Practical Skills for Supervisors 4

8/12/2019 Practical Skills for Supervisors 4

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Practical Supervisory Skills Module 4

MODULE 4Motivation

Motivation - the responsibility of every manager and supervisor: the only practicaland functional way to create performance improvement

ou will view two videos with ! aspects of motivation" #he presenter claims that$motivation% is the &ey management s&ill"

International Experts Centre for Management Consultation Page 1 of 15

'ey #opics to cover

Practical application of dominant be avioural t eories

Maslo!"s #ierarc y of needs $%eeds reduction & eory'

Intrinsic ( Extrinsic motivation

)actors t at motivate

& e Expectancy & eory

& e uman performance environment

Creating a performance culture

& e *blame" culture

& e learning organi+ation

,elegating and coac ing- ./& and mentoring 0 t e who, why, when and how


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MO#()*#(O+ #,EO

(+# (+.(/ *+D E0# (+.(/ MO#()*#(O+Things that motivate me:

Put a tick in t e first column alongside t e numbers of six items from t e follo!ing list t at you believe are t emost important in motivating you to do your best !ork & en rank t e six selected items !it t e mostimportant being 1-t e 2 nd 3 2- rd 3 - etc & erefore t e least important of t e six !ill be & en compareyour list !it your neig bour

1 #aving steady employment

2 6eing respected as a person

#aving ade7uate rest periods and coffee breaks

4 8eceiving good pay

5 9ood p ysical !orking conditions

#aving t e opportunity to turn out 7uality !ork

: 9etting along !ell !it colleagues

; #aving a Interesting !ork

11 Pension sc emes and ot er aspects of security

12 %ot aving to !ork too ard

1 ?no!ing ! at is going on in t e organi+ation

14 )eeling t at t e


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24 Borking under close supervision and scrutiny

#aving a large amount of freedom and empo!erment

M*.LO1%. ,(E * /, O2 +EED.

.ne !ay of explaining uman be aviour is to look for t e needs t at an individual seeks tosatisfy .ne suc approac !as developed by Maslo!- ! o suggests t at t ere are reallyfive levels of need t at influence an individual"s be aviour

3hysiological needs t e need for food- drink and s elter .afety needs protection against danger- t reat- deprivation

.ocial needs t e need for belonging- acceptance- friends ip Ego needs self esteem- reputation- status .elf-actualisation t e need for realising one"s o!n potential

& e needs form a ierarc y- according to Maslo!- because t e lo!erAlevel needs ave to besatisfied first .nly ! en t ese needs ave been satisfied !ill an individual seek to satisfyt e ig er order needs & us- ungry- cold and omeless individuals !ill focus on gettingfood- !armt and s elter- !it no concern for t eir ig er order needsD but ! en fed and!arm- t ey !ill seek to safety and t en t e comfort of being !it ot ers

Quotation

A musician must make music, an artist must paint, a poet must write, if he is to beultimately happy. What a man can be, he must be. This need we may call self-actualisation. It refers to the desire for self-fulfilment, namely the desire for him tobecome actualised in what he is potentially the desire to become more and more whatone is, to become everythin of what one is capable of becomin .!

Activity

& ink of a member of your staff- any member &ry to consider is $or er' level of performance Is it good- average- poor

International Experts Centre for Management Consultation Page of 15

What a "an canbe, he must be!

