Organizational Behavior Managing People and Organizations 11th Edition by Ricky W. Griffin - Test Bank

Organizational Behavior Managing People and Organizations 11th Edition by Ricky W. Griffin – Test Bank

 

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Sample Questions Are Posted Below

 

Chapter 5—Motivating Employee Performance Through Work

 

MULTIPLE CHOICE

 

1. All of the following methods can be used to enhance individual performance at work EXCEPT:

a.	Job design
b.	Employee participation
c.	Goal setting
d.	Performance management
e.	Groupthink

 

 

ANS:  E                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 125             OBJ:   LO: 5-1          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

2. Which of these was the first widespread model of how individual work should be designed?

a.	Job enrichment
b.	Job rotation
c.	Job enlargement
d.	Motivational design
e.	Job specialization

 

 

ANS:  E                    PTS:   1                    DIF:    Difficulty: Easy

REF:   p. 126             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts | DISC: HRM

KEY:  Bloom’s: Knowledge

 

3. If Marco is interested in utilizing job specialization as motivational technique at work, you should advise him that the primary problem associated with the specialization of jobs is

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                    DIF:    Difficulty: Moderate

REF:   p. 127             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Application

 

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                    DIF:    Difficulty: Moderate

REF:   p. 127             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Group Dynamics | DISC: Motivation Concepts | DISC: HRM

KEY:  Bloom’s: Comprehension

 

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

a.	few companies rely on it as motivational tool.
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                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Group Dynamics | DISC: Motivation Concepts | DISC: HRM

KEY:  Bloom’s: 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                    DIF:    Difficulty: Easy

REF:   p. 127             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: Leadership Principles

KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 126-128      OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Easy

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts | DISC: HRM

KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Challenging

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Challenging

REF:   p. 129             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 129             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Easy

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: 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                    DIF:    Difficulty: Easy

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: 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                    DIF:    Difficulty: Easy

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 131             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

18. When Sarah is ready to implement the job characteristics theory, she can use all of these guidelines EXCEPT:

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                    DIF:    Difficulty: Moderate

REF:   p. 131             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Application

 

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                    DIF:    Difficulty: Challenging

REF:   p. 132             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Easy

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: 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                    DIF:    Difficulty: Challenging

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 134             OBJ:   LO: 5-3

NAT:  BUSPROG: Communication | BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: 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                    DIF:    Difficulty: Challenging

REF:   p. 134             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Group Dynamics | DISC: Motivation Concepts        KEY:  Bloom’s: Evaluation

 

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.	Employees meet voluntarily.

 

 

ANS:  C                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 134             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Group Dynamics | DISC: Motivation Concepts        KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 134-135      OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: Leadership Principles

KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 136             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: 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.	Employees grow resentful and powerless.
e.	Employees can organize their work behaviors.

 

 

ANS:  D                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 136             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: 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                    DIF:    Difficulty: Easy

REF:   p. 138             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 138             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 136             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 136-137      OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Application

 

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                    DIF:    Difficulty: Moderate

REF:   p. 138             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: 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                    DIF:    Difficulty: Easy

REF:   p. 138             OBJ:   LO: 5-4

NAT:  BUSPROG: Communication | BUSPROG: Analytic

STA:   DISC: Group Dynamics | DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 139             OBJ:   LO: 5-4

NAT:  BUSPROG: Communication | BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 139             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Application

 

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                    DIF:    Difficulty: Moderate

REF:   p. 139             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Information Technology | DISC: Information Technology | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 140             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Information Technology | DISC: Information Technology | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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                    DIF:    Difficulty: Moderate

REF:   p. 139             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Information Technology | DISC: Information Technology | DISC: Motivation Concepts

KEY:  Bloom’s: 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                    DIF:    Difficulty: Moderate

REF:   p. 139             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Information Technology | DISC: Information Technology | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

41. Justine is highly concerned about monotony and boredom plaguing his employees at work. If he starts to systematically move workers from one job to another in an attempt to minimize monotony and boredom, it refers to which of these?

a.	Job enrichment
b.	Job rotation
c.	Job enlargement
d.	Motivational design
e.	Job specialization

 

 

ANS:  B                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 127             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Application

 

42. ABC Manufacturing has recently started giving employees four different tasks instead of two that they normally work on. This technique of expanding a workers’ jobs refers to which of these?

a.	Job enrichment
b.	Job rotation
c.	Job enlargement
d.	Motivational design
e.	Job specialization

 

 

ANS:  C                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Application

