Internal Management
Definitively, motivation can be understood as a psychological state that compels or encourages action towards the achievement of certain goals or objectives. It is an inner drive to act in a certain way (Psychology Today 2014). In organizations, today managers are increasingly faced with the task of motivating employees to better their performance and consequently, the organizational performance as a whole. Lindner explains that employees are not only motivated by financial rewards; employee attitudes towards their work and the reward systems in place (Lindner 2014).
Studies conducted by Mine (2007: 28) suggest that managers can effectively motivate their staff by focusing on rewards and recognition programs improves their performance at work. Similarly, the same study finds that reward systems and recognition that acknowledges the team work other than just individual employees’ input also serve to be effective motivation. In fact employee motivation studies show that a combination of interesting work coupled by good pay and incentives serve as higher motivational factors for employees (Lindner 2014). An observation that is essential for managers to make in the contemporary working environment is the fact that employees are average individuals who inherently have a dislike for work and would otherwise avoid it if they could. For this reason they like to be directed, they also wish to avoid responsibility with little ambition but requires to be secure at the very least. The prerogative of the management is hence not to direct or control employees but rather create conditions that make people want to input maximum effort (Motivating Employees 2014).
As a matter of fact motivational strategies that theories of motivation advance mainly encompass intrinsic and extrinsic motivational elements which harness employee self-direction and self -control rather than just forcing employees to perform at the job (Gist 1987: 472). Studies conducted by Wood & Bandura (1989: 361) advance that organizational belief systems have an influence on the self-regulation by either limiting or enhancing self-regulation. Therefore, employees are intrinsically or externally motivated depending on the organizational belief system that is built upon either reward or recognition motivational elements.
Majorly, creating job satisfaction is the key to ensuring employees are motivated. According to Kalburgi & Diesh (2010: 147) managers must recognize that their organizations are dependent on the employees and as such they should strive to ensure that motivational approaches they adopt serve to take care of the intrinsic and extrinsic attributes in exciting employees towards improving performance. In simple terms, they should ensure that the employee’s needs are well taken care of for them to reciprocate in their performance at their work.
In essence, there are a variety of theoretical approaches that managers can employ to motivate their workforce that implicitly ignites the employee’s extrinsic and intrinsic motivational attributes. All in all, managers must work towards unifying their workforce by engaging them through motivational approaches that yield the most positive effect in improving employee performance ultimately improving the organizations’ performance (Ambrose and Kulik 1999: 280-1).
Culture
An essential element in understanding organizational behavior is having knowledge of the organizational culture in that organization. Culture is a system of shared symbolic meanings and outcomes that unify a group of people who have common interpretations of these shared meanings (Deshpande and Webster 1989: 12). In institutional management, there are various dimensions through which organizational culture can be understood that requires leadership to be cognizant of the social dynamics in the workplace. This is especial so due to the influence that an organization's culture has on the performance of employees. More importantly, managers can structure the most adequate approach to developing a culture that is in agreement with the goals of the organization (Alvesson 2002: 14). The importance conscious knowledge of the cultural aspects of an organization can as well explain the relationship between the employees work-family interaction. Hence, such knowledge can be utilized to create a culture that supports employees’ work-family relationships to help improve their performance at the workplace. Thompson, Beauvais & Lyness (1999: 392) observe that the managerial support for work-family relationships balance presents several benefits. First, perceived supportive work-family organizational culture is positively related to employees’ commitment to work. Secondly, that it is negatively correlates to work-family conflict. Thus, in the end the employee is satisfied in his job and is motivated to perform better.
The direct relationship between organizational culture and performance is quite difficult to quantify. It is a well-known fact that cultures that are supportive of employee’s belief systems regarding inclusiveness and a sense of belonging have positive implications to the performance of the employee at the workplace (Lim 1995: 16). Briody et al. (2012: 67) present an example of organizational culture by General Motors where the company used examples of its employee’s exceptional performance to develop a culture of enthusiasm and spirit of cooperation in the firm. Eventually, the culture of cooperation developed to include employees’ stories packaged as DVD videos to convey the culture of collaboration in the organization. As a matter of fact, the move proved successful resulting in a strong organizational culture. Such knowledge of how to strengthen organizational culture proves essential in the management of people based organizations in line with expectations of different cultures on the leadership. Managers should, therefore, rise to the occasion and develop similar strategies in building a strong organizational culture (Koopman , Deanne and Konrad 1999: 503).
Primarily, knowledge in comprehension of cultural dynamics is central to the success of the organization. Management can be in a position to interpret, predict and react to behaviors of employees, customers and business partners given the cultural influences that in turn influence their behavior during interactions with the management and stakeholders in the organization. This cultural knowledge proves especially important for internationally oriented organizations where the management is forced to restructure its cultural values to international or regional contexts when aiming at optimal organizational performance. Henceforth, cultural knowledge proves essential in ensuring the competitiveness of the organization (Raduan , Naresh and Haslinda 2008: 43).
Online Reflection
The experience of online learning is impactful in developing knowledge and skills in organizational management. The advent of online learning has not only developed excitement in the education arena; but it has as well presented various avenues for development such as expanding access, capitalization on learning opportunities to provide solutions for students especially challenged by the element of distance in accessing higher education (Volery and Lord 2000: 216).
The online classes help develop a culture of online community learning that is essential in contemporary management frameworks. Today businesses are increasingly adopting online versions of communication, advertising and product development making it necessary to adopt by getting on with the trend. The online classes serve as preparation in career development in management that is in line with current trends in business management. Hence, the knowledge gained was essential in preparing me to be a businessman capable of utilizing online solutions to develop and run a business effectively (Shrivastava 1999: 691-2).
Learning outcomes through online interactions also serve to create a sense of responsiveness on the part of the student. This is majorly so because of the self-discipline that is developed from relying on one’s self for direction especially in relation to paying attention. More importantly, it proves beneficial in developing leadership skills that are as a result of learning outcomes. In essence, interactivity of the online education platform serves to grab attention and sustain it throughout the lesson (Garrison and Cleveland-innes 2005: 133). It was interesting to note that developing my skills in leadership draws from much of the organizational management interactive task sessions that were developed online.
Moreover, learning outcomes through the online platform proved successful in driving the message home not purely due to the technology that is involved during the interaction but rather it encompasses the strategy the lectures were delivered through. The module of instructional delivery used served to grasp the attention and sustain it all through the session that in turn serves to develop understanding of the elements entailed in the lecture sessions (Ally 2004).
In the same respect communication during the online sessions was found to be sufficient especially since there is minimal to no interruptions between the instructor and the student. Compared to a normal class interaction where the lesson is mostly interrupted questions from the students or the instructor to students (Woods 2002: 377). Notably, the most exciting and rejuvenating experience in the online learning interaction or arrangement was the flexibility with which I as a student was able to receive lectures at the comfort of my computer screen regardless of where my schedule required me to be at during such time. The performance rating as a result of online learning also matches that of actual class attendance. This is because there is no observable difference categorizing either class sessions or online sessions to be directly correlated to improved performance (Shaw, Chametzky and Barrrus 2013). The online experience presented me with an opportunity to develop knowledge and skills that would in advancement of my education and ultimately the development of my career in business.
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