MAE 207 MIDTERM MODULE 2

SHIELANY MARIE S. BANDIALA

Activity 1
1. The word motivation comes from the Latin word “movere” which means to
move. Numerous definitions are given for the word motivation some of which
are aim, desire, impulse, intention, objective and end. Motivation is a general
term which may be applied to an entire class of drives, decisions, needs,
wishes and similar forces. Under the motivation process, needs produce
drives which eventually lead to the accomplishment of desired goals.
2. Motivational drives have an impact on how individuals perceive their work,
which has an impact on their lives. These motivational factors reflect the
numerous facets of the culture that shaped them, including their family, their
school, their church, their workplace, and, to some extent, the books they
read.
3. Our basic human needs serve as the foundation for Maslow's theory of
motivation. Additionally, if some of our most important needs are unmet, we
may be unable to progress and meet our other needs. This explains why we
could feel "stuck" or unmotivated. It is possible that we aren't getting the
support we need to fulfill our most basic needs, which keeps us from being
the best versions of ourselves. Looking at what we need and then figuring out
how to achieve it are both necessary steps towards changing this.
4. According to the law of effect principle, reactions that are quickly followed by
satisfaction will become strongly associated with the circumstance and are
therefore more likely to occur when the circumstance is repeated. In contrast,
the links to the scenario will weaken if discomfort follows it, and the likelihood
that the reaction behavior will occur when the situation is repeated will
decrease. For example, if you work hard and then receive a promotion and
pay raise, you will be more likely to continue to put in more effort at work. On
the other hand, the ultimate goal of job enrichment is to create a job that is
inspiring. Increasing skill diversity, giving a role additional tasks, giving jobs
significance, fostering autonomy, and providing feedback are typical
examples of job enrichment.
5. Setting objectives is a crucial part of performance management and ensuring
that employees are making the necessary contributions to the organization's
strategic goals. Employees should be motivated and engaged by clear
objectives that outline what they must do in their roles and by when. Objective
settings can help teachers in a variety of ways. Having a clear focus in the
form of a goal not only keeps teachers and me on track, but it also motivates
us in ways other than monetary gain. A smart objective-settings strategy
secures success.
Activity 2
1. Training programs with the best planning will be effective if the trainers are
well qualified. A well-qualified trainer is one who understands the technical
information and specifics of a specific job and knows how to educate a
person.
a. Have a Timetable. How much skill do you expect the trainee to have, and
how soon? This gives both the trainer a series of objectives at which to
accomplish.
b. Break down the job. List the important steps, job description and analysis
are necessary preliminary to training.
c. Have everything ready. Have the right equipment, and other supplies at
hand so that there will be no delay when actual training begins.
d. Have the work place properly arranged just as the worker will be expected
to keep it.
2. Yes, performance appraisal is vital since it assists the organization in
determining the value and productivity that employees offer, as well as
assisting employees in developing in their own roles. In my five years in
DepEd the RPMS Tools are assessment instruments used to ensure quality
teacher performance at different career stages. This describe the duties and
responsibilities of teachers across career stages; the Key Result Areas
(KRAs) for the realization of those duties and the specific objectives to attain
the KRAs. It serves as a BLUE PRINT for us teachers to guide us in
accomplishing our job. They also present in detail the various Means of
Verification (MOV) that serve as proof of the attainment of specific objectives
alongside performance indicators, from outstanding to poor performance, to
help both Ratees and Raters in the assessment process.
3. In the RPMS Tools, the performance indicators provide descriptions of quality
and quantity given five performance levels: 5-Outstanding, 4-Very
Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. Embedded in the

performance indicators are elements of quality, efficiency and timeliness.

