This document discusses various methods for motivating employees, including team building activities, inspirational quotes and workshops. It argues that the most fundamental aspect of motivation is aligning the aims, purpose and values of staff, teams and the organization. It provides examples of motivational activities like games and discusses how they can help build relationships, increase motivation and improve performance by developing soft skills. The document also discusses using inspirational quotes and stories to motivate through visualization. It provides some example motivational quotes that could be used in posters or speeches.
The 'traditional' psychological contract between workplaces and employees is broken - in this presentation we explore better ways to think about careers fit for the new world of work
From our most recent meetup: https://www.meetup.com/thrivingmelbourne/
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
Coaching can be seen as a basic process which aids individuals in maximizing their potentials and their performance. There are three main types of coaching: intervention, skills-based, and development coaching. The coaching process typically begins with creating a vision for the future, then developing an action plan and timeline to accomplish that vision, followed by an evaluation of results. The Corporate Learning Institute uses an "On Target" approach to coaching which guides participants through clarifying goals and vision, strengthening their approach, and ensuring they stay on target.
As an administrator, there are several ways to motivate those being supervised:
1. Show examples of what needs to be done rather than just telling people what to do, allowing them to think about tasks and control their own efforts.
2. Divide large assignments into smaller parts that can be worked on by groups, giving people challenging but manageable tasks.
3. Share assignments by breaking down topics into sub-topics that different groups research and then combine, increasing involvement and ownership over the work.
Providing guidance, autonomy over tasks, and a sense of contribution can increase intrinsic motivation among those being supervised.
This document discusses leadership competencies and provides an overview of the nine key leadership competencies: passion, humor, courage, integrity and trust, energy/vitality/enthusiasm, building a team, setting priorities, creativity, and vision. It defines each competency and provides tips on how to improve or apply each one to become an effective leader. The overall message is that developing these nine competencies, in addition to traditional management skills, allows one to act as a true leader in any situation.
This document discusses leadership competencies and provides an overview of an effective leadership model. The model is built on management skills and financial acumen, with nine key leadership competencies forming the "capstone". These nine competencies are passion, humor, courage, integrity and trust, energy/vitality/enthusiasm, building a team, setting priorities, creativity, and vision. The document then provides explanations and examples for developing each competency.
This document outlines seven principles for coaching with emotional intelligence. It begins with an introduction that defines coaching and explains the context for exploring these principles. The principles are presented along with descriptions of how each supports effective coaching practices. They are aligned with a model of emotional intelligence that includes self-regard, self-actualization, regard for others, and relationship management. For each principle, reflective questions are provided to help coaches apply the principles in their own practice and development. The principles focus on recognizing the value coaches bring, believing in coachees' potential, acting in service of coachees, managing self and relationships, and ongoing reflection and learning.
Coaching for Curiosity discusses how curiosity is the central tool in coaching for superperformance. It argues that coaching should not focus on solving problems, but rather on personal transformation through curiosity. When people are curious, their brilliance emerges and they gain clarity, which leads to better performance over time, or superperformance. The document advocates coaching that elicits curiosity in others in order to unleash their intrinsic motivation and potential.
The 'traditional' psychological contract between workplaces and employees is broken - in this presentation we explore better ways to think about careers fit for the new world of work
From our most recent meetup: https://www.meetup.com/thrivingmelbourne/
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
Coaching can be seen as a basic process which aids individuals in maximizing their potentials and their performance. There are three main types of coaching: intervention, skills-based, and development coaching. The coaching process typically begins with creating a vision for the future, then developing an action plan and timeline to accomplish that vision, followed by an evaluation of results. The Corporate Learning Institute uses an "On Target" approach to coaching which guides participants through clarifying goals and vision, strengthening their approach, and ensuring they stay on target.
As an administrator, there are several ways to motivate those being supervised:
1. Show examples of what needs to be done rather than just telling people what to do, allowing them to think about tasks and control their own efforts.
2. Divide large assignments into smaller parts that can be worked on by groups, giving people challenging but manageable tasks.
3. Share assignments by breaking down topics into sub-topics that different groups research and then combine, increasing involvement and ownership over the work.
Providing guidance, autonomy over tasks, and a sense of contribution can increase intrinsic motivation among those being supervised.
This document discusses leadership competencies and provides an overview of the nine key leadership competencies: passion, humor, courage, integrity and trust, energy/vitality/enthusiasm, building a team, setting priorities, creativity, and vision. It defines each competency and provides tips on how to improve or apply each one to become an effective leader. The overall message is that developing these nine competencies, in addition to traditional management skills, allows one to act as a true leader in any situation.
This document discusses leadership competencies and provides an overview of an effective leadership model. The model is built on management skills and financial acumen, with nine key leadership competencies forming the "capstone". These nine competencies are passion, humor, courage, integrity and trust, energy/vitality/enthusiasm, building a team, setting priorities, creativity, and vision. The document then provides explanations and examples for developing each competency.
This document outlines seven principles for coaching with emotional intelligence. It begins with an introduction that defines coaching and explains the context for exploring these principles. The principles are presented along with descriptions of how each supports effective coaching practices. They are aligned with a model of emotional intelligence that includes self-regard, self-actualization, regard for others, and relationship management. For each principle, reflective questions are provided to help coaches apply the principles in their own practice and development. The principles focus on recognizing the value coaches bring, believing in coachees' potential, acting in service of coachees, managing self and relationships, and ongoing reflection and learning.
Coaching for Curiosity discusses how curiosity is the central tool in coaching for superperformance. It argues that coaching should not focus on solving problems, but rather on personal transformation through curiosity. When people are curious, their brilliance emerges and they gain clarity, which leads to better performance over time, or superperformance. The document advocates coaching that elicits curiosity in others in order to unleash their intrinsic motivation and potential.
SIYLI is a non-profit organization created by Chade-Meng Tan in 2012 with the mission of developing wise and compassionate leaders worldwide to create conditions for world peace. The SIYLI program is a 14 hour mindfulness-based emotional intelligence program taught over 4 modules covering topics like mindfulness, self-awareness, self-regulation, motivation, empathy, and leadership. The program utilizes mindfulness practices, journaling, and discussions to build emotional intelligence skills. SIYLI continues to be developed and tested at Google where it was first created over 4 years ago.
