Supervision Today 8Th Edition Robbins Solutions Manual Full Chapter PDF

Supervision Today 8th Edition Robbins
Solutions Manual
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PART THREE: MOTIVATING, LEADING, COMMUNICATING, AND
DEVELOPING
CHAPTER 8
MOTIVATING FOLLOWERS
CHAPTER OUTCOMES AND LEARNING OBJECTIVES

Objective 8-1. Define motivation.
Objective 8-2. Identify and define five personality characteristics relevant to understanding the
behavior of employees at work.
Objective 8-3. Explain the elements and the focus of the three early theories of motivation.
Objective 8-4. Identify the characteristics that stimulate the achievement drive in high achievers.
Objective 8-5. Identify the three relationships in expectancy theory that determine an
individual’s level of effort.
Objective 8-6. List actions a supervisor can take to maximize employee motivation.
Objective 8-7. Describe how supervisors can design individual jobs to maximize employee
performance.
Objective 8-8. Explain the effect of workforce diversity on motivating employees.
WHAT IS MOTIVATION?
UNDERSTANDING INDIVIDUAL DIFFERENCES

Can Personality Measures Predict Practical Work-Related Behaviors?
Do You Need to Develop Your Emotional Intelligence to Improve Your Supervision
Skills?
THE EARLY THEORIES OF MOTIVATION

How Do You Focus on Needs?
Do Supervisors Focus on the Nature of People?
What Effect Does the Organization Have on Motivation?
CONTEMPORARY THEORIES OF MOTIVATION

What Is a Focus on Achievement?
How Important Is Equity?
DO EMPLOYEES REALLY GET WHAT THEY EXPECT?

How Do You Create an Atmosphere in Which Employees Really Want to Work?
DESIGNING MOTIVATING JOBS
MOTIVATION CHALLENGES FOR TODAY’S SUPERVISORS

What Is the Key to Motivating a Diverse Workforce?
Should Employees Be Paid for Performance or Time on the Job?
How Can Supervisors Motivate Minimum-Wage Employees?
How Are Contingent Workers Motivated?
What’s Different in Motivating Professional and Technical Employees?
Copyright (c) 2016 Pearson Education, Inc. 8-1

What Can a Supervisor Do to Improve Employees’ Work-Life Balance?
How Can Managers Use Employee Recognition Programs?
How Can Employee Stock Ownership Plans Affect Motivation?
COMPREHENSION: REVIEW AND DISCUSSION QUESTION SOLUTIONS
DEVELOPING YOUR SUPERVISORY SKILLS
GETTING TO KNOW YOURSELF SELF-ASSESSMENT EXERCISES
BUILDING A TEAM
COMMUNICATING EFFECTIVELY
THINKING CRITICALLY CASE STUDY SUGGESTED ANSWERS
ADDITIONAL ACTIVITIES
CHAPTER 8
MOTIVATING FOLLOWERS
Responding to a Supervisory Dilemma: Supervisors need to be aware that the value in their
companies comes from the employees who are motivated to be there. It is important to
understand how important employee motivation is and be able to motivate employees. That
requires understanding what motivation is.
• Motivation
—Some employees are very highly motivated
—Others simply can’t seem to put forth much sustained effort
—Most people are in between those two extremes
—This chapter provides insights that can help increase employee motivation
WHAT IS MOTIVATION?
Objective 8-1. Define motivation.
• Motivation defined
See: Exhibit 8-1: Needs and motivation.
—Willingness to do something
—Satisfy a need that is causing increased tension
—Drive
—A satisfied need results in reduced tension
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
UNDERSTANDING INDIVIDUAL DIFFERENCES
Objective 8-2. Identify and define five personality characteristics relevant to understanding
the behavior of employees at work.
• Recognize individual differences

—Don’t assume that just because you are highly motivated and ambitious, your
workers are just as motivated and just as ambitious
—What is important to you may or may not be important to your workers
Can Personality Measures Predict Practical Work-Related Behaviors?
• Internal locus of control

—Belief that you control your own destiny
—Exhibit few of the characteristics of the person with an external locus on control, as
noted below
• External locus of control

—Belief that you are a pawn of fate and that what happens to you is due to luck or
chance
—Usually results in lower levels of job satisfaction
—More alienation, less involvement in jobs
—Apt to blame poor appraisals on supervisor’s prejudice, their coworkers, or other
events outside their control
• Machiavellianism (Mach)
—Tendency to be manipulative and believe that ends justify means
—Tend to be motivated on jobs that require bargaining skills or where there are
substantial rewards for winning
—Are frustrated when forced to follow rules
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
• Self-esteem
—The degree to which people like or dislike themselves
—People with high self-esteem believe they possess more of the ability they need to
succeed
—People with low self-esteem are dependent on positive evaluations and are more
likely to seek approval from others
• Self-monitoring

—Those high in self-monitoring are very adaptable and can easily adjust their
behavior to external, situational factors
—If high, are highly sensitive to external cues and capable of presenting striking
contradictions between their public personas and their private selves
—If low, can’t disguise themselves and tend to display their true feelings and beliefs
in every situation
• Risk propensity
—The willingness of a person to take chances
—If high, can make decisions faster with less information
—If high, tend to prefer riskier jobs, such as stockbroker or firefighter
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Do You Need to Develop Your Emotional Intelligence to Improve Your Supervision Skills?
• Self-awareness
—Awareness of what/how you are feeling
• Self-management
—Ability to manage your emotions and impulses
• Self-motivation
—Ability to persist in the face of setbacks and failures
• Empathy
—Ability to sense how others are feeling
• Social skills
—Ability to handle emotions of others
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
THE EARLY THEORIES OF MOTIVATION

Objective 8-3. Explain the elements and the focus of the three early theories of motivation.
How Do You Focus on Needs?
• Maslow’s Hierarchy of Needs

• Lower level needs
—Physiological (hunger, thirst, shelter)
—Safety (security, protection)
—Social (affection, interpersonal relationships)

• Upper level needs
—Esteem (self-respect, achievement, status)
—Self-actualization (achieving full potential)
—As each need becomes satisfied, or nearly so, the next need becomes dominant
—Although no need is ever fully gratified, a substantially satisfied need no longer
motivates
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Do Supervisors Focus on the Nature of People?
• McGregor’s Theory X
—Employees dislike work and will attempt to avoid it

—Employees must be coerced, controlled, or threatened with punishment
—Employees will shirk responsibilities and seek formal direction whenever possible
—Employees believe security is paramount and will display little ambition
• McGregor’s Theory Y
—Employees view work as being as natural as rest or play
—A person will exercise self-direction and self-control if he or she is committed to
the objectives
—The average person can learn to accept, even seek, responsibility
—The ability to make good decisions is widely dispersed throughout the population
and not necessarily the sole province of supervisors
—Theory Y assumptions appear more valid than Theory X, but no evidence
—Given the situation, either theory can be appropriate
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What Effect Does the Organization Have on Motivation?
• Herzberg’s motivation-hygiene (two-factor) theory

See: Exhibit 8-2: Comparison of satisfiers and dissatisfiers.
—Emphasizes achievement, recognition, the work itself, responsibility, advancement

and growth
• Herzberg’s factors—satisfiers and dissatisfiers

See: Exhibit 8-3: Contrasting views of satisfaction/dissatisfaction

—Eliminating factors that create job dissatisfaction may bring about peace, but not
necessarily motivation
• Classical view
—The opposite of satisfaction is dissatisfaction
• Herzberg’s view
—Removing dissatisfiers from a job does not necessarily make the job satisfying
• Hygiene factors
— Company policy and administration, supervision, interpersonal relations, working
conditions, and salary
• Motivators
— Achievement, recognition, the work itself, responsibility, and growth
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
{REFER STUDENTS TO COMPREHENSION CHECK 8-1.}
CONTEMPORARY THEORIES OF MOTIVATION

Objective 8-4. Identify the characteristics that stimulate the achievement drive in high
achievers.
What Is a Focus on Achievement?
• McClelland’s need for achievement (nAch)

—The drive to do something better than it has ever been done before
—Intrinsic motivation
—People high in nAch are self-motivated and require little direct supervision
—Tend to avoid very easy or very difficult tasks
—Prefer jobs with personal responsibility, feedback, and intermediate degree of risk
—Don’t always make good supervisors; prefer doing things themselves rather than
leading others
How Important is Equity?
• Equity theory
See: Exhibit 8-4: Equity theory.

—Employees perceive what they can get from a job situation in relation to what they
put into it, and then compare their input-outcome ratio with the input-outcome
ratio of others in similar situations
—Perception can result in negative or positive equity, both of which the employee
will attempt to correct
—In the case of negative equity, this correction could take the form of reduced work
effort, absenteeism, lowering performance, and even sabotage
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
DO EMPLOYEES REALLY GET WHAT THEY EXPECT?

