Organizational Behavior Science, The Real World, and You 8th Edition by Debra L. Nelson - Test Bank

Organizational Behavior Science, The Real World, and You 8th Edition by Debra L. Nelson – Test Bank

 

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CHAPTER 5—MOTIVATION AT WORK

 

MULTIPLE CHOICE

 

1. James Dyson, CEO of Dyson places a major emphasis on his creative passion and spirit of innovation.  Dyson wants to create a culture where entrepreneurial drive is contagious and motivates employees to take up a new idea, use it, and do it as quickly as possible.  To stimulate creativity and motivate passionate engagements, Dyson established the structural framework and motivators that include opportunities for:

a.	achievement
b.	recognition
c.	reward
d.	All of the above

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 161|p. 184

NAT:  AACSB: Reflective Thinking | AACSB: Individual Dynamics

TOP:   Thinking Ahead | Looking Back       MSC:  K&C

 

2. The process of arousing and sustaining goal-directed behavior is called:

a.	energizing
b.	goal setting
c.	motivation
d.	expectancy theory

 

 

ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 162

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

3. The proposition that a person’s life was founded on the compulsion to work and the power of love is known as:

a.	the Protestant ethic
b.	psychodynamic theory
c.	motivation
d.	the Calvinistic perspective

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 163

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

4. According to the Protestant ethic, a person should work hard because hard work and prosperity would lead to a place in heaven. The organizational scholar who advanced the Protestant Ethic notion was:

a.	John Calvin
b.	Sigmund Freud
c.	Adam Smith
d.	Max Weber

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 162

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

5. Which of the following statements is most accurate regarding the current state of motivation theories?

a.	The reinforcement approach to motivation has been found to be superior to other motivational models.
b.	Freud’s psychodynamic theory of motivation has generally been supported with the strongest empirical evidence.
c.	There are several approaches to motivation, and one or another may be useful in specific organizational contexts, with specific individuals or groups, at different times.
d.	The motivational models that make strong economic assumptions regarding human motivation have received the most universal acceptance.

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 162

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  S&E

 

6. All of the following are drives or needs that underlie employee motivation Except:

a.	to acquire
b.	to bond
c.	to achieve
d.	to comprehend

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 163

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

7. The Real World 5.1 feature on the model manager’s (Graham) motivational style included all of the following characteristics Except:

a.	focusing on the positive in contrast to communicating unrealistic positivity
b.	targeting support based on recent project events
c.	positioning himself as a resource for team members rather then judge
d.	providing consistent and timely feedback to individuals of his team

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 164

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior | Real World 5.1                MSC:  K&C

 

8. Frederick Taylor’s scientific management advanced the idea that:

a.	unfulfilled needs acted as motivation
b.	the relationship of management and labor should be one of cooperation rather than conflict
c.	money was not a motivator
d.	self-interest and economic gain are motivators for the owners of production and not the employees of owners

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 165

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

9. The basic motivational assumption within Taylor’s scientific management is the same as within Adam Smith’s political economic notions which is:

a.	both intrinsic and extrinsic factors influence motivation
b.	ungratified needs motivate behavior
c.	individuals are largely motivated by power, affiliation, and achievement
d.	people are motivated by self-interest and economic gain

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 164

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

10. Adam Smith formulated the “invisible hand” and the free market to explain the motivation for individual behavior. The “invisible hand” refers to:

a.	psychological determinants of behavior
b.	unconscious motives
c.	internal needs
d.	unseen forces of a free market system

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 164

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

11. Modern management practices such as employee management recognition programs, flexible benefit packages, and stock ownership plans emphasize:

a.	internal needs
b.	intrinsic motivation
c.	external incentives
d.	psychodynamic theory

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 165

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

12. An approach to employee motivation that considers both psychological needs and external incentives is:

a.	psychodynamic theory
b.	McGregor’s Theory X and Theory Y
c.	psychological ownership
d.	organizational citizenship behavior

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 165

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  K&C

 

13. Maslow’s hierarchy of needs model begins with _____ needs and ends with _____ needs.

a.	security, social
b.	achievement, power
c.	power, affiliation
d.	physiological, self-actualization

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 166

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  K&C

 

14. Assume you own and operate a small printing and specialty advertising business that employs 25 persons. With increased health care costs and related insurance premiums you are contemplating the cancellation of health and hospitalization insurance for your employees. Your decision may cause your employees to become greatly concerned about:

a.	self-esteem needs
b.	affiliation needs
c.	safety and security needs
d.	self-actualization needs

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 165

NAT:  AACSB: Analytic | AACSB: Motivation Concepts            TOP:   Maslow’s Need Hierarchy

MSC:  Application

 

15. Alderfer’s growth need category corresponds to Maslow’s:

a.	interpersonal esteem needs
b.	safety and security needs
c.	social needs
d.	self-esteem and self-actualization needs

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 167

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  K&C

 

16. Maslow’s hierarchy of needs model helps to explain that employees are always motivated to satisfy one or more needs but that:

a.	a satisfied need is no longer a motivator
b.	high order needs are rarely met even in a minimal fashion
c.	need categories are randomly experienced rather than in a particular sequence
d.	regression down the needs chain does not occur

 

 

ANS:  A                    PTS:   1                    DIF:    Moderate        REF:   p. 166

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  K&C

 

17. Assume you have accepted a job offer and will shortly begin working in your first professional position. The firm provides a very competitive salary and benefit package. Your attention is now directed to learning and advancement opportunities. According to Alderfer and McGregor, these are:

a.	Theory X and relatedness concerns
b.	existence and Theory Y concerns
c.	growth and Theory Y concerns
d.	neither Theory X nor Y concerns

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   p. 167

NAT:  AACSB: Analytic | AACSB: Motivation Concepts            TOP:   Maslow’s Need Hierarchy

MSC:  Application

 

18. McGregor believed that Theory X assumptions were appropriate for:

a.	individuals located at the top of the organization
b.	employees located at the lower level of the organization
c.	individuals motivated by lower order needs
d.	individuals motivated by higher order needs

 

 

ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 166

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  S&E

 

19. Maslow’s progression hypothesis states:

a.	only ungratified needs motivate behavior
b.	needs are ordered
c.	individuals will move down the hierarchy as well as up the hierarchy
d.	higher order needs are more important than lower order needs

 

 

ANS:  A                    PTS:   1                    DIF:    Easy               REF:   p. 166

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  K&C

 

20. Persons who have a strong desire to control others are high in:

a.	need for achievement
b.	need for affiliation
c.	need for safety and security
d.	need for power

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 169

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  K&C

 

21. All of the following are need for achievement concerns except:

a.	challenging goals
b.	task difficulty
c.	improvement
d.	supervisory control

 

 

ANS:  D                    PTS:   1                    DIF:    Hard               REF:   p. 168

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  Application

 

22. According to McClelland’s research, successful managers tend to have a high need for:

a.	power and dominance
b.	achievement
c.	affiliation
d.	security

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 168

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  K&C

 

23. The Thematic Apperception Test (TAT) is used to measure:

a.	a person’s tendency to not use perception
b.	the achievement motive
c.	equity perceptions
d.	cognitive themes

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 168

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  K&C

 

24. Management Sciences for Health CEO Jonathon Quick displayed a high need for socialized versus personalized power.  He would probably:

a.	be an effective leader
b.	be disruptive because of his high need for power
c.	also score high on individual power
d.	be more effective if he scored higher on personalized versus socialized power

 

 

ANS:  A                    PTS:   1                    DIF:    Moderate        REF:   p. 169

NAT:  AACSB: Analytic | AACSB: Motivation Concepts            TOP:   McClelland’s Need Theory

MSC:  Analysis

 

25. The Science feature of Chapter 5 examined whether type of academic motivation (relational vs independence) interacted with interpersonal attachment (secure vs avoidant/independent) were related to GPA achievement and academic well-being.  Results of this study are most consistent with which of the following?

a.	Interpersonal attachment style did not moderate the relationship between type of academic motivation and GPA or academic well-being
b.	Congruence of academic motivation and interpersonal attachment style led to the best GPA and academic well-being
c.	Individuals whose academic motivation was relational in nature did better academically if their interpersonal attachment style was secure vs avoidant or independent and individuals whose academic motivation was to establish independence did better academically if their interpersonal attachment style was avoidant/independent
d.	B & C

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 170

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   McClelland’s Need Theory | Science Feature                     MSC:  K&C

 

