Part 1:

Steps to develop a motivation plan:

1. Set goals that are achievable

Nothing switches someone off more than an objective that seems like a mission impossible!
For Ms or Mr Average the only way to keep them turned on is to set goals that are realistic
and fair. Even if the best rewards in the world were offered they will be meaningless if targets
are not seen as achievable. The high flying ‘I’m successful and I know it’ performers will
probably say ‘I can hit any target’ and will go to any lengths to achieve it but this will not be
the response from the average performer. Objectives must also be relevant to the individual’s
job responsibility.
The best way of setting goals is to approach the task from the point of view of the participant.
Asking individuals to set their own targets may seem crazy but more often than not, they will
set themselves objectives which are higher than those that would have been set by the
company! It follows that the desire to achieve target is increased because the figures become
OURS, not just mine or yours.

2. Communicate effectively
Communication of a motivation program to participants must be a clear message that is easily
understood. Whether it’s conveyed in print, by email or over the internet, participants must
buy into the idea and understand exactly what they need to do to achieve objectives and earn
awards. This may involve devising measurement
structures, creating a branded incentive theme and providing regular updates throughout the
program. However it’s done, participants need to know in simple terms what’s expected of
them.

3. Have lots of winners

It is well known that ‘success breeds success’, but in the arena of motivation, being able to
recognize and reward all those who have succeeded promotes a more productive and positive
environment than one with lots of de-motivated losers. Of course winners must be genuine,
but the process can be helped along by the creative use of the reward structure.

4. Make awards frequently

Staff needs to be kept switched on by a program as they’ll quickly lose interest if they’re not
reminded about the benefits. If the campaign is for a year, why not shorten the payout horizon
to monthly or quarterly? It’s not necessarily about huge award values but about frequent
winners. Use your award budget creatively by reserving an amount for interim awards – this
keeps interest levels high and ensures that you recognize success early on in the campaign.

5. Have a most improved award

This has Ms or Mr Average written all over it! This is their chance to shine and prove they’ve
got what it takes. A participant who has a poor performance in a month or a quarter can be
revitalized by the opportunity to qualify for an award in the next period based on his/her
improvement. This method is all about encouragement, spurring people on to keep trying
despite perhaps an early poor performance.
6. Have an employee of the month
Implementing some short term goals helps to keep people focused. Criteria could change
each month to give everyone the chance to demonstrate a particular skill. This gives a chance
for your average participant to compete more fairly within the group.

7. Present rewards with style

Presentation of awards is often neglected which underestimates the power of rewarding in
public. Average employee will value the experience of being recognized by his/her boss and
peers. When the time comes to announce winners, extra effort should be made to get the
whole group together to celebrate their successes. This doesn’t have to mean an expensive
awards ceremony, just taking time out to present rewards shows the importance of individual
contributions and makes people feel valued.

8. Encourage sustained effort

Nothing de-motivates average member of staff more than watching the ruthlessly ambitious
sales executive streaking ahead from the start, leaving everyone else well and truly behind.
Ordinary performer will have no hope of catching up and the frustration will show! However
if everyone starts afresh each quarter or each
month with plusses and minuses wiped out, it gives the chance to compete on equal terms.
Cumulative performance should be used to reward over the whole campaign and it is here
that the high flyers will show through.

9. Choose the right reward

Cash may seem like the obvious reward for star employees – who wouldn’t want a little extra
money? But many employees will use the money to help pay bills rather than treat
themselves to something special that will help the warm glow of being rewarded last longer.
If an individual gift seems like the perfect solution, then think about
the administrative nightmare of choosing a specific gift for each employee and the high
chance of getting it wrong!
Allowing the employee to choose something that they can hold onto for a long time, be it a
piece of jewelry, an ornament for the house, the latest electrical item or even memories from
a weekend away.

