Define the following 16 key terms

DO MOTIVATION THEORIES APPLY GLOBALLY?

LO 8-10 Define the following 16 key terms

Select one or more methods: (1) fill in the missing key terms for each definition given below from memory; (2) match the key terms from the end of the review with their definitions below; and/or (3) copy the key terms in order from the key terms at the beginning of the chapter.

is the internal process leading to behavior to satisfy needs.

The is: Performance 5 Ability 3 Motivation 3 Resources.

focus on identifying people’s needs in order to understand what motivates them.

is Maslow’s theory of motivation, which is based on five needs.

is Herzberg’s classification of needs as hygienes and motivators.

The of motivation is primarily McClelland’s classification of needs as achievement, power, and affiliation.

attempt to understand how and why people are motivated.

is Vroom’s formula, which states that Motivation 5 Expectancy 3 Valence.

is primarily Adams’s motivation theory, which is based on the comparison of perceived inputs and outputs.

is primarily Skinner’s motivation theory: Behavior can be controlled through the use of positive or negative consequences.

The steps in are as follows: (1) tell the person exactly what was done correctly; (2) tell the person why the behavior is important; (3) stop for a moment of silence; and (4) encourage repeat performance.

state what is to be accomplished within a given period of time.

is the process by which managers and their employees jointly set objectives for the employees, periodically evaluate the performance, and reward according to results.

is the process of building motivators into the job itself by making it more interest- ing and challenging.

is the employee’s system for transforming inputs into outputs.

is the process of eliminating, combining, and/or changing the work sequence to increase performance.

content motivation theories 236 equity theory 243 expectancy theory 242 giving praise 247

job design 250 job enrichment 250 job simplification 250 management by objectives

(MBO) 250

manifest needs theory 240 motivation 235 needs hierarchy 236 objectives 248

performance formula 235 process motivation

theories 242

reinforcement theory 244 two-factor theory 238

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The following critical thinking questions can be used for class discussion and/or as written assignments to develop communication skills. Be sure to give complete explanations for all questions.

1. Some people have stated that the performance formula is oversimplified. Do you agree? Can it really be used to increase performance?

2. Give examples of how all five of your needs in Maslow’s hierarchy of needs have been or are be- ing met.

3. Herzberg says that pay is a hygiene factor, whereas others say it is a motivator. What do you say?

4. Which do you believe are more useful in motivat- ing employees: content or process motivation theories?

5. Some people say that reinforcement theory is a means of manipulating employees to do what the company wants them to do. Do you agree? Is the use of reinforcement theory ethical?

6. Does giving praise really motivate employees, or do they view it as a means of getting them to do more work?

7. Some managers say that what gets measured gets done. Do you agree? What does this have to do with setting objectives?

8. What are the advantages and disadvantages of an MBO program?

9. Which of the motivational theories do you prefer?

Why?

10. Will you actually use Model 8.3 to motivate yourself?

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C A S E / / / Kevin Plank: Founder, CEO, and Chair of Under Armour

It is often said that necessity is the mother of invention.

In 1995 Kevin Plank, then special teams captain of the University of Maryland football team, had an idea born out of a problem every athlete could relate to but could do nothing about; that is, until Plank decided to do something about it. Tired of repeatedly changing the cotton T-shirt under his jersey as it became wet and heavy during the course of a game, Plank set out to develop a different type of shirt that would remain drier and lighter; a shirt that worked with your body to regu- late temperature and enhance performance. Working from his grandmother’s townhouse in Washington, DC, Plank created a new category of sporting apparel called

“performance apparel.” He named his company Under Armour and built it into a leading developer, marketer, and distributor of performance apparel, footwear, and accessories. Under Armour’s mission is to make all athletes better through passion, design, and the relentless pursuit of innovation. Since 1996, Plank has served as Under Armour’s chief executive officer and board chair.

Not bad for someone who came in as a walk-on in the University of Maryland’s football team and went on to become a special teams captain.76

A little more than a decade later, Under Armour is more than a billion-dollar company. Under Armour still sells those shirts it started with, but it has expanded into many corners of the athletic/casual wear market, from compression shorts to sports bras, innovative mouth guards, and basketball shoes. It seems self- motivation has been a big part of Plank’s success. He has always been motivated to achieve whatever he sets

his mind to achieve. In a 2003 Inc article titled “How I Did It,” Plank provides a glimpse into his early motiva- tions to achieve.

Unlike a lot of college football players, Plank never considered football his only option. He always wanted to be a businessman. Even though Nike was a giant in the sports apparel industry, Plank never thought he couldn’t make it. He relays a childhood story that led him to believe in his entrepreneurial instincts. As he puts it, “I’ve always been a hustler. I don’t mean that in the literal sense.” When he was 14 or 15, he and his brother, Scott, returned from Guatemala with a bunch of knit- ted bracelets like those you might see at a Grateful Dead concert. Scott presented a business proposition to Kevin and his other brother, Colin. “Listen, there’s a Dead show coming to town. We’ll go down and sell these bracelets and make a lot of money.” They took him up on his offer. After just three hours of running around selling the bracelets, the brothers got back together to discuss their progress. As Kevin puts it, his brother Colin said, “I sold the first two. Then I started feeling guilty about how much money I was charging, so I gave the rest away.” His brother Scott said, “I made about 70 bucks.” Kevin then said, “I have about 580 bucks in my pocket. And I need more bracelets.”

Right there Kevin knew he was pretty good at this.

Relating another childhood adventure in entrepreneurship, Plank says his first real business was bootlegging T-shirts. “I was just a dumb kid,” he says.

He didn’t realize that bootlegging is unethical and illegal

“You go to a concert and pay $25 for a cotton T-shirt

that says ‘Rolling Stones,’ ‘Lollapalooza,’ or whatever.

On the outside they’re 10 or 15 bucks. We were the guys selling them for 10 or 15 bucks.”77

Plank was determined to succeed with his vision of starting his own business focused on meeting athletes’

needs for better performing apparel. Not everyone believed in his vision. As he puts it, “one of my clearest memories of college is my strength coach at Maryland saying, ‘Plank, stop worrying about all this other [business] crap and just commit yourself to playing football. You have the rest of your life to do these other things.’ But I could never stop. I remember thinking how much fun it would be just to sit at a desk and think, ‘All right, how are we going to make a buck?’ ”78 His persistence has paid off. Today as CEO and chair of the board at Under Armour, Plank tries to model his work ethic and motivation to his employees. He understands the importance of motivation as a factor in influencing follower behaviors. Plank abides by what he calls the “four pillars of greatness”: build a great product, tell a great story, service the business, and build a great team. He employs a lot of the concepts discussed in this chapter, such as positive reinforcement,

management by objectives, and job enrichment to realize his pillars of greatness.

In every public presentation that Plank makes, he em- phasizes three things—passion, vision, and people—as his set of principles for success in business. On people, Plank says he wants to have the best type of people: “team, team, team. I can’t underscore that need [enough].”79 The relationship between Plank and his employees is based on friendship and respect for one another. It is a very infor- mal culture. According to Hanna, the director of women’s sports marketing at Under Armour, it’s a “get-it-done attitude.” As she explains it, “Essentially, if you need to get something done, any obstacles that are in the way, you find a way to get it done. It’s just expected you’re going to figure it out somehow. And you get supported.” That’s why Plank’s employees—the majority of whom are around 30 years old—are called “teammates.”

Go to the Internet: To learn more about Kevin Plank and Under Armour, visit its Web site at www.underarmour .com. You can also watch a 20-minute talk he gave about entrepreneurship at the University of Maryland at www .youtube.com/watch?v5C8zI1mcmEkM

Support your answers to the following questions with specific information from the case and text or with information you get from the Web or another source.

1. According to Herzberg’s two-factor theory of motivation, was Plank’s motivation to create a new category of performance apparel driven by extrinsic (hygiene) factors or intrinsic (motivator) factors?

2. According to McClelland’s manifest theory of motivation, people are motivated by the needs for achievement, power, and affiliation. Which of these needs would you attribute to Plank? If you were to rank them in order of significance to Plank, which will be first, second, and third?

3. What’s the evidence in the case that job enrichment is a key part of the way work is done at Under Armour?

4. Watch Kevin Plank give the keynote speech at the 2010 Cupid’s Cup for the Robert H. Smith School of Busi- ness at the University of Maryland (https://www.youtube.com/watch?v5C8zI1mcmEkM). From the video, what are some of his motivational team themes that he lists?

Cumulative Questions

5. Chapter 7 distinguished between transformational, charismatic, and transactional leadership theories; which one of these best describes Kevin Plank?

6. Based on the discussion in Chapter 6 on passive, aggressive, and assertive behavior, what type of behavior do you think Kevin Plank has shown in the case narrative on him?

7. The Big Five Model of Personality (Chapter 2) categorizes traits into the dimensions of surgency, agreeable- ness, adjustment, conscientiousness, and open to experience. Which of these dimensions can you attribute to Kevin Plank?

Case Exercise and Role-Play

Preparation: Under Armour went from $17,000 in revenue in 1996 to more than a billion dollars in sales today. It’s one of those only-in-America stories. According to the case, one of Kevin Plank’s “four pillars of greatness” is to tell a great story.

In-Class Groups: According to the discussion on giving praise in the text, giving recognition to employees motivates them. Divide the class into groups of four or five students. Each group should select a leader to play the role of Kevin Plank and the rest of the group members are employees. Given how far the company has come, Plank wants to give a rousing motivational speech to his employees. He has a vision for the company to become number one in its industry in five years—its 20th anniversary.

Role-Play: Using the different motivational theories presented in the chapter, each group should craft a three- minute speech that will be presented to the class by the group’s leader. As Plank puts it, “tell a great story.” The instructor or the class as a whole will decide who made the most compelling speech.

Answer the following questions. Then in the space between questions, state why you selected that answer.

1. Art’s business technique increased performance.

a. true b. false

2. Art focused on the factor in the performance formula.

a. ability b. motivation c. resources 3. Art’s employees seem to be on the needs level.

a. physiological c. social e. self-actualization b. safety d. esteem

4. Art’s technique has less emphasis on meeting needs.

a. achievement b. power c. affiliation 5. Frederick Herzberg would say Art is using:

a. hygienes b. motivators

6. Victor Vroom would say that Art uses expectancy motivation theory.

a. true b. false

7. J. Stacy Adams would say Art:

a. has equitable rewards b. underrewards c. overrewards 8. Art uses reinforcement.

a. positive c. extinction b. avoidance d. punishment

O B J E C T I V E C A S E / / / Friedman’s Motivation Technique

The following conversation took place between Art Friedman and Bob Lussier. In 1970, Art Friedman im- plemented a new business technique. At that time the business was called Friedman’s Appliances. It em- ployed 15 workers in Oakland, California. Friedman’s is an actual business that uses the technique you will read about.

bob: What is the reason for your success in business?

art: My business technique.

bob: What is it? How did you implement it?

art: I called my 15 employees together and told them,

“From now on I want you to feel as though the company is ours, not mine. We are all bosses. From now on you decide what you’re worth and tell the accountant to put it in your pay envelope. You decide which days and hours you work and when to take time off. We will have an open petty cash system that will allow anyone to go into the box and borrow money when they need it.”

bob: You’re kidding, right?

art: No, it’s true. I really do these things.

bob: Did anyone ask for a raise?

art: Yes, several people did. Charlie asked for and re- ceived a $100-a-week raise.

bob: Did he and the others increase their productivity

to earn their raises?

art: Yes, they all did.

bob: How could you run an appliance store with em-

ployees coming and going as they pleased?

art: The employees made up schedules that were satis-

factory to everyone. We had no problems of under- or overstaffing.

bob: Did anyone steal from the petty cash box?

art: No.

bob: Would this technique work in any business?

art: It did work, it still works, and it will always work for me!

In 1976, Art Friedman changed his business to Friedman’s Microwave Ovens. He developed a fran- chise operation to use his motivation technique of making everyone a boss.

Today, the business is called Friedman’s Appliances, and for more information visit its Web site (www .friedmansapplicance.com).

9. Art’s technique is most closely associated with:

a. giving praise c. job enrichment b. MBO d. job design 10. Art’s technique focuses most on:

a. delegating variety c. making work identifiable b. forming natural work groups d. giving autonomy

11. Do you know of any organizations that use any of Art’s or other unusual techniques? If yes, what is the organization’s name? What does it do?

12. Could Art’s technique work in all organizations? Explain your answer.

13. In a position of authority, would you use Art’s technique? Explain your answer.

Objectives: To help you better understand how job factors affect motivation. To help you realize that people are motivated by different factors. What motivates you may turn off someone else.

AACSB: The primary AACSB learning standard skills developed through this exercise are reflective thinking and application of knowledge.

Preparation: You should have completed Self-Assessment Exercise 8–1.

Experience: You will discuss the importance of job factors.

Procedure 1 (8–20 minutes)

Break into groups of five or six, and discuss job factors selected by group members in Self-Assessment Exercise 8–1. Come to a consensus on the three factors that are most important to the group. They can be either motivators or hygienes. If the group mentions other job factors not listed, such as pay, you may add them.

Procedure 2 (3–6 minutes)

A representative from each group goes to the board and writes his or her group’s three most important job factors.

Conclusion: The instructor leads a class discussion and/or makes concluding remarks.

Application (2–4 minutes): What did I learn from this experience? How will I use this knowledge in the future?

Sharing: Volunteers give their answers to the application section.

What Do You Want from a Job?

In-Class Exercise (Individual and Group)

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BMV 8-1

Think of a job situation in which you did something well, deserving of praise and recognition. You may have saved the company some money, you may have turned a dissatisfied customer into a happy one, and so on. If you have never worked or done something well, interview someone who has. Put yourself in a supervisory position and write out the praise you would give to an employee for doing what you did.

Briefly describe the situation:

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. (Count to five silently.)

Step 4. Encourage repeat performance.

In-Class Exercise

Objective: To develop your skill at giving praise.

AACSB: The primary AACSB learning standard skills developed through this exercise are communication abili- ties and application of knowledge.

Preparation: You will need your prepared praise.

Experience: You will give and receive praise.

Procedure (12–17 minutes)

Break into groups of five or six. One at a time, give the praise.

1. Explain the situation.

2. Select a group member to receive the praise.

3. Give the praise. (Talk; don’t read it off the paper.) Try to select the position you would use if you were actually giving the praise on the job (for example, both standing, both sitting).

4. Integration. The group gives the giver of praise feedback on how he or she did:

• Step 1. Was the praise very specific and descriptive? Did the giver look the employee in the eye?

• Step 2. Was the importance of the behavior clearly stated?

• Step 3. Did the giver stop for a moment of silence?

• Step 4. Did the giver encourage repeat performance? Did the giver of praise touch the receiver [optional]?

• Did the praise take less than one minute? Was the praise sincere?

Giving Praise Preparation (Group)

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Conclusion: The instructor leads a class discussion and/or makes concluding remarks.

Application (2– 4 minutes): What did I learn from this experience? How will I use this knowledge in the future?

Sharing: Volunteers give their answers to the application section.

In Chapter 1, you were asked to write five course objectives. Rewrite the five objectives, or new ones, using the Douglas model below:

To 1 Action verb 1 Specific, measurable, and singular behavior 1 Target date 1.

Also write two personal objectives and two career objectives using Douglas’s model:

Personal 1.

Career 1.

In-Class Exercise

Objective: To gain skill at setting objectives.

AACSB: The primary AACSB learning standard skills developed through this exercise are analytic skills and application of knowledge.

Preparation: You should have written nine objectives in preparation for this exercise.

Procedure (2–12 minutes)

Break into groups of five or six people and share your objectives. One person states one objective and the others give input to be sure it meets the criteria of effective objectives. A second person states one objective, followed by feedback. Continue until all group members have stated all their objectives or the time runs out.

Conclusion: The instructor may lead a discussion and/or make concluding remarks.

Application (2– 4 minutes): What did I learn from this experience? How will I use this knowledge in the future?

Sharing: Volunteers give their answers to the application section.

Setting Objectives Preparation (Individual)

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Define the following 14 key terms

Define the following 12 key terms