Objective 8-5. Identify the three relationships in expectancy theory that determine an
individual’s level of effort.
• Expectancy theory
See: Exhibit 8-5: Expectancy theory.
—A powerful explanation of employee motivation

—Helps explain why a lot of workers aren’t motivated in their jobs and merely do the
minimum necessary
• Effort-performance link
—“If I give a maximum effort, will it be recognized in my performance evaluation?”
—If the skill level of the employee is deficient, or if the appraisal system is poorly
designed, or if the employee believes his/her boss doesn’t like him/her, the answer
might be “No”
—Accordingly, one possible source of low employee motivation is the belief by the
employee that no matter how hard he/she works, the likelihood of getting a good
performance appraisal is low
• Performance-rewards link
—“If I get a good appraisal, will it lead to organizational rewards?”
—Many employees see this relationship weak because organizations reward a lot of
things other than appraisals
• Rewards-personal goals link

—“If I’m rewarded, do I find the rewards personally attractive?”
—If the perceived value of the reward is not worth it to the employee, motivation will
not be fully maximized
—Because many supervisors are limited in the rewards they can distribute, tailoring
rewards to individual employees is difficult
See: Something To Think About (and promote class discussion) Motivated to do What?

Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
How Do You Create an Atmosphere in Which Employees Really Want to Work?

Objective 8-6. List actions a supervisor can take to maximize employee motivation.
• Applying motivation concepts

—Recognize individual differences
—Match people to jobs
—Set challenging goals
—Encourage participation
—Individualize rewards
—Link rewards to performance
—Check for equity
—Don’t ignore money
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
DESIGNING MOTIVATING JOBS

Objective 8-7. Describe how supervisors can design individual jobs to maximize employee
performance.
See: Exhibit 8-6: Examples of high and low levels of job characteristics.
• Job design
—The way tasks are combined to form complete jobs
—Can range from routine to non-routine
• Five key job characteristics

—Skill variety—degree to which the job requires different skills and talents
—Task identity—degree to which the job requires completion of a whole task
—Task significance—degree to which the job impacts other people
—Autonomy—degree to which the job provides freedom, independence, and
discretion
—Feedback—degree to which employee receives information about his or her
performance
• Job enrichment
—Increases the degree to which a worker controls the planning, execution, and
evaluation of his or her work
—Allows the worker to do a complete activity

• Flow in the workplace
—Skills are appropriately matched by challenges
—Concentration is intense
—Concept of self disappears
—Activities are rewarding and undertaken for their own sake
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
MOTIVATION CHALLENGES FOR TODAY’S SUPERVISORS

Objective 8-8. Explain the effect of workforce diversity on motivating employees.
What Is the Key to Motivating a Diverse Work Force?
• Recognize need for flexibility

—Employees have different needs and goals
—Men value autonomy more than women
—Women value opportunity to learn, convenient work hours, and good interpersonal
relationships more than men
—What motivates a single mother may be very different from what motivates an
older employee
• Recognize cultural differences

—Capitalism/individualism v. collectivism
—Self-interest v. loyalty to organization or society
—Willingness to accept risk v. concern with performance
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Should Employees Be Paid for Performance or Time on the Job?
• Pay-for-performance programs
—Compensation plans that pay employees on the basis of some performance measure
—Probably most compatible with expectancy theory
• Competency-based compensation
—Pays and rewards employees on the basis of skills, knowledge, or behaviors
—Pay levels are established on the basis of the degree to which these competencies
exist
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
How Can Supervisors Motivate Minimum-Wage Employees?
• Your options
—Employee recognition programs
—Recognize the power of praise
—Empower workers with more authority to address customers’ problems
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
How are Contingent Workers Motivated?
• Involuntarily temporary employees are motivated by:

— Opportunity to become a permanent employee
— Opportunity for training
— Minimal interdependence between temps and permanent employees
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What’s Different in Motivating Professional and Technical Employees?
• Money and promotions not a priority

—Already well paid
—Enjoy what they do
• Job challenge ranked high

—Want new and challenging assignments
—Need autonomy
• Special incentives are important

—Educational opportunities
—Reward with recognition and show interest in their work
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What Can a Supervisor Do to Improve Employees’ Work-Life Balance?

See: News Flash! Maintaining Motivation on the Shoe Leather Express

• Family-friendly benefits
—Allow for improved work-life balance
• Flextime
—Employees are allowed flexibility in planning work schedules
—Can improve employee motivation and morale, reduce absenteeism, and increase
wages due to productivity gains
—Not applicable to every job
• Job Sharing
—Two or more employees split a traditional work schedule
—Firm can acquire skilled workers, yet firms may be unable to find compatible pairs
of workers who can coordinate the job intricacies
How Can Managers Use Employee Recognition Programs?
• Recognize worker achievements

— Personally congratulate an employee in private
— Acknowledge something positive that the employee has done
— Publicly recognize accomplishments
— Celebrate team successes
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
How Can Employee Stock Ownership Plans Affect Motivation?
• ESOP
—Employees become part owners of the organization by receiving stock as a
performance incentive
—Allows employees to purchase additional stocks at attractive prices
—Increases employee satisfaction and frequently results in higher performance
Notes: _______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
{REFER STUDENTS TO COMPREHENSION CHECK 8-2.}
ENHANCING UNDERSTANDING
SUMMARY

COMPREHENSION: REVIEW AND DISCUSSION QUESTIONS
SOLUTIONS TO REVIEW AND DISCUSSION QUESTIONS
8-1. How does an unsatisfied need create motivation?

Learning Objective: 8-1
AACSB tag: 8
Unsatisfied needs create tension and people will behave in such a way that the need is satisfied,
thereby relieving the tension.
8-2. Contrast behavioral predictions about people with an internal versus an external locus
of control.
AACSB tag: 8
People with an internal locus of control believe they are in control of their own destiny. If they
succeed, they attribute the success to their own hard work and perseverance. If they fail, they
blame themselves. External locus of control individuals, if they do succeed, attribute their
success to luck. If they fail, it’s “destiny,” or “the system,” or the fault of anything or anyone
other than themselves.
8-3. Compare the assumptions of Theory X with those of Theory Y. Do you believe that
there are types of jobs that require one focus or another? Explain.
AACSB tag: 8
McGregor’s Theory X/Y describes management assumptions about workers. Theory X
assumptions are that workers dislike work and will attempt to avoid it, must be coerced or
threatened to do any work, will shirk responsibility and seek formal direction, and are not at all
ambitious, placing security above all else. Theory Y assumptions are that workers view work to
be as natural as rest or play, are self-directed if they are committed to the stated goals, seek out
responsibility, and, along with their managers, are able to make good decisions.
8-4. What is the importance of the dual continuum in the motivation-hygiene theory?
AACSB tag: 8
Herzberg suggests that employee motivation is a two-factor proposition; on one hand, hygiene
factors are those that are related to external factors such as company policy and administration,
supervision, interpersonal relationships, and working conditions. These are not the things that
motivate people, according to Herzberg. If the employee is satisfied with these factors, he is just
that, not dissatisfied. The other continuum is the motivators; the internal factors such as
achievement, recognition, and the work itself. These are the real motivators, and they motivate
by establishing a work environment that enhances the worker’s intrinsic needs.
8-5. What does a supervisor need to do to motivate a high achiever?

AACSB tag: 8

The high achiever is intrinsically motivated. If the task to which they are assigned stimulates
their desire for achievement, they will be self-motivated and require little direct supervision.
They like moderately challenging goals, and like to get constant feedback on how they are doing,
good or bad. They don’t like working in a group, preferring instead to take full responsibility for
the success or failure of the project. The high achiever is a good candidate for entrepreneurial
activities.
8-6. What role would money play in (a) the hierarchy-of-needs theory, (b) motivation-
hygiene theory, (c) equity theory, (d) expectancy theory, and (e) the case of employees with
a high nAch?
Learning Objective: 8-3, 8-4, 8-5
AACSB tag: 8
Maslow would consider money to be instrumental in meeting physiological needs. As such, it
would be a lower-order need, not a primary motivator once those needs had been met. Herzberg
would consider money to be a dissatisfier. Having it would not necessarily motivate a worker,
but not having it would cause dissatisfaction. Equity theory advocates would say, “It depends. If
my inputs are the same as yours, and if my outcomes are the same as yours, and if we do
basically the same job, there’s no problem; equity exists.” For those who are paid high salaries,
money is not a motivator at all, but it can certainly affect an employee’s behavior if there is a
perceived inequity. Expectancy theory suggests that money, as a motivator, would depend on its
perceived value to the employee. This would contain elements of Maslow, Herzberg, and Stacy’s
equity theory. The nAch would use money to keep score. It would probably be a waste of energy
to try to motivate a nAch by offering him or her more money. That’s not what motivates them.
It’s the challenge and sense of achievement.
8-7. Describe expectancy theory. What are the critical linkages?

AACSB tag: 8
Expectancy theory states that motivation is dependent upon whether or not there is a link
between effort and performance, performance and reward, and reward and goals. In short, the
employee asks, “Can I do it and, if I can, what’s in it for me and, is it worth it?” If all three of
these relationships reflect a high probability, motivation will be high.
8-8. What motivational challenges does a diversified workforce create for supervisors?
Learning Objective: 8-6, 8-8
AACSB tag: 8
Be flexible and do not ignore their culture. Diversity in American organizations is here to stay;
women, ethnic minorities, immigrants, physically disabled, seniors, life-style differences, etc.,
and each of them is going to have different needs and different wants. You will have to
understand them as individuals and you will have to understand and respond to their diversity.
Our traditional motivation theories are based on the capitalist-based notion of individual self-
interest. Theirs might not be. As a supervisor, you cannot assume that motivation techniques are
universally acceptable. This will require you to learn about your employees as individuals. Only
then will you be able to understand their culture. And, in the end, that is where you will either
succeed or fail in your understanding.

