Organizational Behaviour Understanding And Managing Life At Work 10th Edition by Gary Johns - Test Bank

Organizational Behaviour Understanding And Managing Life At Work 10th Edition by Gary Johns – Test Bank

 

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Sample Questions Are Posted Below

 

Organizational Behaviour, 10e (Johns/Saks)

Chapter 5   Theories of Work Motivation

 

5.1

 

1) Effort, persistence, and direction are basic components of

1. A) equity.
2. B) expectancy.
3. C) motivation.
4. D) performance.
5. E) attitude.

Answer:  C

Diff: 1     Type: MC     Page Ref: 160

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

2) According to the text, which of the following is NOT a basic characteristic or component of motivation?

1. A) Effort
2. B) Performance
3. C) Persistence
4. D) Direction
5. E) Goals

Answer:  B

Diff: 2     Type: MC     Page Ref: 160

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

3) Which of the following statements about motivation and performance is FALSE?

1. A) A person could be highly motivated and, yet, perform poorly.
2. B) A person could perform fairly well despite low motivation.
3. C) Motivation is defined as the extent to which workers contribute to achieving organizational objectives.
4. D) Task understanding is important for motivation to be converted into performance.
5. E) General cognitive ability and emotional intelligence are important for motivation to be converted into performance.

Answer:  C

Diff: 2     Type: MC     Page Ref: 162

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

 

4) When we speak of a person being motivated, we usually mean that the person

1. A) works hard and keeps at it.
2. B) directs his/her behaviour.
3. C) keeps at it and directs his/her behaviour.
4. D) works hard and directs his/her behaviour.
5. E) works hard, keeps at it, directs his/her behaviour.

Answer:  E

Diff: 1     Type: MC     Page Ref: 160

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

5) People’s motivation is often affected by how they see others being treated.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 160

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

6) Motivation is the extent to which an organizational member contributes to achieving the objectives of the organization.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 161

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

7) People’s motivation is often affected by how they see others being ________.

Answer:  treated

Diff: 2     Type: SA     Page Ref: 160

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

8) The text defines ________ as the extent to which persistent effort is directed towards a goal.

Answer:  motivation

Diff: 1     Type: SA     Page Ref: 160

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

 

9) What is motivation and what are its basic characteristics?

Answer:  Motivation refers to the extent to which persistent effort is directed towards a goal. The basic characteristics of motivation are effort, persistence, direction, and goals.

Diff: 1     Type: ES     Page Ref: 160

Skill:  Recall

Objective:  5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

 

5.2

 

1) Which of the following is most likely to stimulate intrinsic motivation?

1. A) High pay
2. B) Challenging job
3. C) Close supervision
4. D) Generous fringe benefits
5. E) Company policies

Answer:  B

Diff: 2     Type: MC     Page Ref: 161

Skill:  Recall

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

2) Al told his friends that “the job makes me feel good about myself. I feel a real sense of accomplishment at the end of the day.” Al is probably

1. A) intrinsically motivated.
2. B) extrinsically motivated.
3. C) fulfilling his relatedness needs on the job.
4. D) experiencing inequity.
5. E) self-actualized.

Answer:  A

Diff: 2     Type: MC     Page Ref: 161

Skill:  Applied

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

 

3) “An interesting job that pays well” suggests that the job

1. A) meets the motivational requirements of equity theory.
2. B) is high in intrinsic motivation.
3. C) is high in extrinsic motivation.
4. D) is high in intrinsic and extrinsic motivation.
5. E) is high in extrinsic but low in intrinsic motivation.

Answer:  D

Diff: 2     Type: MC     Page Ref: 161

Skill:  Applied

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

 

 

4) Some researchers have argued that intrinsic and extrinsic motivation are incompatible. By this, they mean that

1. A) intrinsic rewards may decrease extrinsic motivation.
2. B) extrinsic rewards may decrease intrinsic motivation.
3. C) extrinsic rewards usually lead to better performance than intrinsic rewards.
4. D) intrinsic rewards usually lead to better performance than extrinsic rewards.
5. E) when used in combination, they result in lower levels of performance.

Answer:  B

Diff: 3     Type: MC     Page Ref: 161

Skill:  Applied

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

 

5) You have two co-workers who you like to work with because they are hard workers. Sal says he works hard because of the pay and benefits. Trisha says she works hard because the job gives her feelings of achievement and accomplishment. What can you say about your two co-workers?

1. A) Sal has intrinsic motivation and Trisha has intrinsic motivation.
2. B) Sal has extrinsic motivation and Trisha has extrinsic motivation.
3. C) Sal has autonomous motivation and Trisha has controlled motivation.
4. D) Sal has intrinsic motivation and Trisha has extrinsic motivation.
5. E) Sal has extrinsic motivation and Trisha has intrinsic motivation.

Answer:  E

Diff: 2     Type: MC     Page Ref: 161

Skill:  Applied

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

6) Some potential motivators might have both extrinsic and intrinsic qualities.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 161

Skill:  Recall

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

 

7) Researchers have argued that making intrinsic rewards contingent upon performance can reduce extrinsic motivation.

Answer:  FALSE

Diff: 3     Type: TF     Page Ref: 161

Skill:  Recall

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

 

8) A controversy exists as to whether the provision of ________ rewards for task performance might damage intrinsic motivation.

Answer:  extrinsic

Diff: 2     Type: SA     Page Ref: 161

Skill:  Recall

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

 

 

9) ________ motivation is self-applied and stems from a direct relationship between the person and the task.

Answer:  Intrinsic

Diff: 1     Type: SA     Page Ref: 161

Skill:  Recall

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

 

10) Gordon Wong, the VP of Human Resources at Zeta Manufacturing, is concerned about the apparent lack of motivation among Zeta’s employees. At a meeting with company executives, he proposes that workers’ wages be immediately increased by 20% in order to improve motivation levels. Julia Franco, the VP of Operations disagrees. “If you throw more money at them, they will become even less motivated!” she exclaims. Who is correct? Explain your answer.

Answer:  As discussed in the text, there is considerable debate about the relationship between extrinsic and intrinsic motivators. In support of Julia’s position, there is research evidence which suggests that the proposed increase in pay (an extrinsic reward) may lead to reduced levels of intrinsic motivation stemming from the workers’ tasks. Other studies suggest that intrinsic motivation is only negatively affected by extrinsic rewards in certain circumstances, and therefore, Julia’s argument may not be relevant at Zeta. Either way, pay is only one type of reward and Zeta’s management would be well advised to develop a strategy which includes both intrinsic and extrinsic motivators. It should also be noted that according to self-determination theory, more pay will simply increase controlled motivation. Autonomous motivation facilitates effective performance and is also associated with other work outcomes. Thus, they should consider increasing autonomous motivation as well.

Diff: 3     Type: ES     Page Ref: 161

Skill:  Applied

Objective:  5.2 Compare and contrast intrinsic and extrinsic motivation.

5.3

 

1) The extent to which an organizational member contributes to achieving the objectives of the organization is called

1. A) effort.
2. B) performance.
3. C) intrinsic motivation.
4. D) extrinsic motivation.
5. E) expectancy.

Answer:  B

Diff: 1     Type: MC     Page Ref: 162

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

 

2) A person’s overall capacity and efficiency for processing information is called

1. A) performance.
2. B) motivation.
3. C) emotional intelligence.
4. D) general cognitive ability.
5. E) intelligence.

Answer:  D

Diff: 2     Type: MC     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

3) Which of the following is most accurate about the relationship between general cognitive ability and performance?

1. A) General cognitive ability predicts performance only on mental tasks.
2. B) General cognitive ability predicts performance only on manual tasks.
3. C) General cognitive ability does not predict performance.
4. D) General cognitive ability is a better predictor of performance for more complex tasks.
5. E) General cognitive ability predicts performance to the same degree on all tasks.