 

43. When Susan introduces the system of giving her employees both more tasks to perform as well as more control over how to perform them, she is utilizing which of these ?

a.	Job enrichment
b.	Job rotation
c.	Job enlargement
d.	Motivational map
e.	Job specialization

 

 

ANS:  A                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Application

 

44. In the job characteristics theory, skill variety, task identity, and task significance affect which critical psychological state?

a.	Knowledge of results
b.	High internal work motivation
c.	Experienced meaningfulness of the work
d.	Individual perceptions of accountability and responsibility
e.	Recognition for work outcomes

 

 

ANS:  C                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Comprehension

 

45. In the job characteristics theory, autonomy affect which critical psychological state?

a.	Knowledge of results
b.	High internal work motivation
c.	Experienced meaningfulness of the work
d.	Individual perceptions of accountability and responsibility
e.	Recognition for work outcomes

 

 

ANS:  D                    PTS:   1                    DIF:    Difficulty: Challenging

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Comprehension

 

TRUE/FALSE

 

46. As a manager, if Sonia wants to enhance employee performance, she can use goal setting and organizational rewards together.

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Challenging

REF:   p. 125             OBJ:   LO: 5-1          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Evaluation

 

47. Fortunately, job design involves how organizations design work that is performed in a company, rather than how jobs are structured.

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 126             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Easy

REF:   p. 125             OBJ:   LO: 5-1          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

49. Research finds that Douglas McGregor was the chief proponent of job specialization.

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 126             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 126-127      OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 126             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 127             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 127             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: HRM    KEY:  Bloom’s: Knowledge

 

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

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Comprehension

 

55. A distinct limitation of job rotation is that this approach often produces narrowly-focused and routine jobs.

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

56. The primary advantage of job enlargement is to reduce the monotony and boredom found in manufacturing jobs.

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Challenging

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Easy

REF:   p. 129             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

59. 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                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Easy

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Challenging

REF:   p. 131-132      OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Comprehension

 

62. 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                    DIF:    Difficulty: Moderate

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: Leadership Principles

KEY:  Bloom’s: Knowledge

 

63. 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                    DIF:    Difficulty: Moderate

REF:   p. 134             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 134             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: Leadership Principles

KEY:  Bloom’s: Knowledge

 

66. An employee decides when he or she reports to work on a typical workday. This is an example of a compressed workweek.

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 136             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: HRM    KEY:  Bloom’s: Comprehension

 

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

 

ANS:  F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 138             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 137             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 137             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

70. 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                    DIF:    Difficulty: Moderate

REF:   p. 139             OBJ:   LO: 5-4

NAT:  BUSPROG: Communication | BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

COMPLETION

 

71. __________ involves how companies design and structure work.

 

ANS:  Job design

 

PTS:   1                    DIF:    Difficulty: Easy                               REF:   p. 126

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

72. The historical writings of _______ led to the further development of job specialization.

 

ANS:  Adam Smith

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 126

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

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

 

ANS:  Job specialization

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 126

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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

 

ANS:  job rotation

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 127-128

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

75. Horizontal job loading is also known as _______.

 

ANS:  job enlargement

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 128

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

76. Maytag was one of the first companies to use ________ in the assembly of washing machine pumps.

 

ANS:  job enlargement

 

PTS:   1                    DIF:    Difficulty: Challenging                    REF:   p. 128

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

77. 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                    DIF:    Difficulty: Moderate                        REF:   p. 128

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

78. ________ 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                    DIF:    Difficulty: Moderate                        REF:   p. 128-129

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

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

 

ANS:  Vertical

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 129

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

80. The ________ theory focuses on the specific motivational properties of jobs.

 

ANS:  Job Characteristics

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 129

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

81. 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                    DIF:    Difficulty: Moderate                        REF:   p. 129-130

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

82. 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                    DIF:    Difficulty: Moderate                        REF:   p. 130

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

83. ______ determine what jobs will be performed in their organizations and how those jobs will be performed.

 

ANS:  Managers

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 125

OBJ:   LO: 5-1          NAT:  BUSPROG: Analytic

STA:   DISC: Leadership Principles | DISC: Strategy                    KEY:  Bloom’s: Knowledge

 

84. 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                    DIF:    Difficulty: Challenging                    REF:   p. 127

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

85. 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                    DIF:    Difficulty: Moderate                        REF:   p. 130

OBJ:   LO: 5-2          NAT:  BUSPROG: Communication | BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

86. _____ 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                    DIF:    Difficulty: Moderate                        REF:   p. 130

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

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

 

ANS:  Skill variety

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 130

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

88. ________ is the degree to which individuals continuously understand how effectively they are performing the job.

