Management style as the basis for interaction between a manager and subordinates

About parenting style

The authoritarian style can be called cruel because its main tools are threats, blackmail, criticism, and inducing feelings in the child such as shame, guilt and fear. The ideal child, according to such educators, is obedient and comfortable , who carries out all the instructions of an adult, hears him the first time and does not try to express his opinion. He must definitely meet the expectations of his parents/teachers. Violence, both physical and psychological, is often used.

Basic methods of parenting in an authoritarian style:

1. Coercion . It involves forcing the child to do as the adult decided and demanded, regardless of whether this coincides with the interests, desires, views and needs of the child.
2. Inducing feelings of shame . Constant accusations lead to the child correcting himself and behaving better - this is what authoritarian adults think. In fact, they teach the child to deceive and hide. But adults get a sense of their own superiority.
3. Punishment . It relieves a person of guilt if it is fair and adequately perceived. Unfair punishments cause resentment and anger. In addition, they teach a simple rule: whoever is stronger is right. Therefore, the child subsequently begins to offend those who are weaker, feeling his impunity in front of them.
4. Ignoring . This is a type of psychological violence. The adult begins to pretend that the child does not exist at all. This has a negative effect on him: he may receive psychological trauma, which in the future will prevent him from building constructive relationships with other people.
5. Criticism . Using this method, adults expect the child to strive to become taller and better. In fact, the vast majority of children grow up with global problems with self-esteem that prevent them from successfully settling down in life.

Disharmonious and harmonious education

All considered family upbringing styles and types can be combined into 2 groups: disharmonious and harmonious upbringing.
Each group has some characteristics, which are indicated in the table below. Disharmonious and harmonious education

Pros of an authoritarian parenting style

• Comfortable and obedient child . By raising a child in an authoritarian manner from early childhood, parents do not have to be afraid that their child will do something wrong: draw on the wallpaper or ruin the mother’s favorite lipstick. Until about adolescence: after this, there is a chance that the child will feel a little freedom, being among his peers, and will cease to be obedient. Or he will lead a double life: comfortable at home, and with destructive behavior outside it.
• Not ashamed in front of people : the child does not run, does not scream, does not argue.
• There is no need to constantly come up with new ways to interact with your child . After all, you can always use criticism and threats, and if they don’t work, then start ignoring them.
• A feeling of superiority over a person, a sense of power . A child, while still small, cannot respond to criticism and violence with practically anything. But, for example, you cannot criticize your boss without consequences.
• If an authoritarian style of education is used by a teacher, then he has not one, but a whole class of comfortable and obedient children who do not dare to contradict him and try very hard to learn and behave well, so as not to anger their teacher once again. But this also usually only works with elementary school; teenagers usually find ways to resist such a system.
• Saving finances . A child of authoritarian parents will not beg for toys and goodies; there is no need to spend money on them at all.

Clémence's study

Swiss researchers under the leadership of A. Clémence identified the following styles of raising children in the family:

1. Directive. In this family style, all decisions are made by the parents. The child’s task is to accept them and fulfill all requirements.
2. Participative. A child can independently decide something about himself. However, there are several general rules in the family. The child is obliged to fulfill them. Otherwise, parents use punishment.
3. Delegating. The child makes his own decisions. Parents do not impose their points of view on him. They don't pay him much attention until his behavior causes serious problems.

Disadvantages of authoritarian parenting

• Lack of individuality . As a child, a person lives the life of his authoritarian parents, and not his own. Growing up, he knows nothing about himself: what he is like, what he wants, what he dreams about and what he is interested in. With an authoritarian style of work as a teacher, there is no individuality in the classroom: all children are practically the same, with similar thinking and views, as well as a fear of expressing themselves.
• Low self-esteem . A person who is constantly criticized and shamed usually does not grow up with a good opinion of himself. It is important for a child to be told from childhood that he is good and loved, then everything will be fine with self-esteem.
• Deviant behavior . Girls from authoritarian families often grow up shy and timid. The situation with boys is different: they rebel, defending their right to an independent life. This often results in aggressive behavior, addiction to bad habits, theft, and self-harming behavior.
• Dependence on the opinions and behavior of other people . The child is constantly afraid of doing something wrong: saying, dressing, deciding, choosing. Because he is worried that he will be judged, as they do in the family. As a result, he cannot express himself, communicate confidently and calmly with other people, especially with those older than him. He often does not have his own point of view, because he was not allowed to do so at home, and becomes a conformist: he accepts the views that those around him currently accept. So he can easily fall under the influence of destructive teenagers, afraid to express his opinion.
• Not being able to say the word “no” . In the family, no one listens to the child; he is not allowed to refuse anything. Growing up, a person often has to stand up for himself. But a child from an authoritarian family cannot do this. Therefore, various problems arise: from the inability to refuse to work extra time without pay to your boss and getting married without love, to taking drugs just because you couldn’t say “no.”
• Lack of initiative . An ideal performer grows up who is ready to do whatever he is told. But in the modern world, in order to live successfully, it is important for a person to be noticed; sometimes it is necessary to take the initiative.
• Neuroses and mental illnesses . A person who grew up under constant psychological pressure has practically no opportunity to grow up mentally and neurotically healthy.

