978-1285866352 Chapter 3 Solution Manual Part 2

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 43

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Reinforcement theory uses behavior modification (apply reinforcement theory to get employees to do what you want

them to do) and operant conditioning (types and schedules of reinforcement).

The two important concepts used to modify behavior are the types of reinforcement and the schedules of

reinforcement.

A. Types of Reinforcement (Slide 3-47 and Exhibit 3.11 on Slide 3-48)

LO 3-6. Explain the four types of reinforcement.

(1) Positive reinforcement provides the employee with a reward consequence for performing the desired

behavior. (2) Avoidance reinforcement encourages employees to perform the desired behavior in order to

avoid a negative consequence. (3) Extinction reinforcement withholds a positive consequence to get the

employee to stop performing undesirable behavior. (4) Punishment reinforcement gives the employee a

negative consequence to get the employee to stop performing undesirable behavior.

The four types of reinforcement are positive, avoidance, extinction, and punishment.

1. Positive Reinforcement

A method of encouraging continued behavior is to offer attractive consequences (rewards) for desirable

performance.

2. Avoidance Reinforcement

Avoidance is also called negative reinforcement. As with positive reinforcement, you are encouraging

continued desirable behavior. The employee avoids the negative consequence.

3. Punishment

Punishment is used to provide an undesirable consequence for undesirable behavior.

4. Extinction

Rather than encourage desirable behavior, extinction (and punishment) attempts to reduce or eliminate

undesirable behavior by withholding reinforcement (ignoring the behavior) when the behavior occurs.

B. Schedules of Reinforcement (Slide 3-49)

The second reinforcement consideration in controlling behavior is determining when to reinforce performance.

The two major classifications are continuous and intermittent.

1. Continuous Reinforcement

With a continuous method, each and every desired behavior is reinforced.

2. Intermittent Reinforcement

With intermittent reinforcement, the reward is given based on the passage of time or output. When the

reward is based on the passage of time, it is called an interval schedule. When it is based on output, it is

called a ratio schedule.

When electing to use intermittent reinforcement, you have four alternatives:

 Fixed interval schedule. Giving a salary paycheck every week, breaks and meals at the same time

every day.

 Variable interval schedule. Giving praise only now and then, a surprise inspection, a pop quiz.

 Fixed ratio schedule. Giving a piece rate or bonus after producing a standard rate.

 Variable ratio schedule. Giving praise for excellent work, or a lottery for employees who have not

been absent for a set amount of time.

Ratios are generally better motivators than intervals. The variable ratio tends to be the most powerful

schedule for sustaining behavior.

44 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

WORK APPLICATION 3-10

Give one or more examples of the types of reinforcement, and the schedules used,

on a present or past job.

YOU MAKE THE ETHICAL CALL 3.2

Airlines

Answers will vary based on opinion.

C. You Get What You Reinforce (Slide 3-50)

People will do what they are reinforced for doing.

People seek information concerning what activities are reinforced, and then seek to do (or at least pretend to do)

those things, often to the exclusion of activities not reinforced.

The extent to which this occurs, of course, depends on the attractiveness of the rewards offered and the penalties

for the behavior.

D. Motivating with Reinforcement

1. General Guides. See text for the list of seven general guidelines. (Slide 3-50)

2. Changing Behavior. See text for some tips. (Slide 3-51)

E. Giving Praise (Slide 3-52 and Model 3.2 on Slide 3-53 with Discussion Question on Slide 3-54).

Giving praise develops a positive self-concept in employees and leads to better performance—the Pygmalion

effect and self-fulfilling prophecy.

Praise is a motivator (not maintenance) because it meets employees’ needs for esteem and self-actualization,

growth, and achievement. Giving praise creates a win-win situation. It is probably the most powerful, simplest,

least costly, and yet most underused motivational technique there is.

The steps in the giving praise model are (1) Tell the employee exactly what was done correctly. (2) Tell the

employee why the behavior is important. (3) Stop for a moment of silence. (4) Encourage repeat performance.

Step 1. Tell the employee exactly what was done correctly. While giving praise, look the person in the

eye. Eye contact shows sincerity and concern. It is important to be very specific and descriptive.

General statements, like “you’re a good worker,” are not as effective.

Step 2. Tell the employee why the behavior is important. Briefly state how the organization and/or

person benefits from the action. It is also helpful to tell the employee how you feel about the

behavior. Be specific and descriptive.

Step 3. Stop for a moment of silence. Being silent is tough for many managers. The rationale for the

science is to give the employee the chance to “feel” the impact of the praise.

Step 4. Encourage repeat performance. This is the reinforcement that motivates the employee to

continue the desired behavior.

CONCEPT APPLICATION 3-4

Motivation Theories

Answers to the Concept Application questions are at the end of lecture outline.

VIII. Putting the Motivation Theories Together Within the Motivation Process

LO 3-7. State the major differences among content, process, and reinforcement theories.

Content motivation theories focus on identifying and understanding employees’ needs. Process motivation

goes a step farther to understand how employees choose behavior to fulfill their needs. Reinforcement

theory is not as concerned about employee needs; it focuses on getting employees to do what managers

want them to do through the consequences provided by managers for their behavior. The use of rewards is

the means of motivating employees.

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 45

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Motivation is important because it helps to explain why employees behave the way they do. At this point you may

be wondering: How do these theories fit together? Is one the best? Should I try to pick the correct theory for a given

situation?

Content motivation theories answer the question: What needs do employees have that should be met on the job?

Reinforcement theory answers the question: What can managers do to get employees to behave in ways that meet

the organizational objectives?

LEARNING OUTCOMES AND ANSWERS

The chapter summary is organized to answer the learning objectives for Chapter 3. They are also found at the end of

the chapter and can be used as short answer questions on exams.

These learning outcomes are included in the test bank in the conceptual section.

1. List the University of Iowa leadership styles.

2. Describe similarities and differences between the University of Michigan and Ohio State University

leadership models.

The University of Michigan and Ohio State University leadership models are similar because they are both

based on the same two distinct leadership behaviors, although the models use different names for the two

3. Discuss similarities and differences between the Ohio State University Leadership Model and the

Leadership Grid.

Both theories are based on the same two leadership behaviors, but use different names for the two dimensions.

The theories are different because the Leadership Grid identifies five leadership styles, with one being middle

4. Discuss similarities and differences among the three content motivation theories.

Similarities among the content motivation theories include their focus on identifying and understanding

employee needs. The theories identify similar needs, but are different in the way they classify the needs.

5. Discuss the major similarities and differences among the three process motivation theories.

The similarity among the three process motivation theories includes their focus on understanding how

employees choose behaviors to fulfill their needs. However, they are very different in their perceptions of how

6. Explain the four types of reinforcement.

(1) Positive reinforcement provides the employee with a reward consequence for performing the desired

46 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

7. State the major differences among content, process, and reinforcement theories.

Content motivation theories focus on identifying and understanding employees’ needs. Process motivation goes

a step farther to understand how employees choose behavior to fulfill their needs. Reinforcement theory is not

REVIEW QUESTION ANSWERS

These review questions are included in the test bank in the conceptual section.

1. Why was there a shift from the trait to the behavioral theory paradigm?

The trait theory paradigm was seeking to find a set of traits that explained and predicted effective leadership.

2. How is leadership behavior based on traits?

A manager’s leadership personality traits and attitudes directly affect his or her behavior and relationship with

3. What are the University of Iowa leadership styles?

4. What are the University of Michigan leadership styles?

5. What are the Ohio State University leadership styles?

The Ohio State University leadership styles are high structure and low consideration, high structure and high

6. What are the three important contributions of the University of Michigan and Ohio State University

studies?

The contributions include (1) They showed there is no one best leadership style in all situations, which helped

7. What are the Leadership Grid leadership styles?

The Leadership Grid leadership styles are the impoverished leader (1,1), authority-compliance leader (9,1),

8. What are the three important contributions of the Leadership Grid and high-high research?

The contributions include (1) They led to the shift in paradigm to contingency leadership theory. (2) Research

9. What is motivation, and why is it important to know how to motivate employees?

Motivation is anything that affects behavior in pursuing a certain outcome. The pursuit of happiness and

10. What are the content motivation theories?

11. What are the process motivation theories?

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 47

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

12. What are the types and schedules of reinforcement theory?

The four types of reinforcement are positive, avoidance, extinction, and punishment. The two schedules of

CRITICAL THINKING ANSWERS

Applications may also be used as class discussion questions or written assignments to develop communication skills.

