Managing Organizational Behavior International Edition 10th Edition By Gregory Moorhead - Test Bank

Managing Organizational Behavior International Edition 10th Edition By Gregory Moorhead – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5—Individual Performance

 

MULTIPLE CHOICE

 

1. Which of the following methods can be used to enhance individual performance at work?

a.	job design
b.	employee participation
c.	goal setting
d.	performance management
e.	all of the above

 

 

ANS:  E                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

2. The first widespread model of how individual work should be designed was

a.	job enrichment.
b.	job rotation.
c.	job enlargement.
d.	motivational design.
e.	job specialization.

 

 

ANS:  E                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

3. Which of the following is the primary problem associated with the specialization of jobs?

a.	Involvement in too much of the production cycle
b.	Slow pace of work
c.	Boredom
d.	Lower efficiency
e.	Frequent social interaction with others

 

 

ANS:  C                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

4. A famous study was conducted in the automotive industry. The purpose of the study was to assess how satisfied automobile workers were with various aspect of their jobs. The facets that the workers complained about include all of the following except

a.	the repetitiveness of the work
b.	the low skill requirements of the work
c.	the low pay
d.	the limited social interaction with others in the workplace
e.	the lack of control over the tools used in the job

 

 

ANS:  C                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

5. The problems encountered when implementing job rotation in the workplace include all of the following except

a.	it is ineffective for training purposes.
b.	it increases flexibility in transferring workers to new jobs.
c.	it creates short-lived increases in workers’ interest.
d.	it reduces efficiency.
e.	it maintains narrowly defined and routine work.

 

 

ANS:  B                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

6. One of the earliest alternatives to job specialization used by managers was

a.	automation.
b.	autonomous work groups.
c.	job expectancy.
d.	job loading.
e.	job rotation.

 

 

ANS:  E                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership

TYP:   Knowledge

 

7. Which of the following is an example of a job design technique?

a.	job enlargement
b.	job realization
c.	job creation
d.	job equity
e.	job expectancy

 

 

ANS:  A                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

8. Job enlargement involves the process of horizontal job loading, meaning that

a.	the employee is assigned more tasks to perform.
b.	the jobs are broken into small, component parts.
c.	each employee is given a specialized task to perform.
d.	the employee is assigned less monotonous and routine tasks.
e.	the employee is assigned tasks with more responsibility.

 

 

ANS:  A                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation | AACSB: HRM

TYP:   Understanding

 

9. Which theory serves as the basis for job enrichment?

a.	Equity theory
b.	Need theory
c.	Expectancy theory
d.	Maslow’s hierarchy of needs
e.	None of the above

 

 

 

ANS:  E                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Understanding

 

10. Vertical job loading differs from job enlargement in that

a.	the employee has more control over the job.
b.	the employee’s job satisfaction receives more attention.
c.	more tasks are added to a job.
d.	workers feel as though they are doing something worthwhile.
e.	managers strive to motivate employees by maximizing intrinsic factors.

 

 

ANS:  A                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Understanding

 

11. Which of the following best describes the current view of job enrichment?

a.	Job enrichment continues to be a highly successful job design.
b.	Nearly all Fortune 500 companies use some form of job enrichment program.
c.	Job enrichment has been proven to increase performance, but at the cost of lower satisfaction.
d.	Job enrichment has been proven to increase satisfaction, but at the cost of lower performance.
e.	Job enrichment has recently fallen into disfavor among managers.

 

 

ANS:  E                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership

TYP:   Knowledge

 

12. The critical psychological states of the job characteristics theory include all of the following except

a.	knowledge of results.
b.	individual perceptions that the job is valuable and worthwhile.
c.	experienced meaningfulness of the work.
d.	individual perceptions of accountability and responsibility.
e.	recognition for work outcomes.

 

 

ANS:  E                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Understanding

 

13. The degree to which the job allows an individual substantial freedom and independence is called

a.	autonomy.
b.	task significance.
c.	feedback
d.	job integration.
e.	job description.

 

 

ANS:  A                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

14. In the job characteristics theory, which of the following is not a factor presumed to cause the emergence of psychological states?

a.	Task identity
b.	Experienced responsibility
c.	Task significance
d.	Feedback
e.	Autonomy

 

 

ANS:  B                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

15. ____ is the degree to which a job requires completion of a whole and identifiable piece of work.

a.	Task identity
b.	Task meaningfulness
c.	Task visibility
d.	Task recognition
e.	Task significance

 

 

ANS:  A                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

16. The degree to which the job activities give a person information about the effectiveness of performance is called

a.	skill variety.
b.	feedback.
c.	task identity.
d.	skill identity.
e.	task variety.

 

 

ANS:  B                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

17. All of the following statements about the key outcomes expected to result from the psychological states detailed in the job characteristics theory are true except

a.	low absenteeism and turnover.
b.	high satisfaction with work.
c.	high-quality work performance.
d.	high profits for stockholders.
e.	high internal work motivation.

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Understanding

 

18. Which of the following is not a guideline that managers can use to implement the job characteristics theory?

a.	Combining existing tasks into more complex ones
b.	Opening feedback channels
c.	Establishing direct relationships with clients
d.	Raising pay levels to match the competition
e.	Forming natural work units

 

 

ANS:  D                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Understanding

 

 

19. Which one of the following statements has been cited as a weakness of the job characteristics theory?

a.	Guidelines for implementation are too specific.
b.	All changes to a job must occur simultaneously.
c.	The role of individual differences frequently has not been supported by scientific research.
d.	The theory assumes that job characteristics are unpredictable and inconsistent.
e.	One application of the theory found that absenteeism and turnover actually increased.

 

 

ANS:  C                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Understanding

 

20. Participation occurs when employees

a.	work together in teams.
b.	have a voice in decisions about their own work.
c.	work closely with a mentor or supervisor.
d.	join a labor union or other employee association.
e.	become fully vested in a benefits program.

 

 

ANS:  B                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

21. The human relations view of participation was that participation

a.	would increase satisfaction, but would not be a source of potentially valuable input.
b.	would increase satisfaction, but would likely reduce performance.
c.	was necessary but inefficient.
d.	was useful to secure creative ideas from employees.
e.	could potentially increase the value of the organization’s key product or service.

 

 

ANS:  A                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

22. The role of participation and empowerment in motivation can be expressed in terms of all of the following theoretical perspectives except

a.	need for achievement.
b.	expectancy theory.
c.	need-based perspectives of motivation.
d.	diversity theory.
e.	self-esteem.

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Multicultural and diversity understanding | AACSB: Individual Dynamics | AACSB: Motivation  TYP:   Understanding

 

23. Organizations may benefit from allowing employee participation in all of the following areas except

a.	what material to use.
b.	what tools to use.
c.	work schedules.
d.	product quality.
e.	corporate investment decisions.

 

 

ANS:  E                    PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation         TYP:           Knowledge

 

24. Quality circles are an example of organizational attempts at

a.	applying reinforcement theory.
b.	OB modification.
c.	behavior modification.
d.	empowerment.
e.	motivational training.

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation

TYP:   Knowledge

 

25. All of the following statements about the use of quality circles are true except

a.	Employees meet regularly to identify problems.
b.	Employees are empowered to control their work.
c.	The use of a question/answer period is important.
d.	Employees can propose solutions to problems.
e.	All of the above are true of quality circles.

 

 

ANS:  C                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation

TYP:   Understanding

 

26. Empowerment will enhance organizational effectiveness under all the following conditions except

a.	sincere efforts to spread power and autonomy to lower levels.
b.	commitment to maintain participation and empowerment.
c.	systematic efforts to empower workers.
d.	renewed concentration of authority in the hands of top managers.
e.	increased commitment to training.

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership

TYP:   Understanding

 

27. Alternative work arrangements are intended to

a.	enhance employee motivation and performance.
b.	limit the flexibility employees have in scheduling work.
c.	accommodate a narrower range of the potential workforce.
d.	increase company profits.
e.	reduce dependence on key customers.

 

 

ANS:  A                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

28. Which of the following statements about variable work schedules is true?

a.	employees can learn new skills.
b.	employees recognize the value of motivation.
c.	employees have a say in critical decisions in the organization.
d.	they grow resentful and powerless
e.	employees can organize their work behaviors.

 

 

ANS:  D                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

29. Which of the following is an alternative work arrangement where an employee is given more control over the times worked on a typical workday?

a.	Flextime
b.	Variable work schedules
c.	Compressed work week
d.	Job sharing
e.	Telecommuting

 

 

ANS:  A                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

30. Ending the workday shortly after lunch on Friday because an individual reported to work early is most likely an example of

a.	a shortened workweek.
b.	telecommuting.
c.	flextime.
d.	a compressed workweek.
e.	job sharing.

 

 

ANS:  C                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Understanding

 

31. All of the following statements are true about the traditional work schedule, except

a.	long days that start at 8:00 or 9:00 in the morning
b.	managers work many additional hours
c.	it is hard for employees to take care of personal business
d.	people can take off work when they need to
e.	people feel powerless because of their work schedules

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

32. When a construction worker decides to work additional hours on a typical workday so that he can have a three-day weekend, he is likely taking advantage of a ____ program.

a.	shortened workweek.
b.	telecommuting.
c.	flextime.
d.	compressed workweek.
e.	job sharing.

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Understanding

 

 

33. All of the following statements regarding flextime are true except

a.	It gives employees less say about what days they work
b.	Gives employees more personal control over times they work
c.	Is desirable for people who want to work part-time
d.	All employees must be at work during core time
e.	The workday is broken down into two categories

 

 

ANS:  C                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

34. Flextime is a work schedule arrangement that

a.	gives employees more personal control over the hours they work each day.
b.	allows workers to work a full forty-hour week in less than five days.
c.	allows workers to miss more than their normally allotted sick days.
d.	gives employees a say in deciding what hours to remain open for business.
e.	lets employees choose their days off in advance.

 

 

ANS:  A                    PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Group Dynamics | AACSB: Individual Dynamics | AACSB: Motivation  TYP:   Knowledge

 

35. The benefits of job sharing include all of the following except

a.	a way to entice more workers to the organization
b.	there are cost benefits to the organization
c.	the organization does not have to offer benefits.
d.	organizations are concerned about worker safety
e.	the organization can tap into a wider array of skills

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

36. Two people are needed to fill a position for a company that remains open for business from 9:00 a.m. to 5:00 p.m., five days a week. Which of the following alternative work arrangements might best suit this position?

a.	Job sharing
b.	Flextime
c.	Telecommuting
d.	Job characteristics approach
e.	Compressed work week

 

 

ANS:  A                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Understanding

 

37. Telecommuting involves all of the following except

a.	using e-mail and other technologies to stay in touch with the workplace.
b.	employees spending one or two days a week at home.
c.	reductions in absenteeism and turnover.
d.	organization savings on facilities such as parking.
e.	higher pay for working under special conditions.

 

 

ANS:  E                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Information Technology | AACSB: Motivation                TYP:   Knowledge

 

38. The problems with telecommuting include all of the following except

a.	a feeling of isolation
b.	lack of self-control
c.	workplace safety
d.	have to be at work during core time
e.	coordination difficulties in scheduling meetings

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Information Technology | AACSB: Motivation                TYP:   Understanding

 

39. All of the following are benefits of telecommuting except

a.	provides added flexibility
b.	can manage personal activities
c.	can get more work done
d.	employees miss the interaction of the workplace
e.	it reduces absenteeism and turnover

 

 

ANS:  D                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Information Technology | AACSB: Motivation                TYP:   Knowledge

 

40. Allowing an employee to spend part of their time working off-site, usually at home is called ____.

a.	Compressed work week
b.	Flextime
c.	job sharing
d.	off-shoring
e.	None of the above

 

 

ANS:  E                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Information Technology | AACSB: Motivation                TYP:   Understanding

 

TRUE/FALSE

 

41. Goal setting and organizational rewards can be used together to enhance employee performance.

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

42. Job design involves how organizations design work that is performed in a company, rather than how jobs are structured.

 

ANS:  F                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

 

43. Managers must determine how to motivate people and how to optimize their performance

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

44. Douglas McGregor was the chief proponent of job specialization.

 

ANS:  F                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

45. On the whole job specialization has produced disappointing results in the corporate setting.

 

ANS:  F                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Understanding

 

46. Frederick Taylor’s view of job specialization grew from the historical writing about division of labor advocated by Scottish economist Adam Smith.

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

47. The foremost disadvantage of job specialization is the extreme monotony of highly specialized tasks.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

48. Job rotation and job enlargement were developed as alternative ways to design jobs instead of through job specialization.

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: HRM

TYP:   Knowledge

 

49. Companies use job rotation as a training technique and rely on it to enhance employee motivation.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

50. Job rotation often produces narrowly-focused and routine jobs, which is a distinct limitation of the approach.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

51. Job enlargement serves to reduce the monotony and boredom found in many manufacturing jobs.

 

ANS:  F                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

52. Job enrichment involves giving employees more control over the tasks they perform on the job.

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

53. The job characteristics theory was developed by Frederick Taylor and Abraham Maslow.

 

ANS:  F                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

54. The job characteristics of skill variety, task identity, and task significance are expected to affect an employee’s experienced meaningfulness of the work.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

55. Feedback is expected to affect the knowledge of the actual results of work activities.

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

56. Research has generally provided consistent support for the job characteristics theory, although performance has seldom been correlated with job characteristics.

