Fire Service Supervision…
A Self-Study Guide
Module 5
Motivation
Federal Emergency Management Agency
United States Fire Administration
National Fire Academy
Fire Service Supervision
A Self-Study Guide
Course at a Glance
1.
2.
3.
4.
5.
6.
7.
8.
Introduction and Overview
Stress Management
Time Management
Interpersonal Communications
Motivation
Counseling
Conflict Resolution
Group Dynamics
Learning Objectives
At the end of this module, the students will be able to explain the
factors associated with motivating individuals under their
supervision.
To achieve this objective, the students will:
Motivation
1)
Illustrate how the principles of effective motivation can
apply to maximizing the potential of various subordinates.
2)
Describe how standards of performance, if used well,
enhance the motivation of employees.
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The previous module, Interpersonal Communications, stressed the importance of good
interpersonal communication. As we saw, it can take many forms. One form of
interpersonal communications not discussed is motivation; however, this is important in
an organization. A good supervisor needs to become proficient at motivating employees
because motivated workers are happier, more productive, and more supportive of the
organization's mission.
Importance of a Motivation Strategy
Motive or need is a form of potential energy convertible to positive behavior in the workplace. Motivation is like the fuel energizing an engine or the power running a motor. It
is the very essence of human drive. Persons properly motivated can do unusual things.
History is full of stories of persons who accomplished marvelous results because they
were motivated and had a determination to succeed.
Supervisors need to become adept at motivating their employees. There are many times
when the supervisor has to motivate, and knowing how to do it well can pay big
dividends. Here are some occasions when the supervisor will need to motivate.

Issuing a new assignment. The employee may be a bit reluctant to take on a new
assignment for various reasons, including fear of the unknown, comfort with the
current task, or a feeling of not being prepared adequately. The supervisor may
have to motivate the employee before the latter will accept the new assignment
readily. It goes without saying that the supervisor can "order" the employee to do
it regardless of the employee's attitude. One would hope, however, that the
supervisor can motivate rather than compel the employee.

Initiating a change in procedure. This is very similar to the situation above. The
difference lies primarily in the fact that the employee now needs to do something
in another way. This can be very disconcerting, especially if the employee has
been doing the procedure for a long time. The procedure may have become
mechanical, almost second nature to the employee. Asking for changes may
require some selling.

Asking for a special effort. This goes beyond the two situations above in that the
supervisor is asking the employee to do that little bit more, to go the extra mile.
In most job situations, the supervisor will not demand this extra effort from the
employee but rather will appeal to the employee's goodwill. Where there are
union agreements, the supervisor may not be allowed to demand. Motivation will
be the key.

