Ch16 Motivation Theory and Practice Full Test Bank

Chapter 16: Motivation Theory and Practice

True/False Questions

1. Abraham Maslow classifies physiological needs as lower-order needs in his human needs theory.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the hierarchy of needs theory, the lower-order needs focus on desires for psychological development and growth.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the hierarchy of needs theory, the need to self-actualize can never be fully met.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The lower-order needs in Maslow’s hierarchy of needs theory are similar to growth needs in ERG theory.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Frederick Herzberg, issues related to the work environment are satisfier factors.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Herzberg, improving the hygiene factors can increase job satisfaction and motivation.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. High need achievers prefer achievable but challenging goals and expect feedback on performance.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. McClelland believes that the need for personal power is essential to managerial leadership.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In McClelland’s view, the successful executive is likely to possess a high need for social power that is greater than an otherwise strong need for affiliation.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The equity theory states that people who are treated unfairly will be motivated to act in ways that reduce the perceived inequity.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Under-reward inequity occurs when an individual perceives that his or her outcomes-to-inputs ratio is greater than that of his or her referent.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Stacy Adams, to deal with negative inequity, people change their work inputs by putting less effort into their jobs.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Benevolents are people who have a desire to be over-rewarded.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Performance-outcome expectancy refers to a person’s belief that successful performance will be followed by rewards and other work related outcomes.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Expectancy theory predicts that high expectancy, instrumentality, and valence will result in zero motivation.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Managers can create positive instrumentalities by rewarding people on a performance-contingent basis.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Locke’s goal-setting theory states that task goals can be motivating when they are set through participatory means.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Verbal persuasion is a way of enhancing self-efficacy by praising the efforts of a person performing a job.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Extinction strategies are employed to strengthen or increase the frequency of desirable behavior.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. An intermittent reinforcement schedule works best to draw forth a desired behavior.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Punishment strategies can be effective when the managers focus on the undesirable behavior rather than the characteristics of the person.

Learning Objective: 16.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Job enrichment works best when people have appropriate knowled, skills, and abilities to perform the job.

Learning Objective: 16.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Job rotation makes jobs vertically bigger by expanding the job depth.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Flexible working hours help to reduce stress and also provide greater autonomy to employees.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Employees receive two consecutive days off from work each week in a compressed workweek schedule.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Independent contractors are employed in temporary gigs as just-in-time and as-needed workers.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Permatemp workers hold part-time jobs with a company until the company has a permanent position available.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

Multiple Choice

1. Which of the following is regarded as a lower-order need in Maslow’s hierarchy?
2. Esteem
3. Freedom
4. Safety
5. Self-actualization
6. Identity

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Maslow’s theory of human needs, _____ is a higher-order need.
2. existence
3. physical comfort
4. safety
5. social concern
6. esteem

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In Maslow’s hierarchy of needs, lower-order needs differ from higher-order needs as higher-order needs:
2. focus on desires for good-interpersonal relationships.
3. are addressed by things such as physical comfort on the job and reasonable work hours.
4. focus on desires for psychological development and growth.
5. are served by job security and adequate compensation and benefits.
6. focus on desires for physical and social well-being.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The _____ states that a satisfied need is not a motivator of behavior.
2. expectancy theory
3. progression principle
4. self-efficacy theory
5. deficit principle
6. frustration-regression principle

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The _____ states that a need does not become activated until the next-lower-level need is already satisfied.
2. expectancy theory
3. deficit principle
4. self-efficacy theory
5. frustration-regression principle
6. progression principle

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ satisfies the self-actualization needs.
2. Praise and recognition from boss
3. Participation in decision making
4. Safe working conditions
5. Promotion to higher status job
6. Pleasant supervisor

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Esteem needs are satisfied by _____.
2. promotion to higher status job
3. having a pleasant supervisor
4. adequate compensation and benefits
5. participation in decision making
6. safe working conditions

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Creative and challenging work and job autonomy satisfy _____ needs.
2. physiological
3. esteem
4. self-actualization
5. social
6. safety

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following satisfies social needs?
2. Adequate compensation and benefits
3. Physical comfort on the job
4. Safe working conditions
5. Pleasant supervisor
6. Promotion to higher status job

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ needs are served by job security and adequate compensation and benefits.
2. Social
3. Safety
4. Self-actualization
5. Esteem
6. Physiological

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ satisfies esteem needs.
2. Physical comfort on the job
3. Praise and recognition from boss
4. Adequate compensation and benefits
5. Interaction with customers
6. Reasonable work hours

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ satisfies lower-order physiological needs.
2. Adequate compensation and benefits
3. Physical comfort on the job
4. Safe working conditions
5. Friendly co-workers
6. Creative and challenging work

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the ERG theory, _____ needs are desires for physiological well-being.
2. growth
3. safety
4. relatedness
5. existence
6. power

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the ERG theory proposed by Clayton Alderfer, relatedness needs are desires for:
2. physiological and material well-being.
3. recognition, responsibility, and job autonomy.
4. psychological growth and development.
5. personal growth and development.
6. satisfying interpersonal relationships.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the ERG theory proposed by Clayton Alderfer, existence needs are desires for:
2. physiological and material well-being.
3. recognition, responsibility, and job autonomy.
4. psychological growth and development.
5. personal growth and development.
6. satisfying interpersonal relationships.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the ERG theory proposed by Clayton Alderfer, growth needs are desires for:
2. physiological and material well-being.
3. social interaction and a pleasant supervisor.
4. psychological growth and development.
5. rest and refreshment breaks.
6. satisfying interpersonal relationships.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ needs described by Clayton Alderfer are essentially the same as the higher-order needs in Maslow’s hierarchy.
2. Esteem
3. Relatedness
4. Growth
5. Existence
6. Social

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ needs described by Clayton Alderfer are essentially the same as the lower-order needs in Maslow’s hierarchy.
2. Esteem
3. Relatedness
4. Growth
5. Existence
6. Social

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following states that an already satisfied need can become reactivated when a higher-level need is blocked?
2. Progression principle
3. Self-efficacy theory
4. Deficit principle
5. Frustration-regression principle
6. Expectancy theory

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Frederick Herzberg’s two-factor theory, a satisfier factor is found in the job content such as _____.
2. working conditions
3. advancement opportunities
4. organizational policies
5. interpersonal relations
6. compensation

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In Herzberg’s two-factor theory, interpersonal relations are regarded as _____ factors.
2. satisfier
3. equity
4. valence
5. hygiene
6. compensation

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to McClelland’s theory, _____ is the desire to do something better, to solve problems, or to master complex tasks.
2. need for power
3. need for autonomy
4. need for achievement
5. need for affiliation
6. need for participation

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Acquired needs theory states that people with a high need for achievement:
2. seek satisfying interpersonal relationships.
3. prefer collective responsibility for results.
4. tend to like jobs that involve working with people.
5. take moderate risks in competitive situations.
6. behave in ways that have a clear impact on other people.

Learning Objective: 16.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to McClelland, people with a high need for power:
2. put their competencies to work.
3. seek satisfying interpersonal relationships.
4. must be able to master complex tasks.
5. take moderate risks in competitive situations.
6. behave in ways that have a clear impact on other people.

Learning Objective: 16.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the acquired needs theory, the need for _____ is the desire to control other people, to influence their behavior, or to be responsible for them.
2. power
3. achievement
4. participation
5. affiliation
6. accomplishment

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Need for _____ is the desire to establish and maintain friendly and warm relations with other people.
2. accomplishment
3. achievement
4. power
5. autonomy
6. affiliation

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to the acquired needs theory, people with a high need for _____ seek companionship, social approval, and satisfying interpersonal relationships.
2. autonomy
3. affiliation
4. accomplishment
5. achievement
6. power

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ theory suggests that being treated unfairly makes people uncomfortable and motivates them to eliminate the discomfort.
2. Acquired needs
3. Two-factor
4. Equity
5. Hierarchy of needs
6. ERG

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to equity theory, _____ is an outcome.
2. quality of work
3. education
4. experience
5. special skills
6. job assignments

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ occur(s) whenever people feel that the rewards they receive for their work contributions are unfair in comparison to the rewards received by someone else.
2. Frustration-regression
3. Continuous reinforcements
4. Extinction
5. Perceived inequities
6. Negative reinforcement

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Over-reward inequity occurs when an individual perceives that:
2. he is getting less compensation than he should be getting.
3. the reward he has received for his work is not matching his inputs.
4. he is receiving less than he should in comparison to somebody else.
5. he is getting more compensation than he should be getting.
6. the reward he has received for his efforts is fair.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The concept of _____ proposes that people have different preferences for equity and thus react differently to perceptions of inequity.
2. positive reinforcement
3. instrumentality
4. equity sensitivity
5. perceived inequities
6. negative reinforcement

