motivating engineers

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Nitin Patel32601 Spring 2015 - Assignment 2…Assignment 232601_-11769395_-_Nitin_Patel_A…313.22K133,07418,97614-Oct-2015 02:20PM584589002

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Nitin Patel 11769395

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Motivating Engineers in Projects

Advance Project Management

32601

Individual Assignment 2

Reported by:

Nitin Patel

11769395

To

Dr. Grant Mooney

CB 11.05

Date submitted: 14th October 2014


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Contents 1. Abstract ........................................................................................................................................... 3

2. Introduction .................................................................................................................................... 4

3. Motivation Theory .......................................................................................................................... 5

4. Engineers ......................................................................................................................................... 5

4.1 Demotivation .......................................................................................................................... 6

4.2 Motivating engineers .............................................................................................................. 6

4.2.1 Motivating Engineers using Maslow’s Theory ................................................................ 6

4.2.2 Motivation by treating Engineers as professionals ......................................................... 8

4.2.3 Promoting Engineers to Managerial level. ...................................................................... 8

4.2.4 Developing Positive Climate ........................................................................................... 9

4.2.5 Human Resource Management .................................................................................... 10

4.2.6 Career Planning and Motivating Old Engineers ............................................................ 10

5. Conclusion ..................................................................................................................................... 11

6. Reference List ................................................................................................................................ 12


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1. Abstract

Engineers being intellectual individuals are facing problems getting motivated at work and on

projects. Managers are also struggling to find out methods that will motivate engineers who

will eventually be productive and an everlasting asset to an organisation. This report outlines

methods managers can adopt to motivate engineers. Furthermore, the reports also outline

other factors that needs to be considered that will be motivate engineers and keep them going

in their profession as an engineers.


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2. Introduction

Motivation is set of energy that exists within and beyond an individual’s being that enforces

to carry out certain tasks (Latham & Ernst 2006). These sets of energy exists in all

individuals and fluctuates with time. At times these energies become completely inactive and

makes an individual demoralised or demotivated. Consequently, the individual becomes

unproductive, a failure and more of a burden to his counterparts. Hence, to motivate such

individuals we have to understand each individual separately, create motivation strategy and

understand requirements and preferences of each individual.

Motivating individuals can be a challenging and a difficult task to handle. Most of the

managers understand that what motivates one employee will also motivate other employees.

Latham & Ernst (2006) and Sharp et al (2009) stated that this is not the case. For example,

employee A likes touring around the world and hence deserves it for working hard. This does

not mean that all staff in the office will be please if they were given a world tour ticket. May

be someone needs cash incentives to buy themselves some house hold items. Some of the

common items that motivates employees at workplace are: interesting work,

appreciation/recognition, working conditions, constructive feedback, regular training, money,

loyalty (for the employer), promotion, open communication, flexible working arrangements

and job security just to name few (Latham & Ernst 2006), (Sharp et al 2009) and (Smithers &

Walker 2000).

This report will outline on how to motivate engineers on projects. Engineers can be either

graduates, junior engineers, newly recruited engineers or old engineers. Furthermore, senior

engineers who are allocated to a new task that is entirely new to them. Such as introducing

new software or skills and techniques. This report will firstly outline some of the

motivational theory and strategy and further point out major factors that needs to be

considered while working with engineers.


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3. Motivation Theory

Some of the motivation theory that are common used in management aspects are:

• Maslow’s Theory

• Alderfer's ERG theory

• Acquired Needs Theory (mcclellan)

• Cognitive Evaluation Theory

Most of the motivation theory are described on how ones needs can be achieved. Most of the

common needs are place in a hierarchical format. Such that if first need is satisfied the mind

mode moves to satisfy the second need. At work place this is an important factor for

managers to consider. If employees are satisfied with their first need the managers need to

make sure they are looked after their second need to be satisfied. Hence this will constantly

keep them motivated.

4. Engineers

Engineers are considered as highly respected personnel in the society and they do perceive

themselves as such. In most of the organisation the engineers are always outnumbered by

nonprofessional counterparts with whom they always to work to achieve the goals of an

organisation (Aronberg 1985) and (Latham & Ernst 2006). However, management sometimes

due to negligence or purposely consider engineers as non-professionals and does not

understand the ambitions of engineers to be considered as professionals (Latham & Ernst

2006) and (Kowtha 2008). Failing to reward and motivating engineers to expectation has lead

engineers to diverge to alternative careers or change jobs quite often (Hayes, Lethbridge &

Port 2003). Furthermore, another factor why engineers differ from the non-professionals is

due to their intellectual capability. (Latham & Ernst 2006) and (Kowtha 2008). Proponents

have proven the college students are intelligence than other non-college students and

moreover, engineers are more intelligence to other normal college students. Hence this

intelligence is expressed in terms of creativity, achievements and status within the society.

