Discussion Question:

Please choose ONE of the following:

• How can different types of attributions and attribution styles encourage high or low levels of learned helplessness, aggression, and empowerment?

OR

• How can organizational leaders promote accurate and motivating attributions among their employees?

Answer

How Organizational Leaders Can Promote Accurate and Motivating Attributions among Their Employees

Attribution is the inference that is made towards the causes of various behaviors. For example, if the patient turn-up in a facility increases after the introduction of a subsidy to healthcare offered in the facility, the increase in turn-up could be attributed to the reduction in the costs of healthcare. Motivation, on the other hand, is the psychological stimulus that drives people to act towards certain individual or organizational goals (Stiensmeier-Pelster & Heckhausen, 2018). Motivating attributions among employees are the different mental perceptions that are created among employees to make them increase the desire to perform different tasks.

There are numerous ways in which organizational leaders can promote motivating attributions among their employees. One of the main ones is educating the employees about the positive implications of a certain task that is required to be completed. Much emphasis should be made on the effects on the specific employees in which the motivational attribution is expected to be sought (Fishman & Husman, 2017). For example, when implementing the use of electronic health records in a nursing unit, the nurse leaders can explain to the nurses that the introduction of the technology reduces their rate of exhaustion by a factor of more than 50%. The employees would then work with electronic health records in a better way, as they would be convinced that they are among the primary beneficiaries of the technique. Other ways of promoting accurate motivational attributions among employees is introducing reward policies for the best performing healthcare givers, and this would make them more motivated to achieve better care outcomes.

References

Fishman, E. J., & Husman, J. (2017). Extending attribution theory: Considering students’ perceived control of the attribution process. Journal of Educational Psychology, 109(4), 559.

Stiensmeier-Pelster, J., & Heckhausen, H. (2018). Causal attribution of behavior and achievement. In Motivation and action (pp. 623-678). Springer, Cham.

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