Means of Verification (MOV). The MOV column gives Ratees and Raters
examples of documents that can prove the teachers’ attainment of objectives.
They have been judiciously selected to show evidence of attainment of
objectives. Teachers gather, select, organize and annotate MOV to help
Raters in assessing teacher performance. Also, MOV include classroom
observation tool (COT); lesson plans/modified daily lesson logs; instructional
materials; formative and summative assessment tools; compilations of
student outputs; and others.
4. It’s very important because employees that are complimented and rewarded for their
outstanding performance will be encouraged and driven to perform even better on
future assignments. They also spend less time delaying and are more focused.
Rewards improve engagement and productivity at all levels of the organization.
Activity 3
1. All organizations require managers and leaders, though not always in the same
position or from the same individual. Simply said, managers handle things while
leaders lead people. According to the values or principles established by the
organization in which they work, management regulates or directs people and
resources.
2. Being a great leader does not depend on intelligence alone; rather, it is a
combination of other important personality attributes and how those traits affect other
people. According to the Five Factor Model of Personality each person's personality
may be identified in terms of one of five spectrums: extraversion, conscientiousness,
agreeableness, neuroticism, and openness to experience. There are many
personality traits that are evident in every strong leader. High levels
of conscientiousness, openness to experience, and extraversion are
among the most prominent Big Five Personality Traits that makes a
leader a truly effective one. Whether leading a small part or the
whole picture, each of these three facets of personality can make
an individual stand out among the rest and guide the group towards
a singular goal.
3. A. Charismatic leader - A leader that possesses charismatic leadership is one who
has the ability to persuade people by charm, persuasion, and effective
communication. Given their capacity for emotional connection, charismatic leaders
are especially beneficial in organizations that are going through a crisis or are having
a hard time moving forward. The majority of charismatic leaders share a number of
important traits, including: effective communicator, relatable and sympathetic,
confident, motivational, attractive and captivating.
B. Transformational leader - A team's creativity can be channeled to respond to
change by a transformational leader who encourages innovation and new ways of
thinking. There are seven qualities of a transformational leader. It's important
to remember that "leadership, the capacity to get things done, is a skill that
can be improved like any other."
1) Transformational leaders are always on the lookout for new ideas.
They are continuously looking for new ways to accomplish things and
are always open to new ideas, no matter where those ideas may
reveal themselves. Transformational leadership frequently entails
changing people's perspectives on how things should work.
2) To accomplish so, it is vital to grasp the reasoning behind people's
current mindsets as well as how to change their ideas. The
transformational leader must comprehend people's motivations and
persuade them to venture beyond of their comfort zone.
3) They commit to using active listening techniques so that their team
members feel seen, understood, and respected. With these
techniques in place, they inspire others to share their thoughts without
self-censoring. Transformational leaders hear ideas with an open mind

and respond without judgment or finality. No transformation happens

without some risk of failure.
4) A transformational leader needs to be willing to consider those risks
and what they might mean for the future of the organization.
5) Any innovator who steps into new area must be prepared to take
responsibility for the results, whether they are positive or negative.
Demanding that others bear the blame when an idea fails does not
make a leader look confident. The decisions that transformational
 leaders make, including approving others' ideas, must be taken
personally.
6) The team members' own paths to success are defined by them, and
the transformational leader trusts them to do so.
7) The job of the transformational leader is to exemplify universal
creativity and invention, to expect originality from everyone, not just
from one or two "idea people." Everyone must be expected to think
creatively and to acknowledge concepts and ideas even when they
don't produce paradigm-shifting effects, including the leader. Teams
with transformative leaders are ones where everyone is an idea
person.
4. Leadership is not always required in all situations. In reality, when it is not
required, attempts to lead are at best unpleasant and may result in the would-
be leader's advances being rebuffed.
a. Follower characteristics - Leaders are not needed when followers do
not need them.
b. Expertise- When followers are expert and capable in the jobs that they
are doing, then there is little need to lead them in the tasks that they
are doing.
c. Self-driven- When followers are already motivated in the job that they
do, then there is no need for the leader to seek to enthuse them for the
work.
d. Task characteristics- Leaders are not needed when the task is such
that leadership has no value.
e. Predictable- When the task is structured, routine and unambiguous in
all ways, then once the follower knows what to do, then they probably
do not need any further attention (at least in the task-focused sphere).
f. Feedback from task- When the task itself provides sufficient feedback
on how the person is performing, then there is no need for the leader to
do this.
g. Satisfying task- Some tasks are so intrinsically satisfying, that virtually
anyone doing them find them interesting and enjoyable. In which case,
the motivational actions of a leader are not needed.
 h. Organizational characteristics- There are also factors within the
organization that reduce the need for leadership.
i. Cohesive team- When the team of people in which the target person works is
focused on the task and work well together, then others in the team will act as
effective leaders, building motivation and showing the way forward.
j. Formal organization- When the whole ethos and culture of the
organization is around creating structures and controls, then leadership
is probably inappropriate and would be rejected in favor of structured
management approaches.
k. Distributed team- When the team are geographically spread, then
leadership in this virtual team is difficult or even impossible.
5. The leader must present an enticing vision: a long-term approach for
achieving a goal or goals. The vision must be inspirational, value-centered,
and attainable, with outstanding imagery and articulation. The vision gives
followers a sense of continuity by connecting the present with a brighter
future.
Activity 4
1. Formal groups are the backbone of an organization and have a visible identity
and purpose. While informal groups are created as a result of proximity,
friendships, and shared interests, formal groups are more organic and lasting
work groupings.
The four main factors that cause differences between formal and informal
organizations include employee ignorance about formal channels of
communication, interpersonal barriers that prohibit employees from using
formal reporting channels, and formal vs informal organizational structures.
2. Size - The effectiveness of a committee can be impacted by its size.
Communication may be concentrated among a small number of members if
membership is extremely large.
Composition- Leaders should take into account a number of factors, including
the committee's goal, the members' level of enthusiasm, the deadline, and the
history of collaboration between the potential members.
Agendas - At two separate levels, meetings take place concurrently. The
meeting's hidden agendas include the members' personal feelings and
motivations, which they may have brought with them but kept secret for some
 time. The surface agenda is the group's official task, while level two involves
the members' personal emotions and reasons.
Leadership role - When a leader leads effectively and morally, they are taking
on leadership roles. They give leaders the ability to inspire loyalty and
maintain morale while guiding their team and organization to attain their full
potential. There are two types of leadership roles the group tends to require
and these are the task leader and the social leader. One type of leadership
that is concentrated on getting things done is task leadership. This kind of
leadership is frequently observed in workplaces, where leaders are in charge
of making sure that workers are productive and that tasks are finished quickly.
The focus of social leadership, on the other hand, is on forging connections
and fostering a sense of community. This type of leadership is frequently
observed in social institutions like churches and schools where the goal is to
foster a sense of community and comfort among the members.
3. Planned Approaches in Organization
a. BRAINSTORMING - is a method for problem-solving conferences that
promotes innovative thinking in groups. There are two main principles for
brainstorming:
i. Deferred judgment: All suggestions are welcomed, ideas are quickly
written down by a group member, and they are later assessed for usefulness.
Deferred judgment's main goal is to keep idea suppression separate from
ideas and creative expression.
ii. Quantity breeds quality- Encourage members to submit more ideas so
that more high-quality ones can eventually be evaluated and developed.

b. NOMINAL GROUP TECHNIC- a process that typically just exists in name

and produces decisions with little interaction between members.
c. DELPHI DECISION-MAKING- To address a problem, a panel of relevant
individuals is carefully selected. Members are usually picked for their
competence.
d. DIALECTIC DECISION METHODS- Starts with a clear statement of the
problem that has to be solved. More on competing decision-making
proposals.
Activity 5
4. Unsatisfied employees may engage in psychological withdrawal, physical
withdrawal, or even acts of aggression and retaliation for alleged wrongs,
whereas satisfied employees may go above and beyond what is required of
them, have impeccable work records, and actively pursue excellence in all
areas of their jobs.
5. As a leader or a soon school head, one of the simplest and most effective
ways to satisfy and motivate teachers is by praising them. Getting
compliments for their valuable contribution is bound to make teachers or
educators feel powerful. This also helps them feel validated, and important.
Although it might seem like a small thing, it shows gratitude and empathy.
6. To increase the level of satisfaction of teachers, I make sure to conduct a
reward program for them. Recognizing the efforts also helps teachers
reassure that they are going down the right path of educating kids. Teaching
is a tough job, and with the number of teachers and educators quitting their
profession every single year, it is becoming more and more important to show
them that their effort and work are truly recognized and valued.