Master of Science in
Asset Management Control
N
E
E
D
Specify
System
Functionality
Acquire
System Functionality
Achieve
Cost Effectiveness
Justify
Phase-out
AMC ‘a through-life effort’
Module 05: Motivation
Supervisor
Tutor
: Dr John Stavenuiter
: Richard Kwakernaak
Revision
: November 2007
Table of Contents
1.
ABOUT THIS MODULE .......................................................................................................................... 3
2.
MODULE SUMMARY SHEET ................................................................................................................ 7
3.
MODULE DELIVERY .............................................................................................................................. 9
4.
ELEMENT DESCRIPTION ....................................................................................................................10
4.1
Element M05-01 General introduction and applicability on AMC. ...................................................10
4.2.
Element M05-02 Discussion and Setting up a Case in an/your AMC environment. .......................10
4.3
Element M05-03. GroupWise presentation of the cases and discussion .........................................11
4.4
Element M05-04 Deepening the topics as addressed before ............................................................11
5.
ASSESSMENT ......................................................................................................................................12
5.1
Assignment ........................................................................................................................................12
5.2
Marking scheme .................................................................................................................................12
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1.
ABOUT THIS MODULE
For the implementation of AMC objectives you have to mobilize, to energize and to inspire your people.
People determine the productivity of your organization.
Motivation is fundamental for cooperation. Committed employers understand the importance of employees.
Employees should be inspired to achieve their goals and to get the tools to do their jobs well. This is the
inevitable personal drive and the collective ambition in Asset Management Control.
How can you inspire and influence the attitude of your colleagues? How do you mobilize motivation and
commitment? What is your role game and how do you deal with the organizational power? Is there a
common language among the employees?
The AMC approach is a complex system in which motivation is one of the basic topics.
It is more than motivated actors who do their jobs correctly. It demands actors who are full involved with
their jobs and who pro-actively participate in the improvement processes. They have to be aware of the
corporate aim and vision so that they have a mutual target.
The personal mastery is the intrinsic motivation. Extrinsic motivation are the (non) financial incentives,
power, internal & external constraints, personality styles, team composition, organizational present and
future focus, communication, interventions and the 7 S characteristics.
In relation to the Asset Management Control there should be a continuous effort towards improving the cost
effectiveness of the asset to be managed and controlled. Systematic problem solving will be one of the
fundamental strategies on the basis of the study.
Therefore we start to talk in the same language:
One of the most powerful tools of the organizational learning movement is language. The Learning
Lexicon is an etymological dictionary that allows you to gain a deeper sense of common words such as
"learning" and "system" by tracing them back to their original roots. The entries here are excerpted from
The Fifth Discipline Field book. Copyright 1994 by Peter M. Senge, Art Kleiner, Charlotte Roberts,
Richard B. Ross, and Bryan J. Smith. Reprinted with permission.
Archetypes
The word comes from the Greek archetypes, meaning "first of its kind." A stepchild of the field of systems
thinking, systems archetypes were developed at Innovation Associates in the mid 1980s. At that time, the
study of systems dynamics depended upon complex causal loop mapping and computer modelling, using
mathematical equations to define the relationships between variables. Charles Kiefer, I.A.'s president,
suggested trying to convey the concepts more simply. Jennifer Kemeny (with Michael Goodman and Peter
Senge, based in part upon notes developed by John Sterman) developed eight diagrams that would help
catalogue the most commonly seen behaviours. Some archetypes, including "Limits to Growth" and
"Shifting the Burden," were translations of "generic structures"--mechanisms which Jay Forrester and other
systems thinking pioneers had described in the 1960s and 1970s. (Art Kleiner)
Authority
Like the word "author," this word can be traced back to the Greek authentikC3s, which meant "do-er,"
master, or creator. The English meaning of "authority" (possession of the right and power to command)
stems from the fact that the creator of a work of art or craft has the power to make decisions about it.
(Charlotte Roberts)
Related Documents:
Communal-Rational Authority, Control, and Self-Managing Teams: Implications for Leadership, by James
R. Barker
Community
The word "community" has old roots, going back to the Indo-European base mei, meaning "change" or
"exchange." Apparently this joined with another root, kom, meaning "with," to produce an Indo-European
word kommein: shared by all.