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to equity theory, ___ are an input.
2. office spaces
3. pay raises
4. preferred job assignments
5. quantities of work
6. work privileges

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In equity theory, people compare ___with the result of ___.
2. expectancy; instrumentality
3. instrumentality; valence
4. personal outcomes to others’ outcomes; perceived equity
5. perceived equity to perceived inequity; personal outcomes
6. valence; equity

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. If people perceive they are being over-rewarded, they believe they are getting more ___ than ___.
2. expectancy; valence
3. inputs; outputs
4. instrumentality; expectancy
5. outputs; inputs
6. valence; instrumentality

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. If people perceive they are being under-rewarded, they believe they are getting less ___ than ____.
2. expectancy; valence
3. inputs; outputs
4. instrumentality; expectancy
5. outputs; inputs
6. valence; instrumentality

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is FALSE about equity theory?
2. People compare themselves to co-workers, others elsewhere in the organization, and people in other organizations.
3. It only matters how people think they are treated; it does not matter what is really happening from the manager’s perspective.
4. People believe that working hard will result in achieving a desired level of task performance.
5. People compare their personal outcomes to others’ outcomes with the result of perceived equity.
6. People will make equity comparisons whenever rewards are allocated.

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. _____ is a person’s belief that working hard will result in high task performance.
2. Instrumentality
3. Expectancy
4. Resiliency
5. Equity
6. Efficacy

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Vroom’s theory of motivation, if a person believes that he or she can achieve the performance level necessary to get promoted, the person is said to have _____.
2. high benevolence
3. positive expectancy
4. positive instrumentality
5. high need for affiliation
6. positive valence

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A person’s belief that successful performance will be followed by rewards and other work-related outcomes is known as _____.
2. resiliency
3. competency
4. efficacy
5. instrumentality
6. valence

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to expectancy theory, if a person has high instrumentality, he will:
2. not value the rewards being offered.
3. lack the confidence that he will be promoted if he improves his performance.
4. believe that he can meet the performance expectations through hard work.
5. be able to link high performance and available rewards.
6. perceive himself to be under-rewarded for his efforts compared to other coworkers.

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Which of the following is true about valence?
2. It is sometimes called performance-outcome expectancy.
3. It is the desire to establish good relations with co-workers.
4. It refers to a person’s belief that working hard will result in a desired level of task performance being achieved.
5. It indicates that successful performance will be followed by rewards.
6. It is the value a person assigns to the possible rewards and other work-related outcomes.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. According to Vroom’s expectancy theory, managers can build positive expectancies by:
2. setting challenging goals and making people work hard to achieve those goals even though they lack the ability and resources to complete the tasks.
3. clarifying the rewards for high performance.
4. selecting workers with the right abilities for the jobs to be done and providing them with the best training and development.
5. increasing the communication with the subordinates to help identify important employee needs and benefits.
6. allotting rewards fairly on a performance-contingent basis.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following measures when employed will help managers to create positive instrumentalities among employees?
2. Providing employees with the best training and development
3. Linking the needs and desires of employees with the rewards that can be earned through high performance
4. Increasing communication with subordinates to help identify important employee needs and desires
5. Clarifying the possible rewards for high performance and allocating those rewards fairly on a performance-contingent basis
6. Selecting workers with the right abilities for the jobs to be done

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Managers can effectively obtain the motivational benefits of goal setting by:
2. encouraging the employees to do their best instead of mentioning what is expected of them.
3. setting goals that are easily attainable so that the employees do not have the fear of failure in performing a task.
4. providing feedback on the performance related to the assigned goal and rewarding people on the accomplishment of those goals.
5. letting the employees decide the goals they want to accomplish rather than making them aware of management’s expectations.
6. giving challenging goals to the employees and pressurizing them to meet the expectations.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. _____ is a person’s belief that he or she is capable of performing a task.
2. Expectancy
3. Self-efficacy
4. Instrumentality
5. Credibility
6. Competency

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. When thinking about Edwin Locke’s Goal-Setting Theory, it is better to say “I want you to work for four hours on this task” rather than “Try your hardest”. This is an example of ____.
2. building goal acceptance and commitment
3. clarifying goal priorities
4. providing feedback on goal accomplishment
5. rewarding goal accomplishment
6. setting specific goals

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. When thinking about Edwin Locke’s Goal-Setting Theory, it should be possible to accomplish the task at hand even if it may be difficult to reach the goal. This is an example of ____.
2. building goal acceptance and commitment
3. clarifying goal priorities
4. providing feedback on goal accomplishment
5. rewarding goal accomplishment
6. setting challenging goals

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. When thinking about Edwin Locke’s Goal-Setting Theory, people like to have some say in how to reach a goal and what the goal should be. This is an example of ____.
2. building goal acceptance and commitment
3. clarifying goal priorities
4. providing feedback on goal accomplishment
5. rewarding goal accomplishment
6. setting specific goals

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. When thinking about Edwin Locke’s Goal-Setting Theory, it is better to say “We first need to backup our data so that we do not lose it in case the new system does not work like we think it will”. This is an example of ____.
2. building goal acceptance and commitment
3. clarifying goal priorities
4. providing feedback on goal accomplishment
5. rewarding goal accomplishment
6. setting challenging goals

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. When thinking about Edwin Locke’s Goal-Setting Theory, a managers says “You are doing a great job by staying focused on this task”. This is an example of ____.
2. building goal acceptance and commitment
3. clarifying goal priorities
4. providing feedback on goal accomplishment
5. setting challenging goals
6. setting specific goals

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. When thinking about Edwin Locke’s Goal-Setting Theory, each member on the team gets a $1000 bonus for working hard to get a new customer to purchase solely from the company. This is an example of ____.
2. building goal acceptance and commitment
3. clarifying goal priorities
4. providing feedback on goal accomplishment
5. rewarding goal accomplishment
6. setting challenging goals

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. According to Albert Bandura, if a person gains confidence through positive experience, it is referred to as _____.
2. emotional arousal
3. vicarious modeling
4. social persuasion
5. verbal persuasion
6. enactive mastery

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following sources helps to enhance self-efficacy through learning by observing others succeed at a task?
2. Social persuasion
3. Verbal persuasion
4. Emotional arousal
5. Vicarious modeling
6. Enactive mastery

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is a way of enhancing self-efficacy of a person by telling the person that she or he can, or by encouraging the person to perform a task.
2. Emotional arousal
3. Vicarious modeling
4. Verbal persuasion
5. Enactive mastery
6. Moral disengagement

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The _____ states that behavior that results in a positive outcome is likely to be repeated, and the behavior that results in a negative outcome is not likely to be repeated.
2. law of contingent reinforcement
3. progression principle
4. law of effect
5. deficit principle
6. law of immediate reinforcement

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is the control of behavior by manipulating its consequences.
2. Relative benchmarking
3. Verbal persuasion
4. Vicarious modeling
5. Operant conditioning
6. Concurrent control

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ strengthens behavior by making a desirable consequence contingent on its occurrence.
2. Vicarious modeling
3. Extinction
4. Punishment
5. Job rotation
6. Positive reinforcement

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Natalie encourages her employees by recognizing and immediately rewarding a good performance, so that it motivates the employee as well as others to consistently perform well. This type of strategy to increase the frequency of desirable behavior is known as _____.
2. vicarious modeling
3. job rotation
4. positive reinforcement
5. extinction
6. punishment

Learning Objective: 16.3

Difficulty: Moderate

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. _____ strengthens behavior by making the avoidance of an undesirable consequence contingent on its occurrence.
2. Punishment
3. Negative reinforcement
4. Extinction
5. Job rotation
6. Vicarious modeling

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Martin encourages the employees who have not been meeting the expectations of the job by ignoring minor issues when they meet his expectations. This type of strategy used to strengthen the desirable behavior is called _____.
2. extinction
3. intermittent reinforcement
4. positive reinforcement
5. punishment
6. negative reinforcement

Learning Objective: 16.3

Difficulty: Moderate

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. _____ is a strategy of reinforcement that discourages behavior by making an unpleasant consequence contingent on its occurrence.
2. Positive reinforcement
3. Extinction
4. Punishment
5. Negative reinforcement
6. Vicarious modeling

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is a reinforcement strategy that discourages behavior by making the removal of a desirable consequence contingent on its occurrence.
2. Negative reinforcement
3. Vicarious modeling
4. Positive reinforcement
5. Extinction
6. Punishment

