True / False
1. Of traits, skills, and behavior, the important component of leadership style is behavior.
a.
True
b.
False
2. According to studies at The University of Iowa, leadership styles include autocratic, democratic, and participative.
a.
True
b.
False
False
Their studies identified two basic leadership styles: autocratic and democratic.
Easy
MGMT.LUSS.16.03-01 – LO: 03–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
United States – IL – DISC: – Leadership Principles
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
3. Job-centered leaders are sensitive to subordinates, communicate to develop trust, support, and respect, and look out for
their welfare.
a.
True
b.
False
False
Easy
p. 73
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
True
Easy
p. 70
MGMT.LUSS.16.03-01 – LO: 03–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
4. For most criteria of leader effectiveness, the Ohio State and University of Michigan leadership models have confirmed
that there is one leadership style that works well across all situations.
a.
True
b.
False
False
Easy
p. 75
MGMT.LUSS.16.03-02 – LO: 03–02
Conceptual
5. The country-club leader strives to maintain a friendly atmosphere without regard for production.
a.
True
b.
False
True
Easy
p. 76
MGMT.LUSS.16.03-03 – LO: 03–03
Conceptual
6. The high-high leader has concern for both production and people, which is also called the team leadership style.
a.
True
b.
False
True
Easy
MGMT.LUSS.16.03-03 – LO: 03–03
Conceptual
7. For the most part, we tend to seek job satisfacation as we satisfy our self-interest.
a.
True
b.
False
True
Easy
p. 79
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
8. Through the motivation process, employees go from motive to need to behavior to consequence to satisfaction or
dissatisfaction.
a.
True
b.
False
False
Moderate
p. 79
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
9. Thirst (need) leading to the drive (motive) to get something to drink (behavior), and the drink quenching (consequence
and satisfaction) your thirst is a valid example of the motivation process.
a.
True
b.
False
True
Easy
p. 79
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
10. As a manager wanting to motivate your employees, you know that motivating followers starts with understanding their
needs or wants.
a.
True
b.
False
True
Easy
p. 79
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
11. Like traits, a person’s motives can be observed.
a.
True
b.
False
False
Easy
p. 79
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
12. It is easy to know why people behave the way that they do because people do the same things for the same reasons.
a.
True
b.
False
False
Moderate
p. 79
Conceptual
13. Process motivation theories focus on explaining and predicting behavior based on people’s needs.
a.
True
b.
False
False
Moderate
p. 80
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
14. The primary reason people do what they do is to meet their needs or wants.
a.
True
b.
False
True
Easy
p. 80
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
15. Maslow’s Hierarchy of Needs Theory proposes that people will not be motivated to satisfy a higher level of need
unless the lower-level needs are satisfied to some degree.
a.
True
b.
False
True
Moderate
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
16. Based on Maslow’s Hierarchy of Needs, a major recommendation to leaders is to meet employees’ higher level needs
first.
a.
True
b.
False
False
Easy
p. 82
Conceptual
17. Examples of Herzberg’s intrinsic motivators are pay, job security, and benefits.
a.
True
b.
False
False
Easy
p. 82
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
18. Herzberg contends that providing maintenance factors will make employees satisfied or motivate them.
a.
True
b.
False
False
p. 80
MGMT.LUSS.16.03-04 – LO: 03–04
19. Maslow’s Hierarchy of Needs and Herzberg’s Two Factor Theory are content motivation theories which focus on how
people choose behavior to fulfill their needs.
a.
True
b.
False
False
Moderate
p. 81, Exhibit 3.6
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
20. Acquired needs theory proposes that people are motivated by their need for achievement, power, and affiliation.
a.
True
b.
False
True
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
21. To motivate employees with a high n Ach, a manager should assign them routine tasks with vague goals and
objectives to encourage them to put out more effort.
Herzberg believed people are motivated by motivators, not maintenance factors.
Moderate
p. 85 – 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
a.
True
b.
False
22. The three process motivation theories are equity theory, hierarchy of needs theory, and expectancy theory.
a.
True
b.
False
False
Moderate
p. 87
Conceptual
23. When employees perceive inequity from being under-rewarded, they are demotivated.
a.
True
b.
