Presentation PhD course Leader- Lesson 1_eng.pdf

Presentation PhD course Leader- Lesson 1_eng.pdf

1. ពុទ្ធិកសាកលវិទ្ាល័យព្ពះសីហមុនីរាជា
POST-GRADUATE STUDIES
DOCTORAL PROGRAM
ACADEMIC YEAR: 2023-2024
COURSE: ETHICS AND LEADERSHIP
LECTURER: DR.LIM SOTHEA

2. Lesson 1: Key concepts and theories of
leadership
Review of key concepts,
functions/roles, styles,
competencies and theories
of leadership

3. Lesson Objectives:
By the end of this lesson, the candidates will be
able to clearly review key:
-Concepts
-Functions/roles
-Styles
-Competencies and
-Theories of leadership

4. Lesson Overview
1.Concepts of leadership
2.Functions/roles of leadership
3.Styles of leadership
4.Competences of leaderships
◦Skills/theories to deal with people
◦Stakeholders analysis/ mapping
◦Motivation theory and decision making
◦Maslow, Herzberg, Equity, Expectancy, Vroom-Yetton-Yago
5.Theories of leadership

5. 1. Concepts of leadership (1)
Leadership is an Art & Science
•Art: Being: 1.Flexible, 2.Politic, 3.Diplomatic, 4.Influencing, 5.Motivation, 6.Forcing, and
7.Controlling
•Science: 1.Initiating future, 2.Developing structure & systems, 3.Influencing, 4. inspiring &
motivating people to act, 5.Being a good model for others to follow, 6.Being in control with
authority, 7.Being accountable with decision-making
Leadership: A critical management skill, ability to motivate a group of people toward a common
goal
A leader:
Basic level: Someone who leads the others
Higher level: Someone (i) who has a vision, a drive & a commitment to achieve that vision, &
the skills to make it happen, (ii) whose actions inspire others to dream more, learn more, do
more & become more (John Quincy Adams), (iii) who has the ability to influence or inspire
others to follow him/her” (Lin Bothewell), (iv) who deal with people, …..

6. 1. Concepts of leadership(2)
Comparison a Manager and a Leader
•Manager deals with materials while leader deals with people.
•Managers: organize, arrange & carry out everything in schools, such as
timetable, budget, reports, buying, receive materials, keep the schools
clean and friendly, ensure safety among the staff.
•Leaders: train & encourage staff to build capacity, make change, being
confidence in activities to transform the schools becomes a better place
for students, staff and stakeholders
•Leadership is not management, management is not leadership, but they
supplement each other

7. 1. Concepts of leadership (3)
SubjectLeaderManager
Essence
Focus
Have
Horizon
Seek
Decision
Dynamic
Approach
Subject Leader Manager
Persuasion
Style
Risks
Rules
Conflict
Direction
Credit
Blame

8. 2. Functions/Roles of Leadership (1)
Source: MoEYS/ UNESO 1997: A leader has 6 main functions:
1 Planning: (i) Seek all available information, (ii) Define group task & purpose of goal, (iii) Make a workable
plan
2 Initiating: (i) Brief group on the aims & the plans, (ii) Explain why an aim or plan is necessary, (iii) Allocate
tasks to group members, (iv) Set group standards
3 Controlling: (i)Maintain group standards, (ii) Influence the pace/ initiative/ motion, (iii) Ensure all actions
towards objectives, (iv) Direct group to action/decision
4 Supporting: (i) Express acceptance of people & their contributions, (ii) Encourage the group/ individuals,
(iii) Discipline the group/ individuals, (iv) Create team spirit, (v) Relieve tension among the group
5 Informing: (i) Clarify tasks and plan, (ii) Give new information to the group, (iii) Receive information from
the group, (iv) Sum suggestions and ideas coherently
6 Evaluating: (i) Check feasibility of an idea, (ii) Test consequences of a proposed solution, (iii) Evaluating
group performance, (iv) Help group assess its performance against set standards