Evaluating efforts. Performance evaluations, either the periodic or spur-of-themoment kind, are times when the supervisor may need to motivate an employee
not performing up to expectations. This is a sensitive situation because the
supervisor needs to walk a fine line between encouraging the employee to excel
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while noting any true shortfalls that may exist. The supervisor does not want to
discourage the worker by emphasizing the inadequacies, but pointing them out
may be necessary. Rather, the supervisor needs to motivate the worker to do
better.
In brief, when a supervisor does not sufficiently account for motivation in situations like
these, the result can be disinterest, lower performance, inferior quality work, discord,
resistance, and other negative behaviors. An effective supervisor always will incorporate
motivation considerations when dealing with employees.
Applying this to my situation…
Recall a job situation involving one of the four situations just described. Try to recall
what you did to help motivate the employee.
If you had to do that over again now, jot down some of the things you would say to the
employee to motivate him/her.
Creating a Proper Motivational Environment
Creating an environment that enhances motivation combines the organizational climate
and the individual supervisor's style. There are some basic motivational considerations in
establishing such an environment. Four of the more important ones are described below.
Encouraging innovation and creativity. Organizations, consciously or unconsciously,
often reward the status quo. People who challenge the traditional or offer innovative
ideas not only go unrewarded, but also may acquire a stigma of being "problem" workers.
It is possible to motivate people to excel and move organizations forward if management
recognizes and rewards innovation, creativity, and "thinking outside the box." Nothing
stifles creativity or innovation more than criticism or lack of recognition.
Avoiding placing blame. It is all to easy for those in charge to want to blame someone
in the organization when things fail. Supervisors should not let blame run down the
organizational hill. A far better approach, one that is more motivational, is to strip blame
of personal dimensions. The organization accepts the failure, analyzes its causes,
proposes changes, and resolves to improve performance the next time. This way no one
person gets the blame; all share in the responsibility for making things better. Rather than
turning people off through blame, this approach should motivate them to perform better.
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Rewarding risk takers. This relates closely to the first consideration. Often, but not
always, the risk takers are the innovators and creative ones. The risk taker may be the
project or team leader who recognizes the inspiration of team members and decides to
take a risk. The creativity may come from anyone on the team; the decision to take the
risk may reside with the team leader. Even if the attempt fails, the effort to try something
new gets recognized, not criticized. An organization with a good motivational sense will
see this as a growth opportunity, not a failure.
Assigning responsibilities based on ability, not position. Nothing is more flattering to
an employee than to have a supervisor give an assignment because the employee is best
suited to complete it, rather than just because the person is "next in line" to get a new
assignment. This flattery will be a strong motivator. The implication, however, is that
the supervisor is really taking time to match employees and assignments, not just
arbitrarily handing them out.
Applying this to my situation…
Think about your present job. For each of the four considerations above, rate the
organization's motivational atmosphere.
1.
Encouraging innovation and creativity.
2.
Avoiding placing blame.
3.
Rewarding risk takers.
4.
Assigning responsibilities based on ability.
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Now rate yourself on the same four considerations.
1.
Encouraging innovation and creativity.
2.
Avoiding placing blame.
3.
Rewarding risk takers.
4.
Assigning responsibilities based on ability.
Within the context of the organization that has a motivation enhancing climate, the other
major factor is the style of the individual manager. The supervisor must consider the
employee's level of need, that is, why a subordinate would be willing to enthusiastically
and successfully undertake an assignment.
Typically, it is important for the supervisor to evaluate the level of need of the individual
or group. It should be emphasized that the dominant need of an individual or group does
not remain consistent. What is perceived as a need today may give way to a different one
tomorrow or next week. For a supervisor to motivate an individual or group effectively,
the supervisor must appreciate the needs of the group or of the individual prevailing at the
time. This may not always be easy because needs shift depending on a lot of internal and
external circumstances. However, figuring out these needs is the first step in properly
motivating both individuals and groups.
To do this well, the supervisor needs, to determine the operative management culture.
Individuals and groups have needs, but these do not exist in a vacuum. The management
culture that prevails will affect greatly both the real needs and the perceived needs of
individuals and groups. So one of the first things a supervisor needs to do is get a correct
focus on the particular management culture in which people work.
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Applying this to my situation…
You, as a supervisor, face situations like the ones below. For each one, briefly describe
the steps you would take to positively motivate the crew or individual.
Scenario One
You work in a highly-structured department that is primarily suppression oriented.
Your company complains that management is not consistently or fairly enforcing the
department's directives and policies. It feels that members of other companies are
"getting away with murder." Your staff is starting to slack off, to disregard verbal
orders and to not complete daily procedures properly. The staff also is resisting
company inspections even though these are a required work activity.