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Justin notices that one of his employees has been coming late to work and his team members have been shielding him. Justin counsels the co-workers to stop shielding him and to not encourage him to be late to work. This type of reinforcement strategy is known as _____.
2. negative reinforcement
3. extinction
4. intermittent reinforcement
5. positive reinforcement
6. punishment

Learning Objective: 16.3

Difficulty: Moderate

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Which of the following is true about punishment and extinction strategies?
2. Both of these strategies weaken or eliminate undesirable behaviors.
3. Both of these strategies strengthen desirable behavior by making a desirable consequence contingent on its occurrence.
4. Both of these strategies make the removal of a pleasant consequence contingent on its performance.
5. Both of these strategies strengthen desirable behavior when it occurs.
6. Both of these strategies make an unpleasant consequence contingent on its occurrence.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is positive reinforcement of successive approximations to the desired behavior.
2. Chaining
3. Horizontal loading
4. Job rotation
5. Vertical loading
6. Shaping

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) _____ reinforcement schedule administers a reward each time a desired behavior occurs.
2. conditioned
3. continuous
4. immediate
5. intermittent
6. annual

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A schedule that rewards desired behavior only periodically is known as a(n) _____ reinforcement schedule.
2. ongoing
3. unconditioned
4. intermittent
5. continuous
6. immediate

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The _____ states that for a reward to have maximum enhancement value, it must be delivered only if the desired behavior is exhibited.
2. law of effect
3. deficit principle
4. law of immediate reinforcement
5. frustration-regression principle
6. law of contingent reinforcement

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The law of immediate reinforcement states that:
2. a punishment should be administered in private.
3. a behavior that results in a pleasant outcome is likely to be repeated.
4. a satisfied need does not motivate behavior.
5. an instant delivery of a reward after the occurrence of a desirable behavior enhances the reinforcing value of the reward.
6. a satisfied need can become activated when a higher level need is blocked.

Learning Objective: 16.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is a process of arranging work tasks for individuals and groups.
2. Task analysis
3. Operant conditioning
4. Work scope
5. Resource management
6. Job design

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ employs people in clearly defined and specialized tasks with narrow job scope.
2. Job enlargement
3. Job simplification
4. Vertical loading
5. Job enrichment
6. Job rotation

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. One way to eliminate problems associated with job simplification by total mechanization of a job is _____.
2. job sharing
3. job enrichment
4. automation
5. job enlargement
6. shaping

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ helps in eliminating the problems associated with job simplification by increasing the task variety by periodically shifting workers between different jobs.
2. Job enrichment
3. Vertical loading
4. Job enlargement
5. Job rotation
6. Automation

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ increases task variety by combining into one job two or more tasks previously done by separate workers.
2. Vertical loading
3. Job enlargement
4. Job enrichment
5. Job rotation
6. Automation

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. John, a supervisor in a tea manufacturing company, observes that the employees are not happy with their jobs as they find it monotonous. They get bored of doing the same thing every day. John tries to deal with this problem by combining two or three tasks that were previously done by different employees and allotting a single person to perform the task. The method employed by John to increase the task variety is called job _____.
2. sharing
3. rotation
4. simplification
5. enrichment
6. enlargement

Learning Objective: 16.4

Difficulty: Moderate

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Job _____ increases job depth by adding work planning and evaluating duties normally performed by the supervisor.
2. rotation
3. simplification
4. enrichment
5. sharing
6. enlargement

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A job that requires a variety of activities to be carried out and involves the use of varied expertise and talent of the employee is high on _____.
2. task identity
3. skill variety
4. autonomy
5. task significance
6. task analysis

Learning Objective: 16.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. If a job is redesigned to involve a major part of the work to be completed by a single person in order to produce a visible outcome, then it is high on _____.
2. job enlargement
3. task significance
4. task identity
5. skill variety
6. task analysis

Learning Objective: 16.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. A job that provides a person the complete authority to schedule the work and choose the course of action is high in _____.
2. task significance
3. task identity
4. skill variety
5. autonomy
6. task analysis

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A work schedule that allows a full-time job to be completed in less than the standard five days of 8-hour shifts is referred to as _____.
2. seasonal employment
3. temp job
4. compressed workweek
5. flextime
6. weekend work schedule

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following helps in providing flexibility to workers by splitting a full-time job between two or more people?
2. Flextime
3. Telecommuting
4. Office sharing
5. Compressed workweek
6. Job sharing