9. 2. Functions/Roles of Leadership (2)
Some scholars, in some contexts use overlapping functions for management & leadership:
• Ron White et al. (2008, p.10) (4):1.Planning, 2.Organizing, 3.Leading/motivating and
4.Controlling
• ODA Asia (2010, slide No.35): (5):1.Planning, 2.Organizing, 3.Commanding, 3.Directing,
and 4.Monitoring
• Henri Fayol’s(5):1. Planning, 2.Organizing, 3.Commanding, 4.Coordinating, and
5.Controlling
• Luther Gulick’s(add Fayol’s): POSDCoRB(7): 1.Planning, 2.Organizing, 3.Staffing,
4.Directing, 5.Coordinating , 6.Reporting, and 7.Budgeting
• ODI: (4): 1.Build relationship (1.Network, 2.Support, 3.Manage conflict), 2.Make decision
(4.Motivate, 5.Reconize & reward), 3.Influence people (6.Plan & organize, 7.Problem
solving, 8.Consult & delegate),4.Give/ Seek information (9.Monitor operations &
environment, 10.Inform &11.Clarify roles)

10. 3. Leadership Styles
Lewin: 3 major leadership styles:
1.Autocratic
2.Democratic
3.Laissez-Faire
Some scholars divided into smaller 12 styles:
3.1.Autocratic/Authoritarian, 3.2.Bureaucratic, 3.3.Charismatic, 3.4.
Democratic/ Participative, 3.5. Laisser-faire/delegative/free reign
3.6.People-oriented/ relations-oriented, 3.7.Task-oriented,
3.8.Servant, 3.9. Transactional, 3.10. Transformational, 3.11.
Situational, and 3.12. Instructional

11. 3.1 Autocratic /Authoritarian Leadership (1)
•It is used when leaders tell their employees what they
want the task to be done & how they want it to be
accomplished without getting the advice of their
followers.
•Use: (i) leader has all information to solve the problem,
(ii) short on time, (iii) staff are well motivated, (iv) only on
rare occasions, (v) in such circumstances: –1.Daily routine
work 2.Unskilled jobs –3. When benefits of this method
supersede the weaknesses –4.War or pandemic disease

12. 3.1 Autocratic /Authoritarian Leadership (2)
•This style may lead to the following outcomes: –
1.More staff absenteeism –2.High staff turnover rates –
3.Low results obtained from innovation & creativeness
•Types of people who exercise this leadership style are:
1.Pretending to be senior, 2.Being so proud,
3.Pretending to be more knowledgeable, 4.Not listen to
people’s idea around them, 5.Looking down their
subordinates’ view, 6.No consultative (autocrat),..

13. 3.2 Bureaucratic Leadership
• Leaders work "by the book”.
• They follow rules rigorously & ensure that their
staff precisely follows procedures.
• Use: Appropriate for work involving serious safety
risks. –E.g. Machinery, toxic substances, at
dangerous heights, large sums of money,…

14. 3.3 Charismatic Leadership
•Leaders inspire lots of enthusiasm in their teams & are
very energetic in driving others forward
•Charismatic leaders can tend to believe more in
themselves than in their teams & this creates a risk that a
project, or even an entire org., might collapse if the
leader leaves.
•In the eyes of the followers, success is directly connected
to the presence of the charismatic leader. As such,
charismatic leadership carries great responsibility & it
needs a long-term commitment from the leader

15. 3.4 Democratic/ Participative Leadership (1)
• Leader involves one or more staff in the decision making
process (what to do & how to do it). But, the leader
maintains the final decision making authority.
• Use: (i) a sign of strength as staff will respect, (ii) leader
has part of information & staff have other parts. • Note: A
leader is not expected to know everything —=> s/he
employs knowledgeable & skilful employees.
• Using this style is of mutual benefit —it allows
employees to become part of the team & allows a leader
to make better decisions.

16. 3.4 Democratic/ Participative Leadership (2)
•It is appropriately used for: –1.Improving work
satisfaction –2.Building people’s skills –3.Encouraging
staff to work –4.Very important work –5.Making staff
more responsibility of their destination/fate –6.The
quality of work [is more important than speed]
(product, marketing ...)
•Consequences of this style: –1.Slow in process/
progress compared to the autocratic one –2.Not always
good for all situations

17. 3.4 Democratic/ Participative Leadership (3)
Types of people who exercise this leader style are:
1.Respecting the principles, plans, decision made by
senior levels and state laws.
2.Assigning tasks to staff according to their respective
roles, responsibilities and abilities 3.Checking the causes
of flaw, the remaining works to fill in the gaps and best
using of the good points.
4.Setting new directions ...