26. According to Herzberg, a major difference between motivator and hygiene factors includes:

a.	motivators are controlled by supervisors and hygienes are contained within the job
b.	hygiene factors allow self-actualization when present whereas motivation factors can only be activated when pay and benefits are acceptable
c.	hygiene factors deal with personal appearance and motivators concern negative aspects of the job environment
d.	motivators deal with job characteristics that are intrinsic to the job and hygiene factors deal with characteristics of the work environment or factors extrinsic to the job

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 171

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  K&C

 

27. After working as a sales associate in an appliance store for six months, you begin to become dissatisfied with various rules and regulations, or:

a.	motivator factors
b.	Theory Y assumptions
c.	hygiene factors
d.	relatedness concerns

 

 

ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 172

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  Application

 

28. Which of the following has been identified as both a hygiene and motivational factor in research done on Herzberg’s two-factor theory?

a.	achievement
b.	coworker relations
c.	advancement
d.	pay

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 173

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  K&C

 

29. Which of the following is considered a motivating factor in Herzberg’s two-factor theory?

a.	recognition
b.	fringe benefits
c.	supervision
d.	working conditions

 

 

ANS:  A                    PTS:   1                    DIF:    Moderate        REF:   p. 171

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  K&C

 

30. Which of the following would be considered a valid conclusion regarding Herzberg’s two-factor theory?

a.	The presence of motivation factors is not necessarily essential to enhancing employee motivation to excel at work.
b.	Hygiene factors are of critical value to enhancing motivation.
c.	The model has adequately addressed individual differences.
d.	Hygiene factors are of some importance up to a threshold level.

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 173

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  Analysis

 

31. Which of the following would NOT be considered a valid criticism of Herzberg’s two-factor theory?

a.	Data have not been provided that support a clear separation of hygiene and motivator factors.
b.	There is an absence of individual differences in the theory.
c.	Extrinsic factors may be more important in determining satisfaction or dissatisfaction on the job.
d.	Most of the supporting data for the model has come from Herzberg’s students using the critical incident technique.

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   pp. 173-174

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  Analysis

 

32. The sets of needs related to the animalistic avoidance of pain and human desire for psychological growth form the basis for:

a.	Theory X & Theory Y
b.	Maslow’s hierarchy of needs
c.	McClelland need theory
d.	Herzberg’s two-factor theory

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 171

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  S&E

 

33. According to Herzberg, which factors are related to job dissatisfaction?

a.	motivation factors
b.	hygiene factors
c.	lower level needs
d.	the absence of motivation factors

 

 

ANS:  B                    PTS:   1                    DIF:    Easy               REF:   p. 171

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  K&C

 

34. A key understanding to the relationship between hygiene and motivation factors is:

a.	they are interdependent
b.	they are positively related
c.	they are additive
d.	they are independent

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 172

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  S&E

 

35. All of the following would be consistent with new ideas in motivation except:

a.	eustress
b.	individuals need to be activated by unmet needs
c.	individuals are motivated by their own physical, emotional, mental, and spiritual energy
d.	energy recovery is as or more important then energy expenditure

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 174

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Two New Ideas in Motivation          MSC:  K&C

 

36. Eustress most accurately reflects:

a.	the notion that each individual is responsible for managing acceptable levels of stress
b.	each individual has different levels of stress that they can effectively manage
c.	the positive side of stress which is healthy and normal
d.	the negative side of stress and its impact on health

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 174

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Two New Ideas in Motivation          MSC:  K&C

 

37. According to information in Real World 5.2 on engagement, the best opportunity for investing leadership effort in order to enhance engagement would be to focus on:

a.	Grand Prix Drivers
b.	Pole Vaulters
c.	Long Distance Runners
d.	Flatliners

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 175

NAT:  AACSB: Analytic | AACSB: Motivation Concepts

TOP:   Two New Ideas in Motivation | Real World 5.2                  MSC:  K&C

 

38. All of the following are demands the organization can place on the employee except:

a.	deadlines
b.	quality standards
c.	advancement opportunities
d.	production quotas

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 176

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  Application

 

39. Which of the following organizational demands—individual contributions match is incorrect?

a.	task requirements—effort and energy
b.	rules—compliance
c.	deadlines—on time delivery
d.	confidentiality—external professional contracts

 

 

ANS:  D                    PTS:   1                    DIF:    Hard               REF:   p. 176

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  Application

 

40. Equity theory is a/an:

a.	need approach to motivation
b.	external approach to motivation
c.	process approach to motivation
d.	content motivation model

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   p. 175

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  K&C

 

41. As a member of a study group, you feel that others are making minimal contributions. In this situation you are LEAST likely to:

a.	praise the inputs of others
b.	increase your participation and contribution
c.	reduce your contribution
d.	withdraw from the group

 

 

ANS:  B                    PTS:   1                    DIF:    Hard               REF:   p. 176

NAT:  AACSB: Analytic | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  Application

 

42. When employees view managers as being overpaid, workers may:

a.	work harder
b.	not change
c.	reduce their commitment
d.	become more efficient

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 176

NAT:  AACSB: Analytic | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  Application

 

43. If you use calculated involvements as a basis for understanding a person’s relationship with a work organization, which of the following would be the best framework?

a.	need theory
b.	content theory
c.	social exchange
d.	Vroom’s personal perception expectancy model

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 176

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  K&C

 

44. Under equity theory, people are motivated when:

a.	they are in equilibrium with perceptions of inputs and outcomes
b.	they can see that their inputs will lead to rewards that are valued
c.	they can identify that social needs are being satisfied in relation to job expectations
d.	they find themselves in a situation they see as unfair

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 175

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  Application

 

45. An important theoretical revision to Adams’ original equity theory formulation involves individual preferences for equity. An equity sensitive individual is:

a.	someone comfortable with an equity ratio less than their comparison other
b.	someone comfortable with an equity ratio greater than that of his or her comparison other
c.	someone who prefers an equity ratio equal to that of their comparison other
d.	someone who is uncomfortable with a ratio either less or greater than comparison other

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 178

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Social Exchange and Equity Theory                                  MSC:  Analysis

 

46. The importance and value placed on a reward in expectancy theory is known as:

a.	need satisfaction
b.	instrumentality
c.	likelihood
d.	valence

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

47. According to expectancy theory of motivation, individuals will make choices based on:

a.	dissatisfaction
b.	feelings of equity
c.	anticipated outcomes of those choices or decisions
d.	unfulfilled needs

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

48. The close linkage of _____ to performance under expectancy theory is crucial for enhancing motivation.

a.	knowledge and skill
b.	rewards
c.	equity
d.	satisfaction

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

49. In the case of repeated failure under expectancy theory, an employee may:

a.	greatly increase input
b.	raise outcome valence
c.	reduce effort
d.	increase effort when the likelihood of reward has dropped

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

50. The motivation theory that holds that employee motivation is determined by the belief that a valued outcome will result from effort is called:

a.	equity theory
b.	goal-setting theory
c.	expectancy theory
d.	two-factor theory

 

 

ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

51. The belief that performance is connected to rewards is known as:

a.	expectancy
b.	instrumentality
c.	valence
d.	probability or likelihood

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

52. Under the expectancy theory of motivation, the employee can most easily adjust:

a.	the reward
b.	expectancy
c.	reward distribution
d.	effort

 

 

ANS:  D                    PTS:   1                    DIF:    Hard               REF:   p. 180

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

53. The expectancy theory of motivation focuses on:

a.	individual needs
b.	social process
c.	personal perceptions
d.	learning

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

54. Which of the following would not be considered a weakness of expectancy theory?

a.	The theory assumes a person is totally rational.
b.	The theory’s complexity has made it difficult to test.
c.	The measures of instrumentality, valence, and expectancy have only weak validity.
d.	The values for each construct have been relatively stable over time.

 

 

ANS:  D                    PTS:   1                    DIF:    Hard               REF:   p. 181

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

55. Expectancy theory would be most consistent with:

a.	the ideas of Kohlberg and moral maturity
b.	the ideas of Adam Smith and self-interest
c.	the ideas of Herzberg and job design
d.	the ideas of Maslow and basic needs

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 181

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  K&C

 

56. Under expectancy theory, a person’s motivation increases along with the belief that effort leads to performance and:

a.	the reward is valued
b.	that performance leads to rewards
c.	the reward is equitable
d.	that performance leads to rewards and the reward is valued

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 180

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  Application

 

57. The expectancy theory prediction that people work to maximize their personal outcomes is consistent with:

a.	Adams’ equity theory of social exchange contributions/inputs
b.	Adam Smith’s ideas of working in one’s own self interest
c.	Maslow’s hierarchy of need and the progression hypothesis
d.	Herzberg’s emphasis on pay and hygiene factors

