Title: Motivation
1. Identify which part of the performance equation is operative in the following situation: Calling on one of her golf club retailers, Latoya realizes belatedly that she has forgotten her product display book. No visuals—no interest. She loses the sale.
a. ability
b. motivation
*c. resources

Title: Motivation
2. Identify which part of the performance equation is operative in the following situation: Frank is definitely the team’s slacker—as coach says, Frank’s got the goods; he just doesn’t use them. 
a. ability
*b. motivation
c. resources

Title: Motivation
3. Identify which part of the performance equation is operative in the following situation: I train longer and harder, but Heather and Linda continually beat my times. 
*a. ability
b. motivation
c. resources

Title: Motivation
4. Identify which part of the performance equation is operative in the following situation: Yeah, my grades could be better, but, hey, I made the team, so it’s time to relax and have some fun. 
a. ability
*b. motivation
c. resources

Title: Motivation
5. Identify which part of the performance equation is operative in the following situation: FIFA would be more efficient if it cut down on waste. 
a. ability
b. motivation
*c. resources

Title: Motivation
6. Identify which part of the performance equation is operative in the following situation: Amateur athletes have to pinch pennies to pay for training. 
a. ability
b. motivation
*c. resources

Title: Motivation
7. Identify which part of the performance equation is operative in the following situation: Our athletic director says we need money for the lacrosse program. 
a. ability
b. motivation
*c. resources

Title: Motivation
8. Identify which part of the performance equation is operative in the following situation: When team cuts loom, players train harder. 
a. ability
*b. motivation
c. resources

Title: Motivation
9. Identify which part of the performance equation is operative in the following situation: Before Title IX, women did not enjoy equal opportunities to play collegiate sports. 
*a. ability
b. motivation
c. resources

Title: Motivation
10. Identify which part of the performance equation is operative in the following situation: Women collegiate basketball teams have plenty of applicants now that WNBA pro basketball is an option after players finish school. 
*a. ability
b. motivation
c. resources

Title: Motivation
11. Identify the theory behind the following statement: I make sure every job in our racket stores is interesting and challenging.
a. hierarchy of needs
b. ERG theory
*c. two-factor
d. acquired needs
e. equity
f. goal-setting
g. expectancy
h. reinforcement

Title: Motivation
12. Identify the theory behind the following statement: I treat everyone in our sporting goods store fairly.
a. hierarchy of needs
b. ERG theory
c. two-factor
d. acquired needs
*e. equity
f. goal-setting
g. expectancy
h. reinforcement

Title: Motivation
13. Identify the theory behind the following statement: I know Kate likes people, so I give her jobs in which she works with other employees.
a. hierarchy of needs
b. ERG theory
c. two-factor
*d. acquired needs
e. equity
f. goal-setting
g. expectancy
h. reinforcement

Title: Motivation
14. Identify the theory behind the following statement: Carl yelled at umpires because he knew it bothered me. So I decided to ignore his yelling, and he stopped. 
a. hierarchy of needs
b. ERG theory
c. two-factor
d. acquired needs
e. equity
f. goal-setting
g. expectancy
*h. reinforcement

Title: Motivation
15. Identify the theory behind the following statement: I know my employees, what they like to do, and what about work excites them. And I know what sorts of rewards light a fire under their performance. 
a. hierarchy of needs
b. ERG theory
c. two-factor
d. acquired needs
e. equity
f. goal-setting
*g. expectancy
h. reinforcement

Title: Motivation
16. Identify the theory behind the following statement: Our sporting goods company now offers good working conditions, salaries, and benefits, so we are working at developing employee camaraderie by having TGIF parties at 4 p.m. on Fridays. 
*a. hierarchy of needs
b. ERG theory
c. two-factor
d. acquired needs
e. equity
f. goal-setting
g. expectancy
h. reinforcement

Title: Motivation
17. Identify the theory behind the following statement: Whenever my staff at the fitness center does a good job, I thank them. 
a. hierarchy of needs
b. ERG theory
c. two-factor
d. acquired needs
e. equity
f. goal-setting
g. expectancy
*h. reinforcement

