Fear Factor

Flying 18%
Death 19%
Bugs 22%
Heights 32%

41%
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COMMUNICATION
AND
MOTIVATION

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 OBJECTIVES
 List reasons why people choose not to communicate
 Describe on effective strategy for dealing with problem
situations before they become unmanageable
 Recognize six behaviors that tend to stop communication and
reduce trust, and six opposing behaviors that encourage
communication and help to build trust
 Define the motivation, and cite examples of internal
motivators

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 OBJECTIVES
 Distinguish between behaviors and traits, and recognize
which are amenable to modification
 Recognize the role of antecedents and consequences in
bringing about desired outcomes
 Recognize and deal effectively with high performers,
marginal performers and individuals with performance
problems

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 Introduction
 Performance of a work unit relies on
relationship between Manager and his
subordinates.
 When performance is low usually there is
something wrong in relationships.
 Often the problem is communication:
Failure to reach mutual understanding between
the sender and receiver of an assignment.

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 THIS PROGRAM IS RELEVANT
WHERE ANY OF THE FOLLOWING SITUATIONS EXIST:

 People are accused of not listening

 Energy is spent re-working a task,

because directions were not clear

 Energy is spent tracking down people to

get clarification on a process or
directives

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 THIS PROGRAM IS RELEVANT
WHERE ANY OF THE FOLLOWING SITUATIONS EXIST:

 People respond to problem by saying

“I did not know I was supposed to ”

 No communication systems are in place

for reporting the progress of work

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 Purpose

To learn those skills that

prevent communication
problem from occurring

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 What is communication?

 What do you think communication is? How would you

define it?

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 Communication

 Communication is defined as the interchange of thoughts or

opinions through shared symbols; e.g. language, words, phrases

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 Four facets of communication

 There are four facets in all types of communication:

– Sender
– Receiver
– Information
– Behavior

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 Four facets of communication

 In any communication:
– The Sender is the person trying to communicate a
message
– The Receiver is the person at whom the message is
directed
– A message is sent to convey information
– Information is meant to change behavior
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Barriers

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 Barriers to Effective
Communication

 Faking attention or allowing

distractions

 Interrupting the other person

 Judging the other person

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 Barriers to Effective
Communication

 Putting down the other person’s

ideas

 Raising your voice - getting too

emotional

 Having your mind made up, and

refusing to listen

 Deciding what the other person

means before he/she has finished

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 Barriers to Effective
Communication

 Completing the other person’s

thoughts for him / her

 Thinking about what you want

to say as you listen

 Listening only to what you want

to hear

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 Barriers to Effective
Communication

 Deciding that what the person is

saying isn’t important

 Using negative facial expressions

-- frowns, knit brow

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 Quote of the Day

“If nature had wanted us to talk more than

listen, he would have given us two
mouths rather than two ears.”
- The Heart of a Leader, by Ken Blanchard (1999)

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 Listening Skills

Responsive listening
- Verbal - Non verbal

2. Restating

3. Questioning
- Open ended questions
- Checking questions

4. Empathy statements

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“It is important to not only hear
what someone says, but to
understand what they mean”

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RESPONSIVE LISTENING

Listening is the most powerful form of

acknowledgment

…a way of saying, “You are important.”

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 IN RETURN TO
RESPONSIVE LISTENING
YOU GET 3 THINGS:
1. Information & feelings
2. A feeling of trust and
comfort on the part of
the speaker
3. A desire in the part of
the speaker to continue
communicating

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Remember, responsive listening
encourages the other person to
communicate. This
encouragement helps us clarify
what the person is saying and
leads to digging one tunnel

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 COMMUNICATION

Communication : Process that involves an exchange of

information , thoughts, ideas, opinions between two or more
people.

 Organizations are becoming more complex in structure

and technology
 Communication becomes critical skill for success today.

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 Importance of communication

Organization

Marketing Strategy

IT ---- Managerial
People
Relationships Clarity & Understanding

Interdependence Implementation
Subordinate Info Systems

Success
Relationships among Team
members Critical Co-ordination

Communication
Gathering & passing
information
is necessary for success

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 WHY COMMUNICATION?

