ORGB4 4th Edition by Debra L. Nelson - Test Bank

ORGB4 4th Edition by Debra L. Nelson – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

1. The process of arousing and sustaining goal-directed behavior is called:
2. a.
3. psychoanalysis. c. motivation.
4. affiliation.

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

2. The proposition that a person’s life was founded on the compulsion to work and the power of love is related to the:
3. a. Protestant
4. psychoanalytic approach. c. process theories.
5. Calvinistic perspective on motivation.

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

3. According to the Protestant ethic, a person should work hard because hard work and prosperity would lead to a place in heaven. The organizational scholar who advanced the Protestant Ethic notion was .
4. a. John Calvin
5. Sigmund Freud c. Adam Smith
6. Max Weber

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

4. Which of the following statements is most accurate regarding the current state of motivation theories?
5. a. The reinforcement approach to motivation has been found to be superior to other motivational b. Freud’s psychodynamic theory of motivation has generally been supported with the strongest empirical

evidence.

1. c. There are several approaches to motivation, and one or another may be useful in specific organizational contexts, with specific individuals or groups, at different
2. The motivational models that make strong economic assumptions regarding human motivation have received the most universal acceptance.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

5. Frederick Taylor’s scientific management advanced the idea that:
6. a. unfulfilled needs acted as
7. the relationship of management and labor should be one of cooperation rather than conflict. c. money was not a motivator.
8. self-interest and economic gain are motivators for the owners of production and not the employees of owners.

 

ANSWER:                            b

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

6. The basic motivational assumption within Taylor’s scientific management is the same as within Adam Smith’s political economic notions which holds that:
7. a. both intrinsic and extrinsic factors influence b. ungratified needs motivate behavior.
8. c. individuals are largely motivated by power, affiliation, and d. people are motivated by self-interest and economic gain.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

7. Adam Smith formulated the “invisible hand” and the free market to explain the motivation for individual behavior.

The “invisible hand” refers to:

1. a. personal ethics in a free market b. unconscious motives.
2. c. internal
3. unseen forces of a free market system.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

8. Modern management practices such as employee management recognition programs, flexible benefit packages, and stock ownership plans emphasize:
9. a. internal
10. intrinsic motivation. c. external incentives.
11. the principle of the psychodynamic theory.

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

9. An approach to employee motivation that considers both psychological needs and external incentives is:
10. a. psychodynamic
11. McGregor’s Theory X and Theory Y.
12. c. psychological
13. organizational citizenship behavior.

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

10. 10. All of the following are drives or needs that underlie employee motivation Except:
11. a. to b. to bond.
12. c. to
13. to comprehend.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

11. 11. Maslow’s hierarchy of needs model begins with needs and ends with           a. security; social
12. achievement; security c. esteem; affiliation
13. physiological; self-actualization

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

12. 12. Assume you own and operate a small printing and specialty advertising business that employs 25 persons. With increased health care costs and related insurance premiums you are contemplating the cancellation of health and hospitalization insurance for your employees. Your decision may cause your employees to become greatly concerned about:
13. a. self-esteem b. affiliation needs.
14. c. safety and security d. self-actualization needs.

 

13. 13. Alderfer’s growth need category corresponds to Maslow’s:
14. a. interpersonal love b. safety and security needs. c. social needs.
15. self-esteem and self-actualization needs.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

14. 14. Maslow’s hierarchy of needs model helps to explain that employees are always motivated to satisfy one or more needs but that:
15. a. a satisfied need is no longer a motivator and employees progress to the next higher order of
16. high-order needs are rarely met even in a minimal fashion and play a negligible role in motivating employees. c. lower-order needs are never met and play a minimal role in motivating employees.
17. progression to a higher order of needs does not occur.

 

ANSWER:                            a

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

15. 15. Assume you have accepted a job offer and will shortly begin working in your first professional position. The firm has provided a very competitive salary and benefit package. Your attention is now directed to learning and advancement opportunities. According to Alderfer and McGregor, these are:
16. a. relatedness and Theory X b. existence and Theory Y concerns.
17. c. growth and Theory Y
18. neither Theory X nor Y concerns.

