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close this bookLeadership and Influence - Student Manual (FEMA-EMI, 1991, 208 p.)
close this folderLESSON PLANS
View the documentUnit I Introduction
View the documentUnit II Personal Values
View the documentUnit III Personal Styles
View the documentUnit IV Conflict Management Styles
View the documentUnit V The Impact of Different Influence Styles
View the documentUnit VI Exercising Leadership
View the documentUnit VII Exercising Power
View the documentUnit VIII Motivation
View the documentUnit IX Group Dynamics
View the documentUnit X Tying the Concepts Together: Course Integration & Application
View the documentUnit XI Presentation of Influence Plans
View the documentUnit XII Conclusion

Unit VIII Motivation

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Define the term motivation;
2. Explain the relationship of motivation to work behavior; and
3. Describe the factors that motivate people's behavior in emergency management settings.

WHAT IS MOTIVATION?


What must you know to determine if motivation will be effective?


4 MOTIVATIONAL PATTERNS

1. Achievement - A drive to overcome challenges, advance, and grow


2. Affiliation - A drive to relate to people effectively


3. Competence - A drive to do high-quality work


4. Power - A drive to influence people and situations


Knowledge of motivational patterns helps leaders understand the work attitudes of each employee.


Assign a person motivated by achievement a task along with an explanation of its challenges. Assign a person motivated by competence the same task, but emphasize its requirements for high-quality work.


MOTIVATING PEOPLE


What need might be strongest in a person who is an ESTJ and uses a reward and punishment influence style? Why?


What need might be the strongest for a person who uses accommodation as a conflict management style and who tends to be most comfortable with a supporting leadership style? Why?


SMALL GROUP ACTIVITY

APPLYING THE CONCEPT OF MOTIVATION

Work with members of your small group to develop a response to the following situations. Your group should be prepared to role play your strategy (2-3 minutes) for the rest of the class.

1. Mary Smith is a volunteer who has assisted with shelter registration during many previous emergencies in your county. She is an ENFP, tends to avoid conflicts or use accommodation, responds best to a participation and trust influence style, is high on competence and has exhibited variable commitment to the task over the last three or four months, and responds well to leaders who use connection and referent power. Although she has jumped at the chance to assist every other time you, the emergency program manager, have called on her, she seems reluctant lately. The National Weather Service has issued a flood watch and you are scrambling for help. What can you do to motivate her?

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2. Herb Gordan is the fire chief in your county. He has been in the position for 10 years and you, the emergency program manager, have just taken the newly-created position. The county has an emergency operations plan (EOP) but it is very sketchy and tends to sit on shelves just taking up space. Herb is an ISTJ, tends to use both competition and avoidance to handle conflict, uses and responds to reward and punishment, has low competence and low commitment for the task of planning and responds to connection and legitimate authority as power bases while tending to use coercive power himself. You are trying to motivate him to participate in the planning process and he is very resistant. What is your strategy?

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Additional Notes from Activity:

Influence Plan Update: Return to page II-18 and write down some notes about the strongest motivational pattern of the person you are trying to influence.

Summary: