MOTIVATION, LEADERSHIP, AND

COMMUNICATION IN AN
ORGANIZATION
for Organization and Management
Senior High School (ABM)
Quarter 2 / Week 5

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 FOREWORD

This self-learning kit highlights another important

management function which is LEADING. It is important
because it involves the organization’s people who possess
different attitudes, behaviors, personalities, and
motivations. Influencing them to achieve a common goal
is quite challenging because of their many diverse
characteristics. Therefore, understanding leading or
directing begins with understanding how people behave,
what their motivations are, and how to communicate with
them.

What happened
This section contains pre-activities like a review of the prior
knowledge and a pretest on what the learners have learned in their
previous discussions.

What I Need to Know (Discussion)

This section contains the guidelines in Leading and Managing
People, Effective ways of Motivating People, and the Importance
of Communication to bring positive changes for the company’s
success.

What I Have Learned (Evaluation/Post Test)

The exercises contained in this section are guaranteed to build
comprehension, skills, and competence about the topic. These will
also serve as a diagnostic tool to identify the learners’ areas of
strengths and difficulties.

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 LESSON MOTIVATION, LEADERSHIP, AND
COMMUNICATION IN AN ORGANIZATION

OBJECTIVES:
K: Understand the fundamentals of leading an
organization;
S: Analyze how motivation, leadership, and
communication work in an organization;
A: Appreciate the roles of leaders in terms of
communicating, leading, and motivating
.
LEARNING COMPETENCIES:

Analyze motivation, leadership, and communication

work in an organization.

I. WHAT HAPPENED
PRE-TEST:
We have learned from the Previous lesson that Compensation or wages have
a direct impact on the employee’s performance. As a review, please identify
if the following whether its:
DC- Direct Compensation, IC- Indirect Compensation, NC- Non-financial
Compensation
____1. Bonuses ____6. Friendly work environment
____2. Health Insurance ____7. Complete Facilities
____3. Commissions ____8. Best employee award
____4. Educational Allowance ____9. Salary
____5. Travel Allowance ____10. Incentives

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II. WHAT YOU NEED TO KNOW
DISCUSSION

There is a saying that a “manager is not necessarily a leader.” Many

managers find themselves in their positions because of exemplary
performance in “follower” positions, or even due to tenure ship and loyalty to
their job. Whether this is true or not, the managers in leadership positions have
ample opportunity to build their leadership characteristic traits. Here are some
of the differences between a leader and a manager.

Successful leading must begin by focusing on the psychological capital

of both the employer/leader and the employee/subordinate. Looking for what
is right with people rather than for what is wrong is suggested to prevent mental
and behavioral problems which are barriers to achieving both organizational
and individual goals.

Task 1:
Search for 1 woman and man-manager that you can find. After-which, list
down all the traits that each of them has. Check if there are similarities or
differences among them.
Personality pertains to the unique combination of physical and mental
characteristics that affect how individuals react to situations and interact with
others, and if unhealthy or not fully functioning could cause conflicts. problems
among individuals.
A person sis aid to possess a healthy personality if he or she is fully
functioning in mind, body, and spirit; he or she is an optimal person functioning
at the highest level. Ideally, individual human resources of organizations must
have a healthy personality because when one is functioning at the highest
level, one, inevitably, becomes efficient in his or her work, cooperative with

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managers and coworkers, and the, therefore, could easily be influenced by
organization leaders to work toward the achievement of a common
organizational goal. Leading individuals in the organization become effortless
for the manager and leader, especially, if he or she has a healthy n d fully
functioning personality.
According to Robbins and Coulter (2009), “Research has shown that five
basic personality dimensions underlie all others and encompass most of the
significant variation in human personality.”

The Five Personality Traits In The Big Five Model

1. Extraversion- the degree to which someone is sociable, talkative, and
assertive
2. Agreeableness-the degree to which someone is good-natured,
cooperative, and trusting
3. Conscientiousness- the degree to which someone is responsible,
dependable, persistent, and achievement-oriented
4. Emotional Stability- the degree to which someone is calm, enthusiastic, and
secure (positive), or tense, nervous, depressed, and insecure (negative)
5. Openness to Experience- the degree to which someone is imaginative,
artistically sensitive, and intellectual.

