Chapter 6: Group Motivation

1. Chapter 6: Group Motivation ©2010, 2007, 2003 Pearson Education, Inc.

2. Motivation Motivation The reasons we are moved to do something Group Motivation Provides the inspiration, incentives, and reasons for members to work together to achieve a shared goal ©2010, 2007, 2003 Pearson Education, Inc.

3. Optimal Group Experience A group experience in which all members are committed and inspired • Group members are totally caught up in the what they are doing. • The group performs at a high level with easy. ©2010, 2007, 2003 Pearson Education, Inc.

4. Motivating by Meeting Needs • Maslow’s Hierarchy of Needs Meets Satisfiers/Deficiency Needs Meets Motivators/Fulfillment Needs • Schutz’s FIRO Meets Needs for Inclusion, Control, and Affection Needs ©2010, 2007, 2003 Pearson Education, Inc.

5. Maslow’s Hierarchy of Needsand Motivators ©2010, 2007, 2003 Pearson Education, Inc.

6. Personality Type Motivators Extrovert • Encourage interaction • _______________ • _______________ Introvert • Set clear goals • _______________ • ______________ Sensor • Set realistic goals • _______________ • _______________ Intuitive • Set engaging goals • _______________ • _______________ ©2010, 2007, 2003 Pearson Education, Inc.

7. Personality Type Motivators Thinker • Encourage debate • _______________ • _______________ Feeler • Encourage cooperation • _______________ • _______________ Judger • Set standards • ______________ • ______________ Perceiver • Keep the time frame open • _____________ • _____________ ©2010, 2007, 2003 Pearson Education, Inc.

8. Expectancy Value Theory • Motivation = individual needs + the value of the goal. • Motivation is a function of: • Expectancy: probability that effort will achieve the goal • Instrumentality: whether achieving the goal will result in a reward or benefit • Valance: the value you place on the reward ©2010, 2007, 2003 Pearson Education, Inc.

9. Thomas’s Intrinsic Motivators ©2010, 2007, 2003 Pearson Education, Inc.

10. Intrinsic Motivators • Sense of Meaningfulness: Members share a commitment to the goal. • Sense of Choice: Members have the power to make decisions. • Sense of Competence: Members are capable of achieving the goal. • Sense of Progress: Members monitor and celebrate progress. Kenneth Thomas, Intrinsic Motivation at Work ©2010, 2007, 2003 Pearson Education, Inc.

11. Motivation and Culture • Individualism–Collectivism • Individualistic members need personal recognition. • Collectivist members prefer being honored as part of a group. • Power Distance • High-power-distance members value recognition by a leader. • Low-power-distance members prefer compliments from group members ©2010, 2007, 2003 Pearson Education, Inc.

12. Motivation and Culture • Uncertainty Avoidance • Members avoid uncertainty prefer tried and true methods. • Members accept uncertainty see change as stimulating. • Masculine–Feminine Values • Members with masculine values like competition and leadership opportunities. • Members with feminine values take on group maintenance roles. ©2010, 2007, 2003 Pearson Education, Inc.

13. Motivation and Culture • High or Low Context • High context members sense praise nonverbally. • Low-context members need verbal praise and rewards. • Monochronic–Polychronic Time • Monochronic cultures concentrate on a specific task and meet deadlines. • Polychronic members like multitasking and flexible deadlines. ©2010, 2007, 2003 Pearson Education, Inc.

14. Motivating Virtual Groups • Schedule a face-to-face orientation meeting. • Provide agendas before all online meetings. • Adapt to members' needs, personality types, and cultural differences. • Make sure everyone contributes. • Encourage "virtual" friendships. • Keep virtual meetings short and relevant. ©2010, 2007, 2003 Pearson Education, Inc.

15. Assessment and Motivation Group Assessment A way to monitor group progress and determines if a group is achieving its goals Effective assessment can help determine: • whether and to what extent a group is progressing toward its goal. • whether and to what extent there are interpersonal or procedural problems. ©2010, 2007, 2003 Pearson Education, Inc.

16. Motivation and Feedback • Controllingfeedback tells members what to do and emphasizes the power to reward or punish members. • Informational feedback tells members how they are doing and describes to what extent the group is achieving its goal. ©2010, 2007, 2003 Pearson Education, Inc.

17. Use “It” Statements as Feedback “It” statements . . . • describe how the group is working and progressing. • avoid descriptions about members or what you feel about them. • avoid using the word you when describing individual or group behavior. • focus on the task rather than on group members. • are based on objective information about the group’s work. • answer the question “How is it going?” rather than “How am I doing?” ©2010, 2007, 2003 Pearson Education, Inc.

18. Motivation and Rewards Rewards • Reward are given as compensation for good service or behavior. • The prospect of a reward can motivate. Motivation • Rewards may not motivate members. • Motivation comes from within. • Motivation has little or nothing to do with external rewards. ©2010, 2007, 2003 Pearson Education, Inc.

19. Objective Rewards • Fair: Reward those who truly earn it. • Equitable: Everyone has the same opportunity to earn rewards. • Competitive: Rewards are based on objective standards. • Appropriate: Rewards are based on the appropriate level of achievement. ©2010, 2007, 2003 Pearson Education, Inc.

20. The Role of Punishment • Punishment does not motivate! • When group members are punished (denied advancement, recognition, resources, perks) they may: • spend time and energy complaining. • do less work. • get even with punisher. • pursue outside interests. • sabotage the work of others. ©2010, 2007, 2003 Pearson Education, Inc.

21. How Motivated Are You? • I work very hard in my group. • I am willing to spend extra time on group projects. • I try to attend all group meetings. • I often lose track of time when I’m working in this group. • I look forward to working with the members of my group. ©2010, 2007, 2003 Pearson Education, Inc.