Moving into Management - Directory of Social Change

© Neil Johnstone, Directory of Social Change 2018

Moving into Management

Support Materials

These will serve as a useful reminder of the training as well as a point of reference for further learning. You are encouraged to read through and note any actions you can take as part of your professional development.


Management & Leadership

Distinction - management and leadership The words management and leadership are frequently used interchangeably, yet fundamentally, they are different. So, what is the difference? Possibly the best place to start is the origins of the two words. The word manager is derived from the Latin – “manus”. Originally used to describe the handling or managing of warhorses. Management is essentially about keeping control. The word leader comes from “laed” a North European word meaning path, road, course of a ship at sea, or journey. Leadership is about taking people on a journey. Warren Bennis in his studies on leadership lists the fundamental differences between managers and leaders as:

Management

Leadership

The manager administrates The leader innovates

The manager is a copy The leader is unique

The manager maintains The leader develops

The manager focuses on systems and structures

The leader focuses on people

The manger relies on control The leader inspires trust

The manager has a short-range view The leader asks what and why

The manager has their eye on the bottom line The leader has their eye on the horizon

The manager accepts the status quo The leader challenges it

The manager is the classic good soldier The leader is their own person

The manager does things right The leader does the right thing

Current wisdom suggests that managers are principally administrators – they write business plans, set budgets and monitor progress. Leaders on the other hand get organisations and people to change. Another distinction is that management is a function that must be exercised in any business, leadership is a relationship between leader and led that can energise an organisation.

Warren Bennis 1989


What is leadership? Unfortunately, within the world of management theory, no subject has produced more opinion than leadership. By one count there are 130 different definitions of leadership. “Never have so many laboured for so long to say so little, argued Warren Bennis and Burt Nanus in Leaders: The Strategies for Taking Charge. It seems to be one of those qualities that you know when you see it, but it is difficult to describe. Half a dozen things seem to stand out in respect of leadership.

1. Leaders seem to come to the fore when there is a crisis or special problem. They often become visible when an innovative response is needed.

2. Where there are leaders there are followers. Leadership is primarily a relationship between those who choose to lead and those who choose to follow.

3. Leaders have a clear idea of what they want to achieve and why. 4. To lead involves influencing others. 5. Leadership is a set of highly tuned skills, behaviours and practices that can be learned

regardless of whether one is in a formal management position. 6. Leaders can be dangerous, especially charismatic Pied Pipers who seduce people into

disastrous adventure.

The need for leadership Competitive advantage often comes through quality, customer service, innovation, time to market, lead times etc. All these are primarily in the hands of an organisations work force. The challenge for leaders is to create the culture and climate where people continually improve their organisations performance. In the final analysis it is the people who work for an organisation who can give it a competitive edge. This is a function of how well they are led. The only unlimited resource an organisation has is the potential of the workforce.


LEADERS… MANAGERS…

Inspire trust Rely on control

Inspire Motivate

Have their eye on the horizon

Have their eye on the bottom line

Think strategically Think operationally

Think of the long term Think of the short term

Say this is where we are going

Says this is how we will get there

Are proactive Are reactive

Are essential Are necessary

Monitor Implement

Focus on the big picture

Focus on the detail

Focus on people Focus on systems

and structures

Provide direction Keep control

Define Plan

Change Maintain

Innovates Administrates

Source: A review of online information


Scaling

Scaling A useful, simple and practical tool which can be used in a wide range of situations.

There are 3 steps to using it: (here is an example):

1. On a scale from 1 – 10, where 10 is brilliant where would you put yourself in terms of your

performance as a Manager (given the list of roles and responsibilities on page 3)?

2. That’s great you’re at ‘X’ - so what is it you do currently that has got you to ‘X’?

(Tip – the number is not that important so don’t get hung up on it.)

3. What small step could you take that would get you further up the scale?

Based on the work of Paul Z Jackson and Mark McKergow.

Variations on a theme: ➢ What would 10 look like? What would be different? ➢ Is it always ‘X’? - What’s different when it’s ‘X’? ➢ How good does it need to be? ➢ What number would make you happy?

When could you use this tool?

For further information on this and other useful tools and techniques please refer to the book: “The Solutions Focus, 2nd Edition

2006, ISBN 1-019-483-8065

1 10


Five Way Management Model

Description of the Model Traditionally most management focus is concerned with managing the team i.e. management downwards, however the concept of Five Way Management advocates that this is only a part of the manager’s job and in fact effective management and leadership is about managing five dimensions namely:

Managing Upwards • Understanding the role of your immediate manager • Understanding the personality of your immediate manager • Understanding the priorities of their role • Communicating and influencing your immediate manager • Preparing for your next promotion or career move.

Managing Self • Understanding the key delivery areas of your job • Clarifying priorities and setting yourself realistic targets • Controlling the use of your time and energy • Understanding your own strengths and weaknesses (overdone strengths) • Maintain a balance between work and home • Developing your technical, leadership and managerial skills and emotional

intelligence.


Managing Downwards • Understanding the task of your team and setting clear objectives and targets • Establishing robust systems and processes to manage the output of the team • Knowing your team members’ strengths and weaknesses • Regular communication with the team and the individuals in it through team and 1:1

communication channels • Develop and grow your team members by delegating effectively

Managing Across the Organisation • Understand the objectives of other managers in other departments at your own level • Identify mutual support which your department and theirs can ‘trade’ • Develop relationships with colleagues through understanding each other’s priorities

more clearly

• Establish robust dialogue with colleagues to deal with problems and improve quality

Managing Outwards • Reinforce links with customers and identify their needs more closely • Strengthen relationships with suppliers and support your purchasing

department • Understand your influence on external market issues • Build links with the community in which you work/live • Take stock and influence environmental issues affecting your organisation

Using the model Managers can use the Five Way Management Model as a method of self- analysis to check:

• Do I know what my manager expects of me? • Have I got the balance of my job, right? • Am I using my time effectively? • Do I need development in any one area?


Action centred leadership Whenever people work together expectations will exist of the person “in charge”. Whatever the persons title the group of people will expect one thing of them – leadership. They may expect the “leader” to have certain qualities however these qualities are likely to vary depending on the situation and between individuals within the group. By its very nature leadership involves achieving something with and through people normally organised in teams. The leader should aim to focus on three areas: These three areas are interrelated. If the leader focuses all their attention in one area it may have a detrimental effect in one or both areas. A leader’s role and responsibility, irrespective of their level in the organisation, is to:

1. Achieve the task (Deliver results)

2. Develop individuals (Develop others)

3. Build the team (Work with others)

Task

IndividualTeam


Action centred leadership checklist

Task

✓ Am I clear what the task is? ✓ Are my responsibilities clear? ✓ Have I agreed the objectives with my manager for the team? ✓ Do I have a plan to achieve the objectives? ✓ Is the working environment right for the job? ✓ Do I have sufficient resources to achieve the objectives? ✓ Does each team member have clearly defined and agreed targets? ✓ Do people really know whom they report to? ✓ Are levels of authority clear? ✓ Are there any training needs for the team/individuals? ✓ Do I understand the priorities? ✓ Do I check and review progress regularly? ✓ Who covers in my absence? ✓ Do I set high standards in my own behaviour?

Team

✓ Does the team understand the objective?

✓ Have the standards for their job been agreed?

✓ Is the team the right size?

✓ Do they understand their health and safety responsibilities?

✓ Are the right people working together?

✓ Is the job structured to encourage team working?

✓ Do they understand the rules and are they fair and consistently applied?

✓ Are grievances dealt with promptly?

✓ Do I consult them and is it genuine?

✓ Do I encourage new ideas and suggestions?

✓ Is there a regular method of briefing them?

✓ Are there regular team meetings?

Individual

✓ Have targets been set, agreed and quantified?

✓ Do they understand how they contribute to the team and organisation?

✓ Do they have sufficient authority?

✓ Have they been adequately trained to do the job?

✓ Do I recognise their achievements?

✓ Do I offer development opportunities?

✓ Is performance regularly reviewed?

✓ Is work/life and pay balanced?

✓ Are they in the right job?

✓ Do I listen to them?

✓ Do I deal with their grievances promptly?


Action centred leadership framework

Key actions Task Team Individual

Define objectives Identify tasks, constraints and risks.

Form the team Gain buy-in.

Clarify and agree objectives.

Plan

Gather information

Consider options Check resources and capacity.

Consult Encourage ideas

Develop suggestions Assess capability

Decide

Establish priorities Determine timescales Set standards

Structure Agree standards

Allocate jobs Delegate Agree targets

Brief

Clarify objectives Communicate the plan Inspire

Engage Explain decisions

Listen Answer questions

Enthuse Check understanding

Monitor and support

Track and report progress Maintain standards Amend as needed Set an example

Co-ordinate Manage stakeholder expectations Reconcile conflict

Encourage Coach Give feedback Manage performance

Recognise effort

Evaluate

Evaluate output and outcomes against objectives

Recognise success Learn from mistakes

Appraise performance

Guide and train Give praise


Management styles

Key points

✓ This is task specific not person specific ✓ Links to levels of delegation and empowerment. ✓ Some might consider there being a natural development curve from Directing to Nurturing to

Supporting to Empowering ✓ For more information, Google: Situational Leadership and/or Peter Hersey and Ken Blanchard

Directing

Highly committed and/or very confident and lack ability.

Need direction and control –

targets/structure.

Empowering

Well developed. High levels of commitment and capability.

Little need for support and

direction.

Nurturing

Lack ability and commitment/confidence.

Need both support and

direction.

Supporting

Very capable yet lacking commitment/confidence.

Need lots of support to build

confidence.

Capability/Competence

Co

mm

itm

en

t/C

on

fid

en

ce

Level of direction

Leve

l of

sup

po

rt

HIGH

LOW

LOW

HIGH


Delegation

What is delegation?

You delegate when you give a direct report the authority and resources to complete a task which

is normally part of your role. You retain accountability.

Having said that the same principles can be applied when assigning work to a large team or tasks

on a project.

What are the benefits of delegating for…?

You The team The Organisation

❑ Enables you to focus on those items which are most important to you

❑ Enables you to make the best use of your own knowledge, skills and experience

❑ Personal satisfaction of seeing others grow and develop

❑ Less stress

❑ Opportunities for personal development

❑ Improved communication

❑ Reduces delay in decision making

❑ Improved motivation ❑ Improved trust

❑ Succession planning ❑ Efficient and effective use

of knowledge, skills and experience

❑ Improved decision making

❑ Reduced stress

When would you delegate?

❑ When you have more work than you can do yourself ❑ You have more important priorities ❑ When you want to develop somebody ❑ When somebody else is better able to do the task.

How do you delegate – what is the step-by-step process?

❑ Define the task - identify what you can delegate ❑ Select the individual - choose who to delegate it to ❑ Assess ability ❑ Identify training needs and train ❑ Brief the person – Explain the reason, state the results, clarify constraints, boundaries and

authority ❑ Consider resource requirements ❑ Agree deadlines ❑ Provide support, monitor and coach ❑ Communicate to relevant parties ❑ Review and feedback on results.


How would you choose who to delegate to?

➢ Somebody who is keen to learn and is ideally interested in the task ➢ Somebody you can trust ➢ Somebody who has the intelligence to learn the task ➢ Somebody who has the time ➢ Somebody who agrees to do it! ➢ The person nearest the issue/action who meets the criteria above.

What else do you need to consider?

❑ Impact on the rest of the team ❑ Who else needs to know – internally and externally ❑ Risks ❑ Reporting

Is there anything which can’t be delegated?

Accountability Contractual obligations Confidentiality, security and policy issues restricted to your level e.g. disciplinary action.

What are the consequences of not delegating?

❑ Longer hours ❑ Stress ❑ Poor work life balance ❑ Lack of trust ❑ No successor.

Constraints and boundaries A key aspect of delegation is giving appropriate authority and resources to the person being delegated to. Some of these might be obvious such as a laptop, software license, etc. A lot however is to do with control and decision taking power. Depending on the individual it might be a progressive handover. For example:

1. I’ll tell you exactly what to do and how I want it done?

2. We’ll discuss it, feel free to make suggestions and I’ll decide what to do and how I want it

done?

3. You recommend the best course of action (what and how) and I’ll confirm I’m OK with it?

4. You decide what you’re going to do and how, let me know and if you don’t hear from me-

go ahead?

5. Take the action you believe is most appropriate and let me know what you did?

6. Take action the action you believe is most appropriate and let me know if it’s not working?

7. Take action and keep me informed at our regular 1:1 meetings?


Managing performance What is it? A strategic and management process, which aims to: ◼ Improve organisational and individual performance ◼ Align organisational and individual objectives ◼ Improve employee satisfaction.

What are the benefits of effective performance management? ◼ Clarity of expectations ◼ Objectivity ◼ Sustainable improvement ◼ Increased motivation and commitment ◼ Develops relationships between management and staff ◼ Focuses resources on activities and behaviours needed to improve performance ◼ Planned training and development ◼ Two-way communication ◼ Improved employee engagement and relations.

What value do policies and procedures have in managing performance? ◼ Compliance, safety, protection ◼ Clarity of process, roles and responsibilities ◼ Consistency and quality control.


The process

Mission – Vision – Ambitions - Priorities - Business plans

Agree SMART performance

objectives

Plan

ImplementMonitor

Review/

Improve

Annual PDR

Encourage

Support

Coach

Feedback

One to ones

Help

Praise


Managing Poor Performance

Managing poor performance is always challenging. Not dealing with it can have negative consequences such as:

• Lower standards become acceptable for that person and the wider team

• Other team members feel resentful

• Team cohesion, morale and performance suffer

• The managers credibility and reputation suffer

• Manager’s own performance is impacted due to poor team performance, stress and time focused managing poor performance.

What managers tell themselves

• “it will sort itself out”

• “it will only get worse if I deal with it”

• “it’s not that bad really” Managing poor performance is not about ‘telling somebody off’, penalising or punishing them it is all about maintaining standards, fairness and equality. The aim is to:

• clarify the expected standard of performance

• explain the actual standard of performance

• identify and agree the gap

• identify and agree an action plan to close the gap

“Mind the Gap” Model

Expected Standard of Performance

Actual Standard of Performance

Identify

the gap

Expected Standard of Performance

Actual Standard of Performance

Identify

the gap

TIME

S

T

A

N

D

A

R

D


Dealing with poor performance

• Be clear about the expected standard of performance

• Gather the facts of what is happening

• Prepare your approach

• Describe the behaviour/actions which are problematic

• Explain the impact of the behaviour/actions

• Describe/discuss and agree the actions/solutions required

• If necessary, explain the consequences if performance doesn’t improve.

• Be assertive

There are numerous feedback model/frameworks which follow similar principles.

Working with feedback

EEC

DISC

Variations on a theme:

BIFF BISA

Behaviour Impact Feelings Future

Behaviour Impact Silence Action

• Be specificExample

• Describe don't judgeEffect

• Offer suggestions

• CongratulateChange/continue

•Define the conduct/behaviour and explain the...Define

•Impact of what they have done and why his/her conduct is acceptable/unacceptable

Impact

•Seek agreement on any change required

•Specify the required behaviour and explain...Seek/Specify

•The consequences of repeating the behaviour Consequences


BICA BISA

Behaviour Impact Consequences Action

Behaviour Impact solutions Actions

Write it up so there are no misunderstandings. Key points

1. Avoid delay

2. Speak from the ‘I’

3. Be sensitive

4. Be clear

5. Avoid overload

6. Describe don’t judge

7. Focus on behaviour

8. Be positive

9. Avoid comparisons

10. There should be no need to apologise!


Motivation – What is it? What is motivation? Motivation is the feeling of commitment to doing something well and being prepared to put energy and effort into it. It varies in nature and intensity from individual to individual, depending on the particular mixture of influences on the individual at any given moment. These influences are related to the person’s needs. Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviours. Motivation is what causes you to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge.

Motivation is… A decision-making process, through which the individual chooses the desired outcomes and sets in

motion the behaviour appropriate to them.

It includes learned influences on human behaviour that lead us to pursue particular goals because they are valued. Motivation can be thought of as the degree to which an individual wants AND chooses to engage in certain behaviours. For example: are you motivated to study? The answer lies in whether you

1. Want to study? - what are the reasons, if so? 2. Choose to study? - What factors mean that you have taken the decision to study? How much effort

do you put in?

Motivation involves internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to try to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as: 1. The intensity of desire or need 2. The incentive or reward value of the goal 3. The expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test because he or she wants a better grade in the class.

Why is motivation important? Motivation is vital in any job if individuals are to give of their best to it. Assuming that employees are given ample opportunity for good performance (correct tools, work method etc.) and have the necessary skills, then effectiveness depends on their motivation. Getting them to work willingly and with effort while they are there.