Answer:  D

Diff: 2     Type: MC     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

4) General cognitive ability predicts

1. A) learning, training, career success, and job satisfaction.
2. B) learning, training, job satisfaction, and job performance.
3. C) motivation, training, job satisfaction, and job performance.
4. D) learning, training, career success, and job performance.
5. E) motivation, training, career success, and job performance.

Answer:  D

Diff: 2     Type: MC     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

5) From bottom to top, what is the correct order of Salovey and Mayer’s model of emotional intelligence?

1. A) Perception of emotions; understanding of emotions; use and assimilation of emotions; management of emotions
2. B) Management of emotions; understanding of emotions; use and assimilation of emotions; perception of emotions
3. C) Perception of emotions; management of emotions; understanding of emotions; use and assimilation of emotions
4. D) Perception of emotions; use and assimilation of emotions; understanding of emotions; management of emotions
5. E) Understanding of emotions; perception of emotions; use and assimilation of emotions; management of emotions

Answer:  D

Diff: 2     Type: MC     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

6) What step is the most basic level of emotional intelligence?

1. A) Use and assimilation of emotions
2. B) Perception of emotions
3. C) Understanding of emotions
4. D) Management of emotions
5. E) It depends on the situation

Answer:  B

Diff: 1     Type: MC     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

7) Being able to calm oneself when angry or lower the anxiety of another person is an example of

1. A) management of emotions.
2. B) perception of emotions.
3. C) understanding of emotions.
4. D) use and assimilation of emotions.
5. E) general cognitive ability.

Answer:  A

Diff: 2     Type: MC     Page Ref: 164

Skill:  Applied

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

 

8) Emotional intelligence is especially important in jobs

1. A) that are complex.
2. B) that involve mental tasks.
3. C) that involve social interaction.
4. D) that involve manual tasks.
5. E) at higher organizational levels.

Answer:  C

Diff: 2     Type: MC     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

9) Research has found that emotional intelligence

1. A) does not predict job performance.
2. B) predicts job performance and academic performance.
3. C) predicts job performance but not academic performance.
4. D) does not predict academic performance.
5. E) predicts academic performance but not job performance.

Answer:  B

Diff: 1     Type: MC     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

10) Research has found that general cognitive ability

1. A) predicts learning and training success but not job performance.
2. B) predicts learning and job performance but not training success.
3. C) predicts training success and job performance but not learning.
4. D) does not predict learning, training success, or job performance.
5. E) predicts learning, training success, and job performance.

Answer:  E

Diff: 1     Type: MC     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

 

11) The ability to accurately identify emotions in people’s faces and nonverbal behaviour is an example of the

1. A) management of emotions.
2. B) understanding of emotions.
3. C) perception of emotions.
4. D) use and assimilation of emotions.
5. E) diagnosis of emotions.

Answer:  C

Diff: 2     Type: MC     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

12) According to one study, the importance of emotional intelligence for job performance depends on one’s

1. A) intrinsic motivation.
2. B) extrinsic motivation.
3. C) cognitive ability.
4. D) controlled motivation.
5. E) autonomous motivation.

Answer:  C

Diff: 2     Type: MC     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

13) Emotional intelligence has been found to be most important for the job performance of employees with

1. A) lower levels of cognitive ability.
2. B) higher levels of cognitive ability.
3. C) higher levels of intrinsic motivation.
4. D) lower levels of intrinsic motivation.
5. E) higher levels of extrinsic motivation.

Answer:  A

Diff: 3     Type: MC     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

 

14) Which of the following best represents the relationship between emotional intelligence and job performance?

1. A) It predicts job performance above and beyond cognitive ability but not the Big Five personality variables.
2. B) It does not predict job performance above and beyond cognitive ability or the Big Five personality variables.
3. C) It predicts job performance above and beyond the Big Five personality variables but not cognitive ability.
4. D) It predicts job performance above and beyond cognitive ability and the Big Five personality variables.
5. E) It predicts job performance above and beyond cognitive ability and motivation.

Answer:  E

Diff: 3     Type: MC     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

15) Emotional intelligence is most important for the job performance of employees with high levels of cognitive ability.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

16) If you have a friend who has low cognitive ability, then his/her emotional intelligence will be important for job performance.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 164

Skill:  Applied

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

17) The text defines performance as the extent to which persistent effort is directed towards a goal.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 162

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

18) High performance could occur despite fairly low motivation.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 162

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

19) General cognitive ability is only related to performance on complex tasks.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

20) The most basic step in emotional intelligence is the knowledge and understanding of emotions.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

21) The highest level of emotional intelligence is the perception of emotions.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

22) Emotional intelligence predicts academic performance.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

23) Emotional intelligence is most important for complex and higher-level jobs.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 164

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

24) General cognitive ability is an even better predictor of performance for more ________ and higher-level jobs.

Answer:  complex

Diff: 2     Type: SA     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

25) Emotional intelligence is most important for the job performance of employees with lower levels of ________.

Answer:  cognitive ability

Diff: 2     Type: SA     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

26) The text defines ________ as the extent to which a member contributes to achieving the objectives of the organization.

Answer:  performance

Diff: 1     Type: SA     Page Ref: 162

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

27) ________ is a term used to refer to a person’s basic information processing capabilities.

Answer:  General cognitive ability

Diff: 1     Type: SA     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

28) General cognitive ability is a better predictor of performance for ________ jobs.

Answer:  complex

Diff: 2     Type: SA     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

29) ________ is the first and most basic level of emotional intelligence.

Answer:  Perception of emotions

Diff: 1     Type: SA     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

30) ________ is the highest level of emotional intelligence.

Answer:  Management of emotions

Diff: 1     Type: SA     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

 

31) ________ is particularly important in jobs that involve a lot of emotional labour.

Answer:  Emotional intelligence

Diff: 2     Type: SA     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

32) From bottom to top, what are the levels in Salovey and Mayer’s model of emotional intelligence?

Answer:  Perception of emotions, use and assimilation of emotions, understanding emotions, emotional language, and the signals conveyed by emotions, and management of emotions.

Diff: 2     Type: ES     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

33) What is general cognitive ability and what role does it play in the motivation-performance relationship?

Answer:  General cognitive ability refers to a person’s basic information processing capacities and cognitive resources. It has been found to predict learning, training, career success, and job performance in all kinds of jobs and occupations. In terms of the motivation-performance relationship, it can either enhance or lower a person’s performance. For example, if a person has high cognitive ability but low motivation, they still might have high performance. On the other hand, a person with high motivation might not perform well if they have low cognitive ability.

Diff: 2     Type: ES     Page Ref: 163

Skill:  Recall

Objective:  5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

 

5.4

 

1) According to Maslow, once an individual has fulfilled his or her belongingness needs, the ________ needs become motivating.

1. A) affiliation
2. B) esteem
3. C) safety
4. D) relatedness
5. E) physiological

Answer:  B

Diff: 1     Type: MC     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

2) Which of the following theories proposes that individuals have basic needs, which are associated with extrinsic motivation, and higher-order needs, which are associated with intrinsic motivation?

1. A) Maslow’s Hierarchy of Needs
2. B) Expectancy theory
3. C) Equity theory
4. D) Goal setting theory
5. E) Valence theory

Answer:  A

Diff: 1     Type: MC     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

3) According to Maslow’s Hierarchy of Needs, a given worker at a given point in time is most motivated by

1. A) self-actualization because all persons seek to fulfill their highest potential.
2. B) physiological needs because these are most basic and important.
3. C) the highest level unsatisfied need.
4. D) the lowest level unsatisfied need.
5. E) belongingness needs because everyone needs some form of social interaction.

Answer:  D

Diff: 2     Type: MC     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

4) According to Maslow, the ________ level ________ need is most motivational.

1. A) lowest; unsatisfied
2. B) lowest; satisfied
3. C) highest; unsatisfied
4. D) highest; satisfied
5. E) highest; emotional

Answer:  A

Diff: 2     Type: MC     Page Ref: 166

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

5) Alderfer’s existence needs correspond closely to Maslow’s

1. A) self-actualization needs.
2. B) belongingness needs.
3. C) physiological needs.
4. D) esteem needs.
5. E) growth needs.