However, engineers find it insulting when same motivating techniques used on others are

used to motivate them (Latham & Ernst 2006) and (Kowtha 2008). Engineers will never get

motivated through movies or through speeches recited by great personality. Engineers have

unique personality of involving themselves into work than most of the professionals. They


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are oriented into achieving the organisational goals and further their career up the managerial

hierarchy (Latham & Ernst 2006) and (Kowtha 2008).

4.1 Demotivation

The initial stage of motivating engineers is to make sure they are actually not demotivated.

Engineers easily get demotivated which is a common problem today (Loughlin & Barling

2001 & Kargar & Qasemi 2008). Traditional engineering practices such as close supervision,

bureaucratic control, work organisation, authority systems and excessive focus on efficiency

and accuracy. These practices have outdated and enforcing them into today’s workforce is the

main demotivating factor (Loughlin & Barling 2001 & Kargar & Qasemi 2008). Furthermore

when this techniques are used to manage knowledge workers the end results are frustrations,

demoralised and hence demotivated. Furthermore, engineers are highly sensitive to unfairness

or what is so called politics. Engineers believe that award should be based on work effort and

achievements and not on political basis. Such political environment within an organisation

will easily demotivate and demoralise engineers then a normal unprofessional workers

(Loughlin & Barling, 2001 & Kargar & Qasemi 2008).

4.2 Motivating engineers

4.2.1 Motivating Engineers using Maslow’s Theory

Maslow’s theory was developed by Abraham Maslow in 1943. All tough most of the

proponents consider it as an outdated theory, it is still a widely recognised theory of

motivation. The basic concept and framework of the theory are accepted into practised

without any questions asked. Managerial practices that encourage promotions and career

growth are justified that such practices will enable employees to full fill to needs as outlined

in the Maslow’s theory. The needs in the Maslow’s theory are arranged in a hierarchical

order. Hence, if the first need is satisfied then the priority moves to the second needs as

shown in figure1.


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While using the Maslow’s theory to motivate engineers it is necessary to keep the following

points in mind (Latham & Pinders 2005) and (Latham & Ernst 2006).

1. Not all engineers are motivated through rewards and punishments.

2. Needs vary from person to person. Specific needs are individualised and basic

needs are common shared amongst everyone.

3. The desire of needs follow a systematic pattern

4. Satisfied needs are not allows motivators. If one need is satisfied the next one

will emerge and stand as a barrier to get motivated.

5. It is not necessary the lower needs must be satisfied first to be motivated. The

higher need can emerge all over a sudden to be a motivator.

6. Motivating factors vary from person to person and furthermore it also varied

from time to time with the same individual. For example, two thirsty

individuals may choose entirely different ways of quenching their thirst.

Needs are the motivators to ones ambitions and dreams. The guide engineers to their goals

and expectations until they are achieved. Within the journey new needs might be generated

and for managers to keep engineers motivated the new needs has to be satisfied until they

become diminished. Furthermore, managers should develop an environment where feelings

for needs are generated within the engineers and also make sure means of satisfying those

needs are readily available (Pinders 2014).

Figure 1: Maslow’s Hierarchy of Needs


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4.2.2 Motivation by treating Engineers as professionals

Professionals engineers needs to be considered as professionals. Engineers might not look

professional by their attire or looks but by means of intelligence and characteristics they are

far best the best professionals. The methods and policies of an organisational needs to

adequately understand engineers’ needs and expectations as professionals (Montgomerg &

Nottingham 1995). Key ingredients of engineer’s motivation system is achievement,

responsibility and contribution. Hence, to achieve better productivity, quality of work and

quality judgement engineering managers needs to make sure the motivating ingredients are

directed towards engineers’ efforts (Karp et al 2010) and (Latham & Pinders 2005).

Management should reflect their understanding, expectations and appreciations accordingly

between engineers, knowledge workers and non-knowledge workers. Engineers should be

given their own space to work in and their own tools and gadgets to their job and also be

given the opportunity to analyse, make decision and judge their own work and performance.

(Karp et al 2010) and (Latham & Pinders 2005) Hence, one general rule that all mangers

should adopt is that allow engineers to do what they are paid for and what they deserve.

