In the first part on motivation, we learned that it is important to take values into account for employees to experience autonomy. This leads to intrinsic motivation. In terms of the need for competence, goals that are slightly above the level of expectation play an important role. In addition, the need for social integration requires leader to respect and recognize leader themselves and their activities.
Another key statement of self-determination theory of motivation relates to the aspect of feedback/control in relation to the experience of competence. In other words: What role does feedback play in relation to one's own motivation? When someone completes a challenging task in a self-determined manner and receives positive feedback for it, this increases their intrinsic motivation. It is important here to distinguish between informational feedback and the aspect of control:
Informational feedback vs. control aspect
Informational feedback strengthens the experience of competence: the employee feels that they are the cause of their behavior. However, if the aspect of control (expected material rewards, deadlines, monitoring) is in the foreground, intrinsically motivated behavior is reduced.
A triathlete, for example, focuses on his training sessions several times a week. No one forces him to do so. If he doesn't train, he feels guilty and in poor physical condition. This is why the athlete participates in training. If he misses a session, his negative feelings intensify. His participation is regulated by internal control incentives. If the triathlete trains to improve his time in the next competition, he regulates his behavior internally and informatively. Even if, in this case, participation in training is not based on intrinsic interest, the behavior is self-determined. The triathlete wants to improve and adjusts his behavior accordingly.
Employees should also have the opportunity to set their own milestones as part of a participatory approach. This allows them to perceive the path to achieving their goals as self-determined and challenging.
Ask yourself:
- As leader , how do you provide leader ?
- How would you structure feedback so that your employee receives informative feedback?
The structure and planning aspect in triathlon
Triathlon training is characterized by the creation of a long-term training plan. In addition, short- and medium-term planning is also an essential part of the season. Depending on your own interests, possibilities, and desired goals, framework conditions are set for specific training content. Reducing competition goals to weekly training sessions lessens the aspect of a large, perhaps insurmountable challenge. However, it also leads to realistic task completion.
Similar to short-, medium-, and long-term planning in triathlon, leader should also structure the work and task areas leader their employees. Just as work structures and tasks with interim goals should be leader in collaboration with employees and their leader , triathletes also coordinate their training plans: taking family interests and professional conditions into account, they design their units flexibly within the set framework.
Create clear work structures
The goal of leader therefore be to define work structures with clear tasks. Within this framework, it is conceivable that employees can flexibly adapt individual activities to suit their own interests. It is important to take into account the respective phase (phases 1–4 of Leading Simple) in which an employee currently finds themselves.
Just as a triathlete's training plan clearly outlines their goals for the season, fixed work structures provide employees with guidance. At the same time, the option of individualization helps to promote the need for autonomy.
Ask yourself:
- What stage is your employee currently at?
- What opportunities do you give your employees to break down their overall goals into individual tasks and intermediate goals?
That's why you're not really happy.
Why success and fulfillment have nothing to do with each other.
