Leading for Motivation with Autonomy Support
Supporting the autonomy of employees or other followers can be difficult because it feels like losing control, but it is a useful tool for leaders seeking to maximize the performance, motivation, and wellbeing of those they lead. General Dwight Eisenhower is quoted as saying, “Leadership is the art of getting someone else to do something you want done because he wants to do it.“ This is in line with research on autonomy support, both indicating that leaders are not simply giving up control but nurturing the interest and internalization of the work, leading to more beneficial outcomes. Later in this article, I will share evidence-based recommendations, but first I will clarify what autonomy is.
Autonomy, with competence and relatedness (social connectedness), is a psychological need and foundation block of motivation (Ryan & Deci, 2000). When an individual’s psychological needs are satisfied, they are more interested and more likely to be self-driven to complete a goal. Autonomy is a person’s perception that their actions are the result of their own choices and desires. People see themselves as having autonomy in a work task to the degree that they perceive themselves as the cause of their actions, they want to do it, and perceive themselves as choosing to act. Yes, people are at work to earn money, but they are also constantly seeking the satisfaction of their psychological needs and the two are not exclusive.
The nature of work may seem counter to the fulfillment of autonomy, but the actions of leaders can do much to help their subordinates feel autonomous. There are three generally applicable strategies to autonomy support which work together, but autonomy support is not limited to these strategies (Reeve, 2015).
1 The first strategy is to provide people with rational explanations when giving them a responsibility or task. If an individual is simply told to do something, then they have little opportunity to be the cause of the action, to want to do it, or to perceive themselves as choosing to act. When leaders instead explain why a task is important it gives the person an opportunity to embrace the value of a task, increasing their desire and likelihood of choosing to do it. This can be especially powerful if the importance of the task is framed in a way that aligns with what the individual values.
2 Listen to people with empathy. By listening with empathy and providing informative feedback a leader can work with individuals to solve their problems. This is a skill that leaders can develop to replace tendencies of criticism or neglect to support subordinates’ perceptions of autonomy, as well as the other psychological needs of competence and relatedness.
3 Demonstrate patience. A leader’s impatience with the honest efforts of a subordinate creates negative feelings of anxiety or frustration. Demonstrating patience supports the first two strategies and gives the individual time and opportunity to develop their perceptions of themselves as the cause of their actions, grow in their desire to achieve the goal, and perceive themselves as choosing to act.
As leaders support the autonomy of their subordinates by providing rational, listening with empathy, and demonstrating patience as employees change, they will create the best context for individuals’ psychological needs to be satisfied. When these needs are met people are more motivated, engaged, creative, and happy with their work, leading to increased performance and well-being (Reeve, 2015).
Reeve, J. M. (2015). Understanding motivation and emotion. Hoboken, NJ: John Wiley & Sons.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78
