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A Toolkit for Volunteer
Leaders
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Motivation V-4Interest has feet. When people are really interested in something, they find a way. Getting people to volunteer is one thing, but getting them to follow through in carrying out the decision of the group is another. How do you inspire people to action, and then keep them motivated? This section is about how to get things done working with and through others. Motivation of people in volunteer groups is different than motivating students in schools or employees in business.
LEARNING OBJECTIVES After completing this module you should be able to: 1. Be aware of common barriers to participation, and how to remove
them.
BARRIERS TO PARTICIPATION Forget about trying to recruit and motivate people until you first learn how to stop chasing them away. What are you now doing that discourages people from participating more actively in your group or cause? We need to recognize the costs as well as the benefits (disincentives as well as incentives) to participating in any activity or organization. People make choices as to what groups and activities they become involved in, and how much time they give to each, based on their perception of these costs and benefits. They consciously, and unconsciously, weigh one against the other. If the perceived costs outweigh the perceived benefits, they drop out of the group or become less active. These costs then become barriers to participation. These costs include not only monetary outlays for travel, baby sitters, dues, etc., but also time, effort, and the giving up of other activities (e.g. missing your favorite TV show). Other costs include social and psychological costs such as the risk of embarrassment, having to sit through boring meetings, criticism and rejection of your ideas, being imposed upon by others, ridicule, and feelings of inadequacy. Other barriers to participation include the lack of clear goals (an unclear sense of group purpose), failure to recognize individuals for what they have contributed, a pessimistic group atmosphere (with much complaining and criticizing), weak or autocratic leadership, not feeling listened to, being given too many responsibilities too soon, and the lack of group accomplishment. Such experiences constitute very real costs, and people will not accept such costs unless they perceive sufficient benefits to make it worthwhile. These benefits are social and psychological (e.g., prestige, fellowship, sense of accomplishment, recognition, feeling good about oneself) as well as economic. A group motivates participation in the same way a business generates sales, by offering something people want at a reasonable cost. Participation can be increased by reducing costs and removing barriers as well as by increasing benefits. What can be done to reduce the costs of participation? Some of the costs of participation are inevitable and unavoidable, such as dealing with differences of opinion, uncertainty of the future, unpredictability of people and taking responsibility for decisions made. These costs are best relieved through mutual support and understanding. Other costs, particularly those resulting from interpersonal strife, can be avoided or reduced by exhibiting behavior which is more accepting, supporting, encouraging and rewarding than it is ignoring, rejecting, and coercing. Help others feel secure within the group so they can focus their energy on the work to be done rather than upon their personal insecurities or the possibility of rejection by others. Still other costs are more perceived than real. They are primarily the result of an individual's fears. Help the person acknowledge those fears, and talk them out. Don't be critical of them, or minimize the problem. Don't give hasty reassurance and pat solutions. The fearful person needs empathy more than advice. So far, we've looked at potential barriers to participation--things you may be doing, often unintentionally, that discourage people from becoming more active. Motivation begins with identifying and removing such barriers. Let's now turn our attention to the positive motivation of people, and the actions each of us can take to encourage and motivate others.
WHAT MOTIVATES PEOPLE? How do you get people to serve? How do you get turn-out at meetings? How do you get people to pitch in and help? How do you recruit good volunteer workers? How do you raise money to support an organization? We must acknowledge the obvious, that people become involved in different issues, activities and groups ONLY to the extent that their personal needs and interests are appealed to and met. In short, individuals must perceive a reason for becoming involved. They, not you, must perceive that reason. In our zeal, we often get carried away with what we think should be done, and fail to give adequate attention to the concerns and interests of others. We tell ourselves, "but they SHOULD be interested, after all it affects the whole community" or "they OUGHT to support this, it's for their own good." We label people as "apathetic" who don't have the same interests we have. We each have different concerns, needs and interests. We each have our own priorities. You motivate group participation by focusing attention on areas of common concern and interest. Group participation and commitment cannot be forced through hard sell or majority vote. The persons being recruited must feel that the proposed action will result in something meaningful to them and that the effort required is worth it. How do you find out what people's priority concerns and interests are? How do you find out what motivates them? By listening, and by asking. People naturally talk about what they're interested in, if we'll just listen. Effective recruitment requires listening, more than telling. In understanding what motivates people, we need to acknowledge that people's needs and interests go beyond the "selfish" motives of what will benefit their business or their lifestyle or their prestige and influence in the community. Harold Kushner in his best seller "When All You've Ever Wanted Isn't Enough: The Search for a Life That Matters," finds that "the key to happiness is the opportunity to use our special abilities, to be appreciated for them......and to make a difference. People today are doing an increasing amount of volunteer work, he says, because they are not getting those three basic needs fulfilled through their eight-to-five jobs. Thus we motivate people to serve by appealing to their altruistic sense as well as personal needs and interests. A review of the research of Frederick Herzberg, on what motivates people in the work setting, indicates that the leading motivators are: 1. Achievement (accomplishment and a sense of contribution) Those factors at the top of the list (1 to 5) are what motivate people to strive, to excel, to commit and to feel good about themselves. The factors at the bottom of the list (6 to 9) are more potential sources of dissatisfaction than they are motivators. Lack of these can make us unhappy, but they have limited impact in inspiring us to excel. You motivate others by providing items 1 through 5.
