MOTIVATION TECHNIQUES:

INSPIRING YOUR CO-WORKERS TO EXCELLENCE

Course: Huma Per!orma"e Im#ro$eme%
OUTLINE
I& Pro'(em S%a%eme%
II& I%ro)u"%*o %o Mo%*$a%*o T+eor,
III& T,#es o! Mo%*$a%*o
A& E-%r*s*" Mo%*$a%*o
.& I%r*s*" Mo%*$a%*o
IV& I%er$e%*os
/& S+are) M*ss*o a) V*s*o
/& S+are) O0ers+*#: 1A P*e"e o! %+e
A"%*o1
/& Wor2 3es*4: Au%oom,5 A4e)a
Co%ro(5 Var*e%,5 6 7(o0
/& Lear*4 O##or%u*%*es
/& Or4a*8a%*oa( S%ru"%ure
/& Lea)ers+*#: O .e*4 a Ro(e Mo)e(
/& Goa( A""om#(*s+me%
/& Em#(o,ee 3e$e(o#me%97ee)'a"2
V& Case S%u),
VI& I%er$e%*os A##ro#r*a%e !or Pro'(em as
3e!*e)
* Pro'(em S%a%eme% a) Resu(%s
VII& Co"(us*o

MOTIVATION TECHNIQUES:
INSPIRING YOUR CO-WORKERS TO EXCELLENCE

Genene Koebelin Course: Human Performance Improvement
Spring, 1999 Instructor: Dr. Carol ulauf
Suffol! "niversit# $%ult an% &rgani'ational (earning Program
)*egar%less of its talents or potential, a cage% eagle can at best
onl# conform to t+e %imensions of its cage. ,ut -+en it is release%,
no one nee% s+out encouragement to it to soar, no one nee% +ang
motivational slogans on its nest e.+orting e.cellence. /+en
unleas+e% from t+e s+ac!les of bureaucrac#, -+en free% from t+e
confines of an operational prison, eagles stu%# t+eir surroun%ings,
sprea% t+eir -ings, an% fl#0
I& Pro'(em S%a%eme%
*alp+ en1o#s +is 1ob as a computer programmer, an% +e li!es +is co2-or!ers. $t
t+e same time, +o-ever, +e -is+es +e !ne- a -a# a motivate +is co2-or!ers to
)set t+e bar +ig+er) in setting stan%ar%s regar%ing t+e final pro%uct. /+en
customers purc+ase computer soft-are, t+e# +ave to learn to use it. 3+e
programmer can %o a lot to facilitate t+is learning b# structuring t+e program in
a -a# t+at reflects t+e customer4s o-n reasoning regar%ing categories an% sub2
categories.
&n t+e ot+er +an%, t+ere appears to be no limit to t+e amount of tin!ering a
programmer can %o to improve a program, an% *alp+4s co2-or!ers feel an% are
respon%ing to t+e pressure to complete t+e pro1ect -it+in a given timeframe. It
is fre5uentl# impossible to meet t+is timeframe, an% so t+e current climate
emp+asi'es pro%uction of a final pro%uct, at t+e possible e.pense of rus+ing an%
settling for less t+an superior pro%uct performance.
*alp+ 1oins +is pro%uct team -it+ a strong vision of -+at t+e final pro%uct
s+oul% loo! li!e, an% feels t+at +is vision is being t+-arte% -+en +e is tol% t+at
+is an% t+e efforts of +is team are )goo% enoug+,) -+en +e +as i%entifie% a
number of potential improvements. 3+is is particularl# frustrating to +im in
problem2solving situations -+ere a )5uic! fi.) is c+osen -+ic+ is onl#
marginall# more efficient t+an provi%ing a fun%amental solution to t+e problem
-+ic+ -oul% be more satisfactor# for t+e customer. $n e.ample -oul% be
spen%ing 6 +ours a%%ing a ne- menu of instructions to t+e customer on +o- to
access t+e %ata t+e long -a# rat+er t+an ta!ing 7 +ours to %evise an% implement
a s+ortcut to t+e %ata, -+ic+ t+e customer -oul% actuall# prefer.
So, -+at can *alp+ %o to e.ercise lea%ers+ip an% motivate +is co2-or!ers -+ile
at t+e same time preserving or improving t+eir positive -or!ing relations+ip8

II& I%ro)u"%*o %o Mo%*$a%*o T+eor,
9otivation t+eories -+ic+ -ere popular in t+e 19:;4s inclu%e Davi%
9cClellan%4s nee%s t+eor#, -+ic+ relates to )management b# ob1ectives) an%
<re%eric! Her'berg4s %escription in 9otivation to /or! of motivation base%
upon empo-erment an% self2esteem . Probabl# t+e most -ell !no-n motivation
t+eor# is 9aslo-4s Hierarc+# of =ee%s, in -+ic+ +ig+er level nee%s inclu%e
affiliation an% recognition, as -ell as self2respect an% competence. (ater,
Douglas 9cGregor %escribe% an aut+oritarian an% tra%itional 3+eor# >
contraste% -it+ a +olistic an% participative 3+eor# ?.
A& H*erar"+, o! Nee)s
$ccor%ing to 9aslo-, +uman nee%s are organi'e% in a series of levels22a
+ierarc+# of importance
$t t+e lo-est level are t+e p+#siological nee%s. 3+ese nee%s, -+en
satisfie%, cease to become motivators of be+avior. &n t+e ot+er +an%,
-+en basic p+#siological nee%s are not satisfie%, t+e# become important
to t+e e.clusion of ever#t+ing else.
/+en t+e p+#siological nee%s are satisfie%, nee%s at t+e ne.t +ig+er level
begin to motivate be+avior. 3+ese are t+e safet# nee%s, for protection
against %anger, t+reat, %eprivation. $s long as -e feel -e are being
treate% fairl#, our safet# nee%s -ill be satisfie%. If -e become uncertain
an% confuse% about management actions -+ic+ -e %o not un%erstan%, -e
-ill feel insecure an% our safet# nee%s -ill begin to %ominate our
be+avior.
&nce p+#siological an% safet# nee%s are satisfie%, social nee%s become
important motivators of be+avior. 3+ese inclu%e t+e nee% to belong, to
associate -it+, an% to be accepte% b# one4s fello-s. /+ile tig+tl# !nit,
co+esive -or! groups ma# be far more effective t+an an e5ual number of
separate in%ivi%uals in ac+ieving organi'ational goals, management
actions often ten% to %ivi%e emplo#ees b# encouraging competitive
be+avior, re-ar%ing in%ivi%ual performance, an% %iscouraging %iscussion
-it+ fello- -or!ers. $s a conse5uence, people become resistant to
-or!ing toget+er.