Blake and Mouton’s Leadership Grid

Blake and Mouton’s Leadership Grid, a well-known leadership training
model developed to help managers rate their performance or maintenance
orientation in the workplace. Performance orientation or concern for
production is plotted in the x-axis or horizontal line, while maintenance
orientation, or concern for people, is plotted in the y-axis or vertical line.

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The grid explains five management or leadership orientations, as follows:
1. Impoverished Management (1,1), ranking low concern for people and low
concern for production or results
2. Country Club Management (1,9), rating low concern for production and
high concern for people
3. Middle of the Road Management (5,5), showing balanced concern for
management and people
4. Team Management (9,9), ranking high concern for production and people
5. Produce or Perish Management (9,1), rating low concern for people, and
high concern for production.

Motivation
Motivation encourages individuals to work enthusiastically, often
performing more work than what is required. What could managers do to
ensure such motivated and enthusiastic performance among their
subordinates? What could be done to inspire employees whose work
performance is limited to the minimum need? Understanding individual human
needs, perceptions, thoughts, and beliefs may provide good answers to such
questions that are often asked in different work settings.

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According to Kreitner and Kinicki (2013), early Theories of Motivation revolved
around the idea that motivation is brought about by the employee’s desire to
fulfill their need, their work habits, and their job satisfaction. Among these are:

Maslow’s Hierarchy of Needs

The theory indicates that people satisfy their needs in a specific order, from
bottom to top, as follows:
1. Physiological needs- food, water, and shelter
2. Safety and security-protection against threat and deprivation
3. Social needs- friendship, affection, belonging, and love
4. Ego or Esteem- independence, achievement, freedom, status, recognition,
and self-esteem
5. Self-actualization- realizing one’s full potential, becoming everything, one is
capable of being

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McClelland’s Acquired Needs Theory
The key needs for managers, according to McClelland, are
achievement, affiliation, and power needs. Achievement means an
orientation toward success and goal realization. Affiliation reflects a strong wish
to be liked while power refers to the need to persuade or be in command of
other people.

Managers are advised to be observant of these needs among their

subordinates so that they could be given job assignments that would satisfy
their highest needs, if possible. In doing so, they may be more motivated to
work well.

Alderfer’s ERG Theory

It was developed by Clayton Alderfer in the 1960s. For Alderfer, a set of
core needs explains the behavior. E stands for existence needs, R refers to
relatedness needs, and G pertains to growth needs. The needs or desire for
physiological and materialistic well-being, to have meaningful relationships
with others, and to grow as a human being are similar to the needs presented
in Maslow’s Theory.

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Modern Theories of Motivation
These are process theories that focus not on the notion that motivation is a
function of employee’s perceptions, thoughts, and beliefs. Among these are:
1. Goal-Setting Theory
A theory stating that specific goals motivate performance and that
more difficult goals, when accepted by employees result in greater motivation
to perform well as compared to easy goals.
Managers are advised to set goals for their subordinates as this is a major
source of job motivation. Doing well also helps increase their motivation.
2. Reinforcement Theory
A theory which states that behavior is a function of its consequences. If
the result or consequences that immediately follow a behavior is good, then
there is a probability that the individual will be more motivated to repeat the
behavior. Using this theory, managers can motivate an employee’s positive
behavior by using positive reinforcement for actions that help the company
achieve its goal.

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3. Job Design Theory
A theory which states that employees are motivated to work well by
combining tasks to form complete jobs. Mangers are advised to design jobs
that will meet the requirements of the ever-changing environment, the form’s
technology, and the workers' skills, abilities, and preferences. In doing so,
employees are motivated to perform well. Examples are:
a. Job enlargement- the horizontal expansion of a job by increasing job scope
b. Job enrichment- the increasing of job depth by empowering employees to
assume some tasks usually done by their managers.
c. Job characteristics model- where employees are motivated to perform well
because the task assigned to them have the five core job dimensions that
serve as motivators.