(nventing the1heel

255


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.nce you ave determined t is- try to design a programme of development- based onmotivational t eory- ! ic !ill contribute to an increase in t e level of performance

Maslow%s ,ierarchy of +eeds.elf-actuali5ation

+eeds

Esteem or Personal gro!tEgo +eeds 8eali+ation of potential

SelfAfulfilment

8ecognition.ocial +eeds Status

@c ievement Competence

@ffection.afety +eeds Fove

@ffiliation

3hysiological Security +eeds )reedom from t reat

)reedom from pain

)ood@ir 8est

,E 67E 8%. #1O-2*/#O #,EO O2 MO#()*#(O+

#er$ber "s t eory resulted from researc !it engineers and accountants and it ad- and stilldoes ave- an important influence on management practice and


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#er+berg suggests t at poor hy iene factors !ould make a person dissatisfiedImprovements in t ese !ould reduce dissatisfaction- but no amount of improvement !ouldresult in positive motivation and a feeling of !ell being & is !ould only come fromaccomplis ing a meaningful and c allenging task

2actors that Motivate

@ccording to t e above t eory- t e ygiene factors provide extrinsic motivation $imposed!it outside t e individual' and t e satisfiers provide t e intrinsic motivation $comes from!it in' Gsing t e exercise on t e previous page- t ese can roug ly be divided as follo!s

Hygiene Factors Motivators

.ample 2actors

Company policy and administration @c ievementSupervision 8ecognition for accomplis mentBorking conditions C allenging !ork Interpersonal relations Increased responsibilityMoney- status- security Personal gro!t and development

Using the +umbers E9trinsic (ntrinsic

1 1 215

4 1 1>5 1; 14: 1= 1:; 2> 21; 22 25

11 212 24

& e results of poor performance could be punis ments rat er t an re!ards In t e diagramabove- t e negative *punis ments" is not ade7uately conveyed- so a more neutral termHoutcomes is used instead If t e links in t e diagram are strong- regardless of ! et er t eoutcome !ill be re!ard or punis ment- !ill ave a po!erful motivating effectD if t e linksare !eak or absent- t e outcome !ill ave no po!er to motivate %ote also t at if anoutcome is to ave any effect on a person"s be aviour- t e person must eit er want thatoutcome $re!ard' or want to avoid it $punis ment'

#he lin& between effort performance and outcome

Remember hen e !oint the "one# finger e


#he three distinct factors here are;

t e link bet!een effort and performance

t e link bet!een performance andoutcomes

t e types of outcome available


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have three fingers !ointed at ourse$ves

E03E/#*+/ #,EO O2


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& e link bet!een performance and outcomes $re!ards and punis ments' & e types of outcome available

#,E ,UM*+ 3E 2O M*+/E E+)( O+ME+#

1hy do >only some? teams succeed@

,OME E+)( O+ME+#

1O ' E+)( O+ME+#

A" #he 3erson has B" egulations come from

skills internal policy@ttitudes external regulationsaspirationsJexpectations t e Fa!fears and doubtsemotionsJfeelingsJ perceptions

C" #he 1or& Environment has: !" E9ternal 2eedbac& /omes 2rom:

resources management p ysical comfort levels customersdistractionsJtime !asters subordinatesa culture friendsJspouses

" #he ,ome Environment ,as: " (nternal 2eedbac& /omes 2rom:

demands perceptionsdistractions selfAassuredness

comfortJ appiness levels personal styleJmotivators past experience

4" 8uidance /omes 2rom: F" 3erformance esults 2rom:

International Experts Centre for Management Consultation Page : of 15

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3E 2O M*+/E8U(D*+/EDE)ELO3ME+#


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managersJsupervisors balancing and coAordinatingcolleagues all t e above factorsadvisorsJexpertsmanualsJprocedures

booksJtapes

#,E 7L*ME /UL#U E

E. E.

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E.

International Experts Centre for Management Consultation Page ; of 15

Kou"ve made a mistake

Billit

s o!

