that lower ones may go largely unnoticed.

ü Variables apart from individual needs may motivate, e.g. social standards and a sense of duty.

ü An act is seldom motivated by a single need; any act is more likely to be caused by several needs.

ü The same need will not give rise to the same response in all individuals.

ü Substitute goals may take the place of a need that is blocked.

Herzberg’s theory of motivation - The major finding of the study was that the events that led to satisfaction were,not surprisingly, of a quite different kind from those that led to dissatisfaction.One set of factors are those which, if absent, cause dissatisfaction. These factorsare related to job context. They are concerned with job environment and areextrinsic to the job itself.

They are called ‘hygiene’ factors and include such elements as:

• company policies and administration
• supervision
• working conditions
• interpersonal relations
• money, status and security

The other set of factors are those which, if present, serve to motivate the individual to superior effort and performance. These factors are related to the job content of work. They are ‘motivators’ or growth factors. Motivation factors include:

• achievement
• increased responsibility
• challenging work
• recognition for achievements
• growth and development

CONTENT AND PROCESS THEORIES OF MOTIVATION

Content theories - such as those of Maslow and Herzberg, stress the satisfaction of needs

Process theories - such as those of Vroom, emphasise the importance of rewards.

Content theories attempt to explain those specific things that actually motivate the individual at work. These theories are concerned with identifying people’s needs and their relative strengths, and the goals they pursue in order to satisfy these needs. Content theories place emphasis on the nature of needs and what motivates. There is the assumption that everyone responds in much the same way to motivating pressures and that there is, therefore, one best way to motivate everybody. These theories provide a prescriptive list which managers can follow in an attempt to increase productivity.

Process theories (expectancy and goal) change the emphasis from needs to the goals and processes by which workers are motivated. They attempt to explain and describe how people start, sustain and direct behaviour aimed at the satisfaction of needs or reduction of inner tension. They place emphasis on the actual process of motivation. Process theories also attempt to identify major variables that explain behaviour, but the focus is on the dynamics of how the variables are interrelated in explaining the direction, degree and persistence of effort. The major variables in process models are incentive, drive, reinforcement and expectancy.

WAYS TO MOTIVATE STAFF

Job satisfaction

Drucker suggested that employee satisfaction comes about through encouraging by 'pushing' employees to accept responsibility. There are four ingredients to this:

1) careful placement of people in jobs

2) high standards of performance in the job

3) providing the worker with the information needed to control his/her own performance.

4) opportunities for participation in decisions that will give the employee managerial vision

Designing rewarding jobs

Herzberg defines three avenues to improve staff satisfaction and motivation:

Job enrichment - is a deliberate, planned process to improve the responsibility and challenge of a job. A job may be enriched by: giving it greater variety (although this could also be described as job enlargement), allowing the employee greater freedom to decide how the job should be done, encouraging employees to participate in the planning decisions of their managers, ensuring that the employee receives regular feedback on his/her performance Koontz and Weihrich identify four elements that are necessary to make job enrichment a practical and worthwhile exercise:

· There has to be a clear understanding of people’s needs.

· If the purpose of enrichment is to increase productivity then it must be shown, at the earliest stage, that workers will share in the benefits.

· People need to be treated as individuals and involved in the planning and introduction of the schemes.

· Staff like to feel that managers are committed to the success of the programme. So managers must be seen to be enthusiastic and take part in all stages.

Job enlargement - is an attempt to widen jobs by increasing the number of operations in which a job-holder is involved. Job enlargement is a ‘horizontal’ extension of an individual’s work, whereas job enrichment is a ‘vertical’ extension.

A well-designed job should involve the following:

• giving the individual scope for setting his/her own work standards and targets
• giving the individual control over the pace and methods of working
• varying the work to encourage efficiency
• giving the individual a chance to add his/her comments about the design of the product or of the job
• providing feedback to the individual about his/her performance.

Job rotation - is the planned rotating of staff between jobs to alleviate monotony and provide a fresh job challenge. It can take two forms:

An employee might be transferred to another job after a longish period (2-4 years) in an existing job to give a new interest and challenge.

Job rotation might be regarded as a form of training where employees learned about a number of different jobs by spending six months or one year in each job before being moved on.

