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Developing  Management  Skills  

Chapter  6:   Mo-va-ng  Others  

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Learning  Objec-ves  

1.  Diagnose  work  performance   problems  

2.  Enhance  the  work-­‐related   abili>es  of  others  

3.  Foster  a  mo>va>ng  work   environment  

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Mo-va-on  

“I  don’t  mo>vate  my  players.    You   cannot  mo>vate  someone,  all  you  can   do  is  provide  a  mo>va>ng  environment   and  the  players  will  mo>vate   themselves.”      

Phil  Jackson  (aLer  winning  his  7th  NBA  >tle  as  a   coach)  

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Mo-va-on  

“Spending  >me  and  energy  trying  to   ‘mo>vate’  people  is  a  waste  of  effort.   The  real  ques>on  is  not,  ‘How  do  we   mo>vate  our  people?’  If  you  have  the   right  people,  they  will  be  self-­‐ mo>vated.  They  key  is  to  not  de-­‐ mo>vate  them.”      

Jim  Collins,  Good  to  Great    

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Formula  for  Performance  

Performance  =  Ability  x  Mo>va>on  (Effort)    

Ability  =  Ap>tude  x  Training  x    Resources    

Mo>va>on  =  Desire  x  Commitment      

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Diagnosing  Poor  Performance  

•  How  difficult  are  the  tasks?   •  How  capable  is  the  individual?   •  How  hard  is  individual  trying  to   succeed  at  the  job?  

•  How  much  improvement  is  individual   making?      

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Performance  and  Mo-va-on  

Is  the  problem  Ability  or  Mo>va>on?    

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Three  Danger  Signals  of  Ability   Degenera-on  

1.  Taking  refuge  in  a  specialty   2.  Focusing  on  past  performance   3.  Exaggera>ng  aspects  of  the  

leadership  role      

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Five  Tools  for  Improving  Ability  

1.  Resupply   2.  Retrain   3.  Refit   4.  Reassign   5.  Release    

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Management  Styles  

Theory  X:  Assumes  that  people  seek   to  avoid  work  and  responsibility   when  possible  

  Theory  Y:  Assumes  that  people  have   an  intrinsic  desire  to  do  good  work        

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Rela-onship  Between  Sa-sfac-on  and   Performance  

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Four  Types  

1.  Indulging:  focuses  on  sa>sfac>on  rather   than  performance  

2.  Imposing:  focuses  on  performance  rather   than  sa>sfac>on  

3.  Ignoring:  focuses  on  neither  performance   nor  sa>sfac>on  

4.  Integra>ng:  focuses  equally  on   performance  and  sa>sfac>on      

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Old  View  of  Mo-va-on  

Sa-sfac-on  →  Mo-va-on  →  Performance  

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New  View  of  Mo-va-on  

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Mo-va-on  

Performance  

Outcomes  

Sa-sfac-on    

→ →

→

Mo-va-on  →  Performance  

Mo>va>on  begins  with  establishing   moderately  difficult  goals  that  are   understood  and  accepted.    

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Goal  SeLng  

• Characteris>cs  of  good  goals:   –  Specific   –  Consistent   –  Appropriately  challenging   –  Provide  feedback  

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Mo-va-on  →  Performance  

ALer  secng  goals,  managers  should   remove  obstacles  to  performance.  

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Path  Goal  Theory  

Insert  figure  6.2  

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Performance  →  Outcomes  

Using  rewards  and  discipline  to   encourage  excep>onal  behaviors   and  ex>nguish  unacceptable   behavior  

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The  Best  Award  Programs  

• Give  awards  publicly   • Use  awards  infrequently   • Embed  them  in  a  credible  reward   process  

• Acknowledge  past  recipients  in   awards  presenta>ons  

• Match  award  with  culture  

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Managers’  Ac-ons  as   Reinforcers  

Managers  get  what  they  reinforce,   not  what  they  want  

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Behavior  Shaping  Strategies  

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Disciplining:  responding  nega>vely   to  behavior  to  discourage  future   occurrences     Rewarding:  linking  desired  behaviors   with  employee-­‐valued  outcomes  

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Management  Tool  Strategies  

Extrinsic  Outcomes:  outside  the   control  of  the  individual     Intrinsic  Outcomes:  experienced  by   the  individual  as  a  result  of   successful  performance  

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Mo-va-on  →  Performance   (cont’d)  

Work  Design  

The  process  of  matching  job   characteris>cs  and  the  worker’s  skill   and  interests.  

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Job  Characteris-cs  Model  

Insert  figure  6.4  

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Work  Design  Strategies  

• Combine  tasks   • Form  iden>fiable  work  units   • Establish  client  rela>onships   • Increase  authority   • Open  feedback  channels  

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Need  Theories  

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Murray’s  Manifest  Needs  

Need  for  Achievement:  behavior  toward   compe>>on  with  a  standard  of   excellence  

Need  for  Affilia>on:  desire  to  feel   reassured  and  acceptable  to  others  

Need  for  Power:  desire  to  influence   others  and  to  control  one’s   environment      

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Needs  and  ASribu-on  

Common  Management  Mistakes   – Assuming  all  employees  value  the   same  reward  

– Assuming  the  manager’s   preference  for  a  reward  is  the  same   as  employees  

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Cafeteria  Style  Systems  

Allows  employees  to  select  from  a   “menu”  of  benefits,  i.e.  health   benefits,  insurance,  etc.  

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Fairness  and  Equity  

Workers  evaluate  what  they  get  from   the  rela>onship  (outcomes)  to  what   they  put  in  (inputs)  and  compare  this   ra>o  to  other’s  in  a  comparison  group.    

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Workers  who  perceive  inequity  are   mo>vated  to  adjust  their  own  or  other   worker’s  inputs  and/or  outcomes.    

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Fairness  and  Equity  

Feedback  

To  make  the  connec>on  between  behavior   and  outcome,  consider  

1)  The  length  of  >me  between  behavior  and   rewards  

2)  The  explana>on  (feedback)  for  the   reward      

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Integra-ve  Model  

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Behavioral  Guidelines  

•  Clearly  define  an  acceptable  level  of   performance  or  specific  goals  

•  Remove  obstacles  to  reaching  goals   •  Make  rewards  con>ngent  on  

performance   •  Treat  discipline  as  a  learning  

experience  for  the  individual  

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Behavioral  Guidelines  

•  Transform  acceptable  behaviors  into   excep>onal  ones  

•  Iden>fy  rewards  that  appeal  to  the   individual  

•  Check  subordinates  percep>ons  of   reward  equity  

•  Provide  >mely  rewards  and   feedback  

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Copyright  Informa-on  

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