Session D
The team leader's role
Team leaders have a vital role in motivating people. It might almost be said that this is their main function, for a team that is not motivated will invariably perform badly. The team leader is, among other things:
a coach, who aims to bring out the best in people;
a facilitator, who clears away obstacles to enable the team to make unimpeded progress;
an empowering agent, providing the team with the skills and information to manage themselves.
Whatever your title, you are a team leader if you run a team.
In this part of the workbook we are going to discuss how the ideas of motivation we've covered can be applied by team leaders.
‘The task of managing and leading people is much more akin to being the conductor of an orchestra or a large band or the producer of a film, than being an engineer assembling and running a machine or an accountant.’ – John Harvey-Jones (1995), All Together Now, Mandarin.
Abraham Maslow identified five levels of human needs or goals:
Let's look at the ways in which rewards of work can help to satisfy each of these needs.
Activity 41
List up to two things which can be provided by an organization (such as yours) for its employees or volunteers, in order to help satisfy each level of Maslow's needs. I have included an example of each in the list below.
Physiological
canteen facilities
Safety
safe working conditions
the chance to work in a group
Esteem
praise for work done
Self-actualization
interesting work
Answers to these questions can be found on pages 119–20.
Team leaders can't always control the provision of all these things, although they may be able to have a strong influence.
Let's now go on to look at some of the ways in which team leaders can play a direct part in motivating members of their teams.
Whether you are an appointed team leader, or were elected as leader of a self-managed team, you have to try to ensure that each person in your work team is able to perform at work in the best way possible. This probably involves a series of complex tasks, which may include:
planning work in advance;
organizing things so that materials and equipment are available when and where they're needed;
making sure team members are properly trained;
providing clear information about what is required;
giving feedback on results.
As we have been discussing, perhaps more than anything else it involves helping them to find the motivation to do the job well.
We have talked about job enrichment, but it is important to remember that different things motivate different people: there is no straightforward answer to the question:
‘How do I motivate my team members?’
Activity 42
How can you find out what motivates each member of your work team? Make one suggestion.
You might have suggested simply asking them. This is one approach. But will they be able to tell you' Our dictionary definition of motivation was ‘A conscious or unconscious driving force. …’: people aren't always aware of what motivates them.
A more realistic suggestion is to
get to know the members of your team
in order to get an understanding of what they want and expect from work. Of course, this statement is very easily made, but may not be so easy to put into practice.
Can you write down one reason why a team leader may find it hard to get to know team members well'
For one thing, there is often a perceived status gap between a team leader and the rest of the team, which may get in the way of a true and complete understanding of attitudes and values.
Another thing that gets in the way of knowing people is that many people hide their real feelings.
A further difficulty is that the needs and attitudes of people aren't necessarily fixed. It is dangerous to assume that someone will react the same way to a set of circumstances in the future to the way she or he has reacted in the past.
Nevertheless, if you want to be able to provide the motivation the team members want, there's no effective alternative to talking with them, working with them and observing them in action.
3.1 What the team leader can do
Returning to the question of what you can do, as a team leader, to motivate your team members, let's summarize the areas where you might have the opportunity to take some actions.
Engender the right kind of climate or atmosphere.
The atmosphere of an organization is determined by the policies of management and by the attitudes of everyone working there. Local team leaders do have some control over atmosphere within the group or section where they operate. If you are willing to adopt an open, sharing approach to your team and your work, there's a good chance others will do the same. Don't expect overnight miracles, however!
Give rewards where they're deserved.
Think for a few minutes of what rewards you can offer your team. Remember that motivation is derived from the expectation of a reward, but that rewards do not have to be tangible ones.
Try to suggest three rewards that you might offer.
Any team leader can reward the members of his or her team by:
being generous in praise of their achievements;
giving thanks for efforts made and personal contributions made;
giving feedback in the form of constructive criticism – a point we'll expand upon shortly;
recognizing the needs of the individual, and the part played by each person in the collective effort, rather than treating people as if they were all the same;
trying to improve social relationships, by, for example, setting out work areas so that it is easy for team members to communicate;
giving recognition of extra effort;
giving responsibility where it is deserved and wanted.
It may be in your power to bestow many other rewards. They may range from buying a team member a drink to putting up someone's name for promotion.
Promote the intrinsic worth of the job.
We have seen that ‘task significance’ is an essential ingredient for high motivation. One of your functions, as team leader, is to ‘sell’ to the team the inherent value of the job they are doing, and point out the ways in which the outcome affects others.
Your team members will want to feel fully involved in the organization they work for, and will take a professional interest in events and reports concerning the kind of work they do. You can play a part in keeping them abreast of developments.
Be fair in allocating work.
One thing that can get in the way of motivation is a perceived unfairness in task allocation: ‘She gets all the easy jobs. I have to struggle through with the horrible ones’.
There's nothing surprising in this kind of reaction.We have already discussed the fact that status is a maintenance factor; perceived inequities in work assignment are often interpreted as a difference in the position of one person compared with another.
Make work fun.
You may not agree with this suggestion.Work is important to most people, and may be very seriously. But it doesn't mean you can't be light-hearted, enjoy a joke, and see the humorous side of things. If you can manage to make work fun, you will have gone a long way to motivating your team.
Take account of the circumstances under which people have to work.
Few of us are lucky enough to work in an ideal environment, where all the resources we need are available to us. You, as a leader, may be unable to provide the working conditions you would like to. Your team may include one or more of the following groups, for example: volunteers; short-term contract staff; part-time staff; temporary employees.
The motivation of an unpaid volunteer will be rather different from a permanent member of staff building a long-term career. The volunteer may be self-motivated to a large extent, but will nevertheless still need plenty of support and encouragement.
Temporary and part-time staff may not feel that they are part of the team at all, and are very often treated as though they have no need of motivation beyond their pay. If you can spend a little time in giving such staff background information, and show that you value their contribution, you may be surprised at how much better motivated they can be.
Give your team members scope for development.
For many workers, the main attraction of a job is the opportunities it offers for development and growth. This is particularly true of young people, and when the job is poorly paid (or not paid at all). You can:
look out for suitable openings for team members, within the job or in other parts of the organization;
give information and training which will enable people to develop their talents;
encourage and help individuals to take available, and appropriate opportunities.
Avoid threats to security.
As Herzberg observed, job insecurity is a threat and a demotivating factor. We discussed already the fact that most people are not normally motivated by the fact of having a job, but may become very demotivated should there be a threat of losing it.
Make the team's targets and objectives clear.
Even teams with a high degree of autonomy need to be reminded what they are trying to achieve. Having a clear goal is a great motivator.
3.2 Motivation in an uncertain atmosphere
You may have been in the position of seeing:
the organization being ‘rationalized’ or down-sized;
colleagues being made redundant;
uncertainty about the economic future of the organization.
How do you keep up morale and motivation in these circumstances?
Some suggestions to add to your own ideas are:
seeking information, and passing on as clear a picture of the situation as you are able, because anxiety feeds on doubt, and rumours tend to abound when there's no clear message coming through;
countering cynicism with a positive approach that encourages people to make the best of things as they are, and to plan for the future;
keeping the team occupied with meaningful work – which, where others have been made redundant, there is probably no shortage of – but not letting them get overwhelmed;
in the case of those who have been left behind when friends and colleagues have been ‘let go’, acknowledging and discussing the guilt that is likely to be felt;
talking with people and establishing new, mutually supportive relationships;
treating one another with respect.
You have seen earlier in this workbook that one of the things you can do, as a team leader, to motivate people – and so improve performance – is to set clear objectives. But it's no good just handing over a set of objectives and leaving people to get on with it – this might in fact have the opposite of the desired effect and actually demotivate them. Instead you need to follow a process in which team members are actively engaged and supported in each of the following steps:
establish clear objectives for the team;
establish clear objectives for each individual;
identify what obstacles individuals need to overcome in order to meet their objectives and how you can help them in this;
maintain ongoing communication and exchange of information;
give regular feedback.
The first two steps focus on writing clear objectives. So before we look at each step in more detail we will consider exactly what a ‘clear objective’ is.
4.1 Writing clear objectives
Writing clear objectives, whether for a department/team or individual, is an art in itself. A frequently-used way of ensuring they are clear is to apply what is known as the SMART principle, which means that they are:
Specific
Measurable
Achievable
Relevant
Time bound.
A specific objective is one that states precisely what is to be achieved. For example, ‘We will increase the speed with which we respond to customers’ phone calls' is much too vague. To make this specific you need to state how quickly you will aim to respond – for example. ‘We will respond to customers’ phone calls within six rings'.