$bove t+e social nee%s are t+e egoistic nee%s:
1. Self2esteem: nee%s for self 2respect an% self2confi%ence, for
autonom#, for ac+ievement, for competence, for !no-le%ge
1. Status: nee%s for recognition, for appreciation, for t+e %eserve%
respect of ot+ers
"nli!e t+e lo-er nee%s, t+ese are rarel# satisfie%.
$t t+e top of t+e p#rami% are t+e nee%s for self2fulfillment. 3+ese are t+e
nee%s for personal gro-t+ an% self2%evelopment an% for reali'ing one4s
potential.

.& M"Gre4or:s T+eor, Y
&ne out%ate% management p+ilosop+# is base% on t+e assumption t+at people
are basicall# la'# an% t+erefore re5uire constant monitoring. 3+e more current
p+ilosop+# stems from an un%erl#ing belief t+at, given a c+oice bet-een
success an% failure, most people -oul% rat+er succee%22an% almost ever#one +as
t+e potential to be successful.
3+is secon% p+ilosop+# is -ell2illustrate% in 9cGregor4s )3+eor# ?) in 3+e
Human Si%e of @nterprise. 3+eor# ? is base% upon t+e follo-ing:
1. )3+e e.pen%iture of p+#sical an% mental effort in -or! is as natural as
pla# or rest.
1. @.ternal control an% t+e t+reat of punis+ment are not t+e onl# means for
bringing about effort to-ar% organi'ational ob1ectives. 9an -ill e.ercise
self2%irection an% self2control in t+e service of ob1ectives to -+ic+ +e is
committe%.
1. Commitment to ob1ectives is a function of t+e re-ar%s associate% -it+
t+eir ac+ievement. 3+e most significant of suc+ re-ar%s, e.g., t+e
satisfaction of ego an% self2actuali'ation nee%s, can be %irect pro%ucts of
effort %irecte% to-ar% organi'ational ob1ectives.
1. 3+e average +uman being learns, un%er proper con%itions, not onl# to
accept but to see! responsibilit#. $voi%ance of responsibilit#, lac! of
ambition, an% emp+asis on securit# are generall# conse5uences of
e.perience, not in+erent +uman c+aracteristics.
1. 3+e capacit# to e.ercise a relativel# +ig+ %egree of imagination,
ingenuit#, an% creativit# in t+e solution of organi'ational problems is
-i%el#, not narro-l#, %istribute% in t+e population.
1. "n%er t+e con%itions of mo%ern in%ustrial life, t+e intellectual
potentialities of t+e average +uman being are onl# partiall# utili'e%) .
3+eor# ? lea%s to t+e conclusion t+at positive results can be ac+ieve% b# setting
up t+e rig+t con%itions, inclu%ing creating t+e rig+t atmosp+ere, t+at allo- for
ac+ievement. If t+ese con%itions are not met, +o-ever, t+e negative
conse5uences -ill occur. )If emplo#ees are la'#, in%ifferent, un-illing to ta!e
responsibilit#, intransigent, uncreative, uncooperative, 3+eor# ? implies t+at t+e
causes lie in management4s met+o%s of organi'ation an% control) . )3+e
implications follo-ing from 3+eor# ? are t+at t+e organi'ation is li!el# to
suffer if it ignores t+ese personal nee%s an% goals) .

II& T,#es o! Mo%*$a%*o
A& E-%r*s*" Mo%*$a%*o
In an article entitle% )$sinine $ttitu%es 3o-ar%s 9otivation,) Harr# (evinson
%escribes +is e.perience:
)<re5uentl#, I +ave as!e% e.ecutives t+is 5uestion: /+at is t+e
%ominant p+ilosop+# of motivation in $merican management8
$lmost invariabl#, t+e# 5uic!l# agree t+at it is t+e carrot2an%2stic!
p+ilosop+#, re-ar% an% punis+ment. 3+en I as! t+em to close t+eir
e#es for a moment, an% to form a picture in t+eir min%4s e#e -it+ a
carrot at one en% an% a stic! a t+e ot+er. /+en t+e# +ave %one so, I
t+en as! t+em to %escribe t+e central image in t+at picture. 9ost
fre5uentl# t+e# respon% t+at t+e central figure is a 1ac!ass
9ore on t+e Carrot an% Stic! P+ilosop+#
"The characteristics of a jackass are stubbornness, stupidity, willfulness, and
unwillingness to go where someone is driving him. These, by interesting
coincidence, are also the characteristics of the unmotivated employee.
$ccor%ing to (evinson, t+e carrot an% stic! approac+ lea%s to a !in% of self2
fulfilling prop+ec#22t+e more one tries to %rive people b# manipulating t+eir
be+avior -it+ re-ar%s an% punis+ment, t+e more t+e# -ill tr# to resist b# %oing
t+ings li!e forming unions an% sabotaging management efforts . )/+en
emplo#ees sense t+at t+e# are being vie-e% as 1ac!asses, t+e# -ill
automaticall# see management4s messages as manipulative, an% t+e# -ill resist
t+em, no matter +o- clear t+e t#pe or +o- prett# t+e pictures) .
Cas+: 3+e "ltimate *e-ar%8
"There are many things people wont do for money, like hurt a friend, abandon
their loved ones, or jump ten feet off the ground"
)3+e first t+ing management t+in!s about as a -a# to re-ar% emplo#ees is
mone#, but t+e last t+ing it %oes -it+ mone# is to use it as an effective re-ar%
for an#t+ing but atten%ance) . 3+e literature ten%s to agree t+at t+e primar#
motivation of t+e pa#c+ec! is to get one to s+o- up on t+e 1ob ever# %a#, an%
little more, especiall# in an# long2term sense. )3+ere is no firm basis for t+e
assumption t+at pa#ing people more -ill encourage t+em to %o better -or! or
even, in t+e long run, more -or!) . $ccor%ing to Sc+nei%er in /inning t+e
Service Game, pa#c+ec!s an% ot+er cas+ incentives fail t+e follo-ing
motivation tests :
1. $vailabilit# 2 t+e compan# ma# not +ave cas+ available for t+is purpose
1. <le.ibilit# 2 pa#c+ec!s cannot easil# be varie% from -ee! to -ee!
accor%ing to performance
1. *eversibilit# 2 once given, cas+ cannot be ta!en a-a#
1. Performance2 level of pa# is a better pre%ictor of management level or
seniorit# t+an performance
1. Aisibilit# 2 cas+ transactions are one2to2one onl#
1. 3imeliness 2 bonuses %o not imme%iatel# follo- t+e performance of
%esire% be+aviors
1. Durabilit# 2 t+e impact on motivation is s+ort2term at best
)Bust because too little mone# can irritate an% %emotivate %oes not mean t+at
more an% more mone# -ill bring about increase% satisfaction, muc+ less
increase% motivation) .
