True / False
1. Expectancy theory is particularly useful to leaders because it emphasizes the emotional and passionate side of people.
a.
True
b.
False
2. An implication of the expectancy theory is that leaders should reassure their group members that performances can
lead to specific rewards.
a.
True
b.
False
True
Moderate
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Comprehension
Digital Story: Connect
3. Motivation increases when a person has high self-efficacy with respect to the task being performed.
a.
True
b.
False
True
Moderate
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
False
Moderate
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Comprehension
Digital story: Connect
4. In the context of the implications of the expectancy theory, a task must generally be perceived as attainable to be
motivational.
a.
True
b.
False
True
Moderate
5. Rewarding people for reaching goals is a widely accepted principle of management.
a.
True
b.
False
True
Easy
6. The most effective goals, according to goal theory, are those that encourage a worker to “do his or her best.”
a.
True
b.
False
False
7. To act as a strong motivator, big comprehensive goals should be broken down into smaller steps.
a.
True
b.
False
True
Moderate
8. A major advantage of using goals to motivate executive leaders is the guarantee that unethical means will not be used to
achieve goals.
a.
True
b.
False
False
Moderate
9. The motivational value of a recognition award is likely to be higher if it helps a worker attain personal goals.
a.
True
b.
False
True
Moderate
10. Giving recognition for a job well done is useful in satisfying a worker’s desire to feel proud.
a.
True
b.
False
True
Easy
11. To appeal to the recognition need of others, it is important to identify a meritorious behavior, and then recognize that
behavior with an oral, written, or material reward.
a.
True
b.
False
True
Easy
12. To coach workers effectively, it is often necessary to help them develop more effective underlying habits.
a.
True
b.
False
True
Moderate
13. To avoid getting too emotionally involved with group members, the effective coach minimizes building personal
relationships with them.
a.
True
b.
False
False
Moderate
14. It has been generally found that a person needs to be an expert in a field to be an effective coach.
a.
True
b.
False
False
Moderate
15. Feedback of a general nature is most effective in bringing about improvements in performance.
a.
True
b.
False
False
techniques.
16. Listening is an essential ingredient in any coaching session.
a.
True
b.
False
True
Moderate
17. A potential ethical problem noted with executive coaching is that an executive might become too dependent upon the
coach for making decisions.
a.
True
b.
False
True
Moderate
18. The term engagement refers to :
Moderate
a.
employees limiting themselves to those tasks that are specific to their roles.
b.
high levels of personal investments in the tasks performed on a job.
c.
serving a one-month notice period in the organization.
d.
avoiding offering a reward for a good performance.
19. The question, “If I work hard, will I get the job done?” illustrates the _____ aspect of expectancy theory.
a.
instrumentality
b.
valence
c.
goal
d.
expectancy
Challenging
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG: Reflective Thinking
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Application
Digital story: Perform
20. The question, “If I get the job done, will I really get my reward?” illustrates the _____ aspect of expectancy theory.
a.
valence
b.
effort-to-performance expectancy
c.
instrumentality
d.
open-book management
c
Challenging
Easy
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Leadership and Employee Engagement
Bloom’s: Knowledge
Digital story: Engage
21. Jodie has high self-efficacy, meaning that she:
a.
b.
c.
d.
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG: Reflective Thinking
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Application
Digital story: Perform
22. An important implication of expectancy theory for leadership is that:
a.
a manager must assign valences to group members.
b.
workers must develop their own links between rewards and performance.
c.
out-groups and in-groups should be avoided.
d.
workers must clearly understand individual differences in valences.
differences in valences. See “Expectancy Theory and Motivational Skills.”
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Comprehension
Digital story: Connect
23. An important implication of expectancy theory for leaders is that:
a.
the link between rewards and performance should be made explicit.
b.
workers should encourage and train themselves.
c.
people in the same work unit will usually have the same valences.
d.
an average worker should not be able to attain the majority of work goals.
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG: Reflective Thinking
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Application
Digital story: Perform
24. An example of a second-level outcome in expectancy theory would be a:
a.
promotion stemming from a good performance appraisal.
b.
praise from two levels of management.
c.
punishment for having violated company policy.
d.
salary increase twice the average size.
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Application
Digital story: Perform
25. The sets of goal characteristics that will probably lead to higher levels of performance are:
a.
easy and specific.
b.
easy and general.
c.
difficult and specific.
d.
difficult and general.
performance but to a lesser extent than do difficult goals. See “Goal Theory.”
10.3 – Describe goal theory.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Goal Theory
Bloom’s: Comprehension
theory. See “Expectancy Theory and Motivational Skills.”
10.2 – Identify and describe leadership skills linked to expectancy theory.
United States – OHIO – DISC: Leadership Principles
Expectancy Theory and Motivational Skills
Bloom’s: Comprehension
Digital story: Connect
26. An advantage of a goal related to a noble cause is that it:
a.
gives workers step-by-step guidance.
b.
is likely to inspire workers.
c.
is geared toward a short range.
d.
has a relatively low valence.
b
1
10.3 – Describe goal theory.
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United States – OHIO – DISC: Leadership Principles
Goal Theory
Bloom’s: Comprehension
Digital story: Connect
27. Mindi has a learning goal orientation. While she is competing in a national sales contest, she is strongly motivated to:
a.
develop new skills during the process of competing.
b.
make the other competitors look good.
c.
examine if her efforts would result in the desired outcome.
d.
impress other people with her skills.
acquiring new skills and mastering new situations. See “Goal Theory.”
1
10.3 – Describe goal theory.
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United States – OHIO – DISC: Leadership Principles
Goal Theory
Bloom’s: Application
Digital story: Perform
28. A major concern about using goals to boost performance is that some workers, including leaders, will:
a.
use dysfunctional methods to attain goals.
b.
quit rather than pursue goals.
c.
set too many difficult goals.
d.
pursue goals rather than do their own work.
1
Digital story: Connect
29. Recognition is an effective motivator is because:
a.
it is closely linked to company strategy.
b.
most employees feel they do not receive enough recognition.
c.
most workers have become bored with financial incentives.
d.
it is extremely expensive to implement.
10.4 – Describe how leaders can motivate others through recognition.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Using Recognition and Pride to Motivate Others
Bloom’s: Comprehension
Digital story: Connect
30. A study showed that workers who perceive themselves to have a technical orientation tend to prefer being praised in a
manner that:
a.
focuses on how their work made a contribution.
b.
makes a general statement such as “Awesome.”
c.
could be interpreted negatively.
d.
focuses on their personal characteristics.
10.4 – Describe how leaders can motivate others through recognition.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Using Recognition and Pride to Motivate Others
Bloom’s: Comprehension
31. The feeling of being proud is essentially a(n):
a.
external motivator.
10.3 – Describe goal theory.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Goal Theory
Bloom’s: Comprehension
Digital story: Connect
b.
internal motivator.
c.
weak motivator for professional staff.
d.
weak motivator for leaders.
32. Recognition is a strong motivator because:
a.
it brings in an element of uniformity among employees.
b.
it conceals bad performances.
c.
it is an unattainable need.
d.
it is a normal human need.
10.4 – Describe how leaders can motivate others through recognition.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Using Recognition and Pride to Motivate Others
Bloom’s: Comprehension
Digital story: Connect
33. Which of the following statements is true of coaching skills and techniques?
a.
Give positive feedbacks alone, and stick to appreciatory comments.
b.
Give overrated comments and scores to members of a team.
c.
Build personal relationships with team members.
d.
Make the communication strategy more generic and less specific.
United States – BUSPROG – Analytic
Motivate Others.”
10.4 – Describe how leaders can motivate others through recognition.
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Using Recognition and Pride to Motivate Others
Bloom’s: Comprehension
Digital story: Connect
34. Which of the following is regarded as a fallacy about coaching?
a.
Coaching applies to groups as well as individuals.
b.
Coaching that deals with personal issues should be regarded as psychotherapy.
c.
Coaching is mostly about providing age old knowledge and practiced skills.
d.
Coaching is carried out even if a leader has minimal knowledge of the field to be coached.
and skills. See “Coaching as an Approach to Motivation.”
United States – BUSPROG – Analytic
United States – OHIO – DISC: Leadership Principles
Coaching as an Approach to Motivation
Bloom’s: Comprehension
Digital story: Connect
35. An essential part of coaching is to:
a.
use an autocratic leadership style.
b.
build formal relationships with the person being coached.
c.
manipulate the person being coached.
d.
help remove obstacles for the person being coached.
coached. See “Coaching Skills and Techniques.”
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United States – OHIO – DISC: Leadership Principles
Coaching Skills and Techniques
Bloom’s: Comprehension
Digital story: Connect
36. An effective coaching technique to achieve enthusiasm and high performance is for a leader/manager to:
a.
suspend team members who do not display enthusiasm or high performance.
b.
give gentle advice and guidance to team members.
c.
use a detached, permissive style.
d.
keep elevating goals as workers perform well.
United States – OHIO – DISC: Leadership Principles
Coaching Skills and Techniques
Bloom’s: Comprehension
Digital story: Connect