intro to engagement 2000 words and 15 references
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ITMlecture9_FINAL1.pptxIntroduction to Management
Lecture 9: Managing Emotions at Work to Motivate
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KEY QUESTIONS FOR THIS WEEK
What is an emotion and why are emotions important?
What is the Broaden and Build Theory of Emotions?
What is Emotional Intelligence and why is it important?
What are the main theories of motivation?
How can emotions be used to motivate employees?
Introduction to Management
The Functions of Management work
Managing Emotions
The Exceptional Manager: Strategy
Networking
Course Review
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Study of emotions dates back to the 5th century BC
Emotions are integral to our lives
Human beings as emotional beings
Research shows that every minute we are in the process of experiencing an emotion
Emotions
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Emotions have been studied since the time of Aristotle in the 5th century BC
Human beings are not just rational beings but emotional beings as well.
Emotions are integral to our lives. In fact during every minute of our lives we are in the process of experiencing an emotion!
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What is an Emotion?
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Definition of Emotions
‘An internal feeling state involving thoughts, physiological changes, behavioral tendencies and expression’ (Briner & Kiefer 2005, p. 285)
‘Affective responses to what happens in the environment’ (Härtel & Ganegoda 2008)
‘Short-lived experiences that produce coordinated changes in people’s thoughts, actions and physiological responses’ (Fredrickson & Branigan 2005, p. 313)
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There are many definitions of emotions.
These definitions agree that emotions occur as a result of some external or internal event, last for only short periods of time, and involve the activation of multiple components such as facial expressions, physiological changes, behavioral changes, and cognitive changes.
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Organisations are Complex
Stimuli dependant
Short-term duration
Intensity
Activation of multiple components
Different emotions give rise to different outcomes
Characteristics of an Emotion
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Emotions are stimuli dependent, i.e., they occur as a result of some external or internal event.
They last for short periods of time
Emotions vary in their level of intensity. Some emotions such as anger can be very intense while contentment can be mild
Emotions involve activation of multiple components such as facial expressions, physiological changes, behavioral changes, and cognitive changes.
Different emotions give rise to different outcomes in terms of facial expressions, behavior, and cognitive changes. For example, the emotion of anger is associated with feelings of mild irritation to outright rage, visibly recognizable facial expressions, aggressive behavior, and cognitions. Feelings of envy on the other hand do not show unique facial expressions or affective states but is experienced as a series of unpleasant psychological states such as inferiority and resentment
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How an Emotion Unfolds
Cognitive Appraisal Theory (Lazarus, 1991)
Two types of appraisals:
Primary appraisal –
motivational relevance: “How relevant is this situation to my needs?”
motivational congruence: “Is this situation consistent or inconsistent with my goals?”
Secondary appraisal - evaluation of one’s resources and options for coping
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Lazarus’s Cognitive Appraisal Theory is a widely used and cited theory on how people experience emotions.
According to this theory, when a person encounters an event, two types of appraisals happen. Primary appraisal is when the person evaluates how relevant the event is to him/her and how consistent it is with his/her goals.
Then during secondary appraisal the person evaluates his/her resources/options to cope with the event. Based on these two appraisals, he/she experiences an emotion.
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Positive vs Negative Emotions
Positive emotions: when an event appraised by a person as congruent to his/her values or goals (love, happiness, pride and contentment)
Negative emotions: when an event appraised by a person as incongruent to his/her values or goals (anger, fear, shame, disgust and sadness)
https://www.shutterstock.com/image-vector/human-emotion-mind-map-positive-negative-702788215
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The difference between positive and negative emotions is one of personal evaluations regarding the event’s effect on ones values and goals. Hence an event appraised by a person as congruent to his/her values or goals will lead to the elicitation of positive emotions (love, happiness, pride, and contentment) while an event appraised as being incongruent to one’s goals or values will lead to feelings of negative emotions (anger, fear, shame, disgust, and sadness).
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Importance of Emotions
Guide behavior
Signal danger
Show the presence of stimuli that demand attention
However:
Emotions interrupt a person’s current cognitions/behavior
Extreme emotions can cause psychological problem
Emotions can impact on the way we decipher information and their effectiveness in roles of management and leadership.