Punis+ment an% *e-ar%s: 3-o Si%es of t+e Same Coin8
In $lfie Ko+n4s controversial article on )/+# Incentive Plans %o not /or!,) +e
states:
)Punis+ment an% re-ar%s are t-o si%es of t+e same coin. *e-ar%s
+ave a punitive effect because t+e#, li!e outrig+t punis+ment, are
manipulative. )Do t+is an% #ou4ll get t+at) is not reall# ver#
%ifferent from )Do t+is or +ere4s -+at -ill +appen to #ou.) In t+e
case of incentives, t+e re-ar% itself ma# be +ig+l# %esire%C but b#
ma!ing t+at bonus contingent on certain be+aviors, managers
manipulate t+eir subor%inates, an% t+at e.perience of being
controlle% is li!el# to assume a punitive 5ualit# over time) .
,roc! Ao%%en of Ao%%en Consulting offers t+e follo-ing comments on $lfie
Ko+n4s -or!: )I spent some time loo!ing at abstracts of researc+ on t+is issue
an% collecte% a number of stu%ies t+at eit+er contra%ict or 5ualif# t+e results t+at
Ko+n claims. $n%, stu%ies t+at support +is conclusions. 3+ere are some serious
problems -it+ Ko+nDs -or!. $s someone -rote in an article in a e%. 1ournal
Eparap+rase%F: )Ko+n is 9:G rig+t, but o+, t+at :G) EPerformance 9anagement
(istserve, 9arc+ 6, 1999F..
/or! as Punis+ment
/+ile $lfie Ko+n4s researc+ met+o%s an% conclusions ma# be controversial, it
is true t+at man# of t+e re-ar%s -e receive at -or! cannot actuall# be utili'e%
at -or!. /e can4t spen% our pa#c+ec!s t+ere, an% -e +ave to -ait until
retirement to collect on our pensions an% ot+er accrue% benefits. /or!, t+en, is
t+e penalty we have to pay to en1o# t+ese benefits. )It is not surprising,
t+erefore, t+at for man# -age earners -or! is perceive% as a form of
punis+ment -+ic+ is t+e price to be pai% for various !in%s of satisfaction a-a#
from t+e 1ob) .
So /+at *eall# 9atters8
In a%%ition to concrete re-ar%s, Sc+nei%er i%entifies t+ree a%%itional re-ar%s
t+at ma# give rise to more effective e.trinsic motivators :
1. 3+e content of t+e 1ob itself
1. *ecognition an% fee%bac! from co-or!ers, supervisors, an% customers
1. $ccomplis+ing goals t+at are c+allenging an% meaningful.
In relative terms, researc+ ten%s to agree t+at t+ere are ot+er factors besi%es
concrete re-ar%s -+ic+ are more important in %etermining emplo#ee
satisfaction. In a stu%# involving +un%re%s of emplo#ees, )t+e results s+o-e%
t+at...confusion, politics, an% conflicting goals on t+e 1ob22in+ibiting factors t+at
ma%e it toug+ to %o goo% -or!22-ere more conse5uential t+an issues li!e pa#
an% supervisor# st#le, -+ic+ organi'ations often assume to be t+e problem) .

.& I%r*s*" Mo%*$a%*o
"A task without a vision is drudgery.
A vision without a task is but a dream.
ut a vision with a task is the hope of the world."
!nscription on a church wall in the county of "usse#, $ngland
)Since t+e mi%219H;4s, ne- t+eories +ave emerge% to focus on intrinsic
motivational processes an% on t+e )self2s#stems) t+at %etermine an in%ivi%ual4s
be+avior. So far, management is mostl# una-are of t+ese ne- %evelopments) .
<or e.ample, t+e results of a researc+ stu%# con%ucte% b# Professor 3eresa
$mabile of Harvar% "niversit# s+o-e% t+at creativity -ill be +ig+est -+en
t+ere is strong intrinsic motivation .
Hassen goes on to %escribe +o- t+is -or!s:
)Intrinsic motivation is itself t+e )outcome,) t+e result of a -or!
situation t+at people en1o#22because t+e# are in c+arge, because
t+e# +ave t+e opportunit# to ac5uire ne- s!ills an% abilities to
matc+ a %ifferent c+allenge, or because t+e# are part of a successful
team. Intrinsic motivation lea%s to astoun%ing creativit# an%
pro%uctive energ# t+at seems to +ave virtuall# no limit) .
Intrinsic motivation, t+en, is motivation -+ic+ comes from the inside of a
person. )It is an emotional preference for a tas! t+at gives us pleasure an%
en1o#ment) . Intrinsic motivation arises from +aving )a strong emotional
interest in an activit# an% a sense of free%om an% autonom# relate% to it) .
Intrinsic motivations ten% to be %eeper an% more personal t+an e.trinsic
motivations. $n% self2motivations are, b# %efinition, intrinsic. 3+e follo-ing
motivations are li!el# to be intrinsic :
@n1o#ment of t+e -or! itself for its o-n sa!e
Desire to +ave a )piece of t+e action,) suc+ as s+aring visions, missions,
lea%ers+ip, aut+orit#, an% responsibilit#
Pri%e in performing e.cellentl#
=ee% to prove some secret point to oneself
$c+ievement of a %eep2seate% value Esuc+ as +elping anot+er personF
Having a %eep an% abi%ing belief in t+e importance of t+e -or! one is
%oing
3+e e.citement an% pleasure of a c+allenge
Desire to e.cee% one4s previous level of 1ob performance Ebeing self2
competitiveF.

III& I%er$e%*os
In *eac+ing t+e Pea! Performance one, Kus+el states t+at t+e follo-ing
actions are li!el# to motivate pea! performers:
)3rusting an% being truste%
$ mutual mission
3I9
,enc+mar!ing
Iualit# circles
$ mutual, measurable ob1ective
$ 5ualit# -or! life
9ore mone#
Ps#c+ic income) .
