3.2 Encourage value and reward contributions
Individuals and teams are easier to lead when they are motivated to achieve the set outcomes. Often rewards for individual and team contributions enable the supervisory manager to leverage commitment. Maslow's theory of motivation (1954/1987) identifies a very useful way to view people's motivational needs. The theory illustrates how motivation is hierarchical and people move through several stages of motivation based on fundamental needs. These range from basic needs for food and shelter to higher order needs such as achieving one's full potential. In using Maslow's theory of motivation we can anticipate how certain rewards can enhance or damage an employee's motivation. Training can become a critical point where the frontline manager can provide 'drivers' that will impact the needs of employees. Training or direct coaching can also be conducted to create the conditions where an individual's need (e.g. self-esteem or self-actualisation) can be met.
Figure 2 - Maslow's Hierarchy of Human Needs
It is important to note the need for skill variety, clear task identity, and recognition of one's own skills and the contribution the performance of those skills make to customers and the organisation are continually identified in surveys as fundamental motivators.
The level of supervision and the levels of positive feedback for performance that meets requirements also raise commitment to work. Pay rates and monetary rewards were motivators for improved performance but line staff and supervisors surveyed in Australia and Asia ranked these behind responsibility, job challenge, and recognition by peers ( Work Motivators , Working Future Survey 1999). These were seen as key motivators.
McGregor's (1960, 1967) ideas about managerial behaviour and the relationship with Maslow's suggested classification of needs to the development of the person, continues to maintain a profound effect on management thinking and practice. They have featured heavily in supervision and management training courses since the 1980s to the first decade of the Twenty First Century. They have influenced the design of personnel policies and codified how staff appraisals are conducted.
Reading 1
Maslow, AH (1970) 'A theory of human motivation', extract chapter 4 from Motivation and Personality , Second edition, Harper & Row: New York . Available at http://www.xenodochy.org/ex/lists/maslow.html .
Activity 1
Work through the following questions.
- How would you identify someone who is motivated and committed to supporting team members to achieve work outcomes?
- What marks an employee who is motivated in normal work?
- What marks an employee or employees with poor motivation or commitment to support team outcomes?
- What can team members do to raise an individual's motivation?
When framing your responses above just consider the following question:
- Is motivation and commitment always important?
- Does it matter that there are different levels of individual motivation in the team if work outcomes are still achieved?
Reading 2
Stevens, J, Steven L & Van Hulle, JP (Updated June, 2002) The Nine Basic Human Needs , Institute for Management Excellence Sourced November 2004, at http://www.itstime.com/jun97.htm .
Activity 2
Review Reading 1 and 2. Now complete the following.
- Compare and contrast the nine basic human needs in reading 2 with those presented by Maslow.
- From either framework choose the two basic needs that MOST drive your work life.
- Reflect on how the needs may differ from other employees/subordinates.
- Do you think human needs may change over time or across different cultures?
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