How appreciated do you feel in your job? It doesn’t matter what position you hold, everybody likes to feel that their colleagues, boss and people they are responsible for appreciate them when they work hard and do their job well. However, too many teachers and managers suffer from the frustration of feeling that what they do goes unrecognised and unappreciated.
Why is recognition so important? Frederick Herzberg spent much of his professional life researching what motivates people in the work place. His findings show that when a person is recognised for a high level of performance at work, this has a powerful effect on motivation (Herzberg, 1987).
He distinguished between what he classified as hygiene factors and motivational factors. Hygiene factors are those factors which need to be in place for us to be able to do our job. If these factors are not satisfactorily covered, they will cause anxiety, distract us from our job and lead to demotivation and general dissatisfaction – e.g. if we do not earn enough money to cover our general needs and expenses, we will not be able to focus on our work. However, these factors do not actually motivate us – e.g. if we are given a pay increase (money is a hygiene factor), the effect of the pay rise on our motivation is, in theory, very short-lived. We soon get used to earning more money and as a consequence, its effectiveness in terms of motivation is soon lost.
Motivational factors, on the other hand, are factors which make a difference to how the worker feels about their job in a longer lasting way. Herzberg cited the following areas as motivational: achievement, recognition, the work itself, responsibility, and advancement. These, therefore, are the areas that language schools need to focus on in order to motivate the people who work there. And of these factors recognition is arguably one of the easiest to apply.
Recognition needs to happen all the way down the hierarchical ladder of any organisation, from Directors to DOSs and other managers, to level coordinators and to teachers. If the person who is directly responsible for us does not seem to notice or care when we perform outstandingly, we understandably feel unappreciated. This in turn can affect our work performance to the detriment of the organisation we work for.
Recognition from colleagues or those higher up the ladder can also be very effective at motivating us. This, I believe, tends to happen most in a climate where there is a general sense of well-being and appreciation within an organisation. People who work in an environment where recognition is part of the institutional culture are much more likely to reciprocate in kind.
Interestingly, people often receive more recognition from their PLNs (personal learning networks) than from the place where they work. The growth in online PLN communities has helped to provide the support and recognition which helps teachers and managers to develop as professionals, especially when this is lacking in the institutions that employ them. It seems, however, such a wasted opportunity that this potential is not exploited positively by these organisations.
It is somewhat ironic that teachers are trained to give praise, recognition and encouragement to their students (sometimes in excess, according to Jim Scrivener, but this is part of a different debate). However, when these teachers are promoted to management positions, they tend to forget to apply the same good practice to the people they are now responsible for. Managers seem to have become so busy directing or managing in their new positions that they forget to apply the same basic effective principles they used when managing students in a class.
If we strive to have vibrant, high-quality language organisations, the motivation of students, teachers, managers, and all other staff is an essential part of good management practice. If we accept that taking the time to recognise good work can make a significant difference to people’s levels of motivation, then language organisations would be well advised to make sure that the recognition of people’s merits, initiatives and hard work becomes part of their institutional culture.
Reference:
Herzberg, F.I. 1987, ‘One more time: How do you motivate employees?’, Harvard Business Review, Sep/Oct87, Vol. 65 Issue 5, p109-120