Haasen offers a list of t+ree important c+aracteristics or con%itions for ac+ieving
+ig+ motivation levels in t+e organi'ational climate. 3+is ne- t+eor# of
motivation base% upon :
1. Bob controlJautonom#
1. (earning
1. 3eam-or!
In t+is section of t+e paper, a number of t+e interventions liste% above -ill be
e.amine%. 3+e follo-ing sections -ill loo! at t+ese interventions in t+e conte.t
of +o- t+e# -ere applie% in a case stu%# an% also +o- t+e# mig+t be utili'e% to
a%%ress *alp+4s imme%iate problem of motivating +is co2-or!ers. Some of t+e
interventions %escribe% -ill be appropriate for *alp+4s situation, but ot+ers
clearl# -ill not.
S+are) M*ss*o a) V*s*o
"%aturally, integration means working together for the success of
the enterprise so we all may share in the resulting rewards. ut
managements implicit assumption is that working together means
adjusting to the re&uirements of the organi'ation as management
perceives them. !n terms of e#isting views, it seem inconceivable
that individuals, seeking their own goals, would further the ends of
the enterprise. (n the contrary, this would lead to anarchy, chaos,
irreconcilable conflicts of self)interest, lack of responsibility,
inability to make decisions, and failure to carry out those that were
made" .
$ccor%ing to 9cGregor, )$ll t+ese conse5uences, an% ot+er -orse ones, -oul%
be inevitable unless con%itions coul% be create% suc+ t+at t+e members of the
organi'ation perceived that they could achieve their own goals best by directing
their efforts toward the success of the enterprise) .
S+are% Aision
$ vision s+oul% be clear an% sufficient to inspire emplo#ees to action. )3o
capture t+e +earts of our emplo#ees, it is essential t+at -e tell t+em -+at -e
stan% for an% -+ere -e are going. &ur vision must be compelling,
un%erstan%able, an% focuse%) . Dr. King %i% not sa# to a cro-% of :;;,;;; civil
rig+ts marc+ers, )I +ave a strategic plan to%a#.)
)/+en General 9otors forme% its Saturn Corporation, t+e !e# 5uestion -as not
-+at !in% of car to ma!e but rat+er )/+at !in% of compan# %o #our -ant to
-or! for8) 3+is is a core 5uestion to consi%er -+en #ou -ant to capture t+e
+earts of emplo#ees, an% can easil# serve as t+e basis for an emplo#ee meeting
on creating a compan# vision) .
9utual 9ission
<or emplo#ees to -or! toget+er to-ar%s a common goal, t+e# nee% to s+are a
mutual mission. 3+is means t+at t+e# +ave an un%erstan%ing of t+e organi'ation
as a -+ole, +o- t+e parts fit toget+er, an% -+ere t+e# fit in t+e structure. )/e
s+oul% open up communications an% provi%e compan#2-i%e information on
financial an% ot+er topics. Decisions s+oul% be ma%e in t+e open, a-a# from t+e
secretive practices of t+e e.ecutive boar%room. 3+is -ill +elp to establis+ a
climate of trust an% lo#alt#.)
3raining -ill probabl# be nee%e% for an emplo#ee to ac5uire t+is organi'ation2
-i%e un%erstan%ing. $rme% -it+ t+is perspective, t+e emplo#ee can procee% in
1oining +is co2-or!ers to i%entif# problems an% t+eir solutions. )It means t+at
+e -ill continuousl# be encourage% to %evelop an% utili'e voluntaril# +is
capacities, +is !no-le%ge, +is s!ill, +is ingenuit# in -a#s -+ic+ contribute to
t+e success of t+e enterprise) . 3ec+nical professionals, for e.ample, are often
motivate% most effectivel# b# t+e %esire to see t+eir -or! contribute to an
e.cellent final pro%uct .
@t+ics
&nce emplo#ees +ave a clear un%erstan%ing of t+e organi'ation an% t+eir role in
it, t+e# nee% to be empo-ere% to act on t+is un%erstan%ing. )3+is means
removing corporate +ierarc+ies an% top2%o-n po-er structures. It is not
sufficient to simpl# )%elegate) or )pus+ %o-n) aut+orit# an% responsibilities if
t+e ultimate po-er is maintaine% at t+e top. It means ret+in!ing t+e nee% for
e.ecutive prerogatives an% per!s an% a%%ressing t+e issue of fairness of
e.ecutive compensation. It means establis+ing a clear co%e of corporate et+ics)
)
,est Practices
$ccor%ing to Harris in Getting @mplo#ees to <all in (ove /it+ ?our Compan#,
Sout+-est $irlines, Springfiel% *e9anufacutring, an% 3+e Home Depot
generate p+enomenal levels of emplo#ee commitment, pro%uctivit#, an% even
love, base% upon five !e# principles:
1. )Capture t+e +earts an% min%s of all #our emplo#ees.
1. &pen communication bet-een all levels of #our organi'ation.
1. Create partners+ips bet-een all emplo#ees built upon trust, e5ualit#, an%
s+aring.
1. Drive learning into ever# noo! an% crann# of #our compan#.
1. @mancipate t+e action of ever# emplo#ee to increase service an%
profits) .
S+are) O0ers+*#: 1A P*e"e o! %+e A"%*o1
"*artners are actively engaged in the business and have a direct stake in its
success. $mployees are simply hired for wages or salary. !f given a choice
between the two, which would rather be))a partner or an employee+ ,nder
which definition would you put forth your best efforts+" .
*ecent researc+ s+o-s t+at %espite occasional )blips) or failures among
emplo#ee2o-ne% organi'ations, on t+e -+ole emplo#ee stoc! o-ners+ip plans
reall# %o +ave a positive impact on organi'ation performance. In an article
entitle% )Ho- /ell is @mplo#ee &-ners+ip /or!ing8) Core# *osen an%
9ic+ael Iuarre# s+are t+e results of t+eir rigorous long2term stu%# of fort#2five
companies before an% after instituting @S&P plans:
)3+e results of t+is anal#sis prove% stri!ing. During t+e five #ears
before instituting t+eir @S&Ps, t+e 7: companies +a%, on average,
gro-n mo%eratel# faster t+an t+e 6KL comparison companies:
annual emplo#ment gro-t+ -as 1.61G faster, an% sales gro-t+,
1.L9G faster. During t+e five #ears after t+ese companies institute%
@S&Ps, +o-ever, t+eir annual emplo#ment gro-t+ outstrippe% t+at
of t+e comparison companies b# :.;:G, -+ile sales gro-t+ -as
:.7G faster. 9oreover, HKG of t+e @S&P companies in our sample
significantl# improve% t+eir performance after t+e# set up t+eir
plans) .
