High-performing individuals are driven by three broad motivations, according to consultant Mark Murphy. In the Leadership IQ newsletter, he explains those driving needs and the specific 'shoves' that drain high performers, and 'tugs' that energize them:
Driving need for achievement
These high performers don't care about getting the credit for what they do; they just want to take a project to the next level. Don't tell them to stop because something is good enough - they will always want things to be better. And if they aren't big on credit - motivated primarily by the need to achieve - they still want their work graded, so keep that in mind should you consider jettisoning performance evaluations; while that might please low performers, it will turn these folks off.
Shoves:
Tasks that are too easy or repetitive
Tasks with no measurable outcome
Working with low performers
Tugs
Difficult tasks
Lots of feedback and evaluations
Working alone or with other achievers
Getting to choose their tasks or projects
Becoming a specialist at a task or job
Driving need for power
These high performers will gladly exceed your expectations on a project but, in return, they want control. They insist on being in charge of their work. They can't stand being stymied by corporate bureaucrats or having to beg for permission. And they like it when everyone is watching them perform on high-profile projects.
Shoves
Micromanagement by others
Fuzzy organizational structure
Shared decision making
Tugs
Responsibility
Recognition
Making clear the path they need to take for advancement
Job titles
Leading projects
Driving need for adventure
They want challenges - to be on the cutting edge at all times. "Often these are your most innovative employees," Mr. Murphy writes. "For example, the visionaries behind the creation of the iPad, iPod, Kindle, Xbox, Google, etc., almost certainly have a good dose of the adventure drive."
Shoves
Doing what everyone else has already done
Playing it safe
Repetitive tasks or jobs
Easy or simple tasks or jobs
Punishing failed attempts at innovation
Tugs
Difficult tasks
New tasks or jobs
Change
Being the first to do something
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POWER POINTS
Monthly achievement reflection
Every month, take time to reflect upon - and write down - your achievements. Blogger Ali Hale says a month is long enough to have accomplished some meaningful things, but not so long to have forgotten. Dumb Little Man
E-mail evaluations
Make e-mail a part of performance reviews, advises Michael Schrage, a research fellow with the Sloan School of Management. Have subordinates select examples of their own e-mail "best practices." Then discuss those selections so that subordinates can understand whether they might, for example, be using e-mail as a mechanism for referral, rather than a means of communication (brief e-mails, with large reports attached); just responding to others, rather than initiating ideas; or forwarding useless material to a long list of people who might best be spared the annoyance. Harvard Business School blogs
Pennies from heaven
Online shoppers exposed to a background of pennies on the website will spend more than those who see a background of clouds. Sonya Sobieski/Psychology Today
The best job, not the best bid
If something is so important that you are spending time on it to collect bids from people who might do the job for the lowest price, you are making a mistake, blogger Penelope Trunk says. Instead of seeking bids, give the work to the person who will do the best job. Brazen Careerist
Picture them as kids
If you want to remind everyone to stay humble and human, create a wall of photos of your team when they were children, Alberta-based workplace consultant Mike Kerr suggests. Humor At Work Ezine
A daily dozen
My Daily Planner allows you to keep track of 12 tasks at a time, colour-coding them and including relevant facts such as task description, due date and importance. You can download it at sites.google.com/site/mydailyplannerdev/. Neat Net Tricks
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'STACK' MANAGEMENT
Your desk, e-mail program or mind may be littered with "stacks" - piles of material that you intend to read, store away or eventually throw out. Organizing expert David Allen, in his Productive Living newsletter, says that it's vital you understand where each item in the stack belongs. He offers this archaeology of your thoughts about the various items and where they belong:
"I don't need or want it" - It's trash.
"I still need to decide what this means to me" - It's an in-basket item. "I might need to know this information" - It's reference material.
"I use it"- It's equipment and supplies.
"I like to see it"- It's decoration.
"I need to be reminded of this short-term outcome I've committed to"- It belongs on the project list he recommends you keep, and should be reviewed weekly.
"I need to have this when I focus on a project" - It's support material.
"I might want to commit to this at any time in the future" - It belongs on the "some day/maybe" list he recommends you keep.
"I might want to commit to this on or after a specific time in the future" - Put it on your calendar.
"It's something someone else is doing that I care about" - It belongs on the "waiting-for" list he recommends you keep, which you should review every week.
"I need to consider it when I do certain recurring activities" - Create a checklist on which it and the other related activities can be kept
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LEADERSHIP: WHAT HIGH EMOTIONAL INTELLIGENCE LOOKS LIKE
Leaders set the emotional tone in their organization, emotional intelligence expert Travis Bradberry warns. That means their own emotional intelligence - or EQ - influences workplace performance.
He says that leaders with low EQ sound off even when it won't help; brush off people when bothered; deny that emotions affect their thinking; get defensive when challenged; focus only on tasks and ignore the person; and are oblivious to unspoken tension.
On the other hand, leaders with high EQ only speak when doing so helps the situation; keep lines of communication open even when frustrated; recognize when other people are affecting their emotional state; are open to feedback; show others they care about them; and accurately pick up on the mood of a room.
Which set of behaviours, he asks, corresponds to the majority of your behaviour?