Participation

There are certain guidelines that must prevail if participation is to be effective in raising motivation: The participation must be seen as part of a continuing approach not just a ‘one-off’ exercise. Staff must be fed the results of their involvement as quickly and fully as possible. The participation must be genuine. People must have the ability, equipment and will to be involved.

Quality of work life

The intention is to improve all aspects of work life, especially job design, work environment, leadership attitudes, work planning and industrial relations. It is an all-embracing systems approach, which usually starts with a joint management and staff group looking at the dignity, interest and productivity of jobs.

THE IMPORTANCE OF THE REWARD SYSTEM

Money

Whether in the form of wages, piecework, incentive pay, bonuses, stock options, company paid insurance or any of the other things given to people for performance, money is important. Economists, accountants and many managers tend to regard money as a prime motivator. However, behavioural scientists tend to place it low on the scale of motivators. Probably, neither view is correct as an all-embracing approach; it depends on the individual. Money in the form of pay is a powerful motivator, which can be related to the

motivational theories that we have examined. In discussing money as a motivator it is necessary to recognise its effects at two levels. Money in absolute terms, as an exact amount, is important because of its purchasing power. It is what money can buy, not money itself, that gives it value. Money is also important as an indication of status.

Incentive schemes

There are several features which are unique to money as a motivating force and which can affect workers in different ways: Money is more important to people who are seeking to establish an initial standard of living rather than those who have arrived. Most organisations use money not as a motivator, but simply as a means of ensuring adequate staffing. The need for apparent fairness encourages the use of salary grades and hence comparability of earnings. Financial incentives operate with varying strengths for different people in different situations. Much research has shown that money is not a single motivator or even a prime motivator.

(from www.goldsmithibs.com)

NOTES

1) Ralph M. Stogdill - американский психолог, в течение 30 лет являлся ведущим мировым специалистом в области исследований лидерства. Его исследовательский вклад состоит из более 50 статей, основанных на оригинальных данных, 16 книг и монографий, множества глав в сборниках. Кульминацией этого является выпуск знаменитого HandbookofLeadership (1974).

2) Warren Bennis - американский ученый, психолог, консультант в области теории организации, получивший широкое признание как первопроходец современного подхода к исследованию лидерства. Уоррен Беннис – преподаватель и почетный профессор в области делового администрирования, а также один из основателей и председатель правления Института лидерства в Университете Южной Калифорнии (University of Southern California). Автор более 30 книг, часть из них – в соавторстве с другими учеными и исследователями.

3) trait approach to leadership - подход с позиции личных качеств (1930-е гг.) объясняет лидерство наличием определенного набора общих для всех лидеров личных качеств.

4) behavioral approach to leadership - поведенческий подход (1940-50-е гг.) рассматривает лидерство как набор образцов поведения руководителя по отношению к подчиненным.

5) Taylor Frederick - американский инженер, исследователь и организатор управления, основоположник научной организации труда и управления предприятиями — менеджмента.

6) Hawthorne Studies - самый известный комплекс исследований в области изучения производительности труда. Оказал наибольшее влияние на последующее развитие этой сферы. Этот эксперимент проводился под руководством Исследовательского совета Национальной академии наук в городе Хоторн, штат Иллинойс, на заводе Западной электрической компании, начиная с 1924 г. Основной его целью было выявление способов повышения производительности за счет изменения физических условий труда на заводе.

7) Douglas McGregor - Дуглас Макгрегор был специалистом по социальной психологии, приобретшим после Второй мировой войны влияние настоящего гуру менеджмента. Наибольшую известность ученому принесла разработанная им Теория Y (основанная на предположениях “поддержки”), которую он противопоставлял Теории Х (основанной на предположениях “контроля”). Совместно с такими специалистами в теории организации как К. Аржирис и Ф. Герцберг, Д. Макгрегор показал, как организация, руководство и планирование деятельности могут создать более разнообразные и мотивированные задания с целью повышения автономности работника и его возможной креативности.

