Review the case study below, and answer the questions that are provided. Provide complete and detailed responses to each question. Your paper must be at least three pages in length. The Closing and Re

MHR 6451, Human Resource Management Methods 1 Cou rse Learning Outcomes for Unit VII Upon completion of this unit, students should be able to: 1. Propose l eadership theories that could advance employee motivation. Reading Assignment The following videos and articles were mentioned in the Unit VII Lesson and are required reading for this unit. In order to access the following resources, click the links below. Please watch the video below (from 0:00 to 10:31). Charisma on Command. (2015, January 4). Steve Jobs leadership skills breakdown – How to motivate people [Video file]. Retrieved from https://www.youtube.com/watch?v=dVLERJ5IdrA&feature=youtu.be To view the transcript of the video above, click here . Daniels, A. (2014). Semper fidelis! A recipe for leading others. Supervision , 75 (9), 6 -8. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bth&AN=97519935&site=ehost -live&scope=site Klindt, S. (2013, December 12). Motivation, Maslow, & movies [Video file]. Retrieved from https://youtu.be/RfDS9r4Tz_g To view the transcript of the video above, click here . Morgan, S. (2014, February 25). Ten leadership theories in five minutes [Video file]. Retrieved from https://youtu.be/xB -YhBbtfXE?list=PLA5PQZ0ACS4bGQIUoWn9vPlEWrHdNg5lE To view the transcript of the v ideo above, click here . Redd, K. (2014, January 13). Robert Greenleaf: The father of a movement [Video file]. Retrieved from https://youtu.be/x3xq0B1i -rs?list=PLA5PQZ0ACS4bGQIUoW n9vPlEWrHdNg5lE To view the transcript of the video above, click here . Royal Society of Arts [The RSA]. (2010, April 1). RSA animate: Drive: The surprising truth about what motivates us [Video file]. Retrieved from https://youtu.be/u6XAPnuFjJc To view the transcript of the video a bove, click here . UNIT VII STUDY GUIDE Theories of Leadership and Employee Motivation MHR 6451, Human Resource Management Methods 2 Washington, R. R. (2007). Empirical relationships between theories of servant, transformational, and transactional leadership. Academy of Management Annual Meeting Proceedings , 1 -6. Retrieved from https://libraryresources.columbiasouthern.edu/ login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bth&AN=26509311&site=ehost -live&scope=site Webb, K. (2007). Motivating peak performance: Leadership behaviors that stimulate employee motivation and performance. Christian Higher Education , 6(1), 53 -71. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http ://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=23893813&site=ehost -live&scope=site Unit Lesson In order to access the following resource, click the link below. College of Business – CSU. (2016, September 1). Theories of Leadership and employe e motivation [Video file]. Retrieved from https://youtu.be/O45z_GFuOdI To view the transcripts for this video, click here . Employee Motivation Hierarchy of needs : Whenever we think of theories involving employee motivation, the most popular theories and their creators come to mind: Abraham Maslow and Frederick Herzberg. Maslow’s hierarchy of needs is the most famous example of a moti vational theory in psychology, and it reasons that people aim to meet basic needs, but they also work continuously to meet higher needs as well (Maslow, 1971). In Maslow’s (1971) paper, “A Theory of Human Motivation,” he posed the idea that human activiti es are directed toward goal fulfillment. The five levels of need listed below include what Maslow refers to as deficiency needs (D -needs) because their absence of gratification causes a shortage that motivates people to meet these needs . Physiological need s tend to be satisfied for most people and are found on the bottom rung of the hierarchy; these include daily requirements such as air, food, and water. When physiological and safety needs are not met, they become paramount to existence (Maslow, 1971). Wh en the first two levels are met, be longingness needs, such as finding friendships, love, and family relationships, become important. Recognition from others, confidence, achievement, and self -esteem are sought in the esteem needs level (Maslow, 1971). The highest level is driven by a desire to grow personally and to become the best human being one is capable of becoming. In Maslow’s later years, self -actualization expanded as he continued to study individuals who he believed demonstrated various levels of transcendence (Chapman, n.d.; Maslow, 1971). According to Maslow (1971), the five levels of needs are shown below.  