8-9. Identify and explain the five core dimensions in a job.
AACSB tag: 8
Skill variety - degree to which the job requires a variety of different activities
Task identity - degree to which the job requires completion of a whole and identifiable piece of
work
Task significance - degree to which the job has a substantial impact on the lives or work of other
people
Autonomy - degree to which the job provides substantial freedom, independence, and discretion
to the individual in scheduling the work and in determining the procedures to be used in carrying
it out
Feedback - degree to which carrying out the work activities required by the job results in the
individual obtaining direct and clear information about the effectiveness of his or her
performance
8-10. How can a supervisor enrich a job?

AACSB tag: 8
Job enrichment is a contemporary motivational technique that, if properly designed, will result in
a more highly motivated employee. In essence, it increases the degree to which the worker
controls the planning, execution, and evaluation of his or her work. By increasing responsibility
and independence, and by providing feedback, motivation is enhanced.
DEVELOPING YOUR SUPERVISORY SKILLS: GETTING TO KNOW YOURSELF

SELF-ASSESSMENT LIBRARY 3.4 EXERCISES
What Do I Value? (I. B. 1.)
Overview
It is interesting that the baby boomers have been working to live and have often
defined themselves, their lives, their value, and the world through work. The current
generation seems to want to balance out life seeing the problems that living through ones
work can bring. In many ways, it is beyond the Type A and Type B to a fundamental
outlook of living, life roles, and a sense of being rather than just doing. If boomers are
driven by work and Gen X are not, what does it mean for a happy coexistence in
organizations? Is there some compromise or should there be? What is the reason for
living? What is your reason for living?
Teaching Notes
Answering this questionnaire may be a challenge for many of us who have been
driven to succeed in the traditional Type A manner. Other issues concern our ethical
standards and how they match our actions. What do we teach our kids? How do we act
with friends and family around ethical issues? Do we know how ethics shape our society?
What happens when major figures such as presidents lie to the nation or kids randomly
shoot others or when people say one thing and do the other? What is the state of values in
our society? Do we value ourselves? Do we value others who are different from us? Has

it changed over time or are we just more aware of transgressions in a highly mediated
era? These are issues you might wish to discuss in class.
Exercises
1. Divide the class into two groups. Have one group prepare to debate the lack of values
in our nation as reflected by companies’ actions and the other debate that companies
value the items listed in the questionnaire.
▪ Learning objectives:
Bring the concepts of instrumental and terminal values to the context of
organizational settings.
▪ Preparation/time allotments:
Give the groups about 20 minutes to debate the issues amongst themselves, and
then bring the class together as a whole to talk about what each group concluded.
▪ Advantages/disadvantages/problems that might arise:

Remind them that although they were looking for examples of a lack of values,
many companies and organizations do exhibit positive values. Also, you might
break the groups up by age, noting the differences between the Generation X and
Generation Y students.
▪ Suggestions/handouts for the instructor:

Prepare some examples for the class of organizations that have positive terminal
and instrumental values. It is easy to see negative examples in the news, but also
important to bring out the other side too.
2. Have a class discussion on whether terminal values or instrumental values are more
important.
Illustrate that both terminal and instrumental values are important.
This can be done in small groups, or with the entire class. It should take about 20
minutes.

It is sometimes difficult to operationally see the difference between instrumental
and terminal values. Many individuals may live their lives by being honest and
open minded, without thinking of the corollary terminal value that this leads to.
This is a good opportunity to clarify the difference.
3. Break the class up according to their scores and do a case. Then compare the results
of the analysis.

Compare the cognitive thought processes between individuals with different
values.
If you are using a lengthy case, you may want to give it to them ahead of time to
read. The class discussion should take about 30 minutes.

If you don’t have many large differences in scores, they could come to the same
conclusions about the case. Be prepared for an alternative response in order to
generate a healthy classroom debate.
Internet Links
1. http://www.brint.com/opinion/
Here is more out-of-box thinking. Please scroll down to #37, Living with Oxymorons
in the Age of Paradox. What we value is obviously impacted by the context in which
we can or do value it. We live in a time of great transition where paradoxes are
everywhere. Read the information presented. Then write a two- to three-page analysis
of values and the Age of Paradoxes.
What Rewards Do I Value Most? (I. C. 3.)
Overview
The instrument addresses individual motivational needs. Rather than looking at all
people in a certain group as motivated by task or people, intrinsically motivated, or
motivated by incentives or satisfaction, the idea of employees as complex beings is
addressed. In our day and age of knowledge-based organizations, individuals with well-
trained brains who possess the specific set of skills, knowledge, and abilities that a
company needs are essential for success. If that person can walk out the door and, thus,
take their expertise with them, it is important to hang on to them. Motivation is a key in
that retention process. This instrument is of a more recent vintage, 1997, and attempts to
address motivation in a way that managers can use on an individual, and not necessarily
on groups.
Teaching Notes
An interesting approach to this instrument would be to give students assigned
roles from an organization you might give a lecture on, such as one in transition, H-P,
Xerox, DaimlerChrysler, IBM, Coke, or assign some articles from sources such as
Business Week, Fortune, Fast Company, and/or Forbes. Then you could give them the
roles you have noted. They should take good notes so they will know about the
company’s culture, strategic plans, and structure and management approaches. They
could then take the instrument from what they think the perspective of that role in the
organization would be. After filling out the instrument, they could write a one-page
analysis of why they responded in the way that they did. You could then give an
overview lecture on motivation in the 21st century and the changes that all companies

seem to be experiencing. Then have the class discuss their findings and impressions.
After that, have them discuss how such findings might help the managers in the
organization to be more effective in managing people’s motivation.
Exercises
1. Break the class up into groups of three to four students and have them compare their
results on the instrument. Then have them discuss how to implement the findings if
they were managers.
Show that different people are motivated by different things.
If they have taken the instrument ahead of time, allow about 30-minutes for the
exercise.

The key is to emphasize how to implement the findings. It is easy to understand
individual differences, but much harder to apply it. For example, if someone is
motivated by friendly coworkers, what is a manager supposed to actually do with
this?
2. Discuss as a class the concept of motivation as it impacts the success or failure of a

country’s economy.
Show the macro-level implications of motivation.
This should be a 15-20 minute class discussion.

The class discussion will be much richer if students have an understanding of how
motivation might vary across cultures. You might draw upon your international
students first. Be careful not to package problem economies as being caused by
lazy workers. If this comes up, it might be a good time to discuss stereotypes and
the role they play.
Internet Links
1. http://guides.wsj.com/management/innovation/how-to-change-your-organizations-
culture/
Read the article “How to Change Your Organizations Culture” and discuss what
would need to be done to effect a change in an organization you are familiar with.
What’s My View on the Nature of People? (I. C. 4.)

Overview
Built on the cosmologies developed by McGregor in the 1950s, this instrument
evaluates how one sees others in relationship to work and motivation. It also calibrates
what type of manager the person taking the exam is likely to be. The two choices are
autocratic and democratic. The autocratic manager fits well in the bureaucratic
organizational structure of the 20th century, but would find it harder in the fast moving,
horizontal, flat, virtual, and boundaryless companies of today.
Giving orders is not what it used to be either; in terms of neither organization nor
organizational members. Even at the factory floor level, teams are being used that are
self-managed. The coach or facilitator of Theory Y is much more the reality. An
interesting discussion is: how do Theory X motivated managers deal with the new
employees and the new workplace? And if you are by inclination a Theory X manager,
how do you change, do you want to, and can you, and if you want to what is available to
help you and if not, what do you do? Obviously, there are still workplaces where Theory
X perspectives are most acceptable, but that is changing.
Teaching Notes
This instrument might be interesting for you to take and see what your current
view of students is. In many ways, our classrooms are organizations with goals, planning,
organizing, leading, and controlling. So the question to be posed: are you a Theory X- or
Theory Y-oriented manager, and how does that affect your approach to teaching?
Exercises
1. Break your class up into groups based on their scores of Theory X or Theory Y. Then
provide each group with a case and compare the results of each group.
Apply Theory X and Theory Y to actual organizations.
You might want to give them the case ahead of time, depending on the depth of
the case. It works best if you can give a leadership-oriented case, as this theory
often applies itself well to leadership styles.

If students have little management experience, you might have to shift the
discussion away from leadership, and more towards how they view human nature.
Either direction works well, just make sure the case you are using fits the
objective.
2. Discuss what types of managers your students have encountered and how they reacted
to performing their tasks.
Relate Theory X & Y to actual managers.

This should be about a 20-minute discussion, depending on how much work
experience the class has.