Motivational Factors:
1. Good wages
2. Full appreciation of work done
3. Job security
4. Promotion and growth in the organization
5. Interesting work
6. Personal loyalty to employees
7. Good working conditions
8. Tactful discipline
9. Feeling of being in one thing
10. Sympathetic help with personal problems
Types of Motivational Programs, Examples, and Linked Theories:

Type of Rewards Programs Examples Theories

Intrinsic Employee Thank you notes, Reinforcement

(Self-satisfaction) Recognition Certificates of Theory
appreciation
Employee Participative ERG Theory
Involvement management,
Quality Circles,
Employee Stock
ownership
Job Redesign & Job sharing, Two-Factor
Scheduling rotation, Theory
enlargement, &
enrichment,
Flextime,
Telecommuting
Extrinsic Variable Pay Piece-rate pay Expectancy
(Rewards given by plan, Gain sharing Theory
others) & Profit sharing
plans, Bonuses
Skill-Based Pay Skill, competence, ERG Theory
knowledge based
pay
Flexible Benefits Modular plans, Expectancy
Employee Core-plus plans, Theory
Flexible spending
plans

Intrinsic rewards:
 Employee recognition programs: focus on encouraging
employees’ specific types of behavior, so appropriate behaviors can
be maintained and repeated. The examples of acknowledging and
recognizing employees’ desired
 behaviors are a simple thank you note, certificates of appreciation,
or just saying “job well-done” or “thank you.”
 Employee involvement programs: are designed to increase
employees’ participation in the organizational decision-making
process and their commitment to the organization’s success.
Representative participation is when elected or nominated
employees represent themselves as all employees. Quality circles
are generally composed of less than ten employees and supervisors
who meet regularly to discuss quality programs.
 Employee stock ownership plans were created to increase employee
commitment to accomplish organizational activities.
 Job redesign programs: are focused on reshaping jobs in a way
that employees do not feel boredom or repetition for a specific task.
Examples of these programs are job rotation, job enlargement, and
job enrichment. Job scheduling programs are designed to allow
employees some discretion over their work hours or schedules.
Extrinsic rewards:
 Variable pay programs: were the first programs identified in the
extrinsic rewards segment, and it can be differentiated from the
traditional compensation programs where an employee’s pay is
based on some organizational/individual measure of performance.
The examples are a piece-rate plan based on each
 unit of production completed, a gain-sharing plan which is a
formula-based group incentive plan, and profit-sharing plans are
organization-wide programs that distribute the company’s profit.
 Skill-based pay: generally sets pay levels based on how many
skills employees have or how many jobs they can do, also called
competency-based or knowledge-based pay.
 Flexible benefits: allow employees to pick benefit packages that
individually tailor to their own needs and situations. The most
popular type of benefits are modular plans; pre-designed modules
that meet needs of a specific group of employees.

Theories used:
 Reinforcement Theory :Reinforcement theory simply looks at the
relationship between behavior and it’s on sequences and focuses on
changing or modifying the employees’ on-the-job behavior through
the appropriate use of immediate rewards and punishment.
 ERG Theory: ERG theory holds that the individual has three sets of
basic needs: existence, relatedness, and growth. Existence needs
are satisfied by food, air, water, pay, fringe benefits, and work
conditions. Relatedness needs are met by establishing and
maintaining interpersonal relationships with coworkers, superiors,
subordinates, friends, and family. Growth needs are expressed by
an individual’s attempt to find opportunities for unique personal
development by making creative or productive contribution at work.
 Two-Factor Theory: The two-factor or motivator hygiene theory is
one of the most controversial theories of
 motivation probably because of its two unique features. First, the
theory stresses that some job factors lead to satisfaction, where as
the others can prevent dissatisfaction but do not serve as sources of
satisfaction. Next, this theory states that job satisfaction and
dissatisfaction do not exist on a single continuum.
 Expectancy Theory: Expectancy theory suggests that motivation
depends on individuals’ expectations on their ability to perform
tasks and receive desired rewards. This theory is based on the
relationship between the individual’s effort, individual’s
performance, and the desirability of outcomes associated with high
performance. First relationship, effort and performance, involves
whether putting effort into a task will lead to high performance. For
this expectancy to be high, the individual must have the ability,
previous experience, and necessary machinery, tools, and
opportunity to perform.
Part 2:
As a group leader, during the foundation of a group defined as two or more individuals,
interacting and interdependent, who have come together to achieve particular
objectives.
I will go through all the following factors:

1. Type of the group is:

As we are doing a task at work I will only have the following two group types:
 Formal groups: During forming departments or teams that will do a long term project.
It is defined by the organization’s structure, with designated work assignments
establishing tasks. The behaviors that one should engage in are stipulated by and
directed toward organizational goals.

