Motivation
V-4
Interest
has feet. When people are really interested in something, they
find a way.
Getting people
to volunteer is one thing, but getting them to follow through
in carrying out the decision of the group is another. How do you
inspire people to action, and then keep them motivated? This section
is about how to get things done working with and through others.
Motivation of people in volunteer groups is different than motivating
students in schools or employees in business.
LEARNING OBJECTIVES
After completing this
module you should be able to:
1. Be aware of common
barriers to participation, and how to remove them.
2. Describe how to motivate volunteers.
3. Describe how to successfully delegate a responsibility to a
volunteer.
BARRIERS TO PARTICIPATION
Forget about trying
to recruit and motivate people until you first learn how to stop
chasing them away. What are you now doing that discourages people
from participating more actively in your group or cause? We need
to recognize the costs as well as the benefits (disincentives
as well as incentives) to participating in any activity or organization.
People make choices as to what groups and activities they become
involved in, and how much time they give to each, based on their
perception of these costs and benefits. They consciously, and
unconsciously, weigh one against the other. If the perceived costs
outweigh the perceived benefits, they drop out of the group or
become less active. These costs then become barriers to participation.
These costs include
not only monetary outlays for travel, baby sitters, dues, etc.,
but also time, effort, and the giving up of other activities (e.g.
missing your favorite TV show). Other costs include social and
psychological costs such as the risk of embarrassment, having
to sit through boring meetings, criticism and rejection of your
ideas, being imposed upon by others, ridicule, and feelings of
inadequacy. Other barriers to participation include the lack of
clear goals (an unclear sense of group purpose), failure to recognize
individuals for what they have contributed, a pessimistic group
atmosphere (with much complaining and criticizing), weak or autocratic
leadership, not feeling listened to, being given too many responsibilities
too soon, and the lack of group accomplishment.
Such experiences constitute
very real costs, and people will not accept such costs unless
they perceive sufficient benefits to make it worthwhile. These
benefits are social and psychological (e.g., prestige, fellowship,
sense of accomplishment, recognition, feeling good about oneself)
as well as economic. A group motivates participation in the same
way a business generates sales, by offering something people want
at a reasonable cost. Participation can be increased by reducing
costs and removing barriers as well as by increasing benefits.
What can be done
to reduce the costs of participation?
Some of the costs of
participation are inevitable and unavoidable, such as dealing
with differences of opinion, uncertainty of the future, unpredictability
of people and taking responsibility for decisions made. These
costs are best relieved through mutual support and understanding.
Other costs, particularly
those resulting from interpersonal strife, can be avoided or reduced
by exhibiting behavior which is more accepting, supporting, encouraging
and rewarding than it is ignoring, rejecting, and coercing. Help
others feel secure within the group so they can focus their energy
on the work to be done rather than upon their personal insecurities
or the possibility of rejection by others.
Still other costs are
more perceived than real. They are primarily the result of an
individual's fears. Help the person acknowledge those fears, and
talk them out. Don't be critical of them, or minimize the problem.
Don't give hasty reassurance and pat solutions. The fearful person
needs empathy more than advice.
So far, we've looked
at potential barriers to participation--things you may be doing,
often unintentionally, that discourage people from becoming more
active. Motivation begins with identifying and removing such barriers.
Let's now turn our attention to the positive motivation of people,
and the actions each of us can take to encourage and motivate
others.
WHAT MOTIVATES PEOPLE?
How do you get people
to serve? How do you get turn-out at meetings? How do you get
people to pitch in and help? How do you recruit good volunteer
workers? How do you raise money to support an organization?
We must acknowledge
the obvious, that people become involved in different issues,
activities and groups ONLY to the extent that their personal needs
and interests are appealed to and met. In short, individuals must
perceive a reason for becoming involved. They, not you, must perceive
that reason. In our zeal, we often get carried away with what
we think should be done, and fail to give adequate attention to
the concerns and interests of others. We tell ourselves, "but
they SHOULD be interested, after all it affects the whole community"
or "they OUGHT to support this, it's for their own good."
We label people as "apathetic" who don't have the same
interests we have.
We each have different
concerns, needs and interests. We each have our own priorities.
You motivate group participation by focusing attention on areas
of common concern and interest. Group participation and commitment
cannot be forced through hard sell or majority vote. The persons
being recruited must feel that the proposed action will result
in something meaningful to them and that the effort required is
worth it.
How do you find out
what people's priority concerns and interests are? How do you
find out what motivates them? By listening, and by asking. People
naturally talk about what they're interested in, if we'll just
listen. Effective recruitment requires listening, more than telling.
In understanding what
motivates people, we need to acknowledge that people's needs and
interests go beyond the "selfish" motives of what will
benefit their business or their lifestyle or their prestige and
influence in the community. Harold Kushner in his best seller
"When All You've Ever Wanted Isn't Enough: The Search for
a Life That Matters," finds that "the key to happiness
is the opportunity to use our special abilities, to be appreciated
for them......and to make a difference. People today are doing
an increasing amount of volunteer work, he says, because they
are not getting those three basic needs fulfilled through their
eight-to-five jobs. Thus we motivate people to serve by appealing
to their altruistic sense as well as personal needs and interests.