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is an arrangement that allows at least a portion of scheduled work hours to be completed outside the office.
2. Compressed workweek
3. Automation
4. Job sharing
5. Telecommuting
6. Contingency

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The workers who are employed on a part-time and temporary basis to supplement the regular workforce are called _____.
2. overtime workers
3. permatemps
4. flextime workers
5. virtual workers
6. contingency workers

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The workers who are employed in temporary gigs as just-in-time and as-needed workers are called _____.
2. overtime workers
3. permatemps
4. flextime workers
5. virtual workers
6. independent contractors

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The workers who hold part-time and contract jobs without hope for long-term security are called _____.
2. overtime workers
3. permatemps
4. flextime workers
5. virtual workers
6. contingency workers

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Kevin, a young graduate, wanted to get a job and work hard to become an assistant manager in a year’s time. Now that he is an assistant manager after more than a year’s struggle, Kevin seems to have become complacent and does not seem to have the same drive as he had a year ago. Which of the following does Kevin’s situation exemplify?
2. Self-serving bias
3. Framing error
4. Deficit principle
5. Progression principle
6. Frustration-regression principle

Learning Objective: 16.1

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Peter believes in excelling in all the projects assigned to him and delivering beyond the expectations of his manager. Thus, Peter’s manager may ask him to work independently on projects that allow him to use his knowledge and skills to the best of his abilities. Peter has a strong need for _____.

A. affiliation

B. achievement

C. personal power

D. social power

E. relatedness

Learning Objective: 16.1

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Roger is unhappy with the treatment meted out to him by his supervisor who feels that Roger is not performing as per expectations. As a result, Roger’s performance linked incentives are a bare minimum, and he is also given lesser stock options than what Roger was expecting for the amount of dedication and hard work put in by him. Which of the following best represents Roger’s understanding of the situation?
2. Bandwagon effect
3. Under-reward inequity
4. Snowball effect
5. Instrumentality
6. Self-concordance

Learning Objective: 16.2

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. When Jason was selected as the “Employee of the month” of his organization, he received a cash prize, a holiday package for two, and a year’s membership at the Prestize club. Jason was overwhelmed and felt that he got more than what he deserved. Which of the following terms best represents Jason’s understanding of the situation?
2. Bandwagon effect
3. Representativeness bias
4. Framing error
5. Over-reward inequity
6. Self-concordance

Learning Objective: 16.2

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. David had put extra hours into the project and had made sure that all glitches were taken care of. His manager acknowledged his effort and recommended him to be a part of the reconnaissance team visiting China. David was very happy and assured his manager that he’d put in extra effort in the future. Which of the following does this situation exemplify?
2. Law of effect
3. Under-reward inequity
4. Deficit principle
5. Progression principle
6. ERG theory

Learning Objective: 16.3

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Katie is rewarded with gift vouchers, bonuses, and other perks after the successful completion of every project handled by her. This is an example of _____.
2. Continuous reinforcement
3. Contingent reinforcement
4. Intermittent reinforcement
5. Job enlargement
6. Job enrichment

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Ruth works at a car assembling plant. The plant uses a lot of machines to complete most of the work. As a result, Ruth’s work is highly standardized. Ruth needs to check the number and mounting of rubber hoses in a vehicle and replace dysfunctional ones. Which of the following does this signify?
2. Job rotation
3. Job simplification
4. Job loading
5. Job enlargement
6. Job enrichment

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Stacy works as a deputy editor for SimplyRead, a biweekly. Apart from approving and finalizing the content to be published, her job as a deputy editor also involves finalizing the outlay of the magazine that was earlier handled by the senior editors from the design team. This is an example of _____.
2. job automation
3. vertical loading
4. operant conditioning
5. job enlargement
6. job enrichment

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Andrew, a final year communications student, has been working for an advertising firm for a few months because the firm needed some more people to work on a project till November. This is an example of _____.
2. telecommuting
3. job enrichment
4. operant conditioning
5. intermittent reinforcement
6. contingency work

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Andrew, a final year communications student, has been working for an advertising firm for a few months because the firm needed some more people to work on a project till November. This is an example of _____.
2. telecommuting
3. job enrichment
4. operant conditioning
5. intermittent reinforcement
6. contingency work

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Andrew, a new college graduate, has been working for an advertising firm for a few months on a contract. He started out as a part-time worker with the firm. He would like the job to become permanent, but the firm has not guaranteed he will have a job next year. This is an example of _____.
2. telecommuting
3. job enrichment
4. operant conditioning
5. intermittent reinforcement
6. permatemp work

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Andrew has been working for an advertising firm for a few months any time the firm needs help meeting a tight deadline. This is an example of _____.
2. telecommuting
3. job enrichment
4. operant conditioning
5. intermittent reinforcement
6. independent contracting

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

1. Nick, the marketing manager of an electronics manufacturing company, is impressed with the work of his subordinate, James, and hence grants additional authority to James to report directly to the company’s chief marketing officer and board of directors with all his marketing strategies. Nick’s decision to increase James’s responsibilities could be viewed as an initiative of _____.
2. job rotation
3. job enrichment
4. job simplification
5. job sharing
6. job automation

Learning Objective: 16.4

Difficulty: Hard

AACSB: Reflective thinking

Bloom’s Taxonomy: Application

Essay

1. How does the Alderfer’s ERG theory differ from Maslow’s hierarchy of needs theory?

In contrast, Alderfer’s ERG theory groups human needs into three categories. This theory suggests that any or all needs can influence individual behavior at a given time. ERG theory does not assume that certain needs must be satisfied before other needs become activated. Alderfer also believes that satisfied needs do not lose their motivational impact and that they can become reactivated and influence behavior when a higher-level need cannot be satisfied.

Learning Objective: 16.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. List and describe the ways to make goal setting work for you.

Set specific goals – They lead to higher performance than setting a general goal like “work your hardest”

Set challenging goals – Goals should be realistic and attainable even if they are hard to reach.

Build goal acceptance and commitment – People work harder for goals they accept and believe in; they resist goals forced on them

Clarify goal priorities – Make sure that expectations are clear as to which goals should be accomplished first and why

Provide feedback on goal accomplishment – Make sure people know how well they are doing with respect to goal accomplishment

Reward goal accomplishment – Don’t let positive accomplishments pass unnoticed; reward people for doing what they set out to do

Learning Objective: 16.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. How can managers effectively use positive reinforcement to increase the frequency of desirable behavior?

• clearly identify desired work behaviors.
• maintain a diverse inventory of rewards.
• inform everyone what must be done to get rewards.
• recognize individual differences when allocating rewards.
• follow the laws of immediate and contingent reinforcement.

Learning Objective: 16.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. What are the advantages and disadvantages of telecommuting?

• Increased productivity
• Fewer distractions
• Less time spent on commuting to and from work
• Freedom to schedule work timings

The disadvantages of telecommuting are:

• Spending more time on work
• Difficulty in separating work and personal life
• Devoting less time for family

Learning Objective: 16.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

Text Entry

1. In Maslow’s hierarchy, esteem and self-actualization are ____-order needs.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Relatedness needs are desires for good ______ relationships.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The frustration-regression principle states that an already satisfied need can become reactivated when a _____-level need is blocked.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) _____ factor is found in job content, such as challenging and exciting work, recognition, responsibility, advancement opportunities, or personal growth.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Need for _____ is the desire to establish and maintain good relations with people.

Learning Objective: 16.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In under-reward inequity (______ inequity), an individual perceives that rewards are less than what is fair.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ___________ is a person’s belief that working hard will result in high task performance.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is a person’s belief that various outcomes will occur as a result of task performance.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Valence is the value a person assigns to work-related _____.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ______ is a person’s belief that she or he is capable of performing a task.

Learning Objective: 16.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The law of ____ states that behavior followed by pleasant consequences is likely to be repeated; behavior followed by unpleasant consequences is not.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Positive reinforcement ______ behavior by making a desirable consequence contingent on its occurrence.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Punishment discourages behavior by making a(n) _______ consequence contingent on its occurrence.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The law of _____ reinforcement is that a reward should only be given when a desired behavior occurs.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _______ reinforcement rewards behavior only periodically.

Learning Objective: 16.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Job ______ employs people in clearly defined and specialized tasks with narrow job scope.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Job _____ increases job depth by adding work planning and evaluating duties normally performed by the supervisor.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _________ involves working from home or from outside the office at least part of the time.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ workers are employed on a part-time and temporary basis to supplement a permanent workforce.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____________ contractors are employed in temporary gigs as just-in-time and as-needed workers.

Learning Objective: 16.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge