ORGB4 4th Edition by Debra L. Nelson – Test Bank by giorgiaonb5

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Description ORGB4 4th Edition by Debra L. Nelson – Test Bank Sample Questions Instant Download With Answers Chapter_03___Personality__Perception__and_Attribution

Which of the following statements is NOT correct according to the proponents of interactional psychology? 2. a. Behavior is a function of heredity and physical 3. People vary in terms of cognitive, affective, motivational, and ability factors. c. A situation can be viewed objectively. 4. One’s subjective view of the situation can also be important.

ANSWER: a DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

2. 3. 4.

All of the following are examples of individual differences except: a. general mental ability. c. emotional intelligence. d. norming.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

Which of the following, according to Charles Spearman, is considered the single best predictor of work performance across many occupations and across different cultures? 4. a. General mental ability Extraversion 5. c. Conscientiousness Emotional Stability

The approach to the study of personality that focuses on both person (dispositions) and situational variables as combined predictors of behavior is known as . 5. a. trait theory 6. the integrative approach c. psychodynamic theory 7. wholistic humanism

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

is the relatively stable set of characteristics that influences an individual’s behavior and lends it consistency. a. Behavioral predisposition 6. Personality c. Emotion 7. Disposition

6. 7.

Personality is primarily shaped by: a. the consequences of behavior and the b. a person’s emotions and the situation. 8. c. a person’s intelligence and 9. a person’s heredity and the environment.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

7. 8.

Which traits are associated with less absenteeism at work? a. Extraversion and emotional stability Introversion and high agreeableness c. Extraversion and conscientiousness d. Introversion and conscientiousness

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

8. 9. 10.

The traits associated with high-performing employees are: a. extraversion and low agreeableness and conscientiousness. c. conscientiousness and emotional stability. d. emotional stability and low agreeableness.

ANSWER: c DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

9. 10. 11. 12.

Which of the following is not considered one of the Big Five personality traits? a. Heredity Extraversion c. Emotional stability Conscientiousness

ANSWER: a DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

10. 11.

10. Individuals possessing an internal locus of control: a. display high

12. 13.

tend to be dissatisfied on the job. c. prefer participative management d. avoid greater responsibility.

11.

11. As a supervisor of a group of employees, all of whom have an internal locus of control, you should: 12. a. closely supervise 13. provide explicit and frequent job instructions. 14. c. expect to frequently discipline group members for slowness and lack of d. allow them considerable leeway in determining how to perform their work.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Reflective Thinking STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

12. 13. 14.

12. Which of the following statements regarding internals and externals is FALSE? a. Internals and externals have similar positive reactions to being Internals appreciate more structured work settings and externals don’t react well to close supervision. c. Internals remain happy long after the promotion, whereas externals’ joy over promotion is short-lived. d. Externals may be more reluctant than internals to participate in decision making.

ANSWER: b DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

13. 14. 15.

13. Generalized self-efficacy is the general: a. feeling of one’s self-worth. extent to which people base their behavior on cues from other people and situations. c. belief about one’s own abilities to perform effectively in a wide variety of situations. d. belief about situational control over what happens to them.

14.

14. Which of the following is one of the most important determinants of high selfefficacy? 15. a. An internal locus of control High self-esteem 16. c. Previous success 17. The tendency to be a low self-monitor

ANSWER: c DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

15.

15. Denise and Teresa are two students in a course on organizational behavior. Denise outperforms Teresa on the first exam in OB, and Teresa convinces herself that Denise is not really a good person to compare herself to because Denise is a psychology major and Teresa is majoring in accounting. Which of the following is the best explanation for Teresa’s reaction? 16. a. Teresa’s high self-esteem is protecting her from this unfavorable b. Teresa is a low self-monitor. 17. c. Teresa has an external locus of 18. Teresa probably has an inflated generalized belief of her capabilities.

ANSWER: a DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Reflective Thinking STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

16. 17. 18.

16. Which of the following is NOT a component of CSE? a. General mental ability Locus of control c. Generalized self-efficacy Self-esteem

ANSWER: a DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic

STATE STANDARDS: KEYWORDS:

United States – Ohio – DISC: Individual Dynamics Bloom’s: Knowledge

17.

17. As a manager who understands the implications of self-esteem on work behavior, you should: 18. a. clearly measure the results of employee b. provide continual positive feedback. 19. c. clearly tie rewards to 20. give them appropriate challenges and opportunities for success.

18. 19. 20. 21.

18. Positive affectivity is likely to be displayed by: a. persons with low self-efficacy. low self-monitors. c. persons with high internals, or those with an internal locus of control.

19. 20. 21. 22.

19. Managers who want to promote positive affectivity should: a. allow participative decision hire those with an external orientation. c. reduce the anxiety in jobs. prohibit employees from taking leaves.

