1. Motivating Groups
Although small group communication is an absolute prerequisite for group success, it does not guarantee the achievement of a common goal or that member needs and expectations will be satisfied
Motivation is necessary for successful group performance
Look at interrelatedness of motivation, assessment, and rewards
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2. Language of Motivation
Motivation: Reasons a person or group is moved to do something
Extrinsic: Motivation that comes from outside ourselves—can be positive or negative
Intrinsic: Motivation that comes from within ourselves—depends on finding a personal, self-satisfying reason
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3. Language of Motivation
Assessment: Requires reviewing, measuring, and evaluating what a person or group does
When you are intrinsically motivated, you are the only one who can assess your progress and performance
When you are extrinsically motivated, others make judgments about you and your work
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4. Language of Motivation (cont.)
Rewards: Recognize and compensate us for work well done
Rewards can be extrinsic or intrinsic
The prospect of receiving a reward can motivate. However, the reward is a hope, not a guarantee. The reward only comes when we progress toward or achieve a goal
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5. Group Motivation
Group motivation provides the inspiration, incentive, and/or reason for group members to work together in pursuit of a shared goal
Group success depends on a unified commitment by all group members
Taking the time and effort to ensure that a group is highly motivated can spell the difference between success and failure
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6. Group Motivation (cont.)
Motivating individual members
Maslow’s Hierarchy of Needs
Needs can be divided into two categories
Satisfiers (deficiency needs): Physiological and Safety needs
Motivators (fulfillment needs): Belongingness, Esteem, and Self-Actualization needs
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7. Group Motivation (cont.)
Motivating individual members
Schutz’s Theory of Interpersonal Behavior describes three interpersonal needs
Need for inclusion
Need for control
Need for affection
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8. Group Motivation (cont.)
Schutz’s Theory of Interpersonal Behavior
Groups can satisfy individual needs
By identifying individual needs, a group can motivate individual members
Suggests that inclusion, control, and affection can be integrated into the atmosphere needed for effective group work—brainstorming sessions should be high-inclusion, low-control atmosphere
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9. Group Motivation (cont.)
Myers-Briggs Personality Types
Each personality type responds to different motivators
Understanding the different personality types in a group can help you choose the most appropriate motivation strategies
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10. Group Motivation (cont.)
Motivating the group: Four categories of intrinsic motivators
Sense of meaningfulness
Sense of choice
Sense of competence
Sense of progress
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11. Group Motivation (cont.)
Dealing with apathy
Apathy is the indifference that occurs when members do not find the group or its goal important, interesting, or inspiring
Intrinsic motivators are minimal or missing
Personal needs and expectations are not being met
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12. Group Motivation (cont.)
Apathy
Must correctly diagnose cause of apathy to find cure
If a group goal does not meet member expectations, reexamine goal
Assign appropriate tasks to group members to increase commitment to and involvement in the group
Confront head-on
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13. Motivation and Assessment
Assessment represents a mechanism for monitoring group progress and a way of determining if a group has achieved it goals
Assessment instruments can help determine how well a group is progressing toward its goal and whether interpersonal or procedural problems are impeding its effectiveness
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14. Motivation and Assessment (cont.)
Role of constructive feedback
Group and member motivation increases productivity when the goal is shared and the group receives feedback about its progress
Feedback isn’t the final score on an assessment instrument, but direct and positive communication with group members
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15. Motivation and Assessment (cont.)
Role of Constructive Feedback
As an intrinsic motivator, positive feedback serves two purposes—it encourages groups and provides evidence of their progress
Feedback is controlling (suggesting positive or negative outcomes bases on goal achievement) or informative (to what extent the goal is being achieved)
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16. Motivation and Assessment (cont.)
Sometimes positive feedback fails to motivate or correct a problem
Reprimands are not punishment; they are a form of feedback that identifies problems or deficiencies
Reprimands should follow the guidelines for constructive feedback. Comments should be informative and phrased as “It” statements, fair and impersonal
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17. Motivation and Assessment (cont.)
Rewards and motivation are not the same
A reward is given or received in recompense for some well done task or worthy behavior
The prospect of receiving a reward can motivate individual group members and the group as a whole, but motivation may have little or nothing to do with external rewards
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18. Motivation and Rewards
Extrinsic rewards come from the external environment…points, etc.
In some cases, extrinsic rewards can decrease group motivation and increase resentment toward the task
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19. Motivation and Rewards (cont.)
Intrinsic rewards are anything that is satisfying and energizing in itself
Common reasons cited for leaving a group may have nothing to do with the reasons individuals mention, rather it may be the lack of praise and recognition which are understood as affection
Must develop a balanced approach that rewards the group as a whole without neglecting the achievements and efforts of individuals
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20. Motivation and Rewards (cont.)
Establish reward criteria
Effective rewards reflect well-conceived, objective criteria
Four criteria
Fair
Equitable
Competitive
Appropriate
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21. Motivation and Rewards (cont.)
Select effective rewards
The reward that satisfies one group member or group may be meaningless to another
Three forms of rewards
Personal recognition
Affection
Material compensation
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22. Motivation and Rewards (cont.)
The role of punishment
Punishment does not motivate!
When group members are punished (denied advancement, recognition, resources, etc.), they may spend more of their energy complaining, getting even, pursuing other interests, or even sabotaging the work
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23. Motivation and Rewards (cont.)
The role of punishment
If punishment is to be used, it must be
Predictable (everyone knows the rules or expectations)
Immediate (as soon as possible after violation)
Consistent (applied equally to all), and
Impersonal
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