CHAPTER 8 Motivation and Coaching— It’s Okay to Have Some Fun! © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Student Version PowerPoint Presentation by Charlie Cook The University of West Alabama Learning Objectives 1. Discuss employee motivation and related myths about what motivates employees. 2. Compare different motivation theories and discuss their relevance for supervisors. 3. Describe the components of goal setting. 4. Describe techniques that can be used to support employee motivation. 5. Explain the supervisory role of coaching and the difference between training and coaching, and discuss components involved in developing a productive coaching relationship. 6. Describe strategies for developing peak performers through coaching and delivering effective feedback. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–2 Employee Motivation: Myths and Motivators • Motivation Is an employee’s desire or drive to achieve. Is essential to organizational success. • Motivation Debate: Supervisors cannot motivate employees Motivation comes from within—supervisor’s job is to create a working environment where people will motivate themselves. Supervisors can motivate employees Supervisors can “motivate” employees with appropriate words, actions, and decisions. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–3 1. Do you agree or disagree with the statement that supervisors cannot motivate employees, people motivate themselves? Explain. 2. Reflect on a personal experience where someone was supervising your activities or leading a team. This may be at work, in a volunteer capacity, or through extracurricular activities. Did the leader’s words, actions, and decisions impact your motivation? Explain. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–4 Important Motivation Theories • Content Theories: What is Motivation? Maslow’s hierarchy of needs theory Herzberg’s two-factor theory Job enrichment theory • Process Theories: How Does Motivation Work? Expectancy theory Goal-setting theory © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–5 1. Make a list of your own top five motivators. 1. 2. 3. 4. 5. 2. Now, work in groups with your classmates to compare lists. What do you have in common? What is unique? Are there any surprises? © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–6 FIGURE 8.2 Maslow’s hierarchy of needs theory © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–7 Relevance of Maslow’s Theory for Supervisors • Only unfulfilled needs motivate people. • Each individual is motivated by a unique combination of unfilled needs. • More than one need at a time may be acting on a person. • Focusing on an individual’s desire for esteem presents supervisors with the greatest opportunity to motivate better performance. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–8 Herzberg’s Two-Factor Theory • Satisfiers Are task-related factors that are responsible for self- motivation of individuals. • Dissatisfiers Are job context factors that produce dissatisfaction in employees. • Implications Satisfaction is not the opposite of dissatisfaction. Satisfaction does not necessarily produce motivation. Eliminating dissatisfaction is not the same as motivating. Enriched jobs that provide challenges motivate most employees. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–9 Job Enrichment • Job Enrichment Theory Posits that redesigning the complexity and depth of a job’s core dimensions to be more, meaningful, interesting, and challenging increases its motivating potential. Is effective when applied to capable individuals who have a desire for personal growth. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–10 Expectancy Theory • Expectancy Refers to the subjective probability (that is, the belief ) that one thing will lead to another. Is the motivational belief of employees that a given level of effort will lead to specific level of performance which, in turn, will result in a desired personal reward (a specific valued outcome). • Relevance of Theory For Supervisors Motivational strength of an employee’s desire to perform increases as the employee’s perceived effortperformance and performance-reward probabilities increase. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–11 Goal-Setting Theory • Goal Setting Is the process of improving individual or group job performance with formally stated objectives, deadlines, or quality standards. • Implications: Specific difficult goals can trigger a motivational process that improves performance. Goal effectiveness in motivating performance is enhanced by specificity, difficulty, and participation. Motivation is increased when specific goals are accompanied by equally specific feedback. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–12 Motivation in Action: Techniques to Support Employee Motivation 1. Motivating employees starts with motivating yourself 2. Always work to align goals of the organization with goals of employees 3. Key to supporting the motivation of your employees is understanding what motivates each of them 4. Recognize that supporting employee motivation is a process, not a task 5. Use organizational systems (i.e., policies and procedures) © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–13 Supervisory Roles: Beginning with Coaching • Supervisors who help their employees tend to create weak, dependent, and passive people. • Supervisors who coach create strong, selfconfident, and proactive individuals. • Coaching Involves guiding employees when learning a new task, skill, or information and connecting the “How” with the “Why. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–14 Cultivating a Productive Coaching Relationship Setting Employees Up for Success A Winning Attitude A Positive Self-Image © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Set a Higher Standard 8–15 You cannot be a parent, a manager, a leader, a teacher, or a coach and be effective if you don’t have a good selfimage. We’re going to make mistakes and oftentimes, we’re going to make many—but let’s learn and let’s benefit from them. Do what’s right and avoid what’s wrong. It’s that simple. Sometimes we blame everybody and everything around us to the point where it gets ridiculous. 1. Do you agree or disagree with Lou Holtz’s comments above? Explain. 2. How do you think supervisors should respond when one of their employees makes a mistake? © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–16 Strategies for Developing Peak Performers • Creating a Safe Environment It is essential that your employees know you do not expect perfection. It is important that employees feel comfortable bringing mistakes to your attention. Dealing constructively with mistakes needs to be focused on the organization’s mission and driven into the organization’s culture. Use errors as “teachable moments to help employees learn from mistakes so they are not repeated. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–17 Timing Matters Characteristics of Teachable Moments Conflict Resonance © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Surprise 8–18 Communicating Effective Feedback • Positive Feedback Is intended to reinforce good behavior. Must be unique, timely, and specific to be effective. Is regarded a genuine and credible if it comes from a trusted source. Can be a source of pride and motivation. • Constructive Criticism Redirects employees to correct their errors. Focuses on the desired behavior rather than the person. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–19 FIGURE 8.6 The 10 values of a successful Staff Coach 1. Clarity—giving and receiving accurate communication. 2. Supportiveness—a commitment to stand with and behind team members. 3. Confidence building—personal commitment to build and sustain the selfimage of each team member. 4. Mutuality—a partnership orientation whereby everyone wins or no one wins. 5. Perspective—focus on the entire business enterprise. 6. Risk—encouragement of innovation and effort that reduces punishment for mistakes and fosters learning by doing. 7. Patience—going beyond the short-term business focus to a view of time and performance that balances long-term gain and business imperatives. 8. Involvement—genuine interest in learning about individuals in order to know what incentives, concerns, and actions will inspire them. 9. Confidentiality—an ability to protect information of all team interactions and cause a sense of trust and comfort with the individuals. 10. Respect—ongoing mutual respect. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–20 If you slather it on when just a “nice job” will do, employees and coworkers will doubt your sincerity—or think you’re surprised by their competence. A corollary: Be specific. People respect a boss who knows which tasks are toughest to pull off . Pat the right back. Nothing makes employees more cynical than the boss’s public praise of someone whose work on a project was minimal or nonexistent. 1. Personally, how important is supervisory feedback to you doing your best on the job? 2. What experience have you had with positive, inadequate, or inappropriate feedback from your boss? Explain what happened. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–21 1. Which of the coaching skills, attributes, and values listed in Figure 8.6 have you currently mastered or developed well? 2. How can you develop more confidence in the other coaching skills, attributes, and values that you did not list previously? © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–22 TERMS TO UNDERSTAND coaching conflict constructive criticism expectancy goal setting Herzberg’s two-factor theory inquiry job enrichment theory Maslow’s hierarchy of needs theory motivation positive feedback resonance © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8–23