ANSWER: a DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

20.

20. The extent to which people base their behavior on cues from other people and situations refers to: 21. a. locus of b. self-esteem.

22. 23.

c. self-efficacy. self-monitoring.

21.

21. When predicting behavior, an important idea to remember concerns the extent to which a situation overwhelms the effects of individual personalities by providing cues for appropriate behavior. This type of situation is called a(n) _____.

1. 2. 3.

a. weak situation integrative situation c. rigid situation strong situation

22.

22. Which of the following personality types would most likely display the most consistent behavior “across situations”? 23. a. Low self-efficacy High self-efficacy c. High self-monitor d. Low self-monitor

23.

23. A person who is unconstrained by his or her situation and shows initiative, takes action, and perseveres until he or she effects change has: 24. a. an ISTJ type 25. high level of self monitoring. c. a proactive personality. 26. a negative affect.

ANSWER:

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

24.

24. A problem frequently associated with self report methods for assessing one’s personality includes: 25. a. the biases of the assessor in interpreting the b. the observer’s ability to stay focused. 26. c. the respondents’ ability to view themselves d. the effect of observation on those being observed.

ANSWER: c DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

25.

25. A count of the times a student asks a question or makes a comment in an organizational behavior course is an example of . 26. a. self-report measure of personality projective measure of personality c. the MMPI test 27. behavioral measure of personality

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Reflective Thinking STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

26. 27. 28. 29.

26. The Minnesota Multiphasic Personality Inventory: a. is a projective provides direct indices of personality. c. is administered as an inkblot test. is used to diagnose neurotic disorders.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

27. 28. 29.

27. A problem with the behavioral measure for personality would be: a. low the fact self-report measures suffer from potential bias. c. their tendency to be too long. 30. the observer’s ability to stay focused.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Leadership Principles KEYWORDS: Bloom’s: Knowledge

28. 29.

28. The MBTI is a: a. projective test that captures psychological b. way to identify and understand individual differences. 30. c. self-report questionnaire designed to assess d. direct index of personality.

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

29.

29. According to the MBTI a successful top executive is likely to have preferences for . a. introversion, intuition, feeling, and perceiving 30. introversion, sensing, thinking, and perceiving c. extraversion, intuition, feeling, and judging 31. extraversion, sensing, thinking, and judging

30. 31. 32. 33.

the:

30. The basic preference in type theory that represents where you find energy is a. extraversion/introversion b. sensing/intuiting preference. c. thinking/feeling judging/perceiving preference.

ANSWER: a DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

31.

31. According to the Jungian approach to personality, the basic preference that reflects what we pay attention to or how we prefer to gather information is: 32. a. extraversion/introversion. sensing/intuiting. 33. c. thinking/feeling. 34. judging/perceiving.

32. 33. 34. 35.

32. Jung contended that the most important distinction between individuals was the:

a. extravert/introvert b. sensing/intuiting preference. c. thinking/feeling judging/perceiving preference.

33.

33. All of the following are characteristics of the target of one’s perceptions, except: 34. a. physical appearance of the b. oral communication. 35. c. nonverbal 36. the purpose of interaction.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

34. 35. 36.

34. is the process of interpreting information about another a. Self-monitoring Social perception c. Encoding Evaluation

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

35.

35. The three major categories of factors that influence our perception of another person include: 36. a. characteristics of ourselves, the target person, and the b. availability of information, the target person, and the situation. 37. c. recency of information, availability of information, and consistency of d. characteristics of ourselves, the target person, and consistency of information.

ANSWER: a DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

36.

36. The ability of an individual to perceive multiple characteristics of another person rather than attend to just a few traits is a function of their: 37. a. attention b. ability to focus. 38. c. cognitive d. cognitive complexity.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

37.

37. Which of the following is NOT an important characteristic of the perceiver that can affect social perception? 38. a. Familiarity with target Cognitive structure 39. c. Self-concept 40. The strength of social cues

38.

38. All of the following are characteristics of the target that influence social perception except: 39. a. inferred 40. nonverbal communication. c. verbal communication. 41. cognitive complexity.

39. 40. 41.

39. The discounting principle is a characteristic of the: a. b. perceiver. c. target. introvert.

40.

40. An employee who does not get along well with other employees but generates the most sales is evaluated only on sales performance. This is an example of: 41. a. 42. impression management. 43. c. the self-fulfilling d. selective perception.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

41.

41. A supervisor’s high expectations of a new employee and the subsequent high performance of that employee is an example of . 42. a. impression management stereotyping 43. c. perceptual bias 44. self-fulfilling prophecy

42. 43.

42. The primacy effect is also known as . a. selective perception self-fulfilling prophecy c. first-impression error d. a stereotype

ANSWER: c DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

43.

