Motivation Theory And Practice Exam Prep Chapter 16 - Management Canada 5e | Complete Test Bank by John R. Schermerhorn Jr. DOCX document preview.
CHAPTER 16
MOTIVATION THEORY AND PRACTICE
Question type: True/False
1) Two of the practical managerial questions regarding work motivation are: Why do some people work enthusiastically? Why do some people do only the minimum needed to avoid reprimand or termination?
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
2) Understanding motivation and applying motivational concepts are incidental to exercising effective leadership in inspiring people to work hard.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
3) An unfulfilled physiological or psychological desire is called a need.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
4) Higher-order needs are desires for psychological development and growth, and they include esteem and self-actualization needs.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
5) Maslow’s progression principle holds that a need at one level does not become activated until the next lower-level need is already satisfied.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
6) According to the hierarchy of needs theory, the lower-order needs focus on desires for psychological development and growth.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
7) According to the hierarchy of needs theory, the need to self-actualize can never be fully met.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
8) A person at the self-actualization level of Maslow’s hierarchy will be satisfied by creative and challenging work, participation in decision making, job flexibility, and job autonomy.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
9) Physiological needs can be fulfilled with rest, refreshment breaks, physical comfort on the job, and reasonable work hours.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
10) The lower order needs in Maslow’s hierarchy of needs theory are similar to growth needs in ERG theory.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
11) Alderfer’s ERG theory has three need categories: existence needs, relatedness needs, and growth needs.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
12) The ERG theory assumes that a lower-level need can become reactivated when a higher-level need cannot be satisfied.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
13) According to ERG theory, relatedness needs are desires for continued satisfying growth and development.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
14) The frustration-regression principle of ERG theory holds that an already satisfied, lower-level need becomes reactivated and can influence behaviour when a higher-level need cannot be satisfied.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
15) According to Herzberg’s two-factor theory, a satisfier factor is found in the job itself, and includes a sense of achievement, recognition, responsibility, advancement, or personal growth.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
16) Herzberg’s two-factor theory indicates that hygiene factors reflect the things that turn people off and refer to the work setting.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
17) Herzberg’s two-factor theory indicates that hygiene factors reflect the things that turn people on and contribute to job satisfaction.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
18) Herzberg’s advice to managers is to always correct poor context and to build satisfier factors into the job.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
19) High-need achievers prefer achievable but challenging goals and expect feedback on performance.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
20) In David 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: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
21) According to David McClelland’s acquired needs theory, achievement, power, and affiliation needs are acquired over time as a result of individual life experiences.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
22) The need for power reflects the desire to do something better or more efficiently, to solve problems, or to master complex tasks.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
23) In David McClelland’s motivation theory, the need for achievement is the desire to control, influence, or be responsible for other people.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
24) According to acquired needs theory, the need for affiliation is a manifestation of the desire to establish and maintain friendly and warm relations with other people.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
25) Although the need for personal power is exploitative and involves manipulation and power for the pure sake of personal gratification, it is detrimental to success in management.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
26) An extremely high need for affiliation may interfere with a person’s ability to make decisions with which others disagree.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
27) Process theories of motivation offer advice and insight on how people actually make choices to work hard or not, based on their individual preferences, the available rewards, and possible work outcomes.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
28) According to J. Stacy Adams, equity theory predicts that when people perceive inequity in their situation as compared to others, they may change work inputs by putting less effort into their jobs, change the rewards received by asking for better treatment, change the comparison points by finding ways to make things appear better, or change the situation by leaving the job.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
29) 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: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
30) Under-reward inequity occurs when an individual perceives that their outcomes-to-inputs ratio is greater than that of their counterpart.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
31) Perceived inequity occurs whenever a person feels that the rewards received for their work efforts are unfair given the rewards others appear to be getting for their work efforts.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
32) People who feel underpaid may attempt to restore equity by increasing the quantity of work, increasing the quality of work, taking on more difficult assignments, or working overtime.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Hard
AACSB: Analytic
33) Managers can do little to anticipate negative inequities even though equity comparisons are likely whenever monetary incentives or pay increases are allocated.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
34) Managers should carefully communicate an evaluation of the reward being given and the performance on which it is based.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Comprehension
Difficulty: Hard
AACSB: Analytic
35) The concept of equity sensitivity proposes that people have different preferences for equity and thus react differently to perceptions of inequity.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
36) Expectancy theory predicts that high expectancy, instrumentality, and valence will result in zero motivation.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
37) In Victor Vroom’s expectancy theory of motivation, expectancy refers to the person’s belief that working hard will result in achieving a desired level of task performance.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
38) In the expectancy theory of motivation, the person’s belief that successful performance will be followed by rewards or other potential outcomes is called instrumentality.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
39) 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: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
40) In the expectancy theory of motivation, the value the individual assigns to possible rewards and other work-related outcomes is called valence.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
41) The equation “motivation = expectancy x instrumentality x valence” represents the relationships among the key variables in the expectancy theory of motivation.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
42) According to expectancy theory, motivation will suffer when expectancy is high and instrumentality and valence are low; or when valence is high and expectancy and instrumentality are low; or when expectancy, instrumentality, and valence are all low.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
43) To make the most of the expectancy theory of motivation, managers should focus on group needs rather than individual thought processes.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
44) The basic premise of the goal-setting theory is that task goals can be highly motivating if they are properly set and are well managed.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
45) Locke’s goal-setting theory states that task goals can be motivating when they are set through participatory means.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
46) To achieve motivational benefits of goal setting, Locke recommends goal specificity, goal difficulty, goal acceptance, and goal commitment.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
47) Employees will respond positively to externally imposed goals if the managers assigning them are trusted and employees believe they will be adequately supported in their efforts to achieve the goals.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
48) In using goal-setting theory, managers should separate rewards from goal accomplishment.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
49) The basic premise of the self-efficacy theory is that when people believe themselves to be capable, they are more motivated to work at a task.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
50) Verbal persuasion is a way of enhancing self-efficacy by praising the efforts of a person performing a job.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
51) Self-efficacy theory is also referred to as the social learning theory.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
52) Using terms like confidence, competence, and ability when interacting with employees indicates a manager who is a proponent of the self-efficacy theory.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
53) Utilizing a strategy which attempts to boost employee’s confidence, competence, and ability does not indicate a manager’s belief in social learning theory.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
54) Managers who help create feelings of self-efficacy in others have very little effect on motivation to work.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
55) There is no link between the ideas and theories of Bandura, Vroom, and Locke relative to self-efficacy theory.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
56) According to Albert Bandura’s work, there are four ways to enhance self-efficacy: enactive mastery, vicarious modelling, verbal persuasion, and emotional arousal.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
57) The more you work at a task and are successful at that task, the more your experience builds and the more confident you become at that task. This is a way to build self-efficacy and is referred to as enactive mastery.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
58) When we watch someone, who is good at a task, we are able to observe how they complete the task and therefore gain the confidence to do that task ourselves. This illustrates the self-efficacy building technique called vicarious modelling.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
59) When others praise our efforts and link those efforts with performance successes, high motivation often results in an individual. This is the self-efficacy building technique called verbal persuasion.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
60) Getting “psyched up” and highly motivated to perform in key competitions is building self-efficacy through emotional arousal.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
61) Reinforcement theory considers environmental consequences to be the most important factor that influences human behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
62) According to the law of effect, behaviour that results in pleasant outcomes is likely to be repeated, and behaviour that results in unpleasant outcomes is not likely to be repeated.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
63) Operant conditioning is the process of applying the law of effect to control behaviour by manipulating its consequences.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
64) An operant conditioning strategy designed to strengthen or increase the frequency of behaviour by making a pleasant consequence contingent on the occurrence of the behaviour is called positive reinforcement.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
65) Clearly identifying work behaviours and maintaining a diverse inventory of rewards are two examples of positive reinforcement.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
66) An operant conditioning strategy designed to eliminate or decrease the frequency of a behaviour by making an unpleasant consequence contingent on the occurrence of the behaviour is called negative reinforcement.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
67) To use punishment effectively, managers should tell the individual what is being done wrong but not what is being done right.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
68) To use punishment effectively, managers should make sure the punishment matches the behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
69) A manager who has been nagging an employee every day about tardiness and makes no comment when the employee arrives on time one day is using negative reinforcement.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
70) Extinction strategies are employed to strengthen or increase the frequency of desirable behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
71) Punishment strategies can be effective when the managers focus on the undesirable behaviour rather than the characteristics of the person.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
72) Shaping is positive reinforcement of successive approximations to the desired behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
73) The creation of a new behaviour by the positive reinforcement of successive approximations to the desired behaviour is called progression.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
74) Continuous reinforcement administers a reward each time a desired behaviour occurs.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
75) The law of contingent reinforcement advises managers to give rewards only if the desired behaviour is exhibited.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
76) The law of contingent reinforcement advises managers to give rewards as soon as possible following the occurrence of a desirable behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
77) The law of immediate reinforcement advises managers to use both punishment and positive reinforcement to gain maximum impact on behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
78) An intermittent reinforcement schedule works best to draw forth a desired behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
79) To use positive reinforcement effectively, managers should recognize individual differences in allocating rewards and inform everyone what must be done to get rewards.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
80) A manager can punish an employee by administering an unpleasant outcome, such as a verbal reprimand, pay reduction, or demotion.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
81) Job design is the process of creating or defining jobs by assigning specific tasks to individuals and groups.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
82) Job design creates a work structure for bureaucratic organizations and identifies key individuals for specific tasks.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
83) The job design approach that involves standardizing work procedures so that people work in well-defined and highly specialized tasks is known as job simplification.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
84) Job simplification has the advantages of workers being easier to train, supervise, and replace since the jobs do not require complex skills.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
85) The potential disadvantages of job simplification are tardiness and absenteeism, boredom with tasks, alienation from work, and poor performance.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
86) Job enrichment works best when people have appropriate knowledge, skills, and abilities to perform the job.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
87) The job design strategy that increases task variety by periodically shifting workers among jobs involving different task assignments is called job rotation.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
88) Job rotation can broaden people’s understanding of different jobs and enable workers to experience greater task variety.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
89) Vertical loading involves pulling pre-work and/or later work stages into the job in order to enlarge the job.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
90) Job enlargement is the practice of building more opportunities for satisfaction into a job by expanding its content to include work planning and evaluating duties that are normally performed by the supervisor.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
91) In promoting job enrichment, Frederick Herzberg says: “If you want people to do a good job, give them a good job to do.”
