Herzberg's Motivational Theory, also known as the Two-Factor Theory, is a psychological theory of motivation in the workplace. Developed by Frederick Herzberg in the 1950s, it distinguishes between two types of factors that influence people motivation and satisfaction: hygiene factors and motivators.
Hygiene Factors Hygiene factors, also known as extrinsic factors, do not lead to higher motivation or job satisfaction, but their absence can cause dissatisfaction. These factors are related to the job environment and include: Company Policies: Clear, fair, and well-communicated company policies. Supervision: The quality of supervision and management. Working Conditions: Physical working environment, including safety, comfort, and cleanliness. Salary: Pay and benefits. Interpersonal Relations: Relationships with supervisors, peers, and subordinates. Job Security: Stability and security of employment. Motivators Motivators, or intrinsic factors, are related to the nature of the work itself and can lead to higher motivation and job satisfaction when present. These factors include:
Key Points of the Motivational Theory 1. Dual Continuum Herzberg's theory posits that job satisfaction and dissatisfaction are not opposite ends of the same continuum. Instead, they are influenced by different sets of factors. Improving hygiene factors can reduce dissatisfaction, but it won't necessarily increase satisfaction. Conversely, enhancing motivators can increase satisfaction but won't necessarily reduce dissatisfaction if hygiene factors are lacking. 2. Implications for Management To motivate employees effectively, managers should focus on both sets of factors. They should ensure that hygiene factors are adequately addressed to prevent dissatisfaction and also work on enhancing motivators to drive satisfaction and motivation. Practical Applications
In summary, Herzberg's Two-Factor Theory provides a framework for understanding what drives employee motivation and satisfaction, emphasizing the importance of addressing both hygiene factors and motivators in the workplace. So how do I use Motivational Factors as a manager? Using Herzberg's Motivational Theory in the workplace involves addressing both hygiene factors and motivators to create an environment where employees can be both satisfied and motivated. Here’s a step-by-step guide on how to apply this theory: 1. Assess the Current Work Environment
2. Address Hygiene Factors Ensure that basic needs and workplace conditions are met to prevent dissatisfaction:
3. Enhance Motivators Create conditions that foster job satisfaction and intrinsic motivation:
4. Monitor and Adjust
Using Motivational Theory Example An organization notices that employee turnover is high and motivation levels are low. Steps: 1. Assess the Situation: Conduct an employee survey to identify dissatisfaction areas. Results show that employees are unhappy with the outdated equipment (hygiene factor) and feel unappreciated (lack of motivators). 2. Address Hygiene Factors: Upgrade equipment and tools to improve working conditions. 3. Enhance Motivators: Implement an employee recognition program and provide regular feedback and opportunities for career development. 4. Monitor and Adjust: After a few months, conduct follow-up surveys to evaluate the impact of these changes and make necessary adjustments. By systematically addressing both hygiene factors and motivators, managers can create a work environment that not only prevents dissatisfaction but also actively promotes employee motivation and satisfaction. What are the problems with Herzberg Motivational Theory? While Herzberg's Motivational Theory offers valuable insights into employee motivation and job satisfaction, it is not without its criticisms and potential limitations. Here are some of the main issues or negatives associated with the theory: 1. Simplification of Complex Motivations Herzberg’s theory simplifies the complexity of human motivation by categorizing factors strictly into hygiene and motivators. In reality, the distinction between these two categories may not be as clear-cut. Some factors can act as both motivators and hygiene factors depending on the context and individual preferences. 2. Overemphasis on Job Content The theory emphasizes job content (motivators) over other potential sources of motivation, such as external rewards or social factors. It may overlook the importance of intrinsic motivation and personal differences in what individuals find motivating. 3. Methodological Criticisms Herzberg’s original research methodology, which involved critical incident interviews, has been criticized for potential biases. Participants may have a tendency to attribute their successes to internal factors (achievement, responsibility) and their failures to external factors (company policies, working conditions). 4. Limited Applicability Across Cultures and Industries The theory was developed based on studies of American workers in the 1950s and may not be universally applicable. Cultural differences can significantly impact what employees find motivating or dissatisfying. Moreover, the theory may not fully apply to all industries or job types, especially those where intrinsic job factors are less prominent. 5. Ignoring Individual Differences Herzberg's theory assumes a general applicability to all employees, but individual differences in personality, values, and life circumstances can significantly influence what motivates a person. One-size-fits-all approaches based on the theory may not be effective for everyone. 6. Static Nature of the Theory The theory does not account for changes in employee motivation over time. What motivates or dissatisfies an employee can change due to various factors such as career stage, personal life changes, or shifts in organizational culture. 7. Focus on Satisfaction Rather Than Performance While Herzberg's theory focuses on job satisfaction and dissatisfaction, it does not directly address the link between these factors and actual job performance. Employees might be satisfied but not necessarily productive or high-performing. 8. Lack of Consideration for External Factors The theory primarily focuses on internal job factors and does not consider external influences such as economic conditions, labour market trends, or societal changes that can impact employee motivation and satisfaction. 9. Challenges in Practical Implementation Implementing changes based on Herzberg’s theory can be challenging. Addressing hygiene factors requires substantial investment and resources, and enriching job roles to enhance motivators can be complex and may not always align with organizational needs or structures. Despite these criticisms, Herzberg’s Motivational Theory remains a useful tool for understanding some of the key factors that influence employee motivation and satisfaction. Managers should consider it as one of many frameworks and combine it with other motivational theories and practical insights to create a more comprehensive approach to managing and motivating employees. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MCMI is a recognised creative sector coach and mentor. He specialises in one to one talent coaching, facilitated learning and team development. For further information, visit www.mcphedran.co.uk. Copyright © Alec McPhedran 2024