)=ot onl# +ave -or!ers gaine% financiall#, but -e can prove t+at
@S&P companies +ave gro-n muc+ faster t+an t+e# -oul% +ave
-it+out t+eir o-ners+ip plans. /e +ave foun%, moreover, t+at
@S&P companies gro- fastest -+en o-ners+ip is combine% -it+ a
program for -or!er participation. $ s#nerg# emerges bet-een t+e
t-o: o-ners+ip provi%es a strong incentive for emplo#ees to -or!
pro%uctivel#, an% opportunities for participation en+ance
pro%uctivit# b# provi%ing c+annels for -or!ers4 i%eas an% talents) .
&4Connell emp+asi'es t+e empo-ering aspects of emplo#ee o-ners+ip. )Stoc!
o-ners+ip also gives emplo#ees a sta!e in t+e compan#4s future. 9ore
companies are recogni'ing t+at creating a sense of o-ners+ip is a great -a# to
empo-er an% connect emplo#ees22to get in%ivi%ualists -or!ing toget+er)
Wor2 3es*4: Au%oom,5 A4e)a Co%ro(5 Var*e%,5 6 7(o0
"The sooner we reali'e that the &uality of the work e#perience can be
transformed at will, the sooner we can improve this enormously important
dimension of life."
&ne intervention -+ic+ can be utili'e% to ma!e 1obs more intrinsicall#
motivating an% attractive is 1ob re2%esign, -+ic+ involves e.amining eac+ 1ob4s
structure for possible improvements -+ic+ -oul% ma!e t+e 1ob itself more
re-ar%ing. 3+e re-ar%ing components of a 1ob4s structure inclu%e
1. S!ill variet#
1. 3as! i%entit# 2 visible outcome
1. 3as! significance 2 impact on ot+ers
1. $utonom# 2 free%om in %etermining sc+e%ule, proce%ures
1. Bob fee%bac! 2 results in%icate +o- -ell %one
9i+al# Csi!s'entmi+al#i, of t+e "niversit# of C+icago, %escribes a pea!
performance state of )flo-) -+ic+ occurs -+en one4s 1ob c+allenges an% one4s
sense of autonom# on t+e 1ob combine to create a perfect sense of balance an%
accomplis+ment
challenge + sense of control = flow
)In t+eor#, an# 1ob coul% be c+ange% so as to ma!e it more
en1o#able b# follo-ing t+e prescription of t+e flo- mo%el. $t
present, +o-ever, -+et+er -or! is en1o#able or not ran!s 5uite lo-
among t+e concerns of t+ose -+o +ave t+e po-er to influence t+e
nature of a given 1ob. 9anagement +as to care for pro%uctivit# first
an% foremost, an% union bosses +ave to !eep safet#, securit#, an%
compensations uppermost in t+eir min%s. In t+e s+ort run t+ese
priorities mig+t -ell conflict -it+ flo-2pro%ucing con%itions. 3+is
is regrettable, because if -or!ers reall# en1o#e% t+eir 1obs t+e#
-oul% not onl# benefit personall#, but sooner or later t+e# -oul%
almost certainl# pro%uce more efficientl# an% reac+ all t+e ot+er
goals t+at no- ta!e prece%ence) .
)$lt+oug+, as -e +ave seen, people generall# long to leave t+eir
places of -or! an% get +ome, rea%# to put t+eir +ar%2earne% free
time to goo% use, all too often t+e# +ave no i%ea -+at to %o t+ere.
Ironicall#, 1obs are actuall# easier to en1o# t+an free time, because
li!e flo- activities t+e# +ave built2in goals, fee%bac!, rules, an%
c+allenges, all of -+ic+ encourage one to become involve% in one4s
-or!, to concentrate an% lose oneself in it) .

Case Stu%#: &pel @isenbac+
)$ 199K public relations broc+ure on t+e &pel pro%uction s#stem ma!es a
surprising statement: )@mplo#ee motivation represents one of our largest
pro%uctivit# reserves an% is t+erefore a !e# element for increasing t+e
international competitiveness of German automobile manufacturers) ) .
Continuous improvement at &pen @isenac+ is part of t+e team concept. People
on t+e 1ob un%erstan% t+eir imme%iate -or! environment an% are e.pecte% to
optimi'e t+e process, to c+ange %etails of t+e assembl#, or to %evelop ne-
proce%ures .
3+ere are t-o more lessons to consi%er. &ne is t+e surprising level of -or!
motivation create% b# giving people full control over t+eir 1obs an% letting t+em
organi'e t+eir -or!place to reac+ t+e +ig+est possible %egree of overall
efficienc#. 3+is c+anges t+e role of management to becoming a resource of
a%vice an% support, base% on close partners+ip an% open communications. 3+e
ot+er is t+e importance of learning, or continuous s!ill ac5uisition. (earning
-it+ t+e team an% across t+e team structure at &pel @isenac+ provi%es t+e
people -it+ a goo% un%erstan%ing of t+e conceptual frame-or! of t+e facilit#
an% ever#one4s role -it+in it .
Lear*4 O##or%u*%*es
"-hile the underlying reason for learning may often be to increase peoples
competence or to foster career development, the e#perience itself generally is
highly motivational and inspires greater personal and group productivity"
@mplo#ees appreciate a c+ance to learn ne- s!ills an% to e.perience personal
gro-t+. 3a!ing on an% overcoming -or!place c+allenges creates a sense of
satisfaction an% pri%e in one4s accomplis+ments. )/+at %o frontline service
emplo#ees value most on t+e 1ob8 3+ere is increasing evi%ence t+at it is
t+eir ability an% authority to ac+ieve results for customers, somet+ing -e
callcapability) .
)3+e c+ance to learn ne- s!ills or appl# t+em in ne- arenas is an important
motivator in a turbulent environment because it4s oriente% to-ar% securing t+e
future...In t+e -orl% of +ig+ tec+nolog#, -+ere people un%erstan% uncertaint#,
t+e attractiveness of an# compan# often lies in its capacit# to provi%e learning
an% e.perience . @.periences ten% to be t+e most positive -+en s!ills an%
c+allenges are in balance .
)(earning becomes a motivational e.perience, in particular for t+ose of
us...+aving a )master# orientation.) Here, t+e ne- t+eories seem to converge as
-e e.perience t+e e.citement t+at comes from seeing our s!ills matc+ a
particular c+allenge in front of us. 3+is, t+en, becomes a ma1or source of
intrinsic motivation) .
