Application Of Materials Motivation In This Module
Application Of Materials Motivationin This Module You
Assignment 1: Application of Materials (Motivation) In this module, you reviewed research related to motivation. In this discussion, describe an imagined human services agency in which you supervise employees whose performance is lower than the expected level. Tasks: In a minimum of 200 words, respond to the following: Discuss the details for this imagined service agency to depict a real situation. Utilizing the core concepts highlighted in this module's reading, discuss how you would understand the expected performance better. Identify and describe the specific interventions you might apply to increase the performance of the employees.
Paper For Above instruction
In the context of a human services agency, such as a community mental health center, supervising a team of social workers who are underperforming requires a comprehensive understanding of both the organizational environment and individual motivation factors. The agency operates with the goal of providing effective mental health support to diverse populations, but recent assessments reveal that some employees are not meeting performance expectations, affecting client outcomes and overall service quality. To address this issue, it is essential to utilize core motivation concepts, focusing on understanding what drives employee behavior and how to foster improvement.
Understanding expected performance begins with clear communication of organizational goals and performance standards. According to Locke and Latham’s Goal-Setting Theory (2002), specific and challenging objectives tend to enhance motivation and performance. Therefore, establishing well-defined expectations that align with the agency’s mission helps employees understand their roles and the importance of their work. Additionally, using performance feedback grounded in the Expectancy Theory (Vroom, 1964) enables supervisors to assess whether employees believe their efforts will lead to desired outcomes. If employees perceive low instrumentality or expectancy, their motivation diminishes, necessitating interventions to improve these perceptions.
To increase employee performance, targeted interventions should address motivation at its core. First, providing professional development opportunities enhances competence and self-efficacy, which are critical components of motivation (Bandura, 1997). Training sessions tailored to specific skill gaps can boost confidence and capability, leading to better performance. Second, implementing recognition and reward systems aligned with performance improvements can increase extrinsic motivation. Acknowledging employees’ efforts publicly or through incentive programs fosters a sense of accomplishment and encourages sustained effort (Deci & Ryan, 2000).
Furthermore, fostering an empowering work environment promotes intrinsic motivation by increasing employees’ sense of autonomy and purpose. Participative decision-making, where employees contribute to goal setting and problem-solving, increases engagement and ownership of their work (Spreitzer, 1995). Regular, constructive feedback sessions can help employees understand how their performance aligns with expectations and identify areas for growth, reinforcing motivation.
In conclusion, understanding and enhancing expected performance in a human services agency requires a strategic combination of clear goals, effective feedback, professional development, recognition, and empowerment. These interventions, grounded in motivation theories, can transform underperforming employees into productive, engaged team members who contribute positively to organizational objectives and client well-being.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442–1465.
Vroom, V. H. (1964). Work and motivation. Wiley.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362.
Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work. Wiley.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16(2), 250–279.
Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56, 485–516.