Motivating Others

Task Performance Performance = Ability × Motivation (Effort) Where, Ability = Aptitude × Training × Resources Motivation = Desire × Commitment

Ability Ability to perform, not only the ability of performer Aptitude Inherent abilities a person brings to a job: physical -mental capabilities, personality characteristics built by previous skill-enhancement experiences

Ability Training Resources Organized learning process for improving job related skills Resources Technical, personnel, financial, physical, social, political, informational

Motivation Desire Willing to perform Commitment Inspired persistence

Performance Diagnosis How difficult are the tasks being assigned to the individual? How capable is the individual? How hard is the individual trying to succeed at the job? How much improvement is the individual making?

Performance Diagnosis Tendency to blame motivation without proper assessment of ability or task difficulty First focus on ability

Performance Diagnosis Model Do both the boss and subordinates agree that the subordinate’s performance needs to be improved? 1 Does this problem stem from inadequate subordinate ability? 2 Does this problem stem from inadequate subordinate motivation? 3 Is the lack of ability due to inadequate resources to do the job? 4 Is the lack of ability due to inadequate training? 5 Is the lack of ability due to inadequate aptitude? 6 Is the lack of motivation the result of poorly understood or unrealistic expectations? 7 Is the lack of motivation the result of rewards not being linked to job performance or not being fairly distributed? 8 Is the lack of motivation the result of rewards available to high performers not being salient to this person? 9 This is a PERCEPTION problem A This is a RESOURCES problem B This is a TRAINING problem C This is an APTITUDE problem D This is an EXPECTATIONS problem E This is an INCENTIVES problem F This is a SALIENCE problem G YES NO (Go to 3) (Go to 2) (Go to 5 or 6) (Go to 4 or 6) (Go to 4 or 5) (Go to 9 or 8) (Go to 7 or 9) (Go to 7 or 8) Performance Diagnosis Model

Diagnostic Questions Perception problem Resources problem "Do you agree your performance is below expectations?" Resources problem "Do you have the resources necessary to do the job well?" Training problem "Is a lack of training interfering with your job performance?"

Aptitude problem Expectations problem Incentive problem "Do you feel this is the right job/blend of work assignments for you?“ Expectations problem "What are your performance expectations for this position? Incentive problem "Do you believe rewards are linked to your performance in this position?“

Salience problem "Are the performance incentives attractive to you?"

Enhancing Individuals’ Abilities Three danger signals of ability deterioration Taking refuge in a specialty Focusing on past performance Exaggerating aspects of the leadership role

Tools for Ability Problem Resupply Retrain Refit Reassign Release

Fostering Motivation Focus on both performance and satisfaction Motivation → Performance → Outcomes → Satisfaction

Performance - Satisfaction Emphasis on performance Low High Indulging Integrating Ignoring Imposing Emphasis on satisfaction

Motivating Program MOTIVATION → PERFORMANCE Establish moderately difficult goals that are understood and accepted Ask: “Do subordinates understand and accept my performance expectations?”

Performance Expectations Clearly define an acceptable level of overall performance or specific behavioral objective Make sure the individual understands what is necessary to satisfy expectations Formulate goals and expectations collaboratively, if possible Make goals as challenging and specific as possible

Motivating Program MOTIVATION → PERFORMANCE Remove personal and organizational obstacles to performance Ask: “Do subordinates feel it is possible to achieve this goal or expectation?”

Performance Obstacles Help remove all obstacles to reaching performance objectives Make sure the individual has adequate resources Use the resupply, retrain, refit, reassign, or release remedies if ability is a problem Assess how much help a person expects, needs, and how much help is otherwise available

Leader Involvement Subordinates’ expectations (How much help do they want?) Leader’s involvement (How much help should I provide?) Subordinates’ performance and satisfaction Task characteristics (How much help is needed?) Organ structure and system (How much help is already available?)

Motivating Program PERFORMANCE → OUTCOMES Use rewards and discipline appropriately to extinguish unacceptable behavior and encourage exceptional performance. Ask: “Do subordinates feel that being a high performer is more rewarding than being a low or average performer?”

Reinforcing Performance Make rewards and discipline contingent on high performance or drawing nearer to the performance objective Carefully examine the behavioral consequences of your nonresponses Use discipline to extinguish counterproductive behavior and rewards to reinforce productive behaviors.

Behavior Shaping Strategies Reprimand Redirect Reinforce Discipline Reward - 0 + Unacceptable behavior Acceptable behavior Exceptional behavior

Behavior Shaping Strategies Reprimand Identify the specific inappropriate behavior, give examples, indicate that the action must stop Point out the impact of the problem on the performance of others, on the unit’s mission, and so forth Ask questions about causes and explore remedies

Behavior Shaping Strategies Redirect Describe the behaviors or standards you expect, make sure the individual understands and agrees that these are reasonable Ask if the individual will comply Be appropriately supportive

Behavior Shaping Strategies Reinforce Identify rewards that are salient to the individual Link the attainment of desirable outcomes with incremental, continuous improvement Reward (including using praise) all improvements in performance in a timely and honest manner

Motivating Program OUTCOMES → SATISFACTION Provide salient internal and external incentives Ask: “Do subordinates feel the rewards used to encourage high performance are worth the effort?”

Salient Rewards Work redesign Altering job characteristics: skills variety, task identity, task significance, autonomy and feedback

Salient Rewards Personal needs Hierarchy of needs: physiological, security, social, esteem and self actualization Existence, relatedness and growth Achievement, affiliation and power

Motivating Program OUTCOMES → SATISFACTION Distribute rewards equitably Ask: “Do subordinates feel that work- related benefits are being distributed fairly?”

Equity and Fairness Perception of equity and fairness

Motivating Program OUTCOMES → SATISFACTION Provide timely rewards and specific, accurate, and honest feedback on performance Ask: “Are we getting the most out of our rewards by administering them on a timely basis as part of the feedback process?”

Timely Reward and Feedback Provide timely rewards and accurate feedback Minimize the time lag between behaviors and feedback on performance, including the administration of rewards or reprimands Provide specific, honest, and accurate assessments of current performance and long-range opportunities