The students may be reluctant to talk about bad managers, especially if it is one
they currently have. Be prepared to give examples about your previous managers
in order to get the discussion started.
Internet Links
1. http://www.queendom.com/
Whether one takes a Theory X or a Theory Y approach to managing others is based
on one’s relationship with work and workers. Although not always noted, emotions
are a part of how you see and judge others. Find the search bar and use it to look for
the Emotional Intelligence Test. Please take the test and then write a one- to two-page
analysis of the relationship of emotions to managerial approaches to work.
2. http://www.depaul.edu/ethics/
This is an excellent source for information on ethics. Please click on this site and then
browse around. Then write a four- to five-page paper analyzing ethics and how
different managers with different assessment of the individuals they manage might
relate to ethics. Clearly, how you look at others in terms of their value in the
workplace and how you would manage them relates to how one looks at ethical
behavior.
What Motivates Me? (I. C. 1.)
Overview
Motivation is probably the most studied of all the management concepts. And yet,
we still ponder what motivates not only others but ourselves. The instrument presented
here is based on the work of Maslow’s hierarchy of needs theory generated in the 1950s
and replicated millions of times since. The ERG allows the respondent to assess where
they are on motivation at a certain point in their lives. It is a useful instrument in this
country, but not as useful in most other countries where there are different cultural,
individual, and societal values concerning the concept of work. It can be used, but the
researcher must be aware of the cultural dynamics of that culture or it will not work as
effectively. Context is key with any motivational instrument. They can be of assistance to
managers, but they can also make oversimplified assumptions if they only use the results.
Teaching Notes
Motivation is of interest to all teachers who care about their teaching. It is also
increasingly a mystery to older faculty who began their teaching career in a time where
the classroom was their domain and motivation seemed to be a given. In our very diverse
culture, achieving a college degree is almost essential for entry into an organization in a
position of management. Under those conditions, motivation is perhaps defined
differently than it was in the 1950s when Maslow did his initial work, Alderfer’s work in

the 1970s, and what a new instrument would measure and find about the workers and
students of today. The diversity of today is much, much greater than it was in either the
1950s or the 1970s. It can probably be assumed that the research was based on the
responses of white males almost exclusively. This raises a host of interesting questions
about the instrument itself and how it is used in today’s workplace.
The world of work that we labor in and our students will enter or already have
part-time. The global economy, the fast-moving rise and demise of companies, the
quickly altering impact of technology, and a host of other pressures have impacted
organizations in ways we are only speculating on now and researching as they occur.
Given this context, it might be interesting for you to (1) develop your own motivational
instrument capturing the dimensions you think are most important and/or (2) have your
students do so as a class assignment. You can then use both as (1) a point of comparison
and (2) a group discussion project and then a class project to develop a new motivational
instrument.
Exercises
1. Break the class into gender-based groups and have them discuss the concept of
motivation. Bring the class back into a large group and compare and contrast the
responses.
Show how motivation can vary by gender.
Give students about 20 minutes to discuss this in small groups, and then spend
about 30 minutes discussing the topic with the entire class.

Gender may not be the best variable to discuss motivational differences. You
might find that the same things motivate both genders. If so, discuss what other
factors might affect motivation.
2. If you have students from other nations, have a general discussion of culture and
motivation. If you have good geographical distribution in the United States, have
students from each area discuss motivation in their part of the country.
Apply the concept of motivation cross-culturally.
This depends on the make-up of the class, but generally it should be about a 20-
minute discussion.

Although there are motivational differences among cultures, you may not get a
wide variety of responses, depending upon many factors. If so, you might shift the
discussion to what previous generations would be motivated by, and why.
Internet Links
1. http://www.humanmetrics.com/cgi-win/jtypes2.asp
Welcome to HumanMetrics. Click on the Jung Typology Test link and select a free
test. Personality and motivation are linked in terms of what the individual brings and
what the employer’s culture will offer in terms of motivation. Please take a test, score
it, and then write a two- to three page analysis of how your personality links to
motivation.
Motivated to get your MBA or law degree? Just want to measure your IQ at this point
in your education? For most of the 20th century, IQ was deemed to be very important
whereas emotional IQ or sports IQ were dismissed as not relevant. Now we are
looking at different types of IQ, but the basic one is still emphasized. Find the search
bar and use it to look for the classical IQ test. Please take the test and click on the
Score button once you have completed the exam. Then analyze the results. In a two-
page analysis, discuss the results and analyze the exam itself in terms of what it does
or does not measure in terms of your IQ.
What’s My Attitude Toward Achievement? (I. C. 7.)
Overview
What does success mean in our society? That seems to be what this instrument is
measuring. We are a capitalist society, established by Puritans, who took the Protestant
work ethic to heart in every way from work to sex to raising families to citizenship. Their
perspectives on life have colored and permeated our total culture until rather recently.
With the influx of many other cultures, perhaps our sense of achievement may
change. Achievement may need to be redefined as Howard Gardner has done in his books
on the variety of intelligences beyond IQ as well as other authors on emotional IQ and
other achievement issues.
Teaching Notes
You might want to begin a discussion by having everyone in class write out what
they think achievement is for themselves, their parents, their bosses, and their friends and
siblings. Then you can talk with them about achievement and the use of context for
definition. Not every generation or person defines the term in the same manner, and that
deeply impacts what a person thinks of his or her own achievements. You might also
discuss how important the views of others are on whether we achieve something or not.
Exercises
1. Divide the class into teams based on gender for a discussion on achievement. Then
compare the findings.

Apply the concept of achievement to gender.
This should be about a 20-minute discussion. Summarize the findings with the
class after the small group discussions.

Similar to motivation, you may or may not find different perceptions between
genders. If so, have them discuss why.
2. Divide the class based on culture and discuss achievement. Have them discuss what
achievement might mean in other nations and how that definition would impact their
organizations and work achievement. Then compare the results.
Apply the concept of achievement cross-culturally.
This should be about a 20-minute discussion, depending upon the make-up of the
class.

If you have a good diverse class, this is a great way to bring out differences in
how one defines achievement. Make sure the students don’t criticize the
motivations of others. Just because one doesn’t want to achieve a goal, that
doesn’t make them lazy or unproductive.
Internet Links
Find the search bar and use it to look for the Sales Personality Test. Although many
of you may not be in sales as a career, many companies start their new hires out in
sales. After you have taken the test, please write a one-page of analysis of you and
your sales personality.
Find the search bar and use it to look for the Happiness Test. Take the test and relate
the results on optimism/pessimism to your desire for achievement test.
BUILDING A TEAM

AACSB tag: 8
8-11. An Experiential Exercise: Motivating Others

After each member has presented his or her lists, the group should respond to the following
questions:
A. Are each individuals’ lists (Task 2 and Task 4) similar or dissimilar? What do the
differences or similarities suggest to you?
B. What have you learned about how and why you motivate others, and how can you
apply these data?
Responses will differ between students, but be sure to have them make specific references to
Objective 8-6 as they explain motivational factors that would appeal to all eleven employees.
Additionally, have them reference Herzberg’s two-factor theory as they explain what the
employees may find motivating.
COMMUNICATING EFFECTIVELY
Learning Objective: 8-6, 8-7

AACSB tag: 7
8-12. Develop a two- to three-page paper that answers the following questions: What
motivates me? What rewards can an employer provide that will make me give the extra
effort at work?
Objectives 8-6 and 8-7 as they explain their reward preferences. Additionally, have them
reference Herzberg’s two-factor theory as they explain what motivates them.

AACSB tag: 7
8-13. Go to http://www.chartcourse.com/happy-employees-make-productive-employees/.
Review the article “Happy Employees Make Productive Employees.” Summarize the key
points of the article and relate the focus to motivating minimum-wage employees.
Objectives 8-8 as they explain the motivation challenges inherent in the minimum-wage
workforce. Additionally, have them reference Herzberg’s two-factor theory as they explain what
motivates minimum-wage employees.
SUGGESTED ANSWERS TO THINKING CRITICALLY CASE STUDIES
CASE 8.A: High Turnover at the Cafeteria
8-14. Using what you have learned from studying the various motivation theories, describe
the situation at the cafeteria.
AACSB tag: 8
Responses should focus on the issues inherent in motivating hourly workers who do not have the
motivating opportunities mentioned by Herzberg. Issues of equity and expectancy will be
essential to a response for this question as well as elements of personality.

8-15. Describe what you think might be Sean’s biggest challenge in motivating the
employees at the cafeteria.
AACSB tag: 7
Responses will include observations regarding supervisory style used in the organization and
how the goals of management may be at odds with those of the workers.
8-16. Recommend a motivational approach for Sean to use and explain why it would be an
effective way to deal with the situation at the cafeteria.
AACSB tag: 8
Effective responses will weigh several motivational approaches, their application, and their
anticipated outcomes with the cafeteria workforce.
CASE 8.B: Doldrums in the Dental Office
8-17. What can Caroline do to become more motivated about her work and overcome the
reputation of being passionless about her job?
AACSB tag: 7
Caroline needs to look for ways in which she can provide her own motivation for the job. Instead
of being a member in name only of the various dental organizations she could seek out
opportunities to lead and make a difference. She could transfer those leadership experiences back
to her office and make a difference in the workplace, thereby achieving positive recognition from
the dentists in the practice. She is correct in her observation that there is little variety in her job,
so she will need to add the variety herself.
8-18. What motivational opportunities could Caroline expect from her bosses at the dentist
office?
AACSB tag: 8
Caroline should be able to ask for educational opportunities to improve her skill set and at the
same time increase her value to the practice. Increasing her skills will make her more
marketable, and even if she does not receive the advancement she desires at the current practice,
she may become more valuable on the open market should she decide to seek new employment.
8-19. Explain Caroline’s behavior using the equity theory.