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There is some evidence to suggest that emotions play a role in how we interpret news and information so it becomes very important in consideration of what we see and read on the internet.
Humans like to think of themselves as rational creatures, but much of the time we are guided by emotional and irrational thinking. Psychologists have shown this through the study of cognitive shortcuts known as heuristics. It’s hard to imagine getting through so much as a trip to the grocery store without these helpful time-savers. “You don’t and can’t take the time and energy to examine and compare every brand of yogurt,” says Wray Herbert, author of On Second Thought: Outsmarting Your Mind’s Hard-Wired Habits. So we might instead rely on what is known as the familiarity heuristic, our tendency to assume that if something is familiar, it must be good and safe.
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Broaden and Build Theory of Positive Emotions (Fredrickson, 2001)
Positive emotions broaden a person’s momentary thought-action repertoire
Positive emotions build-up a person’s personal physical, intellectual, social and psychological resources over time
Negative emotions narrow a person’s momentary thought-action repertoire
Negative emotions do not build a person’s personal resources
Image source: https://www.slideshare.net/jtneill/growth-motivation-and-positive-psychology
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see article in canvas
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Watch
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Emotions in the Workplace
The emotional lives of employees were ignored prior to 1980
The rational model of organizations prevailed
Publication of Hochschild’s (1983) book changed this stance
Today emotions at work is a recognized field of study
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Prior to 1980, the emotional lives of employees were ignored and taken as non-existent in line with the management philosophy accepted at the time as organizations being purely rational systems that worked according to rational decision making, rational planning, and rational mechanisms and emotions were seen as irrational things that had no place in such environments. Employees working in such organizations too were expected to uphold this rationality and had to work with their heads instead of their hearts.
Hochschild’s book ‘The managed heart’ changed this stance and showed the importance of recognizing employees’ emotions.
Today employees’ emotions are not regarded as a hindrance to management processes but are seen as necessary and useful factors in achieving organizational outcomes.
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Managers as Managing Emotions at Work
What is Emotional Intelligence (EQ)?
Image source: https://corporatefinanceinstitute.com/resources/careers/soft-skills/emotional-intelligence-quotient-eq/
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Research ahs found that employees experience a variety of emotions at work. Some of these emotions can help employees perform their tasks (e.g., interest, happiness, hope etc.) while others can hinder it (e.g., anger, frustration, anxiety etc.). Managers and leaders must manage not only their own emotions at work but also must manage the emotions of their employees.
This is where Emotional Intelligence helps managers/leaders.
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Emotional Intelligence
‘The capacity to reason about emotions, and of emotions
to enhance thinking. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual
growth’ (Mayer, Salovey & Caruso 2004, pp. 197)
EQ is the capacity to understand and manage one’s own emotions and the emotions of others.
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Emotional Intelligence
| Self-management skills | Dimension | Definition |
| Self-awareness | The ability to recognize and understand your moods, emotions and drives, as well as their effects on others | |
| Self-regulation | The ability to control or re-direct disruptive impulses and moods The propensity to suspend judgement- to think before acting | |
| Motivation | A passion to work for reasons that go beyond money or status a propensity to pursue goals with energy and persistence |
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Emotional Intelligence
| Relationship management skills | Dimension | Definition |
| Empathy | The ability to understand the emotional makeup of other people Skill in treating people according to their emotional reactions | |
| Social skill | The ability to control or re-direct disruptive impulses and moods The propensity to suspend judgement- to think before acting |
Goleman, 1998
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Why is EQ Important for Organizations
Leaders with high EQ are better at:
understanding and regulating their own emotions and the emotions of others
making effective decisions
motivating followers (Ashkanasy & Daus 2002)
A workforce with high EQ can be a competitive advantage for the organization
Supplemental reading material
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Daniel Goleman: What makes a leader?
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What is Motivation?
The process by which a person’s efforts are energized, directed and sustained towards attaining a goal (Robbins et al. 2015, p. 606)
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Managers with high EQ generally know how to motivate staff to engage effectively in their work and build relationships of trust to be able to do this.
A simple model of motivation
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Example: Valuing employees and customers at ISS Australia
Why do you think ISS believes it is important to give employees security of tenure?
Encouraging innovation. Employees at facility management company
ISS have many roles, from grounds maintenance to aviation security and
cleaning to name a few.