 

16. 16. McGregor believed that Theory X assumptions were appropriate for:
17. a. individuals located at the top of the
18. employees located at the lower level of the organization. c. individuals motivated by lower order needs.
19. individuals motivated by higher order needs.

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

17. 17. Maslow’s progression hypothesis states that:
18. a. as one level of need is satisfied, an individual considers the next higher level of need as a source of
19. it is important to focus more on the physical and economic needs of individuals than on their psychological and interpersonal needs.
20. c. individuals will move up the hierarchy of needs as well as down the d. higher order needs are more important than lower order needs.

 

ANSWER:                            a

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

18. 18. Persons who have a strong desire to influence others are high in the:
19. a. need for b. need for affiliation.
20. c. need for d. need for power.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

19. 19. All of the following are need for achievement concerns except:
20. a. challenging b. task difficulty.
21. c.
22. supervisory control.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

20. 20. According to McClelland’s research, successful managers tend to have a high need for:
21. a. personalized b. achievement.
22. c. d. security.

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

21. 21. The Thematic Apperception Test (TAT) is used to measure:
22. a. a person’s tendency to not use b. the achievement motive of an individual.
23. c. the equity perceptions of an d. cognitive themes of an individual.

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

22. 22. Management Sciences for Health CEO Jonathan Quick displayed a high need for socialized versus personalized power. He would probably:
23. a. be an effective leader and have concern for b. be disruptive because of his high need for power.
24. c. also score high on individual
25. be more effective if he scored higher on personalized versus socialized power.

 

ANSWER:                            a

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Application

 

23. 23. According to Herzberg, a major difference between motivator and hygiene factors includes:
24. a. motivation factors are controlled by supervisors and hygiene factors are contained within the
25. motivation factors are important to a certain level but unimportant beyond that threshold whereas hygiene factors are essential for enhancing employee motivation.
26. c. motivation factors concern negative aspects of the job environment and hygiene factors deal with personal
27. motivation factors relate to job satisfaction and hygiene factors relate to job dissatisfaction.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

24. 24. After working as a sales associate in an appliance store for six months, you begin to become dissatisfied with various rules and regulations at the workplace, or:
25. a. motivator
26. Theory Y assumptions. c. hygiene factors.
27. relatedness concerns.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Application

 

25. 25. Which of the following has been identified as both a hygiene and motivational factor in research done on Herzberg’s two-factor theory?
26. a. Achievement
27. Coworker relations c. Advancement
28. Pay

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

26. 26. Which of the following is considered a motivating factor in Herzberg’s two-factor theory?
27. a. Recognition
28. Fringe benefits c. Supervision
29. Working conditions

 

ANSWER:                            a

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

27. 27. Which of the following would be considered a valid conclusion regarding Herzberg’s two-factor theory?
28. a. The presence of motivation factors is not necessarily essential to enhancing employee motivation to excel at
29. Hygiene factors are of critical value to enhancing motivation. c. The model has adequately addressed individual differences.
30. Hygiene factors are important to a certain level but unimportant beyond that threshold.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

28. 28. Which of the following would NOT be considered a valid criticism of Herzberg’s two-factor theory?
29. a. Data have not been provided that support a clear separation of hygiene and motivator b. There is an absence of individual differences in the theory.
30. c. Hygiene factors are more important in determining satisfaction or dissatisfaction on the
31. Most of the supporting data for the model has come from Herzberg’s students using the critical incident technique.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

29. 29. The sets of needs related to the animalistic avoidance of pain and human desire for psychological growth form the basis for:
30. a. Theory X & Theory
31. Maslow’s hierarchy of needs. c. McClelland’s need theory.
32. Herzberg’s two-factor theory.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

30. 30. According to Herzberg, which of the following factors are related to job dissatisfaction?
31. a. Motivation factors Hygiene factors
32. c. Lower-order needs
33. The absence of motivation factors

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

31. 31. A key understanding to the relationship between hygiene and motivation factors is that:
32. a. they are
33. they are positively related. c. they are additive.
34. they are independent.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

32. 32. All of the following would be consistent with new ideas in motivation except:
33. a.
34. that individuals need to be activated by unmet needs.
35. c. that individuals are motivated by their own physical, emotional, mental, and spiritual d. that energy recovery is as important as energy expenditure.

 

ANSWER:                            b

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

33. 33. Eustress most accurately reflects:
34. a. the notion that each individual is responsible for managing acceptable levels of
35. that each individual has different levels of stress that he or she can effectively manage. c. the positive side of stress that is healthy and normal.
36. the negative side of stress that leads to ill health.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

34. 34. All of the following are demands an organization can place on an employee except:
35. a.
36. quality standards.
37. c. advancement d. production quotas.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

35. 35. Equity theory is a(n) .
36. a. need approach to
37. external approach to motivation.
38. c. social exchange process approach to d. critical-incident technique approach to motivation.

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

36. 36. As a member of a study group, you feel that others are making minimal contributions. In this situation you are

LEAST likely to:

1. a. praise the inputs of b. increase your contribution.
2. c. complain about others’ d. withdraw from the group.

 

ANSWER:                            b

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

37. 37. According to the the equity theory, when employees view managers as being overpaid, the employees may:
38. a. work b. not change.
39. c. reduce their d. become more efficient.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Application

 

38. 38. Which of the following would be the best framework if you use calculated involvement as a basis for understanding a person’s relationship with a work organization?
39. a. Need theory
40. Content theory c. Social exchange
41. Vroom’s personal perception expectancy model

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

39. 39. Under the theory of inequity, people are motivated when:
40. a. they are in equilibrium with perceptions of inputs and b. they can see that their inputs lead to rewards.
41. c. they can identify that social needs are being satisfied in relation to job d. they find themselves in a situation they see as unfair.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

40. 40. An important theoretical revision to Adams’ original equity theory formulation involves individual preferences for equity. An equity sensitive individual is someone:
41. a. comfortable with an equity ratio less than his or her comparison
42. comfortable with an equity ratio greater than that of his or her comparison other. c. who prefers an equity ratio equal to that of his or her comparison other.
43. uncomfortable with a ratio either lesser or greater than that of his or her comparison other.

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

41. 41. The importance and value placed on a reward in expectancy theory is known as:
42. a.
43. instrumentality. c. likelihood.
44. valence.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

42. 42. The close linkage of to performance under expectancy theory is crucial for enhancing a. knowledge and skill
43. rewards c. equity
44. satisfaction

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

43. 43. The motivation theory that holds that employee motivation is determined by the belief that a valued outcome will result from effort is called the:
44. a. equity
45. goal-setting theory. c. expectancy theory. d. two-factor theory.

 

ANSWER:                              c

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                        Bloom’s: Knowledge

 

44. 44. The belief that performance is connected to rewards is known as:
45. a.
46. instrumentality. c. valence.
47. probability or likelihood.

 

ANSWER:                              b

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                        Bloom’s: Knowledge

 

45. 45. The expectancy theory of motivation focuses on:
46. a. individual
47. social exchange processes. c. personal perceptions.
48. learning.

 

ANSWER:                              c

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                        Bloom’s: Knowledge

 

46. 46. Which of the following would NOT be considered a weakness of expectancy theory?
47. a. The theory assumes a person is totally
48. The theory’s complexity has made it difficult to test.
49. c. The measures of instrumentality, valence, and expectancy have only weak d. The values for each construct have been relatively stable over time.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

47. 47. The expectancy theory prediction that people work to maximize their personal outcomes is consistent with:
48. a. Adams’ equity theory of social exchange contributions/inputs. Adam Smith’s ideas of working in one’s own self interest.
49. c. Maslow’s hierarchy of need and the progression d. Herzberg’s emphasis on pay and hygiene factors.

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

48. 48. External theories of motivation include need models, equity and expectancy theories, as well as goal-setting
49. a. True
50. False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

49. 49. Managers elicit more intrinsic motivation and engagement from their employees when they support them to make progress in meaningful
50. a. True
51. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

50. 50. To believe that people are motivated by “enlightened” self-interest is consistent with Adam Smith’s view on
51. a. True
52. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

51. 51. Maslow’s theory says that only ungratified needs motivate a. True
52. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

52. 52. A distinguishing feature of Maslow’s need hierarchy is the progression hypothesis that says only ungratified needs motivate
53. a. True
54. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

53. 53. The ERG theory organizes human needs into the categories of existence, relatedness, and a. True
54. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

54. 54. Alderfer’s growth need, McClelland’s need for achievement, and Maslow’s self-actualization are a. True
55. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

55. 55. McGregor’s Theory Y rests on the higher order needs of Maslow’s need a. True
56. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

56. 56. According to McClelland’s need theory, the increased emphasis on teamwork focuses attention on satisfaction of

social and affiliation needs. a. True

 

57. 57. Motivation factors relate to job satisfaction and hygiene factors relate to job dissatisfaction in Herzberg’s a. True
58. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

58. 58. Eustress leads us to draw on positive emotions at a. True
59. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

59. 59. An employee experiences only distress when confronted with a challenging or difficult work a. True
60. False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

60. 60. A new line of research called full engagement emphasizes the management of energy rather than management of
61. a. True

 

61. 61. Organizations with high levels of employee engagement perform well financially, even in volatile economic a. True
62. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

62. 62. Company status is a contribution made by an organization in the individual–organizational exchange a. True
63. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

63. 63. When an employee’s knowledge and skills match job task demands, an acceptable individual–organizational match

will take place. a. True

1. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

64. 64. Inequity exists when one person’s ratio of inputs to outputs is different than the ratio of a comparison a. True

 

65. 65. Instrumentality is the value of a a. True
66. False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

66. 66. Expectancy theory assumes that an individual is rational and acts as a minicomputer, calculating probabilities and values.
67. a. True
68. False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

67. 67. As organizations become increasingly international, pay inequities will become less a. True
68. False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

68. 68. Expectancy theory holds up more strongly in cultures that value a. True

 

69. 69. Needs of workers are similar across a. True
70. False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.08

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

70. 70. Maslow and Herzberg approached the study of motivation somewhat differently, but there were also similarities in their ideas. Compare and contrast their views of

 

ANSWER:                            Maslow’s theory of motivation is based on a five-level need hierarchy with needs arranged as follows: physiological, safety and security, social, esteem, and self- actualization. As lower-level needs become satisfied, higher-level needs become activated and are of greater importance. A satisfied need is no longer a motivator.

 

Herzberg identified factors of the work environment as hygiene factors. When these factors are inadequate, the worker experiences dissatisfaction. Hygiene factors include pay, supervision, company policy, salary, and other working conditions. If these factors are present, it needn’t necessarily produce job satisfaction. Factors within (or intrinsic to) the job were labeled by Herzberg as motivators. These include

responsibility, achievement, recognition, advancement, and the task itself. When these factors are present, they improve a worker’s effort and performance. Somewhat contrary to Maslow’s theory, a satisfying situation can be motivational.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

71. 71. Is McGregor’s Theory Y more appropriate given today’s issues of managing organizational behavior?

 

ANSWER:                            Yes. Employee empowerment, participative management, teamwork, total quality management, and other modern management approaches and techniques can be facilitated more easily under a Theory Y set of assumptions about employees. Theory Y recognizes employee initiative, employee interest in self-improvement, and

employee willingness to assume greater responsibilities. The interests and abilities of employees can be more fully utilized under a Theory Y approach.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

72. 72. What are some of the characteristics of high achievers?

 

ANSWER:                            High achievers prefer to be in situations where they fully use their talents and apply their knowledge. They set moderate goals, or ones that are achievable. They like to receive feedback concerning how well they are performing. Finally, high achievers do not like having external events or other people interfere with progress toward goals.

In addition, high achievers (1) often hope and plan for success: (2) may be quite content to work alone or with other people, whichever is more appropriate to their task; and (3) like being very good at what they do so and, accordingly, tend to develop expertise and competence in their chosen endeavors.

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

 

73. 73. Briefly identify and explain two new ideas of

 

ANSWER:                            One new idea centers on eustress, strength, and hope. Eustress is healthy, normal stress. Aligned with eustress is the finding of positive meaning in work, displaying courage and principled action, and drawing on positive emotions at work. This new, positive perspective on organizational life encourages optimism, hope, and health for people at work. Rather than focusing on individual’s needs, this new idea focuses on the individual’s interpretation of events.