 

 

ANS:  B                    PTS:   1                    DIF:    Hard               REF:   p. 180

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  Analysis

 

58. Imagine that you are using expectancy theory to motivate a textbook salesperson who does not believe more “calls” will result in greater sales (performance).  Which of the following behaviors would you recommend?

a.	Show the salesperson how to distinguish departments with high-probability sales opportunities from those with low-probability sales opportunities.
b.	Show the salesperson graphically that a direct relationship exists between greater sales and higher commissions.
c.	Attempt to positively influence the importance of commissions or alter the rewards associated with increased sales.
d.	None of these

 

 

ANS:  A                    PTS:   1                    DIF:    Hard               REF:   p. 181

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

TOP:   Motivational Problems                    MSC:  Analysis

 

TRUE/FALSE

 

1. External theories of motivation include need models, equity and expectancy theories, as well as goal-setting approaches.

 

ANS:  F                    PTS:   1                    REF:   p. 162

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

2. Managers elicit more intrinsic motivation and engagement from their employees when they support them to make progress in meaningful work.

 

ANS:  T                    PTS:   1                    REF:   p. 164

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

3. Maslow’s theory says that only ungratified needs motivate behavior.

 

ANS:  T                    PTS:   1                    REF:   p. 166

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

4. The increased emphasis on teamwork focuses attention on satisfaction of social and affiliation needs.

 

ANS:  T                    PTS:   1                    REF:   p. 169

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

5. To believe that people are motivated by “enlightened” self-interest is consistent with Adam Smith’s view on motivation.

 

ANS:  T                    PTS:   1                    REF:   p. 164

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

6. A distinguishing feature of Maslow’s need hierarchy is the progression hypothesis that says only ungratified needs motivate behavior.

 

ANS:  T                    PTS:   1                    REF:   p. 166

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

7. ERG theory explains both progression need and gratification up the hierarchy and regression when people are faced with frustration.

 

ANS:  T                    PTS:   1                    REF:   p. 168

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

8. Alderfer’s growth need, McClelland’s need for achievement, and Maslow’s self-actualization are similar.

 

ANS:  T                    PTS:   1                    REF:   p. 167

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

9. McGregor’s Theory Y rests on the higher order needs of Maslow’s need hierarchy.

 

ANS:  T                    PTS:   1                    REF:   p. 166

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

10. Motivation factors relate to job satisfaction and hygiene factors relate to job dissatisfaction in Herzberg’s model.

 

ANS:  T                    PTS:   1                    REF:   p. 171

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

11. A new idea in motivation includes focusing on learning lessons from professional athletes in order to develop corporate athletes.

 

ANS:  T                    PTS:   1                    REF:   p. 174

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

12. A new line of research called positive organizational scholarship emphasizes the management of energy rather than focusing on how time is managed.

 

ANS:  T                    PTS:   1                    REF:   p. 174

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

13. A key to positive energy and full engagement is the concept that energy recovery is less important than energy expenditure.

 

ANS:  F                    PTS:   1                    REF:   p. 174

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

14. Organizations with high levels of employee engagement perform well financially, even in volatile economic times.

 

ANS:  T                    PTS:   1                    REF:   p. 175

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

15. Moral principles in workplace fairness have not been found to be that important with respect to theft and sabotage.

 

ANS:  F                    PTS:   1                    REF:   p. 176

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

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

 

ANS:  T                    PTS:   1                    REF:   p. 177

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

17. Instrumentality is the value of a reward.

 

ANS:  F                    PTS:   1                    REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

18. Expectancy Theory assumes the individual is rational and acts as a minicomputer, calculating probabilities and values.

 

ANS:  T                    PTS:   1                    REF:   p. 181

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

19. As organizations become increasingly international, pay inequities will become less prevalent.

 

ANS:  F                    PTS:   1                    REF:   p. 177

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

20. Expectancy theory holds up more strongly in cultures that value individualism.

 

ANS:  T                    PTS:   1                    REF:   p. 183

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

21. Needs of workers are similar across cultures.

 

ANS:  F                    PTS:   1                    REF:   p. 172

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

22. When an employee’s knowledge and skills match job task demands, an acceptable individual–organizational match will take place.