List three steps you could take to try to motivate the crew.
1.
2.
3.
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Scenario Two
The chief has assigned a career captain within a combination department to coordinate
and conduct training for the volunteer members. The captain views this assignment as
a punishment since he/she previously had been assigned to a career station and has had
very little experience with volunteer members. The volunteers resent the career captain
"ordering them around" and have decided to boycott the training.
Describe two steps you could use to motivate the captain.
1.
2.
Describe two steps you could use to motivate the volunteers.
1.
2.
Motivational Theories
It might be helpful to take a brief look at some of the prevalent motivational theories.
The major theories of motivation must be explored within the context of the organization
within which they work. A simplistic summary of organizational theory indicates that it
can be divided into three tracks, as depicted in the diagram below.
Scientific Management
Human Relations
Structure and Functions
Empirical Base
The human relations level addresses the relationship between employees and those
responsible for the organization, namely the managers and supervisors. It relates to the
concept of motivation and will serve as the basis in our discussion of various
motivational theories. A supervisor should be able to recognize the theories in order to
decide which one is (or ones are) applicable to a given situation. We will get into this in
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a moment. A discussion of the other two tracks (structure and functions and empirical
base) is beyond the scope of this course.
Theories of Motivation
There are many theories on the topic of motivation and some are better known than
others. But basically, they are variations on a theme. Here we will look at four of the
better known ones and briefly mention five others.
The four we will examine in more detail are Maslow's Hierarchy of Needs, Herzberg's
Hygiene Theory, Skinner's Behavior Modification Theory, and McGregor's Theory X and
Theory Y. Later we will mention the five others. This division is not meant to assign
relative values to these theories. Rather, this division is one of expediency.
1. Maslow's Hierarchy of Needs
Abraham Maslow postulated that the needs that motivate behavior fall into five levels or
categories. An individual must satisfy needs of the lower level before addressing higher
level needs. A manager must recognize the level of an individual's operation in order to
determine the type of incentive or motivation needed. The diagram below shows these
levels of need. We will define each one briefly.
Physiological. These are the needs that are
to sustain life. They include food, shelter,
clothing, and related needs
Safety (security). This is the need for selfpreservation and physical safety such as the
need to have a safe and secure environment in
which to live and work. It includes the needs
that result in a continued ability to satisfy the
physiological needs.
Selfactualization
Esteem
Social
Safety
Physiological
Social (affiliation). This is the need to establish
meaningful relationships with others by obtaining acceptance. One way to do this is by
belonging to one or more groups.
Esteem (recognition). A higher need is gaining recognition and respect from other
members of a group. It relates closely to the social need discussed above. One's groups
are those that the individual accepts as worthy of receiving respect or recognition. These
groups can be familial, religious, civic, or work related.
Self-actualization. This is the highest and most complex level of needs as related to
motivation. It is the desire to maximize one's potential based on what the individual
perceives as that potential. When people "feel" that they are "making a difference," they
are experiencing self-actualization.
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Applying this to my situation…
As a supervisor, you surely have faced a situation where one of your employee's needs
was not met, resulting in a negatively affected work situation. Recall one of these
situations.
Briefly describe the situation.
Note one need, as described by Maslow, that was unfulfilled in the employee.
Explain the action you took to help the employee fill that need.
2. Herzberg's Hygiene Theory
Herzberg identified two basic categories of needs among individuals. He classified these
as "hygiene factors" and "motivators." The hygiene factors are not intrinsic job elements
but rather are reflective of the organizational environment or climate within which one
performs a job. Examples of hygiene factors are money, job security, working conditions,
organizational policies, and types of supervision.
When the work environment is such that it satisfies these hygiene factors, the
"motivators" become dominant. According to Herzberg, the motivators include
advancement, responsibility, recognition, and achievement. It is easy to see that the
motivators go far beyond the hygiene needs and really affect how well an employee
performs. For a lot of people, while money is important, it is far less critical to their well
being than a sense of recognition and achievement. On the other hand, if working
conditions are not good, people will not be motivated to perform well.
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Applying this to my situation…
Return to the situation you recalled above. Look at it through Herzberg's theory. List
the hygiene factors that may have been present and influenced the employee.
What motivators were present?
Describe any relationship you see between Maslow's top two levels and Herzberg's
"motivators."
3. Skinner's Behavior Modification Theory
This theory is based on an experiment with mice. If one provides a positive reward
(food), the mice will learn and repeat the behavior. Punishment (electrical shock) will
decrease the likelihood that the mice will repeat the behavior that resulted in the
punishment.
Skinner's theory states that motivation rests on operant conditioning, often referred to as
the "shaping theory." As in the case of the mice, Skinner believed that behavior is a
function of consequence. Simply stated, reward will result in increased probability that
someone will repeat a behavior while punishment decreases the probability of behavior
repetition.
Applying this to my situation…
Diverting from the experiment with mice, think about your work situation. How much
does Skinner's theory of reward and behavior really influence your workplace? Does
your organization make good use of rewards? If so, what are the more common ones
used? How often does management reward?
Commonly used rewards.
When was the last time you rewarded an employee?
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How did you reward the employee?
What effect did it have on the employee?
When was the last time you got rewarded?
How were you rewarded?
What effect did it have on you?
4. McGregor's Theory X and Theory Y
McGregor believed that a person's belief system about human nature influences behavior
or style as a leader. Consequently, subordinates react to the leadership style displayed.
Theory X correlates to early human relations theory while Theory Y correlates to later
human relations or human resources theory.
Theory X is based on the belief that the average person is lazy, has an inherent dislike of
work, and will avoid work whenever possible. As a result, people must be coerced,
controlled, directed, and threatened with punishment in order to get them to put forth
adequate effort toward achieving organizational objectives.
Theory Y is based on the belief that the expenditure of physical and mental effort in work
is as natural as play or rest. Within this context, external control and the threat of punishment are not the only means of directing an individual's efforts toward organizational
objectives. The theory also includes the concept that, under the conditions of modern
industrial life, the average employee uses intellectual abilities only partially.
Applying this to my situation…
Think about your style of supervision or management. Do you normally lean toward
the Theory X or the Theory Y "school"? Cite two or three instances that might
substantiate your claim.
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In addition to these generally well-known theories, there are five others we need to
mention.
1. Vroom's Preference Expectancy Theory
The basis of Vroom's theory is that people are motivated to work if they believe they will
receive a reward for their efforts and if they value the reward offered. The three concepts
of the expectancy theory are the value placed on the reward, the relationship of
performance and reward (i.e., the instrumentality)‚ and the probability of accomplishing
an objective or the expectancy.
2. Livingston's Pygmalion Theory
This also is known as the self-fulfilling prophecy. It is the basis for the contemporary
leadership concept of coaching. Subordinates often perform according to the
expectations of their manager. High expectancy results in high performance, while low
expectancy often results in low performance. The Pygmalion theory is illustrated best in
the Broadway theater hit, "My Fair Lady," where a washerwoman became a "lady."
Professor Higgins' song, "I Think She's Got It," best illustrates this theory.
3. Pinder's Goal-Setting Theory
Pinder believed that human behavior occurs in response to goals being established and
incentives being identified. The harder and higher the goals, the higher an individual's
level of performance. A key part of the theory is that the goals must be measurable and
not ambiguous. The incentives will work only if the goals are ambitious and clear.
4. Ouchi's Theory Z
This often is referred to as the "Japanese management" concept. It stresses employee
participation and management of group accountability and group effort. The principle
behind the theory is that the worker knows most about the job. In other words, if one is
going to ask a worker to dig a ditch, the worker should be able to assist in designing the
implement.
Theory Z is the basis for many modern managerial programs including the one used in the
Saturn automotive industry. This concept is increasing in popularity throughout both the
private and public sectors.
5. Quality Circles/Total Quality Management (TQM)
Quality Circles is an application or derivative of Ouchi's Theory Z. Quality Circles
includes the involvement of employee groups in managerial decisionmaking. TQM has
extended the concept of worker involvement beyond Quality Circles and involves
employee groups in all aspects of managerial decisionmaking and supervision. In order
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for TQM to be effective, it must have managerial support, time allocated to its operation,
and resources dedicated to its efforts.
Applying this to my situation…
Identify what you believe to be the three most appropriate management theories or
theoretical components to address the issues described in Scenario One (presented
earlier on Page 5) of this module and provide reasons for your choice.
Theory 1
Reasons
Theory 2
Reasons
Theory 3
Reasons
Identify what you believe to be the two most appropriate theories or theoretical
components for both the captain and volunteers as described in Scenario Two
(presented earlier on page 6).
Captain: First theory or component
Second theory or component
Volunteers: First theory or component
Second theory or component
We need to shift gears a bit now and talk some about how motivation and standards of
performance interrelate. Increasingly, work environments make great use of performance
standards. How one performs can play a big role in moving upward, in severance
decisions in times of downsizing, and in monetary reward programs. If nothing else,
performance standards ought to give a supervisor a similar, measurable way to evaluate
an employee's performance. These standards must help motivate the worker. If the
standards are too stringent, the worker may become discouraged and not perform as well
as possible. If the standards are too lax, it is likely the employee will underproduce. In
each case, both the employer and the employee lose.
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Linking Motivation and Standards of Performance
A number of the common motivational theories, including Preference Expectancy and
Goal Setting, state that motivation directly or indirectly relates to measurable objectives,
goals, or rewards. An important aspect of quantifying these motivators is establishing
standards typically expressed in measurable terms. Here are a few reasons why standards
of performance are necessary for effective motivation of employees.

If the manager is not sure what is expected, it will be difficult to guide the
workers.

When the "game rules" keep changing or are unclear, employee stress can
increase.

If unfairness or favoritism prevail, double standards and animosity will be
generated.

If there is no sense of direction, no one will know how to increase competency.

If it appears that the organization doesn't know what it wants, morale will be
affected.

When employees sense that little or no control exists, they will tend to be less
responsible.
Management usually establishes work standards that apply throughout the organization.
Performance standards are more "personalized" to a position or job. Both types of
standards are essential as the basis for motivation in an organization.
The work standard is a statement of the conduct expected of any employee who is
performing in a satisfactory manner. Work standards form the basis upon which an
organization builds its rules of conduct (discipline). Typical categories of work standards
include individual responsibilities, relationships with coworkers, and organizational
response when significant personnel issues arise.
In addition to being applicable to all employees, a work standard should define clearly
what is expected of each employee with respect to a specific item, issue, or subject. Here
is a comparison of an appropriate and an inappropriate work standard.
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Appropriate Work Standard
An employee shall report to work on time
so as to be able to perform all duties at the
start of the work period without delay.
Inappropriate Work Standard
An employee shall report to work on time.
Or, an employee shall report to work 10
minutes prior to the scheduled start of the
work period.
When an organization establishes a comprehensive set of work standards, all involved
personnel--the supervisor and the worker--know the expectations and how to function at
an acceptable level of conduct.
The Performance Standard
Performance standards consist of statements describing the intended results an individual
employee will achieve when doing a job satisfactorily. Standards of performance serve
three valuable purposes.
1.
They provide a more objective means for managers to assess both the performance
and the development needs of subordinates.
2.
They enable individuals to know how well they are doing in comparison to a
manager's expectations. They identify a framework for succeeding.
3.
They relate individual performance to organizational objectives. By indicating
what contribution an individual's performance plays in achieving organizational
objectives, performance standards create an environment in which employees can
be full partners with the organization.
Achieving these three purposes contributes significantly to improving both individual and
organizational performance.
Performance standards also should satisfy several criteria in order to be effective. Here
are the criteria and an illustrative example of each.

A performance standard should apply to only one critical job element. If there is
any doubt, one should keep the standard focused and place the other component in
a separate standard.
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Appropriate
Inappropriate
By July 1st, the employee will master the
skills required to be certified in performing
cardiopulmonary resuscitation (CPR).
By July 1st, the employee will master the
skills required to be certified in performing
CPR as well as in performing a primary
patient survey.

A performance standard should be specific. It should state clearly what level of
achievement the employee is to achieve and by when.
Appropriate
The employee will conduct an average of
three fire prevention courses per month
beginning in January and continuing
through June.

Inappropriate
The employee will conduct an adequate
number of fire prevention courses during
the next 6 months.
A performance standard should be attainable. Unattainable standards can have
a negative effect on personnel. Managers should be conscious of the need to
make the targeted behavior realistic and achievable.
Appropriate
The employee shall submit to the
supervisor in writing all injury reports
within 3 work days of the occurrence of
the injury.
Inappropriate
The employee will submit to the
supervisor all injury reports as soon as
possible after the injury.
From these three examples, it is clear that the more specific a supervisor can be, the easier
it will be for the employee to know precisely what the job or task entails and for the
supervisor to evaluate the employee's achievement or nonachievement. Poorly written
standards open the door to disagreement and misinterpretation. These poor performance
standards will have a negative effect on employee motivation. In addition to being
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imprecise, they might lead the employees into an adversarial relationship with the
supervisor over deciding whether the employees performed the job or task satisfactorily
or not. If raises, promotions, and rewards are in the balance, the situation could get
stressful. If there is a union involved, the situation could get even messier.
Applying this to my situation…
Using the principles just discussed, develop three work standards and three
performance standards that relate to your current organization. Try to make them ones
that you might be able to put to good use in the workplace.
Work Standards
1.
A standard dealing with appearance while at work. It should fit all personnel
but may be stratified depending on functions.
2.
A standard dealing with attendance. It may be necessary to differentiate
between administrative personnel and shift personnel.
3.
A standard on treatment of or dealing with other employees. This should
apply uniformly to all employees.
Prepare three performance standards for employees you supervise that cover a period of
6 months.
1.
2.
3.
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It should be rather obvious that the more careful you are in creating performance
standards, the easier it is to administer them. This makes the supervisor's job easier for
the following reasons.

It helps identify employee strengths and weaknesses.

It assists in formulating self-development plans.

It promotes long-term changes in employee job performance.

It contributes to the enhanced achievement of organizational goals.

It serves as a positive motivating factor for both employees and managers.
The last topic we need to look at is the application of performance standards. It is one
thing to write good standards, but quite another thing to apply them well and fairly.
Application of Performance Standards
Well-developed performance standards must incorporate the criteria identified above and
exhibit two other very important characteristics, if they are to serve as the basis for
motivation.
First, it is essential to involve subordinates actively in the entire assessment process, from
start to finish. An employee should participate in the formulation of all the performance
standards that directly affect the measurement of personal achievement. Nothing can
affect employee motivation negatively faster than standards prepared by a third party who
may or may not know the job well. No one is likely to know the job requirements better
than the employee. A good supervisor will build on this knowledge and rely on the
employee's insights to craft the standards. This has the further advantage, from the
supervisor's perspective, that should there be some recrimination or disagreement later,
the supervisor honestly can say that the standard reflects the employee's own input.
Second, performance standards must be products of an open and honest negotiation
between the manager and the affected employee. It is likely that the supervisor and the
employee will disagree on some aspects of the job. It is impossible for them to see eye to
eye on all details. Open and frank discussion of expectations and limitations will help
both parties reach a consensus.
An effective supervisor should use performance standards on an ongoing basis to assess
and assist an employee. Performance evaluation is not something that occurs only once
or twice a year. The more the supervisor assesses on a routine basis, the better for all. If
needed, the supervisor has the opportunity to make some suggestions on improvement.
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But even more importantly, it would provide an opportunity to compliment the employee
on good performance. Doing so goes a long way in keeping the employee motivated.
One can observe actual job performance in various ways. Direct observation is
obviously the most desirable and easiest method. The manager can evaluate performance
directly based on noticeable criteria and results. Sometimes indirect observation is the
only way that one can document an employee's performance. The supervisor must
exercise care so that the observation source is reliable, and the results are not based on
hearsay or bias.
Daily, weekly, or monthly reports of completed activities often can help to document the
performance of an employee. It is important that the supervisor rely on relevant data that
measure the performance standard element directly, while using extraneous information
carefully. A well-kept database will be very helpful in using performance standards on an
ongoing basis.
The supervisor should provide feedback to the employee using all three observation
methods. This feedback should be ongoing and should stress the employee's progress in
achieving standards. However, the supervisor probably should follow up this routine
feedback regarding progress with a more formal performance appraisal. This appraisal
supplements the establishment, reporting, and achieving of individual performance
standards by providing an overall view of the employee's accomplishments.
Summary
Motivating personnel is a critical functional responsibility of managers. Motive is a form
of potential energy convertible to positive or negative behavior within the workplace.
The good supervisor wants conversion to positive behavior. Here are some key
considerations when developing an effective motivational strategy:

Managers often do not take motivation into consideration when introducing
changes, assignments, or requesting extra effort from employees.

