Providing Challenging
Providing Challenging
opportunities
opportunities
Topic 9
Topic 9
Study Questions
Study Questions

What is challenging opportunities?
What is challenging opportunities?

Power and importance of opportunity
Power and importance of opportunity

How to find out which works employee wants as a good
How to find out which works employee wants as a good
opportunity
opportunity

Turn everyday tasks into opportunities.
Turn everyday tasks into opportunities.

Task Redesign
Task Redesign

Define the Task
Define the Task

Make the purpose clear and compelling
Make the purpose clear and compelling


Making the job doable
Making the job doable

A Learning Loop
A Learning Loop

Job enrichment
Job enrichment

Managing the Destination
Managing the Destination

Avoiding Extremes
Avoiding Extremes
What is challenging opportunities?
What is challenging opportunities?

“
“
Situations in which an employee feels
Situations in which an employee feels
there is a possibility to achieve something
there is a possibility to achieve something
significant through good hard work”
significant through good hard work”

Good opportunity is that people are given
Good opportunity is that people are given
a clear, meaningful and attainable goal.

a clear, meaningful and attainable goal.
Power and importance of
Power and importance of
opportunity
opportunity

People want exciting/ meaning goal
People want exciting/ meaning goal

It makes them eager to achieve it
It makes them eager to achieve it

So they make effort to create energy to achieve
So they make effort to create energy to achieve
it with superior levels.
it with superior levels.

Thus, opportunities are powerful tool to
Thus, opportunities are powerful tool to
intrinsically motivate someone
intrinsically motivate someone

The exhibit 6-1 indicates that opportunity is
The exhibit 6-1 indicates that opportunity is
clarified the top of the list of motivators
clarified the top of the list of motivators
Difference between responsibilities
Difference between responsibilities
and challenges
and challenges


Practice exercise 6-1 to recognize the
Practice exercise 6-1 to recognize the
differences between responsibilities and
differences between responsibilities and
challenges
challenges

Most people in reality do not find their duties
Most people in reality do not find their duties
to be exciting.
to be exciting.
Identifying the problem of Joan
Identifying the problem of Joan

It seems that job fails purpose because Joan
It seems that job fails purpose because Joan
believed the report will be forwarded to
believed the report will be forwarded to
headquarter
headquarter

It does not interesting because Joan mastered it
It does not interesting because Joan mastered it
and has little pride.
and has little pride.

Fail to control the assignment because poor
Fail to control the assignment because poor
cooperation from other departments.

cooperation from other departments.
→
→
Joan’s report writing assignment does not pass
Joan’s report writing assignment does not pass
the challenging opportunity.
the challenging opportunity.
How to find out which works
How to find out which works
employee wants as a good
employee wants as a good
opportunity
opportunity

By asking questions to focus on 3 elements
By asking questions to focus on 3 elements
of purpose, interest and ability.
of purpose, interest and ability.

What do I need to do to make sure you view this
What do I need to do to make sure you view this
job as full of opportunities to achieve?
job as full of opportunities to achieve?

Does this job seems meaningful or important to
Does this job seems meaningful or important to
you? Why/ Why not?
you? Why/ Why not?

Does this assignment seem interesting to you?

Does this assignment seem interesting to you?
Why/ why not?
Why/ why not?

Do you have ability to do it well?
Do you have ability to do it well?
Turn everyday tasks into
Turn everyday tasks into
opportunities.
opportunities.

Task Redesign
Task Redesign

Define the Task
Define the Task

Make the purpose clear and compelling
Make the purpose clear and compelling

Making the job doable
Making the job doable
Task Redesign
Task Redesign

Design task planning process with employee
Design task planning process with employee

With the questions of What, Why? How,
With the questions of What, Why? How,

manager and employee discover the
manager and employee discover the
meaning of task, the specific actions, the
meaning of task, the specific actions, the
expectations and concerning issues.
expectations and concerning issues.

Do it in cooperative manner.
Do it in cooperative manner.

Make him/her feels good due to his/ her
Make him/her feels good due to his/ her
active contribution.
active contribution.
Task Redesign
Task Redesign

Manager may invite him/her to fill
Manager may invite him/her to fill
in the task plan form.
in the task plan form.

Discuss and improve plan until
Discuss and improve plan until
both have the version as
both have the version as
expectation.
expectation.

Make sure employee understand

Make sure employee understand
what you are expecting.
what you are expecting.
Define (xác định) the task
Define (xác định) the task

Action to take
Action to take

Outcome
Outcome

Make the task clear how to monitor the quality
Make the task clear how to monitor the quality
of work
of work

Make sure both manager and employee know
Make sure both manager and employee know
how to measure and evaluate each criterion.
how to measure and evaluate each criterion.
Make the purpose clear and
Make the purpose clear and
compelling (thuyết phục)
compelling (thuyết phục)

Make the task important to both organization
Make the task important to both organization
and to employee.
and to employee.


The organizational importance is key goal
The organizational importance is key goal
of the task
of the task

Clear line of sight from specific duties and
Clear line of sight from specific duties and
results
results
Make the purpose clear and
Make the purpose clear and
compelling (thuyết phục)
compelling (thuyết phục)

Helpful to explore employee’s aspiration and
Helpful to explore employee’s aspiration and
how it relates to them
how it relates to them

Good experience
Good experience

Get bonus
Get bonus

Useful learning experience – promotability
Useful learning experience – promotability

Indicate the project or the area of work they

Indicate the project or the area of work they
find interesting
find interesting

Link the work with long term aspiration
Link the work with long term aspiration
“where do you see your self in five years?”
“where do you see your self in five years?”
Making sure the job is doable
Making sure the job is doable

Identify the employee’s performance
Identify the employee’s performance
requirements:
requirements:

Computer
Computer

Cooperation from other departments
Cooperation from other departments

Spreadsheet
Spreadsheet

Some skills required, manager need to talk them
Some skills required, manager need to talk them
through with employee.
through with employee.


Check that she/ he is fully qualified enough to
Check that she/ he is fully qualified enough to
fulfill this assignment
fulfill this assignment
Making sure the job is doable
Making sure the job is doable

In some case, she/ he feels hard to conduct the
In some case, she/ he feels hard to conduct the
task. Manage may
task. Manage may

Provide support or require other experience
Provide support or require other experience
employees to do it.
employees to do it.

Or provide more training
Or provide more training

Create reference materials
Create reference materials

Redesign task to fix with employee’s skill level.
Redesign task to fix with employee’s skill level.
A Learning Loop
A Learning Loop

When listing the planning form, there may be
When listing the planning form, there may be

problems which could not fully solved.
problems which could not fully solved.

It may be solved when work starts
It may be solved when work starts

Do not ignore it.
Do not ignore it.

Take moment to express the remaining
Take moment to express the remaining
concerns and allow employee to do the same.
concerns and allow employee to do the same.

It may never do resolving but you can achieve
It may never do resolving but you can achieve
valuable communication.
valuable communication.
A learning loop
A learning loop

It helps to open the communication channel
It helps to open the communication channel
between manager and employee
between manager and employee

Always there is chance to revisit the plan and
Always there is chance to revisit the plan and
find ways to resolve problems
find ways to resolve problems


Management is the after all work.
Management is the after all work.

Each side keep one copy.
Each side keep one copy.
Job enrichment
Job enrichment

Make the task expanded vertically in entire
Make the task expanded vertically in entire
production process
production process

Rotate Jobs:
Rotate Jobs:
Variety of skills, different
Variety of skills, different
works, different experiences.
works, different experiences.

Create Autonomous Work Teams
Create Autonomous Work Teams
- Set a
- Set a
goal for a team, make them free to determine
goal for a team, make them free to determine
assignments, increasing leadership and
assignments, increasing leadership and
management skills.

management skills.

Redistribute Power and Authority
Redistribute Power and Authority
–making
–making
job-related decisions, team members'
job-related decisions, team members'
autonomy & task identity will increase.
autonomy & task identity will increase.
What about meaning tasks?
What about meaning tasks?

Take time and resources away from
Take time and resources away from
meaningless task and shift them to something
meaningless task and shift them to something
that is important.
that is important.

“
“
Get this requirements out of the way quickly
Get this requirements out of the way quickly
so as to minimize the amount of time and
so as to minimize the amount of time and
energy it takes from more important tasks”
energy it takes from more important tasks”
Managing the Destination
Managing the Destination


Simply managing the task carefully is also
Simply managing the task carefully is also
important as exploring major task.
important as exploring major task.

In some certain situation, it is hard to make the
In some certain situation, it is hard to make the
task compelling, manager may create extra
task compelling, manager may create extra
purpose to group.
purpose to group.

Or manager may focus on quality goal.
Or manager may focus on quality goal.

Examples:
Examples:
Avoiding Extremes: the Right Level
Avoiding Extremes: the Right Level
of Challenge
of Challenge

Difficulty leads anxiety, stress, fear.
Difficulty leads anxiety, stress, fear.

Easiness leads no pride, no sense of achievement
Easiness leads no pride, no sense of achievement

Both are not sufficient in motivation

Both are not sufficient in motivation

Medium level is the most sufficient motivator
Medium level is the most sufficient motivator

Manager should aware the level of difficulty by
Manager should aware the level of difficulty by
asking question.
asking question.

In some case, manager should provide support or
In some case, manager should provide support or
instruction for employee to initiate their assignment.
instruction for employee to initiate their assignment.