Full Test Bank Chapter 5 Dyck Motivating Individuals

Package Title: Neubert 1e Testbank

Course Title: Organizational Behaviour

Chapter Number: 5

Shuffle: No

Multiple Choice

1. Which of the following statements best describes Maslow’s hierarchy of needs?

a) People who are unable to satisfy higher-order needs at a basic level will compensate by oversatisfying lower-order needs.

b) People are motivated to satisfy their five levels of needs in a hierarchical order, starting with physiological and ending with self-actualization needs.

c) Certain types of needs or desires are acquired during an individual’s lifetime.

d) Motivation depends on individuals’ learned expectations about their ability to perform certain tasks and receive desired rewards.

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Comprehension

2. Which of the following statements is true of Maslow’s theory?

a) Any or all needs can influence individual behaviour at any given time.

b) Certain types of needs or desires are acquired during an individual’s lifetime.

c) Lower-order needs always take priority and must be substantially satisfied before higher-order needs are activated.

d) The work characteristics associated with dissatisfaction are quite different from those pertaining to satisfaction.

Difficulty: Medium

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Comprehension

3. Stella wants to be hired by a large advertising firm. She feels the job would help her utilize her creative skills. Which of the following needs is Stella looking to satisfy?

a) Physiological and esteem needs

b) Social needs

c) Self-actualization needs

d) Affiliation needs

Difficulty: Hard

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Application

4. According to the ERG theory, the _____ category corresponds to physiological and safety needs in Maslow’s hierarchy.

a) Existence

b) Growth

c) Esteem

d) Self-actualization

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Analysis

5. The _____ category corresponds to the highest level of needs in the ERG theory system.

a) Physiological

b) Social

c) Growth

d) Esteem

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloom’s: Knowledge

6. How does Alderfer’s ERG theory differ from Maslow’s theory?

a) It does not assume that lower-level needs must be satisfied first.

b) It suggests that certain types of needs or desires are acquired during an individual’s lifetime.

c) It claims that motivation depends on individuals’ learned expectations about their ability to perform certain tasks.

d) It states that behaviour is directed and motivated by a person’s goals.

Difficulty: Medium

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Analysis

7. The _____ suggests that people who are unable to satisfy higher-order needs at a basic level will compensate by oversatisfying lower-order needs.

a) Correspondence principle

b) Frustration–regression principle

c) Expected utility hypothesis

d) Self-fulfilling prophecy

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloom’s: Knowledge

8. Albert feels that his company has not given him sufficient opportunities to utilize his skills to advance his career. Therefore, he joins a sports club where he can socialize with people. This example provides an illustration of the _____.

a) Expected utility hypothesis

b) Self-fulfilling prophecy

c) Frustration–regression principle

d) Correspondence principle

Difficulty: Hard

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Application

9. Which of the following statements summarizes the findings of Herzberg from his studies on employee behaviour?

a) Behaviour is directed and motivated by goals.

b) Motivation depends on individuals’ learned expectations about their ability to perform certain tasks and receive desired rewards.

c) Certain types of needs or desires are acquired during an individual’s lifetime.

d) Work characteristics associated with dissatisfaction were quite different from those pertaining to satisfaction.

Difficulty: Medium

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Comprehension

10. _____ refer to the presence or absence of sources of job dissatisfaction, such as working conditions, pay, company policies, and interpersonal relationships.

a) Intrinsic motivators

b) Extrinsic motivators

c) Motivator factors

d) Hygiene factors

Level of Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloomcode: Knowledge

11. According to Alderfer’s ERG theory, _____ needs focus on how people interact with their social environment.

a) Existence

b) Growth

c) Relatedness

d) Physiological

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloom’s: Knowledge

12. _____ is the cardinal virtue that is evident when all stakeholders connected with an organization get their due.

a) Practical wisdom

b) Self-control

c) Courage

d) Justice

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloom’s: Knowledge

13. _____ states that people develop certain types of needs during their lifetime through their experiences and interactions with the surrounding environment.

a) McClelland’s acquired needs theory

b) Goal-setting theory

c) Expectancy theory

d) Maslow’s hierarchy of needs

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloom’s: Knowledge

14. Robert meets his old schoolmate Simon who has become a successful and world-famous cardiologist. As a consequence, Robert is motivated to put more effort into expanding his business and making it a multinational organization. Which of the following motivational theories does the given scenario explain?

a) ERG theory

b) Acquired needs theory

c) Expectancy theory

d) Regulatory focus theory

Difficulty: Hard

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloom’s: Application

15. The sustainable approach toward affiliation gives importance to _____.

a) Personal accomplishment

b) Community

c) Individual power

d) Equity

Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloom’s: Knowledge

16. According to goal-setting theory, _____.

a) People can easily identify stretch goals

b) Commitment does not have significant impact on motivation

c) Specific and difficult goals produce higher levels of output

d) General goals are more influential on a person’s productivity

Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloom’s: Knowledge

17. Steven is the manager of the software development team at Sunrise Solutions Inc. When setting targets for the year, he states that each employee should complete three individual projects during the course of the year. Which of the following characteristics of a SMART goal is evident in the given example?

a) Specific

b) Measurable

c) Achievable

d) Significant

Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloom’s: Application

18. After setting goals for its employees, Silver Industries Inc. sets up a portal where employees are required to update their daily activities for assessment purposes. Which of the following characteristics of a SMART goal is evident in this example?

a) Specific

b) Measurable

c) Achievable

d) Significant

Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloom’s: Application

19. Light Industries Inc. produces engines for automobiles. The company’s top management has stated that the next target should be to produce engines for ships. Due to the completely divergent thinking required for this project, the design engineers have been initially unable to figure out the requirements to achieve this target. This example shows that the company has set a _____ goal.

a) Stretch

b) Measurable

c) Timely

d) Time specific

Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloom’s: Application

20. From a sustainable perspective, goals are _____ when they are challenging, but they also acknowledge the long-term impact on the employee and others.

a) Specific

b) Measurable

c) Achievable

d) Significant

Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloom’s: Knowledge

21. Apart from setting goals to improve employee productivity, Blue Chemicals Inc. plans to introduce social service programs in which employees can participate. Which feature of a SMART2 goal can be observed in this scenario?

a) Specific

b) Meaningful

c) Measurable

d) Time specific

Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloom’s: Knowledge

22. SMART2 goals are _____ when they are linked to important issues for a variety of stakeholders.

a) Specific

b) Measurable

c) Relevant

d) Achievable

Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloom’s: Knowledge

23. The sustainable perspective of goals makes them _____.

a) Significant

b) Measurable

c) Results-based

d) Time specific

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

24. Ayon Corporation plans to use solar energy to run all its machines for conservation of resources for the next generation. Which characteristic of a SMART2 goal is seen in the company’s objective?

a) Specific

b) Timely

c) Measurable

d) Time specific

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

25. The employees of Cassini Corporation are engrossed in working toward their individual targets. They have ignored the principal aim of coordinated efforts. This example illustrates the concept of _____.

a) goal orientation

b) goal displacement

c) goal setting

d) goal sustainability

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

26. Which of the following motivational theories emphasizes achievement?

a) Expectancy theory

b) Equity theory

c) ERG theory

d) Maslow’s hierarchy of needs

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

27. _____ is the probability perceived by an individual that exerting a given amount of effort will lead to a certain level of performance.

a) Instrumentality

b) Valence

c) Expectancy

d) Equity

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

28. Which of the following concepts explains the influence of others’ expectations on a person’s performance?

a) Frustration–regression principle

b) Self-fulfilling prophecy effect

c) Self-reference effect

d) False-consensus effect

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Comprehension

29. Adrian, an engineer, always meets his targets and matches the standards set by his manager. In addition, his manager always has encouraging words for him. Which of the following features of the expectancy theory can be seen in this example?

a) Frustration–regression principle

b) Serial position effect

c) Self-fulfilling prophecy effect

d) Self-reference effect

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

30. Which of the following examples portrays a sustainable perspective of expectancy?

a) Randolph feels that he can gain admission to a professional course by obtaining high grades in the final school examination.

b) Ryan and his teammates feel that they can win the annual university baseball tournament by practicing together and helping each other.

c) Benjamin feels that he would win the employee excellence award and beat his teammates by providing creative ideas for improving his company’s productivity.

d) Pamela feels that extra hours of practice can help her win the annual talent show to be held in her community.

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

31. Which of the following examples portrays a conventional perspective of expectancy?

a) Rosanne enrolls for a communication skills development course as she feels she can handle clients better than her teammates upon completing the course.

b) Ryan and his teammates feel that they can win the annual university baseball tournament by practicing together and helping each other.

c) Neil is a team leader and he advocates that a coordinated team effort is needed for the successful completion of a project.

d) Kite Technologies Inc. often organizes team-building programs because the top management feels that teamwork is the key to the organization’s success.

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

32. Amanda feels that successful completion of a soft skill course would enhance her prospects of finding a good job. Which of the following aspects of the expectancy theory is highlighted in this example?

a) Equity

b) Valence

c) Expectancy

d) Instrumentality

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

33. Which of the following examples illustrates the concept of instrumentality?

a) Clara did not feel very happy about her admission to medical school as she enrolled for the course to fulfill her parents’ wishes.

b) Roger was extremely happy on winning the best employee award, as he always wanted to win it.

c) Edward is excited to learn that he is selected for an overseas assignment because he had worked hard to clear the selection process.

d) Pamela is keen on extra hours of practice that would help her win the annual talent show to be held in her community.

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

34. The conventional approach to instrumentality gives importance to _____.

a) organizational citizenship behaviour

b) community well-being

c) individual goals and incentives

d) group learning

Level of Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Comprehension

35. Which of the following examples illustrates low valence?

a) Clara did not feel very happy about her admission to medical school as she enrolled for the course to fulfill her parents’ wishes.

b) Randolph feels that he can gain admission to a professional course by obtaining high grades in the final school examination.

c) Ryan and his team mates feel that they can win the annual university baseball tournament by practicing together and helping each other.

d) Pamela is keen on extra hours of practice that would help her win the annual talent show to be held in her community.

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

36. Which of the following examples illustrates a sustainable approach to valence?

a) Shine Pharmaceuticals Inc. is proud of the fact that its wastewater treatment plant has reduced the pollution of the nearby river, which is a major source of water for the surrounding areas.

b) Roger is extremely happy on winning the best employee award, as he always wanted to win it.

c) Jennifer is extremely happy to receive appreciation from her manager for her contribution toward designing creative promotional campaigns, and she feels it will help her in securing a promotion.

d) Randolph feels that he can gain admission to a professional course by obtaining high grades in the final school examination.

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

37. Jack works hard on his projects as his manager promises him a salary increase on successful completion of the project. Jack’s hard work can be attributed to _____.

a) goal displacement

b) intrinsic motivation

c) acquired needs

d) extrinsic motivation

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

38. Dana finds her interior designing job to be extremely challenging. She is highly competent and derives a lot of satisfaction from her job. Dana’s feelings can be attributed to _____.

a) goal displacement

b) intrinsic motivation

c) acquired needs

d) extrinsic motivation

Level of Difficulty: Hard

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

39. The _____ states that people expect to be treated fairly and typically want to get what that they think they deserve.

a) goal theory

b) ERG theory

c) equity theory

d) expectancy theory

Level of Difficulty: Easy

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Reflective thinking skills

Bloomcode: Knowledge

40. Which of the following examples explains the equity theory?

a) Sharon feels that she should have received a higher pay increase compared to her colleague as she finds that her performance was superior to theirs.

b) Alice feels that obtaining a high score in the entrance test would secure her an admission in a top business school.

c) Michael aims to complete three projects that will save time and costs for his bank’s loan processing operations during the year.

d) Thomas enjoys socializing and joins a fitness club where he can interact with a large number of people.

Level of Difficulty: Hard

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Application

41. Shirley compares the grade she received for her school project to that of her friend Susan. Shirley feels satisfied because Susan also obtained a similar result. This example explains the principle of the _____.

a) goal-setting theory

b) acquired needs theory

c) equity theory

d) expectancy theory

Level of Difficulty: Hard

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Application

42. People evaluate equity by:

a) setting challenging goals.

b) calculating a ratio of inputs to outcomes.

c) attaching a high value to an outcome.

d) deciding on an action plan to achieve desired results.

Level of Difficulty: Easy

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Comprehension

43. Mark is a telemarketing executive. He feels he is getting a lower salary than other employees, who are performing a similar role. Hence, he quits his job for a better offer in a larger company. Mark’s actions are an attempt to _____.

a) increase his instrumentality

b) increase his perceived equity

c) increase his valence

d) reduce his expectancy

Level of Difficulty: Hard

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Application

44. Which of the following statements is true of the conventional approach to fairness?

a) People following this approach are motivated to distribute resources more justly.

b) It focuses on the motivation that can result when people enable others on the margins of society to be treated more justly.

c) It focuses on the motivation that comes when someone is treated equitably compared to others in similar jobs.

d) It suggests that others’ needs are also worth consideration.

Level of Difficulty: Medium

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Comprehension

45. Which of the following examples shows a sustainable approach to fairness?

a) Ali feels that he has secured an appropriate grade for his performance in the best voice competition.

b) Angela feels under rewarded despite meeting her sales targets consistently throughout the year.

c) Tony feels that he should support the daily wageworkers in his community in their quest for better work conditions.

d) Dennis is happy about the pay increase given to him, as his colleagues also received a similar pay increase.

Level of Difficulty: Hard

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Application

46. Sandra always looks up to her elder sister for inspiration. She gives a lot of value for her sister’s appreciation and encouragement. Therefore, Sandra is motivated by a desire for _____.

a) affiliation

b) fairness

c) achievement

d) power

Level of Difficulty: Hard

Learning Objective: Explain the desire for affiliation and its impact on motivation and commitment to organization.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Application

47. The need for affiliation implies that people are motivated by:

a) the instrumentality of their actions.

b) reducing perceived equity.

c) receiving affirmation from others.

d) the value attached to an outcome.

Level of Difficulty: Medium

Learning Objective: Explain the desire for affiliation and its impact on motivation and commitment to organization.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Comprehension

48. The _____ is central to the conventional perspective on affiliation.

a) desire for achievement

b) self-fulfilling prophecy

c) principle of exchange

d) frustration–regression principle

Level of Difficulty: Medium

Learning Objective: Explain the desire for affiliation and its impact on motivation and commitment to organization.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Comprehension

49. A sustainable approach to affiliation:

a) motivates people to distribute resources more justly.

b) emphasizes identification with the values and goals of others in a community.

c) emphasizes the principle of exchange.

d) takes an individualistic approach to determine what a valuable outcome of an action is.

Level of Difficulty: Medium

Learning Objective: Explain the desire for affiliation and its impact on motivation and commitment to organization.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Comprehension

50. Which of the following examples portrays a conventional approach to affiliation?

a) Frederick actively participates in the social activities of his community in order to understand the problems of underprivileged people.

b) Employees of Mile Shipping Corporation volunteer for community service programs, which give them immense satisfaction.

c) John believes that having a close relationship with his manager can help him in obtaining a promotion.

d) Janet enjoys being with the inmates of the nearby retirement home and is a frequent visitor.

Level of Difficulty: Hard

Learning Objective: Explain the desire for affiliation and its impact on motivation and commitment to organization.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Application

51. A conventional perspective of power focuses on:

a) open access to information trusting employees.

b) sharing power with others.

c) gaining more power to shape others’ behaviour.

d) facilitating mutual motivation.

Level of Difficulty: Easy

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Comprehension

52. Which of the following examples shows a conventional approach to power sharing?

a) Evan is a team manager who consults his team when making important decisions and permits them to solve minor problems.

b) Matthew looks to control his team’s activities with a set of clear rules that cannot be challenged by the team members.

c) Sam is a line supervisor in an automobile company and can rectify problems during production without waiting for the senior manager’s permission.

d) Sally is a salesperson in a department store and is empowered to resolve customer complaints and use her judgment based on the circumstances.

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

53. Stuart recently became the director of Pristine Distilleries Inc. In order to improve the organization’s performance, he should _____.

a) try to shape the behaviour of his employees

b) facilitate mutual motivation by sharing power

c) create a feeling of powerlessness amongst employees

d) control and restrict the sharing of information

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

54. Which of the following examples shows a sustainable approach to power sharing?

a) Evan is a team manager who consults his team when making important decisions and permits its members to solve minor problems.

b) Matthew looks to control his team’s activities with a set of clear rules that cannot be challenged by the team members.

c) Robin needs to obtain permission from his manager and provide suitable reasons when accessing confidential information.

d) Rachel has to report all her daily activities to her team leader and seek approval for every change she makes when preparing project reports.

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

55. Which of the following examples shows a sustainable approach to power sharing?

a) Evan is a team manager who restricts his team’s involvement in decision making.

b) Matthew looks to control his team’s activities with a set of clear rules that cannot be challenged by the team members.

c) Sally is a salesperson in a department store and has to take her supervisor’s approval for resolving customer complaints.

d) Sam is a line supervisor in an automobile company who can rectify problems during production without waiting for the senior manager’s permission.

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

56. Henry is the executive director of Leo Industries Inc. The main reason for the respect that he receives from his subordinates is his position. Which of the following sources of power has gotten Henry the respect of his subordinates?

a) Legitimate power

b) Reward power

c) Coercive power

d) Expert power

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

57. Charles is the manager of the finance team of an organization. The members of the team ensure that they minimize errors in their tasks as Charles has a say in the decisions regarding their promotions and other benefits. Hence, Charles is able to influence his team through _____.

a) legitimate power

b) reward power

c) referent power

d) expert power

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

58. _____ is based on the capability to motivate others’ behaviour through threat of punishment.

a) Legitimate power

b) Reward power

c) Coercive power

d) Expert power

Level of Difficulty: Easy

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Reflective thinking skills

Bloomcode: Knowledge

59. Professor Dawson is strict and threatens students with punishments like low grades and extra class hours if they fail to submit assignments on time. Therefore, Professor Dawson influences his students through _____.

a) legitimate power

b) reward power

c) coercive power

d) expert power

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

60. Boris is an excellent software developer and is highly respected by his colleagues. Many employees look to him for help in solving problems. Which of the following sources of power has earned Boris the respect of his colleagues?

a) Legitimate power

b) Reward power

c) Coercive power

d) Expert power

Level of Difficulty: Hard

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Application

61. _____ is based on the capability to motivate through identification with or association with others.

a) Legitimate power

b) Reward power

c) Referent power

d) Expert power

Level of Difficulty: Easy

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Reflective thinking skills

Bloomcode: Knowledge

62. John’s wife is in the hospital and cannot work. John is probably most concerned with which needs in Maslow’s hierarchy of needs?

a) safety and social

b) social and esteem

c) esteem and self-actualization

d) physiological and safety

Difficulty: Medium

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloomcode: Comprehension

63. The presence or absence of sources of job satisfaction are motivators. Motivators can be external or internal. External motivators include

a) verbal praise.

b) personal esteem.

c) interpersonal relationships.

d) self-actualization.

Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Comprehension

64. A manager would like to change from SMART organizational goals to more sustainable SMART2 goals. The manager may change goal setting from

a) measurable goals to meaningful goals.

b) agreed-upon goals to achievable goals.

c) relevant goals to reasonable goals.

d) time-specific goals to timed goals.

Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Analysis

65. The presence or absence of sources of job satisfaction are motivators. Motivators can be external or internal. External motivators include

a) interesting and varied work.

b) personal esteem.

c) interpersonal relationships.

d) self-actualization.

Difficulty: Medium

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloomcode: Comprehension

66. Edward is not performing well at his job. His manager decides to exercise power to motivate Edward. The manager’s motivational choices might include

a) intrinsic power and extrinsic power.

b) self-referential power.

c) employee disempowerment.

d) legitimate power and reward power.

Difficulty: Medium

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Analysis

67. A manager notices that an employee has a “me” orientation. The manager recognizes that the opposite orientation of “we” over “me” is related to which innate motivational desire?

a) affiliation

b) affirmation

c) power

d) achievement

Difficulty: Medium

Learning Objective: Explain the desire affiliation and how it influences interactions with others in the workplace.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Analysis

68. A relational conflict between stakeholders at work can result in

a) more effectual customer service.

b) closer identification to others’ values.

c) weakened management.

d) a decline in helping and participation.

Difficulty: Medium

Learning Objective: Explain the desire affiliation and how it influences interactions with others in the workplace.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Analysis

69. If individuals feel they are treated unfairly, they may take the following action to reduce the perceived inequality:

a) pressure others to produce less.

b) lower work inputs.

c) put more effort into the job.

d) expect a pay change.

Difficulty: Medium

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Analysis

70. Henry manages a car wash. He would like to decrease turnover and absenteeism. After conducting a survey, he finds that some employees are not feeling valued compared to their peers. Henry may choose to focus on which aspect of motivational theory?

a) intrinsic values

b) limiting peer outcomes

c) equity theory

d) frustration principles

Difficulty: Medium

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Analysis

71. An account representative is well trained in sales and is promised an incentive that she values for reaching a sales goal. This aspect of expectancy theory is called

a) instrumentality.

b) intrinsic motivation.

c) group efficacy.

d) valence.

Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

Fill In The Blanks

72. _____ needs reflect the desire for recognition and respect from others according to Maslow’s theory.

Level of Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloomcode: Knowledge

73. _____ refer to the presence or absence of sources of job satisfaction.

Level of Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloomcode: Knowledge

74. _____ is the cardinal virtue that is evident in foresight and actions in the interests of the community.

Level of Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloomcode: Knowledge

75. The _____ is the desire to form close meaningful relationships, avoid conflict, and establish warm friendships.

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

76. A_____ is one so difficult that people do not immediately know how to reach it.

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

77. _____ happens when people become so focused on specific goals that they lose sight of more important overarching goals.

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

78. _____ is the collective belief about a group’s performance capability.

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

79. _____ is a source of motivation that comes from factors outside the task itself.

Level of Difficulty: Easy

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Reflective thinking skills

Bloomcode: Knowledge

80. _____ is based on the power of the position that someone holds in an organization’s hierarchy.

Level of Difficulty: Easy

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Reflective thinking skills

Bloomcode: Knowledge

81. _____ is based on the special knowledge, skills, and expertise that someone possesses.

Level of Difficulty: Easy

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Reflective thinking skills

Bloomcode: Knowledge

82. People who are highly _________________ will persist in behaving a certain way.

Level of Difficulty: Easy

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Reflective thinking skills

Bloomcode: Knowledge

83. The study of _______________ helps managers better understand what prompts their employees to initiate action, how much effort they exert, and why their effort persists over time.

Level of Difficulty: Easy

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Analytic skills

Bloomcode: Comprehension

84. Herzberg’s findings suggested that the work characteristics associated with _________________ were quite different from those pertaining to satisfaction.

Level of Difficulty: Medium

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Analytic skills

Bloomcode: Comprehension

85. McClelland described ___________________ associated with achievement, affiliation, and power.

Level of Difficulty: Easy

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Reflective thinking skills

Bloomcode: Knowledge

86. According to researcher Gary Latham, rather than simply asking salespeople to do their best to increase sales revenues at Microsoft, a ________________ could be identified by asking them to increase the sales of Microsoft Office software to small business owners in the United Kingdom by 30 percent in the next fiscal year.

Level of Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

87. While a focus on specific and measurable goals does, in fact, increase productivity, at the same time it can decrease organizational citizenship behaviour, which includes positive activities such as helping co-workers. This is an example of __________________.

Level of Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Application

88. Research on the ________________________ indicates that subordinates often live up (or down) to the expectations of their managers.

Level of Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Analytic skills

Bloomcode: Comprehension

89. People evaluate _______________ by calculating a ratio of inputs to outcomes.

Level of Difficulty: Easy

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Reflective thinking skills

Bloomcode: Knowledge

90. The __________________approach to fairness focuses on the motivation that comes when someone is treated equitably compared to how others are treated in similar jobs.

Level of Difficulty: Medium

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Analytic skills

Bloomcode: Comprehension

91. A ________________approach to affiliation extends beyond simple exchanges and emphasizes identifying with the values and goals of others in a community.

Level of Difficulty: Easy

Learning Objective: Explain the desire for affiliation and its impact on motivation and commitment to an organization.

Section Reference: 5.4 Desire for Affiliation

AACSB: Analytic skills

Bloomcode: Comprehension

Short Answer Questions

92. Briefly describe Maslow’s hierarchy of needs.

Level of Difficulty: Medium

Learning Objective: Identify the innate needs of people in organizations.

Section Reference: 5.1 Innate Needs

AACSB: Communication abilities

Bloomcode: Comprehension

93. What are the characteristics of sustainable or SMART2 goals?

Significant: The goal is challenging and important.

Meaningful: The goal has meaning beyond simply maximizing productivity.

Agreed upon: Members participate in developing their own goals.

Relevant: The goal is linked to important issues for a variety of stakeholders.

Timely: The goal is appropriate for the present situation and the future.

Level of Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Communication abilities

Bloomcode: Comprehension

94. Explain the concept of valence as per the expectancy theory.

Level of Difficulty: Medium

Learning Objective: Discuss the need for achievement and how it is satisfied by productivity and accomplishing goals.

Section Reference: 5.2 Desire for Achievement

AACSB: Communication abilities

Bloomcode: Comprehension

95. Describe the sustainable approach to fairness.

Level of Difficulty: Medium

Learning Objective: Discuss the desire for fairness and how it influences interactions with others in the workplace.

Section Reference: 5.3 Desire for Fairness

AACSB: Communication abilities

Bloomcode: Comprehension

96. How is power important for motivation?

Level of Difficulty: Medium

Learning Objective: Identify the sources of power and its importance for motivation.

Section Reference: 5.5 Desire for Power

AACSB: Communication abilities

Bloomcode: Comprehension