 

ANS:  Knowledge of results

 

PTS:   1                    DIF:    Difficulty: Easy                              REF:   p. 130

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

89. 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                    DIF:    Difficulty: Moderate                        REF:   p. 132

OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

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

 

ANS:  quality circle

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 134

OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Group Dynamics | DISC: Motivation Concepts        KEY:  Bloom’s: Knowledge

 

91. The _______ work week allows employees to work their full forty hours in fewer than the traditional five days.

 

ANS:  compressed

 

PTS:   1                    DIF:    Difficulty: Easy                               REF:   p. 136

OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

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

 

ANS:  sharing

 

PTS:   1                    DIF:    Difficulty: Easy                               REF:   p. 139

OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

93. ________ gives employees more personal control over the hours they work each day.

 

ANS:  Flextime

 

PTS:   1                    DIF:    Difficulty: Easy                               REF:   p. 138

OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                        KEY:  Bloom’s: Knowledge

 

94. 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                    DIF:    Difficulty: Moderate                        REF:   p. 137

OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

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

 

ANS:  Extended work schedules

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 137

OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: 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.	vertical job loading
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

 

 

96. quality circle

 

97. job design

 

98. employee participation

 

99. job rotation

 

100. core time

 

101. job enrichment

 

102. skill variety

 

103. knowledge of results

 

104. compressed work schedule

 

105. critical psychological states

 

106. Frederick Taylor

 

107. flextime

 

108. empowerment

 

109. job enlargement

 

110. Maytag

 

111. Hackman and Oldham

 

112. “nine-eighty”

 

113. task significance

 

114. telecommuting

 

115. participation

 

96. ANS:  T                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 134             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Group Dynamics | DISC: Motivation Concepts        KEY:  Bloom’s: Knowledge

 

97. ANS:  G                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 126             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

98. ANS:  M                   PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Group Dynamics                   KEY:  Bloom’s: Knowledge

 

99. ANS:  D                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 127             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

100. ANS: C                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 138             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

101. ANS: E                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128-129      OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

102. ANS: B                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: HRM    KEY:  Bloom’s: Knowledge

 

103. ANS: A                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics             KEY:  Bloom’s: Knowledge

 

104. ANS: R                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 136             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: HRM    KEY:  Bloom’s: Knowledge

 

105. ANS: P                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

106. ANS: I                     PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 126             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

107. ANS: F                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 138             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

108. ANS: L                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

109. ANS: H                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Knowledge

 

110. ANS: S                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 128             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

111. ANS: J                     PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 129-130      OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

112. ANS: N                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 137             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: HRM    KEY:  Bloom’s: Knowledge

 

113. ANS: Q                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 130             OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

114. ANS: K                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 139             OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Information Technology | DISC: Motivation Concepts

KEY:  Bloom’s: Knowledge

 

115. ANS: O                    PTS:   1                    DIF:    Difficulty: Moderate

REF:   p. 132             OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts             KEY:  Bloom’s: Knowledge

 

ESSAY

 

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

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 132-135

OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 132-135

OBJ:   LO: 5-3          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Comprehension

 

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

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 127-128

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

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

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Challenging                    REF:   p. 136-140

OBJ:   LO: 5-4          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts |DISC: HRM                         KEY:  Bloom’s: Analysis

 

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

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Challenging                    REF:   p. 126-132

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts | DISC: Leadership Principles

KEY:  Bloom’s: Comprehension

 

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

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 128-129

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic

STA:   DISC: Motivation Concepts | DISC: HRM                         KEY:  Bloom’s: Analysis

 

122. Discuss the evolution of job design.

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Moderate                        REF:   p. 126-127

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Comprehension

 

123. 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:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Challenging                    REF:   p. 126-127

OBJ:   LO: 5-2          NAT:  BUSPROG: Analytic                       STA:   DISC: Motivation Concepts

KEY:  Bloom’s: Analysis

 

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

 

ANS:

Answers will vary.

 

PTS:   1                    DIF:    Difficulty: Challenging                    REF:   p. 129-132 | p. 139-140

OBJ:   LO: 5-2 | LO: 5-4                             NAT:  BUSPROG: Analytic

STA:   DISC: Individual Dynamics | DISC: Motivation Concepts | DISC: HRM

KEY:  Bloom’s: Comprehension