Engineers are shelf managers and do not require surveillance and monitoring (Karp et al

2010) and (Latham & Pinders 2005).

4.2.3 Promoting Engineers to Managerial level.

The centre point of motivating engineers are the engineering managers. They act as the

linking point between the management and the engineers. Most of the engineers are

inadequately prepared for careers in management and hence many of those engineers may

become incompetent managers in future (Kowtha 2008). Hence, to enhance managerial

competency for upcoming engineers the engineering managers need to consider the following

(Kargar & Qasemi 2008):

1. Avoid promoting most technical engineer into administrative position. Supervisor

should be technically competent to command its subordinates and be trained to fill the


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gap between technical engineers and managers. Hence, managers should look beyond

the technical capability to make engineer a successful manager.

2. Employ selection methods to identify competent candidates with natural instinct of

psychological prerequisites for managerial roles such as willingness to manage,

empowerment and strong capacity for empathy.

3. Change current educational orientation skills. Biased educational strategy has pushed

engineers more into developing analytical skills and underdeveloping managerial

skills. Engineers to be future managers should continue management education and

hence these provides and a pathway for to develop personal and career growth as

well. Larger organisations provide in house training and coaching to successfully

convert engineers into administrators.

4.2.4 Developing Positive Climate

Organisational restructure and job redesigns have become powerful mechanism of

motivations. Social and cultural values have entirely change on how people are now looking

at engineering (Sharp et al 2009). Furthermore, specifications for job satisfactions are ever

changing to suit the needs. Hence, jobs needs to be redesigned which need to consist aspects

of challenge, achievement and conveying that the work has positive contributions towards the

society and the environment. In short, job enrichment is key motivator into developing

positive climate and environment for engineers to work (Sharp et al 2009) and (Smithers &

Walker 2010). Managers need to ensure that engineers are stimulated and creative by

establishing appropriate organisation climate. The organisation needs to have less formal

structural and more decentralised design with various opportunities for communication,

interaction and participation (Harlim and Belski 2010) and (Karp et al 2010). Consequently,

more positiveness to new ideas, organisational fitness, freedom, autonomy are achieved.

Once engineers are well developed into managers performance measurement for each

manager is required (Smithers & Walker 2010). Apart from the measuring the performance

goals such as cost, product feature and efficiency personal and subordinate development

effort should also be measured. By doing so managers will be emphasised to help

subordinates develop their potentials and skills and subsequently satisfy and motivate the

subordinates (Harlim and Belski 2010) and (Karp et al 2010).


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4.2.5 Human Resource Management

Human resource management adds a significant asset to an organisation. Workers more

productive when they realise that they are considered as part of the organisation and the

organisation solemnly cares about its employees (Kargar & Qasemi 2008). Furthermore,

knowledgeable workers add more value to the organisational asset since their value increases

with time and especially when they are continuously developing and improving themselves.

Hence, the future of a well knowledgeable organisation relies on hiring such intellectual

workers. Furthermore, the human resource team should particularly pay attention to this

department (Kargar & Qasemi 2008) and (Joshi, Huhn & Niederman 2010).

Right placement of candidates is another important area because good productivity is only

possible when right candidates are assign the right job. Feeling in positions with

unknowledgeable persons will result into poor productivity (Buelens & Broeck, 2007).

Hence, engineers should be placed where their strengths are more productive. Designing of

engineering placement needs to be done carefully since it plays a vital role within the

organisation.

Other important role for human resource management is to correctively spell out salary and

incentives for engineers. Salary ranges for various classifications must be negotiated and

extra activities such as schooling, attendance of seminars and personal professional

development needs to discussed and negotiated (Kargar & Qasemi 2008).

4.2.6 Career Planning and Motivating Old Engineers

Organisations need to understand the concept of career planning for professional enrichment

and growth of engineers. Further to that, they must also learn how to motivate and moralise

old engineers within the organisation (Kanfer & Ackerman 2004). Diversity is a key to

success in career planning and especially for older engineers. Pushing such technical

engineers into new fields will broaden their knowledge and ability to work in a wide range of

fields. Furthermore, this will have a significant impact on their motivation and productivity

(Karp et al 2010) and (Bipp 2010). Furthermore, several other strategies can be developed

such continuous education, job transfers, redesign, rotation and leaves. Management needs to

make sure they show commitments towards continuous learning. Hence, the organisation


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policy and rewards need to make sure the programs in placed are well looked after (Kanfer &

Ackerman 2004).

5. Conclusion

Engineers are more intelligence and responsible than average normal workers. Motivation is

a natural instinct for engineers such that in a suitable environment they will be highly

productive and responsive. Hence, organisation management must ensure that engineers are

continuously motivated by all means. Apart from using Maslow’s theory to motivate

engineers there are several other factors managers need to ensure that they are well fulfilled.

Engineers need to be treated as professional for their integrity within the society. Engineers

needs to be trained and well educated to step into managerial roles. Engineering roles have

now evaluated towards social and cultural value ensuring that they show a positive

impression towards the society and the environment. To ensure the organisations have such

enriched engineers human resource management needs to ensure that engineering placement

are carefully and designed and implemented. Furthermore, ensuring that old engineers are

motivated diversity within the organisation needs to be developed. Managers need to make

sure that old engineers to enough attention to technical aspects and also adequate educational

and learning programmes placed for them on regular basis. Finally, one way to motivate an

engineer is to make sure they are demotivated. Engineers easily to demotivated when

organisational politics and unfairness within the organisation are created. Engineers needs to

be treated with respect and with special care since they are an asset to an organisation which

with time grows in value.


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6. Reference List Bipp, T. 2010, 'What do People Want from their Jobs? The Big Five, core self-evaluations and work motivation',

International Journal of Selection and Assessment, vol. 18, no. 1, pp. 28-39.

Buelens, M. & Van den Broeck, H. 2007, 'An analysis of differences in work motivation between public and private

sector organizations', Public administration review, vol. 67, no. 1, pp. 65-74.

De Graaff, E. & Ravesteijn, W. 2001, 'Training complete engineers: Global enterprise and engineering education',

European Journal of Engineering Education, vol. 26, no. 4, pp. 419-27.

Dwivedula, R. & Bredillet, C.N. 2010, 'Profiling work motivation of project workers', International Journal of Project

Management, vol. 28, no. 2, pp. 158-65.

Emmett, D.J. 2003, 'E-portfolios at QUT: Providing the potential for competitive advantage and a motivating

learner-centred environment'.

Gagné, M. & Deci, E.L. 2005, 'Self-determination theory and work motivation', Journal of Organizational behavior,

vol. 26, no. 4, pp. 331-62.

Hagström, T. & Gamberale, F. 1995, 'Young people's work motivation and value orientation', Journal of

Adolescence, vol. 18, no. 4, pp. 475-90.

Harlim, J. & Belski, I. 2010, 'Young engineers and good problem solving: The impact of learning problem solving

explicitly'.

Hayes, J.H., Lethbridge, T.C. & Port, D. 2003, 'Evaluating individual contribution toward group software

engineering projects', paper presented to the Proceedings of the 25th International Conference on Software

Engineering, Portland, Oregon.

Joshi, K.D., Kuhn, K.M. & Niederman, F. 2010, 'Excellence in IT Consulting: Integrating Multiple

Stakeholders’ Perceptions of Top Performers', Engineering Management, IEEE Transactions on, vol. 57, no.

4, pp. 589-606.

Kanfer, R. & Ackerman, P.L. 2004, 'AGING, ADULT DEVELOPMENT, AND WORK MOTIVATION', Academy of

Management Review, vol. 29, no. 3, pp. 440-58.

Kargar, J. & Qasemi, F. 2008, 'Recruiting young engineers', Industry Applications Magazine, IEEE, vol. 14, no. 1, pp.

50-5.

Karp, T., Gale, R., Lowe, L.A., Medina, V. & Beutlich, E. 2010, 'Generation NXT: Building Young Engineers With

LEGOs', Education, IEEE Transactions on, vol. 53, no. 1, pp. 80-7.

Kowtha, N.R. 2008, 'Engineering the Engineers: Socialization Tactics and New Engineer Adjustment in

Organizations', Engineering Management, IEEE Transactions on, vol. 55, no. 1, pp. 67-81.

Latham, G.P. & Ernst, C.T. 2006, 'Keys to motivating tomorrow's workforce', Human Resource Management Review,

vol. 16, no. 2, pp. 181-98.

Loughlin, C. & Barling, J. 2001, 'Young workers' work values, attitudes, and behaviours', Journal of Occupational

and Organizational Psychology, vol. 74, no. 4, pp. 543-58.

Pinder, C.C. 2014, Work motivation in organizational behavior, Psychology Press.


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Smithers, G.L. & Walker, D.H. 2000, 'The effect of the workplace on motivation and demotivation of construction

professionals', Construction Management & Economics, vol. 18, no. 7, pp. 833-41.

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