The document discusses various ways to achieve self-motivation. It begins with a story about gazelles and cheetahs in Africa whose survival depends on their ability to run faster than their predators or prey. It then discusses defining motivation and different types of intrinsic and extrinsic motivators. Maslow's hierarchy of needs is explained as it relates to motivation. The document provides tips for maintaining self-motivation including having a cause, dreaming big, not being afraid of mistakes, and taking action. It emphasizes that lasting motivation comes from within rather than from external forces.
The document is a guidebook from www.exploreHR.org that provides development activities to enhance competencies in various HR-related areas such as relationship building, continuous learning, change management, communication, and customer service. It encourages visitors to the website to explore more HR tools and presentations, and tells others about the site if they find the guidebook useful. The guidebook then lists specific development activities for each competency to help users strengthen their skills.
The document provides the results of a Core Values Index assessment for Daniel Waldschmidt. It finds that his primary value set is Merchant and secondary is Innovator. It describes the key characteristics of Merchants, including that they are exceptional team builders who motivate people with new ideas. It notes some challenges Merchants face and strategies for managing them. Finally, it discusses how Merchant/Innovators like Daniel lead with long-term vision and creative solutions.
Humor in human resource development (HRD) and training is a valuable teaching tool for establishing a
climate conducive to adult learning for new employees. This study looks at how using humor can enhance the
effectiveness of adult learning with today’s students in the classroom as well as the workplace. Opportunities
to incorporate humor in the classroom can take many forms.
Core flow paper clip no 1 on psycological safety 25032020Nels Karsvang
Joe often interrupts others during weekly project meetings to present his arguments before they have a chance to speak. The document provides suggestions for how to address this situation by getting different perspectives and making people feel comfortable sharing their views. It recommends the project manager ask Peter and Janet for their input after Joe speaks, in order to make them feel valued and ensure psychological safety where all colleagues respect each other and feel able to speak candidly.
Search Inside Yourself Leadership Institute_EXECUTIVE LEADERSHIP PROGRAMAndreas Born
The document provides an overview of the Search Inside Yourself Leadership Institute (SIYLI) and their mindfulness and emotional intelligence training programs. Some key points:
- SIYLI programs are based on cutting-edge neuroscience research and aim to develop skills like self-awareness, resilience, empathy, and leadership.
- They offer two program tracks - an Employee Wellbeing program and an Executive Leadership program - delivered over two days with an emphasis on practical skills.
- Major clients include large companies in various industries, and testimonials praise the programs' benefits like increased well-being, focus, creativity, and teamwork.
- The core curriculum covers topics like mindfulness, self-awareness
This document provides an overview of strategies and techniques for motivating people. It discusses discovering what is important to individuals, knowing your own values and how to motivate yourself. It also covers changing your internal state, focusing your mind, challenging beliefs, and creating a motivational mindset. The document outlines using theories like Maslow's hierarchy of needs to achieve high performance. It provides guidance on setting goals, managing motivation, listening to understand people, giving feedback, and sustaining motivation over time. The overall message is that the best motivators help people help themselves by understanding what drives individual motivation.
This document discusses the benefits of mindfulness and emotional intelligence training for leaders. It notes that most employees are disengaged at work and few feel they realize their creative potential. Mindfulness can enhance well-being, resilience, collaboration and performance. Research shows mindfulness improves executive function and reduces anxiety. It also leads to better handling of interpersonal stress. Leaders with higher emotional intelligence have more engaged employees who report greater personal thriving. The document proposes a mindfulness-based emotional intelligence program for leaders, developed at Google, that includes workshops and guided exercises to build core skills over several weeks.
A motivational speaker gives speeches to inspire and boost morale in audiences like employees of big businesses. They help create a positive work environment and fun workplace through pep talks intended to make people feel more courageous or enthusiastic. Effective motivational speeches combine real life experiences, are practical and memorable, leave an impact, and follow steps like grabbing attention, stating the need for change, satisfying that need, visualizing benefits, and calling the audience to action. The goal is to motivate people to improve themselves and be successful both personally and professionally.
The document discusses motivation and leadership. It defines leadership as involving followers, communication, and adapting to different situations. It lists the three elements of motivation as developing a love of learning, overcoming barriers, and motivating oneself first. It recommends leaders lead by example, use memory aids, and motivate others with rewards rather than punishment. Benefits of a motivated workforce include cost savings, quality, retention, speed, and societal contributions.
Personal Leadership Effectiveness ebookAndrew Rauch
This document discusses the importance of personal leadership effectiveness and character-driven principles. It introduces 10 foundational principles called MAXIMIZERS that can enhance personal leadership. These principles provide a "lifetime operating system" to maximize success and significance. The document questions common definitions of success based solely on power, prosperity, position, prestige or pleasure, arguing a balanced and values-driven approach is needed. It invites the reader to learn more about applying these principles to transform their leadership.
Motivation is the activation or energization of goal-orientated behavior. Motivation is said to be intrinsic or extrinsic. The term is generally used for humans but, the erotically, it can also be used to describe the causes for animal behavior as well. This article refers to human motivation. According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism. Motivation is related to, but distinct from, emotion.
Feedback the mechanics inspiration for you to do feedback workshops june 2020...Nels Karsvang
The document provides information about an upcoming feedback session for a management team. The purpose is to get feedback tools that help create adaptive movement in agile environments and for team members to get to know each other better. The program includes exploring temperaments in agile landscapes using MBTI, learning three approaches to feedback, and integrating learnings around what participants will stop, continue and start doing regarding feedback. Participants are encouraged to engage in experimentation and try different feedback approaches.
Self motivation is important to achieving goals without external influence by improving confidence and self-esteem. Maslow's hierarchy of needs shows that as lower level needs are met, motivation increases to achieve higher level growth needs. Effective goal setting includes writing goals that are specific, measurable, achievable, relevant and time-bound to provide focus and direction. Maintaining a positive attitude, avoiding procrastination, persisting through challenges, and rewarding accomplishments are keys to self motivation.
1) Coaching and mentoring can inspire and empower employees, build commitment, increase productivity, grow talent, and promote success. They are now essential elements of modern managerial practice. However, many companies still have not established related schemes.
2) Coaching and mentoring are learning and development activities that share similar roots of nurturing staff and delivering results, though there is debate around their precise meanings. They draw out potential in employees through analysis, reflection, and action focused on skills, performance, and personal development.
3) Coaching and mentoring can be applied whenever performance or motivation needs improving, such as developing careers, solving problems, overcoming conflicts, and remotivating staff. They follow a structured process
The document provides information about a Mindful Leadership Programme taking place in London from September 5-7, 2016. It lists the trainers Louise Chester, Jenni-elise Toulson, and Daniel Stane. The programme enables leaders to enhance performance and well-being through mindfulness techniques. It includes mindfulness training, leadership strategies, mental strategies, and energy strategies over the three days. The programme aims to help leaders develop focus, self-awareness, and people awareness to better lead themselves and others.
Self motivation is important for achieving goals without external influence. It improves confidence and comes from finding your strengths and setting realistic plans. Maintaining a positive attitude, taking action by starting small, and consistency despite obstacles are keys to self motivation. Never quitting and believing in yourself allows self motivation to help you succeed.
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 make an effort to attain a goal.
Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) 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.
SIYLI is a non-profit organization created by Chade-Meng Tan in 2012 with the mission of developing wise and compassionate leaders worldwide to create conditions for world peace. The SIYLI program is a 14 hour mindfulness-based emotional intelligence program taught over 4 modules covering topics like mindfulness, self-awareness, self-regulation, motivation, empathy, and leadership. The program utilizes mindfulness practices, journaling, and discussions to build emotional intelligence skills. SIYLI continues to be developed and tested at Google where it was first created over 4 years ago.
The document discusses various ways to achieve self-motivation. It begins with a story about gazelles and cheetahs in Africa whose survival depends on their ability to run faster than their predators or prey. It then discusses defining motivation and different types of intrinsic and extrinsic motivators. Maslow's hierarchy of needs is explained as it relates to motivation. The document provides tips for maintaining self-motivation including having a cause, dreaming big, not being afraid of mistakes, and taking action. It emphasizes that lasting motivation comes from within rather than from external forces.
The document is a guidebook from www.exploreHR.org that provides development activities to enhance competencies in various HR-related areas such as relationship building, continuous learning, change management, communication, and customer service. It encourages visitors to the website to explore more HR tools and presentations, and tells others about the site if they find the guidebook useful. The guidebook then lists specific development activities for each competency to help users strengthen their skills.
The document provides the results of a Core Values Index assessment for Daniel Waldschmidt. It finds that his primary value set is Merchant and secondary is Innovator. It describes the key characteristics of Merchants, including that they are exceptional team builders who motivate people with new ideas. It notes some challenges Merchants face and strategies for managing them. Finally, it discusses how Merchant/Innovators like Daniel lead with long-term vision and creative solutions.
Humor in human resource development (HRD) and training is a valuable teaching tool for establishing a
climate conducive to adult learning for new employees. This study looks at how using humor can enhance the
effectiveness of adult learning with today’s students in the classroom as well as the workplace. Opportunities
to incorporate humor in the classroom can take many forms.
Core flow paper clip no 1 on psycological safety 25032020Nels Karsvang
Joe often interrupts others during weekly project meetings to present his arguments before they have a chance to speak. The document provides suggestions for how to address this situation by getting different perspectives and making people feel comfortable sharing their views. It recommends the project manager ask Peter and Janet for their input after Joe speaks, in order to make them feel valued and ensure psychological safety where all colleagues respect each other and feel able to speak candidly.
Search Inside Yourself Leadership Institute_EXECUTIVE LEADERSHIP PROGRAMAndreas Born
The document provides an overview of the Search Inside Yourself Leadership Institute (SIYLI) and their mindfulness and emotional intelligence training programs. Some key points:
- SIYLI programs are based on cutting-edge neuroscience research and aim to develop skills like self-awareness, resilience, empathy, and leadership.
- They offer two program tracks - an Employee Wellbeing program and an Executive Leadership program - delivered over two days with an emphasis on practical skills.
- Major clients include large companies in various industries, and testimonials praise the programs' benefits like increased well-being, focus, creativity, and teamwork.
- The core curriculum covers topics like mindfulness, self-awareness
This document provides an overview of strategies and techniques for motivating people. It discusses discovering what is important to individuals, knowing your own values and how to motivate yourself. It also covers changing your internal state, focusing your mind, challenging beliefs, and creating a motivational mindset. The document outlines using theories like Maslow's hierarchy of needs to achieve high performance. It provides guidance on setting goals, managing motivation, listening to understand people, giving feedback, and sustaining motivation over time. The overall message is that the best motivators help people help themselves by understanding what drives individual motivation.
This document discusses the benefits of mindfulness and emotional intelligence training for leaders. It notes that most employees are disengaged at work and few feel they realize their creative potential. Mindfulness can enhance well-being, resilience, collaboration and performance. Research shows mindfulness improves executive function and reduces anxiety. It also leads to better handling of interpersonal stress. Leaders with higher emotional intelligence have more engaged employees who report greater personal thriving. The document proposes a mindfulness-based emotional intelligence program for leaders, developed at Google, that includes workshops and guided exercises to build core skills over several weeks.
A motivational speaker gives speeches to inspire and boost morale in audiences like employees of big businesses. They help create a positive work environment and fun workplace through pep talks intended to make people feel more courageous or enthusiastic. Effective motivational speeches combine real life experiences, are practical and memorable, leave an impact, and follow steps like grabbing attention, stating the need for change, satisfying that need, visualizing benefits, and calling the audience to action. The goal is to motivate people to improve themselves and be successful both personally and professionally.
The document discusses motivation and leadership. It defines leadership as involving followers, communication, and adapting to different situations. It lists the three elements of motivation as developing a love of learning, overcoming barriers, and motivating oneself first. It recommends leaders lead by example, use memory aids, and motivate others with rewards rather than punishment. Benefits of a motivated workforce include cost savings, quality, retention, speed, and societal contributions.
Personal Leadership Effectiveness ebookAndrew Rauch
This document discusses the importance of personal leadership effectiveness and character-driven principles. It introduces 10 foundational principles called MAXIMIZERS that can enhance personal leadership. These principles provide a "lifetime operating system" to maximize success and significance. The document questions common definitions of success based solely on power, prosperity, position, prestige or pleasure, arguing a balanced and values-driven approach is needed. It invites the reader to learn more about applying these principles to transform their leadership.
Motivation is the activation or energization of goal-orientated behavior. Motivation is said to be intrinsic or extrinsic. The term is generally used for humans but, the erotically, it can also be used to describe the causes for animal behavior as well. This article refers to human motivation. According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism. Motivation is related to, but distinct from, emotion.
Feedback the mechanics inspiration for you to do feedback workshops june 2020...Nels Karsvang
The document provides information about an upcoming feedback session for a management team. The purpose is to get feedback tools that help create adaptive movement in agile environments and for team members to get to know each other better. The program includes exploring temperaments in agile landscapes using MBTI, learning three approaches to feedback, and integrating learnings around what participants will stop, continue and start doing regarding feedback. Participants are encouraged to engage in experimentation and try different feedback approaches.
Self motivation is important to achieving goals without external influence by improving confidence and self-esteem. Maslow's hierarchy of needs shows that as lower level needs are met, motivation increases to achieve higher level growth needs. Effective goal setting includes writing goals that are specific, measurable, achievable, relevant and time-bound to provide focus and direction. Maintaining a positive attitude, avoiding procrastination, persisting through challenges, and rewarding accomplishments are keys to self motivation.
1) Coaching and mentoring can inspire and empower employees, build commitment, increase productivity, grow talent, and promote success. They are now essential elements of modern managerial practice. However, many companies still have not established related schemes.
2) Coaching and mentoring are learning and development activities that share similar roots of nurturing staff and delivering results, though there is debate around their precise meanings. They draw out potential in employees through analysis, reflection, and action focused on skills, performance, and personal development.
3) Coaching and mentoring can be applied whenever performance or motivation needs improving, such as developing careers, solving problems, overcoming conflicts, and remotivating staff. They follow a structured process
The document provides information about a Mindful Leadership Programme taking place in London from September 5-7, 2016. It lists the trainers Louise Chester, Jenni-elise Toulson, and Daniel Stane. The programme enables leaders to enhance performance and well-being through mindfulness techniques. It includes mindfulness training, leadership strategies, mental strategies, and energy strategies over the three days. The programme aims to help leaders develop focus, self-awareness, and people awareness to better lead themselves and others.
Self motivation is important for achieving goals without external influence. It improves confidence and comes from finding your strengths and setting realistic plans. Maintaining a positive attitude, taking action by starting small, and consistency despite obstacles are keys to self motivation. Never quitting and believing in yourself allows self motivation to help you succeed.
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 make an effort to attain a goal.
Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) 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.
This document discusses positive self-motivation by changing one's mindset to be more positive, setting goals, and increasing confidence in achieving those goals. It notes how positivity lifts one up and focuses on opportunities and solutions, leading to action, while negativity pulls one down and focuses on limitations and problems, leading to inaction. It outlines assessing one's current lack of motivation, identifying areas for improvement, implementing action plans using the SMART approach, and following up to review progress and make corrections.
Our self-esteem is very dependent on factors within our environment. It is formed as a result of our years of experiences (especially the early ones). It could be said that one's eyes and ears record the messages they receive from others, especially those most important to them. Because one's unconscious accepts all words and emotions as facts no matter how legitimate or based in reality, one's self-esteem is being continuously constructed and reconstructed by what is encountered in the mirror of others verbal and nonverbal messages.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses techniques for self motivation. It begins by noting that lack of self motivation can hinder progress towards goals even for generally motivated individuals. It then outlines several secrets to self motivation, including setting realistic goals and writing them down, staying focused by minimizing distractions, not procrastinating tasks, sharing goals with supportive friends and family, staying positive through difficult times, and rewarding yourself for completing tasks. The key message is that self motivation is important for achieving goals and developing confidence, and can be improved through goal setting, focus, positivity, and celebrating wins.
Creative Problem Solving w Emergenetics ReflectionsJohn Yeo
A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.
The document discusses focusing on learning rather than training. It argues that learning describes personal growth and development, while training is more about transferring skills and knowledge for organizational gain. The document advocates helping people develop as whole individuals from the inside out, rather than just training job skills. It suggests giving people choice over what and how they learn to help them develop in all areas of life and find more fulfillment at work.
This document discusses motivation and employee motivation. It begins by stating that motivation is important for organizations to motivate employees to perform well and achieve goals. It explores the relationship between employee motivation and work performance as well as intrinsic and extrinsic motivation. The objectives are identified as understanding why employee motivation is important, explaining motivation and its different forms, and identifying the connection between employees and their performance. It is noted that intrinsic factors have more efficacy on the relationship than extrinsic factors.
The fifth discipline - An overview of Peter Senge's Fifth DiscplineSrinath Ramakrishnan
The document discusses the five disciplines of learning organizations: personal mastery, mental models, team learning, shared vision, and systems thinking. Personal mastery involves continually improving one's skills and vision, while being aware of one's weaknesses. Mental models require examining one's internal pictures of the world through open discussion. Team learning involves collaborative problem-solving and feedback. Shared vision brings alignment through creating a vision that people genuinely commit to. Systems thinking views the organization as a whole and how its parts interrelate.
This document provides an overview of goal-setting theory and discusses how it relates to motivation. It begins by defining motivation as the reasons underlying behavior. Goal-setting theory suggests that specific, difficult goals as well as generality of goal effects across contexts. The document evaluates whether goal-setting is effective in engendering positive results regardless of context. It notes that while goals are key to self-regulation, the extent to which goal-setting supports claims of being an effective theory of motivation requires further critical analysis.
The document discusses the differences between training and learning. It argues that a focus on learning, rather than training, is more effective as it develops the whole person from the inside out. Learning allows people to pursue their own interests and potential, while training is often seen as a chore. When organizations prioritize helping people learn and develop as individuals, it creates greater alignment between work and personal lives. The key is giving people choice in what and how they learn to align it with their interests, learning styles and pace of development.
Motivation Theories Of Motivation And Motivation EssayMichelle Bojorquez
The document discusses several theories of motivation, including:
- Maslow's hierarchy of needs theory, which proposes that basic needs must be met before higher-level needs can be fulfilled.