Title: Motivation
18. Identify the theory behind the following statement: I used to try to improve working conditions to motivate my staff. But I now focus on giving people more responsibility so they can grow and develop new skills. 
a. hierarchy of needs
b. ERG theory
*c. two-factor
d. acquired needs
e. equity
f. goal-setting
g. expectancy
h. reinforcement

Title: Motivation
19. Identify the theory behind the following statement: I realize I tend to be autocratic because this fills my needs. I’m working at giving the team that makes baseball gloves more autonomy. 
a. hierarchy of needs
b. ERG theory
c. two-factor
*d. acquired needs
e. equity
f. goal-setting
g. expectancy
h. reinforcement

Title: Motivation
20. Identify the theory behind the following statement: I focus on three needs and realize that needs can be unmet at more than one level at a time.
a. hierarchy of needs
*b. ERG theory
c. two-factor
d. acquired needs
e. equity
f. goal-setting
g. expectancy
h. reinforcement

Type: E
Title: Motivation
21. Explain how motivation works.
a. People go through a five-step process to meet their needs. This is a circular process because needs recur.

Type: E
Title: Motivation
22. Explain the performance equation.
a. The performance equation states that
Performance = Ability x Motivation x Resources	
If any one of these components is weak, performance is negatively affected. When performance stumbles, managers need to determine which component of the equation is causing performance to suffer and take action to correct the problem.

Type: E
Title: Motivation
23. Discuss the four content-based motivation theories.
a. All four content theories identify and then seek to understand people’s needs. The theories identify similar needs but differ in the classification of needs. Hierarchy of needs theory classifies needs as physiological, safety, social, esteem, and self-actualization. ERG theory classifies needs as existence, relatedness, and growth. Two-factor theory lists motivator factors and maintenance factors. Acquired needs theory uses achievement, power, and affiliation needs. 

Type: E
Title: Motivation
24. Discuss the three process-based motivation theories.
a. All three process theories seek to understand how people choose behaviors to fulfill their needs. The process theories differ in their explanations of what motivates people. Equity theory proposes that the perception of inputs equaling outputs motivates people. Goal-setting theory proposes that achievable but difficult goals are the driving factor in motivation. Expectancy theory proposes that motivation occurs when people believe they can accomplish the task and when the rewards for doing so are worth the effort.

Type: E
Title: Motivation
25. Discuss reinforcement theory.
a. Positive reinforcement rewards the person for performing the desired behavior. Avoidance reinforcement encourages the person to perform the desired behavior to avoid a negative consequence. Extinction reinforcement withholds a positive consequence to get the person to stop the undesirable behavior. Punishment reinforcement gives the person a direct negative consequence to get him or her to stop the undesirable behavior.

Type: E
Title: Motivation
26. Compare content, process, and reinforcement theories.
a. Content-based theories focus on identifying and understanding employees’ needs. Process-based theories seek to understand how people choose behavior to fulfill their needs. Reinforcement theory is not concerned with need; it focuses on getting people to desirable behavior through consequences and reinforcement. 

Type: E
Title: Motivation
27. What is motivation and why is it important to know how to motivate employees?
a. Motivation is the willingness to achieve organizational objectives. Motivation is important because if employees are not willing to achieve the objectives, the company will not be successful. The company’s success is based on its employees.

Type: E
Title: Motivation
28. Do managers’ attitudes and expectations affect employee motivation and performance? Explain your answer.
a. Answers will vary, but students should realize that attitudes and expectations do affect motivation and performance.

Type: E
Title: Motivation
29. Do you agree with the performance equation? Will you use it on the job?
a. Answers will vary, but students should realize that performance problems are based on different factors that need to be handled differently; there is no single approach that will cure all problems.

Type: E
Title: Motivation
30. Do people really have diverse needs?
a. They definitely do. Students should realize that people have different needs and must be treated differently but equally.

Type: E
Title: Motivation
31. Apply Maslow’s hierarchy of needs to a sport organization you are familiar with.
a. Answers will vary, but students should realize that Maslow’s hierarchy proposes that employees are motivated through five levels of needs: physiological, safety, social, esteem, and self-actualization. For instance, Riddell helmets are manufactured to provide safety for football players during practice and games. Employees are motivated to make high-quality products so that players are safe.

