FACTOR VI: PERSONALAND INTERPERSONALSKILLS
CLUSTER Q: INSPIRING OTHERS
36 Motivating Others
People often say that motivation doesn‘t last. Well, neither does bathing…that‘s why we recommend
it daily. Zig Ziglar – American author, salesperson, and motivational speaker
Section 1: Your Development Need(s)
Unskilled
 Doesn’t know what motivates others or how to do it
 People under him/her don’t do their best
 Not empowering and not a person many people want to work for, around or with
 May be a one-style-fits-all person, have simplistic models of motivation, or may not care as much as most
others do; may be a driver just interested in getting the work out
 May have trouble with people not like him/her
 May be a poor reader of others, may not pick up on their needs and cues
 May be judgmental and put people in stereotypic categories
 Intentionally or unintentionally demotivates others
Select one to three of the competencies listed below to use as a substitute for this competency if you decide not to
work on it directly.
Substitutes: 1,7,12,13,16,18,19,20,21,27,31,33,37,39,47,49,53,60,65
Skilled
 Creates a climate in which people want to do their best
 Can motivate many kinds of direct reports and team or project members
 Can assess each person’s hot button and use it to get the best out of him/her
 Pushes tasks and decisions down
 Empowers others
 Invites input from each person and shares ownership and visibility
 Makes each individual feel his/her work is important
 Is someone people like working for and with
Overused Skill
 May not be good at building team spirit because of an emphasis on individuals
 May be seen as providing inequitable treatment by treating each person individually
 May not take tough stands when the situation calls for it
 May take too long getting input
 May be reluctant to assign work with tough deadlines
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Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.
Compensators: 9,12,13,18,19,20,34,35,37,50,52,56,57,60
Some Causes
 A one-style-fits-all
 Believe everyone should be naturally motivated
 Don’t believe motivation is necessary or important
 Have trouble talking with people not like you
 Judgmental about others
 Prefer to treat everyone the same
 Too simple views of motivation

Leadership Architect® Factors and Clusters
This competency is in the Personal and Interpersonal Skills Factor (VI). This competency is in the Inspiring
Others Cluster (Q) with: 37, 60, 65. You may want to check other competencies in the same Factor/Cluster for
related tips.
The Map
Greater things can happen when people are motivated. Think of three accomplishments you’re proud of, then
ask yourself how motivated you were to accomplish them. Similarly, if you can figure out what motivates
others, their accomplishments and yours will be greater. Some managers believe others should be
automatically motivated, thinking motivation comes standard with the person. Some managers believe
everyone should be as motivated as they are about the job and the organization. That’s seldom the case. Fact
is, people are different. Each person is different in the way he/she becomes and sustains being motivated.
Being good in this area includes believing it’s a manager’s job to motivate—that all people are different, and
that motivating each of them takes a little bit different approach.
Section 2: Learning on Your Own
These self-development remedies will help you build your skill(s).
Some Remedies
 1. Confused by the process of motivating others? Read up on the subject. Follow the basic rules of
inspiring others as outlined in classic books like People Skills by Robert Bolton or Thriving on Chaos by
Tom Peters. Communicate to people that what they do is important. Say thanks. Offer help and ask for it.
Provide autonomy in how people do their work. Provide a variety of tasks. ―Surprise‖ people with enriching,
challenging assignments. Show an interest in their careers. Adopt a learning attitude toward mistakes.
Celebrate successes, have visible accepted measures of achievement and so on. Too often, people
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behave correctly, but there are no consequences. Although it’s easy to get too busy to acknowledge,
celebrate, and occasionally criticize, don’t forget to reinforce what you want. As a rule of thumb, 4 to 1
positive to negative is best.
 2. Are you betting on the wrong motivators? Know and play the motivation odds. According to
research by Rewick and Lawler, the top motivators at work are: (1) Job challenge; (2) Accomplishing
something worthwhile; (3) Learning new things; (4) Personal development; (5) Autonomy. Pay (12th),
Friendliness (14th), Praise (15th) or Chance of promotion (17th) are not insignificant but are superficial
compared with the more powerful motivators. Provide challenges, paint pictures of why this is worthwhile,
create a common mindset, set up chances to learn and grow, and provide autonomy and you’ll hit the vast
majority of people’s hot buttons.
 3. Difficulty setting effective goals? Use stretch goals to motivate. Most people are turned on by
reasonable goals. They like to measure themselves against a standard. They like to see who can run the
fastest, score the most, and work the best. They like goals to be realistic but stretching. People try hardest
when they have somewhere between 1/2 and a 2/3 chance of success and some control over how they go
about it. People are even more motivated when they participate in setting the goals. Set just out of reach
challenges and tasks that will be first time for people—their first negotiation, their first solo presentation,
etc. More help? – See #35 Managing and Measuring Work.
 4. Trouble with non-verbals? Learn to read people’s motivation signals. What do they do first? What
do they emphasize in their speech? What do they display emotion around? What values play out for them?
First things. Does this person go to others first, hole up and study, complain, ––discuss feelings, or take
action? These are the basic orientations of people that reveal what’s important to them. Use these to
motivate.
Speech content. People might focus on details, concepts, feelings, or other ––people in their speech. This
can tell you again how to appeal to them by mirroring their speech emphasis. Although most of us naturally
adjust—we talk details with detail oriented people—chances are good that in problem relationships you’re
not finding the common ground. She talks detail and you talk people, for example.
Emotion. You need to know what people’s hot buttons are because one ––mistake can get you labeled as
insensitive with some people. The only cure here is to see what turns up the volume for them—either
literally or what they’re concerned about.
Values. Apply the same thinking to the values of others. Do they talk about money, ––recognition, integrity,
efficiency in their normal work conversation?
Figuring out what their drivers are tells you another easy way to appeal to anyone. Once you have this
basic understanding, you need to follow the basic rules of motivating others covered in this section.
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 5. Judgmental? Turn off your judgment program. In trying to reach someone, work on not judging
him/her. You don’t have to agree, you just have to understand in order to motivate. The fact that you
wouldn’t be motivated that way isn’t relevant.
 6. Not relating? Be able to speak their language at their level. It shows respect for their way of thinking.
Speaking their language makes it easier for them to talk with you and give you the information you need to
motivate.
 7. Closed off from others? Bring him/her into your world. Tell him/her your conceptual categories. To
deal with you he/she needs to know how you think and why. Tell him/her your perspective—the questions
you ask, the factors you’re interested in. If you can’t explain your thinking, he/she won’t know how to deal
with you effectively. It’s easier to follow someone and something you understand.
 8. All business? Get to know them on a personal level. Know three non-work things about everybody—
their interests and hobbies or their children or something you can chat about. Life is a small world. If you
ask people a few personal questions, you’ll find you have something in common with virtually anyone.
Having something in common will help bond the relationship and allow you to individualize how you
motivate.
 9. Avoiding the tough cases? Turn a negative into a motivator. If a person is touchy about something,
he/she will respond to targeted help. If the person responds by being clannish, he/she may need your
support to get more in the mainstream. If he/she is demotivated, look for both personal and work causes.
This person may respond to job challenge. If the person is naive, help him/her see how things work.
 10. Giving too much direction? Get people more involved in the work they are doing. Delegate and
empower as much as you can. Get him/her involved in setting goals and determining the work process to
get there. Ask his/her opinion about decisions that have to be made. Have him/her help appraise the work
of the unit. Share the successes. Debrief the failures together. Use his/her full tool set.
 11. Trouble figuring out what drives people? Find out why people do what they do. Follow the real
consequences. One company had a million dollars of theft per year, both against the company and other
employees. They brought in a renowned psychologist, Gary Latham, who asked a number of questions
around the benefits and costs of being honest or stealing. Top management, of course, had originally
wanted to install hidden cameras and hire detectives. They rejected this when Latham told them that the
thieves had suggested this very solution! They wanted to steal the cameras to increase the thrill they got
from theft. (They almost never sold or even used what they took.) Additionally, few people expected there
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would be any real penalty for getting caught (strong union protection). They did it because they could.
Essentially, by asking why people do what they do rather than assuming it, the company hit upon a better
solution: Create a library system where employees were allowed to borrow all that was previously stolen.
Second, declare an amnesty day so the stolen goods could be returned. The outcome? Almost all the
stolen goods were returned and theft dropped to near zero over the next three years.
 This example has nothing to do with stopping theft. Setting up a library might be a disaster in many
organizations. What it demonstrates is how to figure out why people do what they do:

Absolute confidentiality, often using outsiders to collect information.––

Find out what the positive and negative consequences are for the person. In ––this case, what are the
+’s and –’s of being honest or dishonest?

Once you understand the anticipated consequences or outcomes, you ––understand the behavior.

Change the consequences and you change the behavior.––

This same technique has been used to understand why customers choose ––a competitor and how to
get the customer back. It has also been used in overcoming resistance to change. The logic is the
same. What are the +’s and –’s of embracing change or resisting it? What are the +’s and –’s of staying
with us versus going with a competitor?
Section 3: Learning from Feedback
These sources would give you the most accurate and detailed feedback on your skill(s).
 1. Direct Reports
Across a variety of settings, your direct reports probably see you the most. They are the recipients of most
of your managerial behaviors. They know your work. They can compare you with former bosses. Since
they may hesitate to give you negative feedback, you have to set the atmosphere to make it easier for
them. You have to ask.
 2. Human Resource Professionals
Human Resource professionals have both a formal and informal feedback role. Since they have access to
unique and confidential information, they can provide the right context for feedback you’ve received.
Sometimes they may be ―directed‖ to give you feedback. Other times, they may pass on feedback just to
be helpful to you.
 3. Past Associates/Constituencies
When confronted with a present performance problem, some claim, ―I wasn’t like that before; it must be the
current situation.‖ When feedback is available from former associates, about 50% support that claim. In the
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other half of the cases, the people were like that before and probably didn’t know it. It sometimes makes
sense to access the past to clearly see the present.
Section 4: Learning from Develop-in-Place Assignments
These part-time develop-in-place assignments will help you build your skill(s).
 Integrate diverse systems, processes, or procedures across decentralized and/or dispersed units.
 Be a change agent; create a symbol for change; lead the rallying cry; champion a significant change and
implementation.
 Relaunch an existing product or service that’s not doing well.
 Create employee involvement teams.
 Assign a project with a tight deadline to a group.
 Manage a temporary group of ―green,‖ inexperienced people as their coach, teacher, guide, mentor, etc.
 Manage a group of resistant people with low morale through an unpopular change or project.
 Handle a tough negotiation with an internal or external client or customer.
 Prepare and present a proposal of some consequence to top management.
 Resolve an issue in conflict between two people, units, geographies, functions, etc.
Section 5: Learning from Full-Time Jobs
These full-time jobs offer the opportunity to build your skill(s).
 1. Change Manager
The core demands to qualify as a Change Manager are: (1) Leader of a significant effort to change
something or implement something of significance. (2) Success and failure will be evident. (3) Always
something new and unique to the organi-zation. (4) Must get many others to buy in and cooperate. (5)
Involves cross-boundary change. (6) High visibility sponsor. (7) Exposure to significant decision makers
and key stakeholders. (8) Resistance is expected and near-universal. (9) Cost of failure is significant.
Examples include: (1) Total Work Systems like TQM, ISO, or Six Sigma. (2) Business restructurings like a
move away from a core competence and into a new product space or industry, i.e., American carmakers
move into smaller, more fuel-efficient products. (3) Installing major systems (like an ERP or HRIS) and
procedures for the first time. (4) M&A integrations, responding to major competitor initiatives that threaten
the organization. (5) Extensive reorganizations. (6) Long-term post-corporate scandal recovery.