Answer:  C

Diff: 1     Type: MC     Page Ref: 166

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

6) Alderfer differs from Maslow in that his ERG theory assumes

1. A) growth needs can be completely satisfied just as existence and relatedness needs can be.
2. B) a lower level need must be gratified before a less concrete need becomes operative.
3. C) a rigid hierarchy of needs exists.
4. D) if higher level needs are strong but ungratified, individuals will increase their desire for the gratification of lower level needs.
5. E) the least concrete needs become more desired as they are fulfilled.

Answer:  D

Diff: 2     Type: MC     Page Ref: 167

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

7) If Steve desires friendly and supportive supervision, he is trying to fulfill

1. A) his existence needs.
2. B) his relatedness needs.
3. C) his growth needs.
4. D) any one of his needs, depending on which is operative.
5. E) his safety needs.

Answer:  B

Diff: 2     Type: MC     Page Ref: 166

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

8) Paul has a secure, well-paying, but boring job. He gets along well with his boss and his co-workers. Recently, he has put in a bid for several more interesting jobs that have opened up, but each time the job has been given to someone with more seniority. According to Alderfer’s ERG theory, Paul will probably

1. A) seek support and additional attention from his boss and co-workers.
2. B) continue to pursue a more interesting job indefinitely.
3. C) exhibit frequent absenteeism.
4. D) press for higher pay.
5. E) quit his job and leave the company.

Answer:  A

Diff: 3     Type: MC     Page Ref: 167

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

9) Which theory proposes a weak or flexible hierarchy of needs?

1. A) Expectancy
2. B) Equity
3. C) ERG
4. D) Maslow
5. E) Adams

Answer:  C

Diff: 1     Type: MC     Page Ref: 166

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

10) In McClelland’s theory of needs sales jobs are attractive to those high in need for ________, and management jobs are attractive to those high in need for ________.

1. A) achievement; power
2. B) affiliation; power
3. C) power; achievement
4. D) achievement; achievement
5. E) achievement; affiliation

Answer:  A

Diff: 3     Type: MC     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

11) A person who is high in need for achievement will tend to favour ________ goals.

1. A) fairly easy
2. B) moderately difficult
3. C) very difficult
4. D) fairly easy or very difficult
5. E) moderately easy

Answer:  B

Diff: 2     Type: MC     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

12) McClelland’s need for affiliation is most closely related to Alderfer’s ________ need.

1. A) resistance
2. B) existence
3. C) growth
4. D) relatedness
5. E) esteem

Answer:  D

Diff: 1     Type: MC     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

13) According to McClelland, which need profile characterizes the most effective managers?

1. A) High achievement, high affiliation
2. B) High power, low affiliation
3. C) High achievement, low power
4. D) Low affiliation, high achievement
5. E) High power, high affiliation

Answer:  B

Diff: 2     Type: MC     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

14) McClelland’s need for affiliation is most closely related to (or an example of) Maslow’s ________ needs.

1. A) belongingness
2. B) esteem
3. C) safety
4. D) self-actualization
5. E) physiological

Answer:  A

Diff: 1     Type: MC     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

15) Which of the following statements about persons with high need for achievement is least accurate?

1. A) High need achievers tend to excel in sales jobs.
2. B) High need achievers tend to seek out performance feedback.
3. C) High need achievers tend to set extremely difficult goals for themselves.
4. D) High need for achievement can be acquired through training.
5. E) High need achievers prefer situations in which they can take personal responsibility for outcomes.

Answer:  C

Diff: 2     Type: MC     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

16) You have two good friends who are about to graduate and begin working full-time. Omar wants to open his own small business and Jason wants to be a social worker. According to McClelland’s theory of needs, what are the needs of your friends?

1. A) Omar has a high need for power and Jason has a high need for affiliation.
2. B) Omar has a high need for power and Jason has a high need for achievement.
3. C) Omar has a high need for achievement and Jason has a high need for affiliation.
4. D) Omar has a high need for achievement and Jason has a high need for achievement.
5. E) Omar has a high need for affiliation and Jason has a high need for power.

Answer:  C

Diff: 2     Type: MC     Page Ref: 167

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

17) Self-determination theory seeks to determine whether a person’s motivation is ________ or ________.

1. A) autonomous; controlled
2. B) need based; extrinsic
3. C) expectant; controlled
4. D) valent; autonomous
5. E) valent; equitable

Answer:  A

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

18) The ________ theory of motivation seeks to help a person understand whether their motivation is either autonomous or controlled.

1. A) equity
2. B) goal setting
3. C) expectancy
4. D) ERG
5. E) self-determination

Answer:  E

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

19) As a manager, you need to evaluate the performance of your employees. Stan seems to be working hard because he wants to get a pay raise. Sue seems to work hard because she finds her work interesting and fun. What can you say about each of these employees?

1. A) Stan’s motivation is controlled and Sue’s motivation is controlled.
2. B) Stan’s motivation is autonomous and Sue’s motivation is autonomous.
3. C) Stan’s motivation is controlled and Sue’s motivation is autonomous.
4. D) Stan’s motivation is autonomous and Sue’s motivation is controlled.
5. E) Stan’s motivation is extrinsic and Sue’s motivation is controlled.

Answer:  C

Diff: 2     Type: MC     Page Ref: 170

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

20) After several months on your new job, you find that your motivation is controlled. What does this mean?

1. A) You are motivated because you like what you are doing.
2. B) You are motivated because the boss likes you.
3. C) You are motivated because you like your boss.
4. D) You are motivated because of the rewards you receive.
5. E) You are motivated because you have to be.

Answer:  D

Diff: 2     Type: MC     Page Ref: 170

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

21) Need theories of motivation are concerned with

1. A) how various factors motivate people.
2. B) why various factors motivate people.
3. C) when various factors motivate people.
4. D) what various factors motivate people.
5. E) what various factors motivate people, and how they motivate people.

Answer:  D

Diff: 2     Type: MC     Page Ref: 164

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

22) According to Maslow

1. A) self-actualization needs become weaker as they are gratified.
2. B) self-actualization needs become stronger as they are gratified.
3. C) self-actualization needs are seldom gratified.
4. D) when self-actualization needs are gratified, physiological needs become motivating.
5. E) when self-actualization needs are gratified, people are no longer motivated.

Answer:  D

Diff: 2     Type: MC     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

23) N-Ach is an example of

1. A) belongingness or relatedness need.
2. B) growth or relatedness need.
3. C) growth or belongingness need.
4. D) growth or self-actualization need.
5. E) growth or self-esteem need.

Answer:  D

Diff: 2     Type: MC     Page Ref: 167

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

24) According to self-determination theory, the extent to which a person’s motivation is autonomous or controlled depends on

1. A) the satisfaction of physiological needs.
2. B) the satisfaction of basic psychological needs.
3. C) the satisfaction of growth needs.
4. D) the satisfaction of lower-level needs.
5. E) the satisfaction of higher order needs.

Answer:  B

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

25) According to self-determination theory

1. A) needs are hierarchical.
2. B) needs are universal necessities for physiological health.
3. C) needs are relatively stable personality characteristics.
4. D) people differ in the strength of particular needs.
5. E) needs are universal necessities for psychological health.

Answer:  E

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

26) According to self-determination theory

1. A) there is one basic psychological need that is important for all individuals.
2. B) there is one basic physiological need that is important for all individuals.
3. C) there are three basic psychological needs that are important for all individuals.
4. D) there are three basic physiological needs that are important for all individuals.
5. E) there are no needs that are important for all individuals.

Answer:  C

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

27) According to self-determination theory, what basic psychological needs are important for all individuals?

1. A) competence, autonomy, and relatedness
2. B) achievement, affiliation, and power
3. C) existence, relatedness, and growth
4. D) lower level needs and higher order needs
5. E) physiological, safety, belongingness, self-esteem, and self-actualization

Answer:  A

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

28) According to self-determination theory, what basic psychological needs are important for all individuals?