18. 3.5 Laisser-Faire / Delegative/ Free Reign (1)
• In French “Laissez-Faire“ means “Leave it be”. A leader lets his/her employees do the
work. –Laissez-Faire = Delegative(free rein/ reign)
• It is used when:
–A leader:
• Allows employees to make decisions, but the leader is still responsible for the
decisions made
• Cannot do everything! S/he must set priorities & delegate certain tasks.
–Employees are able to analyzethe situation, determine what
needs to be done & how to do it.

19. 3.5 Laisser-Faire / Delegative/ Free Reign (2)
Types of people who exercise this L. style are:
1.Less likely to be based on principles/directions/ regulations.
2.Often connect with their self-esteem& imagination 3.Not
applying the discipline, not having professional ethic, and having
immoral living behaviour.
4.Often groundless speaking, not accepting the true, not
recognizing staff achievement [in the organization].
5.Can be a person who is following his/her personal view.

20. 3.6 People/Relations-Oriented Leadership
•A leader totally focuses on organizing, supporting
& developing the people in his/her teams.
•It is a participative style & it tends to encourage
good teamwork and creative collaboration. But in
some cases it can lead to a failure in meeting the
group’s goals.
•In practice, most leaders use both task-oriented
and people-oriented styles of leadership

21. 3.7 Task-Oriented Leadership
• A leader:
–Focuses only on getting the job done
–Can be quite autocratic.
–Actively defines the work & the roles required, put structures in
place, plan, organize & monitor.
–Does not tend to think much about the well being of his/her teams.
• This approach can suffer many of the flaws of autocratic leadership, with
difficulties in motivating & retaining staff.
• To gain benefit from this approach: Examine Blake-Mouton Management
Grid.

22. 3.8 Servant Leadership (1)
• The leader believes that effective leadership emerges
from a desire to help others.
• This perspective contrasts to those theories (e.g.,
transactional leadership) that emphasize control or
“overseeing” those within the organization.
• Instead of occupying a position at the top of a
hierarchy, the leader is positioned at the centerof the
organization, so s/he is in contact with all aspects of the
organization & the individuals

23. 3.8 Servant Leadership (2)
• The central style of this leadership is nurturing those within the
organization including:
–Understanding the personal needs of those within the
organization
–Healing wounds caused by conflict within the organization
–Being a steward of the resources of the organization
–Developing the skills of those within the organization
–Being an effective listener

24. 3.9 Transactional Leadership
• It is:
–Defined as trading one thing for another
–An idea that team members agree to obey their leader totally
when they accept a job.
–A type of management because the focus is on short-term tasks. It
has serious limitations for knowledge-based or creative work.
• Transaction: Org. pays team members in return for their effort &
compliance.
• The leader: –Has a right to "punish" team members if their work does
not meet the pre-determined standard. –Could give team members some
control of their income/reward via incentives to encourage higher sdor
greater productivity.

25. 3.10 Transformational Leadership (1)
• It is the true leaders who inspire their teams
constantly with a shared vision of the future.
• It is the favoured style of leadership given that it is
assumed to produce results beyond expectations.
• The transactional leaders ensure routine work is done
reliably, while the transformational leaders look after
initiatives that add value. Thus, many organizations,
both transactional & transformational leadership are
needed.

26. 3.10 Transformational Leadership (2)
Four factors characterize the behaviorof transformational leaders (4 Is):
–Individual consideration: gives personal attention to members who
seem neglected.
–Intellectual stimulation: enables “followers to think of old problems in
new ways.
–Inspirational motivation: communicates “high performance
expectations” through the projection of a powerful, confident, dynamic
presence that invigorates followers.
–Idealized influence: models behaviorthrough exemplary personal
achievements, character, and behavior.
• The 4 Is are necessary skills for educational leaders

27. 3.10 Transformational Leadership (3)
• Transformational leader is easy to be seen, because s/he spends much time in
communication. S/he does not often lead the team but delegates to his/her
members
• Transformational Leader Qualities:
–Self-aware & socially aware
–Motivated by socialized power versus personal power
–A resonant leader –Focused on the development of others &
the team
–Responds to the complexity of adaptive problems
–Flexible

