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The next part of this exercise uses three balls of different colors or sizes. The two rules for this exercise
are (1) the person-to-person sequence must be maintained and (2) the order in which the three balls are
touched must be preserved. Toss the three balls at one-second intervals and take note of the time it takes
to run all three through the person-to-person sequence. This time will serve as a baseline for performance.
Now challenge the group to stay within the two rules but halve the amount of time to get through the
In closing, comment how progressive goals often result in continuous process improvement. If the
instructor had challenged students to complete the task in one second or less, then students would have
probably given up. By setting a series of challenging but attainable goals, however, this desired final
performance goal was achieved.
This exercise takes approximately 30 minutes.
Variation: Before starting the exercise, tell students they will be participating in an activity similar to
those used in assessment centers. Have four to six students serve as outside observers, and tell the
observers they are to identify and rank order the top four participants on the following dimensions:
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Exercise 9-6
Exercise Title: Ping -Pong Balls
Purpose: To demonstrate planning, goal setting, teamwork, innovation, and communication skills.
Summary: This exercise should be done in groups of 4–6 students and consists of three rounds. Before
this exercise begins, instructors will need to obtain approximately 25 Ping-Pong balls per group. The
Instructions for Round One
Round One consists of a ten minute planning period and a five minute production period. At the end of
the planning period each group will be asked to set a production goal for the production period. This goal
will be the total value of the Ping-Pong balls successfully dropped into the poster tube. Groups will be
able to plan and assemble whatever materials they deem necessary to meet their production goals.
However, at no time will they be able to enter the ten-foot circle or drop any balls in the tube during the
Instructions for Rounds Two and Three
Rounds Two and Three are very similar to Round One, except instructors may want to shorten the
planning periods to these two rounds. Like Round One, groups should set production goals and note scrap
and success rates. Variations for Rounds Two and Three could be to eliminate the use of the wood
dowels, string, group members, etc., which would demonstrate how situational variables can affect
leadership, goal setting, and teams.
Chapter 09 – Motivation, Satisfaction, and Performance
SCORING SHEET FOR THE PING-PONG BALL EXERCISE
Group Name:___________________________________
ROUND ONE ROUND TWO ROUND THREE
Goal:________ Goal:_________ Goal:_________
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Exercise 9-7
Exercise Title: Empowerment Inventory
Purpose: To provide self and/or follower ratings of empowerment.
Summary: Both the self and follower versions of the Empowerment Inventory take about five minutes to
complete. To obtain self-ratings of empowerment, students should complete the self version of the
Empowerment Inventory and review the implications of their scores in the Scoring Guide. Students in
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Empowerment Inventory (Self Version)
by
Gordon J. Curphy, Ph.D.
Chapter 09 – Motivation, Satisfaction, and Performance
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Use the following scale to respond to the items:
1———————2——————–3——————4——————-5
Never Occasionally Sometimes Often Always
1. I provide positive feedback to direct reports on a weekly basis. _____
2. I send my direct reports to training programs as needed. _____
6. I purposely assign tasks to direct reports that will develop their skills. _____
7. My direct reports have all the resources they need to be successful. _____
8. I am not doing tasks that could be done by my direct reports. _____
12. More experienced followers have more latitude to decide how they
want to accomplish assigned tasks. _____
13. I purposely cut back on the amount of control I have over delegated
tasks as followers gain knowledge and experience. _____
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Scoring Guide for the Empowerment Inventory
Empowerment consists of two components, which include developing direct reports and
delegating decisions to the lowest level possible. Items 1–7 focus on the developmental
component of empowerment and ask leaders if they are doing all they can to increase the
relevant knowledge and skills of their followers. Items 8–14 focus on the delegation component
of empowerment and ask leaders whether they are delegating all they can, setting clear
Scores and interpretive comments for each component of empowerment are as follows:
Total of Items 1–7:_______ Total Development Score
• 26–35 You are doing an excellent job building bench strength.
Total of Items 8–14:_______ Total Delegation Score
• 26–35 You are doing an excellent job delegating tasks.
Total of Items 1–14:________ Total Empowerment Score
• 52–70 You are doing an excellent job empowering others.
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Empowerment Inventory (Follower Version)
by
Gordon J. Curphy, Ph.D.
Chapter 09 – Motivation, Satisfaction, and Performance
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1. My leader provides me with positive feedback on a weekly basis. _____
2. My leader sends me to training programs as needed. _____
6. My leader purposely assigns tasks to me in order to develop my skills. _____
7. I have all the resources I need to be successful. _____
8. My leader is not doing tasks that could be better done by his or her
direct reports. _____
9. The performance expectations for delegated tasks are agreed upon and clear. _____
14. My leader does not take back delegated tasks when his or her direct
reports experience problems. _____
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Scoring Guide for the Empowerment Inventory
(Follower Version)
Determining scores for the follower version requires several more steps than scoring the self
version of the Empowerment Inventory. The first step is to total the scores for each component
of empowerment for each follower. For example, if you had three followers, then you would first
Scores and interpretive comments for the two components of credibility are as follows:
Total of Items 1–7= _______/ # of Followers = _______ Average Development Score
Total of Items 8-14:_______ / # of Followers = _______ Average Delegation Score
• 26–35 You are doing an excellent job delegating tasks.
• 18–25 A solid score, but you could do a better job with your delegations.
• Less than 17 You may be doing too much yourself or not providing clear
expectations for your followers.
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Plotting Self and Follower Scores
Leaders who choose to complete both self and follower versions of the empowerment assessment
may want to plot their scores on the graph below. Plotted scores may help leaders better visualize
perceptual gaps in their empowerment skills. Use an “o” to denote self and an “x” to denote your
average follower scores.
Chapter 09 – Motivation, Satisfaction, and Performance
Exercise 9-8
Exercise Title: The Golf Ball
Purpose: To demonstrate how different leadership styles interfere with followers’ performance and
satisfaction levels.
Summary: You will need eight volunteers for this exercise, four supervisors and four workers. The four
workers are asked to stand so that they are forming a square, with each “side” of the square being about
10 feet long (there should only be open floor space on the inside of the square). The workers are then
asked to face the center of the square, put on blindfolds, and are handed a piece of string and told to not
let go.
Instruct the workers (and the rest of the class) that they are working for a company that will undergo four
organizational culture changes due to various acquisitions and mergers. The four supervisors will
represent a leader from each of these companies, and the workers and the rest of the class should take note
of the changes in leadership styles, organizational cultures, and workers’ performance levels with each
new supervisor.
The Golf Ball Exercise: Supervisor A
You come from the traditional school of management. You should be very task focused, directive, and
The Golf Ball Exercise: Supervisor B
You have some latitude in directing your workers; you can introduce yourself and ask the workers to
introduce themselves. You can also explain to the workers what their goal is, what the strings are for, how
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The Golf Ball Exercise: Supervisor C
You should start the session by introducing yourself and stressing the importance of working together and
keeping the lines of communication open. The workers can remove their blindfolds, but only if they ask
The Golf Ball Exercise: Supervisor D
You should introduce yourself and tell the workers they are empowered to do whatever is necessary to
safely get the radioactive isotope into the containment device.
In terms of processing the exercise, instructors should ask supervisors, workers, and observers to
comment on their reactions to the four styles. Also, the company represented by Supervisor A is a good
This exercise takes about 25 minutes to set up and debrief.
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Additional References/Resources
Atwater, L.E., Dionne, S.D., Camobreco, J.F., Avolio, B.J., & Lau, A. (1998). Individual
attributes and leadership style: Predicting the use of punishment and its effects. Journal of
Organizational Behavior, 19, 559–576.
Campbell, J.P. (1998). The definition and measurement of performance in a new age. In D.R.
Ilgen & E.D. Pulakos (Eds.), The changing nature of work performance, (pp. 399-429). San
Francisco: Jossey-Bass.
Chan, K. & Drasgow, F. (2001). Toward a theory of individual difference and leadership:
Understanding the motivation to lead. Journal of Applies Psychology, 86, 481–498.
Davidson, O.B. & Eden, D. (2000). Remedial self-fulfilling prophecy: Two field experiments to
prevent Golem effects among disadvantaged women. Journal of Applied Psychology, 85,
386–398.
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Frost, P.J. (in press). Handling toxic emotions: New challenges for leaders and their
organization. Organizational Dynamics.
Kanfer, R., & Ackerman, P.L. (1989). Motivation and cognitive abilities: An
integrative/aptitude-treatment interaction approach to skill development. Journal of Applied
Psychology, 74, 657–690.
Katzenbach, J.R. (2003). Why pride matter more than money. New York: Crown Business.
Kerr, S. (1995). On the folly of rewarding A, while hoping for B. Academy of Management
Executive, 9, 7-14.
Review. 16, 181–198.
Ilies, R. & Judge, T.A. (2002). Understanding the dynamic relationships among personality,
mood, and job satisfaction: A field experience sampling study. Organizational Behavior &
Human Decision Processes, 89, 1119–1139.
Chapter 09 – Motivation, Satisfaction, and Performance
Rath, T. & Clifton, D.O. (2004). How full is your bucket? New York: Gallup Press.
Wright, P.M., Kacmar, K.M., McMahan, G.C., & Deleeuw, K. (1995). P = f (M x A): Cognitive
ability as a moderator of the relationship between personality and job performance. Journal
of Management, 21, 1129-1139.
Websites