1. A) achievement, autonomy, and relatedness
2. B) achievement, affiliation, and relatedness
3. C) competence, affiliation, and achievement
4. D) competence, achievement, and relatedness
5. E) competence, autonomy, and relatedness

Answer:  E

Diff: 3     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

29) According to self-determination theory

1. A) when people have their basic psychological needs satisfied, their motivation will be controlled.
2. B) when people have their basic physiological needs satisfied, their motivation will be controlled.
3. C) when people have their basic psychological needs satisfied, their motivation will be autonomous.
4. D) when people have their basic physiological needs satisfied, their motivation will be autonomous.
5. E) when people have their basic psychological and physiological needs satisfied, their motivation will be autonomous.

Answer:  C

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

30) Providing employees with choice and encouragement for personal initiative is known as

1. A) intrinsic motivation.
2. B) extrinsic motivation.
3. C) autonomy support.
4. D) controlled motivation.
5. E) autonomous motivation.

Answer:  C

Diff: 2     Type: MC     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

31) Mika’s boss provides her with a meaningful rationale for performing a task, allows her some choice in her work, and understands and acknowledges her feelings and perspectives. What is this a good example of?

1. A) autonomy support
2. B) emotional intelligence
3. C) goal setting
4. D) expectancy
5. E) need for achievement

Answer:  A

Diff: 1     Type: MC     Page Ref: 170

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

32) Which of the following is related to the satisfaction of basic psychological needs and autonomous motivation?

1. A) distal goals
2. B) proximal goals
3. C) performance goals
4. D) autonomy support
5. E) learning goals

Answer:  D

Diff: 1     Type: MC     Page Ref: 171

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

33) Controlled motivation has to do with being in control of your own motivation.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

34) Autonomous motivation has been shown to facilitate effective performance.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

35) When motivation is autonomous, individuals are engaged in a task because they choose to be.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

36) When motivation is controlled, individuals are engaged in a task because they choose to be.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

37) Need theories are concerned with how various factors motivate people.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

38) According to Maslow, self-actualization is the most potent motivator.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 166

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

39) According to Maslow, physiological needs are the strongest motivators.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 166

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

40) Natasha wants a promotion to a more interesting and challenging job but doesn’t get it. According to Alderfer’s ERG theory and its frustration-regression hypothesis, she may now seek more social support from her boss.

Answer:  TRUE

Diff: 3     Type: TF     Page Ref: 166

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

41) High need for achievement is the need profile most consistently predictive of success as a manager.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

42) “Choosing another comparison person or group” is a reaction that is associated with McClelland’s theory of need for achievement.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 175

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

43) People high in need for achievement tend to set remarkably difficult performance goals.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

44) According to Maslow, once a person has experienced self-actualization, he or she will no longer be motivated by needs.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 166

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

45) According to Alderfer’s ERG theory, a satisfied need is no longer a motivator.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 167

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

46) People with high achievement needs are consistently better performers than people with high affiliation needs.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

47) McClelland’s affiliation need is essentially equivalent to Maslow’s belongingness need.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

48) According to McClelland, people with high needs for affiliation are likely to be good salespersons.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 168

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

49) According to ERG theory, a person whose existence needs are frustrated is likely to regress to a concern with growth needs.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 167

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

50) According to self-determination theory, needs are universal necessities for psychological health.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

51) Self-determination theory is a hierarchical need theory of motivation.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

52) According to self-determination theory, people differ in the strength of particular needs.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

53) According to self-determination theory, three basic physiological needs are important for all individuals.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

54) According to self-determination theory, needs for existence, relatedness, and growth are important for all individuals.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

55) According to self-determination theory, needs for competence, autonomy, and relatedness are important for all individuals.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

56) When people have their basic psychological needs satisfied, their motivation will be controlled.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

57) When people have their basic psychological needs satisfied, their motivation will be autonomous.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

58) Autonomy support is most clearly associated with McClelland’s theory of needs.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

59) Autonomy support is most clearly associated with self-determination theory.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

60) Autonomy support involves providing employees with choice and encouragement for personal initiative.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

61) Autonomy support involves providing employees with opportunities to develop their true potential as an individual to the fullest extent and to express one’s skills, talents, and emotions in a manner that is most personally fulfilling.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

62) Autonomy support is positively related the satisfaction of all three basic psychological needs.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 171

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

63) All three basic psychological needs have been found to be related to autonomous motivation across cultures.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 171

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

64) The size of relationships for all three basic psychological needs and autonomous motivation varies across countries.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 184

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

65) The size of relationships for competence and autonomy needs and autonomous motivation varies across countries.

Answer:  TRUE

Diff: 3     Type: TF     Page Ref: 184

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

66) The size of relationships for competence and relatedness needs and autonomous motivation varies across countries.

Answer:  FALSE

Diff: 3     Type: TF     Page Ref: 184

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

67) Autonomous motivation is only related to work outcomes in North America.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 184

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

68) When motivation is ________, individuals are engaged in a task because they choose to be.

Answer:  autonomous

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

69) When motivation is ________, individuals feel they have no choice and they have to engage in a task.

Answer:  controlled

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

70) After a few weeks on the job, you feel that your motivation is ________ because the boss is watching you.

Answer:  controlled

Diff: 2     Type: SA     Page Ref: 170

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

71) After a few weeks on the job, you feel that your motivation is ________ because the work is interesting and fun.

Answer:  autonomous

Diff: 2     Type: SA     Page Ref: 170

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

72) ________ theories are concerned with what motivates workers.

Answer:  Need

Diff: 1     Type: SA     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

73) ________ developed a motivation theory that is hierarchical, meaning that one need must or might be filled before higher level needs can be filled.

Answer:  Maslow

Diff: 1     Type: SA     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

74) In Maslow’s hierarchy, ________ needs fall between esteem needs and safety needs.

Answer:  belongingness

Diff: 1     Type: SA     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

75) Belongingness needs in Maslow’s hierarchy correspond most closely to ________ needs in Alderfer’s ERG theory.

Answer:  relatedness

Diff: 2     Type: SA     Page Ref: 166

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

76) According to David McClelland, the most effective managers have a high need for ________.

Answer:  power

Diff: 2     Type: SA     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

77) People with a high need for achievement prefer to set ________ goals.

Answer:  moderately difficult

Diff: 2     Type: SA     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

78) Clarence has been unable to establish friendly, supportive relationships at work. According to Alderfer’s ERG theory, this may cause his ________ needs to become stronger.

Answer:  existence

Diff: 2     Type: SA     Page Ref: 167

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

79) McClelland’s need for ________ corresponds most closely to Alderfer’s relatedness needs.

Answer:  affiliation

Diff: 2     Type: SA     Page Ref: 168

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

80) The theories of Maslow, Alderfer, and McClelland are classified as ________ theories of motivation.

Answer:  need

Diff: 1     Type: SA     Page Ref: 164

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

81) According to David McClelland, a sales job is particularly suited to a person who is high in ________.

Answer:  need for achievement

Diff: 2     Type: SA     Page Ref: 168

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

82) According to self-determination theory, needs are ________ necessities for psychological health.

Answer:  universal

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

83) Self-determination theory posits that needs are not ________ and people do not differ in the strength of particular needs.

Answer:  hierarchical

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

84) According to self-determination theory, there are three basic ________ needs that are important for all individuals.

Answer:  psychological

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

85) According to self-determination theory, all people have basic psychological needs for ________, autonomy, and relatedness.

Answer:  competence

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

86) When people have their basic psychological needs satisfied, their motivation will be ________.

Answer:  autonomous

Diff: 1     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

87) When people do not have their basic psychological needs satisfied, their motivation will be ________.

Answer:  controlled

Diff: 1     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

88) ________ support involves providing employees with choice and encouragement for personal initiative.

Answer:  Autonomy

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

89) Autonomy ________ involves providing employees with choice and encouragement for personal initiative.

Answer:  support

Diff: 2     Type: SA     Page Ref: 170

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

90) Autonomy support is positively related to the satisfaction of basic psychological needs as well as ________ motivation.

Answer:  autonomous

Diff: 2     Type: SA     Page Ref: 171

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

 

91) Autonomous motivation is related to more effective job performance, especially on ________ tasks.

Answer:  complex

Diff: 3     Type: SA     Page Ref: 171

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

92) All three basic psychological needs are related to autonomous motivation in different countries, however, the ________ of the relationships varies across countries for competence and autonomy.

Answer:  size

Diff: 3     Type: SA     Page Ref: 184

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

93) All three basic psychological needs are related to autonomous motivation in different countries, however, the size of the relationships varies across countries for ________ and autonomy.

Answer:  competence

Diff: 3     Type: SA     Page Ref: 184

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

94) Compare and contrast the motivation theories of Maslow and Alderfer. What advice would you have for a Canadian manager with respect to applying these theories in their workplace?

Answer:  Both theories are based on need hierarchies. Alderfer’s ERG theory (existence, relatedness, and growth) is a compressed version of Maslow’s five-category need system (physiological, safety, belongingness, esteem, and self-actualization). Alderfer’s theory is more flexible than Maslow’s in that it does not assume that a lower level must be gratified before a higher level need becomes operative. It also suggests that frustration of a higher level need will lead a worker to regress to a lower, more concrete need category. Good advice for Canadian managers might be to focus relatively more attention on workers’ higher level needs (i.e., appreciate intrinsic motivation), and remember that these models do not apply evenly across all employees or cultures (i.e., appreciate diversity).

Diff: 3     Type: ES     Page Ref: 165

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

95) According to McClelland’s theory, what are the main characteristics of individuals who are high in need of achievement? What types of jobs would likely motivate them?

Answer:  People who are high in need for achievement prefer situations in which they can take personal responsibility, tend to set moderately difficult goals, and have a desire for performance feedback. They should be strongly motivated by sales jobs or entrepreneurial positions.

Diff: 2     Type: ES     Page Ref: 167

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

96) Describe self-determination theory and discuss its implications for motivating employees.

Answer:  Self-determination theory is a theory of motivation that considers whether people’s motivation is autonomous or controlled. When motivation is autonomous, individuals are engaged in a task because they choose to be, and their actions are internally regulated. People are self-motivated by intrinsic factors. When motivation is controlled, individuals feel they have no choice and they have to engage in a task, so their behaviour is externally regulated. People are motivated to obtain a desired extrinsic reward. Autonomous motivation has been shown to facilitate effective performance, especially on complex tasks. It is also related to positive attitudes and psychological well-being. The theory argues that people have three basic psychological needs: competence, autonomy, and relatedness. The satisfaction of these needs leads to autonomous motivation. The implications of the theory for motivating employees is ensure that the work environment will satisfy employees’ needs for competence, autonomy, and relatedness so that their motivation will be autonomous. In addition, autonomy support from one’s supervisor is also a key predictor of the three basic psychological needs as well as autonomous motivation. Thus, managers should provide employees with autonomy support as well as jobs that are interesting and challenging and that allow employees some choice.

Diff: 3     Type: ES     Page Ref: 169

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

97) What are need theories of motivation? Give two examples of a need theory of motivation and discuss the managerial implications of need theories for motivating employees.

Answer:  Need theories are motivation theories that specify the kinds of needs people have and the conditions under which they will be motivated to satisfy these needs in a way that contributes to performance. Examples of need theories are Maslow’s Hierarchy of Needs, Alderfer’s ERG Theory, and McClelland’s Theory of Needs. The managerial implications of need theories for motivating employees are to appreciate diversity and to appreciate intrinsic motivation.

Diff: 1     Type: ES     Page Ref: 164

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

98) The Big Smelly Cheese Company has realized that employees are only motivated if they are promised extrinsic rewards or if the supervisor is carefully watching over them. This made it difficult to keep employees motivated and it has not improved job performance. Therefore, the Mr. Stink, the owner of the company, has decided that they need to change their approach to motivation and focus more on autonomous motivation. Do you think this is a good idea? Use self-determination theory to explain what Mr. Stink needs to do and if it will work. Be sure to indicate what he will have to do if he wants his employees’ motivation to be autonomous.

Answer:  This is a good idea because when employee motivation is autonomous employees will be more engaged in a task because they choose to be and they will be self-motivated by intrinsic factors. In addition, autonomous motivation facilitates effective performance and is also related to positive attitudes and psychological well-being. According to SDT, people have three basic psychological needs: competence, autonomy, and relatedness. The satisfaction of these needs leads to autonomous motivation. Therefore, if Mr. Stink wants his employees’ motivation to be autonomous he will have to ensure that the work environment will satisfy employees’ needs for competence, autonomy, and relatedness. In addition, autonomy support from one’s supervisor is also a key predictor of the three basic psychological needs as well as autonomous motivation so he will have to make sure that managers provide employees with autonomy support as well as jobs that are interesting and challenging and that allow employees some choice. If employee motivation becomes less controlled and more autonomous he should expect job performance to improve.

Diff: 3     Type: ES     Page Ref: 170

Skill:  Applied

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory.

 

99) What is the main difference between the need theories and process theories of work motivation?

Answer:  Need theories are concerned with what motivates workers (e.g., needs and their associated goals). Process theories are concerned with how various factors motivate people.

Diff: 2     Type: ES     Page Ref: 165

Skill:  Recall

Objective:  5.4 Explain and discuss need theories of motivation and self-determination theory. and 5.5 Explain and discuss the process theories of motivation.

 

5.5

 

1) Two process theories of motivation include

1. A) Maslow’s Need Hierarchy and McClelland’s theory of needs.
2. B) Equity and ERG.
3. C) Maslow’s Need. Hierarchy and Expectancy.
4. D) Equity and Expectancy.
5. E) Maslow’s Need Hierarchy and ERG.

Answer:  D

Diff: 1     Type: MC     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

2) Maurice sees his organization’s performance evaluation system as arbitrary, capricious, and unreliable. In motivational terms, this performance evaluation system has reduced

1. A) instrumentality.
2. B) the valence of second-level outcomes.
3. C) expectancy.
4. D) the valence of first-level outcomes.
5. E) both levels of valence.

Answer:  C

Diff: 3     Type: MC     Page Ref: 172

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

3) The manager who tells an employee “I’ll recommend you for a promotion if you implement the new system by January” is attempting to strengthen which expectancy theory component?

1. A) Instrumentality
2. B) Valence of second-level outcomes
3. C) Expectancy
4. D) Needs
5. E) Relatedness

Answer:  A

Diff: 3     Type: MC     Page Ref: 171

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

4) In expectancy theory, the valence of first-level outcomes is the sum of the product of

1. A) second-level valences and expectancies.
2. B) force and instrumentalities.
3. C) expectancies and instrumentalities.
4. D) second-level valences and instrumentalities.
5. E) second-level instrumentalities and expectancies.

Answer:  D

Diff: 3     Type: MC     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

5) According to the expectancy theory of motivation, if we find that workers feel that they are unable to perform at a high level, we are dealing with a problem of

1. A) instrumentality.
2. B) expectancy.
3. C) valence.
4. D) second-level outcomes.
5. E) relatedness.

Answer:  B

Diff: 2     Type: MC     Page Ref: 172

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

6) Mike, a production worker, reports on a research questionnaire that high performance has a valence of 10, average performance a valence of 5, and low performance a valence of 1. Also, he reports that he is certain that he can perform at low or average levels but only 40 percent sure that he can perform at a high level. According to expectancy theory, at which level should Mike perform?

1. A) High
2. B) Average
3. C) Low
4. D) High if task complexity is low to moderate
5. E) Instrumentalities are also needed to answer this question.