CanKou#ideItit

Conceal it before anyoneelse finds outL

6ury itL

3roblem *voided

9et in first !it yourversion of events

Sit tig t and ope t e problem goes a!ay

Can you blamesomeone else-specialcircumstancesor a difficultclient

Could anadmissiondamageyourcareer

prospects


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time in t e future & erefore t e ! ole notion of a learnin or ani$ation is focused on being proAactiveIn a learnin or ani$ation - ne! ideas are created spontaneously and often unexpectedly6ut t is is a process t at can be controlled and managed Model companies create systemst at support and integrate t e learning activities

#ere are a fe! examples of successful companies and t eir learning activities

International Experts Centre for Management Consultation Page 1> of 15

Ran) *erox gives all employees training in teamA!orking and problemAsolving Employees are giventools toD

9enerate ideas and collect information $e g brainstorming'8eac consensus $e g !eig ted voting'@nalyse and display data $e g data reductiontec ni7ues'Plan actions $e g flo! c arts'

& ese are used in systematic problem identification-solving- implementation and evaluation processes

6oeing ad difficulties !it its :4: and : : plane programmes It set up an employee teamto develop a set of lessons learned It produceda booklet !it undreds of usefulrecommendations Some team members !enton to !ork on t e :5: and : : programmes! ic produced t e most successful- errorAfreelaunc es in t e Company"s istory

M as ad a target t at 25 of its revenues mustcome from products t at didn"t exist five years

before

It as in fouryears

.ne !ay it gets t ere is by giving employees15 * bootle in ) time to !ork on t eir o!n


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,ow to 7ecome a Learning Organi5ation

(t can be seen from the e9amples above that a $earning organi'ation is onewhich:

#as a climate in ! ic individual members are encouraged to learn and develop t eirfull potential

Extends t is learning culture to include customers- suppliers and ot er significantstake olders

Makes uman resource development strategy central to t e business policy Is in a continuous process of business transformation

& ese are some of t e conditions, which are associated !it t e creation of a learnin organi'ation:

#as a proAactive learning strategy $fre7uently based on t e appraisal system' Participative policy making Information tec nology is used to inform and empo!er people to ask 7uestions and take

decisions based on t e available data )ormative accounting $i e control systems are structured to assist learning from

decisions' Internal exc ange $integration- bot ori+ontal and vertically' 8e!ard flexibility )rontAline !orkers as environmental scanners Existence of a learning culture Self and continuous development for all

In a learning organi+ation- learning is a core part of all strategies and operations


#er+berg derived a set of principles for s in an attemptat improving motivation- and ence performance

3rinciple

8emove some controls ! ile retaining accountability Increase accountability of individual"s o!n !ork 9ive a person a complete natural unit of !ork 9rant additional aut ority to an employee in is activity Make periodic reports directly available to t e !orker

imself rat er t an to t e supervisor Introduce ne! and more difficult tasks not previously

andled @ssign individuals specific or specialised tasks-


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/reating a Learning Organi5ation

E.

+O

E.

+O


ou%ve made amista&e

#a&e ownership ofthe problem and

assess the possibleconseGuences

#a&e correctiveaction and

inform thoseaffected

*re theypotentially serious@

#ell someone seniorimmediatelyH

(s there aflaw in a

process orsystem@

(nvestigate why themista&e occurred

/o-operate fullyto correct error

and reviewprocedures

.hare yourdiscovery and

improveprocesses

#ry to learnfrom your

mista&e

3roblem .olved


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/O*/,(+8 and O


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#o summarise the


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@ similar activity to coac ing is *mentorin ) - alt oug one of t e fundamental differences ist at t e mentor s ould not be t e individual"s line manager Mentors are usuallyconsiderably more experienced t an t e individuals ! om t ey are mentoring & ey

provide support- encouragement and opportunities for development and act as a sounding board for ideas In recent years- mentors ave become popular !it some large organi+ations- bot private and public- ! ic ave created" mentoring programmes"

Mentoring is often applied to ne! staff or staff ne! to a specific function

)or bot coac ing and mentoring to be effective- it makes sense t at people need to be ableto relate to one anot er !ell and to communicate accurately and sensitively & is demands adegree of interpersonal competence and an unt reatening- but c allenging- environment


H& is is your mentor Please don"tesitate to contact im if you ave

any 7ueries at all

Documents

Practical Skills for Supervisors 4