 2. Fix-Its/Turnarounds
The core demands to qualify as a Fix-it or Turnaround assignment are: (1) Clean-ing up a mess. (2)
Serious people issues/problems like credibility/performance/morale. (3) Tight deadline. (4) Serious
business performance failure. (5) Last chance to fix. Four types of Fix-its/Turnarounds: (1) Fixing a failed
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business/unit involving taking control, stopping losses, managing damage, planning the turnaround, dealing
with people problems, installing new processes and systems, and rebuilding the spirit and performance of
the unit. (2) Managing sizable disasters like mishandled labor negotiations and strikes, thefts, history of
significant business losses, poor staff, failed leadership, hidden problems, fraud, public relations
nightmares, etc. (3) Significant reorganization and restructuring (e.g., stabilizing the business, re-forming
unit, introducing new systems, making people changes, resetting strategy and tactics). (4) Significant
system/process breakdown (e.g., MIS, financial coordination processes, audits, standards, etc.) across
units requiring working from a distant position to change something, providing advice and counsel, and
installing or implementing a major process improvement or system change outside your own unit and/or
with customers outside the organization.
 3. Significant People Demands
Core demands required to qualify as a Significant People Demands assignment are: (1) A sizable increase
in either the number of people managed and/or the complexity of the challenges involved. (2) Longer-term
assignment (two or more years). (3) Quality of people management is critical to achieving results. (4)
Involves groups not worked with before (e.g., union, new technical areas, nationalities). Examples of
Significant People Demands jobs would be: (1) Downsizing a department—making staff changes. (2)
Leading an organization through a reorganization or restructuring. (3) Managing a newly merged business
unit comprised of people from disparate units/cultures. (4) Rebuilding a team that has a history of conflict or
hardship. (5) Mentoring and coaching inexperienced people. (6) Leading geographically distributed teams.
(7) Absorbing a new team/unit into an existing structure. (8) Leading a company or function with a rapidly
growing employee base.
 4. Staff Leadership (Influencing Without Authority)
The core demands to qualify as Staff Leadership are: (1) Significant challenge (e.g., start-up, fix-it, scope
and/or scale assignment, strategic planning project, changes in management practices/systems). (2)
Insufficient direct authority to make it happen. (3) Tight deadlines. (4) Visible to significant others. (5)
Sensitive politics. Examples of Staff Leadership (Influencing Without Authority) jobs would be: (1) Leading
a support function without P&L responsibilities. (2) Managing an internal consulting function for the
organization (e.g., OD or HR consultant). (3) Project manager of a cross-functional or cross-departmental
initiative. (4) Managing a cross-functional, matrixed team.
 5. Start-Ups
The core demands to qualify as a start from scratch are: (1) Starting something new for you and/or for the
organization. (2) Forging a new team. (3) Creating new systems/facilities/staffs/programs/procedures. (4)
Contextual adversity (e.g., uncertainty, government regulation, unions, difficult environment). Seven types
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of start from scratches: (1) Planning, building, hiring, and managing (e.g., building a new facility, opening
up a new location, moving a unit or company). (2) Heading something new (e.g., new product, new service,
new line of business, new department/function, major new program). (3) Taking over a
group/product/service/program that had existed for less than a year and was off to a fast start. (4)
Establishing overseas operations. (5) Implementing major new designs for existing systems. (6) Moving a
successful program from one unit to another. (7) Installing a new organization-wide process as a full-time
job like Total Work Systems (e.g., TQM/ISO/Six Sigma).
Section 6: Learning from Your Plan
These additional remedies will help make this development plan more effective for you.
Learning to Learn Better
 1. Use Objective Data When Judging Others
Practice studying other people more than judging or evaluating them. Get the facts, the data, how they
think, why they do things—without classifying them into your internal like/dislike or agree/disagree boxes,
categories, or buckets. Try to project or predict how they would act/react in various situations, and follow up
to see how accurate you are.