4. Equity Theory
A theory developed by J. Stacey Adams which states that employees
assess job outcomes about what they put into it and then compare these with
their co-workers. If the employee perceives that his job is equitable in
comparison to those of his coworkers, there is no problem. However, if the
opposite is true, this will become a de-motivator to his or her job performance.
Mangers must see to it that they exercise fairness or equity in their company.

5. Expectancy Theory
A theory that sets an individual tends to act in a certain way, based on
the expectation that the act will be followed by an outcome that may be
attractive or unattractive to him or her. Mangers are advised to understand an
employee’s goal so that he or she would be able to link the rewards or
outcomes to be offered with the said goals.

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Communication

Communication applies to all management functions and its general

purpose for the organization to bring positive changes that influence activities
leading to the firm’s welfare. The communication process starts with the sender
who has an idea or a message, which is then transmitted through a selected
channel to the received, who in turn has to be ready for the reception of the
message so that it could be decoded into thoughts. Accurate communication
occurs when the sender and the receiver understand one another.

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Types of Communication
Communication may be classified into the following:
A. Verbal- through the use of oral and written words
B. Non-Verbal - through body movements, gestures, facial expressions,
eye contact, and by touching
C. Formal- if communication takes place within prescribed, routine
organizational work arrangements
D. Informal- if communication is not defined by an organization’s
hierarchical structure.

Communication flows in different directions within an organization. It could

either be:
A. Vertical- involves communication flow between people belonging to
different organizational levels.
B. Upward- the flow of information from an employee who belongs to a lower
hierarchical level to the boss/manager who belongs to a higher hierarchical
level. Employees or subordinates may communicate upward regarding their
problems, requests that they would like the boss to approve, issues with
coworkers and others.
C. Downward- is the flow of information from the manager, who belongs to a
higher hierarchical level, to the subordinates/employees, who along to the
lower hierarchical levels. Examples are when the boss gives orders to
subordinates to finish certain tasks, communicates organizational policies and
practices, and comments about work performance month others.
D. Horizontal/Lateral- takes place among employees who belong to the same
hierarchical level. Members of cross-functional teams who belong to different
units/departments but occupy the same organizational level make use of this
type of communication to save time and facilitate coordination.
E. Diagonal- entails communicating with someone or others who belong to
different departments/units and different hierarchical levels. For example, an
employee belonging to the company’s financial management department
communicates directly with the head of the human resource department
about his complaint against a marketing department employee. Take note of
the different departments and different organizational levels of the persons
communicating with each other. Diagonal communication is said to be
beneficial because of its efficiency and speed; however, it may also cause
some confusion.

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The Basic Elements of the Communication Process
The Sender
The communication process begins with the sender, who is also called the
communicator or source. The sender has some kind of information — a
command, request, question, or idea — that he or she wants to present to
others. For that message to be received, the sender must first encode the
message in a form that can be understood, such as by the use of a common
language or industry jargon, and then transmit it.
The Receiver
The person to whom a message is directed is called the receiver or the
interpreter. To comprehend the information from the sender, the receiver must
first be able to receive the sender's information and then decode or interpret
it.
The Message
The message or content is the information that the sender wants to relay to the
receiver. Additional subtext can be conveyed through body language and
tone of voice. Put all three elements together — sender, receiver, and
message — and you have the communication process at its most basic.

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The Medium
Also called the channel, the medium is how a message is transmitted. Text
messages, for example, are transmitted through the medium of cell phones.
Feedback
The communication process reaches its final point when the message has
been successfully transmitted, received, and understood. The receiver, in turn,
responds to the sender, indicating comprehension. Feedback may be direct,
such as a written or verbal response, or it may take the form of an act or deed
in response (indirect).
Other Factors
The communication process isn't always so simple or smooth, of course. These
elements can affect how information is transmitted, received, and interpreted:

Noise: This can be any sort of interference that affects the message
being sent, received, or understood. It can be as literal as static over a
phone line or radio or as esoteric as misinterpreting a local custom.
Context: This is the setting and situation in which communication takes
place. Like noise, context can have an impact on the successful
exchange of information. It may have a physical, social, or cultural
aspect to it. In a private conversation with a trusted friend, you would
share more personal information or details about your weekend or
vacation, for example, than in a conversation with a work colleague or
in a meeting.

Communication Networks in Organizations

Communication networks are varied patterns of combined horizontal and
vertical flows of organizational communication. Types of communication
networks include the following:
a. Chain of network- where communication flows according to the usual
formal chain of command, downward and upward.
b. Wheel network- where communication flows freely among all members of
their group/team.
c. All-channel network- where communication flows freely among all
members of a team

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d. Grapevine network- is informal communication. An example of this is
gossip/rumor which could quickly disseminate information. Managers must stay
aware of the grapevine’s flow and the patterns and could use it to transmit
important information. They, however, should also be conscious of the
negative effects of gossip as these may cause conflicts in their company.
Negative effects of rumors may be minimized by practicing transparency and
communication openly with employees.
e. Computer network- Information technology has made it possible for
managers to communicate with each other and with subordinates and for
employees to communicate with each other anytime, regardless of distance.
Examples of computer communication applications are e-mail, blogging,
teleconferencing, and intranet.

It has been observed by communication researchers that there’s no single

network that could be considered applicable or fit for all circumstances in an
organization.

Barriers to Communication

Organization members encounter various types of barriers that can alter the
meaning of communications that they receive. These barriers included:
1. Filtering- the shaping of information communicated to make it look good or
advantageous to the received.

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For example, a sales agent may report to his manager the big amount of sales
that he was able to make with one of their customers but failed to report the
complaints he received from other customers regarding their products.

2. Emotions- the interpretation of communications which may be influenced

by extreme emotions felt by the received.

For example, a manager who is in a very bad mood and received good news
may not see the positive aspect of it because his rational thinking process is
affected by his emotional judgment.

3. Information overload- another barrier to good communication since there

are too many pieces of information received by an individual may harm a
person’s processing capacity.

For example, the hundreds of job applications received by human resource

managers through e-mail may be too many for them to read fully and respond
to accurately.

4. Defensiveness- the act of self-protection when people are threatened by

something or someone. Due to this feeling, people may resort to

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communicating lies to protect themselves or to interpret communications
differently to defend their interests, thus, reducing mutual understanding.

5. Language- could also hamper good communications because words used

may have different meanings to different people belonging to a different age,
educational background, or cultural group. Diversity of background of
organization members may influence the language or the words that they use.
For example, the word “hello” may just be an ordinary greeting to the older
members of an organization; but the same word, “hello” may have a negative
connotation to the younger group of employees depending on the context.

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6. National culture- just like languages, the prevailing national culture may also
cause problems in communication among members of an organization,
especially if it's a multinational company. Certain office practices, like sending
formal memoranda to employees, maybe negatively interpreted by
employees coming from another country with a different culture that values
face to face interpersonal communication. Such negative interpretation may,
in turn, cause employee dissatisfaction and less motivation to perform their
work well.

Overcoming Communication Barriers

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To avoid conflicts resulting from communication problems, managers try to
overcome communication barriers through the following means:
a. Using feedback- This is usually done by asking questions about a memo sent
to subordinates or by asking them to give their comments or suggestions. In
doing so, they can determine whether the communication they sent out was
understood the way they originally intended.
b. Using simple language- This is done by avoiding uncommon terms and
flowery words that may just cause misinterpretation. The language used must
fit the level of understanding of the intended recipients of the communication.
Effective communication is achieved when the message is understood by
those who received it.
c. Active listening- This means listening well to grasp the full meaning of the
communication. Hearing without giving full attention to what others seek to
communicate usually results in misinterpretation and communication
distortions.
d. Controlling emotions- This is another method of overcoming communication
misinterpretation
. When the received is affected by extreme anger, his interpretation of a
message received may not be accurate. On the other hand, when the sender
is affected by extreme emotions, he or she may also send or transmit
inaccurate information. Therefore, it is important to practice emotional
restraint.
e. Observing body language- This also influences how communication is
interpreted. Actions of the message received, like throwing away a letter
delivered to him, betrays his negative feelings regarding its message, even if
he says yes or no to what is requested. Nonverbal cues must always be
watched because, as the saying goes, action speaks louder than words.

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Photo Analysis: Tree swing cartoon
Below is detailed photo documentation that shows how poor communications
can have real-world costs and consequences.

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III. WHAT HAVE I LEARNED
POST TEST:
CASELET: One garbled memo – 26 baffling phone calls
Read the following case and answer the questions below:

Joanne supervised 36 professionals in 6 city libraries. To cut the costs of

unnecessary overtime, she issued this one-sentence memo to her staff:

When workloads increase to a level requiring hours in excess of an employee’s

regular duty assignment, and when such work is estimated to require a full shift
of eight (8) hours or more on two (2) or more consecutive days, even though
unscheduled days intervene, an employee’s tour of duty shall be altered to
include the hours when such work must be done, unless an adverse impact
would result from such employee’s absence from his previously scheduled
assignment.

After the 36 copies were sent out, Joanne’s office received 26 phone calls
asking what the memo meant. What the 10 people who didn’t call about the
memo thought is uncertain. It took a week to clarify the new policy.

1. Who is communicating to whom about what, how, and why?

2. What was the goal of communication in each case?
3. Identify communication error.
4. Explain what costs/losses were incurred by this problem
5. Identify possible solutions or strategies that would have prevented the
problem, and what benefits would be derived from implementing solutions or
preventing the problem.

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 REFERENCES

Cabrera,H., Altarejos,A., Benjamin, R.,Del Castro, et al, 2016. Organization

and Management. Quezon City: Vibal Group, Inc.
Payos, E., Zorilla, et al, 2016. Organization and Management. Quezon City:
Rex Printing Company, Inc.
Renacia, R., et al, 2016. Organization and Management. Quezon City: The
Phoenix Publishing House Inc.

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, EdD, PhD

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
Education Program Supervisor – (SCIENCE & MATH)

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

FARAH B. CATAPUSAN
Writer

LITTIE BETH S. BERNADEZ

Lay-out Artist
_________________________________

ALPHA QA TEAM
GIL . DAEL
MARIA SOLEDAD M. DAYUPAY
MARIA ACENITH DESPI
JEE LIZA INGUITO

BETA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
GIL . DAEL
MARIA SOLEDAD M. DAYUPAY
MARIA ACENITH DESPI
JEE LIZA INGUITO
MERCYDITHA D. ENOLPE
RONALD G. TOLENTINO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality to the
teachers and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to
comply with the set learning competencies. The writers and evaluator were clearly instructed to give credits to information and illustrations
used to substantiate this material. All content is subject to copyright and may not be reproduced in any form without expressed written consent
from the division.

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 SYNOPSIS AND ABOUT THE AUTHOR
This SLK (Self-Learning Kit) is ANSWER KEY
about Leading which is one of the most
important functions of Management.
This helps in maximizing efficiency in
order to achieve organizational goals.
In order to ensure success, employees
must be effective and productive in
their job. It is the manager’s role or
responsibility that the workforce is
doing their work properly with full
knowledge. This kit also includes the
most essential factors that will help in
managing subordinates. Good
communication and study of the
different needs of employees would
make the leading process work
smoothly.
Enjoy the rest of the module.
Have fun while learning.

AUTHOR
Farah B. Catapusan graduated from Silliman
University with a Bachelor in Business
Administration Major in Management and also
taken Bachelor of Science in Secondary
Education major in Mathematics at the same
school. Her 5 years of experience working in a
private financial institution and her experience in
bookkeeping has helped her in the 4 years of
teaching at Negros Oriental High School.