8) Adam’s equity theory - Джон Адамс, психолог, изучавший поведение и рабочую среду, выдвинул свою теорию справедливости в мотивации труда в 1963 году. Существует определенное сходство с расширенной и интерпретированной Чарльзом Хэнди предыдущей, более простой теории Маслоу, Герцберга и других пионеров психологии труда, в вопросах признания влияния тонких и переменных факторов на оценку каждого человека, их восприятия и их отношения к работе и работодателю.

9) Herzberg Frederick - американский психолог, который стал одной из самых влиятельных фигур в сфере управления бизнесом. Он добился известности как автор двухфакторной теории мотивации, которая ввела в широкое обращение понятие мотиваторов и гигиенических факторов. Самая известная публикация Герцберга 'Еще раз, как вы мотивируете сотрудников?' (One More Time, How Do You Motivate Employees?) вышла в 1968 году на основе его исследований.

10) Vroom’s expectancy theory – теория ожиданий В. Врума. Согласно ей наличие потребности не является единственным необходимым условием для мотивации. Человек также должен надеяться (ожидать), что выбранный им тип поведения действительно приведёт к намеченной цели. Врум Виктор – американский исследователь в области теории мотивации, автор книг «Труд и мотивация» (1964), «Лидерство и принятие решений» (1973), «Принятие решений как социальный процесс» (1974).

11) McClelland David – американский психолог, автор теории мотивации, которая во главу угла ставит потребности высших уровней. Дэвид МакКлелланд считал, что людям присущи три потребности: власть, успех и причастность.

12) Argyris Chris – американский психолог. Крис Аржирис разработал так называемую “теорию действия”; внес вклад в формирование теории организационного поведения, теории интервенции, организационного обучения и создание направленных на повышение организационных компетенций методов исследований.

ACTIVE VOCABULARY

1) to dramatize (v) - драматизировать, сгущать краски, преувеличивать; ярко выявить, подчеркнуть

there's no need to ̴ — незачем сгущать краски; не так уж все страшно, как вы изображаете

to ̴ oneself — эффектно подавать себя, строить из себя героя, несчастливца; «разыгрывать трагедию»

2) to serve (v) – служить, работать; ( ̴ as/for) выполнять назначение, использоваться; быть полезным, содействовать, благоприятствовать; годиться, подходить

to ̴ two masters — быть слугой двух господ

if my memory ̴ me right — если мне память не изменяет

to ̴ some useful purpose — послужить какой-л. полезной цели

to ̴ as a lesson to smb. — послужить кому-л. уроком

to ̴ as a pretext — служить поводом

to ̴ its turn /its purpose/ — выполнять свое назначение

to ̴ the cause of peace — служить делу мира

when occasion ̴ s — при удобном /подходящем/ случае

3) devotion (n) – преданность, приверженность

absolute / blind / complete / deep / great / slavish / thorough / undying / unswerving / utter ̴ —слепая, безоговорочная преданность

to demonstrate / display / show ̴ — выказывать преданность

̴ to the cause — беззаветная преданность делу

4) inborn (adj) – врожденный, свойственный, природный; наследственный

̴ ability — врожденная способность

̴ aptitudes — природные способности

an ̴ sense of rhythm — врожденное чувство ритма

5) to emerge (v) – появляться, возникать; выйти, выбраться; выясняться, выявляться

to ̴ unscathed — выйти сухим из воды

the sun ̴ from the clouds — солнце вышло из-за облаков

here ̴ s the question as to ... — тут возникает вопрос относительно ...

there ̴ s a necessity of ... — появляется необходимость в ...

from this report he ̴ s as an able administrator — из доклада явствует, что он способный администратор

from these facts it ̴ s ... — из этих фактов следует ...

to ̴ from poverty — выйти из нищеты

6) assertive (adj) – положительный, утвердительный; напористый, самоуверенный

in an ̴ form — в утвердительной форме

̴ manner — самоуверенная манера

to speak in an ̴ tone — говорить тоном, не допускающим возражений

7) equality (n) – равенство, паритетность, равноправие

on an ̴ with smb. — на равных условиях, правах с кем-л.