43. Assume you are an employment interviewer. An applicant’s physical appearance could cause you to commit an incorrect hiring decision because of all of the following except: 44. a. 45. selective perception. c. first impression error. d. self-fulfilling prophecy.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Reflective Thinking STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

44.

44. Increasing workforce diversity is likely to reduce as a barrier to social a. projection 45. first-impression error c. selective perception d. stereotyping

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic

STATE STANDARDS: KEYWORDS:

United States – Ohio – DISC: Individual Dynamics Bloom’s: Knowledge

45.

45. Suppose, for example, that a sales manager is evaluating the performance of his employees. One employee does not get along well with colleagues and rarely completes sales reports on time. This employee, however, generates the most new sales contracts in the office. The sales manager chooses to ignore the negative information and evaluates the salesperson only on contracts generated. The manager is exercising: 46. a. 47. selective perception. 48. c. self-fulfilling 49. impression management.

ANSWER: b DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Reflective Thinking STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

46.

46. When a female softball player is given more applause for a home run hit than a male teammate, it would most likely be due to: 47. a. first impression b. projection. 48. c. selective 49. contrast against a stereotype.

47. 48. 49.

47. Attribution theory helps to behavior in a. measure explain causes of c. specify correct or appropriate observe

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

48.

48. An achievement-oriented sales representative might attribute his failure to meet a monthly sales quota to: 49. a. changing economic 50. a short list of prospects provided by the company. c. a lack of effort. 51. a cutback in product advertising.

ANSWER: c DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Reflective Thinking STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

49. 50. 51. 52.

49. Individuals who make external attributions will be more likely to: a. achieve higher levels of quit because they do not feel responsible. c. develop feelings of incompetence that may lead to d. provide a supporting environment for followers.

ANSWER: c DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

50. 51. 52. 53.

50. Achievement-oriented individuals attribute their success to . a. good luck ability c. task difficulty simplicity of the task

51. 52. 53. 54.

51. Achievement-oriented individuals attribute their failures to: a. bad a combination of bad luck and a difficult task. c. lack of effort. lack of effort and a difficult task.

ANSWER:

DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

52. 53. 54.

52. Research shows that successful candidates make: a. less attributions than unsuccessful more external attributions than unsuccessful candidates. c. more internal attributions for negative events. 55. less internal attributions for negative events.

53.

53. When a student attributes a high test grade to his or her diligent study habits and a low grade to the instructor’s poorly worded questions, the student is displaying: 54. a. the fundamental attribution b. the consensus error. 55. c. the acceptance d. self-serving bias.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Application

54. 55. 56. 57.

54. Attributional biases imply that managers must: a. always be correct in their be wary of the cognitive process in decision making. c. know as much as possible about individual differences and determine the causes of d. not try to predict and control future behavior by understanding the causes of current behavior.

55.

55. The tendency to make attributions to internal causes when focusing on someone else’s behavior is: 56. a. remedied by the discounting 57. known as the fundamental attribution error. 58. c. has been shown to not be related to cultural d. known as the self-serving bias.

56.

56. When a manager makes the attribution that an employee’s lack of effort or ability is the basis for poor performance, they are probably making an error called . 57. a. fundamental attribution self-serving bias 58. c. discounting attribution consistency attribution

ANSWER: a DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

57.

57. A person from a fatalistic culture like India would be more likely than someone from China to: 58. a. make an internal 59. make a self-serving bias error. 60. c. make a fundamental attribution d. make an external attribution.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

58. 59.

58. GMA is considered a personality a. True False

ANSWER:

False

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

59.

59. Personality is defined as a relatively stable set of characteristics that influence an individual’s a. True 60. False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

60. 61.

60. Heredity has been found to NOT be a determinant of a. True False

ANSWER: False DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

61.

61. The integrative approach to personality emphasizes individual growth and a. True 62. False

62.

62. Persons with high self-esteem and internal locus of control tend to be higher performers and are more satisfied with their 63. a. True 64. False

63. 64.

63. High self-monitors can adjust their behavior to fit the a. True False

64.

64. A problem with self-report measure for assessing personality is that people often answer the questionnaires in terms of how they want to be seen, rather than as they really 65. a. True 66. False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

65.

65. Mood is a state that has been found to be relatively stable and therefore contributes to the objective accuracy of 66. a. True 67. False

ANSWER: False DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

66.

66. An example of a first impression error would be where speakers with higher vocal pitch are believed to be more competent than those with lower

67. 68.

a. True False

ANSWER: True DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

67.

67. CEO’s have been found to manage impressions by publicizing changes that seem to address financial analysts’ concerns without changing organizational policy. a. True

False

68.

68. High achievers are more likely to attribute their success to others and good a. True 69. False

ANSWER: False DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

69. 70.

69. The Pygmalion effect usually is associated with reduced a. True False

70.

