MOTIVATING FOR PERFORMANCE
KEY STUDENT QUESTIONS
The concepts that students typically find difficult in this chapter include:
differences between job enlargement, job enrichment, and job rotation.
differences between positive reinforcement, negative reinforcement, punishment and extinction.
differences between expectancy, instrumentality, and valence in expectancy theory.
Spend extra time on these topics during lecture, and ask students to give you examples of each concept
to assess their understanding.
Students are also likely to ask very situation-specific questions about motivation, including:
“When a supervisor is given the task of supervising remote
those employees are usually fairly independent and self-
therefore, they are not likely to require a supervisor
However, remote employees still require the same
amount of motivation as office employees, and in some cases even
more than what office employees require, so what kind of motivation
do they get?”
“How can you convince poor performers that the merit pay system is
for real without showing them the raises given to top performers?”
“What is the best way to motivate employees when managers are short
Answers to Student Questions
When employees are independent and self-sufficient, it is particularly important to pay attention to
intrinsic motivators - the nature of the work they are given, opportunities for growth and recognition,
and feelings of achievement.
Long-distance managers need to assign work carefully, be sure that
employees have the resources they need to do the work, and allow employees to take credit for their
work, in order to motivate them effectively.
When answering this question, talk about both expectancy theory and pay-for-performance plans.
The issue here is not necessarily knowing how much others have made, but rather, knowing how
compensation is linked to performance.
For that reason, managers have to be very explicit about the
compensation plan, which may include showing them a merit pay matrix such as the following:
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