to achieve / attain ̴ — добиться равенства

racial ̴ — расовое равноправие

religious ̴ — религиозное равноправие

total ̴ — всеобщее равенство

̴ in pay — равная зарплата

the ̴ of men — равенство людей

̴ between the sexes — равноправие мужчин и женщин

̴ of treatment — равенство в обращении

8) to hamper (v) - препятствовать, мешать, затруднять

to ̴ the progress of business — препятствовать успеху дела

his mind is ̴ ed by prejudice — он человек с предрассудками

9) to mediate (v) – быть посредником, посредничать; быть связующим звеном

to ̴ between two warring countries — посредничать между двумя воюющими странами

the government ̴ d between the workers and the employers — государство выступило посредником между рабочими и предпринимателями

to ̴ between the old and the new — служить связующим звеном между старым и новым

10) to doom (v) - обрекать, осуждать; предназначать, предопределять

to be ̴ ed to failure — быть обреченным на провал

to be ̴ ed to die — быть обреченным

11) preservation (n) – сохранение, охрана, защита

the ̴ of the country’s national interests — охрана национальных интересов страны

̴ of wild-life — охрана природы

12) tenet (n) – принцип, догмат, убеждение

basic / fundamental ̴ — основной принцип, главное правило

the ̴ s of modern science — принципы современной науки

the basic ̴ is that all people are equal — основной принцип провозглашает равноправие всех людей.

13) to alleviate (v) – облегчать, смягчать; ослаблять

to ̴ pain — облегчить боль

to ̴ sorrows — облегчать горе

GRAMMAR EXERCISES

Task 1. Change the sentences to build Conditionals, use adverbs of time if necessary.Translate sentences into English. The first two are shown as examples:

1. Личные качества лидера не гарантируют успех, а их относительная важность в значительной мере зависит от других факторов.

Если бы личные качества лидера гарантировали успех, то и их относительная важность в значительной мере завесила бы от других факторов.

1. Задача организации представляется не только в том, чтобы распознать эффективного лидера в процессе отбора персонала, но и в том, чтобы научить его навыкам успешного управления людьми.

Если бы пару лет назад задача организации представлялась бы в распознавании эффективного лидера в процессе отбора персонала, то была бы вероятность научить его навыкам успешного управления людьми.

1. В начале 1960-х гг. поведенческий подход к лидерству стал рассматриваться как ограниченный, так как не учитывал целого ряда других важных факторов, определяющих эффективность управленческой деятельности в той или иной ситуации.
2. Эффективным окажется лидер, который сумеет использовать возникшую ситуацию.Для этогонеобходимо хорошо знать способности подчиненных, их возможности для выполнения поставленной задачи, пределы своего влияния на исполнителей.
3. Легко согласиться, что настоящий лидер должен иметь последователей. Тогда лидерство можно оценивать наличием самих последователей или командой, идущей за ним.
4. Найти четкий ответ на этот вопрос не так просто, так как одни и те же качества лидера могут пониматься разными людьми совершенно по-разному.
5. Корпоративный лидер, который хочет оставаться эффективным длительное время, должен уметь быстро адаптироваться к изменчивым обстоятельствам и гибко варьировать свое поведение.
6. Считается, что женщины больше думают о чувствах своих сотрудников, обладают лучшими навыками общения и поэтому более ориентированы на отношения. Мужчин же часто рассматривают как жестких, авторитарных лидеров, которые не особенно обращают внимание на чувства своих подчиненных и намного меньше беспокоятся об их взаимоотношениях.
7. Из-за половой дискриминации женщина должна быть «в два раза лучше, чем мужчина», чтобы преуспеть.
8. Перед компаниями встает задача выдержать натиск перемен и суметь сохранить свою конкурентоспособность в постоянно меняющихся условиях. Поэтому в последние десятилетия бизнес столкнулся с необходимостью создания такой корпоративной культуры, которая всячески способствует развитию лидерских качеств.
9. Руководители преуспевающих компаний не дожидаются, пока подходящий лидер свалится с неба. Они активно ищут людей с лидерскими способностями и предоставляют им карьерные возможности, позволяющие максимально раскрыть их потенциал.
10. Положительную роль играют также личные связи, которые человек обычно успевает установить как внутри компании, так и за ее пределами. Когда такие возможности получают многие сотрудники организации, то их деловые контакты помогают наладить в коллективе прочные неформальные отношения.
11. Чтобы стимулировать участие менеджеров в деятельности по воспитанию будущих лидеров, руководители компаний стараются отмечать и поощрять сотрудников, наиболее отличившихся во время подготовки новых кадров.
12. Когда люди узнают, что в дальнейшем их продвижение по службе будет зависеть от умения «взращивать» молодые кадры с задатками лидеров, то за воспитательную работу берутся даже те, кто утверждал, будто лидером нужно родиться, а обучение тут не поможет.
13. Новый лидер скорее всего может появиться в тот период, когда старый лидер не соответствует своему руководящему положению как стратег, эксперт, планировщик и администратор.