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See the example: ‘Looking for peak performance: valuing employees and customers at ISS Australia’.
Dane Hudson, CEO of ISS Australia, says it doesn’t outsource or employ contractors or casuals. ISS ‘believe[s] our people are more committed to service delivery than they might be if they were not employees’.
On the slide is a picture showing the company’s recruitment advertisement:
https://www.au.issworld.com/our-people/engagingouremployees
Consider this and the in-text examples, and ask students to explain how these relate to higher-level needs that could be fulfilled through working for ISS.
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Maslow’s hierarchy of needs
Hierarchy of needs theory proposes that people are motivated by five levels of needs:
Physiological
Safety
Love
Esteem
Self-actualisation
Figure 11.3 MASLOW’S HIERARCHY OF NEEDS
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1. Physiological needs These are the most basic human physical needs, in which one is concerned with having food, clothing, shelter, comfort and self-preservation.
2. Safety needs These needs are concerned with physical safety and emotional security, so that a person is concerned with avoiding violence and threats.
3. Love needs Once basic needs and security are taken care of, people look for love, friendship and affection.
4. Esteem needs After they meet their social needs, people focus on such matters as self-respect, status, reputation, recognition and self-confidence.
5. Self-actualisation needs The highest level of need, self-actualisation is self-fulfilment—the need to develop one’s fullest potential, to become the best one is capable of being.
In proposing this hierarchy of five needs, ranging from basic to highest level, Abraham Maslow suggested that needs are never completely satisfied. That is, our actions are aimed at fulfilling the ‘deprived’ needs, the needs that remain unsatisfied at any point in time. Thus, for example, once you have achieved safety (security), which is the second most basic need, you will then seek to fulfill the third most basic need—love (belongingness).
Although it remains popular among managers, research does not clearly support Maslow’s theory. Still, the importance of Maslow’s contribution is that he showed that workers have needs beyond that of just earning money. To the extent the organisation permits, managers should first try to meet employees’ level 1 and level 2 needs, of course, so that employees won’t be preoccupied with them. Then, however, they need to give employees a chance to fulfill their higher-level needs in ways that also advance the goals of the organisation.
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Alderfer’s ERG theory
ERG theory
Developed by Clayton Alderfer in the late 1960s
Assumes that three basic needs influence behaviour:
Existence (E)—we desire physiological and material wellbeing
Relatedness (R)—we desire meaningful relationships with people and especially those significant to us
Growth (G)—we desire emotional and intellectual growth, and to use our abilities to our full potential
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ERG theory is consistent with the finding that individual and cultural differences influence our need states.
People are motivated by different needs at different times in their lives. ERG theory lists three needs rather than the five in Maslow’s theory and can be activated at a time rather than in a hierarchy.
Alderfer's ERG theory can be used to explain someone's motivation to work in a job because the theory is applicable to many different narratives of employees. An effective manager has to understand where a particular individual might exist in the ERG schematic. In doing so, a worker's motivation can be maximized by applying the particular set of needs to an applicable situation. For example, if someone has started in a job and needs the financial security of a position in order to alleviate other costs and expenses, they might be in the "Existence" needs of the model. Perhaps, their motivation can be increased with incentives and financial bonuses. Since their needs are driven by the need for basic material necessities, incentivizing their work in this domain could increase their motivation to work at a particular job.
For a worker who thrives on interpersonal connection and the acknowledgement from others, their needs are in the "Relatedness" sector. If these individuals could find greater motivation if they were placed in a position where their interpersonal needs or strengths could be validated, then there could be greater motivation for these individuals to perform better and maximize output at their jobs. Finally, the needs for reflective "Growth" indicate that an individual has reached a point where they wish to advance personally and move into a realm of professional development and enhancement. For these individuals, their motivation might exist in looking at their job as a vocation and seeking to advance within it. Constructing avenues of professional growth and development could enhance the work motivation for these individuals as it fits their needs.
The ERG model is fluid, in that simultaneous needs could be seen in one employee. Someone who is struggling to meet the "Existence" needs could also seek a sense of "Relatedness" with others. Managers have to understand the fluid nature of the ERG theory and be able to apply to model in different circumstances by knowing their employees. In knowing their employees, managers can use the ERG model to increase individual motivation for the model speaks to where that particular person is at a moment in time.
