Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–47
3. Does this concept really apply to work? Isn’t recognition enough? Does this feel too
emotionally overloaded to you? Why should you deal with such concepts at work?
Return.
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–48
SELF-ASSESSMENTS
SELF-ASSESSMENT 12.1 CAREER READINESS
Are You More Interested in Extrinsic or Intrinsic Rewards?
This survey was designed to assess extrinsic and intrinsic motivation.
STUDENT QUESTIONS
1. What is more important to you, extrinsic or intrinsic rewards? Are you surprised by the
results?
2. How can you use the results to increase your motivation to obtain good grades in your classes?
Students should not only look at factors such as grade point averages when deciding whether to
3. What might you say during an interview to demonstrate your self-awareness regarding the
rewards that motivate you?
SUPPLEMENTARY ACTIVITY
Students should be put into groups based on their Self-Assessment scores. Each group should
have a good mix of both high and low intrinsic and extrinsic scorers.
Groups should be tasked with creating a reward system for an auto dealership that wants to
motivate its sales staff to sell more vehicles.
Return.
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–49
SELF-ASSESSMENT 12.2 CAREER READINESS
Assessing Your Acquired Needs
This survey was designed to assess students’ motivation in terms of acquired needs.
STUDENT QUESTIONS
1. What is the order of your most important needs? Are you surprised by this result?
2. Given that achievement and power needs are associated with career advancement, how might
you increase these two need states?
3. What might you say during an interview to demonstrate that you have a high need for
achievement?
SUPPLEMENTARY ACTIVITY
The class should be split into thirds based on their acquired needs results (similar results should
be grouped together) on the Self-Assessment.
Students should take 5 minutes and write a workforce example of their assigned need.
The instructor should create three columns on a whiteboard or chalkboard and have volunteers
from each assigned need come and write their examples on the board.
Do these columns represent low, moderate or high acquired needs? Do the posted examples
portray the importance of these needs?
Return.
SELF-ASSESSMENT 12.3 CAREER READINESS
Assessing Your Needs for Self-Determination
CAREER
READINESS
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–50
This survey was designed to assess the extent to which an instructor is satisfying students’ needs
for self-determination.
STUDENT QUESTIONS
1. Are your needs being met? Do the results make sense in terms of your level of motivation in
this course?
2. Based on the results, identify two things you might do to increase your motivation.
You should bring up concepts such as resources, trust, and camaraderie. Do these relate to what
students see as ways to increase their motivation?
3. What might you say during an interview to demonstrate self-awareness of your needs for
competence, autonomy, and relatedness?
SUPPLEMENTARY ACTIVITY
The class should be split into thirds based on their motivation results (similar results should be
grouped together) on the Self-Assessment.
Students should take 5-10 minutes and write a workforce example of their assigned self-
determination motivation.
Are there patterns that the instructor can display? Are there particular organizations that can
foster one source of motivation over another?
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–51
SELF-ASSESSMENT 12.4
Measuring Perceived Fair Interpersonal Treatment
This survey was designed to assess the extent to which students are experiencing fair
interpersonal treatment at work.
STUDENT QUESTIONS
1. Are you being treated equitably?
You should ask students for examples of equitable or inequitable treatment at work. How has this
made them feel on the job?
2. Based on examining the three lowest-scoring items, what could your manager do to improve
your perceptions of equity?
You should be prepared to relate these lowest-scoring items to equity theory. Have students seen
differences in their treatment with the treatment of colleagues or individuals in the same position
at another organization?
3. What can you do to increase your perceptions of fair interpersonal treatment?
SUPPLEMENTARY ACTIVITY
The class should be split into groups of three with each group member choosing one type of
organizational justice to represent based on a provided scenario.
Students should take 5-10 minutes and write their response to the following scenario based on
their chosen organizational justice:
The groups should discuss for 5-10 minutes and share with the class.
Is the organization described in the scenario unfair, moderately fair or very fair? Is there a
particular form of justice that has a greater impact than others?
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–52
GROUP EXERCISES
GROUP EXERCISE #1: USING EXTRINSIC AND INTRINSIC REWARDS TO MOTIVATE STUDENT
ACHIEVEMENT
Objectives
● To identify extrinsic and intrinsic rewards that motivate student achievement.
● To generate suggestions for how instructors can use extrinsic and intrinsic rewards to
motivate student achievement.
Introduction
The purpose of this exercise is to explore the use of rewards in motivating student achievement.
There are two types of rewards—extrinsic and intrinsic—that can be used to fuel student
motivation. Extrinsic motivation drives people’s behavior when they do things in order to attain
Instructions
1. After providing a brief review of extrinsic and intrinsic rewards, break students into groups
of five to eight people. Tell the groups that they have five minutes to silently brainstorm a list
2. Ask the groups to create a master list of all unique ideas generated through brainstorming.
4. Reconvene the class and summarize the groups’ conclusions. Begin by asking each group to
report on their top five extrinsic and intrinsic rewards. Record this information on the
blackboard/whiteboard. Highlight consistent and unique ideas. Next, ask each group to
provide one suggestion for how any instructor might build these rewards into the classroom
environment.
Questions for Discussion
1. What did you learn about the use of rewards from this exercise?
12–53
2. How can instructors improve student achievement through the application of extrinsic
and intrinsic rewards?
3. Can instructors really motivate students?
Source: A. Johnson & A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to
an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp.172-173.
Tips for large classes:
Groups may be larger, so additional time should be provided to brainstorm a list of extrinsic and
Return.
GROUP EXERCISE #2: WHAT MOTIVATES YOU?
Objectives
● To determine the causes of students’ motivation in a previous work environment.
● To apply various theories/models of motivation to student experiences.
Introduction
The overall purpose of this exercise is for students to consider a time in which they exhibited
both high and low performance and to analyze those situations from a motivational perspective.
Instructions
1. Begin the exercise by distributing a copy of the matrix shown at the end of this exercise to
each student. Ask your students to complete this matrix by first thinking of a situation in
2. Break students into groups of three, and ask them to share their completed matrices. Ask the
students to keep notes on the common factors that contributed to both high and low
motivation.
12–54
3. Have the students determine what the common factors were to both high and low motivation
as well as what theories and models motivated the members of the group.
4. Reconvene as a class.
Questions for Discussion
1. What common factors contributed to high and low motivation for your group?
2. What factors uniquely affected some group members and not others?
3. What do the answers to the first two questions suggest about motivation?
4. What theories/models of motivation explain the motivation of your group members?
Source: A. Johnson; A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an
Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp.169-170.
Tips for online classes:
Students can be placed in online groups and the matrix can be posted to a discussion board.
First, students complete the matrix individually. Then, they can share and discuss their matrices
Return.
CAN BE
USED
ONLINE
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–55
Motivation Matrix
A time when I was
highly motivated
Factors contributing
to my high
motivation
A time when I had
very little
motivation
Factors contributing
to my low motivation
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–56
CAREER CORNER GROUP EXERCISE
CAREER CORNER GROUP EXERCISE: USING SELF-MOTIVATION ON A DAILY BASIS
Learning Objectives
• Students will develop a SMART long-term goal and associated action plan.
• Students will enhance their understanding of how goals and action plans drive self–
motivation.
Introduction
Motivation is the foundation of success. As Vince Lombardi said, “The best game plan in the
world never blocked or tackled anybody.” Motivation directs behavior. Your success in life and
at work depends on getting things done, and behavior is an essential part of that. This exercise
outlines one technique for incorporating self-motivating habits into daily lives.
Instructions
The primary purpose of this exercise is to enhance students’ self-motivation skills while creating
a mini-personal development plan that supports the attainment of their “wildly important” long-
term goal. This exercise has three steps. First, students will create a wildly important long-term
goal and visualize what their life will be like once they achieve it. Second, students will share
this goal with their group and have the group discuss what interim goals are necessary for
obtaining the long-term goal. Finally, each student will create a personal to-do list that will
increase their probability of accomplishing their wildly important goal.
2. Ask each student to write down their “wildly important” long-term goal. Have them
describe what their life will look like once they attain this goal. Review the SMART goal
setting framework discussed in Chapter 5:
3. Open the class discussion by asking the students to describe the biggest obstacles
between their current and future self. Write these obstacles on the board. You may want
to identify the top 3-5 obstacles.
4. Form groups of 3 or 4 students. Have each group complete the following steps:
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
12–57
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
• Have each student create a to-do list based on the personal development goals
outlined during the group discussion.
5. Ask one or two students to share their long-term goal and the associated to-do list with
the class.
6. Facilitate a class discussion by asking the following questions:
• Why is it important to create short term to-do lists in support of long-term goals?
• How does the accomplishment of interim goals lead to reinforcement of self–
motivation?
• What role does self-management play in this process?
• How can you use these techniques to increase your self-motivation on a daily
basis?
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–58
UBER CONTINUING CASE
Chapter 12: Motivating Employees
This part of the Uber continuing case focuses on Chapter 12 and covers principles related to
content and process theories of motivation. This continuing case’s real-world application of
management knowledge and skills is designed to help you develop critical thinking ability and
realize the practical power of sound managerial skills for solving problems in your job and
career.
The case includes five multiple-choice questions and two essay-based questions. The essay-
based questions can also be used in class to spur discussion:
1. Use the elements of Expectancy Theory to describe an Uber driver’s thought process
when deciding whether to extend his or her hours during surge pricing.
The effort that a driver would need to exert is continuing to drive beyond the hours they
2. Use the four characteristics that Locke and Latham say goals must have to explain why
Uber’s nudging of drivers through the app works. In particular, use the example of Uber
telling a driver that they are “only a certain amount away from… matching their earnings
from that point one week earlier.”
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–59
MANAGER’S HOT SEAT
CLEARING MOTIVATION FOR TAKEOFF
I. Introduction
SkyBlue, a popular airline, is introducing a new incentive plan that rewards employees for hitting
certain marks on mishandled baggage and on-time departures. An airline supervisor is introducing
this incentive plan to his team, and is being met with resistance and skepticism.
II. Learning Objectives
2. Analyze the organization’s use of expectancy theory as it strives to meet its stated goals.
3. Demonstrate how goal setting theory can be utilized to motivate employees at the
organization.
III. Scenario Description:
Scene Set-up: Brandon, Lucas, and Sophia meet in-between arriving and departing flights
to discuss the new SkyBlue performance plan.
Scene Location: SkyBlue Airlines Tarmac Break room
Profile:
• Brandon Michaels – SkyBlue Airlines Supervisor
• Lucas Trammell – SkyBlue Airlines Ramp Agent
• Sophia Gunderson – SkyBlue Airlines Ramp Agent
Summary: Brandon meets with his team, Lucas and Sophia, to discuss the new SkyBlue
performance plan called “SkyBlue Ground Success Plan.” It has two parts: first, each
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–60
IV. Discussion of Theory
Equity & Justice Theory
• Ramp agents at smaller airports are held to the same standard but have fewer bags to
process on a daily basis.
o Student possible solution: Why is this a flat 100 number and not a percentage of
bags?
• Ramp agents at competing airlines have bigger teams to handle flights.
o Student possible solution: Why isn’t this broken down by number of people on a
team?
• Procedural justice -> What procedures were put in place to get to these metrics? Is this
fair?
Expectancy Theory
• The goals seem to be a non-starter for the agents. It is mentioned that on their best day
they have mishandled 200 bags, which still does not get close to the 100 metric. Also, on-
time performance at the best airlines is not even 90%. This is an expectancy problem.
• The reward does not seem to be too appealing. It is mentioned that $250 is under 1% of
salary. This is a valence problem.
• There also seems to be another effort to performance issue. Lucas raises the point that if
he puts forth the effort necessary, but another party, such as the pilot, gets to the airport
late and the flight is delayed, he will not be rewarded. This can also be looked at as an
expectancy issue.
Goal Setting Theory
• The goal is specific and quantifiable. 100 bags a calendar day and/or 90% daily on-time
performance.
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–61
• The goal is apparently too challenging to the employees, though their supervisor believes
it is attainable. Challenging goals inspire employees to perform, but if they are too
challenging and employees don’t believe they can achieve them, productivity drops.
• The on-time performance goal is also problematic because performance is also based on
other departments, such as flight crew and airport gate agents. So employees do not have
adequate control over hitting the mark.
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
12–62
APPLICATION-BASED ACTIVITY
CHANGE MANAGEMENT: A FRESH NEW IDEA
I. Introduction
All Season Weelz, an automobile tire re-seller, recently offered a promotion providing a free trip
to Hawaii for employees who hit a certain sales number. The promotion did not yield positive
results. The student will need to find out what happened with the previous promotion and design
a new, more effective promotion.
II. Learning Objectives
2. Develop a new motivational program based on expectancy theory principles.
III. Scoring Dimensions
The following theoretical concepts from the chapter are covered and scored in the simulation:
Theoretical Concepts
Percentage of Simulation
Aspects of motivation
40%
Instrumentality (P to O)
20%
Expectancy (E to P)
20%
Valence
20%
IV. Follow-up Activity
Students can be assembled into groups of 4 to 5 in order to create an additional promotion for the
service department of the tire re-seller. The service department handles tire installation,
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
in the Workplace
Reinforcement Theory: Delivering Consequences
I. Introduction
ShipIt is a world-renowned shipping company that can’t stop losing or damaging customer
packages. The student will play the facilities director at ShipIt and will need to work with the
finance manager and lead plant operator to figure out a solution.
II. Learning Objectives
1. Understand the differences between reinforcement types.
2. Apply the most effective type of reinforcement in order to get a desired outcome.
III. Scoring Dimensions
The following theoretical concepts from the chapter are covered and scored in the simulation:
Theoretical Concepts
Percentage of Simulation
Positive reinforcement
25%
Negative reinforcement
25%
Extinction
25%
Punishment
25%
IV. Follow-up Activity
Students often turn to either positive reinforcement or punishment as solutions because these
concepts remind them of rewards and punishment, respectively. The floor should be opened up
for a class discussion on negative reinforcement and extinction. The following questions may be
utilized:
1) What are some situations in which negative reinforcement or extinction may work best?
2) Has anyone ever administered such a consequence? If so, how did it turn out?
3) Has anyone ever been the recipient of such a consequence? If so, how did it turn out?