 2. Examine Why You Judge People the Way You Do
List the people you like and those you dislike and try to find out why. What do those you like have in
common with each other and with you? What do those you dislike have in common with each other and
how do they differ from you? Are your ―people buckets‖ logical and productive or do they interfere? Could
you be more effective without putting people into buckets?
 3. Pre-Sell an Idea to a Key Stakeholder
Identify the key stakeholders—those who will be the most affected by your actions or the most resistant, or
whose support you will most need. Collect the information each will find persuasive; marshal your
arguments and try to pre-sell your conclusions, recommendations, and solutions.
Learning from Experience, Feedback, and Other People
 4. Using Multiple Models
Who exemplifies how to do whatever your need is? Who, for example, personifies decisiveness or
compassion or strategic agility? Think more broadly than your current job and colleagues. For example,
clergy, friends, spouses, or community leaders are also good sources for potential models. Select your
models not on the basis of overall excellence or likeability, but on the basis of the one towering strength (or
glaring weakness) you are interested in. Even people who are well thought of usually have only one or two
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towering strengths (or glaring weak-nesses). Ordinarily, you won’t learn as much from the whole person as
you will from one characteristic.
 5. Learning from Bosses
Bosses can be an excellent and ready source for learning. All bosses do some things exceptionally well
and other things poorly. Distance your feelings from the boss/direct report relationship and study things that
work and things that don’t work for your boss. What would you have done? What could you use and what
should you avoid?
 6. Learning from Ineffective Behavior
Seeing things done poorly can be a very potent source of learning for you, especially if the behavior or
action affects others negatively. Many times the thing done poorly causes emotional reactions or pain in
you and others. Distance yourself from the feelings and explore why the actions didn’t work.
 7. Learning from Interviewing Others
Interview others. Ask not only what they do, but how and why they do it. What do they think are the rules of
thumb they are following? Where did they learn the behaviors? How do they keep them current? How do
they monitor the effect they have on others?
 8. Getting Feedback from Direct Reports
Direct reports often fear reprisals for giving negative feedback about bosses, whether in a formal process,
like a questionnaire, or informally and face-to-face. Even with a guarantee of confidentiality, some are still
hesitant. If you want feedback from direct reports, you have to set a positive tone and never act out of
revenge.
 9. Learning from Limited Staff
Most managers either inherit or hire staff from time to time who are inexperi-enced, incompetent, not up to
the task, resistant, or dispirited. Any of these may create a hardship for you. The lessons to be learned are
how to get things done with limited resources and how to fix the people situation. In the short term, this
hardship is best addressed by assessing the combined strengths of the team and deploying the best you
have against the problem. Almost everyone can do something well. Also, the team can contribute more
than the combined individuals can. How can you empower and motivate the team? If you hired the
troublesome staff, why did you err? What can you learn from your hiring mistakes? What wasn’t there that
you thought was present? What led you astray? How can you prevent that same hiring error in the future?
What do you need to do to fix the situation? Quick development? Start over? If you inherited the problem,
how can you fix it? Can you implement a program of accelerated development? Do you have to start over
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and get new people? What did the prior manager do or not do that led to this situation in the first place?
What can you learn from that? What will you do differently? How does the staff feel? What can you learn
from their frustrations over not being able to do the job? How can you be a positive force under negative
circumstances? How can you rally them to perform? What lasting lessons can you learn from someone in
distress and trouble? If you’re going to try accelerated development, how can you get a quick assessment?
How can you give the staff motivating feedback? How can you construct and implement development plans
that will work? How can you get people on-line feedback for maximum growth? Do you know when to stop
trying and start over? If you’re going to turn over some staff, how can you do it both rapidly and with the
least damage? How can you deliver the message in a constructive way? What can you learn from having
to take negative actions against people? How can you prevent this from happening again?