Multimedia Lecture Support Package to Accompany Basic Marketing
Lecture Script 6-23
Alderfer’s ERG theory (part 2)
Has been tested in China & Malaysia (2008) proving that the theory is valid cross-culturally, not just in Western contexts
Can be used in the following situations:
Canvas job satisfaction among employees and determine how best to reward performance
Mentor employees by developing their self-esteem
Adjust leadership styles to meet the needs of particular groups of employees
Make adjustments in extrinsic factors during a process of organisational change.
Caulton, J. (2012).The Development and Use of the Theory of ERG: A Literature Review,
Emerging Leadership Journeys, 5(1), pp. 2- 8.
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McClelland’s acquired needs theory
Acquired needs theory
– Three needs are major motives determining people’s behavior in the workplace:
Achievement—desire to achieve excellence in challenging tasks
Affiliation—desire for friendly and warm relationships
Power—desire to influence or control others
Figure 11.4 McCLELLAND’S THREE NEEDS
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David McClelland, a well-known psychologist, investigated the needs for affiliation and power. McClelland believes that we are not born with our needs; rather, we learn them from culture and our life experiences.
Managers are encouraged to recognise three needs in themselves and others, and to attempt to create work environments that are responsive to them. The three needs, one of which tends to be dominant in each of us, are listed here.
You can apply acquired needs theory by appealing to the preferences associated with each need when you (1) set goals, (2) provide feedback, (3) assign tasks, and (4) design the job.
McClelland's need for achievement underlies Maslow's self-actualization.
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McClelland’s acquired needs theory (example)
Work-family conflict:
Ex. 1: Need to earn an income + need for affiliation v. Need to care for family
Also framed as: Work interfering with Family commitments (WIF)
Ex. 2: Need for achievement (power, excel at a task, success) v. Need for affiliation (close personal relationships)
Also framed as: Family interfering with Work commitments (FIW)
Juliana D. Lilly, Jo Ann Duffy, Meghna Virick, (2006) "A gender‐sensitive study of McClelland's needs, stress, and turnover intent with work‐family conflict", Women in Management Review, Vol. 21 Issue: 8, pp.662-680.
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Question
Patrick prefers working alone, is comfortable taking moderate risks and feels good when accomplishing a goal. Patrick probably has a:
High need for achievement
High need for affiliation
High need for power
Low need for achievement
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The correct answer is 'A‘, high need for achievement.
Multimedia Lecture Support Package to Accompany Basic Marketing
Lecture Script 6-27
Herzberg’s two-factor theory (1 of 2)
Two-factor theory
Proposed that work satisfaction and dissatisfaction arise from two different factors: work satisfaction from so-called motivating factors and work dissatisfaction from so-called hygiene factors
© Chris Ryan / age fotostock
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Hygiene factors are associated with job dissatisfaction which affect the job context in which people work.
Motivating factors are associated with job satisfaction which affect the job content or the rewards of work performance.
Ask students: Would a big desk in a big office with a view represent the tangible realisation of managerial success for you? Would this be a motivation that would make you feel more satisfied?
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Herzberg’s two-factor theory (2 of 2)
Hygiene factors
Factors associated with job dissatisfaction which affect the job context in which people work
Motivating factors
Factors associated with job satisfaction which affect the job content or the rewards of work performance
Figure 11.5 HERZBERG’S TWO-FACTOR THEORY:
SATISFACTION VERSUS DISSATISFACTION
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Figure 11.5 Herzberg’s two-factor theory: Satisfaction versus dissatisfaction
Using two-factor theory to motivate employees, managers should first eliminate dissatisfaction making sure that working conditions, pay levels and company policies are reasonable.
There will always be some employees who dislike their jobs, but the basic lesson of Herzberg’s research is that you should first eliminate dissatisfaction (hygiene factors), making sure that working conditions, pay levels and company policies are reasonable. You should then concentrate on spurring motivation by providing opportunities for achievement, recognition, responsibility and personal growth (motivating factors).
Positive hygiene factors include allowing pets at work, offering video game arcades, fitness classes, intramural sports (volleyball, soccer), and providing a library of free movies, books and magazines. If you work at Google, you could also have a university reimbursement plan, legal aid and travel assistance—and if you die, the company will pay your family half your salary for a decade.
This figure is explained in more detail in Appendix 4 at the end of this slide deck.
Multimedia Lecture Support Package to Accompany Basic Marketing
Lecture Script 6-29
A comparison of the content theories
Jump to Appendix 5 for description
Figure 11.6 A COMPARISON OF NEEDS THEORIES: MASLOW, ALDERFER, MCCLELLAND AND HERZBERG - McClelland has no classification for lower level needs
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Note how acquired needs theory (McClelland) focuses only on higher-level needs.
This figure is described in more detail in Appendix 5 at the end of this slide deck.
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Why Leaders Need To Embrace Employee Motivation?
Only 2 in 10 employees strongly agree that their performance is managed in a way that motivates them to do outstanding work.
30% of employees strongly agree that their manager involves them in goal setting.
Employees whose managers involve them in goal setting are 3.6x more likely than other employees to be engaged.
21% of employees strongly agree they have performance metrics that are within their control.
14% of employees strongly agree that the performance reviews they receive inspire them to improve.
Gallup estimates the cost of poor management and lost productivity from employees in the U.S. who are not engaged or actively disengaged to be between $960 billion and $1.2 trillion per year.
The key to inspiring maximum performance ….
use a process that creates intrinsic motivation and benefits both the team member and the company.
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https://www.forbes.com/sites/christinecomaford/2018/01/20/why-leaders-need-to-embrace-employee-motivation/#5207bc1d1272
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How Emotions Can be Used to Motivate Employees
Employees’ emotions can give clues as to how to motivate them.
Success - whether a person is currently moving toward goal satisfaction or has recently
achieved a goal.
Commitment - the degree to which people are engaged with a goal that is important to them.
Orientation –
The approach system is engaged when people are trying
to pursue potential positive outcomes.
The avoidance system is engaged when people are trying
pursue potential negative outcomes.
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Why is motivation important?
You want to motivate people to:
Join your organisation
Stay with your organisation
Show up for work at your organisation
Be engaged while at your organisation
Do extra for your organisation
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1. Join your organisation. You need to instill in talented prospective workers the desire to come to work for you.
2. Stay with your organisation. Whether you are in good economic times or bad, you always want to be able to retain good people.
3. Show up for work at your organisation. In many organisations, absenteeism and lateness are tremendous problems.
4. Be engaged while at your organisation. Engaged employees produce higher quality work and better customer service.
5. Do extra for your organisation. You hope your employees will perform extra tasks above and beyond the call of duty (be organisational 'good citizens').
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Reinforcement perspectives on motivation
Reinforcement theory
Suggests that behaviour with positive consequences tends to be repeated, whereas behaviour with negative consequences tends not to be repeated
Pioneered by B. F. Skinner (operant conditioning) and Edward Thorndike (law of effect)
Use of reinforcement theory to change human behaviour is called behaviour modification
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Reinforcement evades the issue of people’s needs and thinking processes in relation to motivation, as we described under the need-based and process perspectives. Instead, the reinforcement perspective, which was pioneered by Edward L. Thorndike and B. F. Skinner, is concerned with how the consequences of a certain behaviour affect that behaviour in the future.
Skinner was the father of operant conditioning, the process of controlling behaviour by manipulating its consequences.
Operant conditioning rests on Thorndike’s law of effect, which says behaviour with favourable consequences tends to be repeated, while behaviour with unfavourable consequences tends to disappear.
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Four types of reinforcement (1 of 2)
Positive reinforcement
Use of positive consequences to strengthen a particular behaviour
Negative reinforcement
Strengthening a behaviour by withdrawing something negative
Extinction
Weakening behaviour by ignoring it or making sure it is not reinforced
Punishment
Weakening behaviour by presenting something negative or withdrawing something positive
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Reinforcement is anything that causes a given behaviour to be repeated or inhibited, whether praising a child for cleaning his or her room or telling off a child for leaving a scooter in the driveway.
Consider showing this video from Harvard University, talking about the importance of B. F. Skinner to the field of psychology (3:18): https://youtu.be/YIEt6TrjJXw
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Four types of reinforcement (2 of 2)
Figure 11.10 FOUR TYPES OF REINFORCEMENT
These are different ways of changing employee behaviour.