A review of the research
of Frederick Herzberg, on what motivates people in the work setting,
indicates that the leading motivators are:
1. Achievement (accomplishment
and a sense of contribution)
2. Recognition (support, praise, respect)
3. The work itself (meaningful, stimulating, fulfilling)
4. Responsibility (and advancement)
5. Creativity and growth (learning; giving of oneself to others)
6. Economic benefits (reward; pay check, profit)
7. Companionship (acceptance, a sense of belonging)
8. Supervision (rules and policy)
9 Working conditions (comfort)
Those factors at the
top of the list (1 to 5) are what motivate people to strive, to
excel, to commit and to feel good about themselves. The factors
at the bottom of the list (6 to 9) are more potential sources
of dissatisfaction than they are motivators. Lack of these can
make us unhappy, but they have limited impact in inspiring us
to excel. You motivate others by providing items 1 through 5.
THE BASICS OF PEOPLE
MANAGEMENT
With the above introduction
to human motivation, let's now look at how each of us can become
a more effective people manager--in getting things done, working
with and through others. Five keys to effective people management
are outlined below. [1]
1. Set goals and
clarify objectives
A clear sense of direction
is essential to individual and group achievement. Without it,
people tend to wander in their efforts, with limited accomplishment.
A good people manager helps the individual or group clarify their
objectives in specific, concrete, realistic terms. What is to
be the end result, and how is it to be accomplished? Who is to
do what by when? Who is responsible? Is there agreement?
To be a motivating
force, goals must reflect the personal interests and commitment
of the individuals involved. Commitment comes out of involvement--of
people deciding for themselves, rather than having it decided
for them. Rarely do people get as excited about others' ideas
as they do about their own ideas. A good people manager knows
how to help a group identify, common concerns and interests, and
to build on them. (For more information on the goal setting process,
see module E-6.)
Once goals are set,
periodically take "one minute" to review and clarify
those goals/objectives with the individual(s) responsible. Keep
in touch. Check their progress. Let them know you care.
In conclusion, if your
group lacks enthusiasm, it is likely due to either:
(1) The lack of clear
understanding within the group as to what your goals and objectives
are (in other words, you haven't done enough goal setting), or
(2) Group goals/objectives are not seen as personally important
to many of the individuals involved (in other words, members weren't
really involved in setting those goals), or (3) The individuals
involved fail to see how group activities contribute to the agreed
upon goals (in other words, you've lost sight of your objectives).
2. Give frequent
recognition
To be appreciated,
to feel important and needed is a basic human need. Encouragement
and recognition are essential to human development and motivation.
Module V-8 gives specific suggestions for recognition. Review
that module now or at the end of this module.
3. Take Time To
Listen
People are not going
to open up to you until they first feel accepted. See module C-2
for a discussion of how to listen.
4. Speak Up For
Yourself
Most people view motivation
as a form of persuasion. We see motivators as smooth talking salespeople
who can persuade others to their point of view; who know how to
twist an arm in getting their way.
Motivation, however,
is as much or more a function of active listening as it is of
persuasion. Motivation is not something that can be imposed on
others. It rather is something that must come from within the
individual. We motivate others only to the extent that we appeal
to their personal needs and interests.
Being a good people
manager/motivator does, however, require being able to speak up
for yourself, in sharing your interests, goals and concerns with
others. (Module C-3 deals with this topic in more depth.)
5. Confront Unacceptable
Behavior
There are times when
confrontation is necessary to work out problems and rekindle initiative.
Blanchard and Johnson in their book The One Minute Manager [2]
speak of "one minute reprimands." How then do you give
constructive criticism and work out problems--in a manner that
encourages rather than discourages the other person?
One option in dealing
with unsatisfactory performance is to let it pass, and forget
it. Letting it pass is particularly appropriate when your
disapproval is primarily based on a value judgment as to how you
feel the job should be performed, rather than on results.
If, however, you are
not willing and able to drop it and forget it, then letting it
pass is not appropriate. If you harbor resentment, it won't help
the relationship. Instead, confront: Do it now. Talk with
the person as soon as possible following the unacceptable behavior
or work. The longer you wait after the fact, the less helpful
it will be. Don't gunnysack. Don't save up wrong doings
for later confrontation. Keep to the here and now.
Confront the person
privately, face to face, never publicly. Express your concern
in a direct, but caring manner through the use of an I-Statement.
"I'm concerned with...." "I am confused by...."
"I'd like to talk to you about...." "I've observed...."
Avoid accusatory You-statements: "You should have...."
"You didn't...." "Why did you ...?"
Describe the problem
behavior, and its impact on you and/or others. Be specific;
don't generalize. Describe behavior that can be changed. Trying
to change people's values (personality) is difficult, if not impossible.
