4 – Motivate and support individuals

Motivating and supporting individuals to improve their performance is a key leadership skill. It involves using various techniques and approaches to inspire and engage team members and provide them with the support and guidance they need to achieve their goals and reach their potential.

Motivational techniques

Motivational techniques are approaches and strategies that leaders can use to inspire and engage team members and to motivate them to improve their performance. These techniques can help increase motivation, focus, and commitment among team members and encourage them to work towards achieving their goals and objectives.

Theories of motivation

Several motivation theories have been developed to explain the factors that drive and inspire human behaviour. These theories provide useful frameworks for understanding what motivates people and can help leaders to develop effective strategies for motivating and engaging their team members.

Maslow’s Hierarchy of Needs: One of the most well-known theories of motivation is Maslow’s Hierarchy of Needs. This theory proposes that people have a hierarchy of needs, ranging from physiological needs at the bottom to self-actualisation needs at the top. According to Maslow, people are motivated to satisfy their lower-level needs before moving on to higher-level needs, and this hierarchy of needs drives and motivates their behaviour.

Herzberg’s Motivation-Hygiene Theory: Another well-known theory of motivation is Herzberg’s Motivation-Hygiene Theory. This theory proposes that there are two types of factors that can motivate or demotivate people: motivators and hygiene factors. Motivators, such as recognition and achievement, can inspire people to work harder and perform better. Hygiene factors, such as salary and working conditions, can prevent people from being demotivated, but they are insufficient to motivate people on their own.

McGregor’s Theory X and Theory Y: McGregor’s Theory X and Theory Y is another influential theory of motivation. This theory proposes that there are two types of people: Theory X people, who are passive and need to be motivated and controlled, and Theory Y people, who are self-motivated and need little control or supervision. According to this theory, leaders can use different approaches to motivate and engage the people of Theory X and Theory Y. They can adapt their leadership style to the needs and preferences of their team members.

Weiner’s Three-Dimensional Theory of Attribution: Weiner’s Three-Dimensional Theory of Attribution is a theory of motivation that focuses on how people explain and interpret their successes and failures. This theory proposes that people attribute their successes and failures to ability, effort, and luck. According to this theory, people are more likely to be motivated when they attribute their successes to their ability and effort and when they attribute their failures to external factors such as luck or external circumstances.

Theory of Attribution: The theory of attribution is a psychological theory that explains how people explain and interpret their successes and failures. This theory proposes that people attribute their successes and failures to ability, effort, and luck. According to this theory, people are more likely to be motivated when they attribute their successes to their ability and effort and their failures to external factors such as luck or external circumstances. For example, if a person believes their success is due to their hard work and ability, they are likely to be motivated to continue working hard and improving. On the other hand, if a person believes their success is due to external factors such as luck, they may be less motivated to continue working hard and improving.

Motivation factors

Several factors can motivate people to perform at their best, including praise, encouragement, recognition, a celebration of achievement, clearly defined goals, and open communication channels, including constructive feedback and development opportunities.

• Praise and encouragement: Praise and encouragement are powerful motivators, as they can help people to feel valued, appreciated, and supported. By regularly praising and encouraging team members for their efforts and achievements, leaders can boost their confidence, self-esteem, and motivation and inspire them to continue striving for excellence.
• Recognition: Recognition is another important motivator, as it can help people to feel valued and appreciated for their contributions and achievements. By recognising and rewarding team members for their efforts, leaders can show that their work is valued and appreciated and motivate them to continue performing at their best.
• Celebrating achievement: Celebrating achievement is also a powerful motivator, as it can help create a positive and energetic work environment and inspire team members to strive for excellence. By regularly celebrating team achievements, leaders can create a sense of pride, accomplishment, and community among team members and motivate them to continue achieving great things.
• Clearly defined goals: Clearly defined goals are also important for motivating people to perform. By providing team members with specific, measurable, achievable, relevant, and time-bound (SMART) goals, leaders can help them to understand what is expected of them and can provide them with a sense of direction and purpose. This can help motivate team members to achieve their goals and inspire them to perform at their best.
• Open communication channels: Open communication channels, including constructive feedback, are also important for motivating people to perform. By regularly communicating with team members and providing them with timely and constructive feedback on their performance, leaders can help team members understand their strengths and areas for improvement and motivate them to continue striving for excellence.