- Cognitive theories of motivation that examine how cognition and thinking influence motivation.
- Different forms of motivation like intrinsic motivation driven by internal factors and extrinsic motivation driven by external factors.
- Profiles of common motivational problems in students like being defensive or pretending to not try to avoid appearing dumb.
- Recommendations for motivating students including appealing to their growth needs and partnering struggling students with others.
White Paper on Making Emotionally Intelligent Work LifeDr. Pratik SURANA
This document provides guidelines for developing emotional intelligence in organizations. It discusses two types of learning - cognitive learning and emotional learning. Emotional learning involves changing habits and neural pathways and is more complex than cognitive learning. The guidelines describe a four phase process for developing emotional intelligence: 1) Preparation for change which includes assessing needs, strengths/limits, and providing feedback, 2) Training, 3) Transfer and maintenance of skills, and 4) Evaluation. Key aspects of preparation include motivating learners by allowing choice, linking goals to personal values, and gaining management support. Effective emotional learning requires an ongoing process rather than short-term seminars.
This document discusses intrinsic and extrinsic motivation and their importance for coaching. Intrinsic motivation comes from internal desires to perform a task for personal satisfaction, while extrinsic motivation involves external factors like rewards or praise. Coaches can maximize athlete performance by understanding whether they are intrinsically or extrinsically motivated. Goal setting is key, as it helps athletes work towards goals in a planned manner. Regular performance reviews and team sessions also aid in success. Intrinsic motivation may be more effective for long-term goals as it does not rely on external factors that can be removed. Coaches should determine each athlete's motivations to best support their development.
Teamwork involves collaborative efforts of a team to achieve common goals efficiently. It is present in workplaces, sports, schools, and healthcare. Effective teamwork requires an adequate team size of 6-8 members, resources, and clearly defined roles. The importance of teamwork increased after World War II when organizations recognized its benefits from the Hawthorne studies. Teamwork improves efficiency, generates ideas, provides learning experiences, enhances communication, shares workloads, and creates support networks. Team dynamics describe how individual roles and behaviors impact the group. Leaders should understand team development phases, roles, define responsibilities, break down barriers, and focus on open communication to improve team dynamics.
27 Building an integrated motivation policyGraylit
The document discusses motivation and performance in the workplace. It covers several key points:
- Each person is solely responsible for their own mindset and choices, though teams and leadership can offer support. Ultimately, individual effort and commitment drive success.
- Frederick Hertzberg's two-factor theory separates job satisfaction and dissatisfaction, showing they stem from different factors. Motivators like achievement and recognition improve satisfaction, while hygiene factors only prevent dissatisfaction if absent.
- An integrated motivation policy should provide adequate basic conditions but primarily engage teams and individuals through meaningful work that lifts their spirit. Properly applying ideas from organizational psychology can fully motivate performance.
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The document discusses motivation in learning. It defines motivation and explains that there are two types: intrinsic motivation, which arises from internal desire, and extrinsic motivation, which comes from external rewards or threats. Intrinsic motivation generally leads to better learning outcomes. The document then outlines several ways leaders can build intrinsic motivation, such as making learning relevant, providing choices, finding the right challenge level, encouraging personal bests, using role models, fostering belongingness, adopting a supportive style, and managing expectations.
Peter's learning orgn talks about the different elements for success in organisation. an organisation grows successfully if it adheres to the structure envisaged by Peter Senge.
This document is the leadership capstone paper of Kemberly Gervasi for her master's degree program at Duquesne University. The paper highlights Gervasi's learning and development in areas of leadership including self-analysis, leadership style, conflict management, critical thinking, and bias/stereotyping. She discusses how she will apply this new knowledge and skills set to achieve organizational success and sustainability as a leader. The paper contains an introduction, body sections on her key learning areas, and a conclusion with references.
5 steps for using experiential learning with power of playlindageo
Experiential learning is an effective method for team development that involves concrete experiences, observation and reflection, forming abstract concepts, and testing new situations. Kolb's experiential learning cycle is a popular model. Introducing play can enhance experiential learning by making it more enjoyable and helping participants drop their work facades. A skillful facilitator couples experiential learning with play by engaging participants in multiple ways, speaking little, encouraging positive behavior, and guiding reflection rather than monologuing.
This document provides guidelines for developing emotional intelligence in organizations based on research. It discusses that social and emotional learning is different than cognitive learning and requires a different training approach. Effective training involves 4 phases: 1) Preparation which includes assessing needs, strengths/limits, and motivating learners. 2) Training to change habits. 3) Transferring skills after training. 4) Evaluation. Motivation is key and programs should distinguish between cognitive and emotional learning to effectively develop emotional competence.
The document discusses the Gallup Questions, which are questions that Gallup has found effectively measure employee engagement through extensive research. It provides explanations for each of the 12 questions, which assess things like whether employees know what is expected of them, have the materials they need to do their work, feel their opinions count, and have opportunities to learn and grow. The questions are meant to help organizations develop environments that foster engaged employees.
This document discusses various concepts related to learning and reflection. It covers topics like Kolb's learning cycle, Honey and Mumford's learning styles, SMART objectives, motivation theories like Maslow's hierarchy of needs and Vroom's expectancy theory, team development models by Tuckman, and approaches to reflection like the Cameron model and Johari window model. The conclusion emphasizes that academic group activities, self-evaluation, feedback, and reflecting on experiences helps develop skills and stay competitive.
Similar to Employee Motivation Theory - Karan Shah (19)
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1. employee
motivation theory -
team building
activities,
workshops,
inspirational
quotes, and the
power of positive
experience
Alignment of aims, purpose
and values between staff,
teams and organization is the
most fundamental aspect of
motivation. The better the
alignment and personal
association with organizational
aims, the better the platform
for motivation.
Where people find it difficult
to align and associate with the
organizational aims, then most
motivational ideas and
activities will have a reduced
level of success.
Motivation is a complex area.
It's different for each person.
See the personality materials
for useful explanation about
different motivational needs.
Erik Erikson's life stage theory
is useful for understanding
people's different motivational
needs according to lafe stage.