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
92) Changes in a job that are designed to increase job depth are sometimes called vertical loading.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
93) Enriching jobs through vertical loading can be accomplished by allowing people to do complete units of work, removing controls that limit people’s discretion in their work, granting employees authority to make decisions regarding their work, and providing performance feedback.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
94) According to J. Richard Hackman, skill variety, task identity, task significance, autonomy, and feedback from the job are five core job characteristics of an enriched job.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
95) Establishing client relationships, forming natural work units, opening feedback channels, practicing vertical loading, and combining tasks are ways of improving one or more of the core job characteristics.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
96) The changing content and context of jobs and the needs and interests of a diverse workforce are creating pressure for the development of alternative work arrangements in the modern workplace.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
97) The five core job characteristics identified in the Hackman et al model will affect all people in the same way.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
98) In those situations when job enrichment is a good choice, Hackman et al recommend five ways to improve the core job characteristics: form natural units of work, combine tasks, establish client relationships, open feedback channels, and practice vertical loading.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
99) Job enrichment utilizing the key elements of the Job Characteristics Model of Hackman et al will not make a job vertically bigger.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
100) Compressed workweeks, flexible working hours, job sharing, telecommuting, and part-time work are forms of alternative work arrangements.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
101) The most common form of flexible working hours is a “4-40” schedule –– that is, 40 hours of work accomplished in four 10-hour days.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
102) Flexible working hours usually result in greater autonomy for individuals with respect to their work schedules, along with a greater opportunity to them to take care of personal affairs.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
103) Flexible working hours usually result in a less positive attitude toward the organization and lower job performance.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
104) Any work schedule that allows a full-time job to be completed in less than the standard five days of eight-hour shifts is known as the compressed workweek.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
105) Potential disadvantages of the compressed workweek for individuals include increased fatigue and family adjustment problems.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
106) The benefits of the compressed workweek for the organization include lower absenteeism and possible improved performance.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
107) A company that requires employees to be at work between 9:30 a.m. and 3:30 p.m. but allows them to schedule their remaining workday to fit personal needs is using flexible working hours.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
108) When employees in an organization agree to cut back on their work hours so everyone can keep their jobs during a pending layoff, they are using the alternative work arrangement of job sharing.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
109) As a result of a job sharing initiative, employees whose seniority would protect them from layoffs would have reduced salaries and employees who would otherwise be laid off would be able to continue to work with reduced earnings.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
110) Virtual offices include everything from an office at home to mobile workspaces in automobiles.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
111) Telecommuting frees the jobholder from the normal constraints of commuting, fixed hours, special work attire, and even direct contact with supervisors.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
112) Potential disadvantages of telecommuting include freedom from the constraints of commuting and fixed hours, increased productivity, being one’s own boss, and having more personal time.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
113) Employees who are employed on a part-time and temporary basis to supplement a permanent workforce are called contingency workers.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
114) The use of contingency workers has grown dramatically because they are just as committed to their employers as permanent workers are and they significantly improve productivity.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
115) Contingency workers are often paid less and typically do not receive the same benefits packages, if at all, as full-time workers.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
Question type: Multiple Choice
116) Which of the following are practical managerial questions regarding work motivation?
a) Why do some people work enthusiastically?
b) Why do some people do only the minimum needed to avoid reprimand or termination?
c) How can a team leader or manager build a high-performance work setting?
d) What can be done to ensure that everyone achieves the highest possible performance every workday?
e) a, b, & d
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
117) ___ refer(s) to forces within the individual that account for the level, direction, and persistence of effort expended at work.
a) Work desire
b) Motivation
c) Job preferences
d) Job expectations
e) Career aspiration
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
118) Which of the following statements about the implications of motivation is incorrect?
a) Understanding motivation and applying motivational concepts are incidental to exercising effective leadership in inspiring people to work hard.
b) A highly motivated person works hard at a job.
c) An unmotivated person does not work hard at a job.
d) A highly motivated workforce is essential for organizations to consistently achieve high-performance outcomes.
e) A manager who leads through motivation creates conditions under which other people are consistently inspired to work hard.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
119) Physiological, safety, and social needs are ___, according to Maslow’s hierarchy of needs theory.
a) survival order needs
b) lower-order needs
c) higher-order needs
d) superior needs
e) inferior needs
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
120) Higher-order needs include ___ needs.
a) esteem and social
b) respect and safety
c) social and self-actualization
d) recognition and social
e) esteem and self-actualization
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
121) In Maslow’s hierarchy of needs, lower-order needs differ from higher-order needs as higher-order needs
a) focus on desires for good-interpersonal relationships.
b) are addressed by things such as physical comfort on the job and reasonable work hours.
c) focus on desires for psychological development and growth.
d) are served by job security and adequate compensation and benefits.
e) focus on desires for physical and social well-being.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
122) In Maslow’s hierarchy of needs theory, the ___ principle holds that a satisfied need is not a motivator of behaviour.
a) process
b) progression
c) deficit
d) hygiene
e) expectancy
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
123) Maslow’s ___ holds that a need at one level does not become activated until the next lower-level need is already satisfied.
a) reinforcement principle
b) satisfier principle
c) deficit principle
d) progression principle
e) hierarchy principle
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
124) Safety needs can be fulfilled with all of the following outcomes except
a) job security.
b) base compensation.
c) benefits.
d) praise and recognition.
e) safe working conditions.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
125) Physiological needs can be fulfilled with all of the following outcomes except
a) rest.
b) refreshment breaks.
c) safe working conditions.
d) physical comfort on the job.
e) reasonable work hours.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
126) Which of the following is an incorrect description of need satisfaction in Maslow’s hierarchy?
a) Self-actualization needs are satisfied entirely with intrinsic rewards.
b) Esteem needs are satisfied by both intrinsic and extrinsic rewards.
