Corvera, Marivic D.

Chapter 6 Discussion Questions

1. What are the primary similarities and differences between job enrichment and the approach
proposed by job characteristics theory?
- Job enrichment and the Job Characteristics Theory (JCT) both want to make jobs better and more
enjoyable for employees. They both try to make work more interesting and motivating. But, they
do it in slightly different ways. Job enrichment changes actual job tasks to make them more
engaging, while the JCT gives a theory about what makes a job good, like having different skills
to use, clear tasks to do, and a sense that your work is important. So, job enrichment is like a
hands-on way to improve jobs, while the JCT gives a bigger picture of what makes a job
satisfying and motivating.

2. What are the motivational consequences of increased employee involvement from the frame of
reference of expectancy and equity theories?
- Increased employee involvement can boost motivation, according to Expectancy and Equity
Theories. Expectancy Theory suggests that when employees believe their efforts lead to better
performance and desired outcomes, they're more motivated. Equity Theory emphasizes fairness
perceptions, stating that if employees see their involvement and rewards as comparable to peers,
they're likely to be motivated. However, if there's a perceived imbalance, it can lead to
dissatisfaction and reduced motivation. In essence, when employees believe their efforts will lead
to good results and feel they're treated fairly compared to others, heightened involvement in the
workplace tends to increase motivation.

3. What motivational problems might result from an organization’s attempt to set up work teams?
- Introducing work teams in an organization can lead to potential motivational issues like
free-riding, conflicts, unequal recognition, loss of individual accountability, skill disparities,
communication breakdowns, lack of autonomy, and resistance to change. These challenges can
hinder productivity and employee motivation. Effective leadership, clear communication, fair
recognition, and a positive team culture are crucial for addressing these issues and ensuring that
work teams enhance motivation and productivity.

4. Which form of a flexible work schedule might you prefer? How do you think you would like
telecommuting?
- Staggered hours because they are great in a way they help ease the rush-hour stress, give us more
balance between work and personal life, and make sure our operations run smoothly throughout
the day. And I think telecommuting would be a great comfort. Since, it lets us work from our
favorite spots, cuts down on commuting hassle and costs, and gives us more quality time for
ourselves and our families. Plus, it can lead to a more focused and productive work setup in our
own comfy space. So, whether it's staggered hours or telecommuting, both are appealing set-ups
but finding what suits our individual needs and work style the best is the most important.

5. Develop a framework whereby an instructor could use goal setting in running a class such as this
one.
 1. Set Clear Goals: First, decide what you want students to learn in the class. Make sure these
goals are easy to understand and measure.

2. Tell Students About the Goals: Let the students know what they're expected to learn right at the
beginning of the class. This gives them a clear idea of what to focus on.

3. Break Goals Into Smaller Steps: Take the big goals and divide them into smaller tasks. This
makes it easier for students to see their progress.

4. Let Students Set Their Own Goals: Ask students to think about what they want to learn in the
class. They can set their own personal goals.

5. Check How Everyone's Doing: Keep an eye on how students are doing with their goals. Give
them feedback to help them improve.

6. Change Goals if Needed: If things are going really well or if students are struggling, be open to
adjusting the goals to make sure they're still a good challenge.

7. Celebrate When Goals Are Reached: When students meet their goals, celebrate it. This could
be a small reward or just some recognition for their hard work.

8. Think About What Was Learned: At the end of the class, ask students to think about what
they've learned and how they did with their goals. This helps them understand their own learning
process.

9. Keep Using Goals in Class: Keep using goals throughout the class to keep students motivated
and focused on their learning. It's a helpful tool!

This way, the instructor can use goal-setting to guide the class and help students learn in a clear
and focused way.

6. Why are employees having their performance measured and evaluated all the time instead of
simply being left alone to do their jobs?
- Regular performance evaluations serve crucial purposes in the workplace. They help recognize
exceptional work, identify areas for improvement, and align individual efforts with organizational
goals. These assessments also guide career development and foster a culture of accountability and
improvement. Ultimately, they ensure that employees are motivated and contribute effectively to
the organization's success.

7. In what ways is your performance as a student evaluated? How is the performance of your
instructor measured? What are the limitations of this method?
- When it comes to us students, they check how we're doing in multiple ways like tests,
assignments, projects, and how active we are in class. It's all about seeing if we really get what
we're learning and if we can use it in different situations.
 For teachers, they get assessed through things like what we say about them, how they do in class,
and if they're good at teaching. If they're in college or university, they also look at how much
they're contributing to research.

But, this way of evaluating isn't perfect. Sometimes it might not show the full picture of what a
student can do, or it might not really capture how effective a teacher is. Plus, there are other
things going on in our lives that can affect how we perform. So, it's important to have a more
complete way of looking at things, one that takes into account different viewpoints and factors.

8. Can performance on some jobs simply not be measured? Why or why not?
- There are situations where assessing performance in certain roles becomes inherently challenging.
This often arises when job functions involve subjective, creative, or intricate tasks, which makes
the establishment of concrete and measurable criteria complex. Moreover, in positions demanding
a significant level of independence or specialized skills, conventional performance metrics may
fall short in providing a holistic view of an employee's contributions. In such instances, it
becomes imperative to explore alternative evaluation methods, such as qualitative appraisals or
input from colleagues, to obtain a more comprehensive assessment of job performance.

9. As a student in this class, what “rewards” do you receive in exchange for your time and effort?
- The benefits took various shapes; at times, they took the form of top grades in exams or bonus
points for delivering a presentation with maximum effort, evident in my thorough preparation
during the delivery. This highlights the correlation between rewards and the saying "You get what
you give."