Unit 9
Motivation and Coaching Skills
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
Learning Objectives
• Explain employee engagement.
• Identify and describe leadership skills linked to
expectancy theory.
• Describe goal theory.
• Describe how leaders can motivate others through
recognition.
• Understand the characteristics of coaching and how to
practice coaching skills and techniques.
• Describe how executive coaches help enhance leadership
skills.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
2
Motivation
"Motivation basically means an individual's
needs, desires, and concepts that cause him or
her to act in a particular manner."
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
3
Motivation
The processes that describes an
individual’s willingness to exert high
levels of effort to reach organizational
goals, conditioned by the effort’s ability
to satisfy some individual need.
• Effort: a measure of intensity or drive.
• Direction: toward organizational goals
• Need: personalized reason to exert effort
Motivation works best when individual
needs
are
compatible
with
organizational
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice,
and skills. Boston: USA: Cengage Learning
goals
4
Motivation
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
5
Motivation Process
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
6
Motive
Some inner drive, intention, etc. that causes a
person to do something or act in a certain way.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
7
Motivation Process
1. Unsatisfied needs and motives:
Such unsatisfied needs can be activated by internal
stimulus such
as hunger and thirst & external stimulus such
as advertisement and window display
2. Tension:
Unsatisfied needs create tension in the individual. Such
tension
can be physical, psychological, and sociological. In
this situation,
people try to develop objects that will satisfy
their needs.
3. Action to satisfy needs and motives:
Needs and motives creates tension which results into
strong
internal stimulus that calls for action.
Individual
engages in action to satisfy needs and motives for tension
reduction.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
8
Motivation Process
4. Goal accomplishment:
When actions are carried out as per the tensions, then
people are rewarded others are punished. Ultimately goals are
accomplished.
5. Feedback:
This is the last stage for motivation. Feedback provides
information for revision or improvement or modification of
needs as needed. Depending on how well the goal is
accomplished their needs and motives are modified.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
9
Employee Engagement
• Employee Engagement refers to the commitment workers make
to their employer.
• Employees who feel connected to their organization work
harder, stay longer, and motivate others to do the same.
• Employee engagement affects just about every important aspect
of your organization, including profitability, revenue, customer
satisfaction, employee turnover, and more.
• Research shows that 92% of business executives believe that
engaged employees perform better, boosting the success of
their teams and the outcomes of their organizations
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
10
Why Employees’ Engagement is
Important
•
Study by Towers Watson, conclude that only about 21% of the
global
workforce is engaged, while almost 40% is
disengaged
•
Engaged workers are more likely to stay with their employers.
•
In high-turnover organizations, highly engaged business units
achieve 24% lower turnover.
•
According to Watson Wyatt Worldwide survey, highly engaged
employees generate 26% higher revenue per employee
Reference for above mentioned statistics:
[2] Human Resource Management by Gary Dessler, 14th Edition, (Global Edition)
Pearson Education Limited, 2015.
Why Employees’ Engagement is
Important
Gallup survey suggests the following about highly engaged
business units/ groups:
• 41% reduction in absenteeism
• 28% reduction in inventory loss (Less theft) and 40%
reduction in quality related defects
• 70% decrease in employee safety incidents (fewer injuries) in
the workplace
• 10% higher customer scores and a 20% increase in sales
• 17% higher productivity and 21% higher profitability.
• 83% chance of performing above the company median
Reference Gallup Survey:
[3] https://www.gallup.com/workplace/238085/state-american-workplace-report-2017.aspx
Employee Action that Foster
Engagement
Identified the following employee actions that foster engagement
•
Participation in organizational affairs
•
Anticipating that organization is committed to them
•
Understanding their department’s role in organizational
success
•
Clearly
linking
their
efforts
towards
achievement
of
organizational goals
•
Getting a sense of accomplishment from their work at the
company
Reference:
[2] Human Resource Management by Gary Dessler, 14th Edition, (Global Edition)
Pearson Education Limited, 2015.
Theories of
Motivations
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
14
Expectancy Theory
• Expectancy Theory of Motivation was developed by Victor H.
Vroom in 1964.
• Assumption that our behavior is based on making a conscious
choice from a set of possible alternative behaviors. The
behavior we choose will always be the one that maximizes our
pleasure and minimizes our pain.
• As a manager, this means that one of your team members will
only choose the right behavior (to work hard) if they perceive
the outcome of choosing this option is the most desirable for
them. In simple terms, that could mean that they might gain
something or that they might not lose something.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
15
Expectancy Theory of Motivation
Motivation= (E*I*V)
Where
• E= Expectancy (the employee’s expectations that
his/her efforts leads to performance)
• I = Instrumentality (the perception of employees
that successful performance leads to reward)
• V = Valance (the perceived value the person
attaches to the reward)
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
16
Expectancy Theory
• Within the theory there are three variables at play:
• Expectancy. Effort -> Performance (E -> P)
• Instrumentality. Performance -> Outcome (P -> O)
• Valence. Outcome -> Reward (V(R))
• All three factors must be present to motivate
employees effectively.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
17
Key elements of the expectancy theory of motivation
To help create a correlation between the efforts and
performance that make up expectancy ie reward:
1. Expectancy
Expectancy is the belief that if an individual raises their
efforts, their reward will rise as well. Expectancy is what
drives a person to gather the right tools to get the job
done, which could include:
• Raw materials and resources
• Skills to perform the job
• Support and information from supervisors
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
18
Key elements of the expectancy theory of motivation
Some of the most common factors associated with your
level of expectancy include:
• Self-efficacy: The belief in your ability to
successfully perform can impact your motivation
levels.