A measurable objective is one whose achievement is easy to assess. For example, you can assess the achievement of the objective that ‘No customer will have to wait more than 5 minutes to be seen after arriving at the reception desk’ by keeping a record of exactly how long each customer has to wait. But if the objective is that ‘No customer will have to wait an unreasonable length of time to be seen’ you have a problem. Without a definition of ‘unreasonable’ how can you determine whether the objective is met?
An achievable objective is one that can be attained given the current situation and the available skills and resources. Over-ambitious objectives can be demotivating, raising expectations that cannot be met. However, this does not mean that they should be set so low that little effort will be required to attain them.
An objective should be relevant in two ways: it should relate to the individual's job and be of significance to the organization.
Every objective must be time bound – that is, state precisely when something is to be achieved. At the end of the time limit, progress towards achievement will need to be reviewed. If the objective has been achieved, a new one should be set. If it has not been achieved, the reasons need to be examined. If it appears that it was unrealistic, a new and more achievable objective should be set.
Casey is an operations analyst in a bank. She has been given a number of objectives, all of which are achievable and relevant. But which ones are also specific, measurable and time bound? Put ticks in the relevant boxes.
| Objective | Specific | Measurable | Time bound |
| Respond to all enquiries from clients within 24 hours |
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| Develop an understanding of the German domestic market |
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| Collect information by 30 June on what procedures should be in place for processing transactions with Germany |
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| Ensure by 30 June that all internal enquiries receive a response within 24 hours |
The first objective is certainly specific and measurable, but despite the reference to ‘within 24 hours’ it is not time bound as it does not say by what date the objective is to be achieved. The second objective is obviously not time bound. It is also not specific as it does not define exactly what it is about the German market that is to be understood. Furthermore, it is not measurable: it does not state how achievement of understanding is to be assessed. The third objective is time bound. However, it does not state what type of transactions the information is to be collected about, or how much information is to be collected, so it is neither specific nor measurable. Only the fourth objective meets all three criteria.
4.2 Meeting to agree team objectives
In some work situations you may find that objectives are handed down to you by senior managers. However, ideally you and your team should be able to work together in formulating your objectives for the coming year. In doing so it is essential to be aware of the organization's overall goals and objectives. To return to the example of Casey in Activity 45, one of the goals of the bank she works for is to provide unparalleled levels of service to its clients, and for the coming year, one of its objectives is to increase its customer base by 10 per cent. Consequently, Casey and her colleagues need to focus on the part they can play in increasing client satisfaction. The manager has found that in the last few months some clients have had to wait for up to two days for a response to an enquiry. In discussion with the team it is agreed that they will increase client satisfaction considerably if they aim to respond to all enquiries within 24 hours.
4.3 Meeting to agree individual objectives, obstacles and responsibilities
In any meeting with an individual team member to agree their objectives, you may find it useful to have to hand not only the departmental/team objectives, but also the individual's job description and the outcomes of their last performance appraisal. There is no point in agreeing objectives that are either outside the scope of the individual's job or that they are simply not capable of achieving.
This does not mean, of course, that the tasks individuals are required to undertake should never change. To return to the example of Casey once again, it is apparent that if the objective of responding to customer's enquiries within 24 hours is to be achieved, various procedures will have to be made more efficient. Computer-based as most of Casey's work is, she still uses time-consuming manual methods to carry out particular tasks. She needs a more thorough knowledge of working with Excel spreadsheets and setting up macros if she is to reduce the amount of manual work she does. Consequently, she agrees with her manager that she needs further training in this area and her manager undertakes to organize it.
One of the final things to consider is whether there is any need to revise the individual's job description. Returning to Casey, it has become apparent that Casey is regarded by her colleagues as a reliable source of support and advice on how to complete a wide range of tasks. She has said that she has no ambitions to become a first line manager. However, if the department is to meet its objective of dealing with all enquiries within 24 hours, it is vital that she continues to play the role of mentor. The best course of action is to recognize that she does this and write it into her job description (possibly with consequences for her rate of pay).
Activity 46
Select one or more of your own job objectives and analyse each of them by considering the following questions.
a Is the objective specific? YES/NO
b Is the objective measurable? YES/NO
c Is the objective achievable and realistic? YES/NO
d Is the objective relevant? YES/NO
e Is the objective time bound? YES/NO
If you answered ‘no’ to question a, you might like to consider how it could be made more specific.
