Developing a Motivational Plan Essay free essay sample

Developing a Motivational Plan Essay Victoria Webb Grand Canyon University Educational Leadership in a Changing World EDA 575 February 12, 2011 Developing a Motivational Plan Essay Motivation is the key to the success to any organization. â€Å"Human relation thinkers see the terms motivation and behavior as closely related because human behavior occurs as a result of motivation† (Razik Swanson, 2010, p. 108). Motivating people to work harder, give of themselves 100%, encouraging the employees to not only work harder, but smarter to develop ways of doing things better can be one of the hardest jobs of an organization (Razik Swanson, 2010). In this essay I will describe several motivational theories Maslow’s Hierarchy of Needs, Douglas McGregor’s X and Y Theory, Chris Argyris’s Pattern A and B Theory, Frederick Herzberg’s Motivation-Hygiene Theory, and Path Goal-Setting Theory. These theories can be classified as â€Å"classical† and â€Å"modern† motivational theories. Maslow’s Hierarchy of Needs Theory which includes the basic needs of self-actualization, esteem, social, safety and physiological can be considered a â€Å"classic† way of thinking; in turn the more â€Å"modern† approach would include detailed study of human needs. Douglas McGregor’s Pattern X Theory is compared to the more modern Pattern Y Theory which encompasses today’s ideas of what leadership characteristics should include teamwork, self-direction, and creativity. Chris Argyris’s Pattern A Theory would be considered the â€Å"classic† approach, where as Pattern B Theory is a more â€Å"modern† approach to today’s leadership qualities. Our leadership environment would still need supervision and structure, but still promoting a mutual respect between administrators and staff. Frederick Herzberg’s Motivation Theory viewed as the â€Å"classic† approach to challenge and study motivators to the more â€Å"modern† approach where all areas of the organization are considered, more responsibility is distributed and greater opportunities are presented. Path-Goal Theory is expressed by each individual and goals made determine the level of desire and/or the achievement placed into a task that is being accomplished. When comparing theories from a classical to a more modern version of these theories we should consider the differences that exist between them. As our society changes and the focus on technology and diversity; these classical theories still fit the needs of today’s society in the organizational environment. Several of these theories still exist for example, Chris Argyris’s Theory of supervision and structure; McGregor’s Theory involving respect, trust, teamwork, and concern. Path-Goal Theory is based on the expectancy model, â€Å"the expectancy models suggest that the motivation to perform a task is a function of a person’s expectations or beliefs about effort, performance, and outcomes† (Razik Swanson, 2010, p. 08). To create a motivational plan for my school I don’t think there is a perfect theory, I think every theory has some positives and negative aspects to them. It would be imperative to learn about every staff member and know what motivates them as an individual. Let the employees be actively involved determining what they can contribute to the organization and giving each the opportunity to help set their individual goals; allowing each faculty member to create their goals give the power to each individual and a great motivator and incentive. When goals are personally set it creates accountability for each person and motivates them to reach their goal. Motivational Plan: 1. Communicate the vision: write down the vision so it can be visible to all stakeholders. 2. Communicate what is expected from each employee: be clear and concise of the expectations. Let them know where the organization is headed and let each stakeholder set a goal for their selves. 3. Listen: give value to each faculty member’s ideas and feedback. Mistakes will be made, but learn from them. Provide the resources for improvement of the stakeholder; provide training and support. Give the opportunity for each person to improve and make the organization better. 4. Give stakeholders responsibilities: when you give responsibilities stakeholders feel part of a team. 5. Praise and reward: when a job has been done right, give praise! Provide positive and sincere feedback when the situation merits it. Give the verbal praise immediate, don’t let employee wonder if they completed a task correctly. 6. Celebrate: when the organization has accomplished a big task; the school reached Adequate Yearly Progress (AYP) or Academic Excellence Indicator System (AEIS), let the students in on the celebration. 7. Individual Motivation Plans: create a plan for each individual; as research shows nobody is motivated the same way. Follow up with survey, questionnaires, and/or brief face-to-face meetings. Getting to know the stakeholders creates rapport and gives a sense of belonging. When reviewing state the positives and don’t focus on the negatives. Take the opportunity and chance to discuss the negatives and provide room for improvement. 8. Conflict happens: we can’t make everyone happy and no situation is perfect. â€Å"Conflict is a major occurrence in today’s schools, and the most astute school leaders are discovering that managing it can be a challenging process† (Green, 2009, p. 165). Don’t hesitate to address conflict, the sooner its approached the faster the conflict will be resolved. 9. Maintain a pleasant, comfortable and friendly work environment: work is enjoyable when there is a pleasant environment. An inexpensive tangible can make a difference†¦a basket of chocolate placed in a central location. 10. ) Resources: give the appropriate tools to get the job done. Find adequate professional development for workshop to improve job performance. 11. ) Practice what you preach: As an administrator perform your job the way you ask the stakeholders to do theirs. Be effective and efficient and be an example for those around. The most important thing to remember when implementing a plan is to follow through with the plan†¦stick to it. Update the plan as new stakeholders become involved in the organization. Put the plan into practice, having a plan doesn’t mean that the stakeholders will be motivated. A properly structured motivational plan that involves stakeholders is vital to the growth and betterment of the organization. Provide feedback, incentives and the flexibility to change as needed. The motivational plan is a stepping stone in the direction of goal attainment. As administrators it’s in our hands the direction we want to take the organization. As a leader, the ability to distinguish between what is expected and what is actually available an achievable can mean the difference between being able to motivate others or being the cause of their frustration† (Hersey, 2008, p. 29). References Green, R. L. (2009). Enhancing Leadership Effectiveness Through Communication. In D. B. Prybella (Ed. ), Practicing the Art of Leadership A Problem-Based Approach to Implementation the ISLLC Standards (p p. 103-132). Boston: Pearson. Green, R. L. (2009). Managing Conflict in Today’s Schools . In D. B. Prybella (Ed. , Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards (pp. 165-196). Boston: Pearson. Hersey, P. (2008). Effective Communication. In D. Parker (Ed. ), Management of Organizational Behavior: Leading Human Resources (pp. 241-260). New Jersey: Pearson. House, R. J. (1971, September 1, 1971). A Path Goal Theory of Leader Effectiveness [Online exclusive]. Administrative Science Quarterly. doi: http://web. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? hid=11sid=972e3640-9787-4c6c-9d68-455b0fbbb1b1%40sessionmgr10vid=5 Kopelman, R. E. , Prottas, D. J. , Davis, A. L. (2008, June 1, 2008). Douglas McGregor’s Theory X and Y: Toward a Constuct -valid Measure [Online exclusive]. Journal of Managerial Issues . doi: http://web. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? hid=11sid=972e3640-9787-4c6c-9d68-455b0fbbb1b1%40sessionmgr10vid=14 Razik, T. A. , Swanson, A. D. (2010). Human Relations: The Base for Educational Leadership. In S. D. Dragin (Ed. ), Fundamental Concepts of Educational Leadership and Management (pp. 103-130). Boston: Pearson.