Answer:  B

Diff: 3     Type: MC     Page Ref: 172

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

7) Cassandra’s boss has not had time to clearly explain her new job to her. According to expectancy theory, this should have a direct impact on

1. A) instrumentality.
2. B) expectancy.
3. C) first-level valence.
4. D) second-level valence.
5. E) relatedness.

Answer:  B

Diff: 2     Type: MC     Page Ref: 172

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

8) According to the expectancy theory of motivation, if we find that employees don’t like the rewards the firm offers, we are dealing with a problem of

1. A) instrumentality.
2. B) expectancy.
3. C) inputs.
4. D) second-level outcomes.
5. E) first-level outcomes.

Answer:  D

Diff: 2     Type: MC     Page Ref: 171

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

9) The consultant said to a client company “Look, you people offer the highest pay in the industry! If you tied it to performance you’d get some motivational punch.” The consultant is saying that

1. A) expectancy is low.
2. B) instrumentality is low and second-level valence is high.
3. C) second-level valence is low and instrumentality is high.
4. D) expectancy is high.
5. E) second-level valence is low and instrumentality is low.

Answer:  B

Diff: 3     Type: MC     Page Ref: 171

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

10) Which theory suggests that a social comparison process which affects perceived fairness can have an impact on motivation?

1. A) ERG theory
2. B) McClelland’s need theory
3. C) Equity theory
4. D) Need hierarchy theory
5. E) Maslow’s hierarchy of needs

Answer:  C

Diff: 2     Type: MC     Page Ref: 174

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

11) Which theory of work motivation most explicitly involves a comparison with others?

1. A) Equity
2. B) Expectancy
3. C) ERG
4. D) Maslow
5. E) Alderfer

Answer:  A

Diff: 2     Type: MC     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

12) According to equity theory, an underpaid individual would not ________ to achieve equity.

1. A) accept a job in another organization
2. B) reduce his or her inputs
3. C) reduce his or her outcomes
4. D) perceptually distort his or her inputs or outcomes
5. E) perceptually distort the inputs or outcomes of a comparison person

Answer:  C

Diff: 3     Type: MC     Page Ref: 175

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

13) According to equity theory, the overpaid worker

1. A) should not experience inequity.
2. B) may increase inputs to achieve equity.
3. C) may reduce inputs to achieve equity.
4. D) may increase outcomes to achieve equity.
5. E) may reduce inputs and increase outcomes to achieve equity.

Answer:  B

Diff: 3     Type: MC     Page Ref: 175

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

14) According to equity theory, individuals compare themselves with others when determining if the company is treating them fairly. Which of the following comparisons is likely to happen?

1. A) Men tend to make equity comparisons with men.
2. B) Men tend to make equity comparisons with women.
3. C) Men tend to make equity comparisons with both men and women.
4. D) Women tend to make equity comparisons with men.
5. E) None of the above

Answer:  A

Diff: 2     Type: MC     Page Ref: 175

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

15) How might equity theory explain employee theft?

1. A) High work expectancies
2. B) Low need for achievement
3. C) High work instrumentalities
4. D) Low work outcomes
5. E) Low work inputs

Answer:  D

Diff: 2     Type: MC     Page Ref: 174

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

16) Expectancy theory

1. A) applies across cultures because it was formulated to be explicitly cross-cultural.
2. B) applies across cultures because of its flexibility.
3. C) is most relevant to the Western cultures because of its need-based philosophy.
4. D) is most relevant to North America because of its rigid hierarchy.
5. E) applies to nearly as many cultures as Maslow’s need hierarchy.

Answer:  B

Diff: 2     Type: MC     Page Ref: 184

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

17) Sandra is a sales rep working for a bottled water distribution company whose clients are large companies in her city. Each quarter, she meets with her sales manager to jointly set a quarterly (3 month) sales target as well as create a road map of weekly goals to help her reach her quarterly numbers. Her quarterly sales benchmark is a ________ goal and the weekly targets are ________ goals.

1. A) proximal; distal
2. B) intrinsic, extrinsic
3. C) automatic; guided
4. D) distal; proximal
5. E) distal; intrinsic

Answer:  D

Diff: 3     Type: MC     Page Ref: 180

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

18) Which of the following is a good practical example of goal challenge?

1. A) To encourage a D student to set a goal of achieving Cs in the coming semester
2. B) To encourage a D student to set a goal of achieving Bs in the coming semester
3. C) To encourage a D student to set a goal of achieving As in the coming semester
4. D) To encourage a D student to set a goal of achieving Ds in the coming semester
5. E) It depends on the student.

Answer:  A

Diff: 2     Type: MC     Page Ref: 177

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

19) Which of the following is most accurate concerning participation in goal setting?

1. A) Participation in goal setting always increases performance.
2. B) Participation in goal setting never increases performance.
3. C) Participation in goal setting sometimes increases performance and sometimes it does not.
4. D) Participation should never be used for goal setting in a climate of distrust between employees and management.
5. E) Participation in goal setting almost always results in the setting of less difficult goals.

Answer:  C

Diff: 2     Type: MC     Page Ref: 177

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

20) Research shows that participation in goal setting

1. A) can reduce performance by lowering the difficulty of goals that employees adopt.
2. B) can improve performance by lowering the difficulty of goals that employees adopt.
3. C) can improve performance by increasing the difficulty of goals that employees adopt.
4. D) can reduce performance by increasing the difficulty of goals that employees adopt.
5. E) has no effect at all on performance or goal difficulty.

Answer:  C

Diff: 2     Type: MC     Page Ref: 177

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

21) What is the relationship between monetary incentives in goal setting and performance?

1. A) Goal setting has led to performance increases without monetary incentives for goal accomplishment.
2. B) Goal setting has led to performance decreases with monetary incentives for goal accomplishment.
3. C) Goal setting has led to performance decreases when monetary incentives are not provided for goal accomplishment.
4. D) Goal setting only leads to performance increases when monetary incentives for goal accomplishment are provided.
5. E) It depends on the employees and the incentive.

Answer:  A

Diff: 2     Type: MC     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

22) Goals that focus attention on the achievement of specific performance outcomes are called

1. A) learning goals.
2. B) outcome goals.
3. C) performance goals.
4. D) specific goals.
5. E) challenging goals.

Answer:  C

Diff: 1     Type: MC     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

23) Goals that focus on knowledge and skill acquisition are called

1. A) process goals.
2. B) performance goals.
3. C) task goals.
4. D) strategy-oriented goals.
5. E) learning goals.

Answer:  E

Diff: 1     Type: MC     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

24) If your goal in this course is to achieve a particular grade, what kind of goal have you set?

1. A) A challenging goal
2. B) A learning goal
3. C) A performance goal
4. D) An outcome goal
5. E) A proximal goal

Answer:  C

Diff: 1     Type: MC     Page Ref: 178

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

25) What are the mechanisms of goal setting?

1. A) Goal specificity, participation, rewards, supportiveness
2. B) Goal specificity, challenge, effort, persistence
3. C) Direction, effort, persistence, feedback
4. D) Goal specificity, challenge, commitment, and feedback
5. E) Direction, effort, persistence, and task strategies

Answer:  E

Diff: 2     Type: MC     Page Ref: 176

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

26) Process theories of motivation are concerned with

1. A) how various factors motivate people.
2. B) why various factors motivate people.
3. C) when various factors motivate people.
4. D) what various factors motivate people.
5. E) what various factors motivate people, and how they motivate people.

Answer:  A

Diff: 2     Type: MC     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

27) What kind of goals result in more frequent feedback?

1. A) Learning goals
2. B) Performance goals
3. C) Proximal goals
4. D) Distal goals
5. E) Specific goals

Answer:  C

Diff: 2     Type: MC     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

28) If you are learning a complex task and you do not have the required knowledge and skills, what kind of goal will be most effective for you?

1. A) Do your best goal
2. B) Specific and challenging performance goal
3. C) Specific performance goal
4. D) Specific high learning goal
5. E) Specific high performance goal

Answer:  D

Diff: 3     Type: MC     Page Ref: 181

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

29) What is the performance impact of specific, challenging goals?

1. A) The same for all kinds of jobs
2. B) Stronger for simple jobs
3. C) Weaker for simple jobs
4. D) Stronger for complex jobs
5. E) Weaker for complex jobs

Answer:  B

Diff: 1     Type: MC     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

30) When a task is novel or complex and individuals need to acquire new knowledge and skills for good performance, which of the following is most accurate?