Application of motivational techniques

Applying motivational techniques for individuals and teams in organisational contexts can help leaders inspire and engage their team members and motivate them to improve their performance. Different motivational techniques can be effective in different organisational contexts, such as the private, public, and third sectors, and leaders must adapt their approaches to the specific needs and challenges of each organisational context.

Private sector: In the private sector, for example, leaders may use motivational techniques such as setting clear goals and expectations, providing feedback and recognition, offering development and growth opportunities, and creating a supportive and empowering work environment. These techniques can help inspire and engage team members and motivate them to achieve their goals and objectives.

Public sector: In the public sector, leaders may use similar motivational techniques, but they may also need to consider additional factors such as public accountability, transparency, and compliance with regulations. In such cases, leaders may need to adapt their motivational techniques to the public sector’s specific requirements and constraints and focus on inspiring and engaging team members while also meeting the demands of the public sector context.

Third sector: In the third sector, leaders may need to use a range of motivational techniques tailored to this sector’s specific needs and challenges. For example, leaders in the third sector may need to motivate and engage volunteers, who may not be motivated by traditional incentives such as salary or career advancement. In such cases, leaders may need to use motivational techniques such as providing recognition and appreciation, offering development and growth opportunities, and creating a supportive and empowering work environment tailored to volunteers’ needs and preferences.

Advantages and disadvantages

Different theories and factors that motivate and engage people at work have advantages and disadvantages. Leaders must carefully consider these pros and cons when choosing which theories and factors to use to support their team members and improve overall performance.

One advantage of using theories of motivation, such as Maslow’s Hierarchy of Needs or Herzberg’s Motivation-Hygiene Theory, is that they provide a framework for understanding what motivates people and can help leaders to develop effective strategies for inspiring and engaging their team members. These theories can also provide a common language and understanding among leaders and team members and help facilitate communication and collaboration within the team.

A disadvantage of using theories of motivation is that they can be abstract and theoretical and may not always align with individual team members’ specific needs and preferences. Additionally, some theories of motivation may be outdated or overly simplistic and may not accurately reflect the complexity and diversity of human motivation.

Factors that motivate people, such as praise, recognition, and clear goals, can also have both advantages and disadvantages. One advantage of using these factors is that they can be directly applied in the workplace and help motivate and engage team members practically and concretely. For example, providing praise and recognition can help to boost team morale and motivation and inspire team members to continue striving for excellence.

However, using these factors can also have disadvantages. For example, using praise and recognition as motivational tools can be subjective and variable and may not be perceived as fair or equal by all team members. Additionally, using these factors can be time-consuming and resource-intensive and may not always be effective in motivating and engaging all team members.

Coaching

Coaching in the workplace is a method of developing and supporting individuals to improve their performance, develop their skills and capabilities, and achieve their goals. Coaching in the workplace typically involves a one-on-one relationship between a coach and a coachee. The coach provides guidance, support, and feedback to the coachee and helps them identify and pursue their goals and objectives.

Coaching in an organisational context

Coaching in an organisational context can be used as a training and development activity and a motivational tool to support the development and growth of team members. When used in this way, coaching typically involves conducting a training needs analysis to identify the skills and capabilities that team members need to develop and tailoring coaching sessions to the specific needs and learning styles of individual team members.

For example, a leader might conduct a training needs analysis to determine that a team member needs to develop their communication skills in order to perform their job more effectively. The leader could then use coaching as a training and development activity to help the team member develop these skills by providing them with guidance, feedback, and support and by helping them to practice and apply their new skills in the workplace.

In addition to using coaching as a training and development activity, leaders can also use it as a motivational tool to inspire and engage team members. By providing regular coaching sessions, leaders can help team members understand their goals and objectives and support them in achieving their goals. This can help motivate and engage team members and inspire them to perform at their best.

When using coaching in an organisational context, leaders must also consider the learning styles of individual team members. Different people have different learning styles, such as visual, auditory, and kinaesthetic (VAK), and leaders must adapt their coaching approach to the specific learning styles of each team member. For example, a team member with a visual learning style may benefit from coaching sessions that include visual aids and examples, while a team member with an auditory learning style may benefit from coaching sessions that involve listening and discussing. By understanding the learning styles of their team members, leaders can provide more effective coaching tailored to each team member’s needs and preferences.

Coaching models

Different coaching models have different features, and these features can be used to structure coaching sessions and guide the coaching process. Some common coaching models include the directive and non-directive models and specific models such as ARROW, GROW, CLEAR, and FUEL.