70. The basis for understanding individual differences stems from Lewin’s early contention that behavior is a function of the person and the environment. This idea has been developed by the interactional psychology approach to personality. Briefly explain the basic propositions of this

ANSWER: There are four basic propositions of interactional psychology: (1) behavior is a function of a continuous, multidirectional interaction between the person and the situation, (2) the person is active in this process, both changing situations and being changed by them, (3) people vary in many characteristics, including cognitive, affective, motivational, and ability factors, and (4) two aspects of a situation are important: the objective situation and the person’s subjective view of the situation. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

71.

71. Using the five personality characteristics identified as important for understanding organizational behavior, describe an individual who would most likely be a strong

ANSWER: An internal locus of control, high self-esteem, high self-efficacy, moderate to high self-monitoring, and positive affectivity are likely to be displayed by a high performer. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

72.

72. Identify and explain barriers to social

ANSWER: Five barriers to social perception are selective perception, stereotyping, first- impression error, projection, and self-fulfilling prophecies. Stereotyping stems from generalizing about a group of people. Selective perception involves using only information that supports one’s preconceived view of someone. One’s initial interaction with another may lead to an incorrect conclusion or first impression error. Pet theories one has of behavior may produce inaccurate perception. A self-fulfilling prophecy occurs in a situation where one’s expectations about people affect interaction with them in such a way that expectations are fulfilled. DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

73.

73. How would a manager use self-fulfilling prophecies to improve a work group?

ANSWER: If a supervisor is told that a work group contains individuals with high achievement potential, this information may get translated into high expectations of the supervisor and he or she may set high goals and objectives for the group (that is, higher goals and objectives than would otherwise be set). With high expectations and goals, group members may respond with unusually strong effort and meet the high goals and objectives. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Comprehension

74.

74. Identify the most common errors that affect the attribution process, and briefly discuss the implications for

ANSWER: The two key errors include the (1) fundamental attribution error which is the tendency to make attributions to internal causes when focusing on someone else’s behavior and, (2) the self-serving bias which means individuals make internal attributions for their own successes and external attributions for their own failures. Managers use attributions in all aspects of their job which include evaluating performance and rewarding employees. The extent to which these attributions are more internal or external would have major implications for performance reviews and for rewards. DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge

a. The way in which factors such as skills, abilities, personalities, values, and ethics vary from one person to another 2. A relatively stable set of characteristics that influences one’s behavior 3. c. This approach believes that behavior is a function of the person and his or her environment Tendencies of persons to respond to situations in consistent ways 4. e. A person’s general feeling of self-worth

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.01 ORGB.NELS.15.03.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge 75. 75. Self-esteem

ANSWER: e

76.

76. Dispositions

ANSWER: d

77.

77. Personality

ANSWER: b

78.

78. Individual differences

ANSWER: a

79.

79. Interactional psychology

ANSWER: c

a. A broad set of personality traits that refers to self-concept and is comprised of locus of control, self-esteem, generalized self-efficacy, and emotional stability 2. One’s generalized belief about situational and self-control 3. c. The broad theory that describes personality as a composite of an individual’s psychological processes 4. The extent to which people base their behavior on cues from others and the situation e. Positive and negative mood dispositions at work

ANSWER: e

81.

81. Self-monitoring

ANSWER: d

82.

82. Core self-evaluation

ANSWER: a

83.

83. Locus of control

ANSWER: b

84.

84. Integrative approach

ANSWER: c

1. 2. 3. 4. 5.

a. A widely used self-report questionnaire that assesses a variety of psychological disorders A projective test or measure of personality c. A popular instrument based on Jungian personality theory The person who suggested that human similarities and differences could be understood by combining preferences e. Direct indices of personality f. The person who believed that behavior is a function of the person and environment

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.01 ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge 85. 85. MBTI

ANSWER: c

86.

86. Behavioral measures

ANSWER: e

87.

87. Carl Jung

ANSWER: d

88.

88. Rorschach ink blot test

ANSWER: b

89.

89. Kurt Lewin

ANSWER: f

90.

90. MMPI

ANSWER: a

1. 2. 3. 4.

a. Likes closure Logical decision maker c. Energized by interaction with others Pays attention to data gathered through physical senses e. Prefers a flexible, more spontaneous life

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge 91. 91. Extrovert

ANSWER: c

92.

92. Perceiver

ANSWER: e

93.

93. Sensor

ANSWER: d

94.

94. Judging preference

ANSWER: a

95.

95. Thinker

ANSWER: b

a. Facial expressions, body posture, and eye movement A generalization about a particular group of people 2. c. The false consensus effect 3. A view of another person based on first encounter 4. e. Expectations of others that affects our interactions with them

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.03.04 ORGB.NELS.15.03.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics KEYWORDS: Bloom’s: Knowledge 96. 96. Projection

ANSWER: c

97.