If you answered ‘no’ to question b, you might like to consider how it could be made more measurable.
If you answered ‘no’ to questions c, d or e, you might like to consider why this is the case.
4.4 Maintaining communication
Once an individual's objectives have been agreed, it is essential to maintain a dialogue with them in which information is shared on actual and potential obstacles to progress. This is not only for the benefit of the individual team member but also for you in your role of co-ordinating the work of the people whom you supervise.Once you know what the problems are you will be able to discuss possible solutions with staff and, if necessary, with your manager.
At the same time, you can give them feedback on how they are doing, always taking care to adopt a constructive approach. We will return to the subject of feedback in the next section.
There are both formal and informal methods of maintaining communication. Formal methods include:
regular written reports
team meetings
regular one-to-one meetings.
Activity 47
What do you think are the advantages and disadvantages of each of these formal methods of communication?
| Advantages | Disadvantages | |
| Regular written reports |
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| Team meetings |
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| One-to-one meetings |
Regular written reports can be helpful if you and a staff member often do not work in the same place. However, they can also become time-wasting and one-way, with the member of staff keeping you informed while you provide little in return. If you are pressed for time, team meetings in which each person discusses how they are doing with regard to their objectives can provide opportunities to discuss ways in which other people can help. However, they are no substitute for one-to-one meetings in which problems can be discussed frankly. For both types of meeting, it is essential to keep a brief record of what is discussed and agreed.
The main informal method of communication is known as ‘management by walking around’, where you talk to staff as you come across them. This can be very beneficial, for it means that problems can be discussed and solved as they occur. However, it can also cause problems if staff are made to feel that they should always wait for you to come to them rather that be able to come to you with a problem. It is important to be clear about the situations in which staff can in fact do this.
4.5 Giving feedback
Direct feedback from the job can be an important motivator. However, many individuals and teams are unable to get sufficient feedback from the job itself. Therefore, they rely on the team leader to provide feedback on how they are doing in achieving their objectives – and not simply on whether they are doing well. The challenge for you is to give feedback in a way that will get a positive response – no matter whether the feedback is positive or negative.
A formal way of giving feedback is by holding an annual (or possibly sixmonthly) appraisal meeting. Appraisal meetings are the subject of a separate book entitled Motivating to Perform in the Workplace. Here we will concentrate on giving feedback in less formal situations and on a more frequent basis.
In preparing to give someone feedback, bear in mind the following principles:
Negative criticism on its own generally has a bad effect. Always balance the negative with something positive. The best course of action is usually to start with a positive comment before saying something negative, and to end with another positive comment.
Give feedback on a particular piece of work immediately after it has been completed.
Don't be too vague. Difficult as it is, make sure you are clear about what the problem is.
Focus on what the person has done rather than how they have appeared to be. For example, if someone has given the appearance of being rather bored by the task of writing up a report – but nevertheless has produced a goodquality piece of work – concentrate on this rather than on their attitude.
Focus on what the person has done in specific situations. Do not assume that because they have behaved in a particular way in one situation, they will always behave this way in similar situations.
Focus on sharing ideas and exploring alternative courses of action rather than telling the other person what you think they should do.
Finally, make sure that any action you promise to undertake yourself is actually carried out.
Activity 48
How often do you let individual team members know how well they are doing?
| Most of the time |  |
| On the odd occasion | |
How often do you feed back information about the effects the team's work has had, by (say) telling them how well received it was by a customer or another department?
| Most of the time | |
| On the odd occasion | |
If you don't tell them often enough, how will they get to know? Everybody needs to know how well they are achieving objectives, and what the results of their work are. They need to be able to see, too, that the outcome of their work is having a significant effect on the lives of others.
Let's look at an example of the constructive role feedback can play in improving performance. A professional singer who performs publicly will get a certain amount of feedback from the audience. If there is rapturous applause at the end of a performance, the singer will be pleased with herself, because she will know that she has sung well. Even then, however, the singer may be conscious of certain flaws in her performance, and worried whether there were any others she has not noticed. She will probably want to find ways to improve her delivery: the next audience may not be so easily pleased!
For these reasons, the singer may look to others for constructive criticism: her music teacher, the producer of the concert or show, colleagues, professional critics and friends. She may also spend hours listening to recordings of her own voice. The singer, like anyone else desiring to improve their performance, is very interested in getting detailed feedback about the results of her work.
It goes without saying that all criticism should be given with tact and diplomacy, and the critic must be careful not to trigger any negative reactions.
One of the characters in the novel Of Human Bondage, by W. Somerset Maugham, said: ‘People ask you for criticism, but they only want praise’. Is this your experience?
Activity 49
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This activity may provide the basis of appropriate evidence for your S/NVQ portfolio. If you are intending to take this course of action it might be better to write your answers on separate sheets of paper. |
Write down answers to the following questions. What changes do you intend to make:
to the frequency or timing of feedback you give to your team?
in the method you use to give feedback to your team members, i.e., the way that you convey the messages?
in the content of the feedback messages you give to your team?
How much influence and control you have when it comes to introducing job enrichment depends on the kind of work you do and the kind of organization you work for.
What is important is that you recognize the value of job enrichment and promote and encourage it whenever and wherever you can.
5.1 Job enrichment in your workplace
The following activity will help you to focus on job enrichment in your workplace.
Activity 50
The list below suggests some ways in which job enrichment might be introduced. Place a tick against each item which you think you might have the authority or influence to implement for your team.
| a | Letting the work team members see a job through from start to finish. | |
| b | Enhancing task significance. | |
| c | Increasing levels of responsibility. | |
| d | Reducing the level of supervision, giving the team members greater control over the work. | |
| e | Providing more feedback over results. | |
| f | Introducing greater skill variety, perhaps by increasing the range of tasks by delegation. | |
| g | Giving an individual the opportunity to become expert in some specific task. | |
5.2 Would it work?
Is job enrichment right for your team? Introducing a programme of job enrichment can be a big step. You will need to think about what you want to achieve and how best to achieve it.
Go through the following checklist to help you decide whether embarking on a job enrichment programme could be right for your team.
Activity 51
Answer the following questions.
| a | Do you believe the jobs of your team members can be enriched? |   |
| b | Will they take up the opportunities offered by their enriched job? | |
| c | Will a job enrichment programme improve performance? | |
| d | Will management support you if you embark on a job enrichment programme? |
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| e | Will training be required? | |
a In general, the answer must be YES. All evidence suggests that any job can be enriched.
b That's your judgement. Not everyone is looking for job enrichment, but most people welcome it.
c Experience shows that it usually does. Herzberg demonstrated in a number of studies that job enrichment achieves increased productivity.
d Crucial question! An extensive programme should not be undertaken lightly.
e The changes you introduce may not be possible without an associated training programme. If you are restricted on the amount of training you can provide, this fact should be taken into account.
5.3 Which jobs?
What kind of jobs would lend themselves to job enrichment?
Look at jobs where:
job satisfaction is low;
maintenance factors are costly;
changes would not be expensive;
lack of motivation is affecting performance.
Activity 52
List the jobs done by your team which meet some or all of these criteria.
Jobs where job satisfaction is low are:
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Jobs where maintenance factors are costly are:
Jobs where changes would not be expensive are:
Jobs where lack of motivation is affecting performance are:
Select the jobs that appear on at least two of these lists. They may be the best ones for job enrichment.
5.4 How can you devise appropriate changes?
One technique is to try ‘brainstorming’ – listing as many changes as you can that may enrich the job even if they seem impossible to apply. Brainstorming is usually thought of as a group activity, but it can be almost as useful to work on your own. Take a blank sheet of paper and write down all the possible ways you can think of to enrich the jobs of your team. Then, when you've run out of ideas, eliminate:
those changes that involve maintenance factors, rather than motivation factors;
those changes which, for some clear reason, are not practical;
those changes which appear to be job enlargement, rather than job enrichment.
5.5 How should the changes be presented?
Present them as opportunities
5.6 How can you decide whether the changes are effective?
You should find ways of measuring the result of the changes. One approach is to set up a ‘controlled experiment’ in order to measure the success or otherwise of job enrichment programmes. You may feel you do not have time for such a trial. Nevertheless, it is vital that you establish some way of measuring the change in performance.
Activity 53
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This Activity will provide you with a basis for a structured approach to the assessment of development activities. If you develop your responses into a detailed plan, it would form useful evidence for your S/NVQ portfolio. If you are intending to take this course of action, it might be better to write your answers on separate sheets of paper. |
Some ways of measuring are listed below. Tick those that you think would be appropriate to you.
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My ideas for measuring changes would be
5.7 How soon can you expect to see results?
When introducing job enrichment, be prepared for some initial drop in performance – don't forget that people may take a while to get used to the new ideas. However, this effect should not last for long and you should not let it deter you.
There are things that can be done to introduce job enrichment, which team leaders have the power to implement. They include:
delegating tasks and responsibilities, so that team members have more control over their work;
increasing autonomy by modifying the level of supervision given.
Let us examine each of these more closely.
6.1 Delegating
Along with other team leaders, you are able to exercise some control over the work of your team.
You also have the choice of doing all your own work yourself or allowing your work team to take on some of it.
In other words, you can delegate some of your own work and/or your responsibilities.
You may find the following procedure helpful in the process of delegation.
a Make a list of tasks and responsibilities that you normally do yourself, which might possibly be delegated. Don't forget to include those jobs you never quite get around to doing!
b Make sure you haven't included those jobs which you can't delegate – such as responsibility for safety.
c Consider allocating the tasks to specific team members, by answering the questions:
‘Is this task within the capability of this individual? If so, would he or she find it challenging and rewarding?’
d Allocate the task, making clear what is to be achieved. Provide training where necessary.
e Follow up by checking that people aren't in difficulties and that progress is being made.
f Do not use delegation as an excuse to get rid of jobs you dislike doing. Never delegate anything you are not prepared to do yourself.
Like all job enrichment, delegated tasks are an opportunity; they shouldn't be made into demands.
Remember too that:
you can't avoid the responsibility for a task by getting others to do it for you.
If you are interested in finding out more about how to delegate, you might consider studying Solving Problems and Making Decisions in this series.
6.2 Giving your team members more scope
Increasing autonomy is a significant step towards job enrichment.
Activity 54
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You could develop this Activity to cover each member of your team. This will give you a plan for giving your team greater autonomy and control, thereby encouraging and stimulating them to make the best use of their abilities. If you develop your responses into a detailed plan, it would form useful evidence for your S/NVQ portfolio. If you are intending to take this course of action, it might be better to write your answers on separate sheets of paper. |
To what extent is your work team controlled? Take a few minutes and think about the work done by one member of your team. Then tick the appropriate boxes. Next, for each of the NOT AT ALL answers, say what actions you intend to take to give the team member greater control.
By giving the team the opportunity for greater autonomy, you may feel you will lose control completely! The key is in careful planning: you need to be sure that the changes will work, and you must be ready to support team members when they need you. You cannot afford to sacrifice achievement of the team's objectives, simply in order to increase motivation; if you do, it is likely to have the opposite effect. The question that you have to answer is: ‘How do I enrich the jobs of my team, and thereby increase their efficiency and effectiveness?’
1 What advice would you give to a colleague at the same level as you who wanted to motivate his or her team? Say whether you think each of the following would be good or bad advice, and then explain your reasoning.
| a ‘Get to know your team members well.’ | GOOD/BAD |
| b ‘Try to improve their working conditions.’ | GOOD/BAD |
| c ‘Give them more scope and more involvement.’ | GOOD/BAD |
| d ‘Watch them more closely, so they know you care about them.’ |
GOOD/BAD |
2 Which of the following statements are true and which are false?
a A SMART objective is short, measurable, achievable, relevant and time bound. |
TRUE/FALSE |
b The best form of ongoing communication regarding work performance is one-to-one meetings. |
TRUE/FALSE |
c When giving feedback on a particular piece of work, it is best to wait as long as possible. |
TRUE/FALSE |
d When giving feedback it is best to focus on specific situations rather than performance in general. |
TRUE/FALSE |
3 Which of the following are dangers involved in delegation, and why?
a That jobs will be delegated for things which the team leader must retain personal responsibility for – such as safety. |
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b That jobs will be delegated which everyone finds boring and unrewarding. |
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c That team members will not carry out the jobs correctly. |
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d That a team member will find the new job so rewarding that he or she will lose interest in other work. |
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4 List three ways in which a team member might be given more control over the work she or he does.
Answers to these questions can be found on pages 118–19.
To know what motivates team members, you have to get to know them.
Organizations can provide the means to help satisfy all levels of needs of employees.
The team leader can implement the ideas of motivation and job enrichment by
helping to engender the right climate;
providing appropriate rewards;
enriching jobs.
Using agreed SMART objectives can help your team's motivation.
Job enrichment can entail
delegating tasks;
providing feedback;
giving team members more scope.