1. A) Setting a high performance goal will be most effective.
2. B) Setting a specific learning goal will be most effective.
3. C) Setting a high performance goal and a high learning goal will be most effective.
4. D) Setting a do your best goal will be most effective.
5. E) Setting a high performance goal and a low learning goal will be most effective.

Answer:  B

Diff: 2     Type: MC     Page Ref: 181

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

31) You have just been hired to perform a job that you have done before and have the ability to perform effectively. What kind of goal should your boss set for you?

1. A) A specific learning goal
2. B) A do your best goal
3. C) A high performance goal and a high learning goal
4. D) A high performance goal
5. E) A high learning goal and a low performance goal

Answer:  D

Diff: 3     Type: MC     Page Ref: 181

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

32) Which of the following about the relationship between goals and performance is most accurate?

1. A) When a task is novel, a specific challenging performance goal will increase performance.
2. B) When a task is straightforward, a specific learning goal will increase performance.
3. C) When a task is complex, a specific learning goal can decrease performance.
4. D) When a task is straightforward, a specific learning goal can decrease performance.
5. E) When a task is complex, a specific challenging performance goal can decrease performance.

Answer:  E

Diff: 3     Type: MC     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

33) Which of the following is TRUE about the classic goal setting study conducted at Weyerhaeuser Company?

1. A) The results were achieved with driver participation.
2. B) The results were achieved with monetary incentives.
3. C) Drivers were assigned a specific learning goal.
4. D) The effects were short-lived.
5. E) Drivers were assigned a specific challenging performance goal.

Answer:  E

Diff: 3     Type: MC     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

34) When will setting a specific learning goal be more effective than setting a high performance goal?

1. A) When the job is simple.
2. B) When individuals have the knowledge and skills to perform the task effectively.
3. C) When the task is straightforward.
4. D) When the task is complex.
5. E) When the task is intrinsically motivating.

Answer:  D

Diff: 2     Type: MC     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

35) Equity theory predicts that someone who is underpaid on a piece rate basis will produce a high volume of low quality output.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 174

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

36) Process theories of motivation are concerned with when various factors motivate people.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 165

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

37) The goal setting study conducted at Weyerhaeuser Company involved drivers participating in goal setting.

Answer:  FALSE

Diff: 3     Type: TF     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

38) In the goal setting study conducted at Weyerhaeuser Company, the drivers did not receive monetary incentives.

Answer:  TRUE

Diff: 3     Type: TF     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

39) In the goal setting study conducted at Weyerhaeuser Company, the drivers were assigned a specific high learning goal.

Answer:  FALSE

Diff: 3     Type: TF     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

40) When individuals lack the knowledge or skill to perform a task, a specific challenging goal can decrease performance.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

41) If you are learning to perform a new task, your boss should set a specific challenging performance goal for you.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 181

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

42) If you are performing a task that is straightforward, your boss should set a specific high learning goal for you.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 181

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

43) When a task is straightforward, a specific high performance goal results in higher performance than a do-your-best goal.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

44) A specific high learning goal is more effective than a specific high performance goal and a do your best goal when individuals are learning to perform a simple task.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

45) Gina sees herself as having identical job outcomes to Rob but having fewer inputs than Rob. According to equity theory, Gina should feel a sense of inequity.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 175

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

46) In expectancy theory, the variable that links first and second level outcomes is instrumentality.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

47) Ray’s boss and mentor showed him in great detail how to write a marketing plan. In expectancy theory terminology, the boss increased Ray’s expectancy.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 172

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

48) Expectancy theory is concerned with specifying how an employee might attempt to choose one first level outcome instead of another.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

49) Valence is the expected value of outcomes.

Answer:  TRUE

Diff: 1     Type: TF     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

50) Equity theory predicts that a person who is underpaid on an hourly basis will reduce inputs and perform at a low level.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 175

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

51) For goals to be challenging, they should be based on past performance.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 177

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

52) The effect of goals on performance is strongest when individuals have high goal commitment.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 177

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

53) Participation in goal setting is necessary for goals to improve performance.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

54) Participation can improve performance by increasing the difficulty of the goal that employees adopt.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

55) Individuals with a learning goal orientation are most concerned about demonstrating their competence in performing a task.

Answer:  FALSE

Diff: 1     Type: TF     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

56) Distal goals provide clear markers of progress and result in more frequent feedback.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

57) A performance-prove goal orientation is related to learning and performance outcomes.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

58) A performance-avoid goal orientation is positively related to learning and job performance.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

59) ________ goals provide clear markers of progress towards a distal goal because they result in more frequent feedback.

Answer:  Proximal

Diff: 2     Type: SA     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

60) Goal ________ refers to an individual’s goal preferences in achievement situations.

Answer:  orientation

Diff: 1     Type: SA     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

61) The effect of ________ goal setting on performance is similar to the effect of individual goal setting.

Answer:  group

Diff: 2     Type: SA     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

62) In the classic goal setting study conducted at Weyerhaeuser Company, truck drivers were assigned a specific, challenging ________ goal.

Answer:  performance

Diff: 2     Type: SA     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

63) When a task is straightforward, a specific, high ________ goal results in higher performance than a do your best goal.

Answer:  performance

Diff: 2     Type: SA     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

64) A specific, high learning goal is more effective than a specific, high performance goal or a do your best goal when a task is ________.

Answer:  novel

Diff: 2     Type: SA     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

65) If you have just started a new job and must perform a complex task, then your boss should set a specific high ________ goal.

Answer:  learning

Diff: 2     Type: SA     Page Ref: 181

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

66) When individuals lack the knowledge or skills to perform a complex task effectively, a specific and challenging performance goal can ________ performance relative to a do your best goal.

Answer:  decrease

Diff: 2     Type: SA     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

67) When a task is straightforward, a specific high performance goal results in ________ performance than a do your best goal.

Answer:  higher

Diff: 2     Type: SA     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

68) Bob gives his employees clear instructions and training and then gives them feedback to improve their performance. In expectancy theory terminology, he is boosting ________.

Answer:  expectancy

Diff: 2     Type: SA     Page Ref: 172

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

69) Alice promises her employee a promotion if he can land a big contract. In expectancy theory terminology she is boosting ________.

Answer:  instrumentality

Diff: 3     Type: SA     Page Ref: 171

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

70) Lew’s boss promised him more vacation days if he completed the project on time, but Lew said he just wasn’t interested in vacation days. In expectancy theory terminology, Lew is talking about ________.

Answer:  valence

Diff: 2     Type: SA     Page Ref: 171

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

71) Equity theory and expectancy theory are two prominent ________ theories of motivation.

Answer:  process

Diff: 1     Type: SA     Page Ref: 171

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

72) At his quarterly meeting, the sales rep met with his sales manager to discuss the next quarter and set the sales target. They both agreed on a number. This is the sales rep’s ________ goal for the quarter.

Answer:  distal

Diff: 2     Type: SA     Page Ref: 180

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

73) After meeting with her sales manager, Susan began to break down her quarterly sales target into monthly and then weekly benchmarks. These are ________ goals.

Answer:  proximal

Diff: 2     Type: SA     Page Ref: 180

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

74) Imagine workers who are underpaid on an hourly basis. According to equity theory, if these people remain employed their productivity will be ________.

Answer:  low

Diff: 2     Type: SA     Page Ref: 175

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

75) Specific goals are goals that specify an exact level of achievement for people to accomplish in a particular ________.

Answer:  time frame

Diff: 2     Type: SA     Page Ref: 176

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

76) Specific and challenging goals are most beneficial when they are accompanied by ongoing ________.

Answer:  feedback

Diff: 1     Type: SA     Page Ref: 177

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

77) Participation can improve performance by increasing the ________ of the goals that employees adopt.

Answer:  difficulty

Diff: 2     Type: SA     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

78) ________ focus on knowledge and skill acquisition.