97. Self-fulfilling prophecy

ANSWER: e

98.

98. First impression

ANSWER: d

99.

99. Nonverbal communication

ANSWER: a

100.

100. Stereotype

ANSWER: b

Chapter_05___Motivation_at_Work

1. 2. 3. 4.

The process of arousing and sustaining goal-directed behavior is called: a. psychoanalysis. c. motivation. affiliation.

ANSWER: c DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

The proposition that a person’s life was founded on the compulsion to work and the power of love is related to the: 3. a. Protestant 4. psychoanalytic approach. c. process theories. 5. Calvinistic perspective on motivation.

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

According to the Protestant ethic, a person should work hard because hard work and prosperity would lead to a place in heaven. The organizational scholar who advanced the Protestant Ethic notion was . 4. a. John Calvin 5. Sigmund Freud c. Adam Smith 6. Max Weber

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

Which of the following statements is most accurate regarding the current state of motivation theories? 5. a. The reinforcement approach to motivation has been found to be superior to other motivational b. Freud’s psychodynamic theory of motivation has generally been supported with the strongest empirical evidence. 1.

c. There are several approaches to motivation, and one or another may be useful in specific organizational contexts, with specific individuals or groups, at different 2. The motivational models that make strong economic assumptions regarding human motivation have received the most universal acceptance.

ANSWER: c DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

5. 6. 7.

Frederick Taylor’s scientific management advanced the idea that: a. unfulfilled needs acted as the relationship of management and labor should be one of cooperation rather than conflict. c. money was not a motivator. 8. self-interest and economic gain are motivators for the owners of production and not the employees of owners.

ANSWER: b DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

The basic motivational assumption within Taylor’s scientific management is the same as within Adam Smith’s political economic notions which holds that: 7. a. both intrinsic and extrinsic factors influence b. ungratified needs motivate behavior.

c. individuals are largely motivated by power, affiliation, and d. people are motivated by self-interest and economic gain.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

Adam Smith formulated the “invisible hand” and the free market to explain the motivation for individual behavior. The “invisible hand” refers to:

1. 2. 3.

a. personal ethics in a free market b. unconscious motives. c. internal unseen forces of a free market system.

Modern management practices such as employee management recognition programs, flexible benefit packages, and stock ownership plans emphasize: 9. a. internal 10. intrinsic motivation. c. external incentives. 11. the principle of the psychodynamic theory.

An approach to employee motivation that considers both psychological needs and external incentives is: 10. a. psychodynamic 11. McGregor’s Theory X and Theory Y. 12. c. psychological 13. organizational citizenship behavior.

10.

10. All of the following are drives or needs that underlie employee motivation Except: 11. a. to b. to bond. 12. c. to 13. to comprehend.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

11.

11. Maslow’s hierarchy of needs model begins with needs and ends with security; social 12. achievement; security c. esteem; affiliation 13. physiological; self-actualization

12.

12. Assume you own and operate a small printing and specialty advertising business that employs 25 persons. With increased health care costs and related insurance premiums you are contemplating the cancellation of health and hospitalization insurance for your employees. Your decision may cause your employees to become greatly concerned about: 13. a. self-esteem b. affiliation needs. 14. c. safety and security d. self-actualization needs.

13. 14. 15.

13. Alderfer’s growth need category corresponds to Maslow’s: a. interpersonal love b. safety and security needs. c. social needs. self-esteem and self-actualization needs.

14.

14. Maslow’s hierarchy of needs model helps to explain that employees are always motivated to satisfy one or more needs but that: 15. a. a satisfied need is no longer a motivator and employees progress to the next higher order of 16. high-order needs are rarely met even in a minimal fashion and play a negligible role in motivating employees. c. lower-order needs are never met and play a minimal role in motivating employees. 17. progression to a higher order of needs does not occur.

ANSWER: a DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

15.

15. Assume you have accepted a job offer and will shortly begin working in your first professional position. The firm has provided a very competitive salary and benefit package. Your attention is now directed to learning and advancement opportunities. According to Alderfer and McGregor, these are: 16. a. relatedness and Theory X b. existence and Theory Y concerns. 17. c. growth and Theory Y 18. neither Theory X nor Y concerns.

16. 17. 18.

16. McGregor believed that Theory X assumptions were appropriate for: a. individuals located at the top of the employees located at the lower level of the organization. c. individuals motivated by lower order needs. 19. individuals motivated by higher order needs.

ANSWER: c DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

17.

17. Maslow’s progression hypothesis states that:

18.

a. as one level of need is satisfied, an individual considers the next higher level of need as a source of 19. it is important to focus more on the physical and economic needs of individuals than on their psychological and interpersonal needs. 20. c. individuals will move up the hierarchy of needs as well as down the d. higher order needs are more important than lower order needs.

18. 19. 20.

18. Persons who have a strong desire to influence others are high in the: a. need for b. need for affiliation. c. need for d. need for power.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

19. 20. 21. 22.

19. All of the following are need for achievement concerns except: a. challenging b. task difficulty. c. supervisory control.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

20.

20. According to McClelland’s research, successful managers tend to have a high need for: 21. a. personalized b. achievement. 22. c. d. security.

ANSWER: DIFFICULTY:

b Easy

LEARNING OBJECTIVES: ORGB.NELS.15.05.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

21. 22. 23.

21. The Thematic Apperception Test (TAT) is used to measure: a. a person’s tendency to not use b. the achievement motive of an individual. c. the equity perceptions of an d. cognitive themes of an individual.

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

22.

22. Management Sciences for Health CEO Jonathan Quick displayed a high need for socialized versus personalized power. He would probably: 23. a. be an effective leader and have concern for b. be disruptive because of his high need for power. 24. c. also score high on individual 25. be more effective if he scored higher on personalized versus socialized power.

ANSWER: a DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Application

23.

23. According to Herzberg, a major difference between motivator and hygiene factors includes: 24. a. motivation factors are controlled by supervisors and hygiene factors are contained within the 25. motivation factors are important to a certain level but unimportant beyond that threshold whereas hygiene factors are essential for enhancing employee motivation. 26. c. motivation factors concern negative aspects of the job environment and hygiene factors deal with personal 27. motivation factors relate to job satisfaction and hygiene factors relate to job dissatisfaction.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic

STATE STANDARDS: KEYWORDS:

United States – Ohio – DISC: Motivation Concepts Bloom’s: Comprehension

24.

24. After working as a sales associate in an appliance store for six months, you begin to become dissatisfied with various rules and regulations at the workplace, or: 25. a. motivator 26. Theory Y assumptions. c. hygiene factors. 27. relatedness concerns.

ANSWER: c DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Application

25.

25. Which of the following has been identified as both a hygiene and motivational factor in research done on Herzberg’s two-factor theory? 26. a. Achievement 27. Coworker relations c. Advancement 28. Pay

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

26.

26. Which of the following is considered a motivating factor in Herzberg’s twofactor theory? 27. a. Recognition 28. Fringe benefits c. Supervision 29. Working conditions

ANSWER: a DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

27.

27. Which of the following would be considered a valid conclusion regarding Herzberg’s two-factor theory?

28.

a. The presence of motivation factors is not necessarily essential to enhancing employee motivation to excel at 29. Hygiene factors are of critical value to enhancing motivation. c. The model has adequately addressed individual differences. 30. Hygiene factors are important to a certain level but unimportant beyond that threshold.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

28.

28. Which of the following would NOT be considered a valid criticism of Herzberg’s two-factor theory? 29. a. Data have not been provided that support a clear separation of hygiene and motivator b. There is an absence of individual differences in the theory. 30. c. Hygiene factors are more important in determining satisfaction or dissatisfaction on the 31. Most of the supporting data for the model has come from Herzberg’s students using the critical incident technique.

29.

29. The sets of needs related to the animalistic avoidance of pain and human desire for psychological growth form the basis for: 30. a. Theory X & Theory 31. Maslow’s hierarchy of needs. c. McClelland’s need theory. 32. Herzberg’s two-factor theory.

30.

30. According to Herzberg, which of the following factors are related to job dissatisfaction?

31. 32. 33.

a. Motivation factors Hygiene factors c. Lower-order needs The absence of motivation factors

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

31.

31. A key understanding to the relationship between hygiene and motivation factors is that: 32. a. they are 33. they are positively related. c. they are additive. 34. they are independent.

32. 33. 34. 35.

32. All of the following would be consistent with new ideas in motivation except: a. that individuals need to be activated by unmet needs. c. that individuals are motivated by their own physical, emotional, mental, and spiritual d. that energy recovery is as important as energy expenditure.

ANSWER: b DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

33. 34. 35.

33. Eustress most accurately reflects: a. the notion that each individual is responsible for managing acceptable levels of that each individual has different levels of stress that he or she can effectively manage. c. the positive side of stress that is healthy and normal. 36. the negative side of stress that leads to ill health.

ANSWER:

DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

34.

34. All of the following are demands an organization can place on an employee except: 35. a. 36. quality standards. 37. c. advancement d. production quotas.

ANSWER: c DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

35. 36. 37. 38.

35. Equity theory is a(n) . a. need approach to external approach to motivation. c. social exchange process approach to d. critical-incident technique approach to motivation.

ANSWER: c DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

36.

36. As a member of a study group, you feel that others are making minimal contributions. In this situation you are LEAST likely to:

1. 2.

a. praise the inputs of b. increase your contribution. c. complain about others’ d. withdraw from the group.

ANSWER: b DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

37.