• Directive coaching model: The directive coaching model is characterised by the coach taking a more active and directive role in guiding the coaching process. In this model, the coach provides the coachee with specific guidance, feedback, and support and helps them identify and pursue their goals and objectives. This model can be useful when the coachee is not clear on their goals or is struggling to make progress, and it can help to provide structure and direction to the coaching process.
• Non-directive coaching model: The non-directive coaching model is characterised by the coach taking a more passive and non-directive role in guiding the coaching process. In this model, the coach provides the coachee with a supportive and empowering environment. It helps the coachee explore their thoughts, feelings, and experiences and identify their goals and objectives. This model can be useful when the coachee is highly self-aware and motivated and can help to empower the coachee and to facilitate their self-discovery and self-improvement.
• Specific coaching models: Specific coaching models, such as ARROW, GROW, CLEAR, and FUEL, are structured approaches to coaching that provide a framework and a set of tools and techniques for coaches to use in guiding the coaching process. These models typically include specific steps and stages, such as defining goals and objectives, exploring challenges and obstacles, identifying action steps, and providing feedback and support. By using these models, coaches can provide a structured and systematic approach to coaching and help the coachee progress towards their goals and objectives.

Benefits of coaching

Using coaching to improve performance at work can provide a range of benefits, including enhancing morale, motivation, and productivity, developing specific skills, aptitudes, and knowledge, and reducing staff turnover.

• Improved Morale: One of the main benefits of using coaching to improve performance at work is the enhancement of morale, motivation, and productivity. By providing regular coaching sessions, leaders can help team members understand their goals and objectives and support them in achieving their goals. This can help to motivate and engage team members and can inspire them to perform at their best.
• Skills and knowledge: Another benefit of using coaching to improve performance at work is the development of specific skills, aptitudes, and knowledge. Through coaching, leaders can help team members develop the skills and knowledge needed to perform their jobs more effectively and support them in achieving their goals and reaching their potential. This can help improve individual and team performance and support the organisation’s overall success and growth.
• Reduced turnover: A third benefit of using coaching to improve performance at work is the reduction in staff turnover. By providing regular coaching and support, leaders can help team members feel valued, appreciated, and supported and create a positive and empowering work environment. This can help retain talented team members and reduce staff turnover, saving the organisation time, money, and resources.

Mentoring

Mentoring in the workplace is a relationship between an experienced employee (the mentor) and a less experienced employee (the mentee), where the mentor provides guidance, support, and advice to the mentee to help them develop their skills and knowledge. Mentoring relationships can be informal, with a mentor and mentee simply agreeing to work together, or they can be more formal, with the organisation setting up a structured mentoring programme. In either case, the goal of mentoring is to help the mentee grow and succeed in their career.

Mentoring as a training and development activity

Mentoring is a training and development activity involving an experienced employee (the mentor) sharing their knowledge and expertise with a less experienced employee (the mentee) to help them develop the skills and knowledge they need to succeed in their job role. This can be informal conversations, advice, or more structured training sessions. Mentoring aims to improve the mentee’s performance in their job role by providing them with the support and guidance they need to develop their skills and knowledge. This can ultimately lead to increased job satisfaction and improved overall organisational performance.

Models of mentoring

There are several different models of mentoring that have been proposed by experts in the field. One of the most well-known models is the three-stage model developed by Alred et al. This model suggests that the mentoring relationship goes through three distinct stages: initiation, cultivation, and separation.

In the initiation stage, the mentor and mentee establish a relationship and set goals for their work together. In the cultivation stage, the mentee is given support and guidance to help them develop their skills and knowledge. Finally, in the separation stage, the mentee can work independently, and the relationship between the mentor and mentee ends.

Kram’s four stages of the mentoring relationship is another well-known model. This model suggests that the mentoring relationship goes through four stages: initiation, cultivation, separation, and redefinition. The first three stages are similar to those in the Alred et al. model, but the redefinition stage focuses on the ongoing impact of the mentoring relationship on both the mentor and mentee.

Developmental mentoring and sponsorship mentoring are two other types of mentoring that are commonly discussed. Developmental mentoring is focused on the growth and development of the mentee, while sponsorship mentoring is focused on helping the mentee advance in their career. Work shadowing, job or work rotation, and secondment are all examples of activities that can be part of a mentoring programme. In work shadowing, the mentee observes the mentor performing their job, while in job or work rotation, the mentee spends time working in different parts of the organisation. Secondment is when the mentee is temporarily assigned to work on a specific project or with a specific team.