• Goal difficulty: The difficulty level of your goal may
influence the outcome you expect from your work.
• Control: The level of control you feel you have over
your performance can influence the efforts you
make.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
19
Instrumentality
Instrumentality is the belief that the reward you receive will
depend on your performance in the workplace. Basic guidelines
are:
• The reward a team member can expect to receive should be
clearly communicated.
• An individual should trust that their manager or supervisor
will give them an appropriate reward for their efforts.
• The employee should have clear expectations for their
reward.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
20
Instrumentality
An employee’s performance at work can lead to many different
types of rewards. Some of the most common rewards include:
• A pay increase
• A promotion
• Recognition
• A sense of accomplishment
Generally, instrumentality increases if you feel that you have
more control as to how, why or when you will receive rewards.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
21
Valence
o There are two main reasons hiring managers ask
this question:
• Employers want to know whether your
sources of motivation align with the role.
• Employers want to determine whether you are
self-aware enough to know what drives you
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
22
How to use the expectancy theory of motivation in the workplace
Make sure your promises to your team align
with company policy
• Create challenging but achievable goals
• Ensure the assigned tasks match the team
member’s skill set
• Set clear connections between performance and
reward
• Make reward distribution fair and logical
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
23
The Expectancy Theory of Motivation
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
24
Expectancy Theory Leadership Considerations
• Determine what levels and kinds of performance are
needed.
• Make the performance level attainable by the
individuals being motivated.
• Train and encourage people.
• Make the link between rewards and performance.
• Make sure the rewards are large enough.
• Recognize that when workers are in a positive mood,
high valences are more likely to lead to good
performance.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
25
Goal Theory
• Goal-setting theory of motivation states that specific
and challenging goals along with appropriate feedback
contribute to higher and better task performance.
• Goals indicate and give direction to an employee about
what needs to be done and how much effort is required
to be put in.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
26
Example
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
27
Goal Setting Theory
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
28
Goal Theory Leadership Considerations
• Specific goals lead to higher performance than do
generalized goals.
• For goals to improve performance, the group member
must accept them.
• Goals are more effective when they are used to evaluate
performance.
• Goals should be linked to feedback and rewards.
• Group goal setting is as important as individual goal
setting.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
29
Using Recognition and Pride to Motivate Others
• Recognition is a strong motivator because it is a normal
human need.
• Recognition can be oral, written, or material.
• Recognition, including praise, is low cost and often
motivates employees to elevate their performance.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
30
Equity Theory
Adams’ equity theory of motivation says that to be
motivated, individuals need to perceive that the rewards
they receive for their contributions are fair, and these
rewards are similar to those received by their peers. If
individuals perceive that their rewards are not fair, they
will feel distressed and try to challenge things to create a
sense of fairness.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
31
People want to work in a just and fair organization
32
Equity Theory
Ratio Comparison
Perception
O/I a < O/I b
Under-rewarded (Equity Tension)
O/I a = O/I b
Equity
O/I a > O/I b
Over-rewarded (Equity Tension)
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
33
Equity Theory
Negative Tension state:
Equity is perceived when this ratio is equal. While if this ratio
is unequal, it leads to “equity tension”. Adams called this a
negative tension
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
34
Equity Theory
Choices: The employees who perceive inequity and are under
negative tension can make the following choices:
•
•
•
•
•
Change in input (e.g. Don’t overexert)
Change their outcome (Produce quantity output and
increasing earning by sacrificing quality when piece rate
incentive system exist)
Quit the job
Change self perception (For instance - I know that I’ve
performed better and harder than everyone else.)
Change perception of others
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
35
Equity Theory and Social Comparison
Leadership Considerations
• Individuals consider their own inputs in relation to outcomes
received – and they also evaluate what others receive for the
same inputs.
• Equity exists when an individual concludes his/her own
outcome/input ratio is equal to that of other people.
• Inequity exists when an individual’s ratio is not the same as
that of other people.
• The highest level of performance occurs when a person has
ratios equal to those of their chosen comparison person.
• When an individual perceives inequity, they are likely to
engage in an action leading to a negative outcome for their
employer.
• It is important for leaders to recognize the consequences of
inequity and take steps towards an equitable workplace.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
37
Coaching
A passionate, dedicated individual who
unlocks hidden potential and maximizes a
teams
performance
by
believing,
encouraging and developing
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
38
Coaching as an Approach to Motivation
• Effective leaders are good coaches – and good coaches are effective
motivators.
• Coaching is a way of enabling others to act and build on their
strengths. To coach is to care enough about people to invest time in
building personal relationships with them.
• The purpose of coaching is to help the employee learn from the job
and develop as an employee.
• Coaching is giving employees the resources they need to make their
own decisions.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
39
Fallacies About Coaching
• Coaching applies only in one-to-one work.
• Coaching is mostly about providing new knowledge and
skills.
• Coaches need to be expert in something in order to coach.
• Coaching has to be done face-to-face.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
40
Coaching Skills and Techniques
•
•
•
•
•
•
•
•
•
•
Communicate clear expectations to group members.
Build relationships.
Give feedback on areas that require specific improvement.
Listen actively.
Help remove obstacles.
Give emotional support and empathy.
Give some gentle advice and guidance.
Allow for modeling of desired performance and behavior.
Gain a commitment to change.
Applaud good results.
Source: DuBrin, Andrew J. (2016). Leadership: Research findings,
practice, and skills. Boston: USA: Cengage Learning
41
Session Ends
Disclaimer
The information provided in this module is derived from Cengage
Learning, Boston, USA, and other sources. All information is provided in
good faith for educational purposes only. Iqra University claims no
ownership of this information, and will not be liable for any claims
arising thereof, now or in the future.