• Please provide a written response to each question. Your answer should be about a paragraph or two and be based on the content of the readings for that day. Questions will be similar to those on the mid-term and final exams, though not as comprehensive.
• Your answers should be typed with your name on the paper and submitted the same day that discussions are scheduled.

Chapter 1  Motivation in Organizations (p. 1)
Chapter 2   Conceptual Approaches to Motivation at Work (p. 46)
Chapter 3  The Role of Cognition, Beliefs, and Attitudes in Motivation (p. 141)

PART TWO: CENTRAL ISSUES IN MOTIVATION AT WORK

 Chapter 4   The Role of Goals and Intentions in Motivation (p. 197)
Chapter 5  The Role of Affect in Motivation (p. 249)
Chapter 6  The Role of Social Influences in Motivation (p. 295
Chapter 7  The Role of Cross-Cultural Influences in Work Motivation (p. 341)
Chapter 8  The Role of Individual Differences in Motivation (p. 411)

PART THREE: APPLICATIONS OF MOTIVATIONAL APPROACHES

Chapter 9  Rewards (p. 451)
Chapter 10 Punishment (P. 519)
Chapter 11 Motivating Creativity and Innovation (P. 559)

PART ONE  INITIAL CONSIDERSATIONS

Objectives:  to provide student with a(n):

1.  understanding of models of motivation and leadership
2   knowledge of how motivation and leadership are related
2.  Understanding of the theories and how they are related
3.  framework for analyzing the various theories
3.  Knowledge of  how motivation and leadership relate to other organizational  variables
4.  Abiltiy to apply some motivational techniques

Emphasis is on how cognitive and reinforcement theories explain the "person-environment" interaction to determine motivation.

Questions for class discussion:

1. What was the problem with hedonism theory in explaining motivation?
2. What are the relative strengths of content and process theories of motivation (i.e. what unique contributions do each make to understanding causes for organizational behavior)?
3.  What are some dependent variables (observable) that best reflect motivation (an implicit assumption)?
4. Why have some theories, despite their lack of empirical support, continued to be widely accepted?

5. Compare the implications for controlling OB depending upon whether instinct or drives/reinforcement theories are true.

6.  What components of Porter-Lawler model were carried over from Vroom's initial model?

7. What enhancements did Porter and Lawler make to Vroom's model? 

8. Give an example of how Porter-Lawler's model could be used to explain your motivation to work in a job you have had. (be specific).

9. How do intrinsic and extrinsic motivation theories explain the relationship between motivation and performance?

Terrence R. Mitchell & Denise Daniels
            Observation and Commentary on Recent Research in Work Motivation (p. 26)
 

10. Compare and contrast goal-setting and action /control theory showing how they both are "on-line" theories.
11. Would management be more receptive to "internal" or "external" motivational theories. How would you sell them on both?
12. How is the notion of "hot" and "cold" theories similar to the personality state and trait distinction?
13. Are personality traits universal? Explain.
14. What is the authors' chief complaint about research in motivational theory? How could this be remedied?

    Richard M. Ryan & Edward Deci
        Self-Determination Theory and the Facilitation of Intrinsic motivation, Social Development, and Well-Being (p. 49)
    Richard Mowday & kenneth Colwell
        Employee Reactions to Unfair Outcomes in the Workplace: The Contributions of Adam's Equity Theory to Understanding Work
        Motivation (p. 65)
    Russell Cropanzano and Deborah Rupp
        An overview of Organizational Justice: Implications for Work Motivation (p. 82)
      Edwin A. Locke
        Motivation through Conscious Goal Setting (p. 113)
      

    Barry Staw
        Organizational psychology and the Pursuit of the Happy/Productive Worker (p. 144)
    Fred Luthans
        Positive Organizational Behavior (POB): Implications for Leadership and HR Development and Motivation (p. 178)

Questions for class discussion Chapter 3 (Porter et al):

1. What did Staw conclude with regard to the relative contribution of dispositional and situation factors on job satisfaction?
2. Compare the advantages and disadvantages individual, group, and organizationally-oriented performance systems (Staw).
3.  In your opinion, what are the three most important intervening variables that moderate or mediate the relationship between job attitudes and performance?
4. What is Luthan's main objective in promoting the emergence and focus on POB?
5. Relate two of the 6 CHOSE concepts to concepts in VIE or Intrinsic motivation.
6. Do you believe that EI (EQ) is a distinct construct or just a reformulation of known personality traits? Provide evidence to support your belief.
7. Using goal setting theory, how would you structure a job to maximize the likelihood that it will develop the employee's self-efficacy?

         Ann O'Leary-Kelly, Joseph Martocchio & Dwight Frink
            A review of the influence of Group Goals on Group performance (p. 217)
        Deborah Crown & Joseph Rosse
            Yours, Mine, and Ours: Facilitation Group Productivity Through the Integration of Individual and Group Goals (p. 230)

Questions for class discussion:

1. Why has there been so much emphasis on groups in organizations over the past couple of decades?
2. What are some of the more salient cognitive phenomena relating to understanding groups in organizations? Hint: taken from all articles.
3. What are some of the major obstacles that impeded the effectiveness of implementing MBO?
4. What was the principal finding from O'Leary-Kelly et al.?
5. In their qualitative analysis of studies of moderator variables, what were there findings regarding goal specificity and task type?
6. Does it matter if group goals are assigned or participatively set?
7. Describe the performance orientation for teams (cases) for this class.
8. What was Crown and Rosse's principal conclusion regarding group-centric individual and group goals with interdependent tasks?

     Viswanath Venkatest & Cheri Speier            Computer Technology Training in the Workplace: A longitudinal investigation of the Effect of Mood Questions for class discussion:

1.  How do Porter et al. distinguish between affect, moods and emotions?
2. Give an example of how one of the four components of Emotional intelligence is important for those in leadership positions
3.  Use an example to describe how computer training has or has not influenced your mood.
4. Which has a more pervasive effect on long term attitudes toward using training, positive or negative mood?
5. Describe the range of dependent variables used for the Venkatest and Speier experiments.
6. Using concepts from intrinsic motivation theory, explain how you think a positive mood would increase intrinsic motivation.
7. What would you recommend that management consider when they are planning to implement computer training?

• Questions for Bass, Chapter 5
 

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Chapter 6 The Role of Social Influences in Motivation (p.295)
Questions for class discussion:
        Lyman Porter, Ed Lawler & Richard Hackman
           Ways Groups Influence Individual Work Effectiveness (p. 299)
        Yoav Vardi & Yoash Weiner
           Misbehavior in Organizations; A motivational Framework (p. 307)
        Glen Whyte
           Recasting Janis's Groupthink Model: The Key Role of Collective Efficiacy in Decision Fiascoes (p. 327)
 Questions for class discussion:
1. Describe a work group to which you belong, or have belonged, that meets the conditions necessary for motivating the individual member.
2. How, through the mechanism of arousal, does group influence performance differentially (to increase or decrease effectiveness)?
3. Describe two examples of how your individual preferences or values were influenced (changed) by group norms.
4. How can group norms be counterproductive? Give two example to demonstrate this.
5. How is the effectiveness of group influence on strategy dependent upon the moderating variables of task complexity, high variety and autonomy?
6. How does the theory of cognitive dissonance (Festinger) or self perception (Bandura) explain how "empowerment" increases motivation?
7. Analyze a job or task using the four classes of variables (SASE) in Porter, Lawler & Hackman (1975).
8. Give an example of OMB that is functional (for the organization) and one that, though counterproductive, is ethically sound.
9. Describe specific examples of each of the basic types if OMB (SOD) you have witnessed.
10. Show how the Fishbein and Ajzen Model can be used in a practical application.
11. What is meant by "normative" and "instrumental" in the OMB conceptual system?
12. Analyze Robert Hanson's (agent, spy, traitor) behavior in terms of the Core antecedents of OMB.

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Chapter 7  The Role of Cross-Cultural Influences in Work Motivation (p. 341)
Questions for class discussion:
    Geert Hofstede
           Cultural Constraints in Management Theories (p. 344)
    Michael Frese, Wolfgang Kring, Andrea Soose & Jeannette Zempel
            Personal Initiative at Work: Differences between East and West Germany (p. 375)
    Christopher Meek
    GanBatte: Understanding the Japanese Employee (p. 398)
 Questions for class discussion:

1. Define ethnocentrism and find an example of ethnocentrism in the U.S. and a foreign culture, showing how they are relevant to organizational behavior.
2. What does Alice have to do with all this?
3. What are the essential differences in management styles between Germany, Japan and France?
4. Give an example of each of the three idiosyncrasies of American management theories.
5. Which construct of intrinsic motivation, individual differences or situational effects would explain the findings from Frese et al.?
6. How could management of company in Germany use these results to help increase workers' initiative?
7. Compare U.S. and Japanese workers on their job satisfaction (Meek)
8. Would gunbatte be a good virtue for U.S. workers to adopt? What are the advantages and disadvantages? 
9. Is Kaizen a good thing?
10. Given the differences among cultures in terms of incentives and rewards, how would you tailor them to accommodate the British, French and U.S. for a multinational corporation?
11. Thought question: what are the implications for outsourcing jobs to foreign countries? What What are the implications for U.S. workers and industries?

