Motivation and American Psychological Association

Argosy University Ed.D. Organizational Leadership
COURSE SYLLABUS
L7431
Theory and Development of Motivation

Faculty Information
Faculty Name:
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Short Faculty Bio:

Course description: This course covers the theory and development of motivation. Major interest is placed on motivation, models, and strategies for enhancing motivation in individuals and groups, variables affecting (and affected by) motivation and environmental influences on motivation. Course Pre-requisites: None

Required Textbook: Title: Motivation: Biological, Psychological, and Environmental Author: Deckers, L Edition/Copyright: (3rd Ed.) 2010 Publisher: Allyn & Bacon ISBN: 0-205-404553

Title: Publication Manual of the American Psychological Association Author: Edition/Copyright: (5th ed.). (2001). Publisher: American Psychological Association. Washington, D. C.: ISBN: (ISBN#: 1-55798-810-2)

Required Articles: Article information will be provided for each module as appropriate.

Journal Articles (Articles not listed for specific modules are optional resources):

Gagne, M. & Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4). 32 p. Seo, M., Barrett, L. F., Bartunek, J (2004). The role of affective experience in work motivation. Academy of Management Review, 29(3), 423-439. Bowey, A. (2005). Motivation: The art of putting theory into practice. European Business Forum, 20, 17-20. ISSN: 1469-6460 Ramlall, S. (2004). A review of employee motivation theories and their implications for employee retention within organizations. Journal of American Academy of Business, Cambridge, 5, no. 1/2 (Sep 2004): p. 52-63, No. 653882471, copyright Journal of American Academy of Business September 2004 Reis, D. & Pena, L. (2001). Reengineering the motivation to work. Management Decision, 39(8), 666-675. ISSN: 0025-1747 Number: 259618571 Isaac, R. G., Zerbe, W. J., & Pitt, D. C.(2001). Leadership and motivation: The effective application of expectancy theory. Journal of Managerial Issues. 13(2), 212-226. ISSN: 1045-3695 Number 76143555, Copyright Pittsburg State University, Department of Economics Summer 2001 Locke, E. and Latham, G. (2004).What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29 (3), 388-403. Argyris, C (1998). Empowerment: The emperor's new clothes. Harvard Business Review, 76(3), 98-105. Hoffman, E. (1988). Abraham Maslow: Father of enlightened management. Training, 25(9), 79-82. Quick, T. L (1988). Expectancy theory in five simple steps. Training and Development Journal, 42(7), 30-32. Klein, H. (1989). An integrated control theory model of work motivation. Academy of Management Review, 14(2), 150-172. Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:

1. Leadership in Teams: Given an organizational situation, identify strategies to develop, maintain, motivate, and sustain self-managed teams using concepts, theories and techniques of team leadership.

2. Collaboration in Teams: Given a case study or leadership situation, collect, assimilate, disseminate, and maximize the views of team stakeholders in order to reach defensible goals with minimal conflict.

3. Conflict: Given an organizational situation that requires interpersonal or interdepartmental action, identify situations of conflict, diagnose the impact of both overt and covert behavior, and develop a plan for conflict resolution using evidence-based methods.

4. Ethics: Given an organizational setting, identify ethical and dilemma-resolution practices, and make evidence-based decisions that integrate personal, social, and corporate responsibility.

5. Communication: Communicate orally and in writing to individuals and groups in a concise, clear, organized, and well-supported manner using formats and technology relevant to the organizational context.

6. Motivation: Given a leadership situation, identify workplace commitment theories to incorporate influences and power as a leader to motivate organizational stakeholders.

7. Research: Given an organizational need to evaluate and defend its actions or potential actions, select, analyze, and apply the assessment techniques, research methods, and/or statistical analyses needed to evaluate and defend those actions based on evidence

8. Knowledge and Understanding of the Field: Demonstrate competency in identifying and integrating the major concepts, theoretical perspectives, historical trends, and key figures in the field of organizational leadership.

9. Change: Evaluate the impact of change on organizations, organizational members, and other stakeholders and apply appropriate change models and theories to facilitate successful change.

10. Global diversity: Analyze and evaluate the involvement of diversity in leadership issues, with special attention to the implications of diversity for individuals, organizations, and societies.

11. Interpersonal Effectiveness: Achieve personal development and demonstrate positive relationship skills via effective communication, respect for others, and awareness of their impact on others.

Course Objectives:

1. Given access to recommended texts and peer-reviewed journals, students will define, through written assignments, and class discussions the concept of motivation and identify the major historical developments and constructs of motivational theory. Program outcomes 5, 6, 7, and 8

2. Given access to recommended texts and literature, students will define via written assignments and class discussion the psychological, environmental, and cognitive variables that impact motivation. Program Outcomes 5, 6, 7, and 8

3. Given access to recommended texts and peer-reviewed journals, students will describe and analyze through written assignments how past motivation theories and practices apply to today’s global organizational environments. Program Outcomes 5,6, 7, and 10

4. Given access to journals and texts that address culture, students conduct a literature review and will identify through written product how country culture, gender and ethnicity impacts motivation. Students will juxtapose major theories that describe gender, country culture and ethnicity and their relationships to organizational culture to the major constructs of motivation theory. Students will also identify and report on the gaps in the motivation literature relative to diversity and identify opportunities for new research. Program Outcomes 5, 6, 7, 8, 9, and 10

5. Given the posit that “good human beings will generally need a good society in which to grow (Maslow, 1970)”, students will develop a cognitive map of their understanding of the relationships between internal motivation and exemplary leadership practices; identifying good leadership skills and practices impact employee motivation, and how each of these relationships yield organizational effectiveness. Students will demonstrate through written analysis of their cognitive map how these relationships are germane to multiple organizational settings. Program Outcomes 5,6,7,8 and 9

6. Given access to journal data bases, students will, through written assignments, critically evaluate the historical and current motivation theories to their own observations of motivational issues in the workplace and identity and articulate where they see the gaps that are appropriate for new research, based upon their juxtaposition of theory to practice. Program Outcomes 5,6,7,8, and 9

7. Given access to journal data bases, students will demonstrate their understanding, through written analysis how intrinsic and extrinsic motivation impacts ethical decision making in organizations. Program Outcomes 3, 4, 5, 6, 7, 8, and 9

CONTENT SEQUENCE

Assignment Table

|Week |Module Chapters |Additional |Formative Assignment/Assessment |
| | |Readings/Articles | |
|1 | | | | |
| | |Quick, T.L, Expectancy Theory | | |
| |Chapter 1 |in Five Simple Steps, Training|1.Compare and contrast the definition of | |
| |Chapter 2 |and Development Journal, |motivation and of emotion. (/ch1) | |
| |Chapter 3 |v.42n7, July 1988, p. 30-32 | | |
| | | |2. Must internal sources and external sources be | |
| | |Klein, H. An integrated Control|complementary in order for motivation to occur? | |
| | |Theory Model of Work |For example, is it possible to motivate a person | |
| | |Motivation, Academy of |with food if she is not hungry or with food she | |
| | |Management Review, v. 14n2, |does not like? Is it possible to motivate an | |
| | |April, 1989, p. 150-172 |employee with incentives (i.e., money, time, | |
| | | |status) if the employee does not value those | |
| | | |incentives. (Ch1) | |
| | | | | |
| | | |Assignment 1: Biographical Information | |
| | | | | |
| | | |Create a brief bio (one-half to three-quarter | |
| | | |page.) | |
| | | |Your bio may include information about your | |
| | | |professional or student or extracurricular | |
| | | |experience, educational background, the degree | |
| | | |etc. | |
| | | | | |
| | | | | |
| | | | | |
| | | |2. Give some examples of how your evolutionary | |
| | | |history and personal history interact to motivate| |
| | | |behavior.(Ch2) | |
| | | | | |
| | | | | |
| | | |1. Provide examples of human behavior for which | |
| | | |the innate components seem to predominate over | |
| | | |the learned components (refer to figure 3.1 in | |
| | | |the textbook).(Ch3) | |
| | | | | |
| | | |2. What aspects of human emotions appear to be | |
| | | |more innate and what aspects learned (refer to | |
| | | |figure 3.1 in the textbook).(Ch3) | |
| | | | | |
|2 |Chapter 4 |Seo, M., Barrett, L. F. , | | |
| |Chapter 7 |Bartunek, J., The role of |Discussion Question: | |
| | |affective experience in work | | |
| | |motivation, Academy of |Alcohol and nicotine are two legal drugs. What | |
| | |Management Review, 29, no. 3, |are the pros and cons of legalizing other drugs, | |
| | |July 2004, p. 423-439 |such as marijuana, cocaine, and heroin? Consider | |
| | | |that legalizing drugs incorporates motivation as | |
| | | |a significant variable in its design and | |
| | | |outcome.(Ch4) | |
| | | | | |
| | | |What are the motivational issues that may | |
| | | |challenge “addictive behaviors” in the workplace?| |
| | | |(Ch4) | |
| | | | | |
| | | | | |
| | | | | |
| | | |Assignment 3: | |
| | | | | |
| | | |Choose a Research Article that focuses on an | |
| | | |addictive behavior that you have experience with | |
| | | |or that may occur in the workplace. Identify and| |
| | | |articulate where you see the gaps that are | |
| | | |appropriate for new research, based upon your | |
| | | |juxtaposition of theory to practice. The | |
| | | |research evaluation should be conducted using the| |
| | | |criteria provided in the syllabus under Critique | |
| | | |of Journal Articles. | |
| | | | | |
| | | | | |
| | | |Discussion Questions: | |
| | | |1. Do you know anyone with PTSD? What are the | |
| | | |individual's symptoms?(Ch7) | |
| | | | | |
| | | |2 .What additional personality traits and/or | |
| | | |behaviors serve to buffer individuals against | |
| | | |stressors and stress?(Ch7) | |
| | | | | |
| | | |3. Provide two techniques that are useful in | |
| | | |combating stress in the workplace (references | |
| | | |should also be provided) (Ch7) | |
| | | | | |
| | | |4. Provide two physical illnesses that develop as| |
| | | |a result of stress. (references should be | |
| | | |provided with your responses) (Ch7) | |
| | | | | |
| | | | | |
| | | |Assignment 4: | |
| | | | | |
| | | |Conduct a brief literature review that will | |
| | | |identify how culture and gender, and ethnicity | |
| | | |impact on behavior, stress, and motivation. | |
| | | | | |
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|3 |Chapter 8 | |Critical Thinking Discussion Questions: |
| | | | |
| | | |1. How psychological needs cause behavior is an |
| | | |example of the mind-body (brain) problem. How |
| | | |can psychological needs, entities of the mind, |
| | | |cause behaviors, which are entities of the body? |
| | | | |
| | | |2. Describe the relationships to organizational |
| | | |culture with the major constructs of motivation |
| | | |theory. (Program Outcomes 5-10) |
| | | | |
| | | |Assignment 5: |
| | | | |
| | | |Basic Assumption: Good human beings will |
| | | |generally need a good society in which to grow |
| | | |(Maslow, 1970) |
| | | | |
| | | |Students will develop a cognitive map of their |
| | | |understanding of the relationships between |
| | | |internal motivation and exemplary leadership |
| | | |practices; identifying how good leadership skills|
| | | |and practices impact employee motivation, and |
| | | |how each of these relationships yield |
| | | |organizational effectiveness. |
| | | |(Program Outcomes 5, 6,7, 8, 9) |
|4 |Chapter 10 | |Define intrinsic motivation and contrast it with |
| |Chapter 11 | |extrinsic motivation. |
| | | | |
| | | |Exercise: |
| | | |Chapter 10: Extrinsic and Intrinsic Motivation. |
| | | |Design or research an assessment measure that |
| | | |will provide information about an individual’s |
| | | |extrinsic and intrinsic motivation in the |
| | | |workplace. Provide information on reliability, |
| | | |validity, and outcome of the instrument. |
| | | | |
| | | |Assignments: Present significant elements of |
| | | |Exercise from Chapter 8 for Class Discussion |
| | | | |
| | | |Discussion Questions: |
| | | |1. What is life like without goals? Do you know |
| | | |any people who seem to have no goals? What is |
| | | |their behavior like? |
| | | | |
| | | |2. How closely are people’s goals matched to |
| | | |their abilities? Are there people you know whose |
| | | |goals are way below their abilities and others |
| | | |whose goals exceed their abilities? Do you think |
| | | |achievement valence depends on a match between a |
| | | |person's goal level and ability? |
| | | | |
| | | |Assignments: |
| | | | |
| | | |Develop an ethical issue and discuss how |
| | | |intrinsic and extrinsic motivation impacts the |
| | | |decision making in organizations. (Program |
| | | |Outcomes (3-9) |
| | | | |
|5 |Chapter 12 |Gagne, M. and Deci, E. |, Least Effort and the Economics of Motivation |
| | |JSelf-determination theory and | |
| | |work motivation, Journal of | |
| | |Organizational Behavior 26, no.| |
| | |4, june 2005. 32 pages in |1. Can you give an example contrary to the |
| | |length |principle of least effort, i.e., we do something |
| | | |because it costs more or requires more effort? |
| | | |Remember, all else must be equal and only cost or|
| | | |effort varies. For example, the goal of the |
| | | |desired floor is achieved with less effort when |
| | | |the elevator rather than the stairs are used. |
| | | |However, the stairs may provide an added benefit,|
| | | |such as exercise. Thus, the goal floor plus |
| | | |exercise is a more valuable incentive than the |
| | | |goal floor alone. Furthermore, when the cost of |
| | | |waiting for the elevator is added on, then taking|
| | | |the elevator may seem more effortful than |
| | | |immediately climbing the stairs. |
| | | | |
| | | | |
|6 |Chapter 9 |Locke, e. and Latham, G. What |Discussion Question: |
| | |should we do about motivation |Use the definitions of self-concept and |
| | |theory? Six recommendations |self-esteem and describe how each would impact an|
| | |for the twenty-first century, |individual's level of motivation and success/ |
| | |Academy of Management Review, |failure in completing a task. Post your response |
| | |29, no. 3, July 2004, p. |by Friday, April 10th. Any missing assignments |
| | |388-403 |should also be posted by Friday to receive |
| | | |credit. |
| | | |Assignment: |
| | | |Identify effective methods for the motivation of|
| | | |“problem employees” (Nicholson, 2003). What |
| | | |skills must leaders Identify effective methods |
| | | |for the motivation develop to succeed in this |
| | | |responsibility? Discuss your own effectiveness |
| | | |and/or need for development in this area. If |
| | | |appropriate, identify action steps for |
| | | |professional development |
|7 |The theory and practice of | |Assignment: |
| |motivation to real world contexts |Ramlall, S. , A Review of | |
| | |Employee Motivation Theories |Review article and discuss how it relates to the |
| | |and their Implications for |practice of motivation to real world contexts. |
| | |Employee Retention within | |
| | |Organizations | |
| | |Journal of American Academy of | |
| | |Business, Camabridge 5, no. | |
| | |1/2, Sept. 2004, p. 52-63, No. | |
| | |653882471 | |
| | | | |
|8 |Final Project | |Final Projects are Due |

Grading Criteria

Grading Scale Grading requirements
|A |100 -93 |
|A- |92 – 90 |
|B+ |89 – 88 |
|B |87 – 83 |
|B- |82 – 80 |
|C+ |79 – 78 |
|C |77 – 73 |
|C- |72 – 70 |
|F |69 and below |
|Attendance/participation and quality of | |
|classroom interaction | |
|Weekly Assignments | |
|Final paper | |
| | |
| | |
| |100% |

Course Evaluation Criteria:

|Item |Point |Due Date |Relationship to Program |Relationship to Course |
| | | |Outcomes |Outcomes |
|Discussion Question & |15 points (max of 3 per |Weekly |Leadership/ |1, 2, 3, 4, 6 |
|On-Line Questions |week) | |Collaboration, research, | |
| | | |critical thinking | |
|Assignments |30 points (5 per | |Leadership/ Collaboration|2, 6, 5, 8 |
| |assignment) | | | |
|Article Critique |10 points | |Research, communications |1, 2, 3, 4, 6, 8 |
|Class Participation |10 points |Cumulative points for the|Research, communications,|1, 6, 7, |
| | |course |ethics, diversity | |
|Final Paper |35 points | |Research, communications,|2, 4, 5, 6, 7, |
| | | |ethics, diversity | |

Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/libweb/resources/

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.