Signs of motivation Attitudes and behaviour at work reflect motivation – or lack of it. Indications of motivation will be seen for example in: High performance/results achieved Energy, enthusiasm and determination Co-operation in overcoming problems Willingness to accept responsibility/accommodate change.

Lack of motivation will be indicated by: Poor time-keeping/high absenteeism Apathy and indifference Exaggeration of disputes/grievance Un-cooperativeness/resistance to change.

Whose responsibility It is the job of team leader to motivate their team as far as possible. They are best placed to create the environment in which people will give of their best to their work. Some factors are largely outside their influence, e.g. pay, status, terms and conditions of employment. But they can give responsibility, challenging work and opportunities for growth and development, which both research and practical experience in industry have shown to be the greatest motivating factors.


How much do you know about motivation? Motivation has been a much-discussed topic for many years. It remains a complex subject and resulted in numerous theories. Below is a list of statements that deal with both the theory and practise. Read each and decide if it is true or false.

True False

1 You can motivate your team members

2 To keep people challenged, a manager should assign more work than they can handle

3 Motivation lies outside the job

4 Some workers are unmotivated

5 Food motivates a rat to run a maze

6 There’s only one level of motivation – full blast

7 Keeping employees guessing on their progress keeps them motivated

8 Publicity about organisations and employee achievements enhances motivation

9 Allowing employees to participate in making decisions has a good effect on work

10 Most people want to do a good job


Motivation quiz answers 1. False - You don’t motivate your workers; motivation is an internal force. In fact, motivation is a

deficiency, a need that must be fulfilled. Once a person’s need is satisfied, that person is no longer motivated. You supply the satisfaction, not the motivation itself.

2. False - Assigning more work than people can handle doesn’t keep them challenged. The catch word

here is “more”. You should assign more challenging work or give employees more responsibility to stretch their capabilities – job enrichment rather than job enlargement.

3. True - Motivation doesn’t lie in the job; it lies inside a person and can be satisfied anywhere. Many

people find their jobs, or at least some aspects of their jobs, satisfying. As a supervisor or manager, you can provide different kinds of job satisfaction for your employees – for example: recognition; advancement; responsibility.

4. False - Everyone is motivated. There are apparent differences in amounts of motivation because of

the way people satisfy their needs. For example, a file clerk who turns down the opportunity to become a secretary may seem unmotivated to some people. However, if that person’s needs are satisfied by being an excellent file clerk, that person is motivated.

5. False - Food doesn’t motivate a rat – hunger does. Hunger is one of the basic, physiological needs and

food satisfies that need. 6. False - Full blast is not the only level of motivation. No one is motivated equally towards all tasks. For

example, even the most enthusiastic file clerk will get more satisfaction from one aspect of the filling job than from another.

7. False - Keeping employees guessing on their progress doesn’t keep them motivated. In fact, it has

been shown that interest and performance are improved when employees have goals to work toward and feedback on how they are progressing towards these goals. Employees’ performance and interest deteriorate when they are no longer informed.

8. True - Publicity about organisation and employee achievements enhances motivation by fulfilling an

employee’s need for esteem and respect. The employee’s image of the organisation, which is affected by publicity, influences that employee’s motivation to work toward the organisation’s goals.

9. True - The more you can involve an employee in decisions that affect his or her job, the more

motivated that employee will become in working toward established goals. The highest level of participation is letting the employee make the decision. But it has also been shown that workers are positively motivated if they can make recommendations to those who will make the decision, or at least learn from the decision-maker the alternatives being considered.

10. True - Most people want to do a good job as they see it. Discrepancies in performance occur when their idea of a job well done differs from your idea of what constitutes a good job. As a manager or supervisor, your responsibility is to communicate to them your standards, or in other words, what a “good job” is as you see it.


What motivates you? Each of the following questions has three choices. Choose the one which most clearly fits your own motivations. Remember there are no wrong answers. After Junker, K (2001)

1 (a) When doing a job, I need reassurance as I work.

(b) I prefer to work alone and am eager to be my own boss. (c) I seem uncomfortable when forced to work alone.

2 (a) I go out of my way to make friends with new people.

(b) I enjoy a good argument. (c) After starting a task, I am not comfortable until it is done.

3 (a) Status symbols are important to me. (b) I am always getting involved with group projects.

(c) I work better when there is a deadline. 4 (a) I work best when there is some challenge involved. (b) I would rather give orders than take them. (c) I am sensitive to others especially when they are angry or annoyed. 5 (a) I am eager to be my own boss. (b) I accept responsibility eagerly. (c) I try to get personally involved with my superiors. 6 (a) I am uncomfortable when forced to work alone. (b) I prefer being my own boss, even when others feel a joint effort is required. (c) When responsible, I set measurable standards of high performance. 7 (a) I am very concerned about my reputation or position. (b) I have a desire to out-perform others. (c) I am concerned with being liked and accepted. 8 (a) I enjoy and seek warm, friendly relationships. (b) I attempt complete involvement in a project. (c) I want my ideas to predominate. 9 (a) I desire unique accomplishments.

(b) I don’t like being left out. (c) I need and have a desire to influence others.

10 (a) I think about consoling and helping others. (b) I am verbally fluent. (c) I am restless and innovative. 11 (a) I set goals and think about how to attain them. (b) I think about ways to change people. (c) I think a great deal about my feeling and the feelings of others.


McClelland’s theory of motivation Marking sheets

1 (a) Achievement (b) Influence (c) Affiliation

2 (a) Affiliation (b) Influence (c) Achievement

3 (a) Influence (b) Affiliation (c) Achievement


5 (a) Influence (b) Achievement (c) Affiliation


7 (a) Influence (b) Achievement (c) Affiliation

8 (a) Affiliation (b) Achievement (c) Influence

9 (a) Achievement (b) Affiliation (c) Influence



Totals Nos.

Achievement

Influence

Affiliation

McClelland identified three needs, which motivate people:

1. Need to achieve 2. Need to influence 3. Need to affiliate


Achievement motive Goal: Success in situations requiring excellent performance. Characteristics: Concern with excellence Complete involvement Desire to out-perform others (competitive) Want unique accomplishment Restless and innovative (enjoys striving) Thinks about: Doing the job better Goals and how to attain them Obstacles and how to remove them

Influence motive Goal: Having an impact or influence Characteristics: Concern for reputation or position Wants their idea to predominate Strong feeling about status Strong need to influence others Often verbally fluent Thinks about: Influence and control they have over others How to influence to win arguments, people How to gain status and authority

Affiliation motive Goal: Being with someone and enjoying mutual friendship Characteristics: Concern with being liked and accepted Warm, friendly relationships Concern about being separated from others Thinks about: Are they liked by others? Helping and consoling others Sensitive to the feelings of others and their own feelings

After McClelland, 1961


Maslow’s - Hierarchy of Needs Theory A core piece of research, which has been built on by many other researchers, is Abraham Maslow’s hierarchy of needs (Maslow, 1943). He grouped people’s needs into 5 categories or levels as illustrated in the diagram below. Maslow’s theory states that humans direct their own actions to drive the fulfilment of their own needs. Once they are satisfied they move on. Each of these levels has certain needs or priorities and each level must be satisfied before consideration can be given to the next level up the hierarchy. As a need is satisfied, it uncovers another level of needs, so we go on wanting. Though a satisfied need no longer provides strong motivation, dissatisfaction is not always expressed realistically. Maslow does not include money, which is still the common currency of motivational language. So, if people feel frustration at levels 3,4 and 5, they may well express it as a desire for more money. Equally some managers ‘hear’ dissatisfaction in money terms, because they do not listen for anything else.

After Maslow, 1943


Basic/Physiological needs A person starts at the bottom of the hierarchy (pyramid) and will initially seek to satisfy basic needs (e.g. food, shelter). These are our physical needs that are fundamental to our survival. Unless these basic needs are satisfied we will not even begin to think about any of the higher levels. Frequently we attend to these needs unconsciously – until something goes wrong. For example, we breathe without thinking until we choke on a morsel of food – then our attention is urgently turned to the challenge of obtaining oxygen.

Safety & Security needs Once our physiological needs are satisfied we will next wish to ensure our bodily safety as well as the continued supply of our basic physiological needs. We will look for security. Safety needs at work could include both physical safety and other forms of security e.g. protection against unemployment, loss of income through sickness etc.

Social needs Once we feel secure, we will look to fulfil our need for belonging or affiliation: to be with other people with whom we feel comfortable and relaxed and with whom we can share ideas and values. Social needs would include areas such as working with a colleague who supports you at work, teamwork and communication.

Achievement needs When our social needs are met, we will begin to focus on our need to feel important and to be respected by others. Ego or esteem needs are about being given recognition for a job well done and they reflect the fact that many people seek the esteem and respect of others. Some individuals may seek formal status, others may seek recognition of their specific abilities, and others may look for almost any combination of these. A promotion at work or simply positive feedback might achieve this.

Self-Actualisation needs Self-actualization is the highest level. It is about how people think about themselves - this is often measured by the extent of success and/or challenge at work. Only when all other levels have been satisfied do we turn our attention to this need which takes infinitely different forms in different people. For example, it may be a need to sing, paint, compose music, ski, serve others, or do something ground breaking which has never been tried before. We may not even need others to be aware of it so “Recognition” does not necessarily feature at this level.

Key points Individuals will have differing opinions regarding what “satisfaction” means to them at a particular level. One person’s fish and chips are another’s caviar. The importance of individual needs may vary throughout our lives; and, if a lower previously satisfied level is at risk, we will return our focus to that threatened level. The needs are met in all areas of our lives, not just professionally. Some people may prefer to fulfil some of their needs through involvement in activities outside work. The bottom levels of need are easier to satisfy; the higher levels more difficult. If we achieve a goal in the higher levels of the hierarchy, we likely to set ourselves a new and more challenging


goal to reach. In this manner, it is the higher-level needs which usually encourage us to make our greatest long-term efforts. The message appears to be clear - if management can find out which level each employee has reached, then they can decide on suitable rewards.

Herzberg’s – Hygiene Factor Theory

Satisfaction and dissatisfaction The factors which satisfy people at work are different to and not simply the opposite of the factors which cause dissatisfaction (Herzberg, 1959). Fredrick Herzberg asked many people in different jobs at different levels two questions:

• What factors lead you to experience extreme dissatisfaction with your job?

• What factors lead you to experience extreme satisfaction with your job? He collated the answers and displayed them in the form of the chart on the next page, which shows the order, and frequency in which the factors appeared.

Dissatisfaction The factors on the left had chart show that in general these factors tend to cause dissatisfaction rather than satisfaction. Further investigation showed that the dissatisfaction was only present where the factor e.g. salary was not fulfilling the expectation of the employee. If the factor was changed to the employee’s expectation, satisfaction. Another important point in these factors is that they are all concerned with what is done to or for an employee or is concerned with relationships over which they do not have full control.

Satisfaction Factors on the right-hand chart have little to do with money and status. They have much to do with achievement and responsibility and relate to the job content i.e. the things that people do at work. These factors were identified as providing the greatest satisfaction at work.

The moral for managers is clear – pay attention to the kind of task they expect people to do as job satisfaction comes from our involvement in doing what we think is worthwhile and challenging. Herzberg’s findings have recently been updated by surveying people at work in twenty-two countries. The findings are consistent with the original research.


Herzberg’s motivational theory

Herzberg, 1959

FACTORS ON THE JOB THAT LED TO EXTREME DISSATISFACTION PERCENTATGE FREQUENCY

FACTORS ON THE JOB THAT LED TO EXTREME SATISFACTION PERCENTAGE FREQUENCY

0 10 30 20 20 30 40 50 50 40 10

ACHIEVEMENT

RECOGNITION

WORK ITSELF

RESPONSIBILITY

SUPERVISION

RELATIONSHIP WITH SUPERVISOR

COMPANY POLICY & ADMINISTRATION

WORK CONDITIONS

SALARY

RELATIONSHIP WITH PEERS

PERSONAL LIFE

RELATIONSHIP WITH SUBORDINATES

STATUS

SECURITY

GROWTH

ADVANCEMENT


McGregor’s X – Y theory Douglas McGregor, a psychologist working during the 1960’s suggested that there are two opposing views relating to people’s behaviour at work (McGregor, 1959). Theory X managers believe that people generally dislike work and need to be coerced into working effectively, that they dislike change and need to be closely supervised. Theory Y managers believe that for most people working is as natural as play or rest. They want to achieve self-directed goals, are creative and open to change. They need little supervision and are keen to do well. Managers tend to make assumptions about people’s attitudes to work. In the extremes, these can be described a Theory X or Theory Y.

Theory X Theory Y

People dislike work and will avoid it if they can. Work is necessary to people’s psychological growth.

People must be forced or bribed to put out the right effort.

People want to be interested in their work and under the right conditions can enjoy it.

People would rather be directed than accept responsibility, which they avoid.

People will direct themselves toward accepted targets.

People will seek and accept, responsibility under the right conditions.

The discipline which people impose on themselves is more effective and can be more severe than any imposed on them.

People are motivated mainly by money. Under the right conditions people are motivated by the desire to realise their own potential.

People are motivated by anxiety about their security.

Most people have little creativity – except when it comes to getting around management rules.

Creativity and ingenuity are widely distributed and grossly under used.

Adapted from Dr McGregor’s “The Human Side of Enterprise 1960.

These beliefs will affect the way a manager behaves towards his or her staff. Managers who mostly support the X Theory will tend to be controlling, make decisions on behalf of others, closely monitor them and force through change. Managers who mostly support the Y theory will tend to work with their staff to set their own goals and targets, consult and involve them in change and encourage them to take their own decisions about their work. The question to ask yourself is: which way of seeing and dealing with people at work is most likely to release their potential so that they feel fulfilled by their work and are giving of their best .


Practical steps in motivation

The manager must be aware of how to get people to work willingly and well to increase the individual’s satisfaction in the job, and the organisation’s efficiency. Once a certain standard of living is achieved, more than money is needed to increase the individual’s contribution. What can managers do?

Value people ✓ By showing an interest in your teams work and what they are doing ✓ By sharing an interest in whatever they hold important ✓ By creating an atmosphere of approval and co-operation ✓ By ensuring they understand the importance of their contribution to the team’s objectives ✓ By ensuring they understand the function of their organisation ✓ By praising them for the things they value.

Provide scope for development ✓ By setting targets ✓ By providing on and off the job training ✓ By arranging any necessary internal and external contacts ✓ By encouraging networking ✓ By using people to train others in the specialist skills they may have ✓ By restructuring or grouping tasks to use people’s skills to the fullest ✓ By provide scope for individuals to take on extra responsibility.

Recognise achievements ✓ By praising and communicating individual and team successes ✓ By reporting regularly on the team’s progress ✓ By regular meetings to monitor and counsel on an individual’s progress towards targets ✓ By explaining the organisation’s results and achievements.

Provide challenges ✓ By setting and communicating the team’s objectives ✓ By providing scope for individuals to take greater responsibility ✓ By training thoroughly at least one deputy ✓ By encouraging ideas, and where practical, by allowing staff the responsibility for

implementing them.


Make 1:1’s SUPER!!!

S Structured: Sessions shouldn’t be just a long, open ended chat. Having some structure will

make it more productive. It is important that you maintain some flexibility though.

U Usual: Session need to happen regularly. They should be booked in advance, their

frequency and length should also be agreed in advance.

P Productive: Progress with tasks should be discussed and reviewed. Future tasks should be

agreed and reviewed. Objectives and targets should be set for the short, medium and long-term

E Exchange: There should be a 2-way exchange between you and your report. Both parties

should have ownership over supervision.

R Recorded: Notes should be made, kept and agreed by both parties. Notes from previous

supervisions should be referred to and can help structure sessions.


Recommended Reading, Resources and Further Training DSC Books Core Coaching Team Building The Pleasure and The Pain Just About Managing Delegation Motivation Staff www.dsc.org.uk Other Books 7 Habits of Highly Effective People – Stephen Covey DSC Training Support and Supervision Skills – Level 1 and Level 2 Becoming an Assertive Professional Managing for Managers Emotional Intelligence www.dsc.org.uk Other resources Mindtools.com Businessballs.com Institute of Leadership and Management/City and Guilds

References

Blanchard, K. (2005). The one-minute manager. London: HarperCollins. Blanchard, K. and Johnson, S. (2012). The one-minute manager. London: HarperCollins. Blanchard, K., Zigarmi, P. and Zigarmi, D. (n.d.). Leadership and the one-minute manager.

Mehrabian, A. (1981) Silent messages: Implicit communication of emotions and attitudes. Belmont, CA: Wadsworth

http://www.dsc.org.uk/

http://www.dsc.org.uk/

Date post:	16-Jan-2023
Category:	Documents
Upload:	khangminh22
View:	0 times
Download:	0 times

Moving into Management - Directory of Social Change

Documents