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Evaluating the Return on Investment for Learning Interventions
Proving a return of investment for learning is quite a common challenge for those who manage a learning and development budget. Quite reasonably, the question posed is what do we get back for our investment? Here, learning specialist Alec McPhedran outlines a useful approach to developing learning while thinking about longer term evaluation. The evaluation of learning starts right at the beginning of any learning initiative. What needs to change and how will you measure success when you get there? The ROI of Learning model is a tool to help people think about planning the learning and how they can evaluate its progress at various stages. Outcome It’s useful to determine what you are looking to improve, change or introduce as a starting point. Sometimes it is helpful to state what the ideal outcome will be. For example, on a project, to reduce absenteeism levels in an organisation. it might have an outcome to improve the line managers approach to managing and reducing absence levels.’ Aim Once you know what it is you are trying to do you can then set a clear learning aim or objective for the intervention. SMART based goals are a useful approach. In continuing with the absence challenge, a programme of learning aimed initially at line managers might have an aim to provide managers with the knowledge and skills necessary for managing and reducing absence levels within their team to support the company improvement target of reducing absence level averages per employee from 5.5 days to 3 days for 2020. Performance Objectives In developing a learning programme, it is incredibly valuable to consider developing performance objectives. Performance objectives describe the behaviours you would like to see, hear or feel happening following the learning. For example, a performance objective could be to consistently carry out a detailed and supportive WARM (Welcome back, Absence, Responsibility and Move on) return to work interview thoroughly following every absence with their team members. Essentially the performance objective is what they will do following the learning. Learning Objectives In putting together the learning, what knowledge will they need to carry out the activity? This helps to think about the learning objectives. For any learning intervention we need to consider what they need to know (new knowledge) and what they need to be able to do (new skills). Continuing with our absence programme one learning objective might be to understand the stages and application of the WARM return to work interview model. Development Interventions Once we know out aim, performance objectives and learning objectives we can then consider the most appropriate development options. This could include online learning, YouTube clips, classroom based learning, reading, coaching, smart phone apps and so on. When we start selecting and organising our development options, we can now consider how we will start measuring learning during and after the programme. An example of a modular learning programme on absence management for line managers could be pre-work through self-reflection, two online video clips, an article to read and a highlighted section of the ACAS website to read through before attending a one day workshop. Evaluation There are many ways to evaluate learning but a useful model as part of this is the Kirkpatrick Phillips Model of Evaluation. As a tool to prompt learning design thinking relating to measuring impact and success, it is one method that creates useful reminders of areas to evaluate in learning. If we continue our absence management programme, the following ideas could be considered using the Kirkpatrick Phillips model: Level One – Reaction We need to identify how we can check how well the learning is being received with activities that check the reaction to the learning content. Ideas include:
Level Two – Learning When identifying candidates for a learning programme, sometimes it is useful to ask delegates before attending to identify their learning needs and behaviour needs. This helps the individual, sometimes with their line manager, identify what they need to learn and how this can both be supported and reviewed following the programme. In some cases, this could be linked to their personal development objectives or CPD plans. Reviewing learning could include many of the activities similar to Level One Reaction along with discussions with the line manager or post programme tests or short reports. Level Three – Behaviour Evaluating behaviour can take quite a while after a learning event. Essentially it could mean behaviour change and this is not instant. There are a number of theories around how long it takes to change one behaviour ranging from 21 days to 55 days and in some cases, up to 255 days. So, evaluating behaviour needs planning that will take place soma time after the learning event. An example might be a one to one with the line manager some three or four months later. For example, how are your WARM interviews going? What have you changed and what has happened since? Sometimes, with behaviour questions, it is down to observations, feedback from others or discussions looking for competence-based responses. Level Four – Results When looking at the one to one discussions or recording of behaviour improvement for Level Three, this presents a great opportunity to identify areas that have improved within the individuals actions with their performance. This contributes to Level Four Results evaluation. Linking this to absence management, a manager might acknowledge that since the training, in the past six months, average days absence in their team of 15 has fallen from 6.2 days last year to 3.1 days so far this year following the return to work interviews approach was introduced. This is a great result likely linked to the learning intervention. Of course, one of the challenges in evaluating the ROI from learning is how can you definitely claim this as a direct success of the learning? However, the more examples from individuals that can be collated, the stronger the claim can be that the event has made a difference for the better. The results on behaviour improvement can then be checked back to the initial programme aim or objective. Level Five – Return on Investment If we collate as much of the qualitative and quantitative data from a selection of candidates from the learning event, we can build up quite a good case for demonstrating both business improvement and a return on investment from the initial budget for the learning event. With some solid thinking, we can often turn those improvements into financial figures. From the previous example we can identify that over six months, with a team of 15 people, we have an average of saving 3.1 days salary x 15 people. That is quite a good return on investment, especially if we revisit it over a twelve month period. If we collect a sample range of between 20% to 30% or more from course delegates some three to six months later, we can gain a total guide on potential return on investment. Looking for figures such as increased sales, reduced wastage, quicker response or down time, etc it can nearly always be monetised. The total can then be used to reflect on achieving the initial need for the event based on the outcome identified. The value of the ROI figure is that this helps justify value in investing in learning If a training programme for 40 managers, at a cost of £32,000 in total, can be seen to save the business up to £197,000 in twelve months through reduced absenteeism, then why would we not want to invest in more development. Of course, the above is simplifying it but none the less, the role of the person responsible for learning events is to demonstrate the value and positive business impact of their services. Identifying the return on investment from learning should be a regular part learning provision. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MCMI is a recognised creative sector coach and mentor. He specialises in one to one talent coaching, facilitated learning and team development. For further information, visit www.mcphedran.co.uk. Copyright © Alec McPhedran 2024 Resilience
Resilience is the ability to recover and rebound from difficulties, challenges and setbacks. Creative sector coach and mentor Alec McPhedran explores the basics of resilience. Resilience is crucial for helping people deal with problems and recover from setbacks. It involves maintaining flexibility and balance in life as one deals with stressful circumstances and traumatic events. Resilience is not a trait that people either have or do not have; it involves behaviours, thoughts, and actions that can be learned and developed in anyone. What are the main components of resilience? Emotional Regulation: The ability to manage one's emotions and stay calm under pressure. Optimism: Maintaining a hopeful outlook and expecting good things to happen. Self-Efficacy: Believing in one's ability to influence events and outcomes in life. Flexibility: Being adaptable to changing situations and new challenges. Support Networks: Building and maintaining strong, supportive relationships with family, friends, and community. Problem-Solving Skills: The ability to find solutions to challenges and make decisions effectively. Resilience can be seen in various contexts, including personal life, workplace, communities, and organisations. It enables individuals and groups to thrive in the face of hardship and recover from setbacks. Resilience theory explores the factors and processes that enable individuals, communities, and systems to cope with, adapt to, and recover from stress and adversity. It provides a framework for understanding how people and systems can maintain or regain functionality and well-being despite challenges. Resilience theory is multidisciplinary, incorporating insights from psychology, ecology, sociology, and other fields. What are the main concepts in Resilience Theory? Protective Factors Individual Traits: Attributes like self-efficacy, optimism, and emotional regulation. Supportive Relationships: Strong, supportive relationships with family, friends, and community. Skills and Competencies: Problem-solving skills, social skills, and coping strategies. Risk Factors Factors that increase the likelihood of negative outcomes, such as poverty, discrimination, and exposure to trauma. Adaptation and Coping The processes through which individuals and systems adjust to stressors. Effective coping strategies are crucial for resilience. Dynamic Process Resilience is not a static trait but a dynamic process that can change over time. It involves ongoing interactions between individuals and their environments. Ecological Systems Perspective Understanding that individuals are part of larger systems (families, communities, societies) and that resilience involves interactions across these levels. This perspective often references Bronfenbrenner's ecological systems theory, which emphasizes the interconnectedness of different environmental contexts. Bounce Back and Beyond Not only the ability to return to a previous state of functioning but also to grow and improve as a result of adversity. This aspect highlights the potential for post-traumatic growth. What are the applications of Resilience Theory? Psychology and Mental Health Designing interventions to enhance individual resilience, such as cognitive-behavioral therapy and mindfulness training. Education Creating supportive school environments that foster resilience in students through social-emotional learning and supportive teacher-student relationships. Community Development Building resilient communities through social support networks, community engagement, and resource availability. Organizational Resilience Developing resilient organisations by fostering adaptability, strong leadership, and a positive organizational culture. Disaster Recovery Planning and implementing strategies for communities to recover from natural and man-made disasters, focusing on both immediate response and long-term rebuilding. What models should I explore on resilience? Compensatory Model Protective factors counterbalance the impact of risk factors. Challenge Model Moderate levels of stress or adversity provide opportunities for growth and development of resilience. Protective Factor Model Protective factors buffer individuals from the negative effects of risk factors. Resilience theory provides valuable insights into how individuals and systems can withstand and recover from adversity. By understanding and applying the principles of resilience, interventions and policies can be designed to support people and communities in building their capacity to navigate and thrive amidst challenges. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, is a creative sector coach and mentor. He specialises in one to one coaching, facilitated learning and career coaching. Alec is the creator of the GENIUS Coaching Model, a unique approach to coaching creative talent. For further information, contact Alec at www.mcphedran.co.uk. Copyright © Alec McPhedran 202 |
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