Task 2. Continue the sentences using active vocabulary and words from the texts. Pay attention to Conditionals:

1. If you have the desire and willpower,…………………….

2. If he had wanted to inspire his workers into higher levels of teamwork several years ago, ………

3. Good leaders are continually working and studying to improve their leadership skills, unless ………

4. The skills and knowledge processed by the leader could have been influenced by his or her attributes or traits, provided……………

5. Unless you have an honest understanding of who you are, what you know, and what you can do, …………

6. If subordinates do not trust or lack confidence in their leader, …………….

7. Until he had to convince his followers, not himself or his superiors, that he was worthy of being followed, ………………

8. As long as a person lacks motivation, …………….

9. If she had exhibited strength and could have inspired belief in her subordinates while being the leader of that company several years ago, …………..

10. As long as your responsibility extends beyond leading the people, ……..

Task 3. Combine the sentences to build different Conditional sentences. Add adverbs of time if necessary:

1. Leadership styles are not something to be tried on like so many suits, to see which fits. Rather, they should be adapted to the particular demands of the situation, the particular requirements of the people involved and the particular challenges facing the organization.

2. While further research has identified more specific types of leadership, this early study was very influential and established three major leadership styles.

3. In the study, schoolchildren were assigned to one of three groups with an authoritarian, democratic or laissez-fair leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership.

4. Choosing the right style, at the right time in the right situation is a key element of leader effectiveness. That’s not what most people do—they have one style used in all situations.

5. Manager and leader are two completely different roles, although we often use the terms interchangeably.

6. Sometimes a project is a long series of obstacles and opportunities coming at you at high speed, and you need every ounce of your collective hearts and minds and skill sets to get through it.

7. Not only do the greatest teammates allow different leaders to emerge consistently based on their strengths, but also they realize that leadership can and should be situational, depending on the needs of the team.

8. A manager’s leadership style is responsible for 30% of the company’s bottom-line profitability. Imagine how much money and effort a company spends on new processes, efficiencies, and cost-cutting methods and compare that to simply inspiring managers to be more kinetic with their leadership styles.

9. While reinventing himself as a leader, Paul showed perseverance and persistence and never lost sight of his goal. He surrounded himself with people who shared his values but did not necessarily act in the same ways.

10. When I present and follow a clear structure with limited participation in shaping the content or outcome of the event, people appear to be much more satisfied and my work appears dramatically easier.

Task 4. Build sentences using the words below. Use all types of Conditional Sentences:

1. to direct and influence, to be overmanaged and underled,an effective manager, motivational skills
2. effective leaders, managerial skills, to channel the energy, dynamic engagement, leadership skills.
3. personal characteristic, inborn personality traits, laypersons, to emerge, effective leaders
4. to uncover traits, to distinguish leaders from followers, to attain leadership positions, indisputable leaders, assertive
5. constellation of traits, to occupy a leadership position, experience, to isolate leadership traits, to possess
6. performance, to be related to, supervisory ability, appropriate, effective leader
7. to match the requirements, to emerge as leaders, equality of ability and opportunity, persistent
8. to hamper, potential leaders, to perceive, employees, evident, effective leaders
9. to figure out, to determine, to delegate tasks, employers, subordinates
10. to communicate, to motivate, followers, to be valued, managers
11. to carry out tasks, to lead, effectively, to mediate disputes, leaders
12. to ensure, temperament, to doom, task, social function
13. managers, supervise, satisfactorily, to put emphasis, to control subordinates.
14. to seek relationship, to allow, to affect, undoubtedly, background
15. primarily, values, the needs of the organization, to take a role, characteristics of subordinates
16. greater participation, crave independence, decision-making responsibilities, experienced, to deal with
17. identify with the organization's goals, conditions, initially, to adopt, to modify
18. employees, gain, organizational commitment, to address, cohesiveness
19. the nature of the group’s tasks, the pressures of time, to affect, attitudes, to lean toward
20. top ranking executives, to lack the motivational skills, leadership traits, to fail to uncover, shared leadership