1. Leads to greater effectiveness

2. Keeps people in the picture
3. Gets people involved
4. Increases motivation to perform well
5. Builds and improves relationship and understanding
6. Helps people understand the need for change
7. Helps to set expectations, discuss performance and solve
problems
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 PURPOSE
• Seeking or receiving information, encouragement, control, selling proposals.
• Talking to different levels of hierarchy, to individuals, groups, departments
and externally to customers, suppliers etc.
• Using both formal communication
–meetings,reports, proposals, notices
And Informal communication
–counseling, advising, talking

• Influencing others

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 BARRIERS TO COMMUNICATION
SEMANTIC
STATUS PROBLEMS PERCEPTUAL
EFFECTS DISTORTIONS

NO
SENDER FEEDBACK RECEIVER

CULTURAL POOR CHOICE PHYSICAL

DIFFERENCES OF DISTRACTIONS
COMMUNICATION
CHANNELS
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 BARRIERS TO COMMUNICATION
 Judging - evaluating or passing judgement on other people or their ideas
 Controlling - trying to change or restrict others’ behavior or attitudes
 Indifference - showing a lack of interest or concern for the feelings or
welfare of others
 Superiority - communicating a sense of being better than others by virtue of
power, position, or ability
 Certainty - communicating in a manner than implies one knows all the
answers and does not need or desire any further information
 Manipulation - communicating with hidden motives in a way that uses
others to satisfy one’s own needs

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 WAYS TO ENCOURAGE
COMMUNICATION
 Description - this is the opposite of judging
 Problem-Orientation - this is the opposite of controlling
 Empathy - this is the opposite of indifference
 Equality - this is the opposite of superiority
 Openness - this is the opposite of certainty
 Positive intent - this might also be called sincerity

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 DEALING WITH BARRIERS
• Barriers to communication can be classified into three groups:

1. Barriers to reception:
environment stimuli
the receiver’s attitudes and values
the receiver’s needs and expectations
2. Barriers to understanding:
language, semantic problems
the ability of the receiver to listen and receive, especially
messages which threaten his or her self-concept
the length of the communication
status effects
3. Barriers to acceptance;
prejudices
interpersonal conflicts between sender and receiver
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 CHECKING COMMUNICATION

CHECK
AT
EACH
STAGE

SENDING RECEIVING UNDERSTANDING ACCEPTING

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GUIDELINES FOR EFFECTIVE
COMMUNICATION
 Make communication a two way process
 Treat your BE as adult
 Make your expectations known
 Be persuasive, not directive
 Be honest, but not cruel
 Be consistent
 Help BE to see the “big picture”
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 PINCH MODEL
Expectations

Renegotiate Agreement Renegotiable

(role comment)

“Shake Stability
hands and
make up” Change

PINCH

Disruption
(avoidable)

CRUNCH
(avoidable) Terminate

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DEALING WITH A
PINCH
 State the situation

 State how it affects you

 Ask what can be done

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 Observation versus Judgment

– You can observe behavior

Observation
 You an never truly know what others think or
feel because thoughts and feelings are private

Judgment

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 Observation versus Judgment
 You are to determine if these statements are factual observations or subjective judgments.

Obs e rva tion J udgme nt

1. You said, "What is the problem?"
2. You provided three tasks to your direct
report.
3. You clearly didn’t like doing this exercise.
4. He didn’t get the assignment done because
he is lazy.
5. She added the suggestion to the list.
6. He was annoyed by your paraphrase.
7. He didn't understand the task that was
assigned.
8. She leaned forward, nodded, and asked,
"What makes you say that?"
9. He has a bad attitude.
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 Observation versus Judgment
Obs e rva tion J udgme nt
1. You said, "What is the problem?"
2. You provided three tasks to your direct
report.
3. You clearly didn’t like doing this exercise.
4. He didn’t get the assignment done because
he is lazy.
5. She added the suggestion to the list.
6. He was annoyed by your paraphrase.
7. He didn't understand the task that was
assigned.
8. She leaned forward, nodded, and asked,
"What makes you say that?"
9. He has a bad attitude.

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 hierarchy of communication needs
engagement, loyalty
how can i help? commitment
vision, strategy
where do we fit in? vision and mission statements

group performance
how are we doing? coffee talks, state-of-the-business messages
rewards, recognition
does anybody care? thank-yous, bonuses, promotions, awards

individual performance
how am i doing? one-minute manager, performance reviews

job definition
what’s my job? position plans, job descriptions

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 MOTIVATION : THE DRIVING
FORCE
The word “motivation” has its roots in the Latin word
motivus, which means “moving” in terms in human
behavior, then, it is appropriate to think of motivation
as the driving force that keeps people moving toward
their goals, whatever those goals might be. Drive to
satisfy various needs

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 CONCERN FOR MOTIVATION

• Demanding environment
• Exhilaration ---- Disappointment
Away from family
• All along
Away from company, boss

• Sale is transfer of convictions

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 CONCERN FOR MOTIVATION
 Motivation is an individuals willingness to exert effort to achieve organizations
goals while satisfying individual needs.

Effort :
1. The drive to initiate action on a task
2. The quality of effort on task
3. The persistence to expend effort over a period of time sufficient to
meet or exceed objectives

Organizational Needs : Sales volume, M.S., Profits,

Customer retention and so on.

Individual Needs : Need for status, control, respect and etc.

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 SUMMARY OF CLASSIC MOTIVATION THEORIES

Hierarchy of Abraham Maslow Physiological, safety, belonging, esteem, and

needs self-actualization needs are ranked in a hierarchy
from lowest to highest. An individual moves up
the hierarchy as a need is substantially realized.

ERG Theory Clayton P. Hierarchically classifies needs as existence,

Alderfer relatedness, and growth needs. Like Maslow,
suggests that people will focus on higher needs
as lower needs are satisfied but, unlike Maslow,
suggests that people will focus on lower needs if
their higher needs are note satisfied.

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 SUMMARY OF CLASSIC MOTIVATION THEORIES

Motivation- Frederick Argues that intrinsic job factors (e.g.,

hygiene Herzberg challenging work, achievement) motivate,
whereas extrinsic factors(e.g,pay only placate
employees.

Theory of learned David McClelland Proposes that there are three major professional
needs needs: achievement, affiliation, and power. A
high need for achievement and affiliation has
been related to higher sales force performance.
A high need for power has been related to higher
sales manager performance.

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 SUMMARY OF CLASSIC MOTIVATION THEORIES

Equity theory J. Stacy Adams Proposes that people will evaluate their
treatment in comparison to that of “relevant
others” and that motivation will suffer if
treatment is perceived to be inequitable.

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 SELF-ACTUALIZATION
(initiative)

SELF-ESTEEM SATISFACTION
(accomplishment/status)

BELONGING MAINTENANCE
(camaraderie)

SAFETY
(job security)

PHYSIOLOGICAL
(salary)

MASLOW’S THEORY OF NEED HIERARCHY

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INTERNAL MOTIVATORS
(thoughts, feelings, attitudes)

PERFORMANCE
EXTERNAL MOTIVATORS
(consequences, rewards, results)

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 ESTABLISHING BASIC NEEDS AT WORK

HYGIENE FACTORS DEFINITIONS

SALARY AND These include basic income, fringe benefits, bonuses,

BENEFITS holidays, company car, and similar items.

WORKING These conditions include working hours,workplace layout,

facilities, and equipment provided for the job..
CONDITIONS

COMPANY The company policy is the rules and regulations – formal

POLICY and informal – that govern employers and employees.

STATUS A person’s status is determined by their rank, authority,

and relationship to others, reflecting a level of acceptance.
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 ESTABLISHING BASIC NEEDS AT WORK

HYGIENE FACTORS DEFINITIONS

JOB This is the degree of confidence that the employee has

SECURITY regarding continued employment in an organization.

SUPERVISION This factor concerns the extent of control that an individual

has over the content and execution of a job.
AND AUTONOMY

OFFICE LIFE This is the level and type of interpersonal relations

within the individual’s working environment.

PERSONAL An individual’s personal life is the time spent on family,

LIFE friends, and interests – restricted by time spent at work.

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 HEIGHTENING WORKPLACE MOTIVATION

MOTIVATORS WHY THEY WORK

ACHIEVEMENT Reaching or exceeding task objectives is particularly

important because the “onwards-and-upwards” urge to
achieve is a basic human drive. It is one of the most
powerful motivators and a great source of satisfaction.

RECOGNITION The acknowledgement of achievements by senior staff

members is motivational because it helps to enhance self-
esteem. For many staff members, recognition may be
viewed as a reward in itself.

JOB INTEREST
A job that provides positive, satisfying pleasure to
individuals and groups will be a greater motivational force
than a job that does not sustain interest. As far as possible,
responsibilities should be matched to individuals’ interests.
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 HEIGHTENING WORKPLACE MOTIVATION

MOTIVATORS WHY THEY WORK

The opportunity to exercise authority and power may

demand leadership skills, risk-taking, decision-making,
RESPONSIBILITY and self-direction, all of which raise self-esteem and are
strong motivators.