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Chapter 8 The Role of Individual Differences in Motivation  (p. 411)
Questions for class discussion:
        Charles O'Reilly III & Jennifer Chatman
           Working Smarter and Harder; A Longitudinal Study of Managerial Success (p. 413)
          
Questions for class discussion:
1. How does K. Lewin's formula for Behavior capture the issue of the relative contribution of person and situation factors involved in work behavior?
2. "If the predominance of the g factor as been apparent..." (OReilly & Chatman, p414) ...why should we spend so much time finding other, less useful predictors of performance?
3. Provide evidence to defend your response to the three criticisms for using GCA in selection.
4. How are each of the elements of JCM (Hackman & Holdham) related to GCA?
5. According to the results of the O'Reilly & Chapman study, how do GCA and motivation interact to influence career success?
6. How did O'Reilly & Chatman explain why GCA did not predict early management success for MBAs?
7. Going forward, how do you think I/O should use GCA in selection?

Bass Chapter 8 questions

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PART THREE: APPLICATIONS OF MOTIVATIONAL APPROACHES

Chapter 9   Rewards (p. 451)
Questions for class discussion:
         Edward Lawler III
           The Design of Effective Reward Systems (p. 457)
        Steven Kerr
           On the Folly of Rewarding A, While Hoping for B (p. 479)
        Jone Pearce
           Why Merit Pay Doesn't Work: Implications from Organizational Theory (p. 487)
        Jeffrey Pfeffer
           Six Dangerous Myths about Pay (p. 494)
          
Questions for class discussion:

1. For you, which are the two most important intrinsic and extrinsic rewards (be specific)? Explain why.
2. Should monetary compensation be open or secret? Support your argument, citing the advantages and disadvantages.
3. Which of the motivational theories best explains the role, influence of reward systems on performance? Explain.
4. Under what conditions do lead and lag reward systems work best?
5. What are the primary concerns that need to be considered when establishing pay scales to address external equity issues?
6. How, according to Pearce, does the typical contingent reward system fail to build on the organizational form?
7. Provide your own example of an instance in a work setting of the folly of rewarding A while hoping for B.
8. Which one of the four causes plays the biggest role in causing the folly to occur?
   
Questions for Bass: Chapter 9 Prediction of Transformational and Transactional Leadership (p. 117)

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Chapter 10 Punishment (p. 519)

Questions for class discussion:

        Jennifer George
           Asymmetrical Effects of Rewards and Punishments; The Case of Social Loafing (p. 522)

Questions for class discussion:
1. Give two specific examples of how for one individual a consequence may be punishing while for another, a reinforcer.
2. What is the difference between negative reinforcement and punishment? Give an example.
3. What are the essential requirements for punishment to work effectively?
4. What conclusions can be drawn from the results of George's study?
5. What is the differential effect of contingent reward and punishment on social loafing? (George)
 Bass: Chapter 10 Rank, Status, and Transformational-Transactional Leadership (p. 128)

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Chapter 11 Motivating Creativity and Innovation (p. 559)
Questions for class discussion:

        Teresa Amabile

            Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do (p. 561)
     Anne Cummings & Greg Oldham
            Enhancing Creativity: Managing Work Contexts for the High potential Employee (p. 577)
 
Questions for class discussion:
1. Construct your own conceptual definition of creativity and provide an operational definition relevant to the leader of a high-tech company.
2. Which of the four steps in the process of creative is least likely to be amenable to training?
3. How do the components of intrinsic motivation (Deci & Ryan) relate to the notion of creativity?
4. How do each of the types of leadership in the Full Range Model contribute to inhibition and dis-inhibition of creativity in subordinates?
5. How would you structure a team's idea generation process to enhance the likelihood that creative solutions would emerge?
6. How do the components of the JCM (Hackman & Oldham) relate to creativity?
7. Give examples of  situations where an innovative or an adaptive problem solving style would work best.
8. Would a competitive or cooperative strategy work better in a work environment designed to produce innovative software designs?
Questions for Bass Chapter article and Chapter 11:
     (Bass, 1997) Does the transactional-transformational Leadership paradigm transcend organizational and national boundaries?
American Psychologist,  52, 0-139. (handout)
     Bass: Chapter 11 Empowerment and Laissez-Faire Leadership (p. 138)
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