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

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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:EPTS: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:EPTS: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:CPTS: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:CPTS: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:BPTS: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:EPTS: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:APTS: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:APTS: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:APTS: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:EPTS: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:BPTS: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:DPTS: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:BPTS: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:APTS: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:DPTS:1
NAT:AACSB: Analytic | AACSB: Multicultural and diversity understanding | AACSB: Individual Dynamics | AACSB: MotivationTYP: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:EPTS: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:DPTS: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:CPTS: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:DPTS: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:APTS: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:CPTS: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:DPTS: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:DPTS: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:CPTS: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:APTS: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:DPTS: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:APTS: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:EPTS: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:DPTS:1
NAT:AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Information Technology | AACSB: MotivationTYP: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:DPTS: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:EPTS:1
NAT:AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Information Technology | AACSB: MotivationTYP: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:FPTS: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:TPTS: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:TPTS: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:TPTS: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:FPTS: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:TPTS: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:TPTS: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:FPTS: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:TPTS: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:TPTS: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:TPTS: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:FPTS: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:1NAT: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: MotivationTYP: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:1NAT: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:1NAT: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:1NAT: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:1NAT: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:1NAT: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:1NAT: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:TPTS:1
NAT: AACSB: Analytic | AACSB: Group Dynamics | AACSB: Motivation
92.ANS:GPTS:1
NAT:AACSB: Analytic | AACSB: Motivation | AACSB: HRM
93.ANS:MPTS:1
NAT: AACSB: Communication | AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Group Dynamics
94.ANS:DPTS:1NAT:AACSB: Analytic | AACSB: Motivation
95.ANS:CPTS:1
NAT: AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation
96.ANS:EPTS:1
NAT: AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation
97.ANS:BPTS:1
NAT: AACSB: Analytic | AACSB: Individual Dynamics | AACSB: HRM
98.ANS:APTS:1
NAT: AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Leadership
99.ANS:RPTS:1
NAT:AACSB: Analytic | AACSB: Motivation | AACSB: HRM
100.ANS:PPTS:1
NAT: AACSB: Analytic | AACSB: Motivation | AACSB: Leadership | AACSB: HRM
101.ANS:IPTS:1
NAT: AACSB: Analytic | AACSB: Motivation | AACSB: Individual Dynamics | AACSB: Leadership
102.ANS:FPTS:1
NAT: AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Group Dynamics | AACSB: Motivation
103.ANS:LPTS:1
NAT: AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Group Dynamics | AACSB: Motivation
104.ANS:HPTS:1
NAT:AACSB: Analytic | AACSB: Motivation | AACSB: HRM
105.ANS:SPTS:1NAT:AACSB: Analytic | AACSB: Motivation
106.ANS:JPTS:1
NAT: AACSB: Analytic | AACSB: Individual Dynamics | AACSB: Motivation
107.ANS:NPTS:1
NAT:AACSB: Analytic | AACSB: Motivation | AACSB: HRM
108.ANS:QPTS:1
NAT: AACSB: Analytic | AACSB: Group Dynamics | AACSB: Individual Dynamics | AACSB: Motivation
109.ANS:KPTS:1
NAT:AACSB: Analytic | AACSB: Use of Information Technology | AACSB: Individual Dynamics | AACSB: Motivation
110.ANS:OPTS: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:1NAT: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

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