THE BASICS OF PEOPLE MANAGEMENT With the above introduction to human motivation, let's now look at how each of us can become a more effective people manager--in getting things done, working with and through others. Five keys to effective people management are outlined below. [1] 1. Set goals and clarify objectives A clear sense of direction is essential to individual and group achievement. Without it, people tend to wander in their efforts, with limited accomplishment. A good people manager helps the individual or group clarify their objectives in specific, concrete, realistic terms. What is to be the end result, and how is it to be accomplished? Who is to do what by when? Who is responsible? Is there agreement? To be a motivating force, goals must reflect the personal interests and commitment of the individuals involved. Commitment comes out of involvement--of people deciding for themselves, rather than having it decided for them. Rarely do people get as excited about others' ideas as they do about their own ideas. A good people manager knows how to help a group identify, common concerns and interests, and to build on them. (For more information on the goal setting process, see module E-6.) Once goals are set, periodically take "one minute" to review and clarify those goals/objectives with the individual(s) responsible. Keep in touch. Check their progress. Let them know you care. In conclusion, if your group lacks enthusiasm, it is likely due to either: (1) The lack of clear understanding within the group as to what your goals and objectives are (in other words, you haven't done enough goal setting), or (2) Group goals/objectives are not seen as personally important to many of the individuals involved (in other words, members weren't really involved in setting those goals), or (3) The individuals involved fail to see how group activities contribute to the agreed upon goals (in other words, you've lost sight of your objectives). 2. Give frequent recognition To be appreciated, to feel important and needed is a basic human need. Encouragement and recognition are essential to human development and motivation. Module V-8 gives specific suggestions for recognition. Review that module now or at the end of this module. 3. Take Time To Listen People are not going to open up to you until they first feel accepted. See module C-2 for a discussion of how to listen. 4. Speak Up For Yourself Most people view motivation as a form of persuasion. We see motivators as smooth talking salespeople who can persuade others to their point of view; who know how to twist an arm in getting their way. Motivation, however, is as much or more a function of active listening as it is of persuasion. Motivation is not something that can be imposed on others. It rather is something that must come from within the individual. We motivate others only to the extent that we appeal to their personal needs and interests. Being a good people manager/motivator does, however, require being able to speak up for yourself, in sharing your interests, goals and concerns with others. (Module C-3 deals with this topic in more depth.) 5. Confront Unacceptable Behavior There are times when confrontation is necessary to work out problems and rekindle initiative. Blanchard and Johnson in their book The One Minute Manager [2] speak of "one minute reprimands." How then do you give constructive criticism and work out problems--in a manner that encourages rather than discourages the other person? One option in dealing with unsatisfactory performance is to let it pass, and forget it. Letting it pass is particularly appropriate when your disapproval is primarily based on a value judgment as to how you feel the job should be performed, rather than on results. If, however, you are not willing and able to drop it and forget it, then letting it pass is not appropriate. If you harbor resentment, it won't help the relationship. Instead, confront: Do it now. Talk with the person as soon as possible following the unacceptable behavior or work. The longer you wait after the fact, the less helpful it will be. Don't gunnysack. Don't save up wrong doings for later confrontation. Keep to the here and now. Confront the person privately, face to face, never publicly. Express your concern in a direct, but caring manner through the use of an I-Statement. "I'm concerned with...." "I am confused by...." "I'd like to talk to you about...." "I've observed...." Avoid accusatory You-statements: "You should have...." "You didn't...." "Why did you ...?" Describe the problem behavior, and its impact on you and/or others. Be specific; don't generalize. Describe behavior that can be changed. Trying to change people's values (personality) is difficult, if not impossible. Focus on facts, without making judgments. "I'm concerned about your tardiness. You have been over 15 minutes late three mornings this week." "I was confused and frustrated by the poor attendance at our planning meeting last week. As an officer, I find it difficult to plan activities when I am not sure what members want." "I feel uncomfortable when someone makes jokes during our meetings. I feel they distract from the discussion and may cause members to treat lightly the suggestions (information) being presented." Don't judge, analyze or parent the other person. ("You're always late." "You never...." "You're inconsiderate." "Set your alarm earlier." "You should have known better." "You're