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We think the idea of "change or exchange, shared by all," is pretty close to the sense of community in
organizations today. Community building is a core strategy for sharing among all its members the burdens
and the benefits of change and exchange. (Juanita Brown)
Intimacy
The word "intimacy" stems from the Latin intimatus, to make something known to someone else. (Another
derivation is the verb "intimate," which originally meant "to notify.") In its original meaning, in other words,
intimacy did not mean emotional closeness, but the willingness to pass on honest information. (Charlotte
Roberts)
Learning
These Chinese characters represent the word "learning." The first character means to study. It is
composed of two parts: a symbol that means "to accumulate knowledge," above a symbol for a child in a
doorway.
The second character means to practice constantly, and it shows a bird developing the ability to leave the
nest. The upper symbol represents flying; the lower symbol, youth. For the oriental mind, learning is
ongoing. "Study" and "practice constantly," together, suggest that learning should mean: "mastery of the
way of self-improvement." (Peter Senge)
The roots of the English word for learning suggest that it once held a similar meaning. It originated with the
Indo-European leis, a noun meaning "track" or "furrow." To "learn" came to mean gaining experience by
following a track-- presumably for a lifetime. (Art Kleiner)
Mental Models
The concept of mental models goes back to antiquity, but the phrase (to our knowledge) was coined by
Scottish psychologist Kenneth Craik in the 1940s. It has been used by cognitive scientists (notably Marvin
Minsky and Seymour Papert of MIT), and gradually by managers. In cognition, the term refers to both the
semi permanent tacit "maps" of the world which people hold in their long-term memory, and the short-term
perceptions which people build up as part of their everyday reasoning processes. According to some
cognitive theorists, changes in short-term everyday mental models, accumulating over time, will gradually
be reflected in changes in long-term deep-seated beliefs. (Art Kleiner)
System
A system is a perceived whole whose elements "hang together" because they continually affect each other
over time and operate toward a common purpose. The word descends from the Greek verb sunistC!nai,
which originally meant "to cause to stand together." As this origin suggests, the structure of a system
includes the quality of perception with which you, the observer, cause it to stand together.
Examples of systems include biological organisms (including human bodies), the atmosphere, diseases,
ecological niches, factories, chemical reactions, political entities, communities. industries, families, teams -and all organizations. You and your work are probably elements of dozens of different systems. (Art
Kleiner)
Related Terms: Systemic Structure and Systems Thinking.
Systemic Structure
Some people think the "structure" of an organization is the organization chart. Others think "structure"
means the design of organizational work flow and processes. But in systems thinking, the "structure" is the
pattern of interrelationships among key components of the system. That might include the hierarchy and
process flows but it also includes attitudes and perceptions, the quality of products, the ways in which
decisions are made, and hundreds of other factors.
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Systemic structures are often invisible -- until someone points them out. For example, at a large bank,
whenever the "efficiency ratio" goes down two points, departments are told to cut expenses and lay people
off. But when bank employees are asked what the "efficiency ratio" means, they typically say, "It's just a
number we use. It doesn't affect anything." If you ask yourself questions such as: "What happens if it
changes?" you begin to see that every element is part of one or more systemic structures.
The word "structure" comes from the Latin struere, "to build." But structures in systems are not necessarily
built consciously. They are built out of the choices people make consciously or unconsciously, over time.
(Richard Ross, Charlotte Roberts, and Art Kleiner)
Related Terms: System and Systems Thinking.
Systems Thinking
At its broadest level, systems thinking encompasses a large and fairly amorphous body of methods, tools,
and principles, all oriented to looking at the interrelatedness of forces, and seeing them as part of a
common process. The field includes cybernetics and chaos theory; gestalt therapy; the work of Gregory
Bateson, Russell Ackoff, Eric Trist, Ludwig von Bertallanfy, and the Santa Fe Institute; and the dozen or so
practical techniques for "process mapping" flows of activity at work. All of these diverse approaches have
one guiding idea in common: that the behaviour of all systems follows certain common principles, the
nature of which are being discovered and articulated.
But one form of systems thinking has become particularly valuable as a language for describing how to
achieve fruitful change in organizations. This form, called "system dynamics," has been developed by
Professor Jay Forrester and his colleagues at Massachusetts Institute of Technology over the past forty
years. "Links and loops," archetypes, and stock-and-flow modelling-- all have their roots in the system
dynamics understanding of how complex feedback processes can generate problematic patterns of
behaviour within organizations and large-scale human systems. (Peter Senge and Art Kleiner)
Related Terms: System and Systemic Structure.
Teams
The word "team" can be traced back to the Indo-European word deuk (to pull); it has always included a
meaning of "pulling together." (The modern sense of team, "a group of people acting together," emerged in
the sixteenth century.)
We define "teams" as any group of people who need each other to accomplish a result. this definition is
derived from a statement made by former Royal Dutch/Shell Group Planning coordinator Arie de Geus:
"The only relevant learning in a company is the learning done by those people who have the power to take
action." (Art Kleiner)
Theory, Method, Tool
By the term "theory," I mean a fundamental set of propositions about how the world works, which has been
subjected to repeated tests and in which we have gained some confidence. The English word "theory"
comes from the Greek root word theo-rC3s, meaning spectator. This derives from the same root as the
word "theater." Human beings invent theories for the same basic reasons they invent theatre to bring out
into a public space a play of ideas that might help us better understand our world.
It is a shame that we have lost this sense of the deeper meaning of theory today. For most of us, theory
has to do with "science." It suggests something cold, analytic, and impersonal. Nothing could be further
from the truth. The process whereby scientists generate new theories is full of passion, imagination, and
the excitement of seeing something new in the world. "Science," as Buckminster Fuller often said, "is about
putting the data of our experience in order."
New theories penetrate into the world of practical affairs when they are translated into methods and tools.
"Method" comes from the Greek mC)thodos-- a means to pursue particular objectives. It gradually evolved
into its current meaning: a set of systematic procedures and techniques for dealing with particular types of
issues or problems.
"Tool" comes from a prehistoric Germanic word for "to make, to prepare, or to do." It still carries that
meaning: tools are what you make, prepare, or do with. (Peter Senge)
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Vision, Values, Purpose, Goals
Although this discipline is called "building shared vision," that phrase is only a convenient label. A vision is
only one component of an organization's guiding aspirations. The core of those guiding principles is the
sense of shared purpose and destiny, including all of these components:
Vision: an image of our desired future
A vision is a picture of the future you seek to create, described in the present tense, as if it were happening
now. A statement of "our vision" shows where we want to go, and what we will be like when we get there.
The word comes from the Latin videre, "to see." This link to seeing is significant; the more richly detailed
and visual the image is, the more compelling it will be.
Because of its tangible and immediate quality, a vision gives shape and direction to the organization's
future. And it helps people set goals to take the organization closer.
Values: how we expect to travel where we want to go
The word "value" comes from the French verb valoir, meaning "to be worth." Gradually it evolved an
association with valor and worthiness. Values describe how we intend to operate, on a day-to-day basis, as
we pursue our vision. As Bill O'Brien points out, Adolf Hitler's Germany was based on a very clear shared
vision, but its values were monstrous.
A set of governing values might include: how we want to behave with each other; how we expect to regard
our customers, community, and vendors; and the lines which we will and will not cross. Values are best
expressed in terms of behaviour: If we act as we should, what would an observer see us doing? How would
we be thinking?
When values are articulated but ignored, an important part of the shared vision effort is shut away. By
contrast, when values are made a central part of the organization's shared vision effort, and put out in full
view, they become like a figurehead on a ship: a guiding symbol of the behaviour that will help people
move toward the vision. It becomes easier to speak honestly, or to reveal information, when people know
that these are aspects of agreed-upon values.
