A_Plan_for_Positive_Influence

Running head: A PLAN FOR POSITIVE INFLUENCE A Plan for Positive Influence Zahed Sarwar University of Phoenix Organizational Leadership – LDR/531 Brenda J. Talsma July 12, 2010 A Plan for Positive Influence This paper will discuss a plan that will increase motivation, satisfaction, and performance within the learning team. By increasing these characteristics job performances will increase. Motivation is the process that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal (Judge, 2007). Intensity is concerned with how hard a person tries. However, high intensity is unlikely to lead to favorable job-performance outcomes unless the effort is channeled in a direction that benefits the organization. Therefore, we have to consider the quality of effort as well as its intensity. Effort that is directed toward, and consistent with, the organization’s goals is the kind of effort that we should be seeking. Finally motivation has a persistence dimension. This is a measure of how long a person can maintain effort (Judge, 2007). Motivated individuals stay with a task long enough to achieve their goal. The motivated employee performs his job duties better than those employees who are not motivated. Some dynamics that motivate employees include: achievement, accomplishment, recognition, learning and growth. Teamwork is the ability to work together toward a common vision. Each member brings to the table a distinct personality along with an assortment of experience that may be very different from others. The team as a whole may share a common interest and/or similar backgrounds. The team must therefore recognize everyone’s distinct qualities and respect each other’s ability to be successful. Working as a team can be challenging at first. The practice of working with people forces us out of our comfort zones for a wakeup call to new and different thoughts. Teamwork exposes us to a forum in which we can showcase our best skills to get the job done, while learning from others whose talents may inspire us, surprise us, or even rub off on us. Learning team C is comprised of four individual that all possesses varying interest and values. All four members shared their “scores” from three assessments, to include the DISC assessment, the Emotional Intelligence assessment, and the Values and Attitudes Insights assessment. From the DISC Assessment I have steadiness style. The Steadiness Styles are warm, supportive and nurturing individuals. I am the most people-oriented, excellent listener, devoted friends, and loyal employee. I am also an excellent team player. My team member Priti has Interactive style. Kimberly and Lymarie have Dominance Style. Interactive Styles are friendly, enthusiastic who like to be where the action is. They thrive on the admiration, acknowledgement, and compliments that come with being in the limelight. The interactive Style’s strengths are enthusiasm, charm, persuasiveness and warmth. The Dominance Style is goal oriented go getters who are most comfortable when they are in charge of people and situations. They want to accomplish many things now, so they focus on no-nonsense approaches to bottom-line results (Alessandra). The Emotional Intelligence assessment tested our abilities to cope with environmental demands and pressures. People with high EI were described as having the ability to accurately perceive, evaluate, express, and regulate emotions and feelings. Lymarie and Kimberly scored 41. I scored 37 and Priti scored 39. The score ranges between 10 and 50. Scores of 40 or higher indicate a higher E1. Scores of 20 or less suggest a relatively low E1. All four of us seem to be close to the score of 40 or above means we are likely to work well with teams, manage others and making effective sales presentation (Prantice, 2007). A positive influence plan can be created to assist in building motivation, satisfaction and performance in employees. Integrating quarterly or semi-annual team building sessions, conducting semi-annual performance management, providing compensation for achievements are good positive influence plan if it’s executed properly. When performance management carried out effectively, it helps employees know that their contributions are recognized and acknowledged. Performance management should be an ongoing process of communication between manager and employees that should occur throughout the year. Managers have to be aware of work place attitudes. It is also important for managers to know how to assist employees in controlling their emotions and moods in the workplace. Moods and emotions have an impact on job performance; teamwork etc. If someone had a problem at home, issues with family members before coming to work, their emotions may cause them to feel like their job may be too demanding of them or that they don’t receive enough respect in the workplace. It’s important to check your emotions at the door sometimes because it does affect work performance, as well as others around you. A manager should always give you the option if a day off is needed to re-cooperate. Sympathy and acknowledgement by management can help employee’s recognize and manage their emotions in the work place. Managers do have the power to create a positive framework for their staff through leadership and communication. Managers should regularly scheduled meeting as a group and individually to discuss issues and concerns. This will keep managers proactive and aware of any upcoming issues. Managers should also understand that employees look for them for guidance when they have an issue and they should be ready and willing to deal with the problem. My learning team is made up of different personality, diverse attitude and values. We can strive to achieve and excel through collaboration, compromise, and adopting a team first attitude. In terms of increasing motivation, satisfaction, and performance of the team, the makeup of behavior styles seem like they were naturally designed to motivate each other through strengthening each other’s weaknesses. Each member brings a distinctive personality with a variety of experience that could be very different from the other members of the group. As a result, the team will understand what those differences are and move along the path of success. References Judge, Timothy & Robbins, Stephen (2007). Organizational Behavior, Attitudes and Job Satisfaction (12th ed.). [University of Phoenix Custom Edition e-text]. Prentice Hall, Inc. Retrieved July 12, 2010, from University of Phoenix, rEsource, LDR/531- Organization Leadership Course Web site. Judge, Timothy & Robbins, Stephen (2007). Organizational Behavior, Personality and Values (12th ed.). [University of Phoenix Custom Edition e-text]. Prentice Hall, Inc. Retrieved July 12, 2010, from University of Phoenix, rEsource, LDR/531- Organization Leadership Course Web site. Judge, Timothy & Robbins, Stephen (2007). Organizational Behavior, Motivation Concepts (12th ed.). [University of Phoenix Custom Edition e-text]. Prentice Hall, Inc. Retrieved July 12, 2010, from University of Phoenix, rEsource, LDR/531- Organization Leadership Course Web site. Judge, Timothy & Robbins, Stephen (2007). Organizational Behavior, Emotion and Moods(12th ed.). [University of Phoenix Custom Edition e-text]. Prentice Hall, Inc. Retrieved July 12, 2010, from University of Phoenix, rEsource, LDR/531- Organization Leadership Course Web site. Alessandra, Tony. The Ken Blanchard Companies –DISC Assessment. Retrieved on July 12th 2010, from University of Phoenix, rEsource, LDR/531-Organizational Leadership Course Web Site. https://uop.blanchardassessments.com/assessmentmembers.asp'ID=246441 Hall, Pearson, Prantice (2007) What’s My Emotional Intelligence Score. Retrieved on July 12th 2010, from University of Phoenix, rEsource, LDR/531-Organizational Leadership Course Web Site. https://ecampus.phoenix.edu/secure/aapd/sas/robbins_sal3v3/sal3v3web.html Hall, Pearson, Prantice (2007) Values and Attitude Insights Assessments. Retrieved on July 12th 2010, from University of Phoenix, rEsource, LDR/531-Organizational Leadership Course Web Site. https://ecampus.phoenix.edu/secure/aapd/sas/robbins_sal3v3/sal3v3web.html