b.
pay, achievement
c.
job security, recognition
d.
working conditions, advancement
58. All of the following are considered extrinsic motivators in Herzberg’s two-factor theory EXCEPT:
a.
weekly paycheck.
b.
finge benefits.
c.
the work itself.
d.
the working conditions.
p. 82
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
59. The process of building motivators into the job itself by making it more interesting and challenging is known as:
a.
job enlargement.
b.
job enrichment.
c.
job enhancement.
d.
job performance.
p. 86
and abilities
AACSB: Analytic – Analytic skills
p. 82
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Comprehension
60. Which of the following is NOT a category of needs in the acquired needs theory?
a.
Success.
b.
Power.
c.
Achievement.
d.
Affiliation.
a
Easy
p. 86
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
61. To motivate employees with a high n Ach, you should do all of the following EXCEPT:
a.
b.
c.
d.
Moderate
p. 86
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
62. To motivate employees with a high n Pow, you should to all of the following EXCEPT:
a.
let them plan and control their jobs as much as possible.
b.
try to include them in decision making.
c.
try to assign them to a whole task rather than just a part of a task.
d.
assign them to work as part of a team.
Moderate
p. 86
Conceptual
BLOOMS: Knowledge
63. To motivate employees with a high n Aff, you should do all of the following EXCEPT:
a.
try to include them in decision making.
b.
delegate responsibility for orienting and training new employees to them.
c.
give them lots of praise and recognition.
d.
let them work as part of a team.
p. 86
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
64. The process motivation theories are alike in that all focus on:
a.
understanding how people choose behavior to fulfill their needs.
b.
explaining and predicting behavior based on people’s needs.
c.
reinforcement of positive behaviors.
d.
giving praise.
p. 87
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
65. Which of the following is a content motivation theory?
a.
Goal-setting theory.
b.
Equity theory.
c.
Expectancy theory.
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
d.
Acquired needs theory.
66. ____ theory proposes that people are motivated when their perceived inputs equal outputs.
a.
Equity
b.
Reinforcement
c.
Expectancy
d.
Goal-setting
a
Easy
p. 88
MGMT.LUSS.16.03-05 – LO: 03–05
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
67. Managers should be aware that equity is based on:
a.
rewards.
b.
employee perceptions.
c.
exerted effort.
d.
performance.
Moderate
p. 88
MGMT.LUSS.16.03-05 – LO: 03–05
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
Easy
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
68. John really wants a promotion and believes that he has a high probability of earning the promotion if he works hard.
John acknowledges that a promotion is important to him, that performing well will result in a promotion, and he believes
he has a good chance of earning the promotion, this is an example of:
a.
Equity theory.
b.
Expectancy theory.
c.
Maslow’s Hierarchy of Needs.
d.
Herzberg’s Two Factor Theory.
69. The expectancy theory is based on which of the following assumption?
a.
People generally have the same needs, desires, and goals.
b.
Behavior is the individual’s decision.
c.
People make behavior decisions based on their attitudes and beliefs.
d.
Only unmet needs motivate.
Moderate
p. 88 – 89
MGMT.LUSS.16.03-05 – LO: 03–05
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
70. According to expectancy theory, _______ refers to the person’s perception of his or her ability to accomplish an
objective.
a.
expectancy
b.
instrumentality
c.
valence
d.
capability
a
Moderate
p. 89
MGMT.LUSS.16.03-05 – LO: 03–05
Moderate
p. 88 – 89
MGMT.LUSS.16.03-05 – LO: 03–05
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
71. Last year sales team Bravo was worst in its company, having been outperformed by six other teams. This year, the
new team manager for Bravo believes that the team might make a third-place finish if he sets difficult, challenging goals
for them. This is an example of which of the following motivational theories?
a.
Expectancy theory.
b.
Hierarchy of needs theory.
c.
Goal-setting theory.
d.
Reinforcement theory.
p. 89
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Comprehension
72. Which of the following is NOT an example of an effective objective?
a.
To find a job and new apartment this summer.
b.
To sell 50 magazines during the month of March.
c.
To finish writing my term paper for English 101 by the end of this weekend.
d.
To increase sales in the U.S. by 30 percent in 2011.
p. 90 – 91
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Comprehension
73. Which of the following is NOT a criteria for writing an effective objective?
a.
An action verb.
b.
A singular, specific, and measurable result to be achieved.
c.
A target date.
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
d.
A plan of action.
74. ____ theory proposes that through the consequences for behavior, people will be motivated to behave in
predetermined ways.
a.
Equity
b.
Goal-setting
c.
Expectancy
d.
Reinforcement
Easy
p. 92
MGMT.LUSS.16.03-06 – LO: 03–06
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
75. The manager who believes that employees work harder if they get a written reprimand as soon as they slow down at
work is attempting to practice:
a.
expectancy theory.
b.
hygienic motivation.
c.
intrinsic motivation.
d.
reinforcement.
Moderate
p. 92
MGMT.LUSS.16.03-06 – LO: 03–06
and abilities
AACSB: Analytic – Analytic skills
Conceptual
Moderate
p. 90 – 91
MGMT.LUSS.16.03-05 – LO: 03–05
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
76. Which of the following is NOT a type of reinforcement?
a.
Positive.
b.
Extinction.
c.
Continuous.
d.
Avoidance.
c
Easy
p. 93
MGMT.LUSS.16.03-06 – LO: 03–06
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
77. Fines and demotions are examples of which type of reinforcement?
a.
Positive.
b.
Avoidance.
c.
Punishment.
d.
Extinction.
Moderate
p. 93
MGMT.LUSS.16.03-06 – LO: 03–06
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
78. As a manager who practices reinforcement theory, you know that ____ is the least effective method in motivating
employees to do a good job.
a.
positive reinforcement
b.
avoidance reinforcement
c.
extinction
d.
punishment
Moderate
p. 93
BLOOMS: Comprehension
79. With a(n) ____ schedule of reinforcement, each and every desired behavior is reinforced.
a.
continuous
b.
intermittent
c.
ratio
d.
interval
a
Moderate
p. 94
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
80. Giving a bonus after workers produce at a standard rate is an example of a ____ schedule.
a.
fixed-interval
b.
variable-interval
c.
fixed-ratio
d.
variable-ratio
c
Moderate
p. 95
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
81. In reinforcement theory, the most powerful reinforcement schedule for sustaining a desired behavior is:
a.
Fixed-interval.
b.
Variable-interval.
c.
Fixed-ratio.
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
d.
Variable-ratio.
82. All of the following are steps in the giving praise model EXCEPT:
a.
tell the employee exactly what was done correctly.
b.
tell the employee why the behavior is important.
c.
make general statements.
d.
encourage repeat performance.
c
Easy
p. 97
MGMT.LUSS.16.03-06 – LO: 03–06
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
83. Each of the following questions is answered by either content, process, or reinforcement theories EXCEPT:
a.
“What needs do employees have that should be met on the job?”
b.
“How do employees choose behavior to fulfill their needs?”
c.
“What personality traits cause people to behave in certain ways?”
d.
“What can managers do to get employees to behave in ways that meet the organizational objectives?”
c
Moderate
p. 99
MGMT.LUSS.16.03-07 – LO: 03–07
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
Moderate
p. 95
MGMT.LUSS.16.03-06 – LO: 03–06
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
84. Setting a goal is just the first step; the next step is just as important as we need to:
a.
officially document the goal.
b.
plan how to accomplish the goal.
c.
decide who needs to be notified about the goal.
d.
devise an alternate goal in case we have to scrap the original goal.
85. List the University of Iowa leadership styles.
The University of Iowa leadership styles are autocratic and democratic.
United States – BUSPROG – Analytic – Business knowledge and analytic skills
BLOOMS: Knowledge
86. Describe similarities and differences between the University of Michigan and Ohio State University leadership
models.
p. 72 – 75
United States – BUSPROG – Analytic – Business knowledge and analytic skills
p. 91 – 92
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
Subjective Short Answer
87. Discuss similarities and differences between the Ohio State University Leadership Model and the Leadership Grid.
88. Discuss similarities and differences among the three content motivation theories.
89. Discuss the major similarities and differences among the three process motivation theories.
90. Explain the four types of reinforcement.
91. State the major differences among content, process, and reinforcement theories.
92. Why was there a shift from the trait to the behavioral theory paradigm?
93. How is leadership behavior based on traits?
94. Name the two University of Iowa leadership styles. Describe behaviors shared by leaders of each style.
95. What are the University of Michigan leadership styles?
96. What are the Ohio State University leadership styles?
97. What are the three important contributions of the University of Michigan and Ohio State University studies?
98. What are the Leadership Grid leadership styles?
99. What are the three important contributions of the Leadership Grid and high-high research?
100. What is motivation, and why is it important to know how to motivate employees?
101. What are the content motivation theories?
102. What are the process motivation theories?
103. What are the types and schedules of reinforcement theory?