doing this because....") The more accusations you make, the more resistance you'll get. Instead, focus on the specifics of the unacceptable behavior and its impact on you and others. Stop, be silent. Let it sink in. Allow the person time to focus on what you've said, and to respond, clarify, question, or suggest possible remedies. Listen, and show it. Probe for further clarification, "I'm not clear on.....Tell me more about....." Counter any defensive response with reflective listening. Summarize back in your own words your understanding of the person's explanation and feelings. Don't dispute them. Reflective listening acknowledges and helps dissipate the emotions involved. If necessary, adjust or repeat your concern. Adjust your concern based on the information gained. OR Repeat it. Don't get sidetracked into an argument over who is right. Don't tack on more accusations or evidence. Avoid heating up the criticism. Instead, calmly repeat your concern or request, then try to better understand what happened. "In the future, I do however wish to start our meetings on time." Encourage collaborative problem-solving. "How can we resolve this?" "I'd like your help in working this out." "Could we find a solution that would be agreeable to both of us?" "Would it be acceptable to you if we...?" Summarize the discussion and the solution you've worked out. Clearly remind the person that you value him or her. Give non-verbal reinforcement--a hand shake, an appropriate touch, supportive facial expressions. Thank the person for being frank and cooperative. Your objective is to communicate openly, to improve the situation, to build self esteem and strengthen the relationship. It is not to punish or put the person in her/his place. (See Chapter 9, "Working Out Differences" for more on conflict management.)
REFERENCES [1] Kenneth Blanchard & Spencer Johnson, 'The One Minute Manager, Berkley Books. [2] The One Minute Manager, and Russ Moxley, "Direct Language Helps Employee Performance", Dallas/Ft. Worth Business Magazine.
EXERCISES Exercise 1: a. Why DO people join groups? Why are you active in different activities? Use the space below to indicate what motivated you to become involved in different community activities and groups. Why are you more active in some groups (activities) than in others?
If you are in a study group, share your lists with each other. b. Why DON'T people become more involved in different community activities? What causes people to drop out and become inactive? Use the space below to indicate why you chose not to participate in certain activities or groups in your community. Have you ever lost interest in a group (or activity) and as a result dropped out or became less active? Why did that happen?
If you are in a study group, share your lists with each other. Then ask participants to comment on what they have learned through this exercise, part a and b. (A common reason given for not participating is "don't have the time." Yet people find time to do what they want to do. "Not having time" means the activity is not perceived as providing the benefits, over costs, of other activities.)
Exercise 2: List in the space below what you feel are the qualifications of a good leader (people manager). Think of people you've worked for or with in the past (paid employment as well as volunteer work). Some people were better to work for than others. Why? What were the traits they exhibited that motivated you to give more of yourself?
If you are in a study group, break into small groups of 5-7. Share your experiences with the group and develop a composite list. Encourage discussion.
Exercise 3: Focus on a group in which you are now active: __________________________________ (name of group) Review the discussion of barriers to participation (the first two pages of this chapter). Then take a close look at your meetings and how the group functions. Make a list below of individual and group behaviors that may be negative motivators (they discourage rather than encourage participation and follow-through). Then identify actions that might be taken to reduce those inhibitors. (This exercise can be completed as either an individual or study group endeavor.)
a. Possible inhibitors to participation. b. What can be done to reduce those inhibitors?
DELEGATION
The preceding principles are also key to your success in delegating tasks to others. Special care should be taken to:
1. Delegate the right tasks, namely anything for which you have no unique competence. Be specific in what you delegate to others. Don't delegate if you want the credit.
2. Delegate to the right person(s). Consider the individual's special knowledge, interests, relevant experience, and motivation to do the job. Match the person's abilities and interests with the needs of the job. Giving a person more responsibility will generally increase job satisfaction- -if such responsibility is seen by the person as both challenging and within his or her own capabilities.
3. Help the person succeed by sharing as much information, background and "other considerations" as you can. Clearly indicate your expectations. Then let go. Requiring the person to check everything with you before taking action is not delegating. If you can't let go, do it yourself.
4. Delegate and follow-up. Get briefed on progress but do not pester. Offer advice and suggestions--but tactfully.
5. Give frequent, specific recognition. Praise progress. |