ORGB 3 Student Edition 3rd Edition by Debra L. Nelson - Test Bank

ORGB 3 Student Edition 3rd Edition by Debra L. Nelson – Test Bank

 

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Sample Questions Are Posted Below

 

CHAPTER 5—MOTIVATION AT WORK

 

MULTIPLE CHOICE

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 75

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 75

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 75-76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 77

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  D

See also Figure 5.1.

 

PTS:   1                    DIF:    Moderate       REF:   p. 77               OBJ:   2

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

MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  C

See also Figure 5.1.

 

PTS:   1                    DIF:    Moderate       REF:   p. 77               OBJ:   2

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

MSC:  BLOOMS Level III Application

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   p. 78

OBJ:   2                    NAT:  AACSB Analytic | Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  BLOOMS Level III Application

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  BLOOMS Level I Knowledge

 

14. Maslow’s progression hypothesis states:

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

 

 

ANS:  A                    PTS:   1                    DIF:    Easy               REF:   p. 77

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy                MSC:  BLOOMS Level I Knowledge

 

15. Kenexa, the leading HR service company in America, uses a blend of psychology and technology to “inspire” employees by:

a.	emphasizing personality and role fit
b.	determining what type of leadership employees expect
c.	identifying equity inputs and outputs
d.	listening to employees through interviews and surveys

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 83

OBJ:   5                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Two New Ideas in Motivation (The Money in Motivation)

MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 79

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Hard               REF:   p. 79

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 79

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  BLOOMS Level I Knowledge

 

19. According to your text, Management Sciences for Health CEO Jonathon Quick displayed a high need for socialized versus personalized power.  He would probably:

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

 

 

ANS:  A                    PTS:   1                    DIF:    Moderate        REF:   p. 79

OBJ:   3                    NAT:  AACSB Analytic | Motivation Concepts

TOP:   McClelland’s Need Theory               MSC:  BLOOMS Level IV Analysis

 

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

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

 

 

ANS:  D

See also Figure 5.3.

 

PTS:   1                    DIF:    Moderate       REF:   p. 80-81         OBJ:   4

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  C

See also Figure 5.3.

 

PTS:   1                    DIF:    Easy               REF:   p. 81               OBJ:   4

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level III Application

 

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

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

 

 

ANS:  D

See also Figure 5.3.

 

PTS:   1                    DIF:    Moderate       REF:   p. 81               OBJ:   4

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  A

See also Figure 5.3.

 

PTS:   1                    DIF:    Moderate       REF:   p. 81               OBJ:   4

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 82

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   p. 82

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level IV Analysis

 

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

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

 

 

ANS:  B                    PTS:   1                    DIF:    Easy               REF:   p. 82

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 82

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factor Theory         MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 82-84

OBJ:   5                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Two New Ideas in Motivation          MSC:  BLOOMS Level II Comprehension

 

29. Eustress most accurately reflects:

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 82

OBJ:   5                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Two New Ideas in Motivation          MSC:  BLOOMS Level I Knowledge

 

30. The toy manufacturer Worlds Apart has the human resource practice for employees who become fatigued and low on energy during the workday of:

a.	allowing employees to go home and get needed rest and reenergized which has resulted in less absenteeism and fewer employee errors
b.	taking a break that would include physical exercise
c.	inflating a bed and taking a 20 minute nap
d.	engaging in 30 minutes of meditation

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 83

OBJ:   5                    NAT:  AACSB Reflective Thinking | HRM

TOP:   Two New Ideas in Motivation (Hot Trend box)

MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 84

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

32. Equity theory is a/an:

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

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   p. 84

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 84

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  B                    PTS:   1                    DIF:    Hard               REF:   p. 84-85

OBJ:   6                    NAT:  AACSB Analytic | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level III Application

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 84

OBJ:   6                    NAT:  AACSB Analytic | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level III Application

 

36. Under inequity theory, people are motivated when:

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

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 85

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 86

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Hard               REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level I Knowledge

 

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

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

 

 

ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level I Knowledge

 

44. The expectancy theory of motivation focuses on:

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

 

 

ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Hard               REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Hard               REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

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

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

 

 

ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

TRUE/FALSE

 

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

 

ANS:  F

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

 

PTS:   1                    DIF:    Moderate       REF:   p. 75               OBJ:   1

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Easy               REF:   p. 77

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level I Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Moderate        REF:   p. 77-78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Moderate        REF:   p. 78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Moderate        REF:   p. 77-79

OBJ:   2 and 3           NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Moderate        REF:   p. 78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level I Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Easy               REF:   p. 81

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Factory Theory      MSC:  BLOOMS Level I Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Easy               REF:   p. 82

OBJ:   5                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Two New Ideas in Motivation          MSC:  BLOOMS Level I Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Easy               REF:   p. 83-84

OBJ:   5                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Two New Ideas in Motivation          MSC:  BLOOMS Level I Knowledge

 

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

 

ANS:  T                    PTS:   1                    DIF:    Moderate        REF:   p. 84

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  F

Moral principles in workplace fairness ARE found to be important with respect to deviant behavior such as theft and sabotage.  It is necessary to consider moral maturity in order to understand altruistic, fair and equitable behavior. Morally mature people behave based on universal ethical principles, while morally immature people behave based on egocentric motivations.

 

PTS:   1                    DIF:    Moderate       REF:   p. 87               OBJ:   7

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Easy               REF:   p. 85

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level I Knowledge

 

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

 

ANS:  F

Globalization presents a challenge for pay equity. As organizations grow internationally, they may have trouble determining pay and benefit equity/inequity across national borders.

 

PTS:   1                    DIF:    Moderate       REF:   p. 85               OBJ:   6

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

14. Instrumentality is the value of a reward.

 

ANS:  F

Instrumentality is the belief that performance is related to rewards.

 

PTS:   1                    DIF:    Moderate       REF:   p. 87               OBJ:   7

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Moderate        REF:   p.  88

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Moral Maturity        MSC:  BLOOMS Level II Comprehension

 

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

 

ANS:  T                    PTS:   1                    DIF:    Easy               REF:   p. 88

OBJ:   8                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Cultural Differences in Motivation   MSC:  BLOOMS Level II Comprehension

 

17. Needs of workers are similar across cultures.

 

ANS:  F

Researchers have studied the universality of Maslow’s, McClelland’s, and Herzberg’s theories and found cultural differences in the needs of workers.

 

PTS:   1                    DIF:    Easy               REF:   p. 88               OBJ:   8

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Cultural Differences in Motivation   MSC:  BLOOMS Level I Knowledge

 

MATCHING

 

Match the following:

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

 

 

1. Hygiene factors

 

2. External

 

3. Motivation

 

4. Self-Interest

 

5. Internal

 

1. ANS:  B                    PTS:   1                    DIF:    Easy               REF:   p. 80-81

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two Factor Theory        MSC:  BLOOMS Level I Knowledge

 

2. ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

3. ANS:  A                    PTS:   1                    DIF:    Easy               REF:   p. 75

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  4.

 

4. ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

5. ANS:  E                    PTS:   1                    DIF:    Easy               REF:   p. 75-76

OBJ:   1                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Motivation and Work Behavior        MSC:  BLOOMS Level I Knowledge

 

Match the following:

a.	Basic needs for food and water.
b.	A set of assumptions applied to individuals who are motivated by lower order needs.
c.	Fulfillment of potential.
d.	Feeling of self-worth.
e.	Assumptions of how to manage individuals who are motivated by higher-order needs.