AACSB tag: 3
People make comparisons of their job inputs and outcomes relative to others, and inequities have
a strong bearing on the degree of effort that employees exert. Equity theory states that employees
perceive what they can get from a job situation (outcomes) in relation to what they put into it
(inputs), and then compare their input–outcome ratio with the input–outcome ratio of others.
However, she is making her equity comparison with the dentists rather than the other hygienists,
so she will always appear to have an inequitable situation.

8-20. How would Herzberg explain Caroline’s lack of passion for her job?
AACSB tag: 8
Herzberg would explain that Caroline was reacting to hygiene factors and even if those factors
were corrected she would still be unlikely to have a motivated attitude toward her job. In his
view, she needs the opportunity for achievement, recognition, responsibility and growth that are
embedded in the motivation factors described in his assessment of satisfaction/dissatisfaction.
ADDITIONAL ACTIVITIES
1. Is money a short-term or long-term motivator? Do females perceive money as a motivator

differently than males? Survey 25 males and 25 females. What conclusions can you draw?
2. According to Herzberg’s Theory, every employee has his or her own set of satisfiers and
dissatisfiers in the workplace. Split the class into groups of two. Ask each student to
interview his partner to learn what a few of his or her satisfiers and dissatisfiers are. Can he
or she explain what has created these satisfiers and dissatisfiers? Does his or her list change
often?

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no object,’” he explained volubly, as he strutted before the party into
a noble dining-room, where a very recherché meal awaited them.
The travellers, fortified by an excellent repast, and filled with an
agreeable sense of well-being, repaired to their several chambers to
get rid of their dusty garments, and met once more in the library, and
sallied forth to see the place, Mr. West acting as guide and cicerone,
and conducting his followers as if he had been born on the premises.
The eyes of appreciative sportsmen sparkled as they took in the
miles of mountain, the forests, the extent of heather, stretching
widely to the horizon, and felt more than ever, that little West, by
Jove! knew what he was about when he asked a fellow to shoot, and
did you right well.
Besides the far-reaching mountains, there were other attractions—
a lake and boathouse, a fine garden and pleasure-ground, a tennis-
court, and—oh, joy!—a capital billiard-table. Every one expressed
their delight with the castle, the scenery, the weather, and soon
settled down to enjoy themselves in their several ways.
The twelfth of August produced a splendid bag of grouse,
surpassing even the head-keeper’s fondest prediction. Every one of
the neighbouring “quality” called of their own free will. There were
celebrated tennis-parties, and dinners at the Castle (Mr. West had
brought his own cook), and the fame of the excellent shooting went
far and near. Mr. West was jubilant; he felt a grand seigneur. Never
had he been a personage of such importance, and he actually began
to look down on his London acquaintances.
“The shooting is A1—every one knows that,” he said. “Courtenay
wants to know how I like the place?—a deuce deal better than I like
him; and Dafford writes to ask if I can give him a day or two? I’m not
very hot on Dafford. He wasn’t over and above civil, and he never
got his sister, Lady Dovetail, to call; but he’d like to make use of me
now. If I’m not good enough for him in London, he isn’t good enough
for me here. Oh no, Mr. Dafford; you don’t come to Clane Castle!”
And putting his thumbs in the armholes of his waistcoat, Mr. West
trotted up and down his daughter’s morning-room exuberantly happy.
Madeline was happy, too, but from other causes. The lovely
scenery, the free yet luxurious life, the entire novelty of her
surroundings, the impulsive gay-spirited gentry, the finest peasantry
in the world, with their soft brogue, wit, blarney, and dark eyes, all
enchanted her. The only little clouds upon her sky were a spirit of
discontent among her English retinue, and a certain indefinable
coolness and constraint in Laurence’s weekly letter.
CHAPTER XVIII.
WANTED—A REASON.
The guests at the castle were, as notified in a local paper, Lady

Rachel Jenkins and Mr. Jenkins, the Honourable Mrs. Leach, Lord
Anthony Foster, Miss Pamela Pace, Miss Peggy Lumley, Captain
Vansittart, and Major Mostyn, of the Royal Sedleitz Dragoons.
The Honourable Mrs. Leach was a handsome widow, whose
income was much beneath her requirements. She was acquainted
with some colonials, who had come home in the same ship as Mr.
West, and was indebted to them for an introduction to her present
comfortable quarters. She had a smooth, slow sort of manner, a pair
of wonderfully expressive eyes—and her own little plans. It did not
suit her to walk with the guns, or join in long expeditions, entailing
wear and tear of clothes, nerves, complexion, and tissues. She much
preferred to lounge over a novel in the grounds, having breakfasted
in her own room, and would appear at teatime before the battered,
sun-burnt, sun-blistered company, a miracle of cool grace, in a
costume to correspond. And her brilliant appearance of an evening
was a pleasure that was generally looked forward to. What toilettes!
—so rich, so well-chosen and becoming! What diamonds! (Yes; but
these were the best French paste.) She made herself pleasant to
every one, especially to Mr. West, and treated Madeline almost as if
she were some fond elder sister.
Miss Pamela Pace was excessively lively—the soul of the party,
always ready to shoot, ride, or fish; to play billiards, gooseberry, or
the banjo; to dance or to act charades. She had a fund of riddles,
games, and ghost stories. Without being pretty, she was neat, smart,
and a general favourite.
Miss Lumley was her cousin and her foil—tall, fair, statuesque,
and silent. However, she was a capital tennis and billiard player, an
untiring pedestrian; and, as Lady Rachel talked enough for two
ordinary women, she made up for Miss Lumley’s shortcomings.
Lady Rachel was most anxious to get her brother settled—married
to a nice girl, such as Madeline, with a large fortune, and she
intended to forward the match in every way. She lost no opportunity
of sounding Tony’s praises to Madeline, or of plying him with
encouragement and advice. Advice, especially given as such for his
own good, he shirked, as a child does physic. He admired Miss
West. She was unaffected; there was no nonsense about her; she
was handsome and ladylike. She would accept him, of course; and
he really might do worse. He did not particularly want to marry her, or
any one; but his income, no matter how well contrived and cut, was
far too small for a man of his position. And money was a pleasant
thing.
Wound up by his anxious sister, Lord Tony had asked for and
obtained Mr. West’s permission to speak to his daughter, and now
the only thing that remained to do was to ask the young lady to ratify
the treaty. They had been nearly three weeks in Ireland, whilst this
affair was quietly brewing.
Madeline had no suspicion of her father’s wishes, or her suitor’s
intentions; such an idea would have filled her—as it subsequently did
—with horror. She liked dancing and tennis, and amusing herself as
much as other young women of her age; but the notion of any one
falling in love with her, in her new and attractive character, never
once entered her brain. Pretty speeches and compliments she
laughed at and turned aside; and it was generally mooted that the
Australian heiress was as cold as the typical iceberg, and had a
genius for administering the most crushing snubs if any one ventured
on to the borderland, yea, the very suburbs of love-making; and it
had been hinted that either there was some pauper lover in the
background, or that Miss West was waiting for a duke—English or
foreign—to lay his strawberry leaves at her feet. She thought Lord
Tony extremely plain, and rather stupid; but he was so easily
entertained, and cheery, and helped to make things go off well, that
she was glad he formed one of the party. She had seen so much of
him in London, she knew him better than any of their young men
acquaintances; and he was always so good-tempered, so
unassuming, and so confidential, that she entertained quite a sisterly
regard for him.
Of Lord Anthony’s present views and intentions she had no more
idea than her pet Chinese spaniel. If he was épris with any one, it
was with the dashing Pamela, who told his fortune by cards, and
played him even at billiards; and his proposal came upon her without
any preparation, and like a bolt from the blue. The bolt fell in this
fashion, and on a certain sleepy Sunday afternoon.
Sunday at Clane had many empty hours. Mr. West was old-
fashioned, and set his face against shooting, tennis, billiards, or even
that curate’s own game—croquet. The hours after lunch were spent
in smoking, sleeping, novel-reading, devouring fruit in the big
garden, or sitting under the lime-trees. It was thus that Lord Anthony
found Madeline, surveying the misty haze of a hot August afternoon
with a pair of abstracted eyes. Mr. West had given him a hint of her
whereabouts, and that here was the hour, and he was the man!
“She is a cold, undemonstrative, distant sort of girl,” he explained.
“She has never had a fancy, that I know of” (no, certainly as yet, he
had not known of it). “She likes you, I am sure; it will be all plain
sailing.” And, thus encouraged, the suitor figuratively put to sea.
Madeline sat alone under the lime-trees in a low wicker chair,
having been deserted by Lady Rachel, who had gone to have a
comfortable snooze ere teatime.
It was a drowsy afternoon; the bees buzzed lazily over a bed of
mignonette, which sent its fragrance far and near. Madeline’s book
lay neglected in her lap. Her thoughts were far from it and Clane;
they were with a certain hard-working barrister in London, who had
written her a very rough, outspoken letter. Poor Laurence! Why could
he not wait? Why could he not have patience? He was beginning to
get on so well. She had seen a long review of one of his articles in
Tooth and Nail. He was becoming quite a literary celebrity.
And, once he was up the ladder, even a few rungs, she would not
feel the change so bitter, supposing her father was furious and
implacable. Of course it would be a change! And she sighed as she
smoothed out her cambric gown—which had cost eighteen guineas
—with a pretty, delicate hand, laden with magnificent rings. Could it
be possible that those soft white hands had ever blackened grates
and made beds and washed up plates? Oh, such greasy plates and
dishes!
“You seem to be in a day-dream, Miss West,” said Lord Anthony,
as he approached, “and all the rest of the folk have gone to sleep.”
“Have they?” she exclaimed. “Well, one cannot wonder! It is a
broiling afternoon, and, after that long sermon, you must make
allowances.”
“Oh, I’m always making allowances. I’m an easy-going sort of
fellow, you know,” and he cast himself into a well-cushioned chair. “I
want to have a little talk with you.” Hitching this chair nearer he
added, “May I?”
“Why, of course! But are we in a talking humour? Isn’t it rather
hot? Pray don’t bore yourself to entertain me! I can always amuse
myself,” and she slowly agitated her great green fan.
“Yes; I suppose you can say ‘My mind to me a kingdom is’?” he
asked, with a smile.
“I think I can,” she answered languidly.
“I wish I could say as much. My mind is a poor, barren,
unpopulated country. I should like to take a trip into your territory, and
share your pleasant thoughts, Miss West!” then suddenly spurred by
a recollection of a solemn promise to his sister, and that he was
wasting a golden opportunity, “I have something important to say to
you.”
“To say to me?” she echoed, with raised brows. “What can it be?
What makes you look so strange? You are not feeling ill, are you?”
“Ill! No; but my mind is ill at ease. Can you not form an idea why?”
leaning forward as he spoke, and looking straight into her eyes.
His look was an illumination to Madeline. But as yet she did not
think of herself; she mentally glanced at lively Pamela, with her high
spirits and low stature. She had seen her present companion carry
his rather boisterous attentions to that young lady’s shrine. She
amused him, and his loud, long laugh often resounded in her
neighbourhood. He was come to ask for her good offices; but she did
not suppose that Miss Pam would be unusually difficult to win.
“Oh, I think I have an idea now,” she murmured, with a significant
smile. “I have guessed.”
“You have?” he replied, in a tone of great relief. “And—and, may I
venture to hope?”
“I really cannot tell you. But I see no reason why you should not,”
she returned reassuringly.
“Madeline”—now moving his chair a whole foot nearer, and
suddenly taking her hand—“you have made me the happiest of
men!”
“I don’t think I quite understand you,” she replied, struggling to
withdraw her fingers, and feeling desperately uncomfortable.
“Then I must speak out more plainly. I want you to promise to be
my wife.”
For a second she stared at him as if she could not credit her ears.
Then she suddenly wrenched her fingers away, sprang to her feet,
and stood facing him with crimson cheeks.
“What do you mean? Are you—mad?” she asked sharply.
“Mad?—no!” replied her suitor, both amazed and affronted. “One
would think I was a dangerous lunatic, the way you behave. I am
quite sane, and in deadly earnest. I have your father’s good wishes,
Rachel’s good wishes——”
“My father’s good wishes!” she interrupted, her mind in a perfect
tumult at this totally unlooked-for dilemma.
“What is the matter with you, Miss West? Why are you so upset
and agitated? Am I so totally unworthy? Is there anything so
extravagantly strange in my wishing to marry you?”
“Oh no, no!”—endeavouring to control her feelings, and not give
herself away. “But—but——” A scarlet wave rushed into her cheeks.
But what would Laurence say?
“Is it to be ‘Yes’ or ‘No’?” he pleaded.
She simply shook her head, and drew back a step or two.
He had never been so near to loving this tall pretty girl, standing
under the lime-trees with flushed, averted face, as now, when she
shook her head.
“At least you will give me reason,” he demanded, rather sulkily.
As the words left his lips he saw an odd change pass across her
face, an expression that he could not understand. It was a look half
of fear, half of contemptuous derision.
“There is no reason,” she answered quietly, “beyond the usual one
in a similar case. I do not wish to marry you.”
“And why?” he asked, after an appreciable pause.
“Well, really, I have never thought about you, Lord Anthony, but as
a pleasant acquaintance. As an acquaintance I like you very much,”
she answered, with astounding calmness. “An acquaintance—but
nothing more.” And she turned to take up her parasol.
Opposition always roused Lord Anthony; it acted as a spur. In a
short five minutes he saw everything from his sister’s point of view,
and had suddenly developed a passion for Miss West.
“Every marriage begins by an acquaintance. Perhaps in time,” he
urged—“in a few short months, my dearest Madeline——”
“I am not your ‘dearest Madeline,’ Lord Anthony,” she interrupted
quickly. “Pray consider the subject closed once for all; and
remember, for the future, that I am Miss West.”
She was getting angry with his persistency. He was getting angry
with her persistency.
There ensued a long silence, unbroken by speech. And at last he
said—
“There is some other fellow, of course. You are engaged already.”
“I am not. Oh, Pamela, I did not see you”—as that vivacious young
lady suddenly came upon the scene with a strong escort of dogs.
From her window she had noted the conference, and had hastily
descended in order to discover what it might portend. A proposal!
Well, if he had proposed, he had not been accepted, she remarked
to herself complacently.
They both looked confused and ill at ease. Evidently they had
been quarrelling. Lord Anthony was ridiculously red, and Madeline
was white as a sheet.
“How delightfully cool and comfortable you two look!” she
mendaciously ejaculated, sinking into Madeline’s chair with a gesture
of exhaustion. “This is quite the nicest place, under these motherly
old trees. I’ve been trying to sleep, but it did not come off. I was
driven quite frantic by a diabolical bluebottle, that would not keep
away from my face.”
“I’m sure I don’t wonder,” said Lord Anthony, who was recovering
his good temper, which was never lost for long.
“And so I came out. You will have tea here, Maddie, won’t you, like
a duck?”
“I’m not sure that ducks care for tea,” rejoined Madeline. “Their
weakness is snails. But I’ll run in and order it. It must be after five.”
And in another minute her tall white figure was half-way to the castle,
and Miss Pamela and Lord Anthony were alone.
Both were eager to question the other in a delicate, roundabout
way. Strange to say, the man got out his query first. Throwing himself
once more into a chair, and crossing his legs, he said—
“Girls know girls and their affairs, as men know men, and are up to
their little games. Now, you saw a lot of Miss West in town. Same
dressmaker, same dentist, same bootmaker. Look here, now; I want
to know something.” And he bent over and gazed into Miss Pam’s
pale little dancing eyes.
“I am quite at your service,” she answered smilingly. “Her waist is
twenty inches. She takes a longer skirt than you would think. She
has no false teeth, and only a little stuffing in one back molar. Her
size in shoes is fours.”
“Bosh! What do I care about her teeth and her shoes? I want to
know—and I’ll do as much for you some day—if Miss West has any
hanger-on—any lover loafing round? Of course I know she had
heaps of Johnnies who admired her. But did she seem sweet on
them? ‘Lookers-on see most of the game.’”
“Yes, when there is any game to see,” retorted the young lady. “In
this case there was none. Or, if there was, it was double dummy.”
“No one?” he said incredulously.
“No one,” she answered. “She talks like an old grandmother, who
has been through every phase of life; talks in the abstract, of course.
She has never, as far as I know, and in the language of romance,
‘smiled on any suitor.’”
“Most extraordinary!” muttered Lord Anthony. “A new woman who
bars men. However, there is always the one exception; and, by
George”—to himself—“I’ll have another try!”
CHAPTER XIX.
A DISAGREEABLE INTERVIEW.
“Well!” said Mr. West, when he found himself alone in the smoking-
room with Lord Anthony. How much can be expressed in that
exclamation.
“It was not well, sir. She will have nothing to say to me. I had no
luck.”
“Do you mean with Maddie?” exclaimed her father, in a tone of
fretful amazement.
“Yes. I had a long talk with her, and she won’t have anything to say
to me!”
“What—what reason did she give you?” demanded Mr. West.
“What reason, I say?”
“None, except that she did not wish to marry me; and she seemed
to think that reason enough.”
“And did you not press her?”
“It was of no use; but, all the same, I intend to try again—that is, if
there is no one else, and Miss West has no attachment elsewhere.”
“Attachment elsewhere? Nonsense!” irritably. “Why, she was at
school till I came home—till she met me on the steamer with her
governess! You saw her yourself; so you may put that out of your
head. She’s a mere girl, and does not know her own mind; but I
know mine, and if she marries to please me, I’ll settle forty thousand
pounds on her on her wedding day, and allow her five thousand a
year. It’s not many girls in England who have as much pinned to their
petticoat; and she will have considerably more at my death. If you
stick to Maddie, you will see she will marry you eventually. She
knows you, and is getting used to you—coming in and out in London;
and you have a great pull over other men, staying here in the same
house, with lots of wet days perhaps!”
The following morning Madeline was sent for by her father. He felt
that he could speak with more authority from the ’vantage ground of
the hearthrug in his own writing-room; and after breakfast was the
time he selected for the audience. Evidently Madeline had no idea of
what was awaiting her, for she came up to him and laid her hand
upon his arm, and gave him an extra morning kiss.
“I suppose it’s about this picnic to the Devil’s Pie-dish?” she
began.
In no part of the world has the devil so much and such a various
property as in Ireland—glens, mountains, bridges, punch-bowls, bits,
ladders—there is scarcely a county in which he has not some
possessions—and they say he is a resident landlord.
Mr. West propped himself against the mantelpiece and surveyed
her critically. She was certainly a most beautiful creature—in her
parent’s fond eyes—and quite fitted to be sister-in-law to a duke.
“It’s not about the picnic; that must be put off, the day has broken.
It’s something far more important. Ahem!” clearing his throat. “What’s
all this about you and Foster?”
“Why?” she stammered, colouring deeply, and struck by a peculiar
ring in his voice.
“Why?” impatiently. “He tells me that he proposed to you
yesterday, and you refused him point-blank; and now, in my turn, I
ask why?”
Madeline was silent. She began to feel very uncomfortable, and
her heart beat fearfully fast.
“Well, is it true?” he demanded sharply.
“Yes, quite true,” fiddling with her bangles.
“And may I know why you have said no to a highly eligible young
man, of a station far above your own, the son of a duke—a man
young, agreeable, whose name has never appeared in any flagrant
society scandal, who is well-principled and—and—good-looking—a
suitor who has my warmest approval? Come now.” And he took off
his glasses and rapped them on his thumb nail.
“I do not wish to marry,” she replied in a low voice.
“And you do wish to drive me out of my senses! What foolery, what
tommy rot! Of course, you must marry some day—you are bound to
as my heiress; and I look to you to do something decent, and to
bring me in an equivalent return for my outlay.”
“And you wish me to marry Lord Anthony?” inquired his unhappy
daughter, pale to the lips. Oh, if she could but muster up courage to
confess the truth! But she dared not, with those fiery little eyes fixed
upon her so fiercely. “Father, I cannot. I cannot, indeed!” she
whispered, wringing her hands together in an agony.
“Why?” he demanded in a hoarse, dry voice.
“Would you barter me and your money for a title?” she cried,
plucking up some spirit in her desperation, “as if I was not a living
creature, and had no feeling. I have feeling. I have a heart; and it is
useless for you to attempt to control it—it is out of your power!”
This unexpected speech took her parent aback. She spoke with
such passionate vehemence that he scarcely recognized his gay,
cool, smiling, and unemotional Madeline.
This imperious girl, with trembling hands, sharply knit brows, and
low, agitated voice, was entirely another person. This was not
Madeline, his everyday daughter. At last it dawned upon his mind
that there was something behind it all, some curious hidden reason
in the background, some secret cause for this astonishing behaviour!
Suddenly griping her arm in a vice-like grasp, as an awful possibility
stirred his inflammable spirit, he whispered through his teeth—
“Who is it?”
“Who is who?” she gasped faintly.
Ah! now it was coming. She shook as if she had the ague.
“Who is this scoundrel, this low-born adventurer that you are in
love with? Is it the man you knew at school? Is it the damned
dancing-master, or some half-starved curate? Is it him you want to
marry? Madeline, on your oath,” shaking her in his furious
excitement and passion of apprehension, “is it him you want to
marry?” he reiterated.
Madeline turned cold, but she looked full into the enraged face, so
close to hers, and as he repeated, “On your oath, remember!” she
answered with unfaltering and distinctly audible voice, “On my oath
—no!” She spoke the truth, too! Was she not married to him already?
Oh, if her father only guessed it! She dared not speculate on the
idea! He would be worse, far worse than her worst anticipations. She
could never tell him now.
“Father, I have said ‘No,’” she continued. “Let go my hand, you
hurt me.” With the utterance of the last word she broke down and
collapsed upon the nearest chair, sobbing hysterically.
“What the devil are you crying for?” he demanded angrily. “What
I’ve said and done, I’ve done for your good. Take your own time, in
reason; but marry you shall, and a title. Foster is the man of my
choice. I don’t see what you can bring against him. We will all live
together, and, for my own part, I should like it. You go to no poorer
home, you become a lady of rank,—what more can any girl want?
Money as much as she can spend, a husband and a father who hit it
off to a T, both only too anxious to please her in every possible way,
rank, and riches; what more would you have, eh?”
“Yes, I know all that!” gasped Madeline, making a great effort to
master her agitation. She must protest now or never. “I know
everything you would say; but I shall never marry Lord Anthony, and
I would be wrong to let you think so. I like him; but, if he persists, I
shall hate him. I have said ‘No’ once; let that be sufficient for him—
and you!” Then, dreading the consequences of this rashly
courageous speech, she got up and hurried out of the room, leaving
her father in sole possession of the rug, and actually gasping for
speech, his thin lips opening and shutting like a fish’s mouth—when
the fish has just been landed. At last he found his voice.
“I don’t care one (a big D) for Madeline and her fancies, and this
thunder in the air has upset her. A woman’s no means yes; and she
shall marry Foster as sure as my name is Robert West.” To Lord
Anthony he said, “I’d a little quiet talk with Madeline, and your name
came up. She admitted that she liked you; so you just bide your time
and wait. Everything comes to those who wait.”
To this Lord Tony nodded a dubious acquiescence. The poor
fellow was thinking of his creditors. How would they like this motto?
and how much longer would they wait?
“I told you she liked you,” pursued Mr. West consolingly—“she said
so; so you have not even to begin with a little aversion. She has set
her face against marriage; she declared she would not marry, and
what’s more—and this scores for you—she gave me her word of
honour that there was no one she wished to marry. So it’s a clear
course and no favour, and the best man wins. And remember, Tony,”
said her shrewd little parent, thumping, as he spoke, that
gentleman’s reluctant shoulder, “that I back you, and it’s a good thing
to have the father and the money on your side, let me tell you.”
Ten days went by very quietly—the calm after the storm. Mr. West
never alluded to his daughter’s foolish speech, and kissed her and
patted her on the shoulder that selfsame night, as if there had been
no little scene between them in the morning. He was waiting. Lord
Anthony, even in Madeline’s opinion, behaved beautifully. He did not
hold himself too markedly aloof, and yet he never thrust his society
upon her, or sought to have a word with her alone. He also was
waiting.
CHAPTER XX.
NOT “A HAPPY COUPLE.”
The postponed picnic to the Devil’s Pie-dish eventually came off. It

took place on the occasion of what was called “a holiday of
obligation,” when no good Catholics are allowed to work, but must
put on their best clothes and attend Mass. As there were no keepers
or beaters available, the shooting-men meekly submitted to their
fate, and started to the mountains, for once, minus dogs and guns,
and escorting a large assortment of ladies, in a break, landau, dog-
cart, and jaunting-car. The morning was lovely; the treacherous sun
smiled upon and beguiled the party to the summit of one of the
mountains—a wild spot commanding a splendid view of river, forest,
lake, and sea—a long, long climb, but it repaid the exertion.
Luncheon was laid out in the Pie-dish, a green hollow between two
peaks, and it was there discussed with great appreciation. The
festive party sat long. Gradually, almost imperceptibly, mists began
to collect, clouds to gather; the scenery at their feet grew dimmer
and yet dimmer, the hypocritical sunshine vanished and gave way to
rain, heavy, stinging rain. There was no shelter, not for miles—not a
bush, much less a tree; but at a distance some one descried what
looked like a mound of stones, but proved to be a cottage. To this
dwelling every one ran at their utmost speed. It certainly was a
house—a little humped-back cot that seemed as if it had been in the
act of running down hill and had sat down. It consisted of a kitchen
and bedroom, and the former could scarcely contain the company,
even standing. There were one or two stools, a chest, and a chair.
The atmosphere was stifling, but “any port in a storm;” anything
sooner than the icy, cutting rain that swept the mountain. When their
eyes became accustomed to the place, it turned out that besides
smoke and hens, it contained an old woman, who sat huddled up by
the fire enjoying a pipe, and who stared stolidly and made no answer
to eager inquiries for permission to remain. She was either stone
deaf or silly, possibly both. But suddenly a barefooted girl entered,
with a creel of wet turf on her back.
“I see yees running, and yees are kindly welcome,” upsetting her
load in a corner, and shaking out her wet shawl. “The grannie, there,”
pointing, “has no English; ’tis only Irish she can spake.”
“Irish! Oh, I’d like to hear it so much!” cried Miss Pamela. “Oh, do
make her talk!” Exactly as if she were alluding to some mechanical
toy, such as a talking-doll.
“She’s not much of a talker, at all, miss—and she’s cruel old; and
so many quality coming in on her at once has a bit stunned her. I’m
sorry we are short of sates,” looking round, and proffering the turf
creel to Lady Rachel. “And I’ve no tay, but lashins of butter-milk.”
“Never mind anything, thank you,” said Mr. West, pompously; “we
have just lunched.”
“Oh, an’ is that yourself, me noble gentleman, from the castle
below! An’ ’tis proud I am to see yees. And here’s Michael for ye,” as
a tall dark countryman with long black whiskers entered, amazement
at the invasion depicted in his dark blue eyes.
“’Tis a wet day, Michael,” said Mr. West, who employed him as a
beater.
“’Tis so, yer honour.”
“Do you think it will last?” asked Madeline.
“I could not rightly say, miss; but I think not. It come on so
sudden.”
“I suppose you have been to the town to Mass?”
“Yes, sir; second Mass.”
“Did you meet any friends, Micky? Did you get a drink?” inquired
Lord Tony, insinuatingly.
“No, not to say a drink, sir.”
“Well, what?”
“Just a taste.”
“And if you were to be treated, Mick, what would you choose?
Give it a name, now,” said Lord Tony, genially.
“Oh, whisky and porter!”
“What, together?”
“Ay. And why not? Sure, ’tis the best in many ways.”
“What makes you say that?”
“Faix! an’ with raison. If I drink porter I’m full before I’m drunk, ye
see; if I drink whisky, I’m drunk before I’m full, and both together
comes about right.”
“Michael,” cried his wife, “’tis you as ought to be dead ashamed,
talking in such a coarse, loose way before the ladies! Ye has them all
upset, so ye has.” And, to make a diversion, she darted into the
room and returned with (by way of a treat for the ladies) a baby in
her arms. It had weak, blinking, blue eyes, was wrapped in an old
shawl, and was apparently about a month old. However, it created
quite the sensation its mother had anticipated.
“Oh, Lord,” cried Mr. West, “a baby! I hate babies, though I like
small children—especially little boys! Take it away before it starts
screaming.”
“Oh, show it to me! Let me have it!” came simultaneously from
several quarters; but in each case the baby received its new friend
with a yell, and had to be promptly returned to its apologetic parent.
Several had tried their hand upon it; Miss Pam, Mrs. Leach, Miss
Lumley, and Lady Rachel had been repulsed in turn.
“Now, Maddie, let us see what way you would manage it, or if you
know which end is uppermost!” said Lady Rachel, taking the child
from its mother, and laying it in Madeline’s arms.
After a storm a calm! The irritable infant was actually quiet at last,
and glared at his new nurse in silence; and whilst Madeline hushed it
and rocked it, and talked to it in a most approved fashion, the
delighted mother and granny looked on with grateful surprise. And
then the old lady made some loud remark in Irish, and pointed her
pipe at Madeline.
“What does she say? Oh, do tell us?” cried Miss Pamela,
excitedly. “Do—do, please!”
“Oh, miss dear, I—I—faix, then I couldn’t!”
“’Tis no harm whatever,” broke in Michael, with a loud laugh.
“Then out with it!” commanded Mr. West from a corner, where he
was sitting on a kist, swaying his little legs high above the ground,
and fully expecting to hear some pleasant Irish compliment about his
daughter doing everything well.
“She says the lady has such a wonderful knack, that she must
have had great practice entirely, and ’tis a married woman she is,
with a baby of her own!”
This was not the description of speech that Mr. West or any one
expected. He frowned heavily, looked extremely displeased, and
growled out, “I think the old hag in the corner has been having some
of your brew, Michael,” whilst the rest of the party set up a sudden
buzz of talking, to hide the unfortunate remark of the venerable semi-
savage.
Poor Miss West! No one ventured to look at her save Lord Tony.
She had bent her face over the baby, and her very forehead was
crimson.
The captious weather now made a diversion; it was going to clear.
People began to shake their capes and hats, to fumble for their
gloves. Mrs. Leech—it was well there was no looking-glass, for every
one was more or less damp and dishevelled—felt her faultless fringe
was perfectly straight, her feathers in a sort of pulp, thanks to the
torrents upon a Kerry mountain. The torrents had ceased entirely,
the deceitful sun was shining, and once more the picnicers sallied
forth, not sorry to breathe a little fresh air. Mr. West had placed half a
crown in Mrs. Riordan’s hand, and received in return many
blessings; but his daughter had pressed a whole sovereign into the
infant’s tiny palm, ere she followed her father and guests over the
threshold.
And now to get home! The short grass was damp, noisy rivulets
trickled boastfully after the rain, but the mountains and low country
looked like a brilliant, freshly painted scene: the hills were gay with
gorse, cranberries, and bright purple heather, and dotted with sheep
and little black cattle. The party now descended two and two—Lord
Tony and Madeline the last. He was really in love with this pretty tall
girl who walked beside him, with a deer-stalker cap on her dark hair,
a golf-cape over her graceful shoulders, and a lovely colour, the
result of rain and wind, in her charming face. The rain and wind had
but enhanced her beauty. Yes; they would get on capitally; she would
be not only a wife to be proud of, but a bonne camarade, ever gay,
quick-witted, and good-tempered; a capital hostess and country
gentleman’s helpmate. How well she got over the ground, how
nimbly she scaled the stiles, and climbed the loose walls without
bringing down half a ton of stones. Here was another opportunity:
speak he would. Gradually and clumsily he brought the subject
round to the topic nearest his heart. His speech was half uttered,
when she interrupted him, saying—
“Lord Anthony, I like you very much as a friend——”
“You need not offer me platonic friendship, because I won’t have it,
and I don’t believe in it. No,” he began impetuously. “And if you like
me, I am quite content.”
“Stop! Please let me finish. I like you so much, that I am going to
tell you a great secret.”
“You are engaged to be married?” he exclaimed.
“No; I am married already.”
Lord Tony halted. She also came to a full stop, and they looked at
one another in expressive silence.
She was wonderfully cool, whilst he was crimson with
astonishment; his eyes dilated, his mouth quivered, his lower lip
dropped.
“You are joking!” he gasped out at last.
“No; indeed I am not.”