Type: E
Title: Motivation
32. Which of the three process-based motivation theories do you prefer? Why?

Type: E
Title: Motivation
33. What reinforcements have been used to get you to go to work and to be on time? 

Type: E
Title: Motivation
34. True or false: Reinforcement theory is unethical because it is used to manipulate employees. Explain your reasoning. 
a. Answers will vary. However, we believe that reinforcement theory helps to perpetuate good behaviors on and off the field or in an office environment.

Type: E
Title: Motivation
35. What athletes in the past 6 months have been punished as a way to discourage a certain behavior? What was their punishment?
a. Answers will vary. Unfortunately, some athletes always seem to find trouble. For instance, Chris Rix, the quarterback for Florida State, was not able to play in a bowl game. The quarterback missed a final exam during the weeks preceding the big football game. The coaches disciplined his actions by not allowing him to play. We believe the coaching staff set a good example by holding academics as a high priority.

Type: E
Title: Motivation
36. Which motivation theory do you plan to use on your job or as a coach? If you plan to use a hybrid, explain which parts of which theories you will emphasize.
a. Answers will vary, but students should consider the different motivation theories (equity, reinforcement, expectancy, hierarchy of needs, two-factor, goal-setting, acquired needs, or ERG theory).

Type: E
Title: Motivation
37. Did Brady Quinn’s incentive-laden contract motivate him to perform at a high level?
a. At this point, the emergence of Derek Anderson as the starting quarterback has relegated Brady Quinn to a backup role. Thus, it will be difficult for Brady to reach the performance levels to achieve his incentives.

Type: E
Title: Motivation
38. What are the three major classes of motivation theories?
a. The three major classes are content, process, and reinforcement.

Type: E
Title: Motivation
39. What are the four content motivation theories?
a. The four theories are hierarchy of needs, ERG, two-factor theory, and acquired needs.

Type: E
Title: Motivation
40. What are the two factors in two-factor theory?
a. The two factors are motivator factors (which affect higher-level needs) and maintenance factors (which affect lower-level needs). (According to Herzberg, the motivator factors are more important.)

Type: E
Title: Motivation
41. What is the role of perception in equity theory?
a. People are motivated when their perceived inputs equal outputs (Adams).

Type: E
Title: Motivation
42. What are the two parts of expectancy theory?
a. People are motivated when they believe they can accomplish the task and that the rewards for doing so are worth the effort (Vroom).

Type: E
Title: Motivation
43. What are the two schedules of reinforcement?
a. The two options are continuous reinforcement and intermittent reinforcement.

Type: E
Title: Motivation
44. What are the four steps of giving praise?
a. The four steps are (1) tell the employee exactly what was done correctly; (2) tell the employee why the behavior is important; (3) stop for a moment of silence; and (4) encourage repeat performance.

Type: E
Title: Motivation
45. Where in the hierarchy of needs are you for a specific professional aspect of your life? For a specific aspect of a sport? Explain why you are at this level.

Type: E
Title: Motivation
46. List the maintenance and motivator factors in your current job or team and rate your level of dissatisfaction or satisfaction in each continuum. Give reasons for your rating.

Type: E
Title: Motivation
47. Explain how your need for achievement, power, or affiliation affects your behavior at your job or on your team.

Type: E
Title: Motivation
48. Give an example of how your perception of equity or inequity affected your motivation and performance in a job or team. Were you underrewarded, overrewarded, or equitably rewarded? 

Type: E
Title: Motivation
49. Give an example of how a goal affected your motivation and performance or that of someone with whom you work or play.

Type: E
Title: Motivation
50. Give an example of how your expectancy has affected your motivation at your job or team. Specify your expectancy and valence.

Type: E
Title: Motivation
51. Illustrate the four types of reinforcements with examples from your current job or team.

Type: E
Title: Motivation
52. Give examples of behavior at your current job or team that was modified by reinforcement. State the type of reinforcement and the schedule used.