 

The second new idea in motivation takes lessons learned from professional athletes. The second approach centers on the management of energy rather than time and the strategic use of disengagement to balance the power of full engagement. This approach suggests that individuals do not need to be activated by unmet needs but are already activated by their own physical, emotional, mental, and spiritual energy.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

74. 74. Equity theory can be used to explain consequences stemming from differences in pay. Assume many employees in a department feel underpaid. How would their behavior and performance be?

 

ANSWER:                            The employees could react to the situation in a number of ways. Some employees could reduce their contributions or performance. Others could leave the organization. Some employees could change the persons they used as their comparison other. Or, they could rationalize the inequity and eventually accept it, and a few employees could even try to alter their comparison other’s inputs and outputs.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Application

 

75. 75. How can expectancy theory be used to understand behavior and predict performance?

 

ANSWER:                            If a person’s valued outcomes are known, if the likelihood of achieving these outcomes is realistic, and if one’s efforts lead to high performance which in turn results in receipt of valued outcomes, the work situation can be adjusted by the supervisors to enhance employee success.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Comprehension

 

Match the following:

1. a. The process of arousing and sustaining goal-directed behavior
2. Work conditions related to dissatisfaction caused by discomfort or pain
3. c. Factors and conditions outside the person that may explain and predict a person’s behavior What is most appropriate and beneficial to an individual
4. e. Attributes and characteristics inside an individual that determine behavior

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.01

ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

76. 76. Hygiene factors

 

ANSWER:  b

 

77. 77. External incentives

 

ANSWER:  c

 

78. 78. Motivation

 

ANSWER:  a

 

79. 79. Self-Interest

 

ANSWER:  d

 

80. 80. Internal needs

 

ANSWER:  e

 

1. a. Basic needs for food and water
2. The assumption that people naturally resist change c. Fulfillment of potential
3. Feeling of self-worth
4. e. Assumptions of how to manage individuals who are motivated by higher-order needs

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

81. 81. Self-esteem

 

ANSWER:  d

 

82. 82. Physiological needs

 

ANSWER:  a

 

83. 83. Theory Y assumptions

 

ANSWER:  e

 

84. 84. Theory X assumption

 

ANSWER:  b

 

85. 85. Self-actualization

 

ANSWER:  c

 

1. a. A projective test used extensively by David McClelland Desire to accomplish goals and perform at high level
2. c. Desire to dominate others
3. Company policy and working conditions in the two-factor theory
4. e. Interest in being around others and developing meaningful relationships

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.03

ORGB.NELS.15.05.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

86. 86. Need for achievement

 

ANSWER:  b

 

87. 87. Need for affiliation

 

ANSWER:  e

 

88. 88. Hygiene factors

 

ANSWER:  d

 

89. 89. TAT

 

ANSWER:  a

 

90. 90. Need for power

 

ANSWER:  c

 

1. a. Needs hierarchy theory Two-factor theory
2. c. Expectancy theory Equity theory
3. e. Needs theory

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.02

ORGB.NELS.15.05.03

ORGB.NELS.15.05.04

ORGB.NELS.15.05.06

ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

91. 91. McClelland

 

ANSWER:  e

 

92. 92. Adams

 

ANSWER:  d

 

93. 93. Herzberg

 

ANSWER:  b

 

94. 94. Maslow

 

ANSWER:  a

 

95. 95. Vroom

 

ANSWER:  c

 

1. a. The likelihood that one’s efforts will lead to performance A person’s feeling of fairness
2. c. Importance and value of an outcome
3. The belief that performance is linked to rewards
4. e. Helps understand an individual’s altruistic, fair, and equitable behavior

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.05.07

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Motivation Concepts

KEYWORDS:                       Bloom’s: Knowledge

96. 96. Expectancy

 

ANSWER:  a

 

97. 97. Moral maturity

 

ANSWER:  e

 

98. 98. Valence

 

ANSWER:  c

 

99. 99. Equity

 

ANSWER:  b

 

100. 100. Instrumentality

 

ANSWER:  d