Encouragement
The fifth factor relates to the untested theme of motivation. The questions grouped in this factor account for working relationships, namely with peers and bosses. The two of the questions found in this factor specifically reference positive feedback from others. The remaining question references the willingness of the employee to learn from their boss. SPSS calculated these three questions have a Cronbach’s Alpha of .702 for a sample size of 558.
Am I Alone on This?
The social aspect of any effort has the power to inspire or impede progress. These questions examine the social support and conditioning of the individual for positive reinforcement.
- 17. A genuine compliment from my boss inspires my work.
- 18. A genuine compliment from a team member inspires my work.
- 19. I strive to learn from my boss.
Encouragement as an Asset
While the interpretation for Encouragement did not remain as high as Reconciliation it also wasn’t as low as other factors either. Recall from chapter four that the box plot, Figure 4.16, that Encouragement had the second highest median value and a relatively tight distribution. The graph of the responses of Encouragement, Figure 4.24, also most closely resembles the graph for Reconciliation than any other factor. Given their similarity, this insight suggests that SET may also apply to Encouragement too.
The largest response category for all three questions in the Encouragement factor was “always.” This is noteworthy because people overwhelmingly responded that they always were inspired by encouragement or an opportunity to learn from their boss. As mentioned previously the SET offers that reciprocity drives many social transactions (Gouldner, 1960)1.
It is worth mentioning that the encouragement factor does not measure how encouraging a team or boss is, only the strength of the response of the individuals being encouraged. This is significant because, a large percentage of those surveyed, don’t have a point of saturation for professional encouragement. This seems to indicate that a person’s capacity to collaborate is related to their ability to be encouraged at work. Given that favors and transgressions are repaid in kind (Gergen, 1969)2 it is likely that those who eagerly receive encouragement will also offer it to others.
Social Exchange Theory (SET) in Action
The impact of collaborative leadership must include an assessment of the outcomes related to its practice. These outcomes can be measured in several ways. Verifying individual patient outcomes is the gold standard for clinical research; however, this process is slow, restricted, and cumbersome. Thus, another approach is needed to make the most of the collaborative leadership practice. The framework of the quadruple aim offers sufficient structure to explore this pursuit, namely in the categories of provider satisfaction, patient satisfaction, and a limited selection of quality measures.
While on the surface, it may not appear to directly relate to encouragement, as it has the lowest numeric value in the factor. However, it is likely tapping into a specific aspect of the boss-employee dynamic connected to the working relationship's health. Employees who feel valued take on more responsibilities. This question may offer insight into how much respect one has for their boss or how engaged they feel at work. If true, then the degree to which an employee either respects their boss or their work may also affect how they value the feedback from either.
Need for Personal Recognition / Social Value
The need for personal recognition is different from the need for esteem or security. While recognition and esteem are recognized as psychological or Social Needs, this section is related to the need for Love and Belonging (Maslow, 1943)3. This implies a relational connection in the context of a group or individual relationship. Therefore, the value and motivation provided here are derived from connecting to the group or another individual in a social context rather than beyond it.
Footnote:
1 Gouldner, A. W. (1960). The norm of reciprocity: A preliminary statement. American sociological review, 161-178.
2 Gergen, K. J. (1969). The psychology of behavior exchange. Reading, Mass. Addision-Wesley.
3 Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346