Purpose or Mission: what the organization is here to do
"Mission" comes from the Latin word mittere, meaning "to throw, let go, or send." Also derived from Latin,
the word "purpose" (originally proponere) meant "to declare." Whether you call it a mission or purpose, it
represents the fundamental reason for the organization's existence. What are we here to do together?
The "mission" is more popular in organizations today, but it has unfortunate military, religious, and shortterm overtones: "Our mission is to take this hill [or die in the attempt]!" I prefer the word "purpose"; it
suggests more of a reflective process. You will never get to the ultimate purpose of your organization, but
you will achieve many visions along the way.
Goals: milestones we expect to reach before too long
Every shared vision effort needs not just a broad vision, but specific, realizable goals. Goals represent what
people commit themselves to do often within a few months. The word may have come from the Old English
goelan, to hinder, and goals often address barriers and obstacles which we must pass to reach our vision.
(Bryan Smith)
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2.
MODULE SUMMARY SHEET
Table 1
Host department: International Masters School, Hogeschool Zeeland
Host programme: Master of Science in Asset Management Control
Level : PGD (PDip)
Prerequisite: BSc or similar qualification
Module leader: Richard Kwakernaak
Summary of Content:
Motivation: basic theories and applications
Intrinsic & Extrinsic motivation and Job Satisfaction
Attribution, Perception and Power
Motivation, Learning and Changing behaviors
Overall Intended Learning Outcomes (ILOs) including transferable skills:
1. The student can reproduce the basic theories of motivation and their applications.
2. The student is able to apply the intrinsic & extrinsic motivation factors and their relevance to
job satisfaction.
3. The student is able to analyze the different attribution and perception theories and
applications.
4. The student is able to apply diverse incentives according to the color of his (AMC related)
internal and/or external constraints.
5. The student is able to analyze the power dynamics and the organizational changes in his
organization. A multi perspective approach and a critical reflection.
6. The student is able to elaborate a strategy to solve problems which causes many irritations
and conflicts in organizations.
7. The student is able to evaluate his possibilities for organizing and coaching.
8. The student is able to increase the commitment and the respect to the team values and
members.
9. The student is able to argument, how he could achieve the desirable attitude in his
organization?
10. The student is able to solve the stress situations in his team.
11. The student is able to motivate his environment from a multi perspective approach.
12. The student is able to evaluate the fifth element of team maturity: “internal & external
constraints”.
Teaching/learning strategy:
Case, directive, situational and problem solving learning.
Learning in first, second and third looping: individual, group and organization.
Practical workshops and cases about motivation topics.
Syllabus/binder:
Yes.
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Literature
Prescribed:
Senge, P.M., et al., The Fifth Discipline, The art & practice of the Learning Organization,
NY: Doubleday/Currency, New York, USA, ISBN 0-385-26095-4, 1990.
“Dynamics of Organizational Change and Learning, Jaap J. Boonstra, 2004, ISBN
047187737-9”.
Harvard Business Review, January 2003, Power is the Great Motivator, David C. McCleland
and David H. Burnham.
Harvard Business Review, April 2003, Psychologist Karl E. Weick: Sense and Reliability,
Diana L. Coutou.
Harvard Business Review, January 2003, How to motivate your problem people, Nigel
Nicholson.
Cost Effective Management Control of Capital Assets. (Stavenuiter, 2002).
Recommended:
Harvard Business Review, January 2003, Management by Whose objectives?, Harry
Levinson.
Assessment methods
Case presentations.
Scientific paper: “What improvements could be made to AMC, concerning motivation?”
Assessment Case/Paper divided as: 40/60.
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3.
MODULE DELIVERY
A module is an independent unit that integrates several aims and objectives (see table 1). A module
consists of several parts that are called elements. All elements have been coded.
Table 2: Survey of the elements
Module 5 Motivation
Element title
Element code
1
General introduction and applicability on AMC
M04-001
2
Discussion and
Setting up a Case in an/your AMC environment
M04-002
3
GroupWise presentation of the cases and discussion
M04-003
4
Deepening the topics as addressed before
M04-004
Study load
contact hours
self study
: 4 sessions of 4 hours
: 40 hours
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4.