 

 

6. Self-Esteem

 

7. Physiological needs

 

8. Theory Y

 

9. Theory X

 

10. Self-Actualization

 

6. ANS:  D                    PTS:   1                    DIF:    Easy               REF:   p. 77-78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level I Knowledge

 

7. ANS:  A                    PTS:   1                    DIF:    Easy               REF:   p. 77-78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level I Knowledge

 

8. ANS:  E                    PTS:   1                    DIF:    Easy               REF:   p. 77-78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level I Knowledge

 

9. ANS:  B                    PTS:   1                    DIF:    Easy               REF:   p. 77-78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level I Knowledge

 

10. ANS:  C                    PTS:   1                    DIF:    Easy               REF:   p. 77-78

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level I Knowledge

 

Match the following:

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

 

 

11. Need for Achievement

 

12. Need for Affiliation

 

13. Hygiene Factor

 

14. TAT

 

15. Need for Power

 

11. ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 79

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory              MSC:  BLOOMS Level II Comprehension

 

12. ANS:  E                    PTS:   1                    DIF:    Moderate        REF:   p. 79-80

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory              MSC:  BLOOMS Level II Comprehension

 

13. ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 82

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two Factor Theory        MSC:  BLOOMS Level II Comprehension

 

14. ANS:  A                    PTS:   1                    DIF:    Moderate        REF:   p. 79

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory              MSC:  BLOOMS Level II Comprehension

 

15. ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 79

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory              MSC:  BLOOMS Level II Comprehension

 

Match the following:

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

 

 

16. McClelland

 

17. Adams

 

18. Herzberg

 

19. Maslow

 

20. Vroom

 

16. ANS:  E                    PTS:   1                    DIF:    Moderate        REF:   p. 78

OBJ:   3                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   McClelland’s Need Theory              MSC:  BLOOMS Level II Comprehension

 

17. ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 84

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

18. ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 80

OBJ:   4                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Herzberg’s Two-Theory Factor        MSC:  BLOOMS Level II Comprehension

 

19. ANS:  A                    PTS:   1                    DIF:    Moderate        REF:   p. 77

OBJ:   2                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Maslow’s Need Hierarchy               MSC:  BLOOMS Level II Comprehension

 

20. ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

Match the following:

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

 

 

21. Expectancy

 

22. Performance

 

23. Valence

 

24. Equity

 

25. Instrumentality

 

21. ANS:  A                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

22. ANS:  E                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

23. ANS:  C                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

24. ANS:  B                    PTS:   1                    DIF:    Moderate        REF:   p. 85

OBJ:   6                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level II Comprehension

 

25. ANS:  D                    PTS:   1                    DIF:    Moderate        REF:   p. 87

OBJ:   7                    NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level II Comprehension

 

ESSAY

 

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

 

ANS:

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

 

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

 

PTS:   1                    DIF:    Hard              REF:   p. 77-78, p. 80-82

OBJ:   2 and 4           NAT:  AACSB Analytic | Motivation Concepts

TOP:   Maslow’s Need Hierarchy and Herzberg’s Two-Factor Theory

MSC:  BLOOMS Level IV Analysis

 

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

 

ANS:

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

 

PTS:   1                    DIF:    Hard              REF:   p. 78               OBJ:   2

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

MSC:  BLOOMS Level IV Analysis

 

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

 

ANS:

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

 

PTS:   1                    DIF:    Moderate       REF:   p. 79               OBJ:   3

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

MSC:  BLOOMS Level IV Analysis

 

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

 

ANS:

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

 

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

 

PTS:   1                    DIF:    Moderate       REF:   p. 82-84         OBJ:   5

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Two New Ideas in Motivation          MSC:  BLOOMS Level IV Analysis

 

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

 

ANS:

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

 

PTS:   1                    DIF:    Moderate       REF:   p. 84-85         OBJ:   6

NAT:  AACSB Analytic | Motivation Concepts

TOP:   Social Exchange and Equity Theory

MSC:  BLOOMS Level IV Analysis

 

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

 

ANS:

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

 

PTS:   1                    DIF:    Moderate       REF:   p. 87               OBJ:   7

NAT:  AACSB Reflective Thinking | Motivation Concepts

TOP:   Expectancy Theory of Motivation    MSC:  BLOOMS Level IV Analysis