37. According to the the equity theory, when employees view managers as being overpaid, the employees may: 38. a. work b. not change. 39. c. reduce their d. become more efficient.

38.

38. Which of the following would be the best framework if you use calculated involvement as a basis for understanding a person’s relationship with a work organization? 39. a. Need theory 40. Content theory c. Social exchange 41. Vroom’s personal perception expectancy model

39. 40.

39. Under the theory of inequity, people are motivated when: a. they are in equilibrium with perceptions of inputs and b. they can see that their inputs lead to rewards. 41. c. they can identify that social needs are being satisfied in relation to job d. they find themselves in a situation they see as unfair.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

40.

40. An important theoretical revision to Adams’ original equity theory formulation involves individual preferences for equity. An equity sensitive individual is someone: 41. a. comfortable with an equity ratio less than his or her comparison

42.

comfortable with an equity ratio greater than that of his or her comparison other. c. who prefers an equity ratio equal to that of his or her comparison other. 43. uncomfortable with a ratio either lesser or greater than that of his or her comparison other.

41. 42. 43. 44.

as:

41. The importance and value placed on a reward in expectancy theory is known a. instrumentality. c. likelihood. valence.

ANSWER: d DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

42.

42. The close linkage of to performance under expectancy theory is crucial for enhancing a. knowledge and skill 43. rewards c. equity 44. satisfaction

ANSWER: b DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

43.

43. The motivation theory that holds that employee motivation is determined by the belief that a valued outcome will result from effort is called the: 44. a. equity 45. goal-setting theory. c. expectancy theory. d. two-factor theory.

ANSWER: DIFFICULTY:

c Easy

LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

44. 45. 46. 47.

44. The belief that performance is connected to rewards is known as: a. instrumentality. c. valence. probability or likelihood.

45. 46. 47. 48.

45. The expectancy theory of motivation focuses on: a. individual social exchange processes. c. personal perceptions. learning.

ANSWER: c DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

46.

46. Which of the following would NOT be considered a weakness of expectancy theory? 47. a. The theory assumes a person is totally 48. The theory’s complexity has made it difficult to test. 49. c. The measures of instrumentality, valence, and expectancy have only weak d. The values for each construct have been relatively stable over time.

ANSWER: d DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

47.

47. The expectancy theory prediction that people work to maximize their personal outcomes is consistent with: 48. a. Adams’ equity theory of social exchange contributions/inputs. Adam Smith’s ideas of working in one’s own self interest. 49. c. Maslow’s hierarchy of need and the progression d. Herzberg’s emphasis on pay and hygiene factors.

48.

48. External theories of motivation include need models, equity and expectancy theories, as well as goal-setting 49. a. True 50. False

ANSWER: False DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

49.

49. Managers elicit more intrinsic motivation and engagement from their employees when they support them to make progress in meaningful 50. a. True 51. False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

50.

50. To believe that people are motivated by “enlightened” self-interest is consistent with Adam Smith’s view on 51. a. True 52. False

ANSWER:

True

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.01 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

51. 52.

51. Maslow’s theory says that only ungratified needs motivate a. True False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

52.

52. A distinguishing feature of Maslow’s need hierarchy is the progression hypothesis that says only ungratified needs motivate 53. a. True 54. False

53.

53. The ERG theory organizes human needs into the categories of existence, relatedness, and a. True 54. False

54.

54. Alderfer’s growth need, McClelland’s need for achievement, and Maslow’s self-actualization are a. True 55. False

55. 56.

55. McGregor’s Theory Y rests on the higher order needs of Maslow’s need a. True False

56.

56. According to McClelland’s need theory, the increased emphasis on teamwork focuses attention on satisfaction of social and affiliation needs. a. True

57.

57. Motivation factors relate to job satisfaction and hygiene factors relate to job dissatisfaction in Herzberg’s a. True 58. False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

58. 59.

58. Eustress leads us to draw on positive emotions at a. True False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

59.

59. An employee experiences only distress when confronted with a challenging or difficult work a. True 60. False

ANSWER: False DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.05 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

60.

60. A new line of research called full engagement emphasizes the management of energy rather than management of 61. a. True

61.

61. Organizations with high levels of employee engagement perform well financially, even in volatile economic a. True 62. False

62.

62. Company status is a contribution made by an organization in the individual– organizational exchange a. True 63. False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

63.

63. When an employee’s knowledge and skills match job task demands, an acceptable individual–organizational match will take place. a. True

False

64.

65. 66.

64. Inequity exists when one person’s ratio of inputs to outputs is different than the ratio of a comparison a. True

65. Instrumentality is the value of a a. True False

ANSWER: False DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

66.

66. Expectancy theory assumes that an individual is rational and acts as a minicomputer, calculating probabilities and values. 67. a. True 68. False

ANSWER: True DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

67.

