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Chapter 12
Motivating Employees
Achieving Superior Performance
in the Workplace
CHAPTER CONTENTS
Teaching Resource Manual: A Guide to Implementation ii
Career Readiness-Based Personal Development Plan viii
Learning Objectives 1
Teaching Resources 2
Overview of the Chapter 7
Classroom Outline 9
Management in Action Case 39
Legal/Ethical Challenge Case 42
Textbook Examples 43
Textbook Practical Actions 48
Self-Assessments 50
Group Exercises 54
Career Corner Group Exercises 58
Uber Continuing Case 60
Manager’s Hot Seat Videos 64
Application-Based Activity 65
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TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION
The purpose of the Teaching Resource Manual (TRM) is to support you in the delivery of your
chosen curriculum in either a face-to-face or online classroom formats. It also was created to
help you address some of the following challenges in higher education:
• Addressing the inability to measure student comprehension prior to major assignments
You will learn that we created many different teaching resources you can use either before,
during, or after class. Because of the quantity of options, the goal of this implementation guide is
to provide an overview of how you might select the many teaching resources at your disposal.
So What Assets Can I Choose From?
Generally, a typical class session for any course comprises three “touch points:” before, during,
and after class. For a face-to-face course, your class session would normally be the day you
lecture to students. For an online course, the class session would be when you recorded the
lecture or when the live lecture is streamed on the Web.
Our teaching resources fall into 16 categories: SmartBook 2.0, Click and Drag Exercises, iSeeIt
Assigning SmartBook 2.0 and Connect® Exercises
SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you
can choose SmartBook and choose the assignment you wish to view reports for.) The following
reports are available through SmartBook 2.0:
Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on
Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners.
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Assignment Completion. Shows the total percentage of all learners in the class that have
completed the assignments at this point in time.
Time on Task. Provides the user with a class-level view of the estimated time in
comparison to the actual average time to completion across the entire class.
Metacognition. Shows how aware the learners are of their knowledge, on average, across
the entire class.
Most Challenging Learning Objectives. Shows the number of challenging Learning
Objectives across the class, in comparison to the total number of Learning Objectives in
the assignment.
Individual Learner Report. System provides all the assignment data available for that
specific student at that point in time, showing a breakdown of all questions answered in
each of the following categories:
• Correct with high confidence
• Incorrect with high confidence
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With Connect®, you can build your own course, make changes to the course throughout the
semester, and use auto-grading. Connect® integrates with other Learning Management Systems,
including Blackboard®, Canvas, and D2L. Students can study anytime with the free
ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools
will help keep them on track.
Connect® gives you a wide array of flexibility in making assignments and creating grading
policies. You may choose to:
• assign as many assignments as appropriate.
• determine point values for each question/application exercise individually.
• make available multiple attempts per assignment with options of accepting the highest
Some recommendations include:
• Before selecting the option for one attempt only, select unlimited or multiple attempts on
the first few assignments to allow students a chance to learn and navigate the system.
• Provide a low point value for each question because multiple questions are usually
So When Do I Assign Each Type of Teaching Resource?
Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and
testing to actually adapting your teaching to student needs? By utilizing the teaching resources
outlined below during the three touch points, you can significantly impact students’ learning and
The following recommendations pertain to these mentioned touch points, with an additional
matrix that follows.
Before Class
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The learning goals we have for students determines our assignments before, during and after
class. For example, you may want to focus on mastering content, applying content, or using
content to solve problems. Alternatively, you may want to achieve all three goals.
Connect® offers a host of additional pre-class assignments to choose from if your goal is
mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated
A reading assignment—typically a chapter from the product in use—is a student’s initial
exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior
to class or an online lecture allows you to gauge their comprehension of the material. Having a
better sense before class of which concepts your students are “getting” and which ones they are
not, allows you to more effectively and efficiently plan your time with them during class. To
ascertain student competency, use the reporting function of SmartBook 2.0, where you can view
general results of their performance.
Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and video
cases, offer students a second exposure to important sections of the chapter after their completion
of a SmartBook 2.0 assignment.
If your learning objectives include fostering application and integrating the concepts discussed
with real world practice, then Management in Action or legal/ethical challenge cases contained
in the textbook can be assigned so students can think critically and practice applying what they
learned in the readings to actual cases. The Management in Action cases are now all “problem-
focused.” In other words, the cases contain problems that students can practice solving. These
cases also contain multiple-choice questions that can be assigned in Connect® to gauge student
comprehension.