Self -actualization : This level includes morality, creativity, truth, meaning, wisdom, and personal growth.  Esteem : This level includes attention, confidence, self -esteem, achievement, respect, and reputation.  Belongingness : This level includes the need to give and receive love, friendship, and family, and it also includes the need to belong.  Safety : This level includes employment, financi al reserves, medical insurance, health, and a safe living environment.  Physiological : This level includes air, water, nourishment, sleep, and other factors toward homeostasis. For a lighter look at an application of Maslow’s theory, watch the video below. Klindt, S. (2013, December 12). Motivation, Maslow, & movies [Video file]. Retrieved from https://youtu.be/RfDS9r4Tz_g To view the transcript of the video above, click here . MHR 6451, Human Resource Management Methods 3 Two -factor theory: Frederick Herzberg was a practicing manager, a professor of management, and the creator of the motivation hygiene theory. Herzberg is also regarded as th e father of the job enrichment principle. Herzberg’s research identified two groups of factors that affect motivation: hygiene factors and motivator factors (Bolman & Deal, 1997). A lack of hygiene factors will result in dissatisfaction. Existence of hygiene factors must be in place for employees to be satisfied; however, they do not inevitably lead to motivation. True motivators include having a sense of achievement, being given re sponsibility, being given recognition, being interested in the job, and advancing in the position and/or field. Motivators are more powerful than hygiene factors. For example, if an employee is being paid below the current wage scale for his or her posit ion, it is probable that he or she will not be motivated until his or her rate of pay is brought up to the fair rate of pay. However, if the wages received by the employee are perceived as fair, and that employee receives a pay raise, it would not result i n a lasting motivational effect. Why? According to Herzberg, money is a hygiene or maintenance factor —not a motivator (Bolman & Deal, 1997). Herzberg suggested that when the hygiene factors are met —meaning that the employee’s motivation with the work envi ronment is not below average —then the employer should concentrate on acknowledging the employee’s accomplishments and offer opportunities for the employee to learn and advance. Hygiene factors relate to a work environment. As described in Maslow’s theory o f the hierarchy of needs, an appropriate working environment provides employees with basic physiological and safety needs as well as a sense of belonging and friendship. In this regard, Maslow and Herzberg’s theories were similar (Kermally, 2005; Landy & T rumbo, 1976). Equity theory: Another theory we have already introduced briefly in this course was John Stacey Adams’ equity theory, which focuses on the perception of fairness. Who can forget Dr. Frans de Waal’s fairness studies during which inequity was created between the capuchin monkeys? It is not the reward that motivates, but it is the perception —and not just the perception of the reward itself; it includes a comparison of the efforts that went into achievi ng the reward as well as the efforts and rewards of others who matter. Evolved morality includes reciprocity and fairness, empathy and consolation, and prosocial tendencies. This can get pretty complicated since perceptions are difficult to predict. For example, how someone will react to a given motivator is difficult to predict since it is based on an inference, and the person does not have all of the information about how others are rewarded. There may be some who are more sensitive to equity matters than others, and there may even be some who are willing to overlook temporary inequities under the condition that things are anticipated to work out in the long -term. With so many theories and models of motivation available, is it possible to select one th at can be used for all individuals? A review of international comparative management conducted by Muscalu & Muntean (2013) found that one model of motivation cannot be applied to all individuals without taking into account each individual’s motivation. Kno wing how to correctly apply individual and collective organizational motivation ensures responsible engagement in fulfilling duties, consistency, and performance by producing individual and organizational results. Motivation is a vital component in the pro cess of human development as well as the policies of human resources (HR) management. Even today, aspects of Maslow and Herzberg’s theories of employee motivation are often combined or reveal themselves in results of research studies conducted. One examp le can be found in the research study that is discussed in the video indicated below. Royal Society of Arts [The RSA]. (2010, April 1). RSA animate: Drive: The surprising truth about what motivates us [Video file]. Retrieved from https://youtu.be/u6XAPnuFjJc To view the transcript of the video above, click here . Leadership Theories The purpose motive that was mentioned in the video by Dan Pink (as cited in Royal Society of Arts, 2010) consists of challenge, mastery, and making a contribution; these are the truths behind what motivates people today. What, then, does an organization an d its leadership need to do to advance this type of motivation? If this type of environment attracts and motivates the best and brightest individuals, what type of leader is MHR 6451, Human Resource Management Methods 4 needed to create and sustain the atmosphere? Is there a theory of leadership that fits well into this environment? A quick overview of leadership theories can be found in the video indicated below. Morgan, S. (2014, February 25). Ten leadership theories in five minutes [Video file]. Retrieved from https://youtu.be/xB -YhBbtfXE?list=PLA5PQZ0ACS4bGQIUoWn9vPlEWrHdNg5lE To view the transcript of the video above, click here . As you can surmise, not all of these theories assume that leaders would be tolerant of employees having autonomy, which is the desire to be self -directed or to direct their own lives. This comes along with the purpose motive. Perhaps we need to explore the various types of leadership found in organizations; in some cases, there are organizations that define themselves by their level of leadership. That is what we hear according to Dr. John Maxwell. He has taught about what he calls the five levels of lea dership. These levels are as follows:  Position –This is when people follow you only because you have a title or position. Basically, they have to.  Permission –At this level, people want to follow you, so they do.  Production –This occurs when people have reco gnized the things you have done for the organization, which makes them follow you.  People development –People follow you at this level because of things you are doing or have done for them.  Pinnacle –At the highest level, you have earned the respect of peopl e, so they follow you (Maxwell as cited in Mulder, 2017). To learn why it is important to create leaders at the manager and supervisor levels, three ways you can establish yourself as a positive reinforcer, and how to measure just how well you are doing as a leader in creating followers, read the following short article by Aubrey Daniels (2014). Daniels is an internationally known expert on leadership, management, safety, and workplace issues, and she is considered to be an authority on human behavior in the workplace. This article can be accessed by clicking the link in the reference below. Daniels, A. (2014). Semper fidelis! A recipe for leading others. Supervision , 75 (9), 6 -8. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bth&AN=97519935&site=ehost -live&scope=site Studies that support leadership theories : The purpose of the following study was to examine the impact of leader behavior (i.e., transformational, transactional, and laissez -faire models) on motivational levels of employees in colleges and universities. Leadership behaviors were reduced from nine factors to f our significant leadership variables for deliberation by leaders who wanted to increase employee motivation (Webb, 2007). Webb, K. (2007). Motivating peak performance: Leadership behaviors that stimulate employee motivation and performance. Christian Hig her Education , 6(1), 53 -71. Retrieved from https://libraryresources.columbiasouthern.ed u/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=23893813&site=ehost -live&scope=site Webb’s (2007) motivating peak performance study gives leaders an advantage in knowing how to motivate their workers. The results may give you pause to think of a few famous leaders who may have demonstrated some of these attributes. Watch the video below to see an example of one such leader. Charisma on Command. (2015, January 4). Steve Jobs leadership skills breakdown – How to motivate people [Video file]. Retrieved from https:// www.youtube.com/watch?v=dVLERJ5IdrA&feature=youtu.be To view the transcript of the video above, click here . According to Hesselbein, Goldsmith, and Beckhard (1996) in their book titled The Leader of the Future , leadership