978-0134728391 Chapter 8 Part 2

8-12

QUICK QUESTIONS

 What are examples of positive reinforcement and punishment in the workplace?

 With management by objectives, managers and subordinates set goals and evaluate

progress over time. What are some advantages and disadvantages of MBO?

 Participative programs are not for everyone. What are some drawbacks of such

programs?

 What are some advantages and disadvantages of using teams in organizations?

 In what types of situations might employees benefit from work-share programs and

flextime programs?

 What are some drawbacks of relying on telecommuting?

Learning Catalytics is a “bring your own device” student engagement, assessment,

Learning Catalytics in your course, contact your Pearson Representative.

IN-CLASS ACTIVITIES

In-Class Activity 1: Ice-Breaker: Balancing Inducements and Contributions

Activity Overview:

This activity asks students to think about the psychological contract between themselves and

their jobs.

Time Limit: 20 minutes

What to Do:

2. Tell each student to interview his or her partners, asking the partners to assess the balance of

contributions and inducements at their jobs. Is the psychological contract even for both sides?

Do the contributions outweigh the inducements? If the contributions and inducements do not

balance, what has to happen so they will be in balance? (15 minutes)

3. Reassemble the class and ask students to share the information they’ve obtained in their

interviews. (10 minutes)

Don’t Forget:

In-Class Activity 2: Up for Debate: What Are You Looking for in a Job?

1. Ask students to think about what is important to them in a job, ranking the following items,

with 1 being the most important and 10 being the least important. (10 minutes)

• Working Conditions

• Quality of Coworkers/Mentors

• Salary

• Benefits

2. Divide the class into four–member teams.

3. Ask each team to compare their rankings. What conclusions can they draw? While they are

5. Look at the list of items that people ranked highest in general. Talk about how companies can

actually accomplish these. For example, how would a company provide ideal working

conditions for its employees? (10 minutes)

In-Class Activity 3: Small-Group Discussion: Motivation in Global Firms

Activity Overview:

This activity asks students to think about the increased challenges that stem from trying to

motivate employees in a global company.

Time Limit: 25 minutes

What to Do:

1. Divide the class into small groups and ask them to discuss what types of additional

2. Reassemble the class and discuss group comments. (15 minutes)

Don’t Forget:

Cultural differences can be difficult to assess; students may want to think of differences in

ANSWERS FOR END OF CHAPTER ACTIVITIES

QUESTIONS FOR REVIEW

8-1. Describe the “Big Five” personality traits and how they contribute to employee

performance.

8-2. What are the three structural components of an attitude? Be sure to describe each.

8-3. Describe several strategies and techniques for enhancing employee motivation and give

examples of each.

8-4. Make a list of the pros and cons of participative management.

Participative management gives employees a voice in how they do their jobs and in how the

8-17

QUESTIONS FOR ANALYSIS

8-5. What is a psychological contract? Describe the psychological contract you currently have

or have had in the past with an employer, or describe the psychological contract that you have

with the instructor in this class.

A psychological contract is the overall set of expectations held by employees and the

organization regarding what employees will contribute to the organization and what the

8-6. Do you think that most people are relatively satisfied or dissatisfied with their work?

What factors do you think most contribute to satisfaction or dissatisfaction?

8-7. Describe your most recent job in terms of your contributions and the organization’s

inducements.

8-8. What would you tell a worker performing a simple and routine job who wants more

challenge and enjoyment from work?

Answers will vary, but many people would suggest that the worker improve his job skills—

APPLICATION EXERCISES

8-9. Assume you are about to start your own business. What would you do from the beginning to

ensure that your employees will be satisfied and motivated?

8-18

additional training and education that they might want or need. (Learning Objective 5 –

AACSB – application of knowledge)

8-10. Ask an employer what they believe motivates their employees. Identify one or more

theories of motivation that seem consistent with this manager’s approach.

Answers will vary, but should include discussions of the strategies reviewed in the chapter.

BUILDING A BUSINESS: CONTINUING TEAM EXERCISE 8-11 TO 8-15

(Learning Objectives 1, 2, 4, and 5 – AACSB – interpersonal relations and teamwork,

analytical and reflective thinking, application of knowledge)

Answers will vary but students should note regardless of the type of business, every business will

have employees. Setting expectations and managing and motivating those employees will be

instrumental in determining the success of the business venture.

Remind students that choosing employees that best fit with the mission and the culture of the

modify their structure, and their management practices?

TEAM EXERCISE: TOO MUCH OF A GOOD THING 8-16 TO 8-20

(Learning Objectives 3, 4, 5 – AACSB – analytical thinking, application of knowledge)

Students must focus on using most of the concepts in the chapter, particularly regarding

motivation strategies and individual behaviors, as well as performance behaviors, organizational

EXERCISING YOUR ETHICS: TOO MUCH OF A GOOD THING

(Learning Objectives 3, 4, 5 – AACSB – ethical understanding and reasoning, application

of knowledge)

8-21. What are the ethical issues in this case?

8-22. What do you think most managers would do in this situation?

8-23. What would you do?

CASES:

A LIVING WAGE

(Learning Objectives 2, 3, 4 – AACSB – analytical thinking, application of knowledge)

Students’ perspective will frame their answer to these questions based on their personalities and

past experiences. Every person in an organization is fundamentally different from everyone else.

To be successful, managers must recognize that these differences exist and attempt to understand

them. They also need to understand why people work.

8-24. Do you think that higher pay caused higher productivity and lower turnover for Aetna?

What leads you to this conclusion?

8-25. What factors motivate you personally?

8-26. Explain Aetna’s decision in light of the classical theory of motivation.

The classical theory of motivation holds that workers are motivated solely by money.

8-27. How could Maslow’s hierarchy of needs help explain the relationship between pay and

productivity?

8-28. Use equity theory, expectancy theory, or two–factor theory to explain Aetna’s decision.

The expectancy theory does not fit with the Aetna decision, as all lower-wage employees

received a wage increase; it was not a matter of reaching for, and achieving, a goal of earning

8-29. Do you believe that companies have a social responsibility to pay higher wages? Why or

why not?

SEARCHING FOR A GREAT PLACE TO WORK

(Learning Objectives 2, 3, 4, 5 – AACSB – analytical thinking, application of knowledge)

8-30. What criteria do you have for a great place to work?

8-31. Describe your ideal job or career and list the performance behaviors that you think would

make you successful.

8-32. Using Herzberg’s two-factor theory, determine which factor is more important to you and

describe how you would assess a potential employment situation for those factors.