When pondering the fundamental objective of a newly created team, the notion of achievement is the first that comes to mind for most people. In order to secure the completion of the set goal, both the leader and the followers are to be motivated to perform efficiently. Hence, the phenomenon of a performance-driven team stands for a group of individuals willing to grow professionally and socially to meet the commonly estimated objectives. According to Grand Canyon University (2018), the characteristics of a performance-driven team include “a sense of purpose, open communication, trust, and mutual respect, shared leadership, effective working procedures, building on differences, flexibility, and adaptability, and continuous learning” (Chapter 3, “Application of servant leadership practice in nursing” section). The sense of purpose, being one of the fundamental team, relies heavily on the team’s motivation, or the internal and external factors that encourage people to pursue their goals and promote achievement.
Hence, the paradigm of motivation is generally divided into intrinsic and extrinsic. The former stands for one’s inner motivation to perform, which is frequently driven by the idea of self-actualization, reward, or psychological drivers. The latter, for its part, manifests the external competition and reward that motivates a person to move forward (Ryan & Deci, 2020). For a leader, it is of paramount importance to draw parallels and, simultaneously, separate these two notions. While both intrinsic and extrinsic motivation dwells on the sense of reward for one’s achievement, the former’s impact is more far-reaching and highly individual for every team member. For this reason, in order to secure achievement, it is the leader’s primary purpose to promote extrinsic motivation while paying attention to what drives every follower from within.
References
Grand Canyon University. (2018). Nursing leadership & management: Leading and Serving [E-book]. Web.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. Web.