Argosy University
Ed.D. Organizational Leadership
COURSE SYLLABUS
L7431
Theory and Development of Motivation
Faculty Information
Faculty Name: Dr. Cynthia R. Butler, Ed.D., R.R.T.
Campus: Chicago
Contact Information: E-mail – crbutler@aii.edu or drcrbutler@yahoo.com Phone – 312-902-2324 (This is the best way to
contact me)
Office Hours: TBA
Short Faculty Bio: I hold degrees in Advanced Respiratory Care (A.A.S.), in Health Care Leadership (B.S.), in Adult Developmental
Studies with a reading and writing concentration (M.A.), and in Adult and Continuing Education (Ed.D.). I’m also a Registered
Respiratory Therapist (R.R.T.).
I’m CEO and Founder of Breathe Easy & Associates, Inc. a temporary medical staffing agency, which also provides educational
training in respiratory care and procurement specialization. Part of our mission is to foster democratic social change, motivation and
empowerment within the organization and within the community. I’m also Part-Time Faculty at the Illinois Institute of Art-Chicago.
In this position, part of my philosophy is also to foster motivation and empowerment in the classroom as well as fostering democratic
social change.
Course description: This course covers the theory and development of motivation. Major interest is placed on motivation, models,
and strategies for enhancing motivation in individuals and groups, variables affecting (and affected by) motivation and environmental
influences on motivation.
Course Pre-requisites: None
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Required Articles:
Harvard Business Articles
Druskat, V. & Wolf, S. (2001). Building the Emotional Intelligence of Groups., Product number R0103E
Earley & Mosakowski (2004). Cultural Intelligence. Product Number R0410J
Rosener (1990). Ways Women Lead, Product Number 90608
Amabile, T. (1996). Motivation for Creativity in Organizations. Product Number 9Morse, Y.J. &, Lorsch, J. (1970). Beyond Theory. Product Number 70307
Harvard Business Review on Motivating People, 2003, ISBN 1-59139-132-6:
Journal Articles:
Gagne, M. & Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4). 32 p.
Seo, M., Barrett, L. F., Bartunek, J (2004). The role of affective experience in work
Review, 29(3), 423-439.
motivation. Academy of Management
Bowey, A. (2005). Motivation: The art of putting theory into practice. European Business Forum, 20, 17-20. ISSN: 1469-6460
Ramlall, S. (2004). A review of employee motivation theories and their implications for employee retention within organizations.
Journal of American Academy of
Business, Cambridge, 5, no. 1/2 (Sep 2004): p. 52-63, No. 653882471, copyright
Journal of American Academy of Business September 2004
Reis, D. & Pena, L. (2001). Reengineering the motivation to work. Management Decision, 39(8), 666-675. ISSN: 0025-1747
Number: 259618571
2
Isaac, R. G., Zerbe, W. J., & Pitt, D. C.(2001). Leadership and motivation: The effective application of expectancy theory. Journal of
Managerial Issues. 13(2), 212-226.
ISSN: 1045-3695 Number 76143555, Copyright Pittsburg State University,
Department of Economics Summer 2001
Locke, E. and Latham, G. (2004).What should we do about motivation theory? Six
century. Academy of Management Review, 29 (3), 388-403.
Argyris, C (1998). Empowerment: The emperor's new clothes. Harvard Business Review,
recommendations for the twenty-first
76(3), 98-105.
Hoffman, E. (1988). Abraham Maslow: Father of enlightened management. Training,
25(9), 79-82.
Quick, T. L (1988). Expectancy theory in five simple steps. Training and Development
Journal, 42(7), 30-32.
Klein, H. (1989). An integrated control theory model of work motivation. Academy of Management Review, 14(2), 150-172.
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
1. Leadership in Teams: Given an organizational situation, identify strategies to develop, maintain, motivate, and sustain self-managed teams
using concepts, theories and techniques of team leadership.
2. Collaboration in Teams: Given a case study or leadership situation, collect, assimilate, disseminate, and maximize the views of team
stakeholders in order to reach defensible goals with minimal conflict.