• Task groups: Represent those working together to complete a job task.

A task group’s boundaries are not limited to its immediate hierarchical superior. It can
cross command relationships.

2. Stages of Group Development:

I have to understand the characteristic of each stage in forming the group and also the
characteristics of my team to be able to pass the stages safe with the minimum expected
effort and time.

a. Forming:
• Characterized by a great deal of uncertainty about the group’s purpose, structure, and
leadership.
• Members are trying to determine what types of behavior are acceptable.
• Stage is complete when members have begun to think of themselves as part of a
group.

b. Storming:
• One of intragroup conflict. Members accept the existence of the group, but there is
resistance to constraints on individuality.
• Conflict over who will control the group.
• When complete, there will be a relatively clear hierarchy of leadership within the
group.

c. Norming:
• One in which close relationships develop and the group demonstrates cohesiveness.
• There is now a strong sense of group identity and camaraderie.
• Stage is complete when the group structure solidifies and the group has assimilated a
common set of expectations of what defines correct member behavior.
d. Performing:
 • The structure at this point is fully functional and accepted.
• Group energy has moved from getting to know and understand each other to
performing.
• For permanent work groups, performing is the last stage in their development.

e. Adjourning:
• For temporary committees, teams, task forces, and similar groups that have a limited
task to perform, there is an adjourning stage.
• In this stage, the group prepares for its disbandment. Attention is directed toward
wrapping up activities.
• Responses of group members vary in this stage. Some are upbeat, basking in the
group’s accomplishments. Others may be depressed over the loss of camaraderie and
friendships.

1 2 3

5 4

3. I have to analyze the properties of the group:

a. Roles
• All group members are actors, each playing a role.
• “A set of expected behavior patterns attributed to someone occupying a given position in a
social unit.”
• We are required to play a number of diverse roles, both on and off our jobs. Many of these
roles are compatible; some create conflicts.

 Role identity
• There are certain attitudes and actual behaviors consistent with a role, and they
create the role identity.
 • People have the ability to shift roles rapidly when they recognize that the situation
and its demands clearly require major changes.
 Role perception
• One’s view of how one is supposed to act in a given situation is a role perception.
• We get these perceptions from stimuli all around us—friends, books, movies,
television.
• The primary reason that apprenticeship programs exist is to allow beginners to watch
an “expert,” so that they can learn to act as they are supposed to.
 Role expectations
• How others believe you should act in a given situation
• When role expectations are concentrated into generalized categories, we have role
stereotypes.
• The psychological contract is an unwritten agreement that exists between employees
and their employer.
• a. It sets out mutual expectations—what management expects from workers, and
vice versa.
• b. It defines the behavioral expectations that go with every role.
• If role expectations as implied are not met, expect negative repercussions from the
offended party.

 Role conflict:
• “When an individual is confronted by divergent role expectations”
• It exists when compliance with one role requirement may make more difficult the
compliance with another.
• All of us have faced and will continue to face role conflicts. The critical issue is how
conflicts imposed by divergent expectations impact on behavior.
• They increase internal tension and frustration.

b. Norms:
All groups have norms—“acceptable standards of behavior that are shared by the group’s
members.” Norms tell members what they ought and ought not to do under certain
circumstances.
A work group’s norms are unique, there are still some common classes of norms:
• Performance norms: The most common class of norms.
a. Explicit cues on how hard they should work, how to get the job done, their
level of output, appropriate levels of tardiness, and the like
b. These norms are extremely powerful in affecting an individual employee’s
performance.
• Appearance norms: include things like appropriate dress, loyalty to the work
group or organization, when to look busy, and when it is acceptable to goof off.
• Social arrangement norms: come from informal work groups and primarily
regulate social interactions within the group.
• Allocation of resources norms: can originate in the group or in the organization.

Conformity:
There is considerable evidence that groups can place strong pressures on individual members
to change their attitudes and behaviors to conform to the group’s standard.
 Individuals conform to the important groups to which they belong or hope to belong.
However, all groups do not impose equal conformity pressures on their members. Important
groups are referred to as reference groups.