False
True
Moderate
p. 88
MGMT.LUSS.16.03-05 – LO: 03–05
Conceptual
False
p. 86
MGMT.LUSS.16.03-04 – LO: 03–04
Conceptual
24. When employees believe that inequity exists from being over-rewarded, they tend to work harder.
a.
True
b.
False
25. Expectancy theory proposes that people are motivated when they believe they can accomplish the task, they will get
the reward, and the rewards for doing the task are worth the effort.
a.
True
b.
False
True
Easy
p. 88
MGMT.LUSS.16.03-05 – LO: 03–05
Conceptual
26. Instrumentality refers to belief that the performance will result in getting the reward.
a.
True
b.
False
True
Easy
p. 89
MGMT.LUSS.16.03-05 – LO: 03–05
Conceptual
False
p. 88
MGMT.LUSS.16.03-05 – LO: 03–05
Conceptual
27. Goal-setting theory proposes that individuals perform better with easy objectives rather than challenging objectives.
a.
True
b.
False
28. “To increase sales by 50 percent and decrease turnover by 25 percent in 2011″ is an effective objective.
a.
True
b.
False
False
Moderate
p. 90
Conceptual
29. Reinforcement theory proposes that through the consequences for behavior, people will be motivated to behave in
predetermined ways.
a.
True
b.
False
True
Easy
p. 92
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
False
p. 89
MGMT.LUSS.16.03-05 – LO: 03–05
Conceptual
30. Reinforcement theory uses behavior modification and operant conditioning.
a.
True
b.
False
31. An example of avoidance reinforcement is a manager or team leader ignoring an employee who arrives late for a
meeting.
a.
True
b.
False
False
Challenging
p. 93
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
32. Avoidance reinforcement is the least effective method in motivating employees.
a.
True
b.
False
False
Moderate
p. 93
True
Moderate
p. 92
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
33. With a continuous schedule of reinforcement, each and every desired behavior is reinforced.
a.
True
b.
False
True
Easy
p. 94
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
34. Giving employees a paycheck every week is an example of a fixed-ratio schedule.
a.
True
b.
False
False
p. 95
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
35. Ratios are generally better motivators than intervals.
a.
True
b.
False
True
Moderate
p. 95
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
36. “You’re a good worker” is an effective statement for giving praise.
a.
True
b.
False
False
Moderate
p. 97
MGMT.LUSS.16.03-06 – LO: 03–06
Conceptual
37. The group of motivation theories are complementary; each group of theories refers to a different stage in the
motivation process or answers a different question.
a.
True
b.
False
True
Moderate
p. 99
MGMT.LUSS.16.03-07 – LO: 03–07
Conceptual
38. When goal setting, the best strategy is to rely on willpower to achieve the goal.
a.
True
b.
False
False
Moderate
p. 91
MGMT.LUSS.16.03-05 – LO: 03–05
Conceptual
39. According to the University of Iowa studies on leadership styles, a democratic leader:
a.
closely supervises workers.
b.
makes the decisions.
c.
tells employees what to do.
d.
works with employees to determine what to do.
Easy
p. 70
MGMT.LUSS.16.03-01 – LO: 03–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
40. The University of Iowa studies led to an era of ____ research.
a.
behavioral
b.
trait
c.
personality
d.
participation
a
Moderate
p. 70
MGMT.LUSS.16.03-01 – LO: 03–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
41. According to the Ohio State University studies on leadership styles, the leadership style that emphasizes task
completion is ____.
a.
b.
c.
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
Multiple Choice
d.
42. Leaders who often use one–way communications can be defined by the Ohio State University model as which of the
following?
a.
Low structure, high consideration.
b.
Low structure, low consideration.
c.
High structure, high consideration.
d.
High structure, low consideration.
Moderate
p. 74
MGMT.LUSS.16.03-02 – LO: 03–02
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
43. ____ is credited as being the first to identify the participative leadership style that is commonly used today.
a.
Maslow
b.
Vroom
c.
Herzberg
d.
