session objectives — communications
DESCRIPTION
Module 3 Building the Team Session 3.3 Communication and Motivation: Fundamentals of Communication. Session Objectives — Communications. At the end of the session, learners should be able to: Explain why communication is important in a project setting - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/1.jpg)
Module 3 Session 3.3 Visual 1
Module 3
Building the Team
Session 3.3 Communication and Motivation: Fundamentals of Communication
![Page 2: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/2.jpg)
Module 3 Session 3.3 Visual 2
Session Objectives — Communications
At the end of the session, learners should be able to:
Explain why communication is important in a project setting
Describe the classical sender-receiver model of communication
Identify possible sources of miscommunication
Identify their personal communication styles
Use the communication model to improve communications on a project
![Page 3: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/3.jpg)
Module 3 Session 3.3 Visual 3
Session Objectives — Motivation
At the end of the session, learners should be able to:
Explain why motivation is important in a project setting
Describe at least 3 theories of motivation
Explain the importance of linking rewards with
desired consequences
Apply one or more theories of motivation to project situations
![Page 4: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/4.jpg)
Module 3 Session 3.3 Visual 4
• An iterative process for developing shared meaning and mutual understanding
Communication
expressPerson Ainterpret
interpretPerson B
express
A BShared Meaning
Idea2
Idea1
Idea3
Idea4
and then...
![Page 5: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/5.jpg)
Module 3 Session 3.3 Visual 5
Topmanagement
Personnel assigned to project
Line managers, other projects
StakeholdersProjectmanager
Company policy and resources
Project direction and messages
Reports and messages
Progress reports and messages
Progress reports
•Concerns•Requirements•Advice
Project Direction/Leadership
Reports and Messages
The project manager’s communication links for developing common understanding and commitment
![Page 6: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/6.jpg)
Module 3 Session 3.3 Visual 6
Project Manager’s Communication Roles
Effective Communicator/Presenter
Communication Strategist
Communication Coach
![Page 7: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/7.jpg)
Module 3 Session 3.3 Visual 7
Classical Sender-Receiver Model
Message
Feedback
Receiver(B)(2 WAY MODEL)
A B
Sender (A)
?
Idea A
SharedMeaning
Idea B
![Page 8: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/8.jpg)
Module 3 Session 3.3 Visual 8
Types of CommunicationMessage
Feedback
Message
• Synchronous (real time)• Face-to-face conversation• Telephone call • Video
• Asynchronous (delay)• Computer• Voice mail messaging• Letter writing
Mass media
• Telephone messages
• Videotapes / announcements
• Posting on the Internet
• Written memos and reports
1-Way2-Way
![Page 9: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/9.jpg)
Module 3 Session 3.3 Visual 9
Complex Sender-Receiver Model—with barriers
MEANINGIdeaKnowledgeInformationFeeling
1. Sender has
2. Sender encodes meaning into
MESSAGEWordsSoundsPicturesOrganization
3. Sender transmitsmessage using
TECHNOLOGYStorageMediaChannel(s)
4. Receiver getsmessage anddecodes
MESSAGEWordsSoundsPicturesOrganization
5. Receiverinterpretsmeaning
6. Receiver creates & sends feedback message
REPEAT PROCESS Formulate meaningEncode into message and transmit via media and channel(s)
7. Sender gets feedback message.
REPEAT PROCESSRepeat until a mutually shared meaning develops or parties stop communicating. Each transition is a possible barrier or filter that can result in faulty communication
MEANINGIdeaKnowledgeInformationFeeling
![Page 10: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/10.jpg)
Module 3 Session 3.3 Visual 10
Barriers and Distorting Filters
Sending
Transmission
Receiving
• Personality style
• Technical expertise
• Organizational affiliation
• Status
• Gender
• Ethnicity
• Social class
• Religion
• Culture
Human Barriers
![Page 11: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/11.jpg)
Module 3 Session 3.3 Visual 11
Thought Problem
The Project: A health care project involving facilities construction, medical services, and
outreach aimed at prenatal women
The Team: Engineering, Accounting, and Human Services (equal numbers of men and women with much diversity)
The Challenge: Minimize communication barriers and build strong teams
Your Task: Identify potential communication barriers
![Page 12: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/12.jpg)
Module 3 Session 3.3 Visual 12
Some Potential Barriers to Communication Gender
communication styles
life experiences
Religion
Technical expertise
Organizational affiliation
• Native language
• Semantics / language usage
• Culture / geography
• Personality / communication styles
![Page 13: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/13.jpg)
Module 3 Session 3.3 Visual 13
Communication Rules for Project Managers
Rule 1 - Recognize the potential for error when communicating
Rule 2 - Know your audience: Sender/receiver differences increase the likelihood of miscommunication
Rule 3 - The chance of miscommunication increases as the number of people in the process increases
Rule 4 - Match media /channels to content and purpose. Use two-way channels for ambiguous or emotion-laden content
Rule 5 - Know your own communication style and adapt to the situation
![Page 14: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/14.jpg)
Module 3 Session 3.3 Visual 14
Four Styles of Communication
Action-oriented
Process-oriented
People-oriented
Idea-oriented
![Page 15: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/15.jpg)
Module 3 Session 3.3 Visual 15
Styles
Everyone has 4 styles to some degree
Most people have a dominant style
Style can adapt to a situation (not fixed)
All 4 styles needed on a project team
![Page 16: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/16.jpg)
Module 3 Session 3.3 Visual 16
Uses in Project Management
Know own style for better communication
Understand where people are “coming from”
Anticipate conflict when styles clash
Build needed strengths into your team
Use team members’ strengths in jobs
![Page 17: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/17.jpg)
Module 3 Session 3.3 Visual 17
Summary
Communication is essential to project leadership and team building
Process of creating shared meaning and mutual understanding
Error-prone process (barriers and filters)
Classical sender-receiver model
Five “Rules” for Project Managers
![Page 18: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/18.jpg)
Module 3 Session 3.3 Visual 18
Module 3
Building the Team
Session 3.3 Communication and Motivation: Fundamentals of Motivation
![Page 19: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/19.jpg)
Module 3 Session 3.3 Visual 19
Motivation
Motus = to move
Why people do what they do
Reasons people act
Amount of energy or effort expended
![Page 20: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/20.jpg)
Module 3 Session 3.3 Visual 20
MOTIVATION = Pursuit of a Goal or Objective
Achieve Objective
![Page 21: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/21.jpg)
Module 3 Session 3.3 Visual 21
Some Theories of Motivation
Hierarchy of Needs (Maslow)
Goal Setting Theory (Locke)
Reinforcement Theory (Skinner)
Equity Theory (Adams)
Expectancy Theory (Vroom)
![Page 22: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/22.jpg)
Module 3 Session 3.3 Visual 22
Hierarchy of Needs
Behavior is driven by needs
Needs are internal states within an individual
Unmet needs cause a state of tension
Unmet needs cause behavior that seeks to reduce tension and satisfy needs
Individuals have a common set of hierarchical needs
![Page 23: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/23.jpg)
Module 3 Session 3.3 Visual 23
Maslow’s Hierarchy of Needs
5 Self Actualization: sense of maximizing potential
4 Esteem: responsibility, self-respect, recognition
3 Social: companionship, affection, affiliation
2 Safety: security, protection from pain and discomfort
1 Physiological: hunger, thirst, sex
“Higher Level”
“Lower Level”
![Page 24: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/24.jpg)
Module 3 Session 3.3 Visual 24
Maslow’s Hierarchy of Needs and the Elements of Job Design
Self-Actualization
NeedsReaching your
potentialIndependence
CreativitySelf-Expression
Social/Affiliation NeedsCompanionship
AcceptanceLove and AffectionGroup Membership
Esteem NeedsResponsibilitySelf-RespectRecognition
Sense of AccomplishmentSense of Competence
Sense of Equity
Safety/Security NeedsSecurity for Self and Possessions
Avoidance of RisksAvoidance of HarmAvoidance of Pain
Physiological NeedsFood
ClothingShelterComfort
Self-preservation
• Involvement in planning your work• Opportunities for growth and development• Creative work
• Freedom to make decisions• Status symbols• Recognition, awards• Challenging work• Opportunity for advancement• Sharing decision making
• Opportunities to interact/network• Team-based work• Friendly co-workers
• Fringe benefits• Job security• Sound policies and practices• Proper supervision• Safe working conditions
• Adequate compensation • Rest periods• Labor-saving devices• Efficient work methods
Self-actualization is not an endpointbut a self-renewing need/drive.
