Motivating and Leading

Chapter 11

Prentice Hall 2003 Chapter 11 1

 Chapter 11 - Overview

 Motivating
 Cross-cultural research on motivation
 The meaning of work
 The need hierarchy in the international context
 The intrinsic-extrinsic dichotomy in the international context
 Reward systems
 Leading
 The global leader’s role and environment
 The e-business effect on leadership
 Technology

Prentice Hall 2003 Chapter 11 2

 Cross-Cultural Research on Motivation

 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 2003 Chapter 11 3

 Cross-Cultural Research on Motivation
(contd.)

Some generalized assumptions about motivation based on

Hofstede’s research:
 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 2003 Chapter 11 4

 Cross-Cultural Research on Motivation
(contd.)

 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 2003 Chapter 11 5

 Work Centrality

 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 2003 Chapter 11 6

 The Meaning of Work (MOW) Research

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
The MOW team looked at the score for each function
for various countries

Prentice Hall 2003 Chapter 11 7

 The Relative Meaning of Work in Eight
Mean work
centrality score
Countries
8.0 (Exhibit 11-1)
7.78 Japan (7) N = 3144
7.75

7.5
7.30 (former) Yugoslavia (5) N = 521
Work is 7.25
more
7.10
important Israel (4) N = 893
and more 7.0 6.94 USA (30 N = 996
central in 6.81 Belgium (1) N = 446
life 6.75 6.69 Netherlands (1) N = 976
6.67 Germany (1) N = 1276
6.5
6.36 Britain (0) N = 409
6.25
Numbers in parentheses indicate the number
of countries significantly lower (p<0.05) in
6.0
work centrality than the country designated
Prentice Hall 2003 Chapter 11 8
 Motivation Theories 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 2003 Chapter 11 9

 The Need 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 2003 Chapter 11 10

 The Role of Culture in Job Motivation
(Exhibit 11-6)
Culture

Values/Attitudes/Norms

MOW Individual/
(Meaning Needs Motivation
Group
Of Work) Behavior

Appropriate Motivators
(Intrinsic-extrinsic)

Prentice Hall 2003 Chapter 11 11

 Roles Played by Managers on International
Assignments

 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 2003 Chapter 11 12

 Variables in the Leader’s Role

 The content of leadership comprises the

attributes of the leader and the decisions to be
made
 The context of leadership comprises all those
variables related to the particular situation.

Prentice Hall 2003 Chapter 11 13

 Factors Affecting Leadership Abroad
(Exhibit 11-7)
CONTENT

Attributes of the Person Characteristics of Decision

 Job position knowledge,
experience, expectations
 Longevity in company,
country, functional area
 Intelligence and cultural
learning or change ability
 Personality as demonstrated in
values, beliefs, attitudes toward
foreign situations
 Multiple memberships in work
and professional groups
Situation
 Degree of complexity,
uncertainty, and risk
 In-country information needs
and availability
 Articulation of assumptions
and expectations
 Scope and potential impact on
performance
 Nature of business partners

Prentice Hall 2003 Chapter 11 14

 Factors Affecting Leadership Abroad
(contd.)

 Decision and personal work  Authority and autonomy

style required
 Required level of participation
and acceptance by employees,
partners, and government
 Linkage to other decisions
 Past management legacy
 Openness to public scrutiny
and responsibility

Prentice Hall 2003 Chapter 11 15

 Factors Affecting Leadership Abroad
(contd.)
CONTEXT

Attributes of the Job or Characteristics of the Firm

Position
 Longevity and past success of
former role occupants in the
position
 Technical requirements of the
job
 Relative authority or power
 Physical location (e.g., home
office, field office)
 Need for coordination,
cooperation, and integration
with other units
and Business Environment
 Firm structure: size, location,
technology, tasks, reporting,
and communication patterns
 Firm process: decision making,
staffing, control system,
reward system, information
system, means of coordination,
integration, and conflict
resolution

Prentice Hall 2003 Chapter 11 16

 Factors Affecting Leadership Abroad
(contd.)

 Resource availability  Firm outputs: products,

 Foreign peer group relations services, public image,
corporate culture, local history,
and community relations
 Business environment: social-
cultural, political-economic,
and technological aspects of a
country or market

Prentice Hall 2003 Chapter 11 17

 Culturally-Contingent Beliefs Regarding
Effective Leadership Styles
(Selected data)
(Exhibit 11-8)
Country N Charisma Team Self- Part. Humane Auton.
Protective

Austria 169 6.03 5.74 3.07 6.00 4.93 4.47

Brazil 264 6.01 6.17 3.50 6.06 4.84 2.27
China 160 5.57 5.57 3.80 5.05 5.18 4.07
Denmark 327 6.01 5.70 2.82 5.80 4.23 3.79
England 168 6.01 5.71 3.04 5.57 4.90 3.92
India 231 5.85 5.72 3.78 4.99 5.26 3.85
Israel 543 6.23 5.91 3.64 4.96 4.68 4.26
Japan 197 5.49 5.56 3.61 5.08 4.68 3.67
Mexico 327 5.66 5.75 3.86 4.64 4.71 3.86
Russia 301 5.66 5.63 3.69 4.67 4.08 4.63
USA 399 6.12 5.80 3.16 5.93 5.21 3.75

Scale 1 to 7 in order of how important those behaviors

are considered for effective leadership (7 = highest)

Prentice Hall 2003 Chapter 11 18

 Culturally-Contingent Beliefs Regarding
Effective Leadership Styles

Sample comments made by managers from various

countries:
 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 2003 Chapter 11 19

 Culturally-Contingent Beliefs Regarding
Effective Leadership Styles
(contd.)

 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.

R. House, et al.

Prentice Hall 2003 Chapter 11 20

 The Culture Contingency in the Leadership
Process: An Integrative Model
(Exhibit 11-12)

Context Content Leader-Follower

Situation

External Origin Leader Leader Behavior Variables

Political Cultural sensitivity Autocratic or participative
Economic Values, motives Task or people oriented
Technological Ability, experiences Reward system
Cultural Source of power Transformational
Personality, style

Subordinates Interaction
Level of Divergence/ Values, norms
Convergence of Ability, experiences Influence
Culture/ Needs, motives
Management Locus of control

Prentice Hall 2003 Chapter 11 21

 The Culture Contingency in the Leadership
Process: An Integrative Model
(contd.)
Motivation Outcomes
Effects

Effort Productivity
Performance Quality
Ability to Achievement of
Achieve goals individual and
Employee group goals
Satisfaction Positive climate
Behavior
Work Groups Turnover Satisfaction
Variables Absenteeism
Values, norms
Expectancy Quality
Work goals
achievement
Internal Origin Authority system
Value of rewards Feedback
Organization factors Group processes Responsiveness to
Task factors Leader behaviors
Resource availability Rewards
Group response
Systems
Processes
Motivation

Prentice Hall 2003 Chapter 11 22