An environment that encourages employee motivation includes the development
of a positive organizational climate as well as positive reinforcement by the
manager.

Managers should know and understand the people with whom they work in order
to be able to have insight into which motivational approach will have the best
results.

The existence of both work and performance standards is important in providing
the organizational framework for employee motivation.
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
Work standards are statements that specify satisfactory conduct of employees. In
addition to being applicable to all employees, a work standard should define
clearly what management expects of each employee with respect to a specific
item, issue, or subject.

Performance standards consist of statements of the results an individual employee
will achieve when doing a satisfactory job.

A performance standard should address only one job element and be specific and
attainable.
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End-of-Module Activities
1.
2.
For each of the characteristics listed below, try to visualize someone with whom
you have worked or have supervised. Describe what you could do or have done
to motivate such a person on the job. Also, explain what could happen or be
said to discourage this person.
Motivate
Discourage
a.
Is interested in public service.
b.
Is, or wants to be, a leader
c.
Wants stability.
d.
Has a family tradition in the
fire service.
e.
Seeks opportunities to learn.
f.
Is interested in fire prevention.
g.
Wants recognition.
h.
Likes personal challenges.
i.
Is a "fitness nut."
j.
Wants to teach others.
Review the performance standards for various positions in your department and
do the following:
a.
Select two standards for each of three positions. Make sure each one is
different.
b.
Evaluate each standard based on these criteria: 1) only one job element, 2)
clear level of achievement, and 3) attainability.
c.
Describe how each standard could be improved.
d.
Explain how, in your management culture, you would approach actually
trying to make changes in the standards.
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A Self-Study Guide
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Module 5
Module Review Questions
True or False--Circle T or F.
T F
1.
It is essential for a supervisor to know how to motivate.
T F
2.
Motivation is a form of interpersonal communication.
T F
3.
Asking an employee for a "special effort" has little to do with
motivation.
T F
4.
By and large in our job culture, risk takers get the recognition they
deserve.
T F
5.
It is better to assign responsibility based on ability than on position or
seniority.
T F
6.
In Maslow's hierarchy of needs, self-esteem is the highest.
T F
7.
Skinner's theory is basically a behaviorist one.
T F
8.
Pinder coined Theory X and Theory Y.
T F
9.
According to Theory X, people are lazy and hate to work.
T F
10.
Work teams are an extension of Ouchi's Theory Z.
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Multiple Choice--Circle the letter of the answer you choose.
1.
A supervisor may need to motivate an employee before
a.
b.
c.
2.
One way to create a motivational environment is to
a.
b.
c.
3.
as natural as play.
punishment.
neutral in value.
Standards of performance are needed to
a.
b.
c.
7.
money, job security, and organizational policies.
advancement, responsibility, and achievement.
achievement, money, and working conditions.
Theory Y says work is
a.
b.
c.
6.
five levels of need.
seven levels of need.
nine levels of need.
In Herzberg's theory of needs, the motivators are
a.
b.
c.
5.
reprimand failure.
encourage innovation.
reward poor performance.
Maslow has
a.
b.
c.
4.
a vacation.
a promotion.
a new assignment.
create effective motivation.
control unproductive employees.
determine fair remuneration.
Typical categories of work standards include
a.
b.
c.
Motivation
supervisor responsibilities.
company policy on sick leave.
individual responsibilities.
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8.
An appropriate work standard is an employee shall
a.
b.
c.
9.
work all day with a minimum of interruptions.
arrive at work on time and work diligently.
work 8 hours a day with a half-hour lunch break.
A performance standard should
a.
b.
c.
10.
A Self-Study Guide
address all the critical job elements.
address only one critical job element.
be a bit unattainable to stretch the employee's ability.
The Pygmalion Theory of Livingston is also known as the
a.
b.
c.
Motivation
quid pro quo theory.
self-fulfilling prophecy theory.
just-deserves theory.
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