1 in 10 people in Africa can’t see properly simply because they need glasses. Support World Sight Day 13th October 2016 WORLD SIGHT DAY Registered Charity (in England) no. 1081695 See eye to eye this World Sight Day by donating to Vision Aid Overseas for every pair of spectacles sold in October. To register or to find out other ways you can support please call us on 01293 535 016 or visit www.visionaidoverseas.org/world-sight-day
PRACTICE MATTERS Motivation for success Recognising staff’s existing skills and training can have a huge impact on their motivation, writes Debbie Gigg Debbie Gigg Maslow’s Hierarchy of Needs (1954) In the June issue of Vision Now, we looked at how good communication can improve staff involvement and, therefore, retention. This time we are going to look at how to motivate staff and the benefits of training. THEORIES OF MOTIVATION The famous Australian management guru, Elton Mayo (1880-1949), suggested that workers could be better motivated by having their social needs met 1 . Having conducted a study in Chicago in the 1950s, he concluded that the following directly impacted on an individual’s performance: better communication between individual and manager; greater manager involvement; and working in a group/team. The American psychologist, Frederick Herzberg, also contributed greatly to the way in which managers think about motivation at work. He first published his theory in 1959 in a book entitled, The Motivation to Work, and suggested that in order to obtain the maximum involvement and the best performance from an individual the following should be in place: job enlargement, job enrichment and empowerment 2 . In his book, Motivation and Personality (1954), Dr Abraham Maslow developed his theory of a Hierarchy of Needs (Figure 1), presenting a number of key fundamental requirements that need to be in place before an individual can reach their full potential. We can see from these three different examples that motivation is not just about pay. One assumption that many have is that if staff aren’t happy then they want more money. But actually, basic needs are just as important, depending on the individual. In his Hierarchy of Needs, Maslow suggested that people needed to understand that their basic needs would be met. Within the workplace that translates to suitable frequency and length of breaks to enable the member of staff to satisfy their hunger, thirst and human needs. They need to know that they are safe, that they are not exposed to inappropriate circumstances like lone working with insufficient safety measures, that they can get to exits if needed, and they have lighting and the correct amount of heat. Their social needs should be met in some part so that they feel part of the team, and that they are communicated with by all staff. Praising staff for a job well done can speak volumes. We are all too quick to criticise when things go wrong and forget to praise good performance. A good patient experience is a team effort not just down to individuals. By recognising good effort, intention and achievement will also satisfy staff needs. This can be very simple by either having a staff member of the month to entering them into a full training and qualification process. TRAINING AS A MOTIVATOR As Herzberg suggested, job enlargement is a motivator – as is job enrichment. Recognising staff’s existing skills and training can have a huge impact on their motivation, well-being and overall performance. A happy, well informed and confident team is priceless. Patients are happy because staff are, and they genuinely enjoy seeing staff achieve. Supporting staff to achieve a qualification will give them a huge feeling of success and pride. Training courses can be used to give structured training to new staff, particularly if they are new to optics. It gives them the knowledge they need for their role and helps them to understand the industry that they are a part of. It gives them something to work towards, and something for you to measure their performance on. Many options are available and it can sometimes seem a minefield to know what is the right thing to try. At the end of the day, discuss with your staff member what they would like to cover and how they like to learn. There are a number of different learning styles 3 : • Activist: hands on, full involvement. Enjoy group discussions, role play, etc • Pragmatist: experimenters, like to try an idea before applying. Enjoy case studies, problem solving, discussion • Theorist: Analyse and synthesise. Need models and facts to become engaged • Reflector: observe and think through the process. Take time to work towards a concept. Enjoy questionnaires and observing activities You may find that workshops suit them best or they like tutor contact, that they hate to be observed but love exams. Try and ascertain what will work for you and them before you explore the options. That way you can streamline the choice. The Worshipful Company of Spectacle Makers has a variety of levels and qualifications available to support staff within optics. These are now being delivered by ABDO College and details can be found at www.abdocollege.org.uk or contact courses@abdocollege.org.uk REFERENCES 1. Reid M, Barrington H, Brown M (2004) Human Resource Development, Beyond Training Interventions. 7TH Edition. London CIPD. 2. Weightman J (2004) Managing People. 2nd Edition. London CIPD. 3. Harrison, R (2005) Learning & Development. 4th Edition. London CIPD. Debbie Gigg is an HR consultant specialising in learning and development. Email Debbie@spectaclesbear.uk Vision Now AUGUST 2016 23
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