Deviant Workplace Behavior:

This term covers a full range of antisocial actions by organizational members that
intentionally violate established norms and that result in negative consequences for the
organization, its members, or both.
When deviant workplace behavior occurs it can affect employee commitment, cooperation,
and motivation. This could lead to performance issues and a lack of job satisfaction.

c. Status
Status is a socially defined position or rank given to groups or group members by others. We
live in a class-structured society despite all attempts to make it more egalitarian.

 Status and norms:

High-status members of groups often are given more freedom to deviate from norms than
other group members.
High-status people also are better able to resist conformity pressures.

 Status equity:
When inequity is perceived, it creates disequilibrium that results in corrective behavior.

• The trappings of formal positions are also important elements in maintaining equity.
Employees expect what an individual has and receives to be congruent with his/her status.
For example: pay, office space, etc.
• Groups generally agree within themselves on status criteria.
• Individuals can find themselves in a conflict situation when they move between groups
whose status criteria are different or when they join groups whose members have
heterogeneous backgrounds.

 Status and culture:

• Cultural differences affect status.
• Countries differ on the criteria that create status, as an example status for Latin
Americans and Asians tends to be derived from family position and formal roles held in
organizations, but in the United States and Australia, it tends to be bestowed more on
accomplishments.
• If I am dealing with people from different culture than my own then I have to make sure
I understand who and what holds status.

d. Size
The size of a group affects the group’s overall behavior, but the effect depends on the
dependent variables:
• Smaller groups are faster at completing tasks than are larger ones.
 • If the group is engaged in problem solving, large groups consistently do better.
• Large groups (a dozen or more members) are good for gaining diverse input.
• Smaller groups (seven members) are better at doing something productive with that
input.

Social loafing: is the tendency for individuals to expend less effort when working
collectively than when working individually.
Causes of social loafing:
 A belief that others in the group are not carrying their fair share.
 The dispersion of responsibility and the relationship between an individual’s
input and the group’s output is clouded.
 There will be a reduction in efficiency where individuals think that their
contribution cannot be measured.
e. Cohesiveness
The degree to which members are attracted to each other and are motivated to stay in
the group. Groups differ in their cohesiveness.
Cohesiveness is important because it has been found to be related to the group’s
productivity.
The relationship of cohesiveness and productivity depends on the performance-related
norms established by the group:
• If performance-related norms are high, a cohesive group will be more
productive.
• If cohesiveness is high and performance norms are low, productivity will be
low.

How to encourage group cohesiveness:

• Make the group smaller.
• Encourage agreement with group goals.
• Increase the time members spend together.
• Increase the status of the group and the perceived difficulty of attaining membership
in the group.
• Stimulate competition with other groups.
• Give rewards to the group rather than to individual members.
• Physically isolate the group.

4. As the group will by taking decisions, then I should decide:

a. Which tasks should been done in a group and which should be as individuals

Group vs. the Individual

 Strengths of group decision-making:

Groups generate more complete information and knowledge.
 • They offer increased diversity of views.
• This opens up the opportunity for more approaches and alternatives to be
considered.
• The evidence indicates that a group will almost always outperform even
the best individual.
• Groups lead to increased acceptance of a solution.

 Weaknesses of group decision-making:

• They are time consuming.
• There is a conformity pressure in groups.
• Group discussion can be dominated by one or a few members.
• Group decisions suffer from ambiguous responsibility.

 Effectiveness and efficiency:

• Whether groups are more effective than individuals depends on the
criteria.
• In terms of accuracy, group decisions will tend to be more accurate.
• On the average, groups make better-quality decisions than individuals.
• If decision effectiveness is defined in terms of speed, individuals are
superior.
• If creativity is important, groups tend to be more effective than
individuals.
• If effectiveness means the degree of acceptance the final solution
achieves, groups are better.
• In terms of efficiency, groups almost always stack up as a poor second to
the individual decision maker. The exceptions tend to be those instances
where, to achieve comparable quantities of diverse input, the single
decision maker must spend a great deal of time reviewing files and talking
to people.

b. Group dynamics:

Groupthink Group shift

1. The phenomenon that occurs when group 1. In some cases, the group decisions are more
members become so enamored of seeking conservative than the individual decisions. More
concurrence is that the norm for consensus often, however, the shift is toward greater risk.
overrides the realistic appraisal of alternative
courses of action and the full expression of 2. What appears to happen in groups is that the
deviant, minority, or unpopular views. discussion leads to a significant shift in the
positions of members toward a more extreme
2. It is deterioration in an individual’s mental position in the direction in which they were already
efficiency, reality testing, and moral judgment leaning before the discussion. Conservatives
as a result of group pressures. become more cautious, and the more aggressive
take on more risk.
3. Symptoms of Groupthink include:
3. The groupshift can be viewed as actually a
special case of groupthink. The decision of the
• Group members rationalize any resistance to group reflects the dominant decision-making norm
the assumptions they have made. that develops during the group’s discussion.
• Members apply direct pressures on those who
momentarily express doubts.
• Those members who hold differing points of 4. The greater occurrence of the shift toward risk
view seek to avoid deviating from group has generated several explanations:
consensus by keeping silent.
• There appears to be an illusion of unanimity. • Discussion creates familiarization among the
4. In studies of historic American foreign members. As they become more comfortable with
policy decisions, these symptoms were found to each other, they also become more bold and daring.
prevail when government policy-making groups
• Most first-world societies value risk. We admire
failed. Examples: individuals who are willing to take risks. Group
discussion motivates members to show that they are
a. Unpreparedness at Pearl Harbor in 1941 at least as willing as their peers to take risks.
• The most plausible explanation of the shift toward
b. The U.S. invasion of North Korea
risk, however, seems to be that the group diffuses
c. The Bay of Pigs fiasco responsibility.
• Group decisions free any single member from
d. The escalation of the Vietnam War accountability for the group’s final choice.
e. The Challenger space shuttle disaster
5. Implications of Groupshift:
f. The failure of the main mirror on the
Hubble telescope
• Recognize that group decisions exaggerate the
initial position of the individual members.
5. Groupthink does not attack all groups. It The shift has been shown more often to be toward
occurs most often where there is a clear group greater risk.
identity, where members hold a positive image
of their group which they want to protect, and
where the group perceives a collective threat to
this positive image.

7. How to minimize groupthink:

• Encourage group leaders to play an impartial

role.
• Appoint one group member to play the role of
devil’s advocate.
• Utilize exercises that stimulate active
discussion of diverse alternatives without
threatening the group and intensifying identity
protection.
C. Group decision making techniques:

1. Interacting Groups
• Most group decision making takes place in Interacting Groups.
• In these groups, members meet face to face and rely on both verbal and
nonverbal interaction to communicate with each other.
• Interacting groups often censor themselves and pressure individual members
toward conformity of opinion.
• Brainstorming, the nominal group technique, and electronic meetings have
been proposed as ways to reduce many of the problems inherent in the traditional
interacting group.

2. Brainstorming:
• It is meant to overcome pressures for conformity in the interacting group that
retard the development of creative alternatives.
• In a typical brainstorming session, a half dozen to a dozen people sit around a
table.
• The process:
a. The group leader states the problem clearly.
b. Members then “free-wheel” as many alternatives as they can in a given
length of time.
c. No criticism is allowed, and all the alternatives are recorded for later
discussion and analysis.
One idea stimulates others, and group members are encouraged to “think the
unusual.”

3. The nominal group technique:

• Restricts discussion or interpersonal communication during the decision-
making process
• Group members are all physically present, but members operate
independently.
• Specifically, a problem is presented, and then the following steps take place:
a. Members meet as a group but, before any discussion takes place, each
member independently writes down his or her ideas on the problem.
b. After this silent period, each member presents one idea to the group.
Each member takes his or her turn.
c. The group now discusses the ideas for clarity and evaluates them.
d. Each group member silently and independently rank-orders the ideas.
e. The idea with the highest aggregate ranking determines the final
decision.
• The chief advantage of the nominal group technique is that it permits the
group to meet formally but does not restrict independent thinking, as does the
interacting group.

4.The computer-assisted group or electronic meeting

It blends the nominal group technique with sophisticated computer technology.
• Up to 50 people sit around a horseshoe-shaped table, empty except for a
series of computer terminals.
• Issues are presented to participants, and they type their responses onto their
computer screen.
• Individual comments, as well as aggregate votes, are displayed on a
projection screen.
The major advantages of electronic meetings are anonymity, honesty, and speed.