Learning from Courses
 10. Supervisory Courses
Most new supervisors go through an ―Introduction to Supervision‖ type course. They are designed to teach
the common practices a first-line supervisor needs to know to be effective. The content of most of those
courses is standard. There is general agreement on the principles of effective supervision. There are two
common problems: (1) Do the students have a strong motivation to learn? Do they know what they don’t
know? Is there any pain? Because motivated students with a need for the knowledge learn best,
participants should have had some trying experiences and some supervisory pain and hardships before
attending. (2) Are the instructors experienced supervisors? Have they practiced what they preach? Can
they share powerful anecdotes to make key points? Can they answer questions credibly? If possible, select
supervisory courses based on the instructors, since the content seems to be much the same for all such
courses. Lastly, does the course offer the opportunity for practicing each skill? Does it contain simulations?
Are there case studies you could easily identify with? Are there breakout groups? Is there opportunity for
action learning? Search for the most interactive course.
In motivating people, you‘ve got to engage their minds and their hearts. I motivate people, I hope, by
example—and perhaps by excitement, by having productive ideas to make others feel involved. Rupert
Murdoch – Australian-American global media mogul
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Suggested Readings
Adair, J. (2003). The inspirational leader. London: Kogan Page.
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build your team, and get immediate results. Hoboken, NJ: John Wiley & Sons.
Carlaw, M., Carlaw, P., Deming, V. K., & Friedmann, K. (2002). Managing and motivating contact center
employees: Tools and techniques for inspiring outstanding performance from your frontline staff. New York:
McGraw-Hill.
Carnegie, D. (2009). How to win friends and influence people (Reissue ed.). New York: Simon & Schuster.
Charan, R. (2007). Know-how: The 8 skills that separate people who perform from those who don‘t. New York:
Crown Business.
Cloke, K., & Goldsmith, J. (2003). The art of waking people up: Cultivating awareness and authenticity at work.
San Francisco: Jossey-Bass.
Crainer, S. (2001). Motivating the new generation: Modern motivation techniques. New York: BrownHerron
Publishing.
Deems, R. S., & Deems, T. A. (2003). Leading in tough times: The manager‘s guide to responsibility, trust, and
motivation. Amherst, MA: HRD Press.
Deeprose, D. (2006). How to recognize and reward employees: 150 Ways to inspire peak performance (2nd
ed.). New York: AMACOM.
Glanz, B. A. (2002). Handle with CARE: Motivating and retaining employees. New York: McGraw-Hill Trade.
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employees, retain talent, and drive performance. New York: Free Press.
Gostick, A., & Elton, C. (2009). The invisible employee: Using carrots to see the hidden potential in everyone
(2nd ed.). Hoboken, NJ: John Wiley & Sons.
Grensing-Pophal, L. (2003). Motivating today‘s employees. Bellingham, WA: Self-Counsel Press.
Hiam, A. (2003). Motivational management: Inspiring your people for maximum performance. New York:
AMACOM.
Karp, H. (2002). Bridging the boomer-Xer gap: Creating authentic teams for high performance at work. Palo
Alto, CA: Davies-Black Publishing.
Kouzes, J. M., & Posner, B. Z. (2003). Encouraging the heart: A leader‘s guide to rewarding and recognizing
others. San Francisco: Jossey-Bass.
Manville, B., & Kerr, S. (2003). Harvard Business Review on motivating people. Boston: Harvard Business
School Press.
Manz, C. C., & Sims, H. P., Jr. (2001). The new superleadership: Leading others to lead themselves. San
Francisco: Berrett-Koehler Publishers.
McKenna, P. J., & Maister, D. H. (2002). First among equals: How to manage a group of professionals. New
York: Free Press.
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Podmoroff, D. (2005). 365 Ways to motivate and reward your employees every day: With little or no money.
Ocala, FL: Atlantic Publishing Group.
Scott, W. J., Miller, T., III, & Scott, M. W. (2001). Motivating others: Bringing out the best in people.
Bloomington, IN: 1stBooks Library.
Stark, P., & Flaherty, J. (2009). Engaged! How leaders build organizations where employees love to come to
work. San Diego, CA: Bentley Press.
Thomas, K. W. (2009). Intrinsic motivation at work: What really drives employee engagement (2nd ed.). San
Francisco: Berrett-Koehler Publishers.
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