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Supervision Today 8th Edition Robbins

CHAPTER OUTCOMES AND LEARNING OBJECTIVES

UNDERSTANDING INDIVIDUAL DIFFERENCES

THE EARLY THEORIES OF MOTIVATION

CONTEMPORARY THEORIES OF MOTIVATION

DO EMPLOYEES REALLY GET WHAT THEY EXPECT?

DESIGNING MOTIVATING JOBS

MOTIVATION CHALLENGES FOR TODAY’S SUPERVISORS

Copyright (c) 2016 Pearson Education, Inc. 8-1

COMPREHENSION: REVIEW AND DISCUSSION QUESTION SOLUTIONS

DEVELOPING YOUR SUPERVISORY SKILLS

GETTING TO KNOW YOURSELF SELF-ASSESSMENT EXERCISES

THINKING CRITICALLY CASE STUDY SUGGESTED ANSWERS

• Recognize individual differences

Can Personality Measures Predict Practical Work-Related Behaviors?

• Internal locus of control

• External locus of control

Copyright (c) 2016 Pearson Education, Inc. 8-3

THE EARLY THEORIES OF MOTIVATION

How Do You Focus on Needs?

• Maslow’s Hierarchy of Needs

Copyright (c) 2016 Pearson Education, Inc. 8-4

Do Supervisors Focus on the Nature of People?

—Employees dislike work and will attempt to avoid it

What Effect Does the Organization Have on Motivation?

• Herzberg’s motivation-hygiene (two-factor) theory

—Emphasizes achievement, recognition, the work itself, responsibility, advancement

• Herzberg’s factors—satisfiers and dissatisfiers

Copyright (c) 2016 Pearson Education, Inc. 8-5

{REFER STUDENTS TO COMPREHENSION CHECK 8-1.}

CONTEMPORARY THEORIES OF MOTIVATION

What Is a Focus on Achievement?

• McClelland’s need for achievement (nAch)

How Important is Equity?

Copyright (c) 2016 Pearson Education, Inc. 8-6

DO EMPLOYEES REALLY GET WHAT THEY EXPECT?

—A powerful explanation of employee motivation

• Rewards-personal goals link

Copyright (c) 2016 Pearson Education, Inc. 8-7

How Do You Create an Atmosphere in Which Employees Really Want to Work?

• Applying motivation concepts

DESIGNING MOTIVATING JOBS

• Five key job characteristics

Copyright (c) 2016 Pearson Education, Inc. 8-8

MOTIVATION CHALLENGES FOR TODAY’S SUPERVISORS

What Is the Key to Motivating a Diverse Work Force?

• Recognize need for flexibility

• Recognize cultural differences

Should Employees Be Paid for Performance or Time on the Job?

How Can Supervisors Motivate Minimum-Wage Employees?

How are Contingent Workers Motivated?

• Involuntarily temporary employees are motivated by:

What’s Different in Motivating Professional and Technical Employees?

• Money and promotions not a priority

• Job challenge ranked high

• Special incentives are important

What Can a Supervisor Do to Improve Employees’ Work-Life Balance?

Copyright (c) 2016 Pearson Education, Inc. 8-10

How Can Managers Use Employee Recognition Programs?

• Recognize worker achievements

How Can Employee Stock Ownership Plans Affect Motivation?

{REFER STUDENTS TO COMPREHENSION CHECK 8-2.}

Copyright (c) 2016 Pearson Education, Inc. 8-11