Motivating Others

1
Chapter 10

• Motivating Others

2
THE MEANINGS OF MOTIVATION

• Motivation is (1) an internal state that leads to
  effort toward objectives, and (2) an activity
  performed by one person to get another person to
  accomplish work.
• Motivation might be directed toward subordinates,
  coworkers, supervisors, or customers.

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10 USEFUL ATTITUDES AND SKILLS FOR MOTIVATION

1. Asking the person what he or she hopes to achieve
   in the situation.
2. Figuring out if the person has the ability to do
   what I need done.
3. Explaining exactly what you want to the person
   you are trying to motivate.
4. Giving lots of feedback to worker.
5. Specifying what needs to be done.

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ATTITUDES AND SKILLS FOR MOTIVATION, continued

1. Treat the other person fairly.
2. Avoid instilling fear in the person.
3. Generously praise person who gets your work
   accomplished.
4. Before giving a reward, find out what would
   appeal to the person.
5. Recognize that having the right skill is needed
   for person to be motivated.

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(WIIFM)

• Whats in it for me? is the most fundamental
  principle of motivation.
• People want to know how they will benefit from
  performing a task.
• Performing a social good might lead to reward of
  feeling good about oneself.
• Must know what needs person is attempting to
  satisfy.

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RELATIONSHIP BETWEEN NEEDS AND BEHAVIOR

• Needs lead to behavior, or what people actually
  do. Two examples
• Person with need for affiliation might be
  extraverted, and motivated to work with others.
• Person with need for achievement might be
  conscientious and motivated to accomplish useful
  work.

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NEEDS MOTIVATING 99 OF EMPLOYEES

1. Esteem
2. Safety and security
3. Equity (fair treatment)

• Achievement
• Power
• Affiliation
• Autonomy

Recognizing these needs enables you to apply the
WIIFM principle.
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THE NATURE OF POSITIVE REINFORCEMENT

• Increases the probability that behavior will be
  repeated by rewarding people for making the
  desired response.
• Reward must be contingent upon doing something
  right.
• Negative reinforcement rewards people by taking
  away and uncomfortable consequence of their
  behavior.

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RULES FOR POSITIVEREINFORCEMENT

• State clearly what behavior will lead to a
  reward.
• Choose an appropriate reward.
• Supply ample feedback.
• Schedule rewards intermittently (surprise!).
• Make the rewards follow the observed behavior
  closely in time.

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REWARDS FOR POSITIVE REINFORCEMENT, continued

1. Make the rewards fit the behavior (big deeds
   merit big rewards, and the reverse).
2. Make the rewards visible (others should notice
   the reward, and the recipient should feel the
   difference).
3. Change the rewards periodically.
4. Reward the group or team also.

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STUDY OF WHAT WORKERS WANT FROM THEIR JOBS

1. Competitive salary
2. 100 health-care coverage
3. Company-matched 401(k) investments
4. Bonus programs

1. Flexible work schedules
2. Compressed workweek
3. Good boss relationship
4. Being treated with respect

Source Harris Interactive/Kronos
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USING RECOGNITION TO MOTIVATE OTHERS

• Recognition is a powerful form of positive
  reinforcement, yet low cost or no cost.
• Most workers crave recognition, yet feel they do
  not receive enough of it.
• 70 of employees surveyed cited lack of
  appreciation as key factor for quitting.
• Recognition is not a substitute for good pay.

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MORE ABOUT RECOGNITION

• Identify meritorious behavior, then recognize
  behavior with reward.
• Time praise when it will do the most good, such
  as in a meeting.
• Recognition and praise are low cost, yet powerful
  motivators.
• Works best in culture of recognition.

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Expectancy Theory

• How much effort people expend depends on the
  reward they expect to receive in return.
• In other words, WIIFM

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Expectancy Theory

• Assumptions
• People are logical and rational.
• People want to maximize gain and minimize loss.
• People choose among alternatives by selecting the
  one they think they have the best chance of
  attaining.
• People choose the alternative with the biggest
  personal payoff.

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Expectancy Theory Components

• Effort to Performance Expectancy
• Am I able to do the task?
• 0 - 1.0
• Performance-to-Outcome Expectancy
• What are my chances of receiving the reward?
• 0 1.0
• Valence (Exercise 10.3 on page 211)
• What is the value or worth of the outcome?
• -100 to 100

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CAPSULE OVERVIEW OF EXPECTANCY THEORY

• Person will be motivated when
• Effort-to-performance expectancy is high. Person
  believes task is doable.
• Performance-to-outcome expectancy is high. Person
  believes performance will lead to certain
  outcomes.
• Valence is high. Outcome is valuable.

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HOW MOODS INFLUENCE EXPECTANCY THEORY

• Emotions influence impact of expectancies,
  instrumentalities, and valences.
• Positive mood increases perceived connection
  between (a) effort and performance (b)
  performance and desired outcomes, and (c)
  valences attached to those outcomes.

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DIAGNOSING MOTIVATION WITH EXPECTANCY THEORY

• Does person have the right skills and
  self-efficacy?
• How assured is person that performance will lead
  to the promised reward?
• How badly does person want the reward?
• Are there any zeroes in response to first three
  questions? If so motivation will be zero because
• Motivation (E?P) x (P?O) x (sum of all
  valences for outcomes)

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GUIDELINES FOR APPLYING EXPECTANCY THEORY

1. Train and encourage people.
2. Make explicit link between rewards and
   performance.
3. Make sure rewards are large enough.
4. Understand individual differences in valences.
5. Use the Pygmalion effect to increase (E?P)
   expectancies. (High expectations become a
   self-fulfilling prophecy.)