These communication skills questions are included in the test bank in the application section.

1. Which leadership model do you prefer? (Slide 3-12)

2. Do you agree with the University of Michigan model (with two leadership styles) or with the Ohio State

model (with four leadership styles)? (Slide 3-12)

3. Do you agree with the Leadership Grid’s claim that the one best leadership style is the team leader (9,9)?

4. Which of the three content motivation theories do you prefer? Why? (Slide 3-32)

5. Which of the three process motivation theories do you prefer? Why? (Slide 3-44)

6. What is your motivation theory? What major methods, techniques, and so on, do you plan to use on the

job as a manager to increase motivation and performance? (Not used in PPT)

7. Reinforcement theory is unethical because it is used to manipulate employees. Do you agree with this

statement? Explain your answer. (Slide 3-54)

8. Which type and schedule of reinforcement do you plan to use most often as a leader? (Slide 3-54)

9. Do you really get what you reinforce? Explain. (Not used in PPT)

CONCEPT APPLICATION ANSWERS

There are similar questions in the test bank in the application section.

Concept Application 3-1 University of Michigan Leadership Styles

b 1. Employee-centered. The manager is focusing on employee motivation.

Concept Application 3-2 The Leadership Grid

d 6. 5,5 (Middle of the road). Being average, the leader has a moderate concern for both people and

production.

48 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Concept Application 3-3 Objectives

a 11. Singular result. The objective should contain only cars or services, not both.

Concept Application 3-4 Motivation Theories

d 16. Equity. Making sure everyone perceives fair treatment is equity.

c 17. Acquired needs. Jose has a high need for affiliation, which is part of the acquired needs theory.

CASE ANSWERS

Facebook COO Sheryl Sandberg

1. How would Sheryl Sandberg’s leadership style be described based on the four behavioral leadership

styles?

The case states that Sandberg tends to use a participative style. Based on the University of Iowa, Sandberg uses

the democratic leadership style. Based on the University of Michigan, Sandberg uses more of an employee-

2. How does Sandberg’s book Lean In emphasize the three content motivation theories?

Based on Maslow’s hierarchy of needs theory, Sandberg wants women to be motivated to have esteem needs

and self-actualization needs met. Based on Herzberg’s two-factory theory, Sandberg wants women to have

3. How does Sandberg’s book Lean In emphasize the three process motivation theories?

Based on Adams’s equity theory, Sandberg wants women to be treated fairly and given the same opportunities

and men. Based on Vroom’s expectancy theory, if women don’t believe there is a high probability of promotion

4. Which type and schedule of reinforcement will help women to advance in business?

According to reinforcement theory, positive reinforcement is the most powerful motivator, so women should be

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 49

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Cumulative Case Questions

5. How do the five dimensions of our leadership definition (Chapter 1) apply to Sandberg as COO of

Facebook?

6. What managerial leadership skills does Sandberg need as COO of Facebook (Chapter 1)?

Sandberg need to have technical skills to understand Facebook’s business. She also needs to have strong

7. How would you describe Sandberg’s Big Five Personality, and do you believe she has the personality

profile of an effective leader (Chapter 2)?

CASE EXERCISE AND ROLE-PLAY

VIDEO CASE ANSWERS

Motivation at Washburn Guitars

3. What motivates most employees at Washburn Guitars?

4. What kinds of guitars do employees most like to produce?

5. What is the connection between quality guitars and workforce motivation?

DEVELOPING YOUR LEADERSHIP SKILLS 3-1 IDEAS AND ANSWERS

Writing Objectives (also found in test bank)

Total Time (5–20 minutes)

The real skill development comes from the preparation for the exercise. If you have limited time, choose option A. I

use option B, which takes around 4 minutes to go over part 1, and then I give students around 6 minutes for sharing

their objectives for part 2. I judge how they are enjoying sharing objectives and give them more time if needed.