And the experiential learning
section explains the difference
between 'demotivational
training', and 'motivational
learning', and a guide to
facilitating experiential
With thanks to
2. learning activities.
Motivational receptiveness and
potential in everyone changes
from day to day, from situation
to situation. Get the alignment
and values right, and
motivational methods work
better. Motivational methods
of any sort will not work if
people and organisation are
not aligned. People are
motivated towards something
they can relate to and
something they can believe in.
Times have changed. People
want more. You should view
the following motivational
methods and ideas as
structures, activities and
building blocks, to be used
when you have a solid
foundation in place. The
foundation is a cohesive
alignment of people's needs
and values with the aims and
purpose of the organization.
More about people-
organization alignment and
motivation.
motivational methods and theory - assuming
people and organization are aligned
Motivational and inspirational quotes, poems, posters, motivational speakers and
stories, team building games and activities, all develop employee motivation for sales
and business staff in all kinds of organizations. Motivational and inspirational
experiences improve employees' attitudes, confidence and performance. Good
leadership demands good people-motivation skills and the use of inspirational
3. techniques. Motivational methods are wide-ranging, from inspirational quotes and
poems, to team building games and activities, as ice-breakers, warm-ups and exercises
for conferences, workshops, meetings and events, which in themselves can often be
helpful for staff motivation too. See the motivation principles and template for staff
motivation questionnaires and surveys. Motivation is an essential part of life coaching
processes and techniques too. Motivated people perform better - see McGregor's XY
Theory for example. People playing games or competing in teams learn about each
other, they communicate better and see each other in a new light. Mutual respect
grows. See the Johari Window theory for example. People often enjoy events which
include new non-work activities, especially when bosses and superiors take part in the
same teams as their junior staff, which also helps cohesiveness and 'can-do' culture.
Inspirational quotes, stories and poems all help motivation too. Powerful positive
imagery stimulates visualisation in the conscious and sub-conscious brain, which
encourages self-motivation, developmental behaviour, confidence and belief. Playing
games enables people to experience winning and achieving in a way that their normal
work might not. People become motivated to achieve and do better when they have
experienced the feelings of success and achievement, regardless of context. This is
why fire-walking and outward-bound activities have such powerful motivational effect.
All of these ideas, and more explained below, contribute to improving motivation,
inspiration and performance. Here is the theory of how team building games, activities
like juggling develop motivation, positive images in quotes and stories, inspirational
posters, quotations, motivational speakers, team workshops and brainstorming, etc., all
help to strengthen relationships, build understanding, increase motivation and improve
performance:
how games and other inspirational references
and activities help motivation and motivational
training
4. Work and business-based training commonly concentrates on process, rules,
theory, structure and logic, all of which tend to develop and use the left-side of
the brain. However, modern successful organizations rely just as heavily on their
people having well-developed 'soft' skills and attributes, such as self-motivation,
confidence, initiative, empathy and creativity, which all tend to use the right-
side of the brain. For more information about brain type and bias see the Benziger
theory section, for example. Using games and activities like juggling helps to unleash
right-side brain skills, because these activities necessarily draw on a person's intuitive,
spatial and 'feeling' capabilities - found in the the right-side of the brain.
See the section on Experiential Learning and the guide to facilitating experiential
learning activities - it contains many of the principles explained here.
Also, using activities and references that take people out of their normal work
environment creates new opportunities for them to experience winning, achievement,
team-working, learning and personal development, in ways that are often not possible in
their usual work context. Experiencing these positive feelings is vital for the conscious
and sub-conscious visualisation of success and achievement, essential for
broadening people's horizons, raising their sights, setting new personal standards and
goals, and increasing motivation. The use of role playing games and role play exercises
is an especially effective motivational and visualisation technique, despite people's
normal aversion to the practice (see the role playing games and activities tips to see
how to manage role-playing activities successfully).
Inspirational references, stories, quotes and examples also help the life coaching
process.
ice-breakers and warm-ups for motivation
When a group or team of people assemble for a conference, or training course, there is
always a feeling of uncertainty and discomfort. Even if people know each other, they
feel uncomfortable in the new strange situation, because it is different. Mankind has
5. evolved partly because of this awareness to potential threats and fear of the unknown.
Games and team building activities relax people, so that they can fully concentrate on
the main purpose of the day, whatever it is, rather than spending the morning still
wondering what everyone else is thinking. See the stress theory section for examples.
Activities and games are great levellers - they break down the barriers, and therefore
help develop rapport and relationships.
building confidence for motivation
Learning something new and completely different liberates the mind. Facing a
challenge, meeting it and mastering it helps build confidence.
motivational team building
When you break down barriers, misunderstandings, prejudices, insecurities, divisions,
territories and hierarchies - you begin to build teams. Get a group of people in a room
having fun with juggling balls or spinning plates and barriers are immediately removed.
Teams unite and work together when they identify a common purpose - whether the aim
is the tallest tower made out of newspapers, or a game of rounders on the park.
Competition in teams or groups creates teams and ignites team effort.
motivational coaching and training motivation
Learning to juggle or some other new activity demonstrates how we learn, and how to
coach others. Breaking new tasks down into stages, providing clear instructions,
demonstration, practice, time and space to make mistakes, doing it one stage at a
time..... all the essential training and coaching techniques can be shown, whether
juggling is the vehicle or some other team-building idea, and the learning is clearer and
more memorable because it is taken out of the work context, where previously people
'can't see the wood for the trees'. Games and activities provide a perfect vehicle for
6. explaining the training and development process ('train the trainer' for example) to
managers, team leaders and trainers.
personal motivation styles and learning
motivation
Everyone is different. Taking part in new games and activities outside of the work
situation illustrates people's different strengths and working style preferences. Mutual
respect develops when people see skills and attributes in others that they didn't know
existed. Also, people work and learn in different ways, see the Kolb learning style model
and Benziger thinking styles model for examples.
continual development and motivation
Learning and taking part in a completely new activity or game like juggling demonstrates
that earning is ongoing. The lessons never finish, unless people decide to stop learning.
