Donna-Rae Kenneally College of Business Management and Organizational Behavior Spring 2016 MAN 101-14: SECOND Writing Assignment: Due April 14, 2016 For this assignment, each student is required to present a reflection paper on “Motivation” related to the theories we reviewed in Chapter 5. The reflection paper is meant to illustrate your understanding of the material by relating the topic of Motivation to own experience, or to a fictional experience, while citing the terms defined in Chapter 5. The paper should reflect an understanding of the topic and its related concepts. A reflection paper provides you the opportunity to add your thoughts and analysis to what you have learned. As an example, you might decide to write about something that motivated you personally and speak to the level, direction, and persistence of effort expended at work. Then you might relate the motivation to one of the theories of motivation we reviewed in Chapter 5, such as “Equity Theory” and perhaps describe a “felt positive inequity.” **In this Reflection Paper I ask that you please bold and underline the “Terms” you are writing about. **** Below is a list of the defined terms in Chapter 5. Commutative justice: is the degree to which exchanges and transactions are considered fair. Content theories: focus primarily on individual needs-physiological and psychological deficiencies that we feel a compulsion to reduce or eliminate. Distributive justice: the degree to which all people are treated the same under a policy. Equity theory: posits that people will act to eliminate any felt inequity in the rewards they receive for their work in comparison with others. ERG theory: collapses Maslow’s five need categories into three: existence needs, relatedness needs, and growth needs. Existence needs: in Alderfer’s ERG theory,the desires for physiological and material well-being. Expectancy: the probability assigned by an individual that a given level of achieved task performance will follow work effort. Expectancy theory: posits that motivation is a result of a rational calculation reflecting the degree to which a person believes that (1) effort will yield acceptable performance, (2) performance will be rewarded, and (3) the value of the rewards is highly positive. Goal Setting: is the process of setting performance targets. Growth needs: in Alderfer’s ERG theory,the desire for continued personal growth and development. Hierarchy of needs theory: a content theory of motivation that identifies five distinct levels of individual needs: from self-actualization and esteem at the top, to social, safety, and physiological at the bottom. Higher order needs: theesteem and self-actualization needs of Maslow’s need hierarchy. Hygiene factors: sources of job dissatisfaction that are associated with the job context or work setting. Instrumentality: the probability assigned by the individual that a given level of achieved task performance will lead to various work out.

1. Donna-Rae Kenneally
College of Business
Management and Organizational Behavior
Spring 2016
MAN 101-14: SECOND Writing Assignment: Due April 14,
2016
For this assignment, each student is required to present a
reflection paper on “Motivation” related to the theories we
reviewed in Chapter 5.
The reflection paper is meant to illustrate your understanding of
the material by relating the topic of Motivation to own
experience, or to a fictional experience, while citing the terms
defined in Chapter 5.
The paper should reflect an understanding of the topic and its
related concepts. A reflection paper provides you the
opportunity to add your thoughts and analysis to what you have
learned.
As an example, you might decide to write about something that
motivated you personally and speak to the level, direction, and
persistence of effort expended at work. Then you might relate
the motivation to one of the theories of motivation we reviewed
in Chapter 5, such as “Equity Theory” and perhaps describe a
“felt positive inequity.”
**In this Reflection Paper I ask that you please bold and
underline the “Terms” you are writing about. ****

2. Below is a list of the defined terms in Chapter 5.
Commutative justice: is the degree to which exchanges and
transactions are considered fair.
Content theories: focus primarily on individual needs-
physiological and psychological deficiencies that we feel a
compulsion to reduce or eliminate.
Distributive justice: the degree to which all people are treated
the same under a policy.
Equity theory: posits that people will act to eliminate any felt
inequity in the rewards they receive for their work in
comparison with others.
ERG theory: collapses Maslow’s five need categories into three:
existence needs, relatedness needs, and growth needs.
Existence needs: in Alderfer’s ERG theory,the desires for
physiological and material well-being.
Expectancy: the probability assigned by an individual that a
given level of achieved task performance will follow work
effort.
Expectancy theory: posits that motivation is a result of a
rational calculation reflecting the degree to which a person
believes that (1) effort will yield acceptable performance, (2)
performance will be rewarded, and (3) the value of the rewards
is highly positive.
Goal Setting: is the process of setting performance targets.
Growth needs: in Alderfer’s ERG theory,the desire for
continued personal growth and development.
Hierarchy of needs theory: a content theory of motivation that
identifies five distinct levels of individual needs: from self-
actualization and esteem at the top, to social, safety, and
physiological at the bottom.
Higher order needs: theesteem and self-actualization needs of
Maslow’s need hierarchy.
Hygiene factors: sources of job dissatisfaction that are
associated with the job context or work setting.
Instrumentality: the probability assigned by the individual that a

