Social Care Work And Its Adverse Effects On Staff Motivation Essay Example

stages of change implementation - crucial for effective management of change.Management in care provision involves maximizing the benefits from available resources, incorporating practices traditionally associated with business such as measuring service usage, resource management, and competition for funding. These practices impact the services and supports provided. By implementing work practices that offer a choice of services to clients, a consumer-driven market is created between the client and service provider, along with competition among other providers for funding and client utilization (Henderson & Atkinson, 2003). A societal attention administration may need to measure customer attention to secure support, leading to competitive practices by the administration to attract customer attention and support. However, limitations in resources like available funds and qualified staff can hinder the desired services driven by policies. This competitiveness can create tension for both managers and staff due to awareness of competition from other providers (Henderson & Atkinson, 2003). The assessment of effectiveness and efficiency in care provision has led to the use of Taylor's (1911) Scientific Management Theory as a management model which emphasizes clear separation between management and staff, hierarchical communication, and clear role boundaries according to Hafford-Letchfield (2006).Hafford-Letchfield (2006) argues against the use of the Scientific Management Theory in care services, stating that it requires flexibility in communication and roles due to the diverse nature of these services. Braverman (1974), cited by Hafford-Letchfield (2006), criticizes Taylor's (1911) framework for prioritizing efficiency over utilizing available skills and encouraging new ideas or practices, resulting in staff deskilling. Conversely, an organization that emphasizes further training, supports staff in handling various situations, and fosters a sense of value will enhance job satisfaction and overall efficiency

(Hafford-Letchfield, 2006). Martin & Henderson (2001) propose that effective management involves leadership to stimulate motivation towards strategic goals. To achieve this, management must understand what motivates their staff to perform their roles (Martin & Henderson, 2001). Motivation within an organization is defined as the effort level exerted by staff to achieve organizational goals according to DuBrin (1978), cited by Tiernan et al. (2006).According to Bent, Seaman, and Ingram (1999) cited in Tiernan et al.(2006), individuals are motivated by exciting work, achievement, self-development, appropriate rewards, structure and rules. However, they lose motivation when their work lacks stimulation, is poorly paid, offers no opportunities for further development, involves long working hours, and carries little responsibility.

Motivation is seen as an internal desire within individuals that management can only encourage within the workplace (Coens & Jenkins, 2002:181). Creating a motivational environment requires enabling employees to find meaning in their work. Coens and Jenkins (2002) suggest that this meaning differs for each employee but can be achieved through a shared vision, engaging tasks with responsibilities, and teamwork.

Various motivational theories can be applied to management practices (Tiernan et al., 2006). Contented theories focus on individual needs as the primary motivator. Maslow's Hierarchy of Needs (1943) cited in Tiernan et al.(2006) provides a framework for understanding the underlying driving forces behind a person's motivation. This model includes five types of needs ranging from physiological needs such as having a job and receiving a salary to safety needs encompassing job stability and a safe working environment. The third societal demand is the need for belonging which may involve being part of a team.The text discusses various theories related to motivation and performance. The

fourth demand, dignity, is linked to recognition from others. Self-actualization involves individuals building on their personal achievements. Tiernan et al (2006) propose that the more a demand is unmet, the more motivated a person becomes to achieve it. However, this concept has been criticized due to the law of diminishing returns. Not meeting a demand continuously may initially motivate an individual but can lead to demotivation in the long term.

Tiernan et al (2006) argue that managers should consider other factors that support or enable the fulfillment of demands as part of the motivational opportunity based on process motivational theories. According to expectancy theory proposed by Vroom (1964), an individual's effort and motivation are not solely determined by rewards; they must also feel capable of achieving the required work, which influences the level of reward associated with their effort.

It is essential for individuals to recognize that their level of effort directly impacts the rewards they receive. However, this theory has been criticized for oversimplifying things and failing to account for diverse interpretations of rewards according to Tiernan et al (2006). Another theory mentioned is goal theory proposed by Locke and Latham (1990), which aims at promoting and measuring performance as cited in DuBrin (2001).In this theory, goals act as guidelines for expected levels of performance in service provision. However, it is crucial for staff to participate in establishing attainable goals to accurately assess performance. It is essential that management's goals align with those of the staff in order to motivate them effectively. Similar to the expectancy theory, individuals must also believe that they are capable of achieving the goal for it to be a motivating factor.

Goal theory serves as a motivational tool by assigning specific targets to individuals, which can encourage and direct their performance more effectively than vague instructions that may demotivate them. Nonetheless, goal theory can have negative effects. If the goal is set too high, staff members may feel that it is unattainable and become demotivated (DuBrin, 2001). According to Tiernan et al (2006), rewards and incentives within organizations serve as forms of compensation for performance in various ways. There are two types of rewards or incentives within administrations: intrinsic rewards and extrinsic rewards (Tiernan et al., 2006:229). Intrinsic rewards are inherent in a role, such as decision-making and having responsibilities, while extrinsic rewards are more tangible, like salary and working environment. The significance of these rewards depends on an individual staff member's specific motivation (Tiernan et al., 2006).In order for a reward to be effective, the manager must understand their staff and their individual needs (Tiernan et Al, 2006). Tiernan, Morely, and Foley (2006) provide an example of how different staff members perceive rewards differently in the constantly evolving social care practices. Some may view training as a reward to compete with other service providers, while others may find recognition within the team sufficient. Management utilizes both positive and negative supports as rewards according to DuBrin (2001). Negative supports are not punishments but rather involve removing something that is viewed negatively by staff as a way to motivate them. In social care where wage freezes are common, taking a wage freeze can be seen as a negative support within the reward system since it is viewed negatively by staff and can reduce motivation (DuBrin, 2001). Martin

(2002) states that motivation among staff typically comes in the form of some type of reward. In healthcare and social care specifically, personal recognition for making a change in someone else's life often serves as the reward.The use of policies and guidelines can serve as an incentive for ensuring quality services. The implementation of rewards and sanctions is directly associated with this perceived motivation. Departments that meet expectations receive rewards, including support for professional development and facility assistance. Conversely, departments that underperform face sanctions such as reduced support or staff employment strike (Goddard et al., 2002).

According to DuBrin (2001), motivational theories all involve similar constructs that focus on various goals, including those of the organization, management, and staff. These goals may differ from one another, and achieving the goal itself can be viewed as a reward. For example, if a staff member has a need for job security according to Maslow's hierarchy of needs, fulfilling this need can be supported through anticipated rewards like training that equips them with necessary skills to meet organizational expectations while also securing their job.

Supervision is another example of how motivation and rewards are intertwined. Miller (2006) defines supervision as a means of evaluating work practices and providing opportunities for discussing alternate approaches.Supervision acts as a means of communication for both staff members and managers. Based on my experience, supervision can be viewed as a motivational tool that is connected to wages. It allows management to convey the value of staff members' work and reinforce the shared vision or goal of the organization, supporting the idea that motivation is linked to meaningful work (Coens & Jenkins, 2002). However, if supervision

is solely seen as criticism and error-finding without providing opportunities for communication and reaffirmation of goals and each staff member's role within them, it can have negative implications (Miller, 2006).

In relation to expectancy theory of motivation, many employers believe that money serves as a significant incentive. This belief leads them to implement performance-based wage strategies (Coens & Jenkins, 2002). Nevertheless, using money as a motivator is intricate. While all employees anticipate being paid, what they truly expect is a fair wage for their contributions. Thus, money alone does not drive performance in a job (Coens & Jenkins, 2002).If employees find meaning in their work, wages alone may not be enough to drive performance, according to Coens and Jenkins. Acknowledging employees' contributions through wages can motivate them, as argued by Jenkins (2002). Not providing proper compensation for long hours of work would ultimately demotivate employees. Wages are tied to expected performance outcomes and serve as a way of recognizing employees' efforts. However, if a less qualified coworker receives the same amount of money as a more qualified staff member, it acts as a demotivator (Coens & Jenkins, 2002).

In order to motivate employees using expectancy theory, DuBrin (2001) suggests that supporting them in securing further training gives them confidence in achieving specific goals and motivates them to accomplish assigned tasks. Therefore, rewards such as professional development support enhance motivation while removing such support demotivates employees (DuBrin, 2001).

When it comes to pay related to public presentation wages being directly linked to goal achievement, measuring performance solely based on this can have negative consequences in healthcare provision context according to Goddard et al. (2002).Subjective factors such as the organizational

hierarchy, control in goal planning, diverse client needs, and available resources play a role in performance measurement. It is advised to avoid short-term measurements. Coens & Jenkins (2002) argue that using rewards for motivation based on goal theory can have negative effects in a job setting. Employees may become too focused on achieving specific goals and lose sight of the organization's overall purpose. In social care, competition for funding is often tied to the number of clients receiving services, potentially leading staff to prioritize support over serving the organization's mission. In a personal placement experience within a large organization offering diverse client support, staff had to work in various residential houses spread across a town. The administration recently made an agreement with the Health Service Executive that required significant coordination and implementation time from the director. While aimed at improving service, adhering to these directives sometimes resulted in delays for clients receiving environmental changes.Although the agreed-upon goals did not specifically outline these changes, they still had an impact on how clients perceived their living spaces. To ensure the success of using goals as motivators, it is crucial to actively involve staff in the planning phase and seek their input. According to Martin (2002), this involvement will foster a sense of ownership of the overall goal among staff members. For example, involving all team members during the planning stage can help implement a shared vision and motivate them to support the goal, especially since most social care workers are part of a team. However, if there is a lack of communication compatibility and an emphasis on distinguishing staff achievements and knowledge, motivation will decrease. Therefore, continuous

opportunities for communication should be provided to promote expertise in different areas and encourage diverse problem-solving methods. This approach will create unity among team members (Martin, 2002). In conclusion, adherence to and implementation of care standards are constantly required in social care practice. While these standards improve service quality overall, they also lead to ongoing changes in work practices that can cause stress for staff members. Managers face challenges in managing these changes. Motivational tools such as rewards and incentives are commonly used to encourage better performance, with pay-for-performance being a widely applied methodIn social care, it is crucial to perceive rewards and incentives as a way of acknowledging staff members' contributions and giving purpose to their work instead of solely being linked to performance-related financial rewards. This is because the profound impact of social care cannot be accurately evaluated in the short term.