Student PowerPoint Presentation: Chapter 10 & 11

Objectives: The presentation assignment has several goals. It requires students to apply concepts from Developing Self, others and Organizational strategies for employee development. The process of Motivation for improvement will allow students to practice close the Goal-Setting Theory, a skill they will be using as Healthcare Administrator. In addition, presenters learn as they teach others and contribute multiple critical perspectives to class discussion.

Format and Guidelines: The student will create a Power Point Presentation from Chapter 10 and 11 of the Textbook or Article related to Week 4 (Choose your desire topic form these chapters). The Power Point Presentation should have a minimum of 12 slides, including Title Page, Introduction, Conclusion, and References. 

The student must use other textbooks, research papers, and articles as references (minimum 3).

Due date: Sunday, February 02, 2020 at 11:30PM.

  

EACH PAPER SHOULD INCLUDE THE FOLLOWING:

1. Title Page: Topic Name, Student Name, Affiliation.

2. Introduction: Provide a brief synopsis of the meaning (not a description) of the topic you choose, in your own words

3. Content Body: Information and graphics or Diagram to explain, describe and clarify the Topic you choose.

4. Conclusion: Briefly summarize your thoughts & conclusion to your critique of the articles and Chapter you read. 

5. References: The student must use other textbooks, research papers, and articles as references (minimum 3).

ASSIGNMENT DUE DATE:

The assignment is to be electronically posted no later than noon on Saturday, February 1st, 2020.

health care organization

Chapter 10:
Developing Self and Others

Objectives

• Understand the relationship between workplace
performance and individual physiology,
personality, emotional and social intelligence, and
competencies.

• Identify four ways to pursue self-development.
• Understand the importance of developing other

employees.
• Be able to describe three ways managers can

develop employees.
• Identify characteristic features of organizations

that encourage employee development.

Outline

• Understanding Self

•

Developing Self

•

Developing Others

• Organizational Strategies for Employee
Development

Understanding Physiological Self

• At a core physiological level, scientists are beginning
to learn more about how chemical and neural
responses both reflect and influence behavior.

• Managers who are proficient at reading physiological
responses are better able to resist their own
personal tendencies towards reactive behavior and
convey feelings of psychological safety to others.

• A threat response is activated by feelings such as
uncertainty, reduced autonomy distrust, and
inequity.

Understanding Personality

• At the core of human beings are personality
traits that guide their individual reactions to
everyday events.

• “Big Five” personality dimensions include:
– Neuroticism

– Extraversion

– Openness

– Agreeableness

– Conscientiousness

Myers-Briggs Type Indicator

• A commonly-used instrument for both self-
understanding and understanding others is the Myers-
Briggs Type Indicator (MBTI)®, which summarizes an
individual’s preferences for taking in information and
then making decisions.

• Individuals are classified into one of 16 personality types
based on scores related to the four dimensions.

– Introversion ↔ Extraversion

– Sensing ↔ Intuition

– Thinking ↔ Feeling

– Judging ↔ Perceiving

Emotional and Social Intelligence

• Refers to how people behave in both private
and public situations.

• Composed of two competencies: (1) personal
competence for self-awareness, self-
regulation, and motivation and (2) social
competence for empathy and social skills.

• Self-aware individuals accurately see
themselves.

Competencies

• A competency is an effective application of
available knowledge, skills, attitudes, and values
in complex situations.

• Many self-assessments used in the workplace are
based on competencies.

• Competency for collaboration is an area of self-
assessment that is important in health
organization work.

• Diversity management skills are useful to assess
and develop in the health workplace.

Soliciting Feedback

• Understanding one’s self requires soliciting feedback
about one’s strengths and weaknesses as a manager.

• Identifying weaknesses requires commitment,
energy, and focus.

• Identifying weaknesses requires soliciting feedback
about personal behavior and performance.

• Feedback from 360 degrees means gathering
information from the full circle of work relationships
as well as feedback from customers and clients.

Developing Self

• After acquiring an understanding of self, address
gaps in performance of key competencies.

• Developing and promoting one’s strengths is
highly recommended.

• Strength is the ability to consistently provide
near-perfect performance.

• Understanding the requirements of one’s
workplace makes it easier to focus on developing
the skills that will be rewarded.

Developing Self Through
Evidence-Based Management

• Personal development includes keeping up with
the growth in the knowledge base of one’s
discipline.

• In the future, managers are more likely to be
required to defend their practices based on
scientific evidence.

• Managers should try not to rely on rationales like,
“That’s the way we’ve always done it here.”

• Join and participate in professional organizations.

Developing Others

• Managers are responsible for helping employees
understand and develop themselves.

• One way to do this is to sponsor, role model, and
encourage sharing of self-assessments in
discussion group forums.

• This is particularly useful for employees who
work together closely in interdependent teams,
because it facilitates cross-training and
understanding.

Develop Others Through
Responsibilities

• Give employees successively more challenging
growth experiences on the job.

• This can happen through designing new tasks
or delegating existing tasks.

• Delegation is underused and often avoided.

• A delegated assignment should be clear, and
its importance should be clearly conveyed in a
face-to-face meeting.

Develop Others Through Feedback

• Make an appointment or ask whether the present
is a convenient time to provide such information.

• Deliver feedback in a private place.

• Describe perceptions of the other person’s
behavior using specific examples that have been
personally observed.

• After giving feedback, give the recipient time to
respond.

• Develop a joint action plan.

Make Feedback Direct

• Some managers can be too blunt and others can
be too sensitive.

• Both the employee and the organization are
better served by clear and open communication.

• Direct statements are usually appreciated.

• Don’t avoid important issues.

• Helping underperforming employees to improve
or move on to better-fitting positions is an
important organizational responsibility.

Organizational Strategies for Employee
Development

• Employee development is a critically important
organizational activity.

• It is easy to identify organizations that put a
priority on employee development.
– Managers are trained in employee development

and are assessed on the development of their
employees.

– Everyone in the organization has an individualized
development plan.

– There are programs focused on leadership.
– Coaching and mentoring are widely used.

Individualized Development Plans

• Performance review systems with individualized
development plans are integral to widespread
employee development.

• Plans typically set goals for 90 days, six months,
or one year.

• Managers set goals jointly with employees.
• Progress is monitored at 30-day or other

appropriate intervals.
• Similar strategies can be used to focus on the

development of a team.

Management and Leadership
Education Programs

• Many large organizations have internal
development institutes that offer courses for
employees.

• In organizations committed to employee
development, budgets for training are the last
to be cut.

• Top-level executives should participate in
teaching and taking courses.

Coaching and Mentoring

• Coaching is one-on-one advising from a
professional coach.

• Coaching advises about interpersonal skills and
strategic priorities.

• Mentoring involves a long-term relationship with
a more experienced person.

• Mentors share knowledge and insights.

• Large organizations often have formal programs
for coaching and mentoring.

Chapter 11: Motivating for
Improvement

Objectives

• Understand intrinsic and extrinsic motivation

• Recognize content theories and process
theories of motivation

• Be able to apply motivation theory when
designing jobs and incentives

Outline

• Theories of Motivation

– Intrinsic vs. Extrinsic Motivators

–

Content Theories

of Motivation

–

Process Theories

of Motivation

• Motivating for Improvement

Theories of Motivation

Classified into two main categories

• Content – seeks to identify drivers internal to
individuals.

• Process – focus on activities or forces external
to individuals. Can be altered to induce or
affect more commitment.

Theories of Motivation

Content Theories

• Maslow’s hierarchy

• Existence, Relatedness,
Growth (ERG) theory

• McClelland’s learned
needs theory

• Herzberg’s hygiene
factors theory

• Job enrichment theory

Process Theories

• Expectancy theory

• Goal setting theory

• Equity theory

Intrinsic vs. Extrinsic Motivation

• Intrinsic – sources of motivation that come
from within an individual (examples: honor,
idealism, status).

• Extrinsic – sources of motivation that are
derived from outside an individual (examples:
compensation, recognition, punishment).

Content and Process theories both contain
concepts of intrinsic and extrinsic motivation.

Content Theories

Maslow’s Hierarchy

• Universal internal drivers of human behavior,
ordered from most basic:

1. Physiological

2. Safety and security

3. Love and belonging

4. Self-esteem

5. Self-actualization

Maslow’s Hierarchy

• Represents an oversimplification, but has high
face validity (people find it intuitively true)

• Does not capture the fact that needs can
change over time

ERG Theory

There are 3 categories of needs:

1) Existence

2) Relatedness

3) Growth

• Congruent with Maslow’s five categories

• Distinct from Maslow in that ERG recognizes
humans cycle through priority of needs rather
than ascending a fixed hierarchy

McClelland’s Learned Needs
Theory

• Key needs motivating individuals can be learned
and are not necessarily genetic

• These needs are:

1) Achievement

2) Affiliation

3) Power

• Suggests that these needs can be instilled in
employees through coaching, and conversely
unlearned through habit

Herzberg’s Hygiene Factors Theory

Rewards that motivate come in two forms:
1) Hygiene factors
• Rewards that encourage sufficient performance.

Do not motivate extra effort or guarantee
improved outcomes (examples: job security,
salary, organizational policies).

2) Satisfiers
• Rewards that encourage improved performance.

Positively associated with effort (examples:
advancement, recognition, personal growth).

Herzberg’s Hygiene Factors Theory
(continued)

• Hygiene factors and satisfiers can be
influenced by an organization and its
managers.

• How these motivators are designed influence
employees’ performances.

• A system design with more satisfiers should
yield higher performance.

Job Enrichment Theory

• Most jobs can be enriched so that they come
closer to meeting the human needs already
expressed by expanding the nature of the
tasks an individual performs.

• Job characteristics amenable to enrichment:

1) Skill variety (number of skills used in
performing a task)

2) Task identity (portion of a whole task
performed by an individual)

3) Task significance (importance to an
organization)

4) Autonomy (freedom to choose how a task is
performed)

5) Feedback (information about the quality and
outcomes of a task)

Job Enrichment Theory (continued)

• Can provide increased employee satisfaction due
to expanding responsibility and control over
tasks.

• Some job enrichment strategies include:
1) Combining tasks so that employees can see the

entire process
2) Rotating employees through different

assignments
3) Delegating tasks typically assigned to those

higher in the organizational hierarchy

Process Theories

Expectancy Theory

• Proposes a relationship between (1) efforts of
employees, (2) quality of their performance,
and (3) level of recognition by organization.

• If the employee perceives the level of
recognition (3) is in line with the amount of
effort dispensed (1), than the employee feels
motivated.

Expectancy Theory (continued)

• A manager should seek to understand the
degree to which different employees value
different rewards (recognition).

• Management can positively affect employee
motivation by ensuring: (1) employee time is
well-spent, (2) effort increases performance,
and (3) performance is appropriately
recognized.

Goal Setting Theory

• Establishing appropriate goals for employees is
motivating.

• Goals should be: (1) established jointly between
employee and manager and (2) be challenging.

• Goals that are too easy, or impossible, are not
effective.

• Regular feedback on progress is necessary to
stress the goal’s importance and to permit
adjustments.

Equity Theory
• Employees are motivated when their effort is

rewarded in a manner that is equitable with how
others are rewarded.

• Issues of equity and fairness can be raised by:
1) Salary and perks

2) Office space

3) Work assignments

• Managers should have a reasonable and publicly
defensible reason for treating employees
differently.

Motivating for Improvment

• Screening of new hires should include a
discussion about commitment to customer
service and continuous improvement – helps
determine level of intrinsic motivation.

• Design and implement policies that encourage
employee engagement and reinforce high
motivation like sharing information widely and
investing in learning opportunities.

• Understand that there is variation in motivating
drivers for individual employees.

Motivating for Improvement
(continued)

• Be creative and take risks/experiment.

• Look for opportunities to praise.

• Draw on the intrinsic motivations inherent in
health work.