Promotion, progress, and rising rewards for achievement are

ADVANCEMENT important here. Possibly the main motivator,however, is the
felling that advancement is possible. Be honest about
promotion prospects and the likely timescale involved.

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 PRINCIPLES OF MOTIVATION
1. People like to do what they do well
2. Provide appropriate and constant feedback
3. Set mutually agreed specific goals
4. Good incentive programs
5. Constant communication
6. Recognition and sense of belonging
7. High expectations and trust
8. Repetition
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 ANTECEDENTS, BEHAVIOR AND
CONSEQUENCES
 Antecedent - an event that precedes a behavior to promote or stimulate
its occurrence; you provide an antecedent when you communicate
specific expectations to a TM
 Behavior - anything a person says or does
 Consequence - an event that follows the behavior and influences the
likelihood that is will be repeated; giving TM positive feedback (i.e.
praise) after a successful sales call is a consequence

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POWER OF DIFFERENT
CONSEQUENCES
 Personal or organizational

 Immediate or delayed

 A certainty or a gamble

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THREE TYPES OF CONSEQUENCES
 Positive - any object or event following a behavior that
increases the likelihood that the behavior will continue
or increase
 Negative - any object or event following a behavior that
increases the likelihood that the behavior will diminish
 Neutral - any absence of any object or event following a
behavior which, over time, increases the likelihood that
behavior will diminish
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DEALING WITH THE HIGH
PERFORMERS

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 DEALING WITH THE HIGH
PERFORMER
Purpose

 Maintains the desire in people to perform well

 Provides high performance with a feeling of worth

value to the organization

 Creates a self-reinforcing culture

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 THE SATISFACTION MODEL

Dissatisfiers / Demotivators : Satisfiers / Motivators :

 Salary / Benefits  Feeling in on things
 Working conditions  Recognition for a job well
done
 Company policy  Help with problems
 Job security  Feeling of worth

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 Providing items in the left column may prevent dissatisfaction, but it
doesn’t increase motivation
 People expect the things on the left as a condition of employment
 People will not be motivated to work for those items already provided
for them
 Supervisors usually don’t have control over those items on the left but
they do have control over those on the right, all of which require
communication strategies
 The column on the right can be translated to say :
– Feedback
– Reinforcement

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 WORTH AS A MOTIVATOR
 The desire to experience oneself as capable
 The desire to experience achievement
 The need to receive recognition and respect
 The desire for others to understand our
“real contribution” (as we perceive it) to the larger whole
 The need to know we are contributing to a larger whole

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2-4 Minute Session :
 Provide feedback to the person for one thing
that is going well
 Ask : What do you think contributed to that
performance ?
 Summary : Restate what you heard

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DEALING WITH THE
MARGINAL
PERFORMER

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 DEALING WITH THE
MARGINAL
PERFORMERS
 The people put in their time, but not their energy

 They produce but do not perform

The greatest potential for an increase in organizational

productivity exists with these people

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The Diagnostic Signs of Marginal Performers :

 Employees put in their time, but not their energy

 Morning start - ups are slow, people quit early

 The statement is made “I know Ram could be doing a

lot better if he tried harder”

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Let us understand :

 Why people perform at the marginal level

 The skill to influence people to improve to a high

performance

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 CREATING MARGINAL
PERFORMERS
Output

4
2
Level of
Acceptance
1 3 5

(Time)

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 THE CONSEQUENCE
STATEMENT
 State the problem

 Ask for their views

 State the consequences

 State the expected behavior

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 THE CONTRIBUTION
STATEMENT
 Give recognition

 Identify the purpose of the acknowledgement

 Underscore the importance of the employee’s

contribution

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DEALING WITH
PERFORMANCE
PROBLEMS

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 PUNISHMENT
 Punishment may stop someone from doing something, but it
rarely leads them out of their problem
 Nor is punishment effective at persuading an employee to
start a new behavior
 Punishment does not offer direction
 In order for punishment to be effective, it has to be
– Immediate
– Severe enough to have impact
– Frequent enough to prevent a recurrence of the problem

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 CHANGE INTERVIEW
Purpose
 The change interview is a method of confronting a
performance problem
 It works better than punishment because it gives the
employee direction
 It is a confrontation, but it is not a battle
 It is characterized as co-operative information sharing
and problem solving interaction
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 CHANGE INTERVIEW

Steps
 Identify the performance deficiency factually and briefly
 Ask future-oriented, open-ended questions
 Reinforce positive responses, avoid reinforcing negative
responses
 Gain mutual agreement on action plan

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