How the Workplace CanMeet These Needs
(Adapted from Vijay K. Verma, Human Resource Skills for the Project Manager, Volume 2, 1996, Project Management Institute, Upper Darby, PA, Figure 2.2)
![Page 25: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/25.jpg)
Module 3 Session 3.3 Visual 25
Goal Setting Theory
Developed by Edwin Locke
Well supported by research
Intention (goals) drive behavior
Motivation Influenced by: Specificity of Goal or Objective
Degree of Challenge
Acceptance of Goal
Feedback
![Page 26: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/26.jpg)
Module 3 Session 3.3 Visual 26
Goal Setting Theory (continued)
Findings:
Specific goals are more motivating than general ones
Challenging goals are more motivating than less challenging goals
People must “accept” a goal for it to be motivational
Feedback, especially self-generated, improves motivation
Participation in goal setting affects motivation
![Page 27: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/27.jpg)
Module 3 Session 3.3 Visual 27
“SMART” Objectives or Goals Specific - one specific (observable)
accomplishment
Measurable - attainment can be easilyassessed
Attainable - achievement is possible giventime, resources, and
person’s level of knowledge and skills
Rewarding - attainment satisfies personalneed or objective
Time-bound - realistic start /finish dates (timeline) are established
![Page 28: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/28.jpg)
Module 3 Session 3.3 Visual 28
Influences on Goal Setting Theory
Availability of Feedback
Commitment (acceptance of goals)
Self-efficacy
National Culture
![Page 29: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/29.jpg)
Module 3 Session 3.3 Visual 29
The Course’s 12-Step Planning Process
Framework for group and individual goal setting
Participatory — Team can collectively set SMART goals (objectives)
Provides feedback on team performance
![Page 30: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/30.jpg)
Module 3 Session 3.3 Visual 30
Reinforcement Theory
Primary advocate: B.F. Skinner
Behavior is determined by the consequences it produces
Reinforcers increase likelihood a behavior will reoccur
Neutral or punishing consequences decrease likelihood behavior will reoccur
Feedback is key element in reinforcement theory
Extinction - Unrewarded behaviors “go away” over time
![Page 31: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/31.jpg)
Module 3 Session 3.3 Visual 31
Rewards• Satisfy Needs
• Intrinsic: Usually intangible and inherent to the behavior being performed
• examples: joy of a low golf score; feeling of achievement from goal attainment
• Extrinsic: External to the behavior being performed, usually tangible
• examples: pay, promotion, certificates
• useful when a performing behavior is not intrinsically rewarding
• Extrinsic rewards can negate Intrinsic rewards
![Page 32: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/32.jpg)
Module 3 Session 3.3 Visual 32
Rules for Modifying Behavior
Reward the behavior as soon as possible after it occurs. Timing is important! The shorter the delay between the behavior and the reward, the better.
To maintain an established (desired) behavior
Reward intermittently at random intervals
To stop an undesired behavior
1. Ignore it — do not reinforce it! It will gradually “extinguish itself” (slow process)
2. Punish it (fast process)
To establish a new (desired) behavior
Reward every occurrence of the behavior(or approximation of the behavior)
![Page 33: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/33.jpg)
Module 3 Session 3.3 Visual 33
The Power of Contingency: IF-THEN
Rewards Should Be Contingent on Performance!
Reinforce desired performance — say “thanks”
Don’t ignore desired performance
Don’t reward undesired performance
Use Rewards to Recognize and Strengthen Positive Behaviors
![Page 34: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/34.jpg)
Module 3 Session 3.3 Visual 34
Thought Problem
How Would You Use Reinforcement Theoryin This Situation?
To Encourage Team Members to bring potential
problems to the group for resolution and not wait
for problems to develop
![Page 35: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/35.jpg)
Module 3 Session 3.3 Visual 35
Possible Strategies for Thought Problems
Using Reinforcement Theory Don’t punish people who bring potential
problems to group Yourself
Other team members
Other managers
Reward team members who bring potential problems into the open
Yourself
Other team members
Reward team members who support others
![Page 36: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/36.jpg)
Module 3 Session 3.3 Visual 36
Limitations of Reinforcement Theory
Rewards and punishments are “subjective” and vary
Project manager has limited control over consequences
![Page 37: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/37.jpg)
Module 3 Session 3.3 Visual 37
Equity Theory
Developed by Adams
Absolute and Relative value of a reward influences motivation
People compare themselves to referents (4 types)
People want to feel fairly treated
![Page 38: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/38.jpg)
Module 3 Session 3.3 Visual 38
Four Types of Referents
1. Self - Inside:Comparison to own previous experiences within the organization
2. Self - Outside:Comparison to own previous experiences outside the organization
3. Other - Inside:Comparison to others’ experiences in the organization
4. Other - Outside:Comparison to others’ experiences outside the organization
![Page 39: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/39.jpg)
Module 3 Session 3.3 Visual 39
Factors Influencing Comparisons
Gender
Length of service
Level of organization
Professional experience & training
![Page 40: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/40.jpg)
Module 3 Session 3.3 Visual 40
Implications of Equity Theory
Rewards should be perceived as fair in both absolute and relative terms
Reward process is as important as reward itself
understood by team
viewed as fair
consistently administered
![Page 41: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/41.jpg)
Module 3 Session 3.3 Visual 41
Expectancy Theory
Developed by Victor Vroom
Well-Researched Theory
Motivation depends on three expectancies Perceived ability to do a job Perceived likelihood of being rewarded Perceived attractiveness of the reward
![Page 42: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/42.jpg)
Module 3 Session 3.3 Visual 42
Motivation Is Situation Specific
Motivation =
PerceivedAbilityto doa Job
or Task
xPerceivedLikelihood
ofBeing
Rewarded
PerceivedValue
ofReward
x
![Page 43: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/43.jpg)
Module 3 Session 3.3 Visual 43
Implications of Expectancy Theory Motivation is influenced by individual
perceptions
I can do the job
I will be rewarded
I want the reward
The project manager must understand team members and stakeholders and deal with them as individuals as much as possible
![Page 44: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/44.jpg)
Module 3 Session 3.3 Visual 44
Thought Problem
New Assignment High Value Reward
Low Likelihood
Moderate Ability
![Page 45: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/45.jpg)
Module 3 Session 3.3 Visual 45
Solution to Thought Problem
Motivation = Ability x Likelihood x Value = Total Value(0 – 1000)
Situation A = 5 x 0 x 10 = 0
Situation B = 5 x 8 x 10 = 400
Situation C = 9 x 8 x 10 = 720
![Page 46: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/46.jpg)
Module 3 Session 3.3 Visual 46
Multiple Sources of Rewards
6. P r o j e c t T e a m
4. Formal Rewards
5. Leadership(Informal)
7. Job orTask
3. Project Manager
TeamMember
1. The Parent Organization
2. Functional Departments
![Page 47: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/47.jpg)
Module 3 Session 3.3 Visual 47
Opportunity AbilityJob
DesignAppraisalSystem
EquityComparison
IndividualEffort
IndividualPerformance
OrganizationalRewards
PersonalGoals
ExpectanciesPerceptions
of Reward
PersonalNeeds
Personal Goals
Intrinsic ExtrinsicReinforcement
(Rewards)
Integrating Model of MotivationBased on Robbins (1998)
1 4 5 6 8
3 10 7 2
7 7 9
2
![Page 48: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/48.jpg)
