How to Effectively Hire Retain and Motivate Employees to ... · How to Effectively Hire Retain and...

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Ken Leatherman

How to Effectively Hire Retain and Motivate Employees to Excellence

•  Matching applicants to the right job •  What key factors will improve reten9on when put in place

•  What mo9vates employees •  How you can implement strong mo9va9on principles even when you are not in charge!

How to Effectively Hire, Retain and Motivate Employees to Excellence

There is nothing so unequal as the equal treatment of unequals

•  Fit Defined as; •  Adjective: (of a thing) Of a suitable quality,

standard, or type to meet the required purpose. •  Verb : Be of the right shape and size for. •  Noun: The particular way in which something, esp.

a garment or component, fits around or into something.

• 

“FIT” is comprised of these components

•  Position

•  Personality

•  Natural vs. Environment

•  Limerence

•  Posi9on – What do they do? Task & Skill – Who do they do it with? People/Systems – Where do they do it? Environment

•  Personality – Describe a High Performer (Personality) – Character is a value – Competence is experience, ability to learn and training

•  Natural vs. Environment

•  Base Personality

•  Environmental changes based on “What we are being asked to do”

•  We use energy to make the change from base to environment.

•  Creates “Dis or Eu Stress”

•  Which did you interview? Me or who you are asking me to be?

•  LIMERENCE

•  “Limerence” is an involuntary cognitive and emotional state of being infatuated or obsessed with another person”

•  Romance takes about 2 years

•  Employees 6 months

•  You give the benefit of the doubt even though the individual is not a good “FIT”

•  Solu9on –  Iden9fy high performers – Sketch out Traits (High or Low)

•  Dominance-‐Extroversion-‐Pace-‐Detail

•  1char·ac·ter noun \ˈker-ik-təәr, ˈka-rik-\ : the way someone thinks, feels, and behaves : someone's personality

•  com·pe·ten·cy noun \-pəә-təәn(t)-sē\ : an ability or skill

Character is; the connection of ideals, beliefs values and the foundation that the individual acts from. Competency is; what is learned in reference to a task, or a set of tasks that translates into experience and knowledge ultimately discerning the right decision in a task driven situation, it does not equate to character being present.

•  Character – Used to be a product of education, home,

religious, community organization teaching. – Fast becoming an employer responsibility. – Character is connected to absenteeism,

presenteeism, destruction and theft of company property etc…

•  Character. What is it made up of? –  Purpose –  Identity –  Values & Beliefs –  Capability –  Behavior –  Environment

•  Character will play out in the form of commitment

•  Competency –  Historically always a product of education, vocational

training, employment. –  Majority of employers see this as their primary

responsibility, try to hire character. –  Competency is connected to skill development and

task management. All employees can reach some level of competency without character.

•  Identification •  Character: What beliefs/values are playing out in the form

of commitment? •  Competence

–  Low Competence High Commitment –  Some Competence Low Commitment –  High Competence Variable Commitment –  High Competence High Commitment

RETENTION

•  Strong relationships lead to job satisfaction (gallup) •  Relationship creates identity in the organization •  Relationships are harder to leave than a “job”

•  Theory X •  Employees are inherently lazy • Will avoid work if they can •  Inherently dislike work • Workers need to be closely supervised and comprehensive systems of controls developed

•  Theory “Y” •  Employees may be ambi9ous and self-‐mo9vated and exercise self-‐control

•  Employees enjoy their mental and physical work du9es •  Work is as natural as play •  Employees possess the ability for crea9ve problem-‐solving •  Employees will learn to seek out and accept responsibility and exercise self-‐control and self direc9on and accomplishing goals

•  Implement two components of leadership style –  Directive Behavior:

•  Involves clearly telling people what to do, how to do it, where to do it, and when to do it, and then closely supervising their performance. (Delegating, Directive)

–  Supportive Behavior: •  Involves listening to people, providing support and

encouragement for their efforts, and then facilitating their involvement in problem-solving and decision-making. (Supporting, Coaching)

•  Process of Improvement •  Directing:

–  The leader provides specific instructions and closely supervises task accomplishment.

•  Coaching: –  The leader continues to direct and closely supervise task accomplishments, but

also explains decisions, solicits suggestions, and supports progress. •  Supporting:

–  The leader facilitates and supports subordinates efforts toward task accomplishment and shares responsibility for decision-making with them.

•  Delegating: –  The leader turns over responsibility for decision-making and problem solving to

subordinates.

•  How it works best •  Directing:

–  Most effective with enthusiastic beginners

•  Coaching: –  Right for disillusioned learners

•  Supportive: –  The reluctant contributor

•  Delegating: –  Peak performers, people who have developed competence and are committed

•  3 key ingredients •  Goals:

–  Start performance in the right direction and permit a manager to analyze a person’s competence and commitment (developmental level) to perform well.

•  Praising: –  Foster improvements in the developmental level of individuals and permit a

manager to gradually change his/her leadership style from more direction (directing) to less direction and more support (coaching and supporting) to less direction and less support (delegating).

•  Reprimands: –  Stop poor performance and may mean that a manager has to gradually move

back from less direction and less support (delegating) to more support (supporting) or more direction (coaching and directing).

•  Implementation •  Directing:

–  Most effective with enthusiastic beginners

•  Coaching: –  Right for disillusioned learners

•  Supportive: –  The reluctant contributor

•  Delegating: –  Peak performers, people who have developed competence and are committed

•  Implementation Cont.… –  Responsibilities –  Performance standards –  What is good performance –  Agreement –  Evaluate weekly Competence and playing out of character in

commitment –  Implement Directing. Coaching, Supporting and Delegating

Motivation mo·ti·va·tion

/ˌmōtəәˈvāSHəәn/ The reason or reasons one has for acting or behaving in a particular way. The general desire or willingness of someone to do something.

•  Employee looks at a combination of these factors –  Pay –  Location –  Satisfaction –  Management Culture –  Advancement

•  Pay –  Unless you have a private income or someone to finance your lifestyle, the salary from your job pays for your home, food and everything else.

–  There is a minimum salary that you can accept, even in those jobs about which you’ve fantasized.

–  AVer you are sure that you can earn enough to support your lifestyle, other aspects of a job become important.

•  Loca9on –  Commu9ng can add many hours and lots of stress to the workday

–  People who live close to their workplace can con9nue to work, make new friends, socialize, during the hours saved by their short commute.

–  Some9mes the cost of commu9ng or parking can cut your effec9ve earnings below your needs.

–  Child care or other family considera9ons may make commu9ng to work difficult

•  Satisfaction •  Even with several varieties of job satisfaction, few people are

totally happy at work •  Honest with likes, dislikes and abilities.

•  Management Culture •  It is difficult to measure the management and overall corporate

culture of a workplace during a job interview. •  Do they get along with their immediate boss. •  Decide if the company is a good fit for them.

Effective Employee Coaching & Development MOTIVATION

•  Advancement –  A shortage of advancement opportuni9es is one of the main reasons people leave their jobs.

–  Is there an offering of further training or educa9on. – Maybe the company has no real growth poten9al. –  Career ladders can be horizontal as well as ver9cal

•  Mo9va9on •  Various Types

•  Title •  Pres9ge •  Stability •  Structure •  Security •  Recogni9on •  Accomplishment

•  Motivation •  Mechanical duties; simple straight forward task, those

non-thinking rote duties, money is an excellent motivator •  No thinking just methodical process that is rewarded

research shows money works effectively •  Cognitive duties that require thinking either conceptually

or creatively, money is a non-motivator. The job has to pay enough. If it doesn’t the individual will not be motivated, but when it is enough it becomes a non-motivator

•  What mo9vates in jobs that require thinking? –  Independence: The desire to be self-‐directed –  Skill: further develop and improve myself –  Purpose: Making a contribu9on

•  Cri9cal that profit mo9ve does not become un-‐hinged from purpose.

• When it does moral/ethical issues arise

USING INFLUENCE & TRUST

•  INFLUENCER VS. TITLE –  Title of authority does not impart loyalty or the commitment from those you work with

–  Title gives the ability to punish and reward or “hide and seek” –  Title implies organiza9onal authority but does not translate in to high performing organiza9ons or individuals

–  Title combined with influencing skills creates a powerful organiza9on

•  INFLUENCER – May or may not have implied authority – Will have rela9onships with those around them based on trust and mutual reliability

– Will generate respect based on their personal conduct –  Can change culture by their presence and influence in the company

•  NO POSITIONAL POWER –  Become an influencer by “personal conduct” –  Care for those around you by trea9ng them like yourself –  Be honest about what reality is and what can be done to change it while not losing empathy

–  Prac9ce giving autonomy, skill development and purpose –  See the impact of your influence grow

•  Territory –  What territories exist?

•  Who has control of; –  Resources –  Authority –  Delegation

–  Who is protecting their area(s)? •  Territory management is out of a fear of;

–  Resources –  Poor management –  Positioning

•  Trust –  Present in a situation in which one individual places his or her

interests under the control of another person, with the expectation of gaining a desired outcome for which the potential negative consequences are greater than the value of the potential desired outcome (Deustch, 1958; Zand, 1972).

•  Trust involves –  Working through people –  Attitudes on trust affect relationships –  Effects of trust are underestimated –  People act on mistrust –  People don’t discuss mistrust –  Affection can be present without trust –  Trust can be present without affection

•  5 Behaviors that build Trust –  Sharing relevant information –  Reducing controls –  Allowing for mutual influence –  Clarifying mutual expectations –  Meeting expectations

CONCLUDING THOUGHTS

•  Start where you are –  Determine whether you are considering “FIT” –  Identify where you are or your employee is in the Competence/

Character–Commitment triangle. –  Where are you or your employees in relationship to the hierarchy

of what the organization provides. –  Identify the territories you work in –  Identify trust issues and work on behaviors that build trust and do

an honest assessment of the state of the union –  Control, work on your response, drop the victim mentality, seek to

thrive in the environment you’re in now until it changes.

Effective Employee Coaching & Development Creating the new Culture

THANK YOU!

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