3. Conflict: Given an organizational situation that requires interpersonal or interdepartmental action, identify situations of conflict, diagnose the
impact of both overt and covert behavior, and develop a plan for conflict resolution using evidence-based methods.
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4. Ethics: Given an organizational setting, identify ethical and dilemma-resolution practices, and make evidence-based decisions
that integrate personal, social, and corporate responsibility.
5. Communication: Communicate orally and in writing to individuals and groups in a concise, clear, organized, and well-supported manner
using formats and technology relevant to the organizational context.
6. Motivation: Given a leadership situation, identify workplace commitment theories to incorporate influences and power as a
leader to motivate organizational stakeholders.
7. Research: Given an organizational need to evaluate and defend its actions or potential actions, select, analyze, and apply the
assessment techniques, research methods, and/or statistical analyses needed to evaluate and defend those actions based on
evidence
8. Knowledge and Understanding of the Field: Demonstrate competency in identifying and integrating the major concepts,
theoretical perspectives, historical trends, and key figures in the field of organizational leadership.
9. Change: Evaluate the impact of change on organizations, organizational members, and other stakeholders and apply
appropriate change models and theories to facilitate successful change.
10. Global diversity: Analyze and evaluate the involvement of diversity in leadership issues, with special attention to the
implications of diversity for individuals, organizations, and societies.
11. Interpersonal Effectiveness: Achieve personal development and demonstrate positive relationship skills via effective
communication, respect for others, and awareness of their impact on others.
Course Objectives:
1. Given access to recommended texts and peer-reviewed journals, explain the concept of motivation, and identify, describe, and
integrate the major historical developments and constructs of motivational theory. Program outcomes 5, 6, 7, and 8
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2. Given an organization’s performance objectives, identify and analyze the psychological, environmental, and cognitive
variables that impact motivation (both self and other); and select and defend well-supported motivational strategies to obtain
the objectives. Program Outcomes 5, 6, 7, and 8
3. Given an organization’s need to perform in a global environment, use relevant theories of motivation to understand variances
of behavior within that environment, and apply those theories to achieve optimal performance. Program Outcomes 5,6, 7,
and 10
4. Explore how country, culture, gender and ethnicity relate to organizational culture and impact motivation. Program outcome
10
5. Given a need for well supported, evidence-based motivational strategies, explore and analyze how gaps in the motivation
literature relative to diversity impact an organization’s choice of strategy. Program Outcomes 5, 6, 7, 8, 9, and 10
6. Given one’s own need to execute and sustain exemplary leadership practices and skills over time, examine and analyze the
bases of one’s motivation; how one’s motivational makeup impacts or impedes execution of exemplary leadership; and the
relationship between one’s motivation, leadership practices, and organizational effectiveness in various organizational settings.
Program Outcomes 5,6,7,8 and 9
7. Compare and contrast motivation theories, both historical and current, with personal observations of motivational practices and
issues in the workplace to identify gaps that are appropriate for new research. Program outcome(s) 5,6,7,8, and 9
8. When analyzing practices of people within a given organization, evaluate how intrinsic and extrinsic motivation impact the
ethics of those practices and use this analysis to effectively remediate unethical practices or foster ethical ones. Program
Outcomes 3, 4, 5, 6, 7, 8, and 9
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Assignment Table
Week
1
Module Topics
 Concept, constructs and
historical development of
motivation theory

Historical versus
contemporary thought on
motivation theory and
practice
Readings
Morse and Lorsch, Beyond
Theory Y
Formative Assignment/Assessment
TBA first week of class
Harvard Business Review
on Motivating People—
Livingston, Pygmalion in
Management
F. Herzberg, One more
Time: How do you
motivate Employees,
Bowey, A. Motivation:
The art of putting theory
into practice European
Business forum, no. 20,
Winter 2005, p. 17-20
ISSN: 1469-6460
Quick, T.L, Expectancy
Theory in Five Simple
Steps, Training and
Development Journal,
v.42n7, July 1988, p. 30-32
Klein, H. An integrated
Control Theory Model of
Work Motivation,
6
Academy of Management
Review, v. 14n2, April,
1989, p. 150-172
2

The contextual variables
impacting motivation

Identifying the organizational
issues that impact motivation
Seo, M., Barrett, L. F. ,
Bartunek, J., The role of
affective experience in
work motivation, Academy
of Management Review,
29, no. 3, July 2004, p.
423-439
Harvard Business Review
on Motivating People,
2003, ISBN 1-59139-1326:
Power is the great
motivator--D. McClelland
and D. Burnham
S. Kerr, The best-Laid
Incentive Plans-
3

Cultural Intelligence,
The application of motivation
theory to a global environment. publication date, October
2004, Earley and
Mosakowski, Product
number R0410J, 8 pages
7
4
5


The impact of gender on
motivation
Maslow’s Need Hierarchy in a
global context
Rosener, Ways Women
Lead, November 1990,
Product number 90608, 8
pages
Gagne, M. and Deci, E.
JSelf-determination theory
and work motivation,
Journal of Organizational
Behavior 26, no. 4, june
2005. 32 pages in length
Abraham Maslow: Father
of Enlightened
Management, Hoffman, E.
, Training, v. 25n9, Spt,
1988, 79-82
V. Druskat and S. Wolf,
Building the Emotional
Intelligence of Groupspublication date, March
2001, Product number
R0103E, 11 pages
Earley and Mosakowski
Cultural Intelligence,
Product number R0410J, 8
pages
8
6

The theory and practice of
motivation to real world
contexts
Locke, e. and Latham, G.
What shoudl we do about
motivation theory? Six
recommendations for the
twenty-first century,
Academy of Management
Review, 29, no. 3, July
2004, p. 388-403
Argyris, C, Empowerment:
The Emperor's new
clothes,. , Harvard
Business Review, v. 76n 3,
May/Jun, 1998, p. 98-105
Harvard Business Review
on Motivating People,
2003, ISBN 1-59139-1326:
N. Nicholson, How to
motivate your problem
people,
7

The theory and practice of
motivation to real world
contexts
H. Levinson,
Management by Whose
Objectives-Isaac, Robert G; Zerbe,
Wilfred J Pitt, Douglas C,
Leadership and
motivation: The effective
9
application of expectancy
theory,
Journal of Managerial
Issues
Reis, Dayr; Pena, Leticia,
Reengineering the
motivation to work,
Management Decision 39,
no. 8 (2001): p. 666-675
ISSN: 0025-1747
Number: 259618571
8

The theory and practice of
motivation to real world
contexts
Ramlall, S. , A Review of
Employee Motivation
Theories and their
Implications for Employee
Retention within
Organizations J
ournal of American
Academy of Business,
Camabridge 5, no. 1/2,
Sept. 2004, p. 52-63, No.
653882471
Harvard Business Review
on Motivating People,
2003, ISBN 1-59139-132-6
(203 pages),
10
B. Fryer, Moving
MoutainsCreativity in
Organizations, T Amabile,
Motivation for. January
1996, product number 9396-240
Grading Criteria
Grading Scale
Grading requirements
A
AB+
B
BC+
C
CF
100 -93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 – 73
72 – 70
69 and below
Attendance/participation and
quality of classroom
interaction
Weekly Assignments
Final paper/project
20%
30%
50%
100%
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Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students
with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books
and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers,
Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are
directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are
located at http://library.argosy.edu/libweb/resources/
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials
searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively,
students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference
assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and
transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level
research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and
practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate
feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University
requires that the submission of all course assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the
American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please
refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format.
Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult
the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
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Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and
ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources.
You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help
educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to
billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common
information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with
the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director
of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be
provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing
via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the
accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the
academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential
to working with people from a wide range of backgrounds.
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