Stages of mentoring

Many different mentoring models describe the mentoring process’s stages, and the specific stages may vary depending on the model being used. However, some common stages that are often included in mentoring models include:

1. Exploration: This is the initial stage of the mentoring relationship, where the mentor and mentee get to know each other and discuss their goals for the mentoring relationship.
2. Contracting: In this stage, the mentor and mentee agree on the specific objectives and expectations for the mentoring relationship. They may also establish a timeline for the mentoring process and determine how they will communicate and meet.
3. New understanding: During this stage, the mentee begins to learn new skills and knowledge from the mentor. The mentor may provide guidance and support, and the mentee may also participate in activities and experiences that help them develop their skills.
4. Action planning: In this stage, the mentee begins to put their new skills and knowledge into practice. The mentor may provide ongoing support and guidance as the mentee applies what they have learned in their job.
5. Evaluation and closure: In the final stage of the mentoring process, the mentor and mentee evaluate the success of the mentoring relationship and discuss any further steps that may be needed. The mentoring relationship may then come to an end or may continue on an informal basis.

Factors affecting choice

Many different factors can affect the choice of mentoring approach in a given situation. Some of the key factors to consider include the following:

• The mentee’s personal need and purpose: The mentee’s specific goals and needs will play a significant role in determining the most appropriate mentoring approach. For example, a mentee who is looking to develop specific technical skills may benefit from a more structured training programme, while a mentee who is looking for more general support and guidance may benefit from a more informal mentoring relationship.
• The experience of those involved: The experience and expertise of both the mentor and the mentee can also affect the choice of mentoring approach. For example, a mentee who is new to their field may benefit from a more structured mentoring program that provides them with a step-by-step guide to developing their skills, while a mentee with more experience may benefit from a more flexible and personalised mentoring approach.
• The availability of resources: The availability of resources such as time, money, and technology can also affect the choice of mentoring approach. For example, a mentoring programme that requires expensive equipment or specialised training may not be feasible if the organisation does not have the necessary resources.
• Proximity: The physical proximity of the mentor and mentee can also affect the choice of mentoring approach. In some cases, it may be necessary for the mentor and mentee to meet in person on a regular basis, while in other cases, remote mentoring using technology such as videoconferencing may be more practical.
• Access to technology: The availability and use of technology can also play a role in the choice of mentoring approach. For example, a mentoring programme that relies heavily on online resources and tools may not be suitable if the mentee does not have access to a computer or the internet.
• Information security and record keeping: The need to protect sensitive information and maintain accurate records can also affect the choice of mentoring approach. For example, a mentoring programme that involves sharing confidential information may require using secure communication channels and careful record keeping.
• Ethical considerations: Finally, the ethical implications of the mentoring approach should also be considered. For example, a mentoring programme that involves sharing sensitive information or providing special treatment to certain individuals may raise ethical concerns and should be carefully designed to avoid potential conflicts of interest.

Advantages and disadvantages

Mentoring approaches used to improve performance in the workplace can offer several benefits and advantages, including:

• Recognition of strengths and weaknesses: A mentoring relationship can help the mentee identify their strengths and weaknesses, which can be important for setting goals and developing a personal and professional growth plan.
• Establishing priorities: A mentor can provide guidance and support in helping the mentee prioritise their goals and objectives, which can be especially useful in busy and demanding work environments.
• Identification of developmental needs: A mentoring relationship can allow the mentee to reflect on their skills and knowledge and identify areas where they may need additional development.
• Provision of information and advice: A mentor can provide valuable information and advice to the mentee, drawing on their own experiences and expertise to help them make informed decisions and progress in their career.
• Sharing of experiences: A mentoring relationship can allow the mentee to learn from the mentor’s experiences, which can be an important source of knowledge and inspiration.
• Reaching common goals: A mentoring relationship can help the mentee align their goals with those of the organisation, which can be important for achieving success and making a positive contribution to the organisation.

However, there are also some disadvantages and potential costs associated with mentoring approaches, including:

• Time and resources: A mentoring relationship can require a significant investment of time and resources from the mentor and the mentee. This can be especially challenging in fast-paced and resource-constrained work environments.
• Potential conflicts: A mentoring relationship can also create potential conflicts of interest, especially if the mentor and mentee have competing goals or priorities.
• Limited scope: A mentoring relationship is typically focused on a specific individual or goal and may not address broader organisational issues or challenges.
• Limited impact: Mentoring relationships can be difficult to scale and may not significantly impact the organisation as a whole.