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

57. Employee empowerment promotes participation is a wide variety of areas, including but not limited to work itself, work context, and work environment.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership

TYP:   Knowledge

 

58. A quality circle is a group of employees who are assigned to inspection teams that ensure production quality on an assembly line.

 

ANS:  F                    PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation   TYP:           Knowledge

 

59. Employees who are given the opportunity to participate in making decisions may feel more committed to properly executing those decisions.

 

ANS:  T                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

60. Empowerment only enhances organizational effectiveness if certain conditions exist. One of the conditions is that the organization must be sincere in if efforts to spread power and autonomy to lower levels of the organization.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership

TYP:   Knowledge

 

61. A compressed workweek occurs when an employee decides when he or she reports to work on a typical workday.

 

ANS:  F                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: HRM

TYP:   Knowledge

 

62. Flextime gives employees control over what days they work in a typical workweek.

 

ANS:  F                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

63. A “nine-eighty” schedule involves working eighty hours in nine days.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

64. Extended work schedules require employees to work extended periods of time followed by long periods of paid time off.

 

ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

65. Telecommuting is an arrangement that allows employees to spend part of their time working overseas in outsourced jobs, usually at an alternative worksite.

 

ANS:  F                    PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

COMPLETION

 

66. ___________________________________ involves how companies design and structure work.

 

ANS:  Job design

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

67. The historical writings of ___________________________________ led to the further development of job specialization.

 

ANS:  Adam Smith

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

68. ___________________________________, as conceptualized in scientific management, can help improve efficiency, but the process can also increase monotony.

 

ANS:  Job specialization

 

PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation         TYP:           Understanding

 

69. Although regarded as a relatively inefficient management technique, ___________________________________ is often considered a very effective training technique.

 

ANS:  job rotation

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

70. Horizontal job loading is also known as ___________________________________.

 

ANS:  job enlargement

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

71. Maytag was one of the first companies to use ___________________________________ in the assembly of washing machine pumps.

 

ANS:  job enlargement

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

72. Job enrichment is based on the ___________________________________ theory of motivation, which states positive job-related experiences and feelings of achievement, responsibility, and recognition are intrinsic to a job and could serve to motivate employees.

 

ANS:  dual-structure

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

73. ___________________________________ is an approach to job design that relies on positive job experiences and feelings of achievement and responsibility to motivate workers.

 

ANS:  Job enrichment

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

74. ____________________ job loading involves adding more tasks to a job as well as giving the employee more control over those tasks.

 

ANS:  Vertical

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

75. The ___________________________________ theory focuses on the specific motivational properties of jobs.

 

ANS:  Job Characteristics

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

76. Hackman and Oldham believed that critical ___________________________________ determine the extent to which characteristics of the task enhance employee responses to that task.

 

ANS:  psychological states

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

77. Hackman and Oldham indicate that three critical psychological states are triggered by the characteristics of the job known as core ___________________________________.

 

ANS:  job dimensions

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

78. ____________________ determine what jobs will be performed in their organizations and how those jobs will be performed.

 

ANS:  Managers

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Leadership | AACSB: Strategy

TYP:   Knowledge

 

79. A worker numbed by ____________________ and ____________________ may be less motivated to work hard and more inclined to do poor-quality work or to complain about the job

 

ANS:

boredom, monotony

monotony, boredom

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

80. The degree to which the job activities give the individual direct and clear information about the effectiveness of his or her performance refers to ____________________.

 

ANS:  feedback

 

PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation | AACSB: Leadership                TYP:   Knowledge

 

81. ____________________ is the degree to which a job allows an individual substantial freedom, independence, and discretion to schedule the work and determine the procedures for carrying it out.

 

ANS:  Autonomy

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

82. ___________________________________ is the degree to which the job requires a variety of activities that involve different skills and talents.

 

ANS:  Skill variety

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

83. ___________________________________ is the degree to which individuals continuously understand how effectively they are performing the job.

 

ANS:  Knowledge of results

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

TYP:   Knowledge

 

84. The ___________________________________ movement in vogue from the 1930s through the 1950s assumed that employees who are happy and satisfied will work harder.

 

ANS:  human relations

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

TYP:   Knowledge

 

85. A(n) ___________________________________ involves volunteer employees who meet to identify and propose solutions to quality-related issues.

 

ANS:  quality circle

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation

TYP:   Knowledge

 

86. The ____________________ workweek allows employees to work their full forty hours in fewer than the traditional five days.

 

ANS:  compressed

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

87. Job ____________________ is an alternative work arrangement that suits people who want to work only part-time.

 

ANS:  sharing

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

 

88. ____________________ gives employees more personal control over the hours they work each day.

 

ANS:  Flextime

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

89. An employee working a traditional work schedule one week and a compressed schedule the next week, getting every other Friday off is working a(n) ___________________________________ work schedule.

 

ANS:  nine-eighty

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

90. ___________________________________ require employees to complete longer periods of work, which are followed by longer periods of paid time off.

 

ANS:  Extended work schedules

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

TYP:   Knowledge

 

 

MATCHING

 

Match the following:

a.	understand how well the job is done
b.	number of required skills and talents
c.	employees must be at work
d.	alternating from one task to another
e.	White-Collar Stress article
f.	workers tailor their workday
g.	define and structure jobs
h.	horizontal job loading
i.	chief proponent of job specialization
j.	job characteristics theory
k.	involves working at home
l.	workers set their own work goals
m.	providing employees a voice at work
n.	regular alternating with compressed weeks
o.	employees made decisions about their work
p.	knowledge of results
q.	impact on the lives or work of others
r.	forty-hour work week in less than five days
s.	one of the first to use job enlargement
t.	problem-solving volunteers

 

 

91. quality circle

 

92. job design

 

93. employee participation

 

94. job rotation

 

95. core time

 

96. Daniel Akst

 

97. skill variety

 

98. knowledge of results

 

99. compressed work schedule

 

100. critical psychological states

 

101. Frederick Taylor

 

102. flextime

 

103. empowerment

 

104. job enlargement

 

105. Maytag

 

106. Hackman and Oldham

 

107. “nine-eighty”

 

108. task significance

 

109. telecommuting

 

110. participation

 

91. ANS:  T                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation

 

92. ANS:  G                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

 

 

93. ANS:  M                   PTS:   1

NAT:  AACSB: Communication | AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Group Dynamics

 

94. ANS:  D                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

 

95. ANS:  C                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

 

96. ANS:  E                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

 

97. ANS:  B                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: HRM

 

98. ANS:  A                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Leadership

 

99. ANS:  R                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

 

100. ANS: P                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership | AACSB: HRM

 

101. ANS: I                     PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Individual Dynamics | AACSB: Leadership

 

102. ANS: F                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Group Dynamics | AACSB: Motivation

 

103. ANS: L                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Group Dynamics | AACSB: Motivation

 

104. ANS: H                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

 

105. ANS: S                    PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

 

106. ANS: J                     PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

 

107. ANS: N                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

 

108. ANS: Q                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Group Dynamics | AACSB: Individual Dynamics | AACSB: Motivation

 

109. ANS: K                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Individual Dynamics | AACSB: Motivation

 

110. ANS: O                    PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Group Dynamics | AACSB: Motivation

 

ESSAY

 

111. Describe, discuss, and give examples of Happiness on the Job.

 

ANS:

Answer not provided.

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

 

112. In what areas is it appropriate to elicit employee participation? What outcomes should a manager expect from participation?

 

ANS:

Answer not provided.

 

PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation | AACSB: Leadership

 

113. Describe, discuss and give examples of the early perspectives on employee involvement. Ensure that the areas and techniques of involvement are addressed.

 

ANS:

Answer not provided.

 

PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership | AACSB: HRM

 

114. Describe, discuss, and give examples of and the pros and cons of job rotation.

 

ANS:

Answer not provided.

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

 

115. Compare and contrast three alternative approaches to work scheduling discussed in your text. How will each approach affect organizational efficiency?

 

ANS:

Answer not provided.

 

PTS:   1

NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: Leadership | AACSB: HRM

 

116. Discuss how managers can use motivation theories and job design to increase employees’ motivation and performance.

 

ANS:

Answer not provided.

 

PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation | AACSB: Leadership

 

117. Describe, discuss, compare and contrast job enlargement and job enrichment. Give examples for each.

 

ANS:

Answer not provided.

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation | AACSB: HRM

 

 

118. Discuss the evolution of job design.

 

ANS:

Answer not provided.

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Motivation

 

119. Discuss the advantages and disadvantages of job specialization. Give examples of each. Does job specialization provide organizations a net benefit, or a net loss? Explain.

 

ANS:

Answer not provided.

 

PTS:   1                    NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation

 

120. Describe how a manager might use the job characteristics approach to design a job for a telecommuter.

 

ANS:

Answer not provided.

 

PTS:   1

NAT:  AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation | AACSB: HRM