28. 3.10 Transformational Leadership (4)
• Four factors characterize the behaviorof transformational leaders (4 Is):
–Individual consideration: gives personal attention to members who
seem neglected.
–Intellectual stimulation: enables “followers to think of old problems
in new ways.
–Inspirational motivation: communicates “high performance
expectations” through the projection of a powerful, confident, dynamic
presence that invigorates followers.
–Idealized influence: models behaviorthrough exemplary personal
achievements, character, and behavior.
• The 4 Is are necessary skills for educational leaders

29. 3.11 Situational (1)
• Theory: Paul Hersey and Kenneth Blanchard.
• Basic principle: Leader adapts his/her leadership behaviorto
followers’ maturity, based on their willingness & ability to perform a
specific task(Robert J. M. 2005, p.17)
• No one leadership style is appropriate for all followers & all
situations.
• To best select an appropriate method, the leader must consider the
below points: –(i) KASA (incl. ability, experiences) of the followers –
(ii) Types of tasks (routine, new, just created) –(iii) Organizational
culture/ working environment (stable, gradually change,
conservative, …) –(iv) Followers’ preference/willingness to perform
specific tasks

30. 3.11 Situational (2)
• 4 leadership styles match high & low willingness & ability to perform a task:
–(i) Telling style (High task–Low relationship): Leader directs the followers’ action
without much concern for personal relationships due to the followers are Unable &
unwilling to do
–(ii) Participating style (High task–High relationship): Leader interacts with followers in a
friendly manner but still provides direction & guidance due to the followers are unable
but willing to do.
–(iii) Selling style (Low task–Low relationship): Leader does not provide direction/
guidance but persuade followers to engage in the task due to the followers are able but
unwilling to do.
–(iv) Delegating style (Low task–High relationship): Leader leaves the execution of the
task to the followers with little/no interference (trust them to accomplish the task on
their own) due to the followers are able and willing to do

31. 3.12 Instructional
• It is the most popular theme in educational leadership over the
last 2 decades.
• Mass (1992): This type of leader has 4 dimensions/ roles: –(i)
Resource provider –(ii) Instructional resource/ Instructional coach
–(iii) Effective communicator (iv) Visible presence.
• Hallinger, Murphy, Weil, Mesa, and Mitman(1983) identify 3
general functions of the instructional leader: –(i) Defining the
school’s mission –(ii) Managing curriculum and instruction, –(iii)
Promoting a positive school climate.

32. 4. Competencies of leadership (1)
The KASA Framework (Freeman, 1989):
◦Knowledge: Knowing about
◦Skills: Knowing how
◦Attitude: Knowing why
◦Awareness: Knowing oneself
KASA is useful for leaders to analyse & answer
questions related to their competencies

33. 4.1 Knowledge: Knowing about
What information do I need to lead this organization
successfully?
Information needed to do the job well:
◦Market information: Clients, competitions, internal and external
factor
◦Financial information
◦Resource information: Finance, technology, building, HR
◦History of the organization: Value
◦Organizational structure...
Starting from seeing, thinking, and understaning

34. 4.2 Skills: Knowing how
What skills do I already have that I need to adapt and
which skills do I need to acquire?
The most important areas for a new leader
Transferring skills: Skills can be fairly easy (egtime
management) and others will need to acquired (eg
habit)
Competency acquisition: training course, mentoring
Starting from seeing, thinking, expressing, and leading

35. 4.3 Attitudes: Knowing why
Why do people behave the way they do? How can
I become more aware for their attitudes?
Finding out people’s motivations/reasons behind
certain behaviours are difficult (egstaff working
styles, attitudes of clients/staff, reason apply to
work there…)
Starting from thinking, feeling, acting, habit

36. 4.4 Awareness: Knowing oneself
Who am I as a leader? What am I brining to this role?
It is about learning what your leadership
styles/personality is.
It’s the easiest & simultaneously most challenging (egit
took quite a long time before I became aware that …and
realize that…., think about the first month in the org. as
a leader and remember how s/he becomes aware of
s/he were the leader.

37. 4. Competencies of leadership (2)
Hughes, Ginnettand Curphy(2002) divided leadership skills
into basic and advance skills:
Basic Skills: Communication, listening, assertiveness, give
feedback, stress management, setting goal, conduct meeting,
punishment, build relation with peer/superior, learn from
experience, building technical competence.
Advance Skills: Delegation, conflict management, negotiation,
problem solving, improve creativity, performance problem
(individual/group, org.) diagnosis, team building, plan,
credibility, coaching, empowering.