Advantages and disadvantages of leadership styles.

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Let's consider the advantages and disadvantages of the main styles: authoritarian, democratic, liberal.

Advantages of the authoritarian style: ensures clarity and efficiency of management, minimizes decision-making time, creates visible unity of management actions, in new enterprises allows you to quickly cope with the difficulties of formation, necessary in a team where people do not want and do not know how to work.

Disadvantages of the authoritarian style: suppression of employee initiative, lack of effective work incentives, employee dissatisfaction with the results of work, group dependence on pressure from the leader, fear of subordinates making mistakes, poor psychological climate in the team, conflicts in the team.

Advantages of the democratic style : stimulation of initiative and creativity of subordinates, successful solution of non-standard problems, collegial decision-making, inclusion of psychological mechanisms of work motivation, employee satisfaction with their work, favorable psychological climate in the team.

Disadvantages of the democratic style : length of decision-making, possible low level of responsibility and discipline of employees, lack of centralized control, shifting work to others, violation of discipline in the team.

Advantages of the liberal style: freedom of creativity for subordinates, informal relationships in the team. It can be used if the manager is incompetent, if he has just received the position of manager of this team.

Disadvantages of the liberal style: avoidance of making strategically important decisions, things go on as usual, the manager shifting his responsibilities to deputies, employees, indifference to criticism, indifference to staff, evasion of responsibility, dissatisfaction of the team with the quality of management, possible low level of work quality.

Topic 1.3 Leadership

Leadership is the ability to influence people to achieve their goals. Thanks to leadership, the manager carries out a process of stable influence on subordinates.

Leadership is usually associated with the following basic qualities of a leader:

Ø Striving to achieve a goal.

A true leader puts great effort into achieving his goals. He is proactive, energetic and persistent;

Ø Desire to be a leader

. A leader strives to influence others and lead people. He is ready to take responsibility;

Ø Honesty and integrity

. A leader knows how to build relationships with subordinates on the basis of mutual trust, since his words do not differ from his deeds;

Ø Self-confidence.

People want their leaders to not doubt themselves. Leaders must demonstrate self-confidence to convince others that they are right;

Ø Intellectual potential

. Leaders must have a high level of intelligence to be able to collect and process large amounts of information. They must be able to make long-term plans and make the right decisions;

Ø Skills and knowledge

. An effective leader knows his industry and company. This allows him to make the right decisions and understand their consequences;

Ø Feedback

. The leader constantly demands a response to his instructions and requests in order to make sure that his subordinates understand him correctly;

Ø Control over emotions.

The leader constantly monitors himself and responds adequately to the information received.

A good leader, according to American management experts, is a person who continuously studies new things and is ready to listen to the advice of both his company’s employees and others.

You can add a few more important qualities inherent in a true leader:

Ø insight is the leader’s ability to realistically imagine the future, which requires a rich imagination;

Ø perseverance. A leader should not bend under the weight of problems and even defeats;

Ø enthusiasm. People who can see the future and persevere in achieving it may not succeed if they lack the quality of enthusiasm. It forces subordinates to participate in the leader's initiatives, turning into his sincere allies;

Ø self-knowledge. A leader must thoroughly understand his human qualities. Without a rich inner life, he lacks understanding of other people's problems;

Ø directness - the ability to impartially present the truth. The leader is confident that he is right, and therefore tries not to lie;

Ø Maturity is the unique ability to gratefully accept criticism as a source of growth. A leader does not expect special treatment from other people. He knows how to control his mood and does not consider himself to have the right to judge everyone and everything. He also has the ability to adapt to circumstances, courageously experiences defeats and failures;

Ø integrity - strong moral and ethical views that the leader tries to adhere to constantly. This quality makes others trust him;

Ø courage - not being afraid to take risks and treats mistakes as an opportunity to further improve one’s knowledge.

Section 2. Motivation in management activities

Topic 2.1 The role of the manager in the process of motivation in management activities

Motives are active forces that determine human behavior.

Interest is a person’s selective attitude towards objects and events.

Need is the need for something necessary for existence and development, a feeling of deficiency, accompanied by the desire to eliminate it.

Motivation is the process of forming the necessary incentives in an employee, which are an external incentive to work, which develops on the basis of awareness of both one’s personal needs and the needs of other people. With proper motivation, the Employee has the opportunity not only to satisfy his own needs, but also to simultaneously achieve the goals of the enterprise where he works. Motivation can be material, social, spiritual, personal, etc.

Work motivation is the employee’s desire to satisfy the need to obtain certain benefits through work.

Motive is a conscious element of motivation. Conscious behavior is characterized by its conscious regulation, understanding of the essence of its phenomena, their interrelations and cause-and-effect conditionality.

The motive for work is formed if labor activity is almost the only, basic condition for obtaining benefits. If the criteria in distribution relations are status differences (position, qualification ranks, degrees, titles), length of service, membership in social groups (disabled person, veteran, war veteran, single mother), then motives for career advancement and receiving a rank are formed, which do not necessarily imply the labor activity of the employee, as they can be achieved by other types of activities.

Poor organization of work, unfavorable sanitary and hygienic conditions, underdeveloped social services, etc. determine a behavioral strategy in which the employee prefers to work less, but also receive less, since the price of intensive labor is unacceptable to him. People, consciously assessing possible behavior options, try to choose the shortest path to achieving the desired result. Moreover, the strength of the motive is assessed by the degree of relevance of a particular need of a particular employee.

Topic 2.2 Theories of motivation

Maslow's hierarchy of needs theory . The well-known concept of the hierarchy of needs, developed by A. Maslow, includes the following basic ideas and premises:

· people constantly feel some needs;

· people experience a certain set of strongly expressed needs that can be combined into separate groups; groups of needs are in a hierarchical arrangement in relation to each other;

· needs, if they are not satisfied, motivate a person to action.

· satisfied needs do not motivate people;

· if one need is satisfied, then another unsatisfied need takes its place;

· usually a person simultaneously feels several different needs that are in complex interaction with each other;

· needs located closer to the base of the “pyramid” require priority satisfaction;

· needs of a higher level begin to actively affect a person after, in general, the needs of a lower level are satisfied.

According to Maslow's theory, there are five groups of needs.

Physiological needs. This group of needs includes the needs for food, water, air, shelter, etc., i.e. those needs that a person must satisfy in order to survive and maintain the body in a vital state. These needs are largely related to the maintenance of physiological processes and are generated by human physiology. People who work mainly because of the need to satisfy the needs of this group have little interest in the content of the work; they concentrate their attention on pay, as well as working conditions, convenience in the workplace, the ability to avoid fatigue, etc.

Security needs. The needs of this group are associated with the desire and desire of people to be in a stable and safe state that protects them from fear, pain, illness and other suffering that life can bring to a person. People experiencing needs of this kind tend to avoid worries, love order, clear rules, clear structures. They evaluate their work, first of all, from the point of view of ensuring a stable existence in the future. For a person influenced by these needs, guarantees of work, pensions, and medical care are important.

Needs for belonging and involvement. A person strives to participate in joint actions, he wants friendship, love, wants to be a member of some associations of people, participate in public events, etc. All these aspirations make up a group of needs for belonging and involvement. If this need is the leading one for a person, he looks at his work, firstly, as belonging to a team and, secondly, as an opportunity to establish good and friendly relations with his colleagues.

Needs for recognition and self-affirmation. This group of needs reflects people's desire to be competent, strong, capable, self-confident, as well as the desire to be loved by others. They were recognized as such and respected for it. People with a highly developed this need strive for a leadership position or a position of recognized authority in solving problems.

Self-expression needs. This group unites needs expressed in a person’s desire for the fullest use of his knowledge, abilities, skills and abilities. Such needs, to a much greater extent than the needs of other groups, are individual in nature. These are human needs for creativity in the broad sense of the word. People with this need are open to the perception of themselves and the environment, creative and independent.

Frederick Herzberg's two-factor theory. Herzberg's theory was derived from a study involving two hundred engineers and accountants. They were all asked two questions: “Can you describe in detail a time when you feel exceptionally good at work?” and “Can you describe in detail when you feel exceptionally bad at work?”

Herzberg found two clearly distinguishable groups of needs in the respondents' responses. He called the first hygienic or supporting factors. This group included those factors or conditions in the absence of which employees did not receive job satisfaction. It turned out that in their presence, although satisfaction was not observed, neither motivation nor job satisfaction increased. These hygiene factors include company and management policies, relationships with superiors, working conditions, wages, relationships with colleagues, personal life, status and safety.

These factors are only valuable if the employee also receives an additional reward upon completion of the job.

Herzberg called the second group of factors motivators or satisfiers. These are working conditions under which a high level of employee motivation and job satisfaction is achieved. In the absence of these conditions, it is impossible to obtain either effective motivation or satisfaction. Motivators include goal achievement, recognition, work itself, responsibility, career advancement, and opportunities for personal growth.

McClelland's theory of motivation. In his theory, David McClelland argues that any organization offers a person opportunities to satisfy three higher-level needs: the need for power, for success and for belonging. His most popular ideas are that the need for success has a positive effect not only on the work of employees, but also on the work of managers at all levels of management.

The need for success lies somewhere in Maslow's hierarchy of needs between esteem and self-expression. A success-oriented person typically accepts a fairly high level of risk, wants to know the specific results of his work, wants to be responsible for solving problems, and tends to set realistic goals. In addition, he has serious skills in terms of organization and planning.

Expectancy theory. Human behavior is constantly associated with a choice from two or more alternatives. What a person gives this or that preference depends on what and how he does, how he behaves and what results he achieves. Expectancy theory is designed to answer the question of why a person makes a particular choice when faced with several alternatives, and how motivated he is to achieve the outcome in accordance with the choice made. In its most general form, the theory of expectation can be formulated as a doctrine that describes the dependence of motivation on two points: how much a person would like to receive and how possible it is for him to get what he would like to receive in particular, how much effort he is willing to expend for this.

The process of motivation according to the theory: expectations consists of the interaction of three blocks: effort, execution, result.

In this case, efforts are considered as a consequence, and even a result of motivation. Performance is viewed as a consequence of the interaction of effort, personal capabilities and the state of the environment, and the result is considered as a function that depends on performance and the degree of desire to obtain results of a certain type.

In the theory of expectations, it is believed that in order for the motivation process to be carried out, the employee must have a stable idea that the results of his work depend on his efforts, that certain consequences follow for him from the results of his work, and also that the results, what he receives ultimately has value for him. In the absence of one of these conditions, the motivation process becomes extremely difficult or even impossible. People carry out their actions in accordance with the possible consequences these actions can lead to for them. People, based on the information available to them, choose one of the action alternatives based on what they will get as a result and what efforts they will have to expend to achieve this result. According to expectancy theory, a person behaves in accordance with what he believes will happen in the future if he makes a certain expenditure of effort.

Theory of equality. One of the constant aspirations of people is the desire to receive a fair assessment of their actions. People, although not to the same extent, want to be treated fairly. At the same time, justice is associated with equality, in comparison with the attitude towards others and the assessment of their actions. If a person believes that he is treated in the same way as others, without discrimination, that his actions are assessed from the same positions as the actions of others, then he feels fair in his treatment and feels satisfied. If equality is violated, if individual members of the organization receive undeservedly high praise and rewards, then the person feels offended, and this leads to frustration and dissatisfaction. In this case, dissatisfaction can occur even when a person receives a high reward in relation to the cost of his labor. The influence of this moment on the relationship between a person and an organization forms the basis of one of the theories of the motivational process - the theory of equality.

An important conclusion from equality theory is that people focus on a complex assessment of rewards. Remuneration plays an important role in this comprehensive assessment, but it is far from the only one and not necessarily the determining one. Therefore, managers must take this into account if they are trying to create an atmosphere of equality in the team

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