Juggling the basic 'three ball cascade' pattern doesn't end there - it's just a start - as
with all learning and development. Master juggler Enrico Rastelli practiced all the
daylight hours juggling ten balls. Introducing people, staff or employees to new
experiences opens their minds to new avenues of personal development, and
emphasises the opportunity for continuous learning that is available to us all.
improving empathy and communications for
motivation
"Seek first to understand, and then to be understood." (Steven Covey). See the Seven
Habits Of Highly Effective People summary and review.
To communicate we must understand the other person. Empathy and intuitive skills are
right-side brain. Conventional classroom training or distance learning do nothing to
7. address this vital area. Juggling and playing spontaneous or creative games definitely
promote development and awareness in the right-side of the brain, which we use when
we communicate and understand others. Team activities and games promote
communications and better mutual understanding - essential for good organizational
performance (see the Johari Window model and theory).
motivation and creativity
Creativity and initiative are crucial capabilities for modern organizational effectiveness.
Juggling and other games activities dispel the notion that actions must be according to
convention, and that response can only be to stimulus. Successful organizations have
staff that initiate, create, innovate, and find new ways to do things better, without being
told. Using mind and body together in a completely new way encourages pro-active
thought and lateral thinking, which opens people's minds, and develops creative and
initiative capabilities. See the brainstorming process, which integrates well with team
building activities and workshops. See also the workshops process and ideas.
motivation for problem-solving and decision-
making
Problem-solving is integral to decision-making - see the problem-solving and decision-
making section. Learning to juggle or taking part in new challenging stimulating activities
uses the intuitive brain to solve the problem, the same part that's vital for creatively
solving work problems. People who can solve problems creatively can make decisions -
and organizations need their staff and employees to have these abilities.
physical activity is motivational
Team building activities like juggling, construction exercises, or outdoor games, get the
body moving, which is good for general health and for an energetic approach to work. A
8. minute of juggling three balls is 200 throws, the equivalent of pumping over 20 kilos.
Physical activity also provides significant stress relief, and stress management is part of
every organisation's duty of care towards its employees. People concentrate and work
better when they have had some light exercise and physical stimulus. Physical activity
energises people and reduces stress and tension. See details on the stress section.
team building workshops are empowering and
motivational
See the section on workshops. Workshops are good vehicles for team building games
and activities, and also great for achieving team consensus, collective problem-solving,
developing new direction and strategy, and to support the delegation and team
development process (see the Tannenbaum and Schmidt Continuum for example).
team building games and activities are
motivational
Learning new things - even simple skills like plate-spinning - help to build confidence,
promote team-working and unleash creativity. Taking part in workshops and
brainstorming sessions are empowering activities. Combine all three and it's even more
effective for team building, development and motivation. See particularly the 'Hellespont
Swim' case study and exercise.
If you think about it, all manner of left-side-brain conventional training and business
skills can be integrated within an innovative, participative right-side-brain activity-
based approach, to increase interest, participation, involvement, retention and
motivation.
saying thanks is hugely motivational
9. Saying thanks and giving praise are the most commonly overlooked and under-
estimated ways of motivating people. And it's so easy. Saying thanks is best said
naturally and from the heart, so if your intentions are right you will not go far wrong.
When you look someone in the eye and thank them sincerely it means a lot. In front of
other people even more so. The key words are the ones which say thanks and well
done for doing a great job, especially where the words recognise each person's own
special ability, quality, contribution, effort, whatever. People always appreciate sincere
thanks, and they appreciate being valued as an individual even more. When you next
have the chance to thank your team or an individual team-member, take the time to find
out a special thing that each person has done and make a point of mentioning these
things. Doing this, the praise tends to carry even greater meaning and motivational
effect.
motivational quotes - using inspirational
quotations and sayings is motivational
Inspirational quotations, and amusing maxims and sayings are motivational when used
in team building sessions, conferences, speeches and training courses. Inspirational
quotes contribute to motivation because they provide examples and role models, and
prompt visualization. Inspirational quotes stimulate images and feelings in the brain -
both consciously and unconsciously. Powerful positive imagery found in motivational
quotations and poems is genuinely motivational for people, individually and in teams,
and can help to build confidence and belief. Inspirational examples motivate people in
the same way that the simple 'power of positive thinking', and 'accentuate the positive'
techniques do - people imagine and visualise themselves behaving in the way
described in the quotation, saying, story or poem. Visualization is a powerful
motivational tool - quotes, stories and poems provide a very effective method for
inspiring and motivating people through visualization, imagination and association. See
the stories section, and 'If', Rudyard Kipling's famous inspirational poem.
10. Here are a few motivational quotes, relating to different situations and roles, for
example; achievement, management, leadership, etc. When using quote for motivation
it's important to choose material that's relevant and appropriate. Motivational posters
showing inspirational quotes or poems can be effective for staff and employee
motivation, and in establishing organizational values. There are more quotations about
inspiration and achievement on the quotes section. These quotes all make effective
motivational posters (see the free posters page), and are excellent materials for
motivational speakers:
motivational quotes
"We cannot solve our problems with the same level of thinking that created them."
(Albert Einstein)
"It is amazing what you can accomplish if you do not care who gets the credit."
(President Harry S Truman)
"In the midst of winter, I finally learned that within me there lay an invincible summer."
(Albert Camus, 1913 - 1960, French author & philosopher)
"If you're not part of the solution you must be part of the problem." (the commonly
paraphrased version of the original quote: "What we're saying today is that you're either
part of the solution, or you're part of the problem" by Eldridge Cleaver 1935-98, founder
member and information minister of the Black Panthers, American political activist
group, in a speech in 1968 - thanks RVP)
"A dream is just a dream. A goal is a dream with a plan and a deadline." (Harvey
Mackay - thanks Brad Hanson)
"I have learned that success is to be measured not so much by the position that one has
reached in life as by the obstacles overcome while trying to succeed." (Booker T
11. Washington, 1856-1915, American Educator and African-American spokesman, thanks
for quote M Kincaid, and for biography correction M Yates and A Chatterjee)
"Most people never run far enough on their first wind to find out they've got a second.
Give your dreams all you've got and you'll be amazed at the energy that comes out of
you." (William James, American Philosopher, 1842-1910 - thanks Jean Stevens)
"Whatever you can do - or dream you can, begin it. Boldness has genius, power and
magic in it." (Johann Wolfgang von Goethe, German writer, 1749-1832 - thanks Yvonne
Bent)
"A dwarf standing on the shoulders of a giant may see farther than the giant himself."
(Didacus Stella, circa AD60 - and, as a matter of interest, abridged on the edge of an
English £2 coin)
"If I have seen further it is by standing on the shoulders of giants." (Sir Isaac Newton,
1676.)
"The most important thing in life is not to capitalise on your successes - any fool can do
that. The really important thing is to profit from your mistakes." (William Bolitho, from
'Twelve against the Gods')
"Out of the night that covers me,
Black as the pit from pole to pole,
I thank whatever gods may be,
For my unconquerable soul.
In the fell clutch of circumstance,
I have not winced nor cried aloud:
Under the bludgeonings of chance my head is bloody but unbowed . . . . .
It matters not how strait the gait, how charged with punishments the scroll,
I am the master of my fate: I am the captain of my soul."
(WE Henley, 1849-1903, from 'Invictus')
12. "Management means helping people to get the best out of themselves, not organising
things." (Lauren Appley)
"It's not the critic who counts, not the one who points out how the strong man stumbled
or how the doer of deeds might have done them better. The credit belongs to the man
who is actually in the arena; whose face is marred with the sweat and dust and blood;
who strives valiantly; who errs and comes up short again and again; who knows the
great enthusiasms, the great devotions and spends himself in a worthy cause and who,
at best knows the triumph of high achievement and who at worst, if he fails, at least fails
while daring greatly so that his place shall never be with those cold and timid souls who
know neither victory nor defeat." (Theodore Roosevelt, 23 April 1923.)
"The world is divided into people who do things, and people who get the credit. Try, if
you can, to belong to the first class. There's far less competition." (Dwight Morrow,
1935.)
"What does not kill us makes us stronger." (attributed to Friedrich Nietzsche, probably
based on his words: "Out of life's school of war: What does not destroy me, makes me
stronger." from The Twilight of the Idols, 1899)
"A life spent in making mistakes is not only more honourable but more useful than a life
spent doing nothing." (George Bernard Shaw, 1856-1950.)
"I praise loudly. I blame softly." (Catherine the Great, 1729-1796.)
More are on the inspirational quotes page, and a more varied selection including funny
sayings are on the sayings and maxims page.
motivational ideas for sales managers for sales
teams
13. (These principles are applicable to all job roles subject to the notes at the end of this
item.)
Motivation of sales people commonly focuses on sales results, but nobody can actually
'do' a result. What matters in achieving results is people's attitude and activity and
the areas of opportunity on which the attitude and activity is directed.
What sales people can do is to adopt a positive and creative attitude, and carry
out more productive and efficient activity, directed on higher-yield strategic
opportunities. By doing these things sales people and sales teams will improve their
results.
However the tendency remains for sales managers, sales supervisors and team leaders
(typically under pressure from above from executives who should know better) to simply
direct people to 'meet the target', or to 'increase sales', or worse still, to pressurise
customers into accelerating decision-making, which might work in the short-term but is
extremely unhelpful in the medium-term (when business brought forward leaves gaps in
the next months' forecasts), and damages the long-term (when as a result of supplier-
driven sales pressure, the customer relationship is undermined or ruined).
Instead think about what really motivates and excites people, and focus on offering
these opportunities to sales people and sales teams, on an ongoing basis. Don't wait
until you find yourself 25% behind target with only half of the year remaining, and with
targets set to increase as well in the final quarter.
People will not generally and sustainably improve their performance, or attitude when
they are shouted at or given a kick up the backside. People will on the other hand
generally improve their performance if empowered to develop their own strategic
capability and responsibility within the organisation. Herzberg, Adams, Handy, Maslow,
McGregor, and every other management and motivation expert confirmed all this long
ago.
14. Sales teams generally comprise people who seek greater responsibility. They also seek
recognition, achievement, self-development and advancement.
So if we know these things does it not make good sense to offer these opportunities to
them, because we know that doing so will have a motivational effect on them, and also
encourage them to work on opportunities that are likely to produce increasing returns on
their efforts? Of course. So do it.
If you are managing a sales team try (gently and progressively) exploring with the team
how they'd like to develop their experience, responsibilities, roles, status, value,
contribution, within the business. Include yourself in this. Usually far more ideas and
activity come from focusing on how the people would like to develop their roles and
value (in terms of the scale and sophistication of the business that they are responsible
for), rather than confining sales people to a role that is imposed on them and which is
unlikely to offer sustainable interest and stimulation.
All businesses have many opportunities for new strategic growth available. Yours will be
no different.
Most employees are capable of working at a far higher strategic level, developing ever
greater returns on their own efforts.
Performance improvement is generally found through enabling people and teams to
discover and refine more productive and strategic opportunities, which will lead to more
productive and motivating activities.
For example: reactive sales people are generally able to be proactive account mangers;
account managers are generally able to be major accounts developers; major accounts
developers are generally able to be national accounts managers; national accounts
mangers are generally able to be strategic partner and channel developers; strategic
partner and channel managers are generally able to be new business sector/service
developers, and so on...
15. Again include yourself in this.
If necessary (depending on your organisational culture and policies seek approval from
your own management/executives for you to embark on this sort of exploration of
strategic growth. (If you are unable to gain approval there are many other organisations
out there who need people to manage sales teams in this way....)
Obviously part of the approach (and your agreement with your people - the
'psychological contract') necessarily includes maintaining and meeting existing basic
business performance target levels. This is especially so since strategic growth takes
time, and your business still needs the normal day-to-day business handled properly.
But people can generally do this, ie., maintain and grow day-to-day performance while
additionally developing new higher-level strategic areas, because genuinely
motivated people are capable of dramatic achievements. The motivation and
capacity to do will come quite naturally from the new responsibility and empowerment to
operate at a higher level.
N.B. The principles described above generally apply to most other job roles. People are
motivated by growth and extra responsibility, while at the same time the organisation
benefits from having its people focus on higher strategic aims and activities. Be aware
however that people in different roles will be motivated by different things, and
particularly will require different types of support and guidelines when being
encouraged to work at a higher strategic level. For example, engineers require
more detail and clarification of expectations and process than sales people
typically do; administrators are likely to require more reassurance and support in
approaching change than sales people typically do.