Follow these instructions:

Please respond to the following statements by writing a number from the scale below in the space given.

When you are finished answering all the questions, press the button at the bottom of the exercise to tabulate your score.

Your answers should reflect your attitudes and behavior as they are now, not as you would like them to be. Be Honest. This instrument is designed to help you discover your level of competency in motivating others so you can tailor your learning to your specific needs.

After completing the exercise, consult the comparison data at the bottom of the page.

Consult the scoring key in the Diagnosing Poor Performance and Enhancing Motivation Section of the answers page to find out how the scores were tabulated.


Please select the approriate rating:
Rating Scale
6 Strongly Agree
5 Agree
4 Slightly Agree
3 Slightly Disagree
2 Disagree
1 Strongly Disagree

When another person needs to be motivated:
1. I always approach a performance problem by first establishing whether it is caused by a lack of motivation or ability.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

2. I always establish a clear standard of expected performance.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

3. I always offer to provide training and information, without offering to do tasks myself.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

4. I am honest and straightforward in providing feedback on performance and assessing advancement opportunities.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

5. I use a variety of rewards to reinforce exceptional performances.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

6. When discipline is required, I give specific suggestions for improvement.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

7. I design task assignments to make them interesting and challenging.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

8. I strive to provide the rewards that each perosn values.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

9. I make sure that people feel fairly and equitably treated.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

10. I make sure that persons get timely feedback from those affected by task performance.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

11. I carefully diagnose the causes of poor performance before taking any remedial or disciplinary action.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

12. I always help people establish performance goals that are challenging, specific, and time-bound.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

13. Only as a last resort do I attempt to reassign or release a poorly performing individual.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

14. Whenever possible, I make sure valued rewards are linked to high performance.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

15. I consistently discipline when effort is below expectations and below capabilities.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

16. I try to arrange for an individual to work with others in a team, for the mutual support of all.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

17. I try to arrange for an individual to work with others in a team, for the mutual support of all.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

18. I make sure that people use realistic standards for measuring fairness.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

19. I provide immediate compliments and other forms of recognition for meaningful accomplishments.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree

20. I always determine if a person has the necessary resources and support to succeed in a task.
Strongly Disagree 1 2 3 4 5 6 Strongly Agree



After you have answered ALL 20 questions, please press the button to tabulate your scores.
Press to clear the page.


These are your scores in the different areas covered in the exercise:

Assessment
Skill Area
Diagnosing performance problems
Establishing expectations and setting goals
Facilitating performance (Enhancing ability)
Liking performance to rewards and discipline
Using salient internal and external incentives
Distributing rewards equitably
Providing timely and straightforward performance feedback
Total Score


Comparison Data

Compare your scores to three comparison standards: (1) Compare your score with the maximum possible (120). (2) Compare your score with the scores of other students in your class. (3) Compare your score to a norm group consisting of 500 business school students. In comparison to the norm group, if you scored
101 or above you are in the top quartile.
94-100 you are in the second quartile.
85-93 you are in the third quartile.
84 or below you are in the bottom quartile.


To see how these scores were computed, you can go to the Diagnosing Poor Performance and Enhancing Motivation Section of the answers page.

"Motivating Others" exercises taken from Developing Management Skills by David A. Whetton and Kim S. Cameron