One of criticism's primary functions is ''to motivate to do better,'' so it is safe to assume that for your criticisms to have positive power, they better be motivational to your recipients.
Motivation is an age-old psychology concept, and there are numerous ways to define it. For our purposes, motivation refers to ''anything that arouses one to pursue a particular course of action,'' ranging from being thirsty (which will make you seek water) to the possibility of a raise (which may incite you to make more sales calls). Motivation comes in all shapes and forms: thoughts, feelings, a particular word or two, a tangible object, a nontangible need.
Whatever shape it takes, though, the goal of motivation is to rouse you to action. Indeed, your criticism may be improvement-oriented and packed with invaluable information, but if the criticism lacks motivation, don't be surprised if your recipient, even with good intentions, doesn't act on it.
Assess your own criticisms for motivation. Do you find your subordinates or staff members react to your criticisms as though they have to do better, or do you find that your criticisms have the impact of making them want to do better? Do you find that your criticisms get improvement results for only the short run, or do you find that the impact of your criticisms initiates a long-term desire to improve?
If your recipients want to improve after your criticisms and their work continues to improve, then you are probably pretty good at putting motivation into your criticisms. If you experience the opposite, then it is probably time to start putting motivation into your criticisms.
Broadly speaking, at its best putting motivation into your criticism is constructing and delivering the criticism so that the recipient's response is marked by a wanting to improve rather than a feeling of having to improve. In other words, putting motivation into the criticism has the effect of getting the person to want to do her best, not simply to do or to settle for what is good enough.
On a concrete level, putting motivation into your criticism is explicitly showing the recipient how he will benefit from taking action. Since each criticism situation is different, the place to start is by tuning in to your motivational assumptions for the individual in question.
Whether you are aware of it or not, your motivational assumptions, beliefs, and attitudes about your recipient strongly influence how you deliver your criticism. Take the common scenario of the subordinate who is consistently late with his work. How would you motivate him to improve his performance?
If you are a manager or supervisor from the school that says people are motivated by either the carrot or the stick, your delivery of the criticism is apt to sound like this: ''To get that promotion, you will have to meet your deadlines.'' The motivational assumption is that the individual wants the raise and that the criticism, delivered as such, will prompt him to achieve the desired results.
Now, a second manager follows the school of thought that proposes people are motivated to act when they perceive their actions will help them meet their specific, nontangible psychological needs. Her criticism will be more along these lines: ''People will really appreciate you if you can get your work in on time.'' The motivational assumption of being appreciated by coworkers is important to the individual and will thus influence him to act in a way that will help him meet that need.
Which is the best track to take? Which is right? Obviously, either approach could be effective, depending on the individual and the situation. The key point is, in either case, your motivational assumptions influence how you give criticism.
Most individuals are usually not aware of their motivational assumptions and thus do not see the connection between them and how they give criticism. This seems to be true even when their criticisms are ineffective.
Besides not getting the desired results, these critics inevitably feel frustrated, angry, and helpless. In the end, they say, ''The guy's a real problem. I've spoken to him a dozen times, and he doesn't change.'' The truth is, it is the critic who perpetuates the problem by not changing her motivational assumptions, which forces her to use the same ineffective incentive over and over. No wonder the behavior stays the same.
In contrast, those who are able to consistently use the power of positive criticism are aware of their motivational assumptions. This grants them the critical factor of motivational flexibility. If they see that one incentive fails to motivate, they switch to another motivational assumption and incorporate different incentives into their criticisms. Their chances for success multiply exponentially.
In the example of the first manager, his second attempt to criticize might sound like the second manager's first attempt, and vice versa for the second manager. Both of them would be acting on the premise that since the first incentive didn't work, try another one. And if their second approach is also ineffective, they will search for a third way, using a different motivational tactic.
The easiest way to become aware of your motivational theory and assumptions is to think about them. Ask yourself if your motivational assumptions are getting the results you want. If not, you may want to question them. Once you become aware of your motivational assumptions pertaining to a specific individual, you can identify specific incentives that may rouse him to action.
Most executives, managers, and supervisors state that they do build incentives into the criticisms they give, but what they fail to recognize is that, all too often, the incentive offered is important only to them. They misperceive the value of the incentive to their recipient. Trying to get a subordinate to change because it will increase your own chances for being successful is apt to have little effect. Pointing out to a coworker that you both stand a chance of having even more responsibility if she meets her deadline will have little motivational effect if she doesn't want more responsibility, to say nothing of the effect if she actually wants less responsibility.
For criticism to be an effective catalyst for change, there must be a payoff for the recipient. He must clearly see how he will benefit. He needs to know, ''What's in it for me?'' Offered an incentive he values, he thinks, ''Hey, this is for me! I'm doing this for myself.''
To identify incentives that may put motivation into your criticisms, focus on those around you and ask yourself what you think motivates them, what is important to them. Your answers will give you ideas about what turns them on.
Observe their behavior; if your relationship permits, ask them what motivates them. Their answers will give you valuable insights into their inner workings that may come in handy at a later time.
Most importantly, it is excellent policy to get into the habit of asking yourself, before you criticize an individual: ''How will this motivate the individual to improve?'' Your answer will increase your awareness of the motivational assumptions and help you identify what might be the right incentive at the right time.
Once you have selected the incentive, build it into the criticism you give by explicitly stating it to your recipient. If it is not effective, don't get frustrated and blame the recipient. Simply practice motivational flexibility. Inevitably, you will find the right incentive, and with it, you will also find the power of positive criticism.