38. 4. Competencies of leadership (3)
Skills/theories to deal with people
◦Stakeholder analysis/mapping
◦SWOT Interplay
◦Motivation theory and decision making
(Maslow, Herzberg, Equity, Expectancy,
Vroom-Yetton-JagoModel)

39. 4. Stakeholder analysis/mapping (1)
Why? –Identify their interest in, important to & influence over the
intervention. –Identify local institution & process upon which to build –
Provide a foundation & strategy for participation
• 4 Steps Process: (i) Identify who are the key stakeholders –1.Potential
beneficiary, 2.Might be adversely/impact, 3.Vulnary group, 4.
supporter/opponent, 5.their relationship (ii) Identify stakeholders’
interest in & potential impact on the intervention: –1.Their expectant
from the intervention, 2.benefit they likely to receive, 3.Resource they
might be able & willing to mobilize, 4.Their conflict interest with the goal
of the intervention

40. 4. Stakeholder analysis/mapping (2)
4 Steps Process cont. (iii) Identify stakeholders’
influence & important: –1.Power & status (pollical,
social, economical..) 2.Control of resources, 3.Influence
(e.g. personal connect), 4.Power relationship with other
stakeholder (iv) Outline Stakeholders’ Participating
Strategies Plan stakeholders’ involvement according to:
–1.Their interests, importance & influence of each
group, 2.Particular effort needs to involve important
stakeholders who lack influence, 3.Appropriate forms of
participant throughout the intervention cycle

41. 4 SWOT Analysis/ SWOT Interplay
Strengths Weakness
Opportunities
Threat

42. Motivation
•Hiring a new staff is not the end, it is actually the
beginning of a long journey
•It is believed that money is the prime for most
people in their work.
•The only way to do great work is to love
what you do (Steve Jobs)

43. Maslow’s Hierarchy of Needs
Rod Jones (2002, pp.148-149)
• Abraham Maslow’s advanced a number of propositions: –Humans are wanting
beings and what is wanted depends on what is already possessed. This process is
unending.
• Maslow’s Hierarchy of Needs Theory –Needs were categorized as five levels of
lower-to higher-order needs.
• Individuals must satisfy lower-order needs before they can satisfy higher order
needs.
• Satisfied needs will no longer motivate.
• Motivating a person depends on knowing at what level that person is on the
hierarchy (physiological, safety, social, esteem, seft-actualization)

44. Herzberg’s Two-Factor Theory
Factorsfor Satisfaction Factorsfor Dissatisfaction
Achievement Companypolicies
Recognition Supervision
The work itself (enjoy)Relationshipswith sup &peers
Responsibility Work conditions
Advancement Salary
Growth Status

45. Equity Theory
This theory of motivation is based on the assumption that
persons are motivated by their desire to be equitably treated
in their work and relation ship. Employees perceive what they
get from a job situation (outcomes) in relation to what they
put in (inputs) and then compare their inputs-outcomes ratio
with the inputs-outcomes ratios of relevant others. –If the
ratios are perceived as equal then a state of equity (fairness)
exists. –If the ratios are perceived as unequal, inequity exists
and the person feels under-or over-rewarded. –When
inequities occur, employees will attempt to do something to
rebalance the ratios (seek justice).

46. Expectancy Theory
• Vroom’s basic assumption was that: –An individual tends to
act in a certain way based on the expectation that the act will
be followed by a given outcome and on the attractiveness of
that outcome to the individual.
• Key to the theory is understanding and managing employee
goals and the linkages among and between effort, performance
and rewards. –Effort: employee abilities and
training/development –Performance: valid appraisal systems –
Rewards (goals): understanding employee needs

47. Vroom-Yetton-JagoModel: Decision Making
Making good decisions is not always an easy task, the Vroom-Yetton-JagoDecision
Model is one tool among the many.
• A1 style: The leader solves the problem by him/herself, using the information
available at the time.
• A2 style: The leader obtains the necessary information from subordinates & then
makes the decision him/herself.
• C1 style: The leader consults with subordinates individually, getting their ideas &
suggestions, then makes a decision.
• C2 style: The leader consults with subordinates as a group, getting their ideas &
suggestions, and then makes a decision.
• G2 style: The leader explains the problem to the employees as a group & the group
makes the decision.

48. 5. Theories of leaderships
• Some leaders do not like learning theories, but almost all their actions
are based those theories (at any level).
• Normally, theories have been used to explain reasons, why the staff
behave or perform in that ways.
• Theories tells us what to observe and what to ignore, and theory is a
science. –5.1.The Great Man Theory 5.2 Trait Theory or Leader Gene –
5.3. BehavioralTheory 5.4.Contingency Theory –5.5.Management /
Transactional / Exchange Theory –5.6 Relationship / Transformational
Theory –5.7 Situational Theory 5.8 Participatory Theory –
5.9.McGregor’s Theory of Leadership

49. 5.1 The Great Man Theory
Great Man theories assume that the capacity for leadership is
inherent –that great leaders are born, not made.
• These theories often portray great leaders as heroic, mythic
and destined to rise to leadership when needed
• Great Man Theory (1840s): –It evolved around the mid 19th
century. –It assumes that the traits of leadership are intrinsic.
i.e., great leaders are born, not made. –This theory sees great
leaders as those who are destined by birth to become a leader.
–The theory was popularized by Thomas Carlyle, who was
inspired by the study of influential heroes.

50. 5.2 Trait Theory or Leader Gene
•People are born with inherited traits. Among the inherent
traits, some traits are particularly suited to leadership.
•People who make good leaders have the right (or sufficient)
combination of traits.
•People inherit certain qualities and traits that make them
better suited to leadership.
•Trait theories often identify particular personality or
behavioralcharacteristics shared by leaders

51. 5.3 Behaviour Theory
• A great leaders are made, not born.
• It focuses on actions of leaders not on mental
qualities or internal states. • In this theory, people
can learn to become leaders through teaching &
observations.
• The theories is divided leaders in 2 categories: –
Those that were concerned with the tasks –Those
that concerned with the people.

52. 5.4 Contingency Theory
•This theory is a combination of 3 components: (i)
leadership style, (ii) follower quality and (iii) situation
aspect
•Contingency Theories (1960s): It argues that there is
no single way of leading & that every leadership style
should be based on certain situations, which signifies
that there are certain people who perform at the
maximum level in certain places; but at minimal
performance when taken out of their element.

53. 5.5 Management/Transactional/Exchange Theory
• This theory has the following features: –Focus on the role of
supervision, organization and group performance –Leadership
based on a system of rewards & punishments
• The transactional theorists state that humans in general are
seeking to maximize pleasurable experiences and to diminish
unpleasurableexperiences. –Thus, we are more likely to associate
ourselves with individuals who add to our strengths.

54. 5.6 Relationship/Transformational Theory
• This theory has the following features: –Focus upon the
connections formed between leaders & followers –Motivate &
inspire people by helping group members see the importance
and higher need of the task. –Focused on the performance of
group members, but also want each person to fulfil his/her
potentials –Leaders with this style often have high ethical and
moral standards –The essence of transformational theories is
that leaders transform their followers through their
inspirational nature & charismatic personalities (increase of
motivation, both intrinsic & extrinsic, in both leaders &
followers)

55. 5.7 Situational Theory (1)
What situation + What leadership style = Decision-
Making
Different situations & followers require different
leadership styles
No one leadership style is appropriate for all situations
and effective leaders adjust their style to match the
situation.

56. 5.7 Situational Theory (2)
• Telling (S1): Leader gives specific instructions about what, how, when,
& where to complete tasks & closely supervises performance; one-way
communication
• Selling (S2): Leader explains decisions & provides clarifications;
attempts 2-way communication and support to get buy-in from
followers
• Participating (S3): Leader shares ideas & facilitates in making decisions;
2-way communication
• Delegating (S4): Leader give responsibilities for decisions &
implementation to followers; followers take responsibility for their own
behaviour.

57. 5.8 Participatory Theory
This theory has the following features:
• Encourage participation from group members
• Encourage contributions from group members
• Help group members:
–Feel more relevant, and
–Committed to the decision-making process

58. 5.9 McGregor’s Theory of Leadership
• The most influential description of leadership styles
has been provided by Douglas McGregor. He describes
leadership styles in terms of how the leader views/
treats subordinates/ followers in the organization.
• He presents different assumptions about workers
which he labels as Theory X and Theory Y: –Theory X
has a negative view of people –Theory Y has a positive
view