Informal training an% learning occurs on t+e 1ob, an% ma# inclu%e t+e
supervisor4s or a co2-or!er4s s+aring of e.perience an% vision pertaining to
+ig+l# relevant situations -+ile t+e# are occurring.
<ormal training fre5uentl# occurs in classroom or retreat settings. &ften, a
trainer ma# observe participants on t+e 1ob in or%er to %etermine precise training
nee%s. <ormal training can also occur in t+e -or! setting or at t+e -or!site.
)<ormal training can +appen in a classroom setting or on t+e 1ob, but it +as to
+appen22because it sen%s messages to emplo#ees about +o- important
management t+in!s t+e# an% t+eir 1obs are for t+e long2term effectiveness an%
success of t+e business) .
)People e.perience flo- -+en t+eir involvement -it+ a tas! is fun, -+en t+e#
en1o# a particular c+allenge, an% -+en t+e# feel a sense of control in being able
to cope -it+ t+at c+allenge. (earning ne- s!ills bolsters people4s self2
confi%ence an% lea%s to personal gro-t+) .
Or4a*8a%*oa( S%ru"%ure
The limits on human collaboration in the organi'ational setting are not limits of
human nature but of managements ingenuity in discovering how to reali'e the
potential represented by its human resources" .
3eam-or!
)<re5uentl# combine% -it+ empo-erment in t+e -or!place is t+e use of teams.
3eams s+are responsibilit# an% autonom# an% usuall# carr# out a series of
interconnecte% tas!s in -a#s t+at #iel% improve% effectiveness an% spee%) .
Sa#s Professor *ic+ar% Hac!man of Harvar% "niversit#, )3+e motivational
structure of a group tas! strongl# influences t+e group4s pro%uctivit#. ,#
)motivational structure,) -e mean a team4s abilit# to carr# out a meaningful
tas!, one re5uiring multiple s!ills, %ifferent roles for team members, an%
collective responsibilit# for t+e outcome) .
$ team2base% organi'ational structure ma!es it possible to assign responsibilit#
for a meaningful process segment, even an entire -or! area, to a team. 3+ese
broa%er an% more important responsibilities create a %ifferent an% more
satisfactor# e.perience for all team members. Cross2training an% fle.ibilit#
-it+in t+e team ma!e t+e -or! more %iverse an% en1o#able .
Lea)ers+*#: O .e*4 a Ro(e Mo)e(
In *eac+ing t+e Pea! Performance one, Geral% Kus+el gives a%vice on +o- to
motivate people to -or! at )pea! performance,) a state -+ic+ resembles t+e
)flo-) state %escribe% above. His %escription of )pea! performance managers)
is one of participation an% inclusiveness. )Pea! performance managers go out of
t+eir -a# to +elp t+eir -or!ers get a fair s+are of t+e action. 3+e# see )s+are%
lea%ers+ip,) )s+are% vision,) )a s+are% mission,) )s+are% aut+orit#,) an% )s+are%
responsibilit#) as muc+ more t+an 1ust compan# bu''-or%s. It4s somet+ing t+e#
believe in an% t+erefore %o t+eir best to provi%e for t+eir people) .
Kus+el4s )pea! performance manager) +as goals associate% -it+ strong
lea%ers+ip. )In a nuts+ell, t+e goals of pea! performance managers are:
3o learn all t+e# can about +o- to motivate pea! performance
3o ta!e total responsibilit# for t+eir o-n performance an% to teac+
t+is modus operandi to ot+ers
3o +elp t+eir people get a fair s+are of t+e action
3o un%erstan% an% mo%el self2motivation
3o give t+eir people sufficient reasons to -ant to e.cel
3o see t+emselves in a service capacit# %e%icate% to +elping ot+ers
perform at pea!
3o offer special assistance to stan%ar% performers but to sta# out of t+e
-a# of pea! performers unless t+e# as! for +elp
3o en1o# life in t+e pea! performance 'one) .
3+ese lea%ers+ip s!ills are not necessaril# t+e sole %omain of management. In a
team environment, for e.ample, it is important t+at ever#one practice lea%ers+ip
s!ills. <re5uentl#, teams rotate lea%ers+ip responsibilit# base% upon t+e tas! at
+an% an% t+e e.perience of in%ivi%ual team members.
(ea%ers set an e.ample for ot+ers to follo-. In Keeping Customers for (ife,
Boan Koob Cannie %escribes t+e importance of being a role mo%el in a customer
service environment, )Probabl# t+e single most important -a# to s+o- #our
involvement an% commitment to customers is to )-al! #our tal!)22to mo%el
#our be+avior values for #our subor%inates) .
Goa( A""om#(*s+me%
"A great e#ample of emancipation in action occurred when a
newly hired manager asked the chairman of his industry)
leading, international high)tech company what he, the
manager, should do in his job. At most companies, the
answer would have been to work hard, follow guidelines,
and stay within budget. ut this chairman simply replied,
".o something great/" -hen was the last time your boss
asked you to do something great+" .
In /inning t+e Service Game, ,en1amin Sc+nei%er %escribes management4s
failure to capitali'e on t+e intrinsic re-ar%s of goal accomplis+ment,
),usinesses ten% to overloo! t+e fact t+at goal accomplis+ment itself Ee.g.
seeing customers leave -it+ big smiles on t+eir facesF can be a +ig+l# value%
re-ar% for emplo#ees...E9anagersF s+oul% also spen% a lot of t+eir time
%esigning 1obs an% service s#stems t+at allo- emplo#ees to accomplis+ t+eir
service goals an% even facilitate goal accomplis+ment) .
3+e Home Depot stor# is an interesting e.ample of motivating customer service
emplo#ees b# setting an unusual goal t+at bot+ encourages service e.cellence
an% customer lo#alt#. )3+e Home Depot4s et+ics e.ten% to an aggressivel#
pus+e% polic# of )Do not let customer overspen%.)...3+e average customer
spen%s onl# about M7; per visit, but %rops in more t+an t+irt# times a #ear0) .
)3o emplo#ees, -or!ing for a management t+at +as t+e goal of service
e.cellence an% -or!ing in a situation t+at facilitates service e.cellence are
satisf#ing in an% of t+emselves) .
)3+e more a 1ob in+erentl# resembles a game22-it+ variet#, appropriate an%
fle.ible c+allenges, clear goals, an% imme%iate fee%bac!22t+e more en1o#able it
-ill be regar%less of t+e -or!er4s level of %evelopment) .
Em#(o,ee 3e$e(o#me%97ee)'a"2
<ee%bac! an% communication bet-een managers an% supervisors is ver#
important -+en it is open, clear, an% base% on mutual respect. Performance
9anagement s#stems Et+e goo% onesF provi%e for t+ese
functions. 3+e# also involve effective, collaborative ob1ective2setting, planning
of t+e -or!, continuous revie- of t+e -or!, an% mutual i%entification of -a#s
to improve t+e performance.
$ppraisal: 3+e 9otivational Purpose
$ lot +as been -ritten about t+e annual performance revie-, an% most people
agree t+at it is all too often a feare% an% fearful process -+ic+ leaves emplo#ees
angr# an% %epresse% as oppose% to motivate% to perform better.
)3+e common2sense assumption is t+at telling an in%ivi%ual -+ere
+e is falling %o-n -ill provi%e effective motivation to get +im to
c+ange. Clearl# it -ill not %o so unless +e accepts t+e negative
1u%gment an% agrees -it+ it. ..3+is is not too li!el#...3+e state is set
for rationali'ation, %efensiveness, inabilit# to un%erstan%, reactions
t+at t+e superior is being unfair or arbitrar#. 3+ese are not
con%itions con%ucive to effective motivation) .
=or %oes t+e ol%2fas+ione% bell curve ran!ing of emplo#ees ma!e sense in
to%a#4s companies. In a statistical bell curve application, +alf of a compan#4s
emplo#ees -oul% be ran!e% )belo- average.) 3+is -oul% more li!el# occur in a
situation -+ere emplo#ees -ere ran%oml# c+osen as oppose% to being selecte%
for t+eir possession of specific, nee%e% s!ills.
$ number of companies are e.amining t+is issue an% s-itc+ing from appraisal
to a more %evelopmental approac+ to performance evaluation. "tili'ing a
%evelopmental approac+, emplo#ee %evelopment plans -oul% emp+asi'e giving
emplo#ees t+e s!ills t+e# nee% to perform effectivel# in a %#namic environment.
3+e overri%ing goal of t+e %evelopment plan -oul% be progress to-ar%s
ac+ieving state% goals as oppose% to a )-inJlose) situation -+ere emplo#ees
-oul% be appraise% or gra%e% base% on t+e number of goals accomplis+e%.
)3+e best companies ma!e P99$ EPerformance 9easurement, 9anagement,
an% $ppraisalF -or! b# attac!ing its un%erl#ing problems rat+er t+an treating its
s#mptoms. /+en P99$ -or!s, it is use% as a %river for strateg# e.ecution an%
culture c+ange, not merel# as a mec+anism to generate a performance rating an%
a merit increase) .
IV& Case S%u),
In $ ,etter Place to /or!, $%olf Haasen %escribes a compan# in -+ic+ t+e
environment is focuse% on learning. 3+e compan# is 3+e $pe. Group, Inc.,
locate% in Columbia, 9ar#lan%. )3en #ears ol%, 1L; people strong, an% gro-ing
rapi%l#, $pe. provi%es soft-are engineering services an% net-or! an% s#stems
integration to companies in nee% of lea%ing2e%ge, pro%uct2oriente%
%evelopment) .
Haasen %escribe% t+e follo-ing c+aracteristics of 3+e $pe. Group, Inc.:
emp+asi'es strategic alliances.
attracts an% retains talent. Sa#s Senior AP Bo+n S+etrone, Br., )&ur 1ob in
management is to create an environment t+at allo-s t+e talents of our
people to flo-) .
focus on -+at motivates computer professionals: )opportunities to be on
t+e frontier of tec+nolog#, buil% t+eir s!ills, an% solve ne- an% important
problems) . )(earning a ne- programming language, integrating
tec+nolog# to solve a comple. engineering problem22t+ese are t+e
c+allenges t+at boost a%renaline. $ compan# t+at %oes a superior 1ob of
tapping t+is innate motivation b# offering learning opportunit# -ill
emerge -it+ superior emplo#ees22an% superior service) .
$pe.4s t+ree2pronge% 3ec+nolog# $%vancement Program
1. mentors 2 e.perts in a specific tec+nolog# area
6. compre+ensive, gui%e% %evelopment plan for eac+ emplo#ee
K. a s#stem of testingJe.ams t+at allo-s emplo#ees to %emonstrate competence
an% become certifie% in eac+ tec+nical area
3raining Curriculum 2 emplo#ees earn )ba%ges) Esimilar to college
cre%itsF b# completing courses
(evels of @.pertise: 9entor N @.pert, $ssociate N -or! closel# -it+
9entors, Stu%ent N collecting ba%ges.
9entor tec+nical areas often coinci%e -it+ nee%s of strategic partners
In%ivi%ual Development Plan 2 lots of counseling nee%e% to c+art a
course, sta# on course, an% c+ange course -+en nee%e%.
9eetings as ad hoc learning opportunities for emplo#ees to learn from
eac+ ot+er. Discuss articles, reports from t+e fiel%, strategic planning.
Sa#s Paul Kenn#, Information Distribution Division, )People get motivate%
ever# time someone raises t+e bar in our fiel%, an% our people reali'e t+at t+e#
+ave been prepare% b# t+eir training to top it) .
3+e $pe. Group +as foun% t+at, for t+is s#stem to -or!, emplo#ees must
receive a lot of counseling. Geral% Kus+el %escribes )client2centere%
counseling) base% upon t+e vie- of Dr. Carl *ogers.
)Client2centere% pea! performance counseling is, at bottom, a
conversation bet-een t-o people. It %iffers from an or%inar#
conversation, +o-ever, in t+at it is essentiall# one2si%e%. It focuses
entirel# on t+e life, nee%s, %esires, an% concerns of t+e counselee
an% not t+e counselor. It is %esigne% to +ave t+e counselee
ultimatel# +elp +imself b# becoming more self2responsible) .
)3+ere are several areas -+ere client2centere% counseling can %efinitel# be of
enormous +elp. It can, for instance, +elp t+e counselee to:
continue to ta!e full responsibilit#
clarif# career %irections
improve 1ob satisfaction
a%1ust to innovations an% c+anges on t+e 1ob
gain greater self2confi%ence
%eal more effectivel# -it+ stress)
Haasen conclu%es of 3+e $pe. Group, )3+e compan# in%ee% +as built an
environment in -+ic+ motivation is palpable) .