ELEMENT DESCRIPTION
4.1
Element M05-01 General introduction and applicability on AMC.
1. Content
Study for the first session
Senge’s book: PART III. The core disciplines: building the learning organization, Chapter 10.
Mental models.
Harvard Business Review, April 2003, Psychologist Karl E. Weick: Sense and Reliability,
Diana L. Coutou.
Articles in the syllabus: Definitions, theories and applications:
2. Organization
The course will be a lecture about motivation, applied in a real AMC work situation.
3. Assignment
Evaluation of your knowledge of the motivation theories applied to your workplace. This must result in a
scientific paper about my team building, maturity, motivation, attribution and learning.
4. Facilities
Classroom, library, web portals and group facilities.
5. Tutor
Richard Kwakernaak
6. Literature
See above.
4.2. Element M05-02 Discussion and Setting up a Case in an/your AMC environment.
1. Content
Study for the second session
Senge’s book: PART III. The core disciplines: building the learning organization, Chapter 6. Nature’s
Templates: Identifying the Patterns that control events; Chapter 7. The Principle of Leverage.
Learning to Change: a guide for Organizational Change Agents, L. de Caluwe and H. Vermaak;
ISBN 0761927026, 2003, CH 3 and CH 6.
Harvard Business Review, January 2003, “How to motivate your problem people”, Nigel Nicholson.
Articles in the syllabus: theories of self concept and motivation.
Recommended literature
Harvard Business Review, January 2003, “Management by Whose objectives?”, Harry Levinson.
2. Organization
Group Discussion.
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3. Assignment
Make individual and collective assessments.
4. Facilities
Classroom, work place and group facilities.
5. Tutor
Richard Kwakernaak
6. Literature
See above.
4.3
Element M05-03. GroupWise presentation of the cases and discussion
1. Content
Study for the third session
“Dynamics of Organizational Change and Learning, Jaap J. Boonstra, 2004, ISBN 047187737-9”:
Part IV. Power Dynamics and Organizational Change:
o CH 13. Power dynamics in Organizational Change: a Multi-perspective Approach (Patricia
Bradshaw and Jaap Boonstra).
o CH 16. Power and Change: A Critical Reflection (Cynthia Hardy and Stewart Clegg).
Article in the syllabus: the attribution theory.
2. Organization
The session starts with a 30 minute presentation of all groups. After this a thematic discussion will be held,
based on the subjects as described above.
3. Assignment
Make individual and collective assessments on specific topics as base for your paper.
4. Facilities
Classroom and group facilities.
5. Tutor
Richard Kwakernaak.
6. Literature
See above.
4.4
Element M05-04 Deepening the topics as addressed before
1. Content
Study for the fourth session
Senge, P.M., et al., The Fifth Discipline, The art & practice of the Learning Organization, NY:
Doubleday/Currency, New York, USA, ISBN 0-385-26095-4, 1990, Chapter 5.
Harvard Business Review, January 2003, Power is the Great Motivator, David C. McCleland
and David H. Burnham.
Article in the syllabus: Motivation, Learning and Changing behaviors.
Cost Effective Management Control of Capital Assets (J. Stavenuiter 2002).
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2. Organization
The course will start with a lecture, followed by practical work. Real life situations and cases will be chosen
during the sessions.
3. Assignment
Make individual and collective assessments to write your paper as an inspiring article.
The base could be an evaluation of your knowledge of the motivation theories applied to your workplace.
This could result in a scientific paper about team building, maturity, motivation, attribution and learning.
4. Facilities
Classroom and group facilities
5. Tutor
Richard Kwakernaak.
6. Literature
See above.
5.
ASSESSMENT
5.1
Assignment
Practical examination in group work on the basis of a real case and presentation, linked to Asset
Management Control. This will show the attitude and abilities to cooperate within the group. The individual
and collective assessments will be collected and divided by the amount of your actions.
A scientific paper of about 1.500 words according to the Scientific Paper Guideline.
5.2
Marking scheme
There will be one mark for the module on the basic of real initiative and presents.
Based for 40% on the individual and collective assessments during the lectures and 60% on the paper.
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