motivational analysis of organizations

DEBRIEFING AND DISCUSSION
The facilitator begins the debriefing by initiating a process to name the three scales and,
after this is done, reads the descriptive name most often used to designate the
characteristics that were measured. These are supervisory goals and expectations (scale
A), supervisory positive reward behavior (scale B), and supervisory punitive behavior
(scale C).
A few volunteers go to the newsprint flip chart and write the names of the jobs they
described and their scores for scales A, B, and C, for both the most effective and least
effective supervisors. The facilitator directs each participant to briefly describe the
aspects of the supervisor that prompted the scores reported (e.g., “He tells me what I
will be doing next”). The facilitator then attempts to develop patterns of differentiation
of scores between highly effective and highly ineffective supervisors and between
conditions leading to highly satisfied and highly unsatisfied workers. The facilitator can
calculate mean scores for both the most effective and the least effective supervisors.
Finally, the facilitator presents a lecturette on the theory underlying the instrument.
Material from the literature of supervisory development can be assigned as backup
reading or used as handouts (Hammer, 1974; Jablonsky & DeVries, 1972; Luthans &
Kreitner, 1975; Mawhinney, 1975; Mawhinney & Ford, 1977; Nord, 1969; Scott, 1977;
Sims, 1977; Skinner, 1969).
VARIATION
An alternative way to use the instrument is to direct the participants to provide two
scores for each question: one for the supervisor and the second for how the participant
would behave as a supervisor. This variation provides a self-description component.
VALUE OF THE INSTRUMENT
This instrument provides an experiential introduction to leadership theory and allows the
participants to examine leadership behaviors from the perspective of their own past
experiences. This personal aspect induces substantially greater interest and involvement
and longer retention of the underlying theory. In addition, several opportunities exist
during the debriefing phase to describe the underlying theoretical principles in terms of
actual past behaviors. If accompanied by significant exposure to principles of behavior
modification (Brown & Presbie, 1976; Luthans & Kreitner, 1975), the instrument offers
a unique opportunity to demonstrate how leadership theory can be put into practice.
REFERENCES
Brown, P.L., & Presbie, R.J. (1976). Behavior modification in business, industry, and government. New Paltz, NY:
Behavior Improvement Associates.
The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 139