 

ANS:  T                    PTS:   1                    REF:   p. 172

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

MATCHING

 

Match the following:

a.	Arousal and activation of goal-directed behavior.
b.	Work conditions related to dissatisfaction caused by discomfort or pain.
c.	Factors and conditions outside the person that may explain and predict a person’s behavior.
d.	What is most appropriate and beneficial to the individual.
e.	Attributes and characteristics inside the individual that determine behavior.

 

 

1. Hygiene factors

 

2. External

 

3. Motivation

 

4. Self-Interest

 

5. Internal

 

1. ANS:  B                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

2. ANS:  C                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

3. ANS:  A                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

4. ANS:  D                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

5. ANS:  E                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

Match the following:

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

 

 

6. Self-Esteem

 

7. Physiological Needs

 

8. Theory Y

 

9. Theory X

 

10. Self-Actualization

 

6. ANS:  D                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

7. ANS:  A                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

8. ANS:  E                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

9. ANS:  B                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

10. ANS:  C                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

Match the following:

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

 

 

11. Need for Achievement

 

12. Need for Affiliation

 

13. Hygiene Factor

 

14. TAT

 

15. Need for Power

 

11. ANS:  B                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

12. ANS:  E                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

13. ANS:  D                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

14. ANS:  A                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

15. ANS:  C                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

Match the following:

a.	Needs hierarchy theory.
b.	Two-factor theory.
c.	Expectancy theory.
d.	Equity theory.
e.	Needs theory.

 

 

16. McClelland

 

17. Adams

 

18. Herzberg

 

19. Maslow

 

20. Vroom

 

16. ANS:  E                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

17. ANS:  D                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

18. ANS:  B                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

19. ANS:  A                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

20. ANS:  C                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

Match the following:

a.	The likelihood that one’s efforts will lead to reward.
b.	A person’s feeling of fairness.
c.	Importance and value of an outcome.
d.	The belief that performance is linked to rewards.
e.	Evaluated work behavior.

 

 

21. Expectancy

 

22. Performance

 

23. Valence

 

24. Equity

 

25. Instrumentality

 

21. ANS:  A                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

22. ANS:  E                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

23. ANS:  C                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

24. ANS:  B                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

25. ANS:  D                    PTS:   1

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

ESSAY

 

1. Maslow and Herzberg approach the study of motivation somewhat differently, but there are also similarities in their ideas. Compare and contrast their views of motivation.

 

ANS:

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

 

Herzberg identified factors of the work environment as hygienic in nature. When these factors are inadequate, the worker experiences dissatisfaction. Hygiene factors include pay, supervision, company policy, salary, and other working conditions. If these factors were present, this didn’t necessarily produce job satisfaction. Factors within (or intrinsic to) the job were labeled by Herzberg as motivators. These include responsibility, achievement, recognition, advancement, and the task itself. When these factors are present, they are motivational and satisfying. Somewhat contrary to Maslow, a satisfying situation can be motivational.

 

PTS:   1                    REF:   p. 165 | p. 171

NAT:  AACSB: Analytic | AACSB: Motivation Concepts

 

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

 

ANS:

Yes. Employee empowerment, participative management, teamwork, total quality management, and other modern management approaches and techniques can be facilitated more easily under a Theory Y set of assumptions about employees. Theory Y recognizes employee initiative, employee interest in self-improvement, and employee willingness to assume greater responsibilities. The interests and abilities of employees can be more fully utilized under a Theory Y approach.

 

PTS:   1                    REF:   pp. 166-167

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

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

 

ANS:

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

 

PTS:   1                    REF:   pp. 168-169

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

4. Briefly identify and explain two new ideas of motivation.

 

ANS:

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

 

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

 

PTS:   1                    REF:   pp. 174-175

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts

 

5. Equity theory can be used to explain consequences stemming from differences in pay. Assume many employees in a department feel underpaid. What do you predict their behavior and performance to be?

 

ANS:

Some may reduce their contributions or performance. Others may leave the organization. The other or comparison person can be changed. Or, the inequity can be rationalized and eventually accepted. A few workers may even try to alter the companion person’s inputs and outputs.

 

PTS:   1                    REF:   p. 175            NAT:  AACSB: Analytic | AACSB: Motivation Concepts

 

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

 

ANS:

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

 

PTS:   1                    REF:   p. 179

NAT:  AACSB: Reflective Thinking | AACSB: Motivation Concepts