Task 5. Fill in the gaps with appropriate grammar form. Afterwards translate sentences into Russian:

1. If this style ________ summed up in one phrase, it would be “People come first.”

2. Assuming that you are leading well, you __________ have just one leadership style.

3. If you _________ aware of these different ways of leading, you can adapt your style to manage circumstances and advance your intended goals.

4. Unless the foundation ____ solid, viable, and ____ totally congruent with what follows, then everything built onto it is prone to wobble, and at times can fall over completely.

5. Until it _______ packaged as a suggestion to address 'disaffection' among young people, the idea _______ essentially be concerned with leadership - or more precisely a failing leadership.

6. Could leadership have be daunting for many people simply because no-one else was issuing the aims last century, leadership ______ often ______ meant you had to create your own from a blank sheet of paper.

7. As long as you set low standards, you _____ to blame for low standards in your people.

8. Providing you seek one singlemost important behaviour that will rapidly earn you respect and trust among your people, this _____ it: Always give your people the credit for your achievements and successes.

9. If you ______ taken the blame and accepted responsibility for any failings or mistakes that your people made at the meeting yesterday, you _______ ______ never publicly blamed another person for a failing.

10. You have to express things in terms of what should be done, not what should not be done. If you accentuate the negative, people _______ more likely to veer towards it.

Task 6. Translate sentences from Russian into English:

1. Если женщина практикует стереотипный «маскулинный» стиль руководства, если она типичный «босс» и ориентирована на задачу, ее оценивают более негативно, чем руководителя-мужчину с таким же стилем.

2. Мужчины чувствуют себя очень неуютно, если женщина использует тот же руководящий стиль, какой обычно позволяют себе мужчины.

3. Когда мужчина утверждался во главе группы и действовал настойчиво, другие члены группы реагировали благосклонно. Если же подобным образом действовала женщина, то члены группы, особенно мужчины, реагировали гораздо более негативно.

4. Те формулы успеха, что действовали еще вчера, сегодня себя изживают. В итоге, если сегодня действовать вчерашними методами или даже чуть лучше, — это не приведет к успеху.

5. Если при этом какой-либо индивид сумеет обеспечить достижение целей, или безопасность группы в силу своих личностных качеств (храбрости, умений, знаний, уверенности в себе и т. д.), тогда он вероятнее всего станет лидером данной группы.

6. Если проблемы, с которыми сталкивается группа, очень сложны по своему диапазону, функции лидерства обычно распределяются между несколькими лицами

7. При условии, что лидер часто принимает на себя обязанности разработчика различных методов и средств, вся группа достигнет преследуемых целей.

8. До тех пор, пока лидер является единственным хранителем плана действий и один знает дальнейшие пути, все остальные члены группы будут знакомы лишь с отдельными, не связанными между собой частями плана.

9. Если бы лидер не прибегал к услугам различных заместителей, специалистов и консультантов в прошлом, то сам выбор этих экспертов второй ступени не характеризовал бы способности самого руководителя.

10. При условии, что члены группы зависят от человека, технические знания и квалификация которого необходимы для осуществления групповых целей, вокруг этого лица будет происходит поляризация власти, которую он может использовать для укрепления своей роли лидера.

Task 7. Read the text “9 Traits That Define Great Leadership”. Summarize the information of every trait and transform it in such a way to build Conditional sentences:

Many leaders are competent but few qualify as remarkable. If you want to join the ranks of the best of the best, make sure you embody all these qualities all the time. It isn't easy, but the rewards can be truly phenomenal.

1. Awareness.There is a difference between management and employees, bosses and workers. Leaders understand the nature of this difference and accept it; it informs their image, their actions, and their communication. They conduct themselves in a way that sets them apart from their employees--not in a manner that suggests they are better than others, but in a way that permits them to retain an objective perspective on everything that's going on in their organization.

2. Decisiveness.All leaders must make tough decisions. It goes with the job. They understand that in certain situations, difficult and timely decisions must be made in the best interests of the entire organization, decisions that require a firmness, authority, and finality that will not please everyone. Extraordinary leaders don't hesitate in such situations. They also know when not to act unilaterally but instead foster collaborative decision-making.

3. Empathy.Extraordinary leaders praise in public and address problems in private. The best leaders guide employees through challenges, always on the lookout for solutions to foster the long-term success of the organization. Rather than making things personal when they encounter problems, or assigning blame to individuals, leaders look for constructive solutions and focus on moving forward.

4. Accountability.Extraordinary leaders take responsibility for everyone's performance, including their own. They follow up on all outstanding issues, check in on employees, and monitor the effectiveness of company policies and procedures. When things are going well, they praise. When problems arise, they identify them quickly, seek solutions, and get things back on track.

5. Confidence. Not only are the best leaders confident, but their confidence is contagious. Employees are naturally drawn to them, seek their advice, and feel more confident as a result. When challenged, they don’t give in too easily, because they know their ideas, opinions and strategies are well-informed and the result of much hard work. But when proven wrong they take responsibility and quickly act to improve the situations within their authority.

6. Optimism.The very best leaders are source of positive energy. They communicate easily. They are intrinsically helpful and genuinely concerned for other people’s welfare. They always seem to have a solution and always know what to say to inspire and reassure. They avoid personal criticism and pessimistic thinking, and look for ways to gain consensus and get people to work together efficiently and effectively as a team.

7. Honesty.Strong leaders treat people how they want to be treated. They are extremely ethical and believe that honesty, effort, and reliability form the foundation of success. They embody these values so overtly that no employee doubts their integrity for a minute. They share information openly and avoid spin control.

8. Focus.Extraordinary leaders plan ahead and they are supremely organized. They think through multiple scenarios and the possible impacts of their decisions, while considering viable alternatives and making plans and strategies--all targeted toward success. Once prepared, they establish strategies, processes, and routines so that high performance is tangible, easily defined, and monitored. They communicate their plans to key players and have contingency plans in the event last-minute changes require a new direction (which they often do).

9. Inspiration.Put it all together and what emerges is a picture of the truly inspiring leader: someone who communicates clearly, concisely, and often, and by doing so motivates everyone to give their best all the time. They challenge their people by setting high but attainable standards and expectations, and then giving them the support, tools, training, and latitude to pursue those goals and become the best employees they can possibly be.

Task 8. Transform direct speech into indirect one:

1. Catherine the Great said: "... Praise loudly, blame softly."

2. Theodore Roosevelt once pronounced: "People ask the difference between a leader and a boss.... The leader works in the open, and the boss in covert. The leader leads and the boss drives."

3. Last century President Harry Truman said: "It is amazing what you can accomplish if you do not care who gets the credit."

4. "No man is fit to command another that cannot command himself," says William Penn

5. John Quincy Adams appealed to his people with the words: "If your actions inspire others to dream more, learn more, do more and become more, you are a leader."

6. "Leadership is a combination of strategy and character. If you must be without one, be without the strategy," said Gen. H. Norman Schwarzkopf.

7. “If you ignore the opportunity to lead, you risk turning into a ‘sheepwalker’ – someone who fights to protect the status quo at all costs, never asking if obedience is doing you or your organization any good,” said Seth Godin.

8. The head of the department asked himself a question: “What leadership styles work best for me and my organization now?”

9. A teacher asks her group: “What makes a person want to follow a leader?”

10. According to writer and consultant Peter Drucker: "Management is doing things right; leadership is doing the right things."

11. “Don’t create followers; create more leaders!”

12. A manager asked his subordinates: “How best to get the job done and work with other departments next week?”

13. “Set goals and objectives and manage the results!”

14. The leader asked his followers: “How do you decide which styles to employ tomorrow?”

15. A professor asked his students during the lecture: “How is leadership defined?”

16. The question arises: “What is the difference between an effective manager and an effective leader these days?”

17. Students are asked: “Why was the trait approach a logical attempt to understand leadership last century?”

18. “What will the trait approach reveal about leadership next time?” asks a manager

19. Employees asked their boss: “What are the two basic leadership functions needed for effective group performance?”

20. The question arises: “Must one leader perform both functions?”

21. A teacher asks the group: “What factors should influence a manager's style, according to this model?”

Task 9. Translate from Russian into English:

1. В одной из популярных книг читаем: «Современное управление требует лидеров, из которых бьет фонтан энтузиазма, особенно когда дела идут плохо».

2. «Не надо вечно хмуриться, — повторяет У.Уайт, редактор журнала «Форчун». — Лидер не может позволить себе такую роскошь, ибо это распространится вниз по всей линии и в конце концов вернется и ударит по нему самому».

3. «Именно последователь воспринимает лидера, ситуацию и в конечном итоге принимает или отвергает лидера», - замечает Ф.Сэнфорд.

4. Cтарый афоризм гласит: «Научись владеть собой - и тогда ты получишь в свое распоряжение самое лучшее предприятие и самую достойную должность».

5. “Что делало человека эффективным лидером в прошлом столетии?” спрашивает группу преподаватель.

6. Великий Лао-цзы дал правильный ответ, написав две тысячи лет назад: «Страна управляется справедливостью, война ведется хитростью».

7. Профессор задал студентам риторический вопрос на лекции: «Может, главное значение имеет не сама личность лидера, а социальные характеристики окружения, в котором она формировалась: состав семьи, образование, прежние занятия?»

8. Бизнес-вумен задала вопрос своему боссу и поставила его в неловкое положение: «Если, например, женщину характеризуют как менее эффективного лидера, чем мужчину, происходит ли это потому, что она действительно худший руководитель или потому, что ее сослуживцы используют другую шкалу для оценки ее действий?»

9. «Если завтра лидер не сможет указать своим последователям, в каком направлении двигаться, то куда за ним будут идти?», размышлял про себя менеджер компании

10. На встрече менеджер заявил: «Завтра в процессе выполнения задачи может измениться ситуация, и это потребует изменить способы воздействия на подчиненных, т.е. стиль руководства»

11. Лектор произнес: «Еще в прошлом веке подходы к эффективному лидерству включали концепцию субститутов и усилителей влияния, само- и сверхруководство, тренерский стиль, трансформационное руководство и харизматический подход».

12. Вице-президент компании заявил членам совета директоров: «Лидер является официальным лицом нашей компании, выступающим во внешней среде от имени всех. Поэтому подчинённым не безразлично, кто и как их будет представлять на стороне»

13. «Если вероятность того, что прилагаемые усилия приведут к высокому результату, является слишком низкой, то это не будет мотивировать работников», настаивал руководитель отдела

14. Менеджер отдела настаивал: «Если работник выполнил план, то он ожидает свою обычную зарплату. Если он перевыполняет план, то его ожидания возрастают: он рассчитывает на более высокую оплату или на премию. Мотивация работника будет снижаться, если результаты его работы не вознаграждаются должным образом со стороны организации, то есть если эти результаты не воспринимаются как инструмент для получения вознаграждения».

15. Совещаясь с главами отделов, президент компании кричал: «Четко ставьте цели перед подчиненными! Оказывайте своевременную помощь в их достижении! Внушите работнику уверенность в том, что он получит вознаграждение за проделанную работу! Покажите, как именно его усилия и рабочие результаты будут вознаграждены! Предложите наиболее привлекательные для него вознаграждения!»

Task 10. Using the words from the picture build direct/indirect speech. Work in pairs:

VOCABULARY EXERCISES

Task 1. Give Russian equivalents:

managerial leadership; task-related activities; to lack the motivational skills; searching for measurable leadership traits; to fail to uncover any traits; to isolate traits strongly associated with successful leadership; supervisory ability; shared leadership; task-oriented style; employee-oriented style; to seek friendly, trusting and respectful relationship with employees; to gain in self-confidence skill, and organizational commitment

Task 2. Give English equivalents:

дать определение понятию; стоить отметить; быть тесно соотнесенным; подчеркнуть различие; вызвать энтузиазм и чувство преданности; направлять энергию; поощрять; определять личностные характеристики; врожденные че