c) Social needs are satisfied by both intrinsic and extrinsic rewards.
d) Safety needs are satisfied entirely by extrinsic rewards.
e) Physiological needs are satisfied entirely by extrinsic rewards.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
127) Avery, a recent BComm graduate, wanted to get an entry-level management position and work hard to become an assistant manager in one year’s time. After more than a year’s struggle Avery achieved that goal and became an assistant manager. Now Avery seems to have become complacent and does not seem to have the same drive as a year ago. Which of the following does Avery’s situation exemplify?
a) Self-serving bias
b) Framing error
c) Deficit principle
d) Progression principle
e) Frustration-regression principle
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
128) Twinkle Corporation has a space where employees can meet during breaks and catch up with each other while having a snack or sipping a drink of their choice. The company is taking care of the employees' ___ needs according to Maslow’s hierarchy of needs theory.
a) physiological
b) safety
c) social
d) esteem needs
e) self-actualization
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
129) Dante’s Pipe Works provides lunch breaks, reasonable work hours, and wages that are sufficient for their employees to afford essentials such as food and shelter. According to Maslow’s hierarchy of needs theory, Dante’s Pipe Works addresses an employee’s ___ needs.
a) physiological
b) safety
c) social
d) esteem needs
e) self-actualization
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
130) Vanguard Ltd. values their employees, and whenever possible gives public praise and recognition when they do well. Employees are offered free training programs, additional responsibility when requested and warranted, and promotes from within the company whenever possible. Vanguard is taking care of the employees’ ___ needs according to Maslow’s hierarchy of needs theory.
a) physiological
b) safety
c) social
d) esteem needs
e) self-actualization
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
131) According to the ERG theory proposed by Clayton Alderfer, relatedness needs are desires for
a) physiological and material well-being.
b) recognition, responsibility, and job autonomy.
c) psychological growth and development.
d) personal growth and development.
e) satisfying interpersonal relationships.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
132) ___ needs described by Clayton Alderfer are essentially the same as the higher-order needs in Maslow’s hierarchy.
a) Esteem
b) Relatedness
c) Growth
d) Existence
e) Social
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
133) The needs contained in Alderfer’s ERG theory of motivation include ___.
a) desires for physiological and material well-being
b) desires for satisfying interpersonal relationships
c) desires for continued psychological growth and development
d) all of the above
e) none of the above
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
134) According to ERG theory, ___ are desires for physiological and material well-being.
a) existence needs
b) esteem needs
c) relatedness needs
d) growth needs
e) developmental needs
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
135) The ___ of ERG theory holds that an already satisfied, lower-level need becomes reactivated and can influence behaviour when a higher-level need cannot be satisfied.
a) frustration-regression principle
b) deficit principle
c) progression principle
d) law of effect
e) contingency principle
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
136) In the two-factor theory of motivation, a ___ is found in job content, such as a sense of achievement, recognition, responsibility, advancement, or personal growth.
a) growth factor
b) satisfier factor
c) hygiene factor
d) achievement factor
e) relatedness factor
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
137) Which of the following items does not accurately describe satisfier factors in the two-factor theory?
a) Satisfiers reflect the things that turn people on.
b) Satisfiers refer to the nature of the job itself.
c) Satisfiers prevent job dissatisfaction from occurring.
d) Satisfiers contribute to job satisfaction.
e) Satisfiers include a sense of achievement, recognition, responsibility, advancement, or personal growth.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
138) In the two-factor theory of motivation, a ___ is found in job context, such as working conditions, interpersonal relations, organizational policies, and salary.
a) existence factor
b) satisfier factor
c) hygiene factor
d) affiliation factor
e) relatedness factor
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
139) All the following statements accurately describe Herzberg’s hygiene factors except
a) hygiene reflects the things that turn people off.
b) hygiene refers to the work setting.
c) hygiene prevents job dissatisfaction from occurring.
d) hygiene contributes to job satisfaction.
e) hygiene includes working conditions, interpersonal relations, organizational policies, and salary.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
140) In Herzberg’s two-factor theory, hygiene factors involve ___ and affect ___.
a) job content;job satisfaction
b) job content; job dissatisfaction
c) job context; job satisfaction
d) job context; job dissatisfaction
e) both job context and content; both job satisfaction and dissatisfaction
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
141) From a practical perspective, the two-factor theory suggests that managers should ___.
a) pay attention to both context and content
b) always correct poor job context to eliminate any actual or potential sources of job dissatisfaction
c) build satisfier factors into job content to maximize opportunities for job satisfaction
d) b and c
e) a, b, and c
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
142) In Herzberg’s two-factor theory, interpersonal relations are regarded as ___ factors.
a) satisfier
b) equity
c) valence
d) hygiene
e) compensation
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloomcode: Knowledge
Difficulty: Easy
AACSB: Analytic
143) Bailey works in an office where it is always cold, often causing employees, including Bailey to leaving the office and completing their work at home, which Bailey does not like to do. Management has just told Bailey that a reward will be given if all project deadlines can be met. Management’s intent with this award is to motivate and make Bailey happy. Bailey however knows that whatever the reward it it won’t eliminate the level of dissatisfaction with the poor working conditions. This is an example of which motivation theory?
a) Need for Power
b) Equity Theory
c) Process Theory
d) Two-Factor Theory
e) Hygiene Factory Theory
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
144) According to McClelland’s theory, the need for ___ is the desire to do something better, to solve problems, or to master complex tasks.
a) power
b) autonomy
c) achievement
d) affiliation
e) participation
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
145) According to David McClelland, people with a high need for power
a) put their competencies to work.
b) seek satisfying interpersonal relationships.
c) must be able to master complex tasks.
d) take medium risks in competitive situations.
e) behave in ways that have a clear impact on other people.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
146) In McClelland’s motivation theory, the need for ___ is the desire to control, influence, or be responsible for other people.
a) growth
b) self-actualization
c) achievement
d) affiliation
e) power
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
147) The acquired needs theory states that people with a high need for achievement
a) seek satisfying interpersonal relationships.
b) prefer collective responsibility for results.
c) tend to like jobs that involve working with people.
d) take medium risks in competitive situations.
e) behave in ways that have a clear impact on other people.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
148) According to the acquired needs theory, the need for ___ is the desire to control other people, to influence their behaviour, or to be responsible for them.
a) power
b) achievement
c) participation
d) affiliation
e) accomplishment
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
149) Which of the following descriptions of the need for power is not accurate?
a) The need for personal power is exploitative and involves manipulation and power for the pure sake of personal gratification.
b) The need for personal power is crucial for success in management.
c) The need for social power involves using power in socially responsible ways and is directed toward group or organizational objectives rather than personal objectives.
d) The need for social power is essential to managerial leadership.
e) People high in the need for power prefer work that involves control over other persons, has an impact on people and events, and brings public recognition and attention.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
150) Over the past six months Riley has been considered a high achiever in the sales department by consistently having the highest sales in a given month and bringing in the most new clients in a given month. Referring to McClelland's three-needs theory, which of the following measures would best help to motivate Riley?
a) recommending a promotion and a raise if he reaches his sales targets
b) giving him the personal responsibility of managing an account on his own
c) setting goals for himself
d) giving him a managerial position that requires him, to help the sales representatives to accomplish their goals
e) decreasing his sales quota
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
151) Pat believes in excelling in all assigned projects and delivering beyond the expectations of the department manager. Because of this Pat has been asked to work independently on future projects. Pat is excited about this because this will provide an opportunity to use the knowledge and skills Pat has learned. Pat has a strong need for ___.
a) affiliation
b) achievement
c) personal power
d) social power
e) relatedness
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
152) Benedict asked Beatrice to take over his shifts at work several times in one month. Beatrice willingly agreed despite the fact that she won’t be paid for working Benedict’s shift. She wanted to avoid conflict with Benedict and have him like her as a friend. Beatrice has a high need for ___.
a) achievement
b) affiliation
c) equity
d) power
e) satisfaction
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
153) ___ offer advice and insight on how people actually make choices to work hard or not, based on their individual preferences, the available rewards, and possible work outcomes.
a) Content theories of motivation
b) Process theories of motivation
c) Decision making theories
d) Behavioural planning theories
e) Leadership theories
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
154) Which statement about the equity theory of motivation is incorrect?
a) It is a content theory of motivation.
b) It is best known through the work of J. Stacy Adams.
c) Its essence is that perceived inequity is a motivating state.
d) It holds that people try to resolve the inequities they perceive they are experiencing.
e) It holds that people who feel underpaid will reduce their work efforts to compensate for missing rewards.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
155) Alex notices that most of the department employees frequently take extended lunch breaks. Because Alex doesn’t do this Alex feels justified in working a little less hard during the day. This decision to work “less hard” is best explained by the ___ theory of motivation.
a) expectancy
b) equity
c) two-factor
d) goal-setting
e) acquired needs
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
156) ___ theory suggests that being treated unfairly makes people uncomfortable and motivates them to eliminate the discomfort.
a) Acquired needs
b) Two-factor
c) Equity
d) Hierarchy of needs
e) ERG
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
157) Which statement about the equity theory of motivation is inaccurate?
a) Equity comparisons are likely whenever rewards such as monetary incentives or pay increases are allocated.
b) A manager can do little to anticipate negative inequities.
c) Rewards perceived as equitably administered can foster positive job performance.
d) Feelings of inequity are determined solely by the individual receiving the rewards, not by the manager.
e) Managers should carefully communicate an evaluation of the reward being given and the performance on which it is based and should suggest appropriate comparison points.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
158) According to the equity theory of motivation, which of the following is incorrect?
a) Perceived inequity occurs whenever a person feels that the rewards received for their work efforts are unfair given the rewards others appear to be getting for their work efforts.
b) Whenever a person perceives that their personal rewards/inputs ratio is equivalent to the rewards/inputs ratio of a comparative other person perceived equity occurs.
c) People who feel underpaid will increase their work efforts in order to increase their compensation.
d) People who feel underpaid experience a sense of anger, while those who feel overpaid experience a sense of guilt.
e) Because people of difference preferences for equity each will react differently to an perceptions of inequity.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
159) Rudy is unhappy with the treatment from the department manager who feels that Rudy is not performing as per expectations. As a result, Rudy’s performance based incentives are at the lowest level, including the company’s stock option plan. This is considerably less than what Rudy was expecting given the amount of dedication and hard work put in. Which of the following best represents Rudy’s understanding of the situation?
a) Bandwagon effect
b) Under-reward inequity
c) Snowball effect
d) Instrumentality
e) Self-concordance
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Hard
AACSB: Analytic
160) ___ occur(s) whenever people feel that the rewards received for their work contributions are unfair in comparison to the rewards received by someone else.
a) Frustration-regression
b) Continuous reinforcements
c) Extinction
d) Perceived inequities
e) Negative reinforcement
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
161) Over-reward inequity occurs when an individual perceives that
a) their outcomes-to-inputs ratio is lower than that of their counterpart.
b) the reward received for the work completed is not matching the inputs.
c) they are receiving less than they should in comparison to somebody else.
d) their outcomes-to-inputs ratio is greater than that of their counterpart.
e) the reward received for the effort is fair.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
162) People who feel overpaid may attempt to restore equity by doing all of the following except
a) increase the quantity of work done.
b) increase the quality of work done.
c) transfer to another job.
d) take on more difficult assignments.
e) work overtime.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
163) During Morgan’s second week on the job, another person, with the same qualifications and experience level was hired for the same position in a different department. Morgan happened to find out that the other person is getting paid more and receiving more fringe benefits than Morgan is which resulted in Morgan putting less effort into the job. Which theory motivated this behaviour?
a) Achievement
b) Affiliation
c) Equity
d) Power
e) Satisfaction
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
164) The concept of ___ proposes that people have different preferences for equity and thus react differently to perceptions of inequity.
a) positive reinforcement
b) instrumentality
c) equity sensitivity
d) perceived inequities
e) negative reinforcement
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
165) ___ are those who have a strong preference for rewards to be distributed equitably, so they react as the basic equity theory proposes.
a) Influencers
b) Altruists
c) Sensitives
d) Benevolents
e) Entitleds
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
166) ___ are people who try to create situations of positive inequity for themselves and react very negatively to any situations of negative inequity that they experience.
a) Altruists
b) Sensitives
c) Affiliates
d) Benevolents
e) Entitleds
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
167) Which of the following is true about sensitives and entitleds?
a) Both are less concerned about being under-rewarded.
b) Both readily accept situations of negative inequity.
c) Each have a strong preference for rewards.
d) Both create situations of positive inequity for themselves.
e) Each have a strong preference for rewards to be distributed equitably.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
168) ___ argues that work motivation is determined by individual beliefs regarding effort-performance relationships and the desirability of possible rewards and other work-related outcomes.
a) Equity theory
b) Goal-setting theory
c) Process theory
d) Expectancy theory
e) Content theory
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
169) According to Vroom’s theory of motivation, if a person believes that they can achieve the performance level necessary to get promoted, the person is said to have ___.
a) high benevolence
b) positive expectancy
c) positive instrumentality
d) high need for affiliation
e) positive valence
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
170) A person’s belief that successful performance will be followed by rewards and other work-related outcomes is known as ___.
a) resiliency
b) competency
c) efficacy
d) instrumentality
e) valence
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
171) According to expectancy theory, if a person has high instrumentality, they will
a) not value the rewards being offered.
b) lack the confidence they will be promoted if performance improves.
c) believe they can meet the performance expectations through hard work.
d) be able to link high performance and available rewards.
e) perceive themselves to be under-rewarded for their efforts compared to other co-workers.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
172) In the expectancy theory of motivation, the value the individual assigns to possible rewards and other work-related outcomes is called ___.
a) instrumentality
b) valence
c) expectancy
d) the multiplier effect
e) comparable worth
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
173) According to Vroom’s expectancy theory, managers can build positive expectancies by
a) setting challenging goals and making people work hard to achieve those goals even though they lack the ability and resources to complete the tasks.
b) clarifying the rewards for high performance.
c) selecting employees with the right abilities for the jobs to be done and providing them with the best training and development.
d) increasing the communication with the employees to help identify important employee needs and benefits.
e) allotting rewards fairly on a performance-contingent basis.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
174) Which of the following relationships is correct as a statement of Vroom’s expectancy theory of motivation?
a) Motivation = expectancy x instrumentality x valence.
b) Motivation = expectancy x equity x rewards.
c) Motivation = expectancy + equity + rewards.
d) Motivation = expectancy x rewards x valence.
e) Motivation = expectancy + rewards + valence.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
175) When a student doesn’t see the point of taking a class or questions its value, the student will more than likely not try very hard in the class. Which part of the equation motivation = expectancy × instrumentality × valence will be low in this case?
a) expectancy
b) valence
c) all the variables
d) instrumentality
e) performance
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
176) Kelly is a sales representative for a company in Edmonton and has been told that if the sales goals for the month is met, an all-expenses-paid trip to the Calgary Zoo will be Kelly’s reward, and that Kelly’s entire family would be included in the reward. Kelly has visited the zoo many times before and is not interested in going there again. According to expectancy theory, Kelly’s sales performance might be influenced by low ___.
a) valence
b) expectancy
c) instrumentality
d) goals
e) reinforcement
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
177) The expectancy theory of motivation predicts that a person will be motivated to work hard when ___.
a) expectancy is high, and instrumentality and valence are low
b) instrumentality is high, and expectancy and valence are low
c) valence is high, and expectancy and instrumentality are low
d) expectancy, instrumentality, and valence are all high
e) expectancy or instrumentality or valence equals zero
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
178) Which of the following measures when employed will help managers to create positive instrumentalities among employees?
a) providing employees with the best training and development
b) linking the needs and desires of employees with the rewards that can be earned through high performance
c) increasing communication with employees to help identify important employee needs and desires
d) clarifying the possible rewards for high performance and allocating those rewards fairly on a performance-contingent basis
e) selecting workers with the right abilities for the jobs to be done
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
179) The basic premise of the goal-setting theory is that ___.
a) supervisors do a better job of setting goals than employees do
b) tasks should be viewed as goals in and of themselves
c) tasks should be separated from goals
d) task goals can be highly motivating if they are properly set and are well managed
e) task goals can be very intimidating and are the cause of low levels of motivation
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
180) Managers can effectively obtain the motivational benefits of goal setting by
a) encouraging the employees to do their best instead of mentioning what is expected of them.
b) setting goals that are easily attainable so that the employees do not have the fear of failure in performing a task.
c) providing feedback on the performance related to the assigned goal and rewarding people on the accomplishment of those goals.
d) letting the employees decide the goals they want to accomplish rather than making them aware of management’s expectations.
e) giving challenging goals to the employees and pressurizing them to meet the expectations.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
181) Edwin Locke believes that goal setting can enhance individual work performance for all of the following reasons except
a) goals can clarify performance expectations between supervisor and subordinate, among co-workers, and across organizational subunits.
b) goals give direction to people in their work.
c) goals can clarify performance expectations between competing organizations.
d) goals can establish a frame of reference for task feedback.
e) goals provide a foundation for behavioural self-management.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
182) ___ is an example of a goal-setting system that promotes participation.
a) Expectation formation
b) Management by objectives
c) Operant conditioning
d) Organizational behaviour modification
e) The integrated motivation model
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Analytic
183) Which of the following statements about participation in goal setting is/are accurate?
a) Participation allows for increased understanding of specific and difficult goals.
b) Participation provides for greater acceptance of and commitment to goals.
c) Workers will respond positively to externally imposed goals if the supervisors assigning them are trusted and workers believe they will be adequately supported in their efforts to achieve the goals.
d) a and b
e) a, b, and c
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
184) What is another name for self-efficacy theory?
a) Social Learning Theory
b) Maslow’s Hierarchy of Needs Theory
c) Alderfer’s ERG Theory
d) The interactive Social Contract Theory
e) Herzberg’s Two-factor Theory
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
185) ___ is a person’s belief that they are capable of performing a task.
a) Expectancy
b) Self-efficacy
c) Instrumentality
d) Credibility
e) Competency
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
186) ___ theory is a verbal method of persuasion often used by doctors to expedite patient recovery or to motivate patients to quit smoking.
a) Achievement
b) Goal-setting
c) Self-efficacy
d) Power
e) Two-factor
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
187) The essence of self-efficacy theory is that
a) when people don’t believe in themselves, they quit working but try harder to cover it up.
b) when people believe themselves to be capable, they will be more motivated to work hard at a task.
c) when managers are autocratic, the workforce productivity improves.
d) when people believe in themselves, they are motivated to ask for a raise.
e) when people believe in themselves, there is nothing they can’t do.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
188) According to Bandura, self-efficacy is
a) an undifferentiated feeling of confidence in one’s ability to perform a task.
b) not an undifferentiated feeling of confidence in one’s ability to perform a task.
c) not a theory in which he believes.
d) only relative to assembly-line situations.
e) only relative to administrative tasks.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
189) The more you work at a task, the more your experience builds and the more confident you become at doing it. This is a self-efficacy enhancement method called
a) practicality.
b) enactive mastery.
c) vicarious modelling.
d) feedback.
e) repetition.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
190) According to Albert Bandura, if an individual becomes so enthusiastic about a task or project they cannot wait to begin work on it and successfully complete it, this is referred to as ___.
a) emotional arousal
b) vicarious modelling
c) social persuasion
d) verbal persuasion
e) enactive mastery
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
191) Which of the following sources helps to enhance self-efficacy through learning by observing others succeed at a task?
a) social persuasion
b) verbal persuasion
c) emotional arousal
d) vicarious modelling
e) enactive mastery
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
192) Terms such as confidence, competence, and ability are closely associated with (the)
a) Herzberg’s Two-factor Theory.
b) Blake-Mouton Managerial Grid.
c) Self-efficacy Theory.
d) William’s Theory of Self.
e) Alderfer’s ERG Theory.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
193) From a manager’s perspective, which of the following is likely to pay off with increased levels of motivation in employees?
a) boosting feelings of self-confidence in employees
b) praising an employee’s job competence
c) praising an employee’s job abilities
d) all of the above
e) none of the above
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
194) Reinforcement theory considers ___ to be the most important factor that influences human behaviour.
a) environmental consequences
b) the perceived equity of rewards
c) the level of need satisfaction that is associated with a reward
d) the desire to maximize expectancies
e) valence of rewards
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
195) A basic premise of reinforcement theory is that behaviour that results in pleasant outcomes is likely to be repeated, and behaviour that results in unpleasant outcomes is not likely to be repeated. This premise is known as the ___.
a) outcome likelihood estimator
b) law of effect
c) reinforcement imperative
d) behavioural results rule
e) behavioural consequences paradigm
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
196) The law of effect states that ___.
a) every behaviour is the effect of some environmental motivator
b) every reward has some effect
c) behaviour that results in pleasant outcomes is likely to be repeated; behaviour that results in unpleasant outcomes is not likely to be repeated
d) the effects of an environmental response can be determined by monitoring behaviours
e) people can be motivated to perform both pleasant and unpleasant tasks
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
197) Blair had put extra hours into a project and made sure that all errors and glitches were effectively taken care of. Blair’s manager acknowledged this effort and recommended that Blair be part of the reconnaissance team visiting China. This made Blair was very happy and assured the manager that putting in extra effort was something the company could continue to expect from Blair. Which of the following does this situation exemplify?
a) Law of effect
b) Under-reward inequity
c) Deficit principle
d) Progression principle
e) ERG theory
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
198) ___ is the control of behaviour by manipulating its consequences.
a) Relative benchmarking
b) Verbal persuasion
c) Vicarious modelling
d) Operant conditioning
e) Concurrent control
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
199) Guidelines for using positive reinforcement include all of the following except
a) maintain a narrow inventory of rewards.
b) recognize individual differences in allocating rewards.
c) inform everyone what must be done to get rewards.
d) follow the laws of contingent and immediate reinforcement.
e) clearly identify desirable work behaviours.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
200) ___ strengthens behaviour by making a desirable consequence contingent on its occurrence.
a) Vicarious modelling
b) Extinction
c) Punishment
d) Job rotation
e) Positive reinforcement
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
201) Ray encourages the department employees by recognizing and immediately rewarding a good performance, in the hopes that it motivates the employees to consistently perform well. This type of strategy to increase the frequency of desirable behaviour is known as ___.
a) vicarious modelling
b) job rotation
c) positive reinforcement
d) extinction
e) punishment
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
202) A manager nodding to express approval to an employee who is making a relevant comment during a staff meeting is an example of ___.
a) equity exchange
b) expectancy development
c) positive reinforcement
d) progression
e) executive conditioning
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
203) An operant conditioning strategy designed to strengthen or increase the frequency of a behaviour by making the avoidance of an unpleasant consequence contingent on the occurrence of the behaviour is called ___.
a) punishment
b) negative reinforcement
c) extinction
d) shaping
e) deficit conditioning
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
204) Devin manages a production facility that is currently having a hard time keeping up with orders. To get the employees to agree to work on the weekends and delay their vacations so that they can get caught up, Devin offers them days off in exchange. Which reinforcement strategy is Devin using on his employees?
a) operant conditioning
b) negative reinforcement
c) punishment
d) extinction
e) shaping
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
205) Caelan encourages employees who have not been meeting the job expectations by ignoring any minor issues when the employees actually do meet expectations. This type of strategy used to strengthen the desirable behaviour is called ___.
a) extinction
b) intermittent reinforcement
c) positive reinforcement
d) punishment
e) negative reinforcement
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
206) A manager who issues a written reprimand to an employee who reports late for work one day is using ___.
a) frustration-regression
b) negative reinforcement
c) extinction
d) deficit conditioning
e) punishment
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
207) ___ is a strategy of reinforcement that discourages behaviour by making an unpleasant consequence contingent on its occurrence.
a) Positive reinforcement
b) Extinction
c) Punishment
d) Negative reinforcement
e) Vicarious modelling
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
208) A manager who advises someone’s co-workers to ignore that person’s disruptive behaviours during meetings is using ___.
a) positive reinforcement
b) negative reinforcement
c) punishment
d) extinction
e) shaping
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
209) ___ is a reinforcement strategy that discourages behaviour by making the removal of a desirable consequence contingent on its occurrence.
a) Negative reinforcement
b) Vicarious modelling
c) Positive reinforcement
d) Extinction
e) Punishment
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
210) Ainsley notices that one of the members of the team, Dana, has been coming late to work and that the other team members have been shielding or covering for Dana. Ainsley counsels the team members to stop protecting Dana and to stop reminding Dana to not be late. This type of reinforcement strategy is known as ___.
a) negative reinforcement
b) extinction
c) intermittent reinforcement
d) positive reinforcement
e) punishment
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
211) Which of the following is true about punishment and extinction strategies?
a) Both of these strategies weaken or eliminate undesirable behaviours.
b) Both of these strategies strengthen desirable behaviour by making a desirable consequence contingent on its occurrence.
c) Both of these strategies make the removal of a pleasant consequence contingent on its performance.
d) Both of these strategies strengthen desirable behaviour when it occurs.
e) Both of these strategies make an unpleasant consequence contingent on its occurrence.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
212) The creation of a new behaviour by the positive reinforcement of successive approximations to the desired behaviour is called ___.
a) operant conditioning
b) expectancy development
c) classical conditioning
d) progression
e) shaping
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
213) A(n) ___ reinforcement schedule administers a reward each time a desired behaviour occurs.
a) conditioned
b) continuous
c) immediate
d) intermittent
e) annual
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
214) Dana is rewarded with gift vouchers, bonuses, and other perks after the successful completion of every assigned project. This is an example of ___.
a) continuous reinforcement
b) contingent reinforcement
c) intermittent reinforcement
d) job enlargement
e) job enrichment
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
215) The concept of intermittent reinforcement is when ___.
a) rewards are given as soon as possible following the occurrence of a desirable behaviour
b) the focus is on verbal praise and recognition as opposed to money when giving rewards
c) rewards are given only if the desired behaviour is exhibited
d) rewards are given in small doses at first and increase in magnitude when the desirable behaviour is displayed more permanently
e) reward are given periodically
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
216) Behaviour acquired under ___ schedule will be more permanent than behaviour acquired under a continuous schedule.
a) a generous
b) a timely
c) an intermittent
d) a symmetric
e) an asymmetric
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
217) The law of contingent reinforcement advises managers to ___.
a) give rewards as soon as possible following the occurrence of a desirable behaviour
b) focus on verbal praise and recognition as opposed to money when giving rewards
c) give rewards only if the desired behaviour is exhibited
d) give rewards in small doses at first and then increase their magnitude when the desirable behaviour is displayed more permanently
e) use both punishment and positive reinforcement to gain maximum impact on behaviour
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
218) The ___ states that the more immediate the delivery of a reward after the occurrence of a desirable behaviour, the greater the reinforcing value of the reward.
a) law of contingent reinforcement
b) law of effect
c) principle of selective reinforcement
d) law of immediate reinforcement
e) principle of expectancy
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
219) The ___ states that for a reward to have maximum enhancement value, it must be delivered only if the desired behaviour is exhibited.
a) law of effect
b) deficit principle
c) law of immediate reinforcement
d) frustration-regression principle
e) law of contingent reinforcement
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
220) All of the following are guidelines for the effective use of punishment except
a) tell the individual what is being done wrong.
b) tell the individual what is being done right.
c) punish openly and in public.
d) follow the laws of contingent and immediate reinforcement.
e) make sure the punishment matches the behaviour.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
221) A manager can ___ an employee by denying the person a valued reward, such as verbal praise or pay.
a) encourage
b) punish
c) reward
d) reinforce
e) satisfy
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
222) A manager can ___ an employee by administering an unpleasant outcome, such as a verbal reprimand, pay reduction, or demotion.
a) encourage
b) satisfy
c) punish
d) reward
e) reinforce
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
223) Which statement provides the correct definition of job design?
a) Job design is the process of redesigning jobs to “fit” a person’s individual goals.
b) Job design is the process of creating or defining jobs by assigning specific tasks to individuals and groups.
c) Job design provides directions to individuals regarding specific work tasks.
d) Job design creates a work structure for bureaucratic organizations.
e) Job design identifies key individuals for specific tasks.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
224) Job design uses the insights of ___ to attain high levels of both job satisfaction and job performance.
a) motivation theories
b) personality theory
c) visionary leaders
d) information technology
e) adaptive organizations
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
225) The job design approach that involves standardizing work procedures so that people work in well-defined and highly specialized tasks is known as ___.
a) job compression
b) job simplification
c) job rotation
d) job enlargement
e) job enrichment
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
226) One way to eliminate problems associated with job simplification by total mechanization of a job is ___.
a) job sharing
b) job enrichment
c) automation
d) job enlargement
e) shaping
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
227) The classic assembly-line job is an example of the job design strategy of ___.
a) job compression
b) job rotation
c) task identity
d) job focus
e) job simplification
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
228) All of the following are potential disadvantages of job simplification except
a) tardiness and absenteeism.
b) difficulty in training and supervising workers.
c) boredom with tasks.
d) alienation from work.
e) poor performance.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
229) Charlie works at a car assembling plant. The plant uses a lot of machines to complete most of the work. As a result, Charlie’s work is highly standardized. Charlie needs to check the number and mounting of rubber hoses in a vehicle and replace dysfunctional ones. Which of the following does this signify?
a) job rotation
b) job simplification
c) job loading
d) job enlargement
e) job enrichment
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
230) ___ helps in eliminating the problems associated with job simplification by increasing the task variety by periodically shifting workers between different jobs.
a) Job enrichment
b) Vertical loading
c) Job enlargement
d) Job rotation
e) Automation
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
231) The job design strategy that increases task variety by periodically shifting workers among jobs involving different task assignments is called ___.
a) job sharing
b) job simplification
c) job enlargement
d) job rotation
e) job enrichment
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
232) Which of the following is not true of job rotation?
a) Workers are shifted among jobs with different task assignments.
b) There is a significant improvement in job depth.
c) Job rotation can be done regularly or periodically.
d) Job rotation can broaden people’s understanding of different jobs.
e) Workers experience greater task variety.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
233) Bailey has just been informed that management has approved the request to attend the company’s advanced leadership executive training program . It will require Bailey to spend a year rotating from office to office internationally. Bailey’s responsibilities will change at each office, however Bailey will still basically serve as a quality management analyst. This is an example of ___.
a) job enlargement
b) task identity
c) job enrichment
d) job rotation
e) job outcomes
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
234) ___ is taking place when task variety is increased by combining into one job, two or more tasks that were previously assigned to separate workers.
a) Automation
b) Job simplification
c) Job enlargement
d) Job rotation
e) Job enrichment
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
235) Jean, a supervisor in a tea manufacturing company, observes that the employees are not happy with their jobs because they get bored of doing the same thing every day. Jean 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 Jean to increase the task variety is called job ___.
a) sharing
b) rotation
c) simplification
d) enrichment
e) enlargement
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
236) Expanding jobs vertically by adding planning and monitoring responsibilities is an approach called job ___.
a) job enlargement
b) task identity
c) job enrichment
d) job rotation
e) job outcomes
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
237) Nicky is the marketing manager of an electronics manufacturing company and is very impressed with the work of one of the areas employees, Jesse. As a result, Nicky grants additional authority to Jesse to report directly to the company’s chief marketing officer and board of directors with all marketing strategies. Nicky’s decision to increase Jesse’s responsibilities could be viewed as an initiative of ___.
a) job rotation
b) job enrichment
c) job simplification
d) job sharing
e) job automation
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
238) Job enrichment makes jobs
a) horizontally wider.
b) vertically bigger only.
c) both vertically and horizontally bigger.
d) diagonally smaller.
e) diagonally bigger.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
239) People who respond most favourably to enriched jobs
a) will have stronger higher needs.
b) will have higher appropriate job knowledge and skills.
c) will be otherwise satisfied with job context.
d) all of the above
e) none of the above
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
240) In promoting job enrichment, Frederick Herzberg says: “If you want people to do a good job, ___.”
a) pay them a lot of money
b) give them a beautiful environment
c) give them a good job to do
d) provide them with a good supervisor
e) give them a hygienic workplace
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
241) ___ is the practice of building more opportunities for satisfaction into a job by expanding its content to include work planning and evaluating duties that are normally performed by the supervisor.
a) Job rotation
b) Job enlargement
c) Job sharing
d) Job expansion
e) Job enrichment
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
242) Job enrichment differs from other job design alternatives in that it ___.
a) is concerned with job content as well as job context
b) seeks to expand job depth, not just job scope
c) works for groups as well as for individuals
d) is endorsed by the unions
e) expands the psychological contract
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
243) When a supervisor adds planning and evaluating duties to a worker’s responsibilities, the supervisor has enriched the job by increasing ___.
a) job scope
b) job depth
c) the satisfier quotient
d) context factors
e) security factors
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
244) Changes in a job that are designed to increase job depth are sometimes called ___.
a) horizontal loading
b) vertical loading
c) task sharing
d) skill amplifiers
e) automation
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
245) Suppose there is a team-assembly job in which a designated group of workers has some planning and evaluating responsibilities. This illustrates the job design alternative of ___.
a) job enlargement
b) job rotation
c) job sharing
d) job inducements
e) job enrichment
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
246) Job ___ increases job depth by adding work planning and evaluating duties normally performed by the supervisor.
a) rotation
b) simplification
c) enrichment
d) sharing
e) enlargement
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
247) All of the following are ways to improve core job characteristics except
a) form natural units of work.
b) combine tasks.
c) establish client relationships.
d) open feedback channels.
e) practice horizontal loading.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
248) According to the diagnostic approach of Hackman and Oldham in the Job Characteristics Model, job satisfaction and performance are influenced by
a) inexperience of the workforce, application of Equity Theory, and the environment.
b) experienced meaningfulness of the work, experienced responsibility for the outcomes of the work and knowledge of actual results of work activities.
c) rate of pay, establishment of a union environment and amount of unpaid leave granted.
d) the degree to which acknowledgement is given to an employee for a job well done.
e) the frequency at which financial incentives are awarded.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Evaluation
Difficulty: Hard
AACSB: Analytic
249) The three critical psychological states which influence job satisfaction and performance, according to Hackman and Oldham, are in turn influenced by the presence or absence of five core job characteristics. These core job characteristics are
a) skill variety, task identity, task significance, autonomy and feedback from the job itself.
b) skill variety, task pressures, autonomous significance, significant pay rates, and feedback from management.
c) environmental comfort, supervisor attention, task detail, market share, and feedback from management.
d) financial incentives, level of responsibility, social activity, feedback from management, and task detail.
e) financial incentives, supervisor attention, social activity, market share, and task detail.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
250) Jobs high in the five core job characteristics are considered enriched. Enriched jobs should, but may not necessarily, result in a job outcome of
a) high internal work motivation.
b) high growth satisfaction.
c) high general job satisfaction.
d) high work effectiveness.
e) all of the above
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
251) 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 ___.
a) task identity
b) skill variety
c) autonomy
d) task significance
e) task analysis
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
252) The auto industry has enriched some jobs by allowing a group of workers to build entire sections of a vehicle rather than just a small part, building it from beginning to end and seeing a visible finished product. This is a job core characteristic called
a) skill variety.
b) task significance.
c) autonomy.
d) task identity.
e) feedback from the job itself.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
253) Which of the following trends is/are creating pressure for the development of alternative work arrangements in the modern workplace?
a) the changing content of jobs
b) the changing context of jobs
c) the needs and interests of a diverse workforce
d) all of the above
e) none of the above
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
254) The most common form of ___ is a “4-40” schedule––that is, 40 hours of work accomplished in four 10-hour days.
a) the compressed workweek
b) job sharing
c) flexible working hours
d) job simplification
e) telecommuting
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
255) ___ describes any work schedule that gives employees some choice in the pattern of their daily work hours.
a) Flexible working hours
b) The compressed workweek
c) The “noble dream”
d) Telecommuting
e) Job simplification
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
256) A company that requires employees to be at work between 9:30 a.m. and 3:30 p.m. while allowing them to schedule their remaining workday to fit personal needs is using ___.
a) the compressed workweek
b) job sharing
c) flexible working hours
d) contingency workers
e) telecommuting
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
257) Flexible working hours usually result in all of the following except
a) greater autonomy for individuals in work schedules.
b) more absenteeism and tardiness.
c) a positive attitude toward the organization.
d) higher job performance.
e) greater opportunity to take care of personal affairs.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
258) A job that provides a person the complete authority to schedule the work and choose the course of action is high in ___.
a) task significance
b) task identity
c) skill variety
d) autonomy
e) task analysis
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
259) 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 ___.
a) seasonal employment
b) temp job
c) compressed workweek
d) flextime
e) weekend work schedule
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
260) Which of the following provides flexibility to employees by splitting a full-time job between two or more people?
a) flextime
b) telecommuting
c) office sharing
d) compressed workweek
e) job sharing
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
261) The potential side effects of job sharing include which of the following?
a) Employers can retain trained and loyal workers when forced to temporarily economize by reducing labour costs.
b) Employees whose seniority would protect them from layoffs have the disadvantage of lost earnings.
c) Employees who otherwise would be laid off will have continued work ⎯ though with reduced earnings.
d) b and c
e) a, b, and c
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
262) ___ is an arrangement that allows at least a portion of scheduled work hours to be completed outside the physical office location.
a) Compressed workweek
b) Automation
c) Job sharing
d) Telecommuting
e) Contingency
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
263) Potential advantages of telecommuting include all of the following except
a) freedom from the constraints of commuting and fixed hours.
b) increased productivity.
c) more distractions.
d) being one’s own boss.
e) having more personal time.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
264) Potential disadvantages of telecommuting include all of the following except
a) working too little.
b) less personal time.
c) difficulty in separating work and personal life.
d) feelings of isolation.
e) loss of visibility for promotion.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
265) Individuals who are employed on a part-time and temporary basis to supplement an organizations regular staff are called ___.
a) overtime workers
b) permatemps
c) flextime workers
d) virtual workers
e) contingency workers
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
266) ___ work is done on any schedule that is less than the standard 40-hour workweek, and that does not qualify the individual as a full-time employee.
a) Flextime
b) Telecommuting
c) Part-time
d) Compressed
e) Shared
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
267) Andie, 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 ___.
a) telecommuting
b) job enrichment
c) operant conditioning
d) intermittent reinforcement
e) contingency work
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
Question type: Essay
268) Describe the basic features of Maslow’s hierarchy of needs theory, Alderfer’s ERG theory, Herzberg’s two-factor theory, and McClelland’s acquired needs theory? What guidance does each theory provide to managers?
Alderfer’s ERG theory is an extension of Maslow’s theory. Instead of five need levels, Alderfer proposed three need levels, the first letters of which are identified by the name of the theory itself –– ERG. Existence needs are desires for physiological and material well-being. Relatedness needs are desires for satisfying interpersonal relationships. Growth needs are desires for continued psychological growth and development. ERG theory does not assume that lower-level needs must be satisfied before higher-level needs become activated. ERG theory includes a unique frustration-regression principle whereby an already satisfied lower-level need becomes reactivated when a higher-level need is frustrated. Mangers should help to remove blocks to need satisfaction.
Two-factor theory argues that different factors are sources of job dissatisfaction and job satisfaction. The job dissatisfaction factors are called hygiene factors and the job satisfaction factors are labelled satisfier factors. Hygiene factors are elements of the job context, including the following: working conditions, interpersonal relations, organizational policies and administration, technical quality of supervision, and base compensation. Improvements in hygiene factors can prevent and/or eliminate job dissatisfaction; they will not improve job satisfaction. Satisfier factors are elements of the job content that include the following: sense of achievement, feelings of recognition, sense of responsibility, advancement opportunities, and feelings of personal growth. Improvements in satisfier factors increase job satisfaction; they will not prevent job dissatisfaction. According to two-factor theory, managers should: (a) recognize that all jobs have two important aspects what people do in terms of job tasks (i.e., job content) and the setting in which they do it (i.e., job context); (b) always correct poor context to eliminate actual or potential sources of job dissatisfaction; and (c) be sure to build satisfier factors into job content to maximize opportunities for job satisfaction.
Acquired needs theory proposes that people acquire or develop needs through their life experiences. These needs relate to achievement, power, and affiliation. The need for achievement is the desire to do something better or more efficiently, to solve problems, or to master complex tasks. The need for power is the desire to control other persons, to influence their behaviour, or to be responsible for other people. The need for affiliation is the desire to establish and maintain friendly and warm relations with other persons. Managers should create work environments that are responsive to the varying need strengths of people.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Analytic
269) 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 behaviour 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 behaviour when a higher-level need cannot be satisfied.
Learning Objective 16.1: Explain how individual needs motivate behaviour.
Section Reference 16.1: Individual Needs and Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Reflective Thinking
270) Discuss equity theory and how it relates to managing for motivation.
In using equity theory to guide managerial efforts to influence work motivation, managers should recognize that people who feel underpaid may experience a sense of anger and people who feel overpaid may experience a sense of guilt. Managers should also understand that perceptions of rewards in a social context, not the absolute value of the rewards, determine motivational outcomes. Finally, managers should ensure that any negative consequences of the equity comparison are avoided, or at least minimized, when rewards are allocated.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
271) Describe the key concepts in the expectancy theory of motivation. How do these concepts explain the level of motivation that a person may display at work?
• Expectancy (also called the effort-performance expectancy) is a person’s belief that working hard will result in a desired level of task performance being achieved.
• Instrumentality (also called the performance-outcome expectancy) is a person’s belief that successful task performance will be followed by rewards and other potential outcomes.
• Valence is the value a person assigns to possible rewards and other work-related outcomes.
The relationship between motivation and the three factors –– expectancy, instrumentality, and valence –– can be expressed as an equation:
M = E x I x V
where M = motivation, E = expectancy, I = instrumentality, and V = valence.
This multiplier effect implies that for motivation to be high, expectancy, instrumentality, and valence must be high, and valence must be positive. Conversely, if expectancy is low (the person feels he or she can’t perform), instrumentality is low (the person is not confident performance will be rewarded), and/or valence is low or negative (the reward is not valued), motivation will be low.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
272) Discuss goal-setting theory and how it relates to managing for motivation.
• Set specific goals: Specific goals lead to higher performance than more generally stated ones, such as “Do your best.”
• Set challenging goals: When they are viewed as realistic and attainable, more difficult goals lead to higher performance than do easy goals.
• Build goal acceptance and commitment: People work harder for goals that 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 that people know how well they are doing with respect to goal accomplishment.
• Reward goal accomplishment: Don’t let positive accomplishments go unnoticed; reward people for doing what they set out to do.
Participation is a major factor in unlocking the motivational potential of goal setting. When goals must be assigned, workers will respond more positively if supervisors are trusted and the workers believe they will be adequately supported in their efforts to achieve the goals.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
273) Explain the four major ways in which self-efficacy can be enhanced, according to the work
of Bandura.
Learning Objective 16.2: Contrast how expectancy, equity, goal-setting, and self-efficacy motivate behaviour.
Section Reference 16.2: Process Theories of Motivation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
274) How can managers effectively use positive reinforcement to increase the frequency of desirable behaviour?
• clearly identify desired work behaviours.
• 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: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
275) Provide a general overview of the reinforcement theory, and identify and define the four basic operant conditioning strategies.
• Positive reinforcement strengthens or increases the frequency of a behaviour through the contingent presentation of a pleasant consequence.
• Negative reinforcement strengthens or increases the frequency of a behaviour through the contingent removal of an unpleasant consequence.
• Punishment eliminates or decreases the frequency of a behaviour through the contingent presentation of an unpleasant consequence.
• Extinction eliminates or decreases the frequency of a behaviour through the contingent removal of a pleasant consequence.
Learning Objective 16.3: Discuss the motivational implications of reinforcement principles and strategies.
Section Reference 16.3: Reinforcement Theory
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
276) List 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: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
277) Describe the core characteristics model of job enrichment. Explain how this model can provide guidance to practicing managers.
• Skill varietythe degree to which a job requires a variety of different activities to carry out the work and involves the use of a number of different skills and talents of the individual.
• Task identitythe degree to which the job requires the completion of a “whole” and identifiable piece of work; that is, one that involves doing a job from beginning to end with a visible outcome.
• Task significancethe degree to which the job has a substantial impact on the lives or work of other people elsewhere in the organization or in the external environment.
• Autonomythe degree to which the job gives the individual substantial freedom, independence, and discretion in scheduling the work and in determining the procedures to be used in carrying it out.
• Feedback from the job itselfthe degree to which carrying out the work activities required by the job results in the individual obtaining direct and clear information on the results of his or her performance.
The core job characteristics directly impact three critical psychological states. Skill variety, task identity, and task significance affect experienced meaningfulness of work; autonomy influences experienced responsibility for the outcomes of the work; and feedback affects knowledge of actual results of work activities. The critical psychological states, in turn, influence the following job outcomes: high internal work motivation, high growth satisfaction, high general job satisfaction, and high work effectiveness. The core job characteristics will not affect everyone in the same way. Employees who have high growth-need strength and the requisite knowledge and skills, and are satisfied with the work context will respond more favourably to enriched jobs.
For those employees who will likely respond favourably to job enrichment, managers can improve core job characteristics. Managers can do this in the following ways:
• Form natural units of work make sure that the tasks people perform are logically related to one another and provide a clear and meaningful task identity.
• Combine tasks expand job responsibilities by pulling together into one larger job a number of smaller tasks previously done by others.
• Establish client relationships put people in contact with others who, as clients inside and/or outside the organization, use the results of their work.
• Open feedback channels provide opportunities for people to receive performance feedback as they work and to learn how performance changes over time.
• Practice vertical loading give people more control over their work by increasing their authority for planning and controlling activities previously done by supervisors.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Analytic
278) Describe each of the major alternative work arrangements. What are the advantages and/or disadvantages to the individual and/or organization in using these options?
• A compressed workweek is any work schedule that allows a full-time job to be completed in less than the standard five days of eight-hour shifts. The benefits of the compressed workweek for the individual are more leisure time and lower commuting costs. The benefits for the organization are lower absenteeism and potentially improved performance. The potential disadvantages of the compressed workweek for the individual are increased fatigue and family adjustment problems. The potential disadvantages for the organization include increased scheduling problems, possible customer complaints, and possible union opposition.
• Flexible working hours describe any work schedule that gives employees some choice in the pattern of their daily work hours. The potential benefits of flexible working hours include giving people greater autonomy in work scheduling while ensuring that they maintain work responsibilities, thereby enabling organizations to attract and retain employees who have special non-work responsibilities. Flexible working hours also can boost worker morale.
• Job sharing involves a work schedule whereby one full-time job is split between two or more persons. Job sharing can benefit organizations by enabling them to employ talented people who would otherwise be unable to work.
• Telecommuting is a work arrangement that allows at least a portion of scheduled work hours to be completed outside of the office. The potential individual advantages of telecommuting include being one’s own boss and having more personal time. The potential disadvantages of telecommuting for individuals are working too much, difficulty in separating work and personal life, feelings of isolation, and loss of visibility for promotion. A potential disadvantage for the organization is that managers may experience difficulties in supervising work-at-home employees from a distance.
Part-time work is work done on any schedule less than the standard 40-hour workweek and does not qualify the individual as a full-time employee. Increasingly, employers are relying on part-time or contingency workers to supplement the full-time workforce, often on a long-term basis. Because contingency workers can be easily hired, contracted, and terminated in response to changing needs, many employers like the flexibility they offer in controlling labour costs and dealing with cyclical labour demand. Organizational disadvantages in contingency workers pertain to their potential lack of commitment and their potential lower productivity. For the individual, the disadvantages are a lower pay rate and the lack of important benefits such as health care, life insurance, and pension plans.
Learning Objective 16.4: Summarize the motivational implications of job designs and work schedules.
Section Reference 16.4: Motivation and Job Design
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Reflective Thinking
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Management Canada 5e | Complete Test Bank
By John R. Schermerhorn Jr