V& I%er$e%*os A##ro#r*a%e !or Pro'(em as 3e!*e)
* Pro'(em S%a%eme% a) Resu(%s
S+are% Aision
/e return to our initial, presenting problem, -+ic+ is *alp+4s problem of
motivating +is co2-or!ers to )set t+e bar +ig+er) Ea p+rase containe% in t+e
%escription of 3+e $pe. GroupF. &ver t+e course of researc+ing t+is paper, -e
+ave learne% a bit more about *alp+. It ma!es sense t+at *alp+ is t+e member of
+is team -it+ t+e strongest vision of t+e final pro%uct, because +e is responsible
for t+e final p+ase of t+e pro1ect:
3eam 9ember 1 3eam 9ember 6 3eam 9ember K E*alp+F
,eginning P+ase 9i%%le P+ase <inal P+ase
Database ,usiness &b1ects Grap+ic "ser Interface
Since t+e )grap+ic user) is t+e customer, *alp+ is responsible for t+e customer
interface portion of t+e program. =aturall#, +e -oul% feel strongl# incline% to
meet customer nee%s22or even %elig+t t+e customer22in +is %esign of t+e
soft-are4s screen an% menu options. 3+us, *alp+ mig+t be able to intervene to
some e.tent b# )s+aring +is vision) of creating a 5ualit# pro%uct.
0esults1 @arl# on in t+e course of t+is paper, *alp+ complete% one soft-are
program an% began its successor -it+ t+e ne- team members %escribe% above.
His c+anges to t+e original program, inclu%ing +is streamlining of its structure
an% increasing its capabilities, gives a strong in%ication of t+e %irection +e -as
ta!ing it. /it+ +is ne- team members, *alp+ %escribes t+e program4s functions
in terms of +o- it s+oul% function in a %emonstration of its capabilities for t+e
customer. He lin!s !e# pro%uct features, inclu%ing ease of use an% functionalit#,
to t+e customer4s reactions. ,# painting t+is picture, co2-or!ers are convince%
of t+e necessit# of ma!ing certain improvements to t+e program.
(earning &pportunities
$t t+e beginning of t+is pro1ect, *alp+ e.presse% appreciation for Haasen4s
%escription of t+e positive outcomes associate% -it+ t+e utili'ation of learning
as an intervention, an% its potential for increasing t+e motivation level of +is co2
-or!ers. He also e.presse% t+at +e +a% never reall# +a% t+is feeling at +is
current compan#. )$ positive learning e.perience +elps us un%erstan% t+e
broa%er conte.t of our business an% t+e interrelations+ip of its operations. /e
see our role in relation to our co2-or!ers4 roles. /e care about t+eir efforts an%
tr# to support t+em. 3+is orientation clearl# supports a compan# t+at is striving
for continuous improvement) .
0esults1 *alp+ +as taug+t +is team members:
e%iting %atabase applications t+roug+ t+e use of a )e%itable gri%) or
sprea%s+eet
t+at it4s possible to ac+ieve greater fle.ibilit# in t+e grap+ic user interface
increasing t+e program4s compatibilit# b# eliminating all t+ir% part#
controls
increasing t+e fle.ibilit# of t+e %ata access, )t+e +eart an% soul) of t+e
program
*alp+4s co2-or!ers are impresse% b# +is -illingness to ta!e on c+allenges, an%
feel booste% an% empo-ere% to move for-ar% on t+eir o-n i%eas. *alp+4s
position is fre5uentl# to assure team members t+at +e -ill be able to +an%le
t+eir c+anges -+en t+e program reac+es +im in t+e final p+ase.
3eam-or!
0esults1 In t+e process of provi%ing informal assistance to +is team members,
*alp+ learne% a number of ne- s!ills +imself. 3+us, t+e learning e.perience
-as not merel# one -a#. He learne% about SI( Server %atabase applications
an% ob1ect2oriente% %ata access, an% +e learne% more about program arc+itecture
from observing +is ne-est team member. *alp+ is also learning s!ills in t+e
areas of pro1ect management an% %esign -+ic+ +as informe% +is un%erstan%ing
of +o- to un%erta!e an% manage a 5ualit# process.
(ea%ers+ip: &n ,eing a *ole 9o%el
*alp+ -as intereste% in t+e role mo%el intervention because t+is is an
intervention +e -as alrea%# practicing at t+e beginning of m# researc+ on t+is
paper. ,# being a role mo%el, *alp+ +ope% t+at co2-or!ers an% t+e compan# as
a -+ole -oul% appreciate t+e e.ample enoug+ to follo- it. If t+e compan# trul#
appreciate% *alp+4s attempt to raise tec+nical stan%ar%s, it -oul% follo- t+at
t+e# -oul% attempt to recruit people -it+ +ig+ stan%ar%s.
0esults1 Interestingl#, t+e ne- team member E3eam 9ember 6F on *alp+4s
current pro1ect actuall# %oes +ave ver# +ig+ tec+nical stan%ar%s an% an
appreciation of *alp+4s vision for t+e pro1ect. He +as taug+t *alp+ 5uite a fe-
t+ings over t+e course of t+e pro1ect. $lt+oug+ t+ere is no -a# to trace an e.act
causal connection bet-een *alp+4s being a role mo%el an% t+e selection of t+e
ne- emplo#ee, it ma# also be a mista!e to %iscount *alp+4s e.ample. 3+e
result, after all, -as -+at -as anticipate% in t+e use of t+is intervention.

VI& Co"(us*o
In t+is %a# an% age, an# compan# t+at -ants to get a+ea% is going to +ave to
+ave motivate% -or!ers. 3ra%itional incentive programs +ave been base% upon
e.trinsic motivators suc+ as salar# an% benefits. Intrinsic motivation, +o-ever,
is nee%e% in or%er to arouse a person4s passion or commitment to t+e 1ob.
S+are% vision, lea%ers+ip, team-or!, training, increase% capabilit#, an% goal
accomplis+ment are po-erful motivators -+ic+ can be encourage%, embe%%e%,
or )%esigne% in) to create a +ig+ performance culture.
)3+e implications are profoun%. If -e accept t+e notion of intrinsic motivation,
it implies t+at t+ere is a po-erful potential for self2actuali'ation -it+in eac+ of
us. 3+is potential, as -e +ave sai%, %ra-s its po-er from our creativit#,
curiosit#, an% %esire for master#, as -ell as from our nee% for being responsible,
+aving a positive self2image, an% en1o#ing team-or!. 3+oug+ t+is potential +as
often been stifle% an% crus+e%, it a-aits -a#s or reasons to be release%) .

,I,(I&G*$PH?

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