67. As organizations become increasingly international, pay inequities will become less a. True 68. False

68.

68. Expectancy theory holds up more strongly in cultures that value a. True

69. 70.

69. Needs of workers are similar across a. True False

ANSWER: False DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.08 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

70.

70. Maslow and Herzberg approached the study of motivation somewhat differently, but there were also similarities in their ideas. Compare and contrast their views of

ANSWER: Maslow’s theory of motivation is based on a five-level need hierarchy with needs arranged as follows: physiological, safety and security, social, esteem, and selfactualization. As lower-level needs become satisfied, higher-level needs become activated and are of greater importance. A satisfied need is no longer a motivator.

Herzberg identified factors of the work environment as hygiene factors. When these factors are inadequate, the worker experiences dissatisfaction. Hygiene factors include pay, supervision, company policy, salary, and other working conditions. If these factors are present, it needn’t necessarily produce job satisfaction. Factors within (or intrinsic to) the job were labeled by Herzberg as motivators. These include responsibility, achievement, recognition, advancement, and the task itself. When these factors are present, they improve a worker’s effort and performance. Somewhat contrary to Maslow’s theory, a satisfying situation can be motivational. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.02 ORGB.NELS.15.05.04 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

71.

71. Is McGregor’s Theory Y more appropriate given today’s issues of managing organizational behavior?

ANSWER: Yes. Employee empowerment, participative management, teamwork, total quality management, and other modern management approaches and techniques can be facilitated more easily under a Theory Y set of assumptions about employees. Theory Y recognizes employee initiative, employee interest in self-improvement, and employee willingness to assume greater responsibilities. The interests and abilities of employees can be more fully utilized under a Theory Y approach. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

72.

72. What are some of the characteristics of high achievers?

ANSWER: High achievers prefer to be in situations where they fully use their talents and apply their knowledge. They set moderate goals, or ones that are achievable. They like to receive feedback concerning how well they are performing. Finally, high achievers do not like having external events or other people interfere with progress toward goals. In addition, high achievers (1) often hope and plan for success: (2) may be quite content to work alone or with other people, whichever is more appropriate to their task; and (3) like being very good at what they do so and, accordingly, tend to develop expertise and competence in their chosen endeavors. DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.03 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Knowledge

73.

73. Briefly identify and explain two new ideas of

ANSWER: One new idea centers on eustress, strength, and hope. Eustress is healthy, normal stress. Aligned with eustress is the finding of positive meaning in work, displaying courage and principled action, and drawing on positive emotions at work. This new, positive perspective on organizational life encourages optimism, hope, and health for people at work. Rather than focusing on individual’s needs, this new idea focuses on the individual’s interpretation of events.

The second new idea in motivation takes lessons learned from professional athletes. The second approach centers on the management of energy rather than time and the strategic use of disengagement to balance the power of full engagement. This approach suggests that individuals do not need to be activated by unmet needs but are already activated by their own physical, emotional, mental, and spiritual energy. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.05

NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

74.

74. Equity theory can be used to explain consequences stemming from differences in pay. Assume many employees in a department feel underpaid. How would their behavior and performance be?

ANSWER: The employees could react to the situation in a number of ways. Some employees could reduce their contributions or performance. Others could leave the organization. Some employees could change the persons they used as their comparison other. Or, they could rationalize the inequity and eventually accept it, and a few employees could even try to alter their comparison other’s inputs and outputs. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.06 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Application

75.

75. How can expectancy theory be used to understand behavior and predict performance?

ANSWER: If a person’s valued outcomes are known, if the likelihood of achieving these outcomes is realistic, and if one’s efforts lead to high performance which in turn results in receipt of valued outcomes, the work situation can be adjusted by the supervisors to enhance employee success. DIFFICULTY: Moderate LEARNING OBJECTIVES: ORGB.NELS.15.05.07 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts KEYWORDS: Bloom’s: Comprehension

Match the following: 1. a. The process of arousing and sustaining goal-directed behavior 2. Work conditions related to dissatisfaction caused by discomfort or pain 3. c. Factors and conditions outside the person that may explain and predict a person’s behavior What is most appropriate and beneficial to an individual 4. e. Attributes and characteristics inside an individual that determine behavior

DIFFICULTY: Easy LEARNING OBJECTIVES: ORGB.NELS.15.05.01 ORGB.NELS.15.05.02 NATIONAL STANDARDS: United States – BUSPROG: Analytic STATE STANDARDS: United States – Ohio – DISC: Motivation Concepts

KEYWORDS: Bloom’s: Knowledge 76. 76. Hygiene factors

ANSWER: b

77.

77. External incentives

ANSWER: c

78.

78. Motivation

ANSWER: a

79.

79. Self-Interest

ANSWER: d

80.

80. Internal needs

ANSWER: e