During Class
The TRM offers a host of additional materials and experiential activities you can use to bring
chapter content to life.
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opportunities to resolve gaps in knowledge. We also provide links to online readings that you can
use to supplement the content covered in the textbook. They are useful if you desire to provide
additional material beyond that covered in the text.
If your goal is to provide for additional application of material, the TRM breaks down the
textbook Management in Action cases and legal/ethical challenges by providing questions and
ideal responses. Connect® also has multiple-choice questions that can be assigned for the
Management in Action cases. Finally, the TRM has a selection of group exercises that allows
instructors to focus on team learning methods.
After Class
After the face-to-face class session, or online lecture, you can assign Connect® exercises as
homework to further reinforce the material covered in the textbook and lecture. You may also
want to assign an iSeeIt! Animated Video if you notice that students are struggling with a
particular topic, even after class. Students can also be assigned the continuing case for each
Finally, if you are looking to have students think critically to solve real-world problems, then
you may want to utilize an Application-Based Activity after class. Application-Based Activities
are mini-simulations that allow students to make decisions and see their impact immediately.
There are both theory-based questions that have right and wrong answers, and there are also
A Special Focus on Career Readiness
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The ninth edition has a new strategic focus on career readiness. The author’s goal is to provide
you the information and teaching resources needed to develop students’ career readiness
competencies desired by employers. The authors provide you the following information and
resources:
• Chapter 1 introduces the concept of career readiness and identifies the competencies
desired by employers.
• Career Corner sections in each chapter link chapter content to career readiness
competencies.
Material in the TRM related to career readiness will have the following icon:
CAREER
READINESS
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CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN
This ninth edition of Management: A Practical Introduction includes a new strategic theme
around the concept of career readiness in order to address the employers’ complaints of
graduating students not possessing the needed skills to perform effectively. We deeply care about
this issue and hope that this new feature will assist instructors develop their students’ career
readiness.
Asking students to create a career readiness development plan is one straightforward way to
guide your students toward higher career readiness. Angelo Kinicki has been doing this for years
with his students and wants to provide you the guidance to do the same.
We believe that creation of the plan is the desired end result for this course. Working the plan is
expected to happen after your class is over.
It is strongly recommended that you grade students’ plans. This enables you to assess whether
students are on the right track and provides the incentive students need to thoroughly complete
The instructor’s and students’ instructions for drafting a personal development plan are
located in the Chapter 1 TRM.
CAREER
READINESS
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Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as
those require manual grading. Also, some resources will require a paid subscription.
SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX
Type of Asset
Before-Class/Lecture
During-Class/Lecture
After-Class/Lecture
SmartBook 2.0
Click and Drag Exercises
iSeeIt! Animated Videos
Self-Assessments
Case Analyses
Video Cases
Example and Practical
Action BoxesM
Group Exercises/Career
Group ExercisesM
TRM Discussion StartersM
TRM Follow-up activities for
Case Analyses, Video Cases,
Self-Assessments, and
Example/Practical Action
BoxesM
Quizzes/Tests
Uber Continuing Case
Management in Action
CaseM
Legal/Ethical Challenge
CaseM
Manager’s Hot Seat Videos
Application-Based Activities
CAREER
READINESS
CAREER
READINESS
CAREER
READINESS
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A Week at a Glance
When creating a syllabus and schedule for students, you can utilize the above-mentioned matrix
as a guide. Let’s use the following example: You teach a face-to-face Principles of Management
course, and the course meets once-a-week on Wednesday afternoons. If this is the twelfth week
of the semester and you are covering Chapter 12, the following format can be utilized:
Before Class (before Wednesday)
• Assign Chapter 12 in SmartBook 2.0, making it due Tuesday evening so that reporting
• A Click and Drag Exercises, such as one on “Applying the Principles of Self-
Management,” can be assigned. This can also be due on Wednesday so that students are
able to practice prior to class, and you can also review results prior to lecturing. What is
unique about this Click and Drag Exercise is that it examines career readiness.
• A Connect® Case Analysis, such as “Acuity Insurance and the Container Store Focus on
Employee Motivation” can also be included so that students can learn about applying the
concepts from the reading to a real-life scenario, therefore, further engaging them prior
to the class session. If desired, you can then introduce a follow-up activity, found in the
Teaching Resource Manual, during class on Wednesday.
During Class (on Wednesday)
• You can deliver a short, yet effective, lecture and focus on areas that students are really
struggling with. This can be done by reviewing the reporting from SmartBook 2.0 and
any assigned Connect® exercises, such as the recommended Click and Drag Exercise
and Case Analysis. If students are struggling with a particular learning objective, you
can then tailor the lecture and/or class activities to address those challenging concepts.
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their decision-making process would be in those situations. Often, students will
recommend conflicting approaches to solving the issues in the videos; therefore, there is
more class engagement. For this chapter, one recommended Manager’s Hot Seat video is
“Clearing Motivation for Takeoff.”
After Class (after Wednesday)
• You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce
student comprehension of material and to also test application of concepts.
• Students can experience a real-life simulation that assesses critical-thinking and
problem-solving skills by playing the Application-Based Activity on reinforcement theory.
• You can assign an iSeeIt! video, which is a short, animated video. These videos briefly
discuss a specific topic or theory in the chapter, and are followed by multiple-choice
If you are teaching a completely online course asynchronously, then the in-person class above
can be substituted for a recorded online lecture that is customized based on SmartBook 2.0
reporting. Students can be instructed to complete pre-class activities prior to watching the
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LEARNING OBJECTIVES
12.1 Explain the role of motivation in accomplishing goals.
12.3 Discuss similarities and differences among three process theories.
12.5 Discuss how to use four types of reinforcement.
12.7 Describe how to develop the career readiness competency of self-motivation.
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
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TEACHING RESOURCES
Section
Title
12.1: Motivating for
Performance
Billion Dollar Bling
with Supplemental Activity
Are You More Interested in
Extrinsic or Intrinsic Rewards?
ONLINE
VIDEO
Connect Click and Drag
12.2: Content Perspectives
Connect Click and Drag
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
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with Supplemental Activity
Assessing Your Acquired Needs
Assessing Your Needs for Self-
Self-Assessment
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
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What Can Motivate Low-Income
High School Kids to Apply to
College?
with Supplemental Activity
12.4: Job Design
Perspectives on Motivation
The Money Makers
with Supplemental Activity
Job Design and the Job
Characteristics Model
Critical Psychological States in the
Job Characteristics Model
ONLINE
VIDEO
ONLINE
VIDEO
Other Age Groups Are in It for the
with Supplemental Activity
(19 minutes)
Container Store Focus on
Employee Motivation
Take Friday Off
with Supplemental Activity
(6 minutes)
Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance
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Popular Incentive Compensation
Plans
with Supplemental Activity
with Supplemental Activity
VIDEO
VIDEO
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Comprehensive Materials
Motivation Challenges in the Fast-
Food World
Are Workplace Wellness
Programs Using Proper
Motivational Tools?
Motivating Employees
Clearing Motivation for Takeoff
Expectancy Theory: Aloha
Motivation!
Reinforcement Theory: Delivering
Consequences
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OVERVIEW OF THE CHAPTER
12.1 Motivating for Performance
Motivation is defined as the psychological processes that arouse and direct people’s
12.2 Content Perspectives on Employee Motivation
Content perspectives are theories emphasizing the needs that motivate people. Needs are
12.3 Process Perspectives on Employee Motivation
12.4 Job Design Perspectives on Motivation
Job design, the division of an organization’s work among employees, applies
12.5 Reinforcement Perspectives on Motivation
Reinforcement theory suggests behavior will be repeated if it has positive consequences
12.6 Using Compensation, Nonmonetary Incentives, & Other Rewards: In Search of the
Positive Work Environment
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Compensation, the main motivator of performance, includes pay for performance,
bonuses, profit sharing, gainsharing, stock options, and pay for knowledge. Other,
nonmonetary incentives address needs that aren’t being met, such as work–life balance,
growth in skills, positive work environment, and meaning in work.
12.7 Using Career Corner: Managing Your Career Readiness
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CLASSROOM OUTLINE
Manage U: Managing for Motivation: Building Your Own Motivation
Employers want to hire people with the career readiness competency of self-motivation. To
increase your self-motivation, first make sure that the goals you are trying to achieve are linked
to your own values and that you are aiming for the goals for the right reasons. Next, set realistic,
Possible Topics for Discussion:
• Are you currently using any of these strategies? If not, which ones can you adopt now to
achieve your most immediate goals?
12.1 Motivating for Performance
POWERPOINT SLIDES:
#3 and 4 Motivation: What It Is, Why It’s Important
#6 Why Is Motivation Important?