Answer:  Learning goals

Diff: 1     Type: SA     Page Ref: 181

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

79) Goal orientation is a stable ________.

Answer:  individual difference

Diff: 2     Type: SA     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

80) The mechanisms of goal setting include direction, effort, persistence, and ________.

Answer:  task strategies

Diff: 2     Type: SA     Page Ref: 176

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

81) David Lucero is the Regional Sales Manager for Western Canada at Kapster Enterprises. He enjoys his job and earns a good enough salary to comfortably support his wife and two children in an upscale area of Calgary. He was recently offered a promotion to General Sales Manager for Canada based in Toronto. The promotion would have increased his salary by $10,000 per year and placed him a notch higher on the organization chart. However, the move to Toronto would have resulted in much higher housing expenses, and David’s wife would have had to go back to work if they wanted to maintain the same overall living standards. David knew that he would make an excellent GM, but, after some consideration, he declined the offer. Use expectancy theory to explain why David may have turned down the promotion.

Answer:  David’s expectancy is high (i.e., he is certain that he can do the job) but the combination of both attractive and unattractive second level outcomes has resulted in low valence, overall.

Diff: 3     Type: ES     Page Ref: 171

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

82) What are proximal and distal goals? How are they related? Please provide examples of each.

Answer:  Distal goals are long-term or end goals, such as achieving a level of sales revenue in a month or quarter. Proximal goals are short-term or sub-goals that provide the stepping stones for attaining greater distal goals. So for example, if a sales rep meets with her sales manager and they jointly set a quarterly target of $500,000 in closed business (distal goal), the sales rep may work out a 3-month plan with weekly targets (proximal goals) that together will build upon each other to reach the distal goal at the end of the quarter.

Diff: 2     Type: ES     Page Ref: 180

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

83) What advice would you give to a manager about the effective use of expectancy theory as a model to improve motivation in their workplace?

Answer:  The manager should utilize strategies which boost expectancies, clarify reward contingencies, and address the diverse needs of the workers.

Diff: 2     Type: ES     Page Ref: 173

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

84) What are the basic characteristics of highly motivating goals?

Answer:  Goals are most motivational when they are specific, challenging, and organizational members are committed to them. In addition, feedback about progress towards goal attainment should be provided.

Diff: 1     Type: ES     Page Ref: 160

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

 

85) What is the difference between a learning goal orientation, a performance-prove goal orientation, and a performance-avoid goal orientation, and what effect do they have on learning and performance?

Answer:  A learning goal orientation is a preference to learn new things and develop competence in an activity by acquiring new skills and mastering new situations. A performance-prove goal orientation is a preference to obtain favourable judgments about the outcome of one’s performance. A performance-avoid goal orientation is a preference to avoid negative judgments about the outcome of one’s performance. A learning goal orientation has been found to be positively related to learning and academic, task, and job performance. A performance-avoid orientation is negatively related to learning and lower task, and job performance. A performance-prove orientation is not related to learning or performance outcomes.

Diff: 2     Type: ES     Page Ref: 178

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

86) What are the mechanisms that explain the relationship between goals and performance?

Answer:  The mechanisms of goal setting are direction, effort, persistence, and task strategies.

Diff: 2     Type: ES     Page Ref: 176

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

87) Discuss some of the factors that might affect commitment to challenging, specific goals.

Answer:  The factors that might affect commitment to challenging and specific goals are participation, rewards, and supportiveness.

Diff: 2     Type: ES     Page Ref: 177

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

88) Describe what makes equity theory a theory of motivation and the tactics that people might be motivated to employ.

Answer:  Equity theory is a theory of motivation (in addition to job satisfaction) because individuals are motivated to maintain an equitable exchange relationship. People will devote considerable energy to reducing inequity and achieving equity. The tactics they might use to do this include: perceptually distort one’s own inputs or outcomes; perceptually distort the inputs or outcomes of the comparison person or group; choose another comparison person or group; alter one’s inputs or alter one’s outcomes; and leave the exchange relationship.

Diff: 2     Type: ES     Page Ref: 174

Skill:  Recall

Objective:  5.5 Explain and discuss the process theories of motivation.

 

89) As a manager who is responsible for employee performance, you are considering using goal setting to motivate employees to improve their performance. However, you are not sure what kinds of goals to set. You have new employees who are learning to perform complex tasks and you also have experienced employees who can perform their tasks effectively. In the past, you have just told all employees to do their best. What kinds of goals should you set to motivate your employees?

Answer:  For new employees who do not have the knowledge or skill to perform novel and complex tasks, you should set a specific high learning goal which will be more effective than a specific high performance goal or a do your best goal. In fact, for these employees a specific high performance goal might decrease performance. For the more experienced employees, for whom the task is now straightforward, you should set a high performance goal which will result in higher performance than a do your best goal.

Diff: 3     Type: ES     Page Ref: 181

Skill:  Applied

Objective:  5.5 Explain and discuss the process theories of motivation.

 

5.6

 

1) Other things equal, which ERG theory need should be of particular interest in a highly collective culture?

1. A) Existence
2. B) Resistance
3. C) Growth
4. D) Relatedness
5. E) Safety

Answer:  D

Diff: 2     Type: MC     Page Ref: 183

Skill:  Applied

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

2) Which motivation theory seems to translate across cultures best?

1. A) ERG theory
2. B) Expectancy theory
3. C) Equity theory
4. D) Maslow’s need hierarchy
5. E) McClelland’s theory of needs

Answer:  B

Diff: 2     Type: MC     Page Ref: 184

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

 

3) In collective cultures it is often observed that groups favour an equality norm for reward allocation. Which theory’s motivational premises does this norm most clearly contradict?

1. A) ERG theory
2. B) Expectancy theory
3. C) Equity theory
4. D) Maslow’s need hierarchy
5. E) McClelland’s theory of needs

Answer:  C

Diff: 2     Type: MC     Page Ref: 184

Skill:  Applied

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

4) Research on self-determination theory across cultures found that

1. A) five psychological needs are related to autonomous motivation in all countries.
2. B) no one psychological need is related to autonomous motivation in all countries.
3. C) two psychological needs are related to autonomous motivation in all countries.
4. D) three psychological needs are related to autonomous motivation in all countries.
5. E) one psychological need is related to autonomous motivation in all countries.

Answer:  D

Diff: 2     Type: MC     Page Ref: 184

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

5) The need theories of motivation are particularly universal in their applicability across cultures.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 181

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

6) In more collective cultures, there is a tendency to favour reward allocation based on equality rather than equity.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 184

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

7) Of all the motivation theories studied in the chapter, expectancy theory handles cross-cultural differences best.

Answer:  TRUE

Diff: 2     Type: TF     Page Ref: 184

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

 

8) Need for achievement and equity concepts are more applicable in collective societies than in individualistic societies.

Answer:  FALSE

Diff: 2     Type: TF     Page Ref: 184

Skill:  Applied

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

9) Because of its flexibility, ________ is the motivation theory that seems to hold up well or translate best across cultures.

Answer:  expectancy theory

Diff: 2     Type: SA     Page Ref: 184

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

 

10) In collective cultures, equal rewards for all in spite of individual performance may be the preferred mode of compensation. This preference actually violates the prescriptions of ________ theory.

Answer:  equity

Diff: 2     Type: SA     Page Ref: 184

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.

11) Discuss the extent to which each of the theories of motivation translate across cultures.

Answer:  Most theories that revolve around human needs will come up against cultural limitations to their generality. However, research on self-determination theory has found that it is cross-culturally valid as the three psychological needs are positively related to autonomous motivation and autonomous motivation is related to work outcomes in different countries. Equity theory will depend on how rewards are allocated in a particular culture. Because of its flexibility, expectancy theory is very effective when applied cross-culturally. Goal setting has been found to translate in numerous countries and cultures; however, the goal setting process must be adjusted in each culture.

Diff: 2     Type: ES     Page Ref: 181

Skill:  Recall

Objective:  5.6 Discuss the cross-cultural limitations of theories of motivation.