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Complete Test Bank With Answers

Sample Questions Posted Below

Chapter 05

Test Bank

True / False Questions

1. The two types of motivation are goal-oriented and failure-avoiding.

FALSE

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Motivating Factors

Feedback: There are two types of motivation: extrinsic motivation and intrinsic motivation.

2. Joanna is motivated by the feeling that she’s done the best she can do. This represents intrinsic motivation.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Motivating Factors

Feedback: We create our own intrinsic motivation by giving ourselves intrinsic rewards such as positive emotions, satisfaction, and self-praise.

3. Process theories are more dynamic than content theories.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Motivating Factors

Feedback: Process theories are more dynamic than content theories. They help you understand why people with different needs and levels of

satisfaction behave the way they do at work.

4. Maslow’s need hierarchy and Herzberg’s motivator-hygiene theories are both examples of process theories.

FALSE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

Feedback: Content theories include: McGregor’s Theory X and Y; Maslow’s need hierarchy theory; acquired needs theory; self-determination theory;

and Herzberg’s motivator-hygiene theory.

5. The acquired needs identified by McClelland include the need for achievement, the need for affiliation, and the need for esteem.

FALSE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Acquired Needs Theory

Feedback: Acquired needs theory states that three needs—achievement, affiliation, and power—are the key drivers of employee behavior.

5-1

McGraw-Hill Education.6. Georgia, one of your employees, appears to be motivated by a high need for achievement. Therefore, as her manager, you should put her in charge

of projects.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Acquired Needs Theory

Feedback: People motivated by the need for achievement prefer working on challenging, but not impossible, tasks or projects.

7. People who have a high need for affiliation make the best managers.

FALSE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Need for Affiliation

Feedback: People with high need for affiliation don’t make the best managers because they tend to avoid conflict, have a hard time making difficult

decisions without worrying about being disliked, and avoid giving others negative feedback.

8. According to self-determination theory, a manager should provide tangible resources, time, contacts, and coaching to improve employee

competence.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

Feedback: Managers can provide tangible resources, time, contacts, and coaching to improve employee competence.

9. In Herzberg’s motivator-hygiene theory, job satisfaction and job dissatisfaction arise from different sets of factors.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Feedback: Motivator-hygiene theory proposes that job satisfaction and dissatisfaction arise from two different sets of factors and that satisfaction

comes from motivating factors and dissatisfaction from hygiene factors.

10. Research does not support the two-factor aspect of Herzberg’s motivator-hygiene theory.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Feedback: Research does not support the two-factor aspect of his theory nor the proposition that hygiene factors are unrelated to job satisfaction.

11. Process theories of motivation include equity theory and Herzberg’s motivator-hygiene theory.

FALSE

5-2

McGraw-Hill Education.AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Topic: Equity Theory

Topic: Expectancy Theory

Topic: Goal Setting Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: The textbook discusses three process theories of motivation: equity/justice theory; expectancy theory; and goal-setting theory.

12. Expectancy theory is a model of motivation that explains how people strive for fairness.

FALSE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Topic: Equity Theory

Topic: Expectancy Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Equity theory is a model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take

relationships. Expectancy theory holds that people are motivated to behave in ways that produce desired combinations of expected outcomes.

13. In equity theory, you compare your outputs and inputs to those of another person.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Equity theory compares how well you are doing to how well others are doing in similar jobs. Instead of focusing just on what you get out

of the job (outputs) or what you put into the job (inputs), equity theory looks at the relationship between your ratio (of outputs to inputs) to the ratio

of others.

14. When a person perceives that his or her outcome to input ratio is greater than that of a relevant comparison person, he or she is experiencing

negative inequity.

FALSE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: A person will experience positive inequity when his or her outcome to input ratio is greater than that of a relevant comparison person. If a

comparison person enjoys greater outcomes for similar inputs, negative inequity will be perceived.

15. Allen, the manager, is setting goals and giving feedback to his staff. He is employing expectancy theory.

TRUE

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: A manager can enhance effort-performance expectancies by using tools and techniques associated with performance management,

including behaviors associated with goal setting, communication, feedback, coaching, providing consequences, and establishing/monitoring

performance expectations.

Multiple Choice Questions

16. ______ refers to the amount of effort that we invest in an activity.

5-3

McGraw-Hill Education.A. Persistence

B. Direction

C. Volume

D. Intensity

E. Integration

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Motivating Factors

Feedback: Intensity represents the amount of effort being invested in the activity.

17. Marion will receive a promotion and a raise if she completes a difficult assignment. This is an example of

A. extrinsic motivation.

B. intrinsic motivation.

C. job satisfaction.

D. job dissatisfaction.

E. organizational citizenship behavior.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Motivating Factors

Feedback: Extrinsic motivation results from the potential or actual receipt of extrinsic rewards, such as a promotion.

18. _____________ results when an individual gains satisfaction and self-praise from an assignment.

A. Extrinsic motivation

B. Intrinsic motivation

C. Job satisfaction

D. Job dissatisfaction

E. Organizational citizenship behavior

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Motivating Factors

Feedback: Intrinsic motivation occurs when an individual is “turned on to one’s work because of the positive internal feelings that are generated by

doing well, rather than being dependent on external factors (such as incentive pay or compliments from the boss) for the motivation to work

effectively.”

19. The two general categories of motivation theories are

A. extrinsic and intrinsic.

B. reward and punishment.

C. content and process.

D. job satisfaction and job dissatisfaction.

E. internal and external.

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Content Theories of Motivation

Feedback: Researchers have proposed two general categories of motivation theories: content theories and process theories.

20. “What are the different needs that activate motivation’s direction, intensity, and persistence?” This statement reflects which theories of

motivation?

A. content

B. process

5-4

McGraw-Hill Education.C. extrinsic

D. equity

E. expectancy

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Content Theories of Motivation

Feedback: Content theories of motivation focus on identifying internal factors such as needs and satisfaction that energize employee motivation.

21. ______ is not a content theory of motivation.

A. Acquired needs theory

B. Maslow’s hierarchy of needs theory

C. Self-determination theory

D. Expectancy theory

E. Theory X and Theory Y

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

Feedback: Content theories include: McGregor’s Theory X and Theory Y; Maslow’s need hierarchy theory; acquired needs theory; self-

determination theory; and Herzberg’s motivator-hygiene theory. Expectancy theory is a process theory of motivation.

22. At Cornet Company, employees and teams had higher performance, greater job satisfaction, and increased organizational commitment when their

managers showed ________ behaviors.

A. relatedness

B. Theory Y

C. self-actualization

D. Theory X

E. achievement

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Theory Y

Feedback: Theory Y is a modern and positive set of assumptions about people at work: They are self-engaged, committed, responsible, and creative.

23. According to _________, the typical perspective held by managers is that employees dislike work, must be monitored, and can be motivated only

with rewards and punishment (“carrots and sticks”).

A. acquired needs theory

B. Theory Y

C. Theory X

D. motivator-hygiene theory

E. self-determination theory

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Theory X

Feedback: Theory X is a pessimistic view of employees: They dislike work, must be monitored, and can be motivated only with rewards and

punishment (“carrots and sticks”). McGregor felt this was the typical perspective held by managers.

24. __________ states that motivation is a function of five basic needs that are met sequentially.

A. McClelland’s acquired needs theory

5-5

McGraw-Hill Education.B. McGregor’s Theory X and Theory Y

C. Maslow’s need hierarchy theory

D. Herzberg’s motivator-hygiene theory

E. Deci and Ryan’s self-determination theory

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Hierarchy of Needs

Feedback: Maslow proposed that the five needs are met sequentially and relate to each other in a prepotent hierarchy (see Figure 5.2).

25. In Maslow’s needs hierarchy theory, _______ is the lowest level and __________ is the highest level.

A. safety; self-actualization

B. safety; esteem

C. love; esteem

D. physiological; esteem

E. physiological; self-actualization

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Hierarchy of Needs

Feedback: According to Figure 5.2, Maslow’s need hierarchy, physiological is the lowest level and self-actualization is the highest level.

26. Marcy left a large Fortune 500 company to go to a small start-up technology firm. Earlier in her career, Marcy wanted a high salary and corporate

position, but now she wants something different. She wants to be part of something that will grow and she enjoys the flexibility a small firm offers.

In addition, she is involved in decision making, so she almost feels like it’s her own company. These differing needs represent steps in

A. Maslow’s need hierarchy.

B. McGregor’s Theory Y

C. McClelland’s acquired needs theory.

D. Deci and Ryan’s self-determination theory.

E. Herzberg’s motivator-hygiene theory.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Hierarchy of Needs

Feedback: Maslow’s theory does offer practical lessons. It reminds us, for instance, that employees have needs beyond earning a paycheck. This

theory tells us that a “one style fits all” approach to motivation is unlikely to work. For example, studies show that different motivators are needed for

employees working at small firms. A final lesson of Maslow’s theory is that satisfied needs lose their motivational potential.

27. The need for prestige and reputation is part of the need for

A. love.

B. esteem.

C. self-actualization.

D. safety.

E. physiological.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Hierarchy of Needs

Feedback: According to Figure 5.2, Maslow’s need hierarchy, esteem is the need for reputation, prestige, and recognition from others. Also includes

need for self-confidence and strength.

5-6

McGraw-Hill Education.28. Mari has been out of work for eight months and is worried about providing for her family. She takes a job at a fast-food restaurant, even though

the position is a step down from her previous job. According to Maslow’s theory, Mari is motivated by ____ needs.

A. love

B. esteem

C. self-actualization

D. safety

E. physiological

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Hierarchy of Needs

Feedback: According to Figure 5.2, Maslow’s need hierarchy, physiological is the most basic need—providing enough food, water and air for you

and your family to survive.

29. As the mother of two small children, Jen struggles to make ends meet on her minimum-wage job. After paying rent and child care expenses, there

is sometimes not enough money left at the end of the month to pay the heating bill. More than once the family has gone without warmth on cold

nights, and she and the kids have gone to bed hungry. Which of the five basic needs is Jen struggling to meet?

A. safety

B. esteem

C. love

D. physiological

E. self-actualization

AACSB: Analytical Thinking

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Hierarchy of Needs

Feedback: According to Figure 5.2, physiological need is the most basic need. This entails having enough food, air, and water to survive.

30. In McClelland’s acquired needs theory,

A. there are five basic needs: power, affiliation, achievement, esteem, and self-actualization.

B. the affiliation need may be either institutional or personal.

C. we are born with our needs, and they merely become stronger over time.

D. we have a need to be satisfied in our jobs.

E. we learn needs as we live our lives.

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Acquired Needs Theory

Feedback: McClelland used the term “acquired needs” because he believed that we are not born with our needs; rather, we learn or acquire needs as

we go about living our lives.

31. Gerry, one of your subordinates, seems to care so much about being liked that he rarely states strong opinions in meetings of your department.

Based on this, Gerry probably has a

A. strong need for personal power.

B. strong need for institutional power.

C. strong need for affiliation.

D. strong need for achievement.

E. low need for achievement.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 2 Medium

5-7

McGraw-Hill Education.Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Acquired Needs Theory

Feedback: Need for affiliation is the desire to maintain social relationships, to be liked, and to join groups.

32. Victor seems to want to control others and often manipulates people for his own gratification. He exhibits the need for

A. personal power.

B. institutional power.

C. affiliation.

D. achievement.

E. competence.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Acquired Needs Theory

Feedback: The negative face of power is called the need for personal power. People with this need want to control others, and they often manipulate

people for their own gratification.

33. Manuel wanted friendly and close interpersonal relationships with his colleagues. According to McClelland’s need theory, this desire is known as

a need for

A. power.

B. achievement.

C. affiliation.

D. motivation.

E. safety.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Acquired Needs Theory

Feedback: The need for affiliation is the desire to maintain social relationships, to be liked, and to join groups.

34. _________ theory assumes that competency, autonomy, and relatedness influence our behavior and well-being.

A. Acquired needs

B. Self-determination

C. Job characteristics

D. Expectancy

E. Herzberg’s motivator-hygiene

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

Feedback: Self-determination theory assumes that three innate needs-competence, autonomy, and relatedness-influence our behavior and well-being.

35. ABC Company recently held a company picnic. _________ theory would suggest that this kind of event is good because it increases employees’

________.

A. Self-determination; competence

B. Theory Y; performance

C. Maslow’s needs hierarchy; satisfaction of physiological needs

D. Self-determination; relatedness

E. Expectancy; valences

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

5-8

McGraw-Hill Education.Difficulty: 3 Hard

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

Feedback: Self-determination theory assumes that three innate needs influence our behavior and well-being—the needs for competence, autonomy,

and relatedness. Many companies use fun and camaraderie to foster relatedness.

36. Inez was content with her job at Pieces Packaging until the company added two levels of supervision, lowered bonuses, and decreased breaks.

Her current dissatisfaction reflects ______ factors.

A. relatedness

B. motivating

C. hygiene

D. achievement

E. affiliation

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Feedback: Herzberg’s motivator-hygiene theory proposes that job satisfaction and dissatisfaction arise from two different sets of factors—satisfaction

comes from motivating factors and dissatisfaction from hygiene factors.

37. Which of the following is not an example of a hygiene factor?

A. supervision

B. company policies

C. salary

D. working conditions

E. recognition

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Feedback: Hygiene factors—including company policy and administration, technical supervision, salary, interpersonal relations with one’s

supervisor, and working conditions—cause a person to move from a state of no dissatisfaction to dissatisfaction.

38. ________ theory focuses on the needs that drive intrinsic motivation, which is longer lasting and has a more positive impact on task performance

than extrinsic motivation.

A. Need hierarchy

B. Acquired needs

C. Self-determination

D. Motivator-hygiene

E. Equity/justice

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

Feedback: Self-determination theory focuses on the needs that drive intrinsic motivation. Intrinsic motivation is longer lasting and has a more

positive impact on task performance than extrinsic motivation. The theory proposes that our needs for competence, autonomy, and relatedness

produce intrinsic motivation, which in turn enhances our task performance. Research supports this proposition.

39. Nathan plans on applying Herzberg’s theory to motivate employees. As such, the first step should be to

A. build motivators into subordinates’ jobs.

B. provide positive feedback.

C. increase subordinates’ autonomy.

D. provide opportunities for self-actualization.

E. eliminate sources of dissatisfaction.

5-9

McGraw-Hill Education.AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 3 Hard

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Feedback: There are practical reasons to eliminate dissatisfaction before trying to use motivators to increase motivation and performance.

40. Ted was dissatisfied with his job. He said that the company policy, supervision, and working conditions were responsible for his dissatisfaction.

According to Frederick Herzberg’s theory, ________ are the extrinsic factors that create job dissatisfaction.

A. motivators

B. hygiene factors

C. affiliation factors

D. wellness factors

E. achievement factors

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Hygiene factors—including company policy and administration, technical supervision, salary, interpersonal relations with one’s

supervisor, and working conditions—cause a person to move from a state of no satisfaction to dissatisfaction.

41. Which of the following is not a process theory of motivation?

A. acquired needs

B. equity

C. justice

D. expectancy

E. goal-setting

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Motivating Factors

Feedback: The textbook discusses three process theories of motivation: equity/justice theory; expectancy theory; and goal-setting theory. Acquired

needs theory is a content theory of motivation.

42. A(n) ______ theory attempts to describe how various person and environmental factors affect motivation.

A. content

B. process

C. extrinsic

D. intrinsic

E. integrated

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Motivating Factors

Feedback: Process theories of motivation attempt to describe how various person factors and environmental factors in the Organizing Framework

affect motivation.

43. Peter offers his manager some suggestions for a new holiday display. His manager shrugs his shoulders and tells Peter that the display is all set.

Then Sarah approaches the manager with an idea for the display, and the manager tells her that it’s a great idea. ______ theory is the model of

motivation that explains how Peter is striving for fairness and justice.

A. Equity

B. Expectancy

C. Needs hierarchy

D. Value

E. Procedural

5-10

McGraw-Hill Education.AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Equity theory is a model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take

relationships.

44. Wayne is on the production line for Medical Services Inc. He has been there for five years and has won Employee of the Month more than

anyone else. Zander, his coworker, who has only been at Medical Services three years and hasn’t even been nominated for Employee of the Month,

just received a promotion. Wayne perceives a

A. negative expectancy.

B. negative output.

C. positive inequity.

D. positive output.

E. negative inequity.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 1 Easy

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Equity is based on comparing ratios of outcomes to inputs. If the other person’s additional outcomes are due to his or her greater inputs, a

sense of equity may still exist. However, if the comparison person enjoys greater outcomes for similar inputs, negative inequity will be perceived.

45. The three key elements of equity theory are outputs, inputs, and a(n)

A. summary of total rewards.

B. sense of fairness and justice in social exchanges.

C. comparison of the ratio of outputs to inputs.

D. total of each person’s inputs.

E. acknowledgment of cognitive dissonance.

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: If the comparison person enjoys greater outcomes for similar inputs, negative inequity will be perceived.

46. Bettina will experience _______ if her outcome to input ratio is greater than that of a relevant comparison person.

A. organizational equity

B. positive inequity

C. negative inequity

D. positive equity

E. negative equity

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Bettina will experience positive inequity when her outcome to input ratio is greater than that of a relevant comparison person.

47. Brian has a Master’s degree in electrical engineering and brings 10 years of experience to his current job. He puts in long hours of hard work.

Brian receives a salary of $75,000, medical and dental coverage, and two weeks of paid vacation every year. From Brian’s perspective, which of the

following is an input in the individual-organization exchange relationship?

A. his Master’s degree in electrical engineering

B. his salary of $75,000

C. medical coverage

D. paid vacation

5-11

McGraw-Hill Education.E. dental coverage

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: An employee’s inputs, for which he or she expects a just return, include education/training, skills, creativity, seniority, age, personality

traits, effort expended, experience, and personal appearance.

48. Claire has a law degree and brings five years of experience to her current job. She bills more client hours than any other associate. Claire receives

a salary of $125,000, a bonus, medical and dental coverage, and two weeks paid vacation per year. From Claire’s perspective, which of the following

is an output of the individual-organization exchange relationship?

A. long hours of work

B. high levels of effort

C. two weeks paid vacation

D. her law degree

E. her five years of experience

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Organizations provide a variety of outcomes for our work, including such things as pay/bonuses, medical benefits, challenging

assignments, job security, promotions, status symbols, recognition, and participating in important decisions.

49. Pat and Chris are both computer programmers, but Pat earns more money than Chris. However, Chris perceives an equitable relationship because

Pat

A. has more education and experience.

B. takes longer breaks.

C. works as hard as Chris.

D. works less than Chris.

E. needs the money more than Chris.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Because equity is based on comparing ratios of outcomes to inputs, inequity will not necessarily be perceived just because someone else

receives greater rewards. If the other person’s additional outcomes are due to his or her greater inputs, a sense of equity may still exist. In this

scenario, Chris perceives an equitable relationship because Pat has more education and experience—that is Pat’s additional outcomes are due to her

greater inputs.

50. Chuck is concerned with what he considers to be an unfair situation at work. Although he put in 10 hours of overtime last week, he received the

same pay as a co-worker who didn’t put in any overtime. This week he decided to take an extra hour for lunch every day. Using the terminology of

equity theory, Chuck has decided to

A. increase his efficiency.

B. decrease his inputs.

C. increase his outcomes.

D. increase his inputs.

E. decrease his outcomes.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Equity theory is based on cognitive dissonance theory. According to this theory, people are motivated to maintain consistency between

their beliefs and their behavior. Perceived inconsistencies create cognitive dissonance (or psychological discomfort), which, in turn, motivates

5-12

McGraw-Hill Education.corrective action. Accordingly, when victimized by unfair social exchanges, our resulting cognitive dissonance prompts us to correct the situation.

Our response may range from a slight change in attitude or behavior to extremes (in rare cases) like sabotage or workplace violence. Negative

inequity might be resolved by asking for a raise or a promotion (i.e., raising outputs) or by reducing inputs (i.e., working fewer hours or exerting less

effort).

51. Pam is attempting to reduce her inequity at work by attending night school for further job training. In other words, she is trying to

A. find a new comparison.

B. decrease her inputs.

C. increase her outcomes.

D. increase her inputs.

E. decrease her outcomes.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Equity ratios can be changed by attempting to alter one’s outcomes or adjusting one’s inputs. Pam is trying to increase her inputs by

attending night school for further job training.

52. The perceived fairness of the processes used to make allocation decisions is called ______ justice.

A. distributive

B. procedural

C. interactional

D. interpersonal

E. institutional

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Procedural Justice

Feedback: Procedural justice is defined as the perceived fairness of the process and procedures used to make allocation decisions.

53. Interactional justice is defined as the perceived fairness of

A. the process used to make allocation decisions.

B. how resources and rewards are allocated.

C. how punishment and discipline are determined.

D. the quality of interpersonal treatment received.

E. procedures used by the organization.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Interactional Justice

Feedback: Interactional justice relates to the “quality of the interpersonal treatment people receive when procedures are implemented.”

54. Professor Jones learns that faculty members in another college with the same degree, years of teaching experience, and publication record are

making significantly more money than he is. He considers this unfair. He is reacting to ______ justice.

A. institutional

B. organizational

C. distributive

D. procedural

E. interactional

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Distributive Justice

5-13

McGraw-Hill Education.Feedback: Distributive justice reflects perceived fairness of how resources and rewards are distributed or allocated.

55. Of the following, which is the most closely aligned with employees’ perceptions of distributive justice?

A. organizational citizenship behavior

B. organizational commitment

C. stress

D. absenteeism

E. health problems

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 3 Hard

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Distributive Justice

Feedback: According to Figure 5.7, employees’ perceptions of distributive justice are most closely aligned with organizational commitment.

56. Of the following, ______ is the most closely aligned with employees’ perceptions of procedural justice.

A. job performance

B. absenteeism

C. stress

D. physical health problems

E. mental health

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 3 Hard

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Procedural Justice

Feedback: According to Figure 5.7, employees’ perceptions of procedural justice are most closely associated with performance.

57. __________ theory holds that people are motivated to behave in ways that produce desired combinations of expected outcomes.

A. Equity

B. Justice

C. Expectancy

D. Self-fulfilling prophecy

E. Goal-setting

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: Expectancy theory holds that people are motivated to behave in ways that produce desired combinations of expected outcomes.

58. __________ are the three elements of expectancy theory.

A. Expectancy, instrumentality, and values

B. Expectancy, institution, and values

C. Expectancy, instrumentality, and valence

D. Expectancy, institution, and variance

E. Expectancy, instrumentality, and variance

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: The elements of Vroom’s expectancy theory are expectancy, instrumentality, and valence.

59. Don believes that if he works hard and attends every class, he will get an A in his OB course. This belief is called a(n)

A. expectancy.

B. expectation.

C. instrumentality.

5-14

McGraw-Hill Education.D. valence.

E. value.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: An expectancy represents an individual’s belief that a particular degree of effort will be followed by a particular level of performance.

60. __________ is how an individual perceives the movement from performance to outcome.

A. An expectancy

B. An expectation

C. Instrumentality

D. A valence

E. A value

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Topic: Instrumentality

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: An instrumentality is how an individual perceives the movement from performance to outcome.

61. “How much do I value the rewards I receive?” This question addresses

A. our valance.

B. instrumentality.

C. our inputs.

D. our values.

E. our outcomes.

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Topic: Valence

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Valence describes the positive or negative value people place on outcomes.

62. Otto wants to develop a program to increase employee productivity. He suggests doubling each employee’s production quota and providing a 2

percent bonus for meeting these expectations. According to expectancy theory, what result can Otto expect?

A. Employee productivity will probably increase.

B. Employee efforts will probably decrease.

C. Expectancy will be high.

D. Instrumentality will be high.

E. Employee valence will not be as high as Otto expects.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: According to expectancy theory, employee motivation will boil down to deciding how much effort to exert in a specific task situation.

This choice is based on a two-stage sequence of expectations—moving from effort to performance and then from performance to outcome. In this

case, the goals are unreasonable and the rewards do not measure up. It is likely this program will not succeed.

63. An expectancy of zero means that the person

A. does not value the outcomes.

B. does not trust the company.

C. does not feel confident in his or her ability to do the job.

D. is not motivated.

E. is highly motivated.

5-15

McGraw-Hill Education.AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: An expectancy of zero indicates effort has no anticipated impact on performance.

64. A low valence means that the person

A. does not value the outcomes.

B. does not trust the company.

C. does not feel confident in his or her ability to do the job.

D. is not motivated.

E. is highly motivated.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Topic: Valence

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Valence refers to the positive or negative value people place on outcomes.

65. Tamara has been putting in a lot of overtime. Her supervisor keeps telling her that she will be rewarded. To date, Tamara has seen no change in

her status or pay. This reflects a

A. high valance.

B. low instrumentality.

C. high expectancy.

D. high instrumentality.

E. low inputs.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 3 Hard

Topic: Instrumentality

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Feedback: Performance is instrumental when it leads to something else.

66. To enhance a worker’s expectancy, a manager could

A. get to know what rewards employees value.

B. set specific, measurable goals.

C. link rewards to desired outcomes.

D. give feedback and coach the employee.

E. explain to the worker why he or she should trust the organization.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: To enhance expectancy, a manager engages in behaviors associated with goal setting, communication, feedback, coaching, providing

consequences, and establishing/monitoring performance expectations.

67. Ken recently completed his MBA degree. He has received two job offers. Which of the following theories is most useful in predicting the choice

that Ken will make?

A. expectancy theory

B. goal-setting theory

C. behavior modification theory

D. equity theory

E. cognitive dissonance theory

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

5-16

McGraw-Hill Education.Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

Feedback: Expectancy theory holds that people are motivated to behave in ways that produce desired combinations of expected outcomes. Generally,

expectancy theory can be used to predict behavior in any situation in which a choice between two or more alternatives must be made.

68. Which of the following statements about goals and goal setting is not true?

A. Goals increase persistence.

B. Goals direct attention.

C. Goals should be set at a level just beyond reachable “stretch” goals.

D. Goal achievement leads to job satisfaction.

E. Specific goals lead to higher performance.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Goal Setting Theory

Feedback: People must have the ability and resources needed to achieve the goal, and they need to be committed to the goal. If these conditions are

not met, goal setting does not lead to higher performance.

69. Carol is a recent high-school graduate with an excellent grade point average. After much thought, she decides to pursue a graduate degree in

physics after she finishes her undergraduate degree and eventually become a professor. To attain this goal, she realizes that she must first study hard

and do well in her undergraduate classes, then take the graduate entrance exam and apply to the best graduate programs in her field. Along the way,

she wants to obtain an internship, as this will help her get into a quality graduate program. Which motivational mechanism of the goal-setting process

does this scenario demonstrate?

A. directing attention

B. regulating effort

C. increasing persistence

D. fostering strategies and action plans

E. receiving feedback

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Goal Setting Theory

Feedback: Goals foster the development and application of task strategies and action plans. In this scenario, Carol has set a goal for herself, and her

goal is fostering the development and application of task strategies and action plans such as studying hard, applying to the best program, and

obtaining an internship.

70. Of the approaches to job design, _______ is the most recently evolved and attempts to merge earlier perspectives.

A. job enlargement

B. job enrichment

C. job rotation

D. bottom-up

E. i-deals

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Topic: Job Design

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

deals).

71. In _________ job design, managers change employees’ tasks with the intent of increasing motivation and productivity.

A. top-down

B. bottom-up

C. idiosyncratic

D. work-team

Feedback: The latest approach to job design attempts to merge the top-down and bottom-up perspectives and is referred to as idiosyncratic deals (i-

5-17

McGraw-Hill Education.E. joint ownership

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Topic: Job Design

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Feedback: In top-down job design, managers change employees’ tasks with the intent of increasing motivation and productivity.

72. Randall wants to put more variety into his assistant’s job by combining specialized tasks of about the same level of difficulty. This is

A. job rotation.

B. job enrichment.

C. job enlargement.

D. scientific management.

E. vertical loading.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 2 Medium

Topic: Job Enlargement

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Feedback: Job enlargement involves putting more variety into a worker’s job by combining specialized tasks of comparable difficulty.

73. A firm trained its customer service representatives who handled telephone inquiries to handle walk-in customers as