Order instructions:
THE PAPER must summarize course text and consider implications for educational administration and REFLECT on individual experience, and CONCLUDE with recommendations for improving eduational administration decision making practices. Begin by listing the number of the question(2), the topic, and the question. You may address question terms by definition or illustration or citation and then discuss implications of the question for work in educational administration. Then, reflect on the significance of the issues for being a college professor on a tenure track and finally conclude with your reccommendations for how the concepts involved in the question might lead to improvement in administration practices in education. You must site the books as two of the three sources. The textbooks are Hellreigel, Don, Slocum John W., Jr., & Woodman, Richard W. (2009). Organizational
Behavior, (12th ed.). Cincinnati, Ohio: South-Western College Publishing, a part of Cengage Learning (Text is accompanied by a CD and study guide as part of a package purchase.) ISBN 0-324-58734-0

Manning, George, & Curtis, Kent (2007 or 2008). The Art of Leadership, (2nd ed.) New York, New York: McGraw Hill/Irwin. (Text has a rich set of exercises and assessments for use by individuals and small groups.)
ISBN 978-0-07-299568-8 or 0-07-07-299568-8

The assignment is question number two and it is:
Contrasting Administrative Perspectives on Motivation.
Question: How do the following three content models of motivation compare AND contrast in explaining the following limited information circumstances ( asking for a raise) and what two implications each of the three models has for alternative administration behaviors in educational administration? ( REMEMBER this class is for those becoming superintendent or college deans and presidents so keep answer to that audience and content should focus around college level or at minimum superintendent leadership.)
a. Maslow’s needs hierarchy model
b. McClelland’s achievement motiviation model
c. Herzberg’s motivation hygiene model?
How are the models similar and different in how they would explain the circumstances below?
In chapter 5 content models on motivation are discussed. Factors related to motivation are a part of the following brief on a situation in the workplace:
ASKING FOR A RAISE: The Equity Argument
Top and middle educational leaders rarely relishthe prospect of asking superiors of boards of directors for a raise. Even more rare is the leader who is good at asking for a raise. Most administrators either dread the potential conflict, or they are uncomfortable with self-promotion, or do not wnat to be seen as ” money grubbers.”
So, how can administrators justify the raise they request(in terms of the three above motivational models)? The answer lies in an application of equity throery of motivation. Arguments used today are realted to market value for a postition, repalcement difficulty, job staisfaction, money to buy time for cultivating significant professional friends, quality of specific expertise,the tight job market,or combinations of these. In short, the argument essentially becomes that fairness dictates that the raise is needed to equalize the administrator’s ratio of outcome to inputs with relevant other’s ratios of outcomet to inputs. Equity might also be emphasized if an administrator offers to renegotiate salary lower if delivered promises are not achieved.