Module 3 Session 3.3 Visual 48
Sample Questions
1. What are an individual’s personal goals and objectives?
2. What opportunities (for performance) can I offer a person?
3. Does the person have the knowledge/skills necessary to perform, or is training needed?
4. Does a person believe he or she can perform (regardless of his or her competence)?
5. Is the performance evaluation objective? Is it perceived as objective?
![Page 49: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/49.jpg)
Module 3 Session 3.3 Visual 49
Sample Questions (continued)
6. Am I rewarding desired behaviors and not undesired behaviors?
7. Are the rewards at my disposal perceived asdesirable by the individual?
8. Am I perceived as giving rewards fairly and for performance?
9. Do the rewards satisfy the individual’s personal goals, objectives, needs, and so forth?
![Page 50: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/50.jpg)
Module 3 Session 3.3 Visual 50
CAUTION!
Research has a United States orientation
Research focuses on individual motivation
Rewards can vary from culture to culture
Definitions of equity are culturally dependent
Team motivation is also important
![Page 51: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/51.jpg)
Module 3 Session 3.3 Visual 51
Do’s and Don’ts Performance depends on more than
motivation selection, training, and job design are also important
(Robbins)
Team members must expect valued rewards will result from high performance (Expectancy Theory and Reinforcement Theory)
Both extrinsic (pay) and intrinsic (achievement) rewards may reinforce desired behavior (Reinforcement Theory)
![Page 52: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/52.jpg)
Module 3 Session 3.3 Visual 52
Do’s and Don’ts (continued)
Praise and recognition are powerful rewards and should be contingent on the behavior
(Hierarchy and Reinforcement Theory)
Try to structure roles and rewards to meet individual needs
(Reinforcement Theory)
Specific, challenging goals that are accepted by the team member are motivating, especially when members are able to provide themselves with internal feedback
(Goals, Expectancy Theory, and Reinforcement Theory)
![Page 53: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/53.jpg)
Module 3 Session 3.3 Visual 53
Do’s and Don’ts (continued)
The 12-Step planning process provides participation in goal setting (Hierarchy, Goals, and Reinforcement Theory)
Try to have a fair and open reward process(Equity Theory, Reinforcement Theory, and
ExpectancyTheory)
Avoid rewarding inappropriate behaviors. Reward desired ones and don’t extinguish desired behaviors(Reinforcement Theory and Expectancy Theory)
![Page 54: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/54.jpg)
Module 3 Session 3.3 Visual 54
Do’s and Don’ts (continued)
Remember that people are different and reinforcements are idiosyncratic! (Hierarchy and Reinforcement)
Parties for team members when the team meets key milestones serve several functions (Hierarchy, Equity, Goals, Reinforcement, and
Expectancy)
![Page 55: Session Objectives — Communications](https://reader035.vdocuments.site/reader035/viewer/2022062718/56812cb1550346895d9162a9/html5/thumbnails/55.jpg)
Module 3 Session 3.3 Visual 55
Conclusions Theories are useful tools for managers for developing
and maintaining commitment and for rewarding performance
Motivation = intent + energy
Performance = job execution
Five theories were summarized Hierarchy of Needs Goal Setting Reinforcement Equity Expectancy
The project manager must motivate individuals and the group