3. given level of achieved task performance will lead to various
work outcomes.
Interactional justice: the degree to which the people affected by
a decision are treated with dignity and respect.
Job enrichment: tries to build more motivator factors into job
content.
Lower-order needs: the physiological, safety and social needs of
Maslow’s need hierarchy.
Management by objectives (MBO): a process of joint goal
setting between a supervisor and a subordinate.
Motivation: forces within an individual that account for the
level, direction, and persistence of effort expended at work.
Motivator factors: sources of satisfaction that are associated
with job content what people actually do in their work.
Need for achievement (nAch): the desire to do something better
or more efficiently, to solve problems, or to master complex
tasks.
Need for affiliation (nAff): the desire to establish and maintain
friendly and warm relations with others.
Need for power (nPower): the desire to control others, to
influence their behavior, or to be responsible for others.
Organizational justice: an issue of how fair and equitable people
view workplace practices;
Perceived inequity: is feeling under-rewarded or over-rewarded
in comparison with others.
Procedural justice: the degree to which the rules and procedures
specified by policies are properly followed in all cases to which
they are applied.
Process theories: focus on the thought or cognitive processes
that take place within the minds of people and influence their
behavior.
Relatedness needs: in Alderfer’s ERG theory,desires for
satisfying interpersonal relationships.
Two-factor theory: focuses on two sets of factors one set
identifies sources of job dissatisfaction (hygienes) and the other
set identifies sources of job satisfaction (motivators).

4. Valence: the value attached by the individual to various work
outcomes.
The writing assignment should be between 3 – 5 pages. Papers
should be double spaced, 12 point font with 1” margins. All
papers should be turned in through Kodiak. The paper should
include your name, assignment name: “Reflection Paper 2” class
and class section information: “MAN 101-14. As indicated in
our Syllabus, each writing assignment will receive a mark out of
a possible 10 points.
Students should utilize the WNE Writing Center for assistance.
Herman Hall, Room 107 Tel: 413-796-2036
The Writing Center, in conjunction with the Writing and
Reading Program, provides critical support services designed to
assist all students with the challenges of college-level writing
and reading. Students may use one-on-one tutoring services,
request help with reading difficulties, or for bilingual students,
seek support geared toward English language development.
These services are offered free of charge to all Western New
England University students.
DEP 2000
Awareness in Action: UN Sustainable Development Goals
2015-2
Due: In class on April 7, 2016
Description: Students will select one of the United Nations
Sustainable Development Goal and/or target

5. goal. Students will research the goal, international agencies
currently addressing the goal, and the
implications of the goal in the field of human development (i.e.
effects of violence, impact of immigration
of individuals, effect of gender inequality). Students will
present their projects at a campus-wide
symposium to inform peers about the United Nations
Sustainable Development Goals and their relevance in
the field of human development.
Students will then either create an awareness campaign that
brings general awareness to the global problem,
or create a service project that can be carried out locally.
Project descriptions must be discussed with
professor throughout semester.
Service Learning Hours: Research, project preparation, and
presentation at an end of semester symposium
must total 10 hours of community service that will be
documented through the MDC iCED process.
Students must discuss project with professor throughout
semester in order to receive the 10 service learning
hours.
Format: The project will take form as a scientific poster

6. presentation. Presentation will contain a minimum
of 1,000 words and must follow the general format of the
American Psychological Association. All papers
must be properly cited and must include a reference section.
General information about creating a poster
presentation can be found on the following websites:
-design
http://hsp.berkeley.edu/sites/default/files/ScientificPosters.pdf
Criteria for grading: The project should reflect mastery of both
the research topics and their relevance in
the field of psychology. All projects must include:
Goals
he field of development (how
does this issue detrimentally impact an
individual’s course of development).
World Health Organization, World Bank,

7. UNICEF), and the effectiveness of their projects.
(Be creative)
o Awareness campaign (how can you inform others)
o Service project (what would/will you do locally)
Projects, of course, require clarity, proper grammar and
spelling. If the paper is unclear and/or indicates that
you put in little or no effort, your project will not be
accepted/graded. Please proofread your writing and/or
contact the writing center for assistance.
Sources: Acceptable sources of information include peer-
reviewed articles, .org, and .gov websites. All
information must be cited throughout poster presentation.
http://guides.nyu.edu/posters
http://colinpurrington.com/tips/poster-design
http://hsp.berkeley.edu/sites/default/files/ScientificPosters.pdf