is a process —not a place on an organizational chart; it is something that must be done by all. They applaud the powerful metaphor of the leader -as -servant, as described by Robert Greenleaf, b ecause it corresponds to their illustration of the future de -jobbed organization, which is a constantly changing MHR 6451, Human Resource Management Methods 5 environment of knowledge -based work done by cross -functional teams rather than having the industrial positions and jobs. This de -jobbed environ ment requires many more leaders with sophisticated skills; everyone will be a leader. Hesselbein et al. (1996) foresee the knowledge worker being attracted to the entrepreneurial organizations and as having the temperaments and personal values natural to t his kind of servant leadership. They predict it is “nurture” that will create the kinds of leaders needed in de -jobbed organizations (Hesselbein et al., 1996). To give you a better introduction to servant leadership, watch the video below. Redd, K. (2014 , January 13). Robert Greenleaf: The father of a movement [Video file]. Retrieved from https://youtu.be/x3xq0B1i -rs?list=PLA5PQZ0ACS4bGQIUoW n9vPlEWrHdNg5lE To view the tr anscript of the video above, click here . A study by Washington (2007) found that servant leadership positively related to transformational leadership, contingent reward leadership, and active management -by -exception leadership as perceived by employees. To learn more, please read the article below. Washington, R. R. (2007). Empirical relationships between theories of servant, transformational, and transactional leadersh ip. Academy of Management Annual Meeting Proceedings , 1 -6. Retrieved from https://libra ryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bth&AN=26509311&site=ehost -live&scope=site References Bolman, L. G., & Deal, T. E. (1997). Reframing organizations: Artistry, choice, and leadership . San Francisco, CA: Wiley. Chapman, A. (n.d.). Maslow’s hierarchy of needs. Retrieved from http://www.businessballs.com/maslow.htm Daniels, A. (2014). Semper fidelis! A recipe for leading others. Supervision , 75 (9), 6 -8. Hesselbein, F., Goldsmith, M., & Beckhard, R. (Eds.). (1996). The leader of the future . San Francisco, CA: Jossey -Bass. Kermally, S. (2005). Gurus on people management . Retrieved from http://site.ebrary.com/lib/columbiasu/detail.action?docID=10088338&p00=kermally Landy, F. J., & Trumbo, D. A. (1976). Psychology of work behavior . Homewood, IL: Dorsey Press. Maslow, A. H. (1971). The farther reaches of human nature . New York, NY: Penguin. Mulder, P. (2017). 5 Levels of Leadership by John Maxwell. Retrieved from https://www.toolshero.com/leadership/5 -levels -of-leadership -maxwell/ Muscalu, E., & Muntean, S. (2013). Motivation – A stimulating factor for increasing human resource management performance. Review of International Comparative Management/Revista De Management Comparat International , 14 (2), 303 -309. Ramlall , S. (2004). A review of employee motivation theories and their implications for employee retention within organizations. Journal of American Academy of Business, Cambridge , 5(1/2), 52 -63. Royal Society of Arts [The RSA]. (2010, April 1). RSA animate: Dr ive: The surprising truth about what motivates us [Video file]. Retrieved from https://youtu.be/u6XAPnuFjJc Washington, R. R. (2007). Empirical relationships between theories of servant, transformational, and transactional leadership. Academy of Management Annual Meeting Proceedings , 1 -6. Webb, K. (2007). Motivating peak performance: Leadership behaviors that stimulate employee motivation and MHR 6451, Human Resource Management Methods 6 performance. Christian Higher Education , 6(1), 53 -71. Suggested Reading In order to access the following resources, click the links below. Public service motivation is a newer theory that can affect management practices. This article looks at this and how transformational leadership combined with public service motivation can affect employee motivation. Paarlberg, L.E., & Lavigna, B. (2010) . Transformational leadership and public service motivation: Driving individual and organizational performance. Public Administration Review, 70 (5), 710 -718. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bth&AN=53285255&site=ehost -live&scope=site Learning Activi ties (Nong raded) Non graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. Check for Understanding: Crossword Puzzle Click here to download a crossword puzzle that reinforces the terms covered in this unit. You can also complete an interactive version of this crossword puzzle by clicking here .