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Getty Images Leader’s Self-Insight 8.2

Your Approach to Motivating Others

Think about situations in which you were in a formal Scoring and Interpretation
or informal leadership role in a group or organization. These questions represent two related aspects of moti-
Imagine using your personal approach as a leader, and vation theory. For the aspect of expectancy theory,
answer the questions below. Indicate whether each item sum the points for Mostly True to questions 1–6. For
below is Mostly False or Mostly True for you. the aspect of reinforcement theory, sum the points for
Mostly True for questions 7–12.
Mostly Mostly
The scores for my approach to motivation are:
False True
1. I ask the other person what My use of expectancy theory ______
rewards they value for high My use of reinforcement theory ______
performance. _______ _______
These two scores represent how you see yourself
2. I find out if the person has the
applying the motivational concepts of expectancy and
ability to do what needs to be
reinforcement in your own leadership style. Four or
done. _______ _______
more points on expectancy theory means you motivate
3. I explain exactly what needs to be
people by managing expectations. You understand how a
done for the person I’m trying to
person’s effort leads to performance and make sure that
motivate. _______ _______
high performance leads to valued rewards. Four or more
4. Before giving somebody a
points for reinforcement theory means that you attempt
reward, I find out what would
to modify people’s behavior in a positive direction with
appeal to that person. _______ _______
frequent and prompt positive reinforcement. New man-
5. I negotiate what people will rece-
_______ _______ agers often learn to use reinforcements first, and as
ive if they accomplish the goal.
they gain more experience are able to apply expectancy
6. I make sure people have the
theory.
ability to achieve performance
targets. _______ _______ Exchange information about your scores with other
students to understand how your application of these
7. I give special recognition when
others’ work is very good. _______ _______ two motivation theories compares to other students.
Remember, leaders are expected to master the use of
8. I only reward people if their per-
these two motivation theories. If you didn’t receive an
formance is up to standard. _______ _______
average score or higher, you can consciously do more
9. I use a variety of rewards to re -
with expectations and reinforcement when you are in a
inforce exceptional performance. _______ _______
leadership position.
10. I generously praise people who
perform well. _______ _______
11. I promptly commend others Sources: The questions above are based on D. Whetten and
K. Cameron, Developing Management Skills, 5th ed. (Prentice-Hall,
when they do a better-than- 2002), pp. 302–303; and P.M. Podsakoff, S.B. Mackenzie, R.H.
average job. _______ _______ Moorman, and R. Fetter, “Transformational Leader Behaviors
and Their Effects on Followers’ Trust in Leader, Satisfaction, and
12. I publicly compliment others Organizational Citizenship Behaviors,” Leadership Quarterly 1,
when they do outstanding work. _______ _______ no. 2 (1990), pp. 107–142.
People evaluate equity by a ratio of inputs to outcomes. That is, employees
make comparisons of what they put into a job and the rewards they receive relative
to those of other people in the organization. Inputs include such things as education,
experience, effort, and ability. Outcomes include pay, recognition, promotions, and
other rewards. A state of equity exists whenever the ratio of one person’s outcomes
to inputs equals the ratio of others’ in the work group. Inequity occurs when the
input/outcome ratios are out of balance, such as when an employee with a high level
of experience and ability receives the same salary as a new, less-educated employee.

Consider Deb Allen, an employee who went into the office on a weekend to catch up
on work and found a document accidentally left on the copy machine. When she saw
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