Focus on facts, without making judgments. "I'm concerned
about your tardiness. You have been over 15 minutes late three
mornings this week." "I was confused and frustrated
by the poor attendance at our planning meeting last week. As an
officer, I find it difficult to plan activities when I am not
sure what members want." "I feel uncomfortable when
someone makes jokes during our meetings. I feel they distract
from the discussion and may cause members to treat lightly the
suggestions (information) being presented."
Don't judge,
analyze or parent the other person. ("You're always late."
"You never...." "You're inconsiderate." "Set
your alarm earlier." "You should have known better."
"You're doing this because....") The more accusations
you make, the more resistance you'll get. Instead, focus on the
specifics of the unacceptable behavior and its impact on you and
others.
Stop, be silent.
Let it sink in. Allow the person time to focus on what you've
said, and to respond, clarify, question, or suggest possible remedies.
Listen, and show it. Probe for further clarification, "I'm
not clear on.....Tell me more about....."
Counter any defensive
response with reflective listening. Summarize back in your
own words your understanding of the person's explanation and feelings.
Don't dispute them. Reflective listening acknowledges and helps
dissipate the emotions involved.
If necessary, adjust
or repeat your concern. Adjust your concern based on the information
gained. OR Repeat it. Don't get sidetracked into an argument over
who is right. Don't tack on more accusations or evidence.
Avoid heating up the criticism. Instead, calmly repeat your concern
or request, then try to better understand what happened. "In
the future, I do however wish to start our meetings on time."
Encourage collaborative
problem-solving. "How can we resolve this?" "I'd
like your help in working this out." "Could we find
a solution that would be agreeable to both of us?" "Would
it be acceptable to you if we...?"
Summarize the discussion
and the solution you've worked out.
Clearly remind the
person that you value him or her. Give non-verbal reinforcement--a
hand shake, an appropriate touch, supportive facial expressions.
Thank the person for being frank and cooperative.
Your objective is to
communicate openly, to improve the situation, to build self esteem
and strengthen the relationship. It is not to punish or put the
person in her/his place. (See Chapter 9, "Working Out Differences"
for more on conflict management.)
REFERENCES
[1] Kenneth Blanchard
& Spencer Johnson, 'The One Minute Manager, Berkley Books.
[2] The One Minute
Manager, and Russ Moxley, "Direct Language Helps Employee
Performance", Dallas/Ft. Worth Business Magazine.
EXERCISES
Exercise 1:
a. Why DO people join
groups? Why are you active in different activities?
Use the space below
to indicate what motivated you to become involved in different
community activities and groups. Why are you more active in some
groups (activities) than in others?
If you are in a study
group, share your lists with each other.
b. Why DON'T people
become more involved in different community activities? What causes
people to drop out and become inactive?
Use the space below
to indicate why you chose not to participate in certain activities
or groups in your community. Have you ever lost interest in a
group (or activity) and as a result dropped out or became less
active? Why did that happen?
If you are in a study
group, share your lists with each other. Then ask participants
to comment on what they have learned through this exercise, part
a and b. (A common reason given for not participating is "don't
have the time." Yet people find time to do what they want
to do. "Not having time" means the activity is not perceived
as providing the benefits, over costs, of other activities.)
Exercise 2:
List in the space below
what you feel are the qualifications of a good leader (people
manager). Think of people you've worked for or with in the past
(paid employment as well as volunteer work). Some people were
better to work for than others. Why? What were the traits they
exhibited that motivated you to give more of yourself?
If you are in a study
group, break into small groups of 5-7. Share your experiences
with the group and develop a composite list. Encourage discussion.
Exercise 3:
Focus on a group in
which you are now active:
__________________________________
(name of group)
Review the discussion
of barriers to participation (the first two pages of this chapter).
Then take a close look at your meetings and how the group functions.
Make a list below of individual and group behaviors that may be
negative motivators (they discourage rather than encourage participation
and follow-through). Then identify actions that might be taken
to reduce those inhibitors. (This exercise can be completed as
either an individual or study group endeavor.)
a. Possible inhibitors
to participation. b. What can be done to reduce those inhibitors?
DELEGATION
The preceding principles
are also key to your success in delegating tasks to others. Special
care should be taken to:
1. Delegate the right
tasks, namely anything for which you have no unique competence.
Be specific in what you delegate to others. Don't delegate if
you want the credit.
2. Delegate to the
right person(s). Consider the individual's special knowledge,
interests, relevant experience, and motivation to do the job.
Match the person's abilities and interests with the needs of the
job. Giving a person more responsibility will generally increase
job satisfaction- -if such responsibility is seen by the person
as both challenging and within his or her own capabilities.
3. Help the person
succeed by sharing as much information, background and "other
considerations" as you can. Clearly indicate your expectations.
Then let go. Requiring the person to check everything with you
before taking action is not delegating. If you can't let go, do
it yourself.
4. Delegate and follow-up.
Get briefed on progress but do not pester. Offer advice and suggestions--but
tactfully.
5. Give frequent, specific
recognition. Praise progress. |