Answers

1. Criteria missing: measurable result

2. Criteria missing: target date

3. Criteria missing: specific result

4. Criteria missing: singular result

50 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Testing on Skill-Development Exercise 3-1

Test Question and Answer (Also found in Test Bank)

1. Write the four steps of the writing objectives model and, below it, write a job-related objective that meets the

criteria for setting objectives.

Solution

(1) To + (2) action verb + (3) singular, specific, measurable result + (4) target date

Written objectives will vary.

Grading

I assign half credit for the model itself and half credit for the objective.

BEHAVIOR MODEL VIDEO 3-1

Giving Praise

In the video, a manager follows the steps in the giving praise model (Model 3.2) and gives praise to an employee in

two different situations.

This video may be shown as an independent activity, or it may serve as a behavior model as part of Skill-

Development Exercise 2.

Showing the video takes around 4½ minutes. After viewing the video, you may ask the class questions such as:

1. What did you like about the way the manager gave praise?

2. What didn’t you like about the way the manager gave praise?

3. What would you do differently if you were the manager in these situations?

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 3-2 IDEAS AND ANSWERS

Giving Praise

Total Time (15–30 minutes)

This exercise can be kept to 15–20 minutes. If you don’t go over how the students will be tested on giving praise,

you will only need 5–7 minutes for showing and discussing the video. Students often do not need all 15 minutes for

the procedure. I conclude by telling students how important giving praise is.

Recommended approximate time for a 30-minute period:

8:00 Show and discuss Behavior Model Video 1 12 minutes (I also go over how students will be tested

by using a student example.)

8:12 Procedure 1 15 minutes

8:27 Conclusion and Apply It 3 minutes

8:30

Testing on Skill-Development Exercise 3-2

Four giving praise situations, including one of the student’s choice, are in the Test Bank and in this skill-

development section. If you plan to test students on giving praise, be sure to explain the test format. Students are to

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 51

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

write the four steps of the model followed by what they would say for three of the steps. Reading the exam

instructions following the situation is very helpful.

Test Questions and Answers (Also found in Test Bank)

Instructions for Question 1

Write the first step in the giving praise model, followed by what you would say to the person. Follow the same

format of listing the step followed by what you would say for steps 2 to 4. However, do not write what you would

say for step 3.

1. Giving Praise. Select your own situation in which giving praise is appropriate. If it’s not obvious through

Step 1. Tell the employee exactly what was done correctly.

Step 2. Tell the employee why the behavior is important.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

Instructions for Questions 2–4

Write the first step in the giving praise model, followed by what you would say to Chris. Follow the same format, listing the step

followed by what you would say for steps 2 to 4. However, do not write what you would say for step 3.

2. Giving Praise. You word processed a short memo to John Richards, the accounting manager, whom you don’t

know. You gave it to your secretary, Chris, to send. Chris realized that you used the wrong last name, re-typed

the memo, and sent it to John Richardson. Chris told you about your error after sending the memo for you. You

have decided to give praise to your secretary for a job well done.

Solution

Step 1. Tell the employee exactly what was done correctly.

Step 2. Tell the employee why the behavior is important.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

3. Giving Praise. You are a sales manager and were looking over some sales invoices. You saw an invoice for the

sale of $50,000 worth of computers to Acme Company by Chris, a commission sales rep. This is a large sale,

and you know that Chris has been trying to get business with Acme for some time now. It has potential for a lot

of future business, so you have decided to give praise to your sales rep for a job well done.

Solution

Step 1. Tell the employee exactly what was done correctly.

Step 2. Tell the employee why the behavior is important.

52 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

4. Giving Praise. You are the owner of a small retail clothes store. You are in the middle of working on a new

display when Chris, a salesperson, comes over to you and suggests how to rearrange the sweaters so that the

display is more colorful and appealing to the eye. You decided to give Chris praise for a good idea.

Solution

Step 1. Tell the employee exactly what was done correctly.

Step 2. Tell the employee why the behavior is important.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.