Likert
Moderate
p. 75
MGMT.LUSS.16.03-02 – LO: 03–02
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
a
Moderate
p. 74
MGMT.LUSS.16.03-01 – LO: 03–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
44. The Leadership Grid is based on two leadership dimensions called:
a.
concern for production and concern for people.
b.
concern for profit and concern for productivity.
c.
autocratic and democratic.
d.
job-centered and employee-centered.
a
Easy
p. 76
MGMT.LUSS.16.03-03 – LO: 03–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
45. The Leadership Grid identifies all of the following leadership styles EXCEPT:
a.
b.
c.
d.
Easy
p. 76
MGMT.LUSS.16.03-03 – LO: 03–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
46. The ____ leader has low concern for both people and production.
a.
middle-of-the-road
b.
authority-compliance
c.
country-club
d.
impoverished
Easy
p. 76
MGMT.LUSS.16.03-03 – LO: 03–03
BLOOMS: Knowledge
47. A ____ leader has concern for both production and people; this is the team leadership style.
a.
low-high
b.
low-low
c.
high-high
d.
high-low
c
Easy
p. 77
MGMT.LUSS.16.03-03 – LO: 03–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
48. In an extensive empirical research study testing the outcomes of the high-high leader, Blake and Mouton claim that
team leadership usually result in all of the following EXCEPT:
a.
low absenteeism.
b.
improved performance.
c.
empowerment.
d.
low turnover.
c
Moderate
p. 77
MGMT.LUSS.16.03-03 – LO: 03–03
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
49. Based on extensive research, Blake and Mouton would expect the best performance from a firm whose leadership:
a.
displays an ultimate priority of meeting employees’ needs.
b.
sets the highest priority on task completion.
c.
puts a balanced and moderate managerial effort between meeting employees’ needs and task completion.
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
d.
puts the highest priority on both meeting employees’ needs and task completion.
50. Which of the following is NOT one of the contributions of behavioral leadership theory?
a.
The manager does not have to perform both production and people functions.
b.
It led to the shift in paradigm to contingency leadership theory.
c.
Organizations need both production and people leadership.
d.
Task and relationship behavior tend to correlate strongly with subordinate performance.
p. 78
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
51. Through the motivation process, people go from:
a.
motive to need to behavior to consequence to satisfaction or dissatisfaction.
b.
need to motive to behavior to consequence to satisfaction or dissatisfaction.
c.
behavior to motive to need to consequence to satisfaction or dissatisfaction.
d.
motive to behavior to need to consequence to satisfaction or dissatisfaction.
p. 79
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Comprehension
p. 77
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
52. Which of the following is NOT one of the four major assumptions that Abraham Maslow based his hierarchy of needs
theory on?
a.
People’s needs are arranged in order of importance going from basic to complex needs.
b.
People will not be motivated to satisfy a higher-level need unless the lower-level need(s) has been at least
minimally satisfied.
c.
Both met and unmet needs motivate.
d.
People have five classifications of needs.
53. All of the following are levels of needs in the hierarchy of needs theory EXCEPT:
a.
physiological.
b.
safety.
c.
social.
d.
psychological.
Easy
p. 81
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
United States – IL – DISC: Motivation Concepts – Other management-specific knowledge
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
54. Physiological needs include all of the following EXCEPT:
a.
adequate salary.
b.
breaks.
c.
working conditions.
d.
fringe benefits.
Moderate
p. 83, exhibit 3.7
c
Moderate
p. 80
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
United States – IL – DISC: Motivation Concepts – Other management-specific knowledge
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
55. To motivate his highest performers, a manager gives his highest performer each month an “Employee of the Month”
award and a parking space next to his. Of what motivational theory is this an example?
a.
Goal-setting.
b.
Equity.
c.
Expectancy.
d.
Reinforcement .
Challenging
p. 96
MGMT.LUSS.16.03-06 – LO: 03–06
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
56. The manager of a multinational firm operating in a developing country noticed that local employees had at length
recently met their physiological and safety needs. According to the hierarchy of needs theory, the next level of motivation
would be met by the promise of:
a.
pay related to piecework.
b.
heightened security.
c.
vacation days.
d.
a group picnic.
Moderate
p. 83, exhibit 3.7
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Comprehension
57. Two-factor theory proposes that employees are motivated more by ____ than by _____ .
a.
motivators, maintenance factors
MGMT.LUSS.16.03-04 – LO: 03–04
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual