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Motivation, Power and Leadership: full summary
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Complete summary of the scientific articles of Motivation, Power and Leadership (18-19) for preparation of the exam (Leiden University, Master Psychology)
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6464EL14 – Motivation, Powerand Leadership
Contents
Lecture 1: Introducton..........................................................................................................................2
Lecture 2: Leadership..........................................................................................................................19
Lecture 3: Power..................................................................................................................................34
Lecture 4: Dark side of Power..............................................................................................................50
Lecture 5: Leadership; mood and emotons........................................................................................68
Lecture 6: Leadership, diversity and future directons.........................................................................83
WvK – 04/01/2019
1
,Lecture 1: Introduction
Lecture notes: Introducton
Humans are group-living animals and therefore have to cope with many coordinaton and motvaton
challenges:
- Coordinaton challenge: people have to coordinate their actons to atain certain goals
- Motvaton challenge: people have to me motvated to atain partcular goals
Interdepence theory (Kelley, 2003) = there are rewards and costs to any relatonship. People will try
to maximize the rewards while minimizing the costs. The rewards and costs associated with
interpersonal relatonships collaborate with peoples' expectatons from them. The idea is that
closeness is the key to all relatonships; people communicate to become closer to one another.
Leaderless group discussion: doesn’t work as leader-follower structures emerge spontaneously.
‘Leaderless groups do not stay leaderless for long’ (Keltner, 2010)
2
,Gagne, M, & Deci, E. (2005). Self-determinaton theory and work motvaton. Journal of
Organizatonal Behavior, 26(4), 331-362.
Abstract: Cognitve evaluaton theory, which explains the efects of extrinsic motvators on intrinsic
motvaton, received some inital atenton in the organizatonal literature. However, the simple
dichotomy between intrinsic and extrinsic motvaton made the theory difcult to apply to work
settings. Diferentatng extrinsic motvaton into types that difer in their degree of autonomy led to
self-determinaton theory, which has received widespread atenton in the educaton, healthcare,
and sport domains. This artcle describes self-determinaton theory as a theory of work motvaton
and shows its relevance to theories of organizatonal behaviour.
Article
Originally, work motvaton (intrinsic and extrinsic) were coined by Vroom and Porter & Lawler in the
sixtes. Porter and Lawler (incorrectly) assumed that efectve performance leads to both type of
motvatons, implying both are additve and produce total oob satsfacton:
- Intrinsic motvaton = people doing an actvity because they fnd it interestng and derive
o Satsfacton is spontaneous from the actvity itself
- Extrinsic motvaton = requires an instrumentality between the actvity and some separable
consequences such as tangible or verbal rewards, so
o satsfacton is not from the actvity itself but rather from the extrinsic consequences
to which the actvity leads.
Cognitive Evaluation Theory
Cognitve Evaluaton Theory (CET) = external factors such as tangible rewards, deadlines, surveillance
and evaluaton tend to diminish feelings of autonomy and prompt a change a in ‘Perceived Locus Of
Causality’ (PLOC) from internal to external and undermines intrinsic motvaton. In contrast, some
external factors such as providing choice about aspects of task engagement tend to enhance feelings
of autonomy, prompt a shif in PLOC from external to internal, and increase intrinsic motvatonn
Underneath the CET propositons was the assumpton that people need to feel autonomous
and competent, so social-contextual factors that promote feelings of autonomy and
competence enhance intrinsic motvaton, whereas factors that diminish these feelings
undermine intrinsic motvaton, leaving people either controlled by contngencies or
amotvated.
Cognitive Evaluation Theory – PLOC change
Internal external (diminish feelings of External internal (increase intrinsic
autonomy) motivation)
- Tangible rewards (also decrease cognitve - Choice about task aspects
flexibility and problem solving) - Feelings of competence
- Deadlines - Feelings of autonomy
- Surveillance - Optmally challenging actvites
- Competton and evaluaton (also decrease - Positve feedback
creatvity, flexibility and problem solving)
- Negatve feedback (amotvaton)
Intrinsic motvaton: studies confrmed that whereas positve feedback enhances intrinsic
motvaton, tangible rewards signifcantly undermine it, with two exceptons:
3
, - when the tangible reward is NOT TIED directly to the task or the bonus not related to the
performance (intr.mot. not underminded).
- When high quality performance and interpersonal context was supportve rather than
pressuring (intr.mot. enhanced)
Criticisms of CE as a theory: 1) most studies that tested CET were laboratory experiments, 2) it was
difcult to incorporate CET into expectancy-valence approach, 3) many actvites are simply not
intrinsically motvaton, making it not feasible, 4) monetary rewards are a practcal and appealing
way of life, and 5) CET forces the unwanted dichotomy that its one or the other.
As a response; the concept of internalizaton (= ‘taking in’ a behavioural regulaton and the
value that underlies it) was introduced and this led to the formaton of Self-determinaton
Theory (SDT) which is much broader in scope than CET.
Self-Determination Theory
Self-Determinaton Theory = motvaton theory that distnguishes between ‘autonomous motvatono
(i.e. intrinsic motvaton) and ‘controlled motvatono. SDT postulates that autonomous and
4
, controlled motvatons difer in terms of both their underlying regulatory processes and their
accompanying experiences.
Autonomous motvaton and controlled motvaton are both intentonal, and together they stand in
contrast to amotvaton, which involves a lack of intenton and motvaton.
The Self-Determinaton Contnuum (state-like motvatonal concept):
1) Amotvaton (lack of motvaton) = absence of intentonal regulaton, lack of motvaton
2) Extrinsic motvaton (intentonal) = actng with a sense of pressure, a sense of having to
engage in the actons. Actvites that are not motvatng require varying degrees of
(autonomous) extrinsic motvaton:
a. External Regulaton (controlled motvaton): classic type of extrinsic motvaton and
prototype of controlled motvaton (i.e. initated and maintained by contngencies
external to the person). They will work with the intent to receive a desired outcome
or to avoid an undesired outcome (i.e. instrumental needs).
i. Contngent on: punishment or reward
ii. Example: “I work when the boss is watching”
b. Introoected Regulaton (moderately controlled motvaton): motvaton taken in by
the person but not accepted as his or her own (as if the regulaton is controlling the
person, such as a cause for self-esteem and ego-involvement).
i. Contngent on: self-worth and ego-involvement
ii. Example: “I work because it makes me feel like a worthy person”
c. Identfed Regulaton (moderately autonomous motvaton): people identfy with the
value of the behaviour for their own self-selected goals. They feel greater freedom
and voliton because their behaviour is more congruent with their personal goals
and identtes (internal PLOC, the goals reflect an aspect of themselvesn)
i. Contngent on: congruence with goal or value
ii. Example: “a nurse that feels relatvely autonomous and values their
patents’ comfort and health, therefore understands the value of unpleasant
tasks such as bathing, even though this actvity is not intrinsically
motvatng”
d. Integrated Regulaton (advanced form of extrinsic autonomous motvaton): truly
autonomous (but stll extrinsic) motvaton with an identfcaton of aspects of
oneself and the interests, values of the task. Integrated Reg. people have a full sense
that the behaviour is an integral part of who they are, that it emanates from their
sense of self and is thus self-determined. The work is done out of a sense of
instrumental importance NOT out of interest.
i. Contngent on: instrumental importance for one’s identty
ii. Example: “the profession of a nurse is more central to their identty, they
are likely to act in ways that are consistent with caring for people and come
to appreciate the importance of doing uninterestng actvites.”
3) intrinsic motvaton (inherently autonomous motvaton) = When people engage an actvity
because they fnd it interestng, they are doing the actvity wholly volitonally (e.g., I work
because it is fun).
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