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See Appendix 9 at the end of this slide deck for more information.
Walk through this example with students. Can they see how different types of reinforcement can lead to the same resulting behaviour?
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Why should you complete the CES (Course Experience Survey)?
The College of Business believes that you, the students, have the ideas and voices that will help lead RMIT into the future. The best way to make your voice heard is through the Course Experience Survey (CES).
There are seven questions to answer. Completing the survey provides the College with your insight on what was done well and how we can improve our courses and programs. Recent examples of how the CES shaped RMIT include:
Student X said: “Can I submit more of my assessments online?”
The outcome was: Approximately 80 per cent of courses now use e-submission.
Student Y said: “I find the old computers are slow and in desperate need of an upgrade.”
The outcome was: Over 3000 new computers were installed across Brunswick, Bundoora and City campuses.
Please use your mobiles or laptops and go to your my.rmit.edu.au/portal/ to locate the survey and complete it now. When you have finished come up and help yourself to chocolate!
Thank you for your time in completing the survey.
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Next Lecture?
| Managing Emotions at Work to Motivate | Week 9 |
| The Exceptional Manager: Strategy | Week 10 |
| Networking to build e-Portfolio | Week 11 |
| Course Review | Week 12 Assessment 2 due (week 13) |
Next week
Course Review
Introduction to Management
The Functions of Management
Managing Emotions
The Exceptional Manager: Strategy
Networking
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RMIT University©2017
References
Briner, RB & Kiefer, T 2005, ‘Psychological research into the experience of emotion at work: Definitely older but are we any wiser?’ In NM Ashkanasy, W. Zerbe, & CEJ Härtel (eds), Research on Emotion in Organizations: The .Effect of Affect in Organizational Settings, 1st edn, Elsevier, pp. -281-307
Goleman, D 1998. ‘What makes a leader’, Harvard Business Review, pp. 82-91.
Härtel, CEJ & Ganegoda, DB 2008, ‘Role of affect and interactional justice in moral leadership’, in WJ Zerbe, CEJ Härtel, & NM Ashkanasy (eds), Research on Emotion in Organizations: Emotions, Ethics and Decision-Making, 4th edn, Emerald Group Publishing, Bingley, UK, pp. 155-180.
Fredrickson, BL 2001, ‘The role of positive emotions in positive psychology: The Broaden-and-Build Theory of Positive Emotions’, American Psychologist, vol. 56, no. 3, pp. 218- 226.
Fredrickson, BL & Branigan, C 2005, ‘Positive emotions broaden the scope of attention and thought-action repertoires’, Cognition and Emotion, vol. 19, no. 3, pp. 313-332.
Lazarus, RS 1991, Emotion and Adaptation. Oxford University Press, New York, NY.
Mayer, Salovey & Caruso 2004, ‘Emotional Intelligence: Theory, findings and implications’, vol. 15, no. 3, pp. 197-215.
Robbins, SP, Bergman, R, Stagg, I & Coulter M 2015, Management, Pearson, Melbourne, Australia.
References
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Consequences Of Hard & Soft Influence Tactics
Commitment
Resistance
Compliance
Persuasion Ingratiation & Impression management
Exchange
Silent authority
Upward appeal
Coalition formation
Information control
Assertiveness
Soft Influence tactics
Hard Influence tactics
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See p 338 McGraw chapter 10 ‘Organisational Behaviour’, power and influence has a role in emotional intelligence.
The best way to describe how people reach when others try to influence them: is to consider commitment, compliance and resistance. Generally people reach more favourably to ‘soft tacts, these soft tactics require a strong degree of EQ, and generally build trust, ‘hard tactics to not require strong EQ and generally impact negatively on the relationships with colleages and staff resulting in breakdown of trust.
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Hard & Soft Influence Tactics (examples)
Hard influence tactic:
Soft influence tactic:
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Model Of The Conflict Process
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In all an organisational contexts the functions of a manager is to consider what should be escalated and how the escalated behaviour should be rewarded or punished. Leaders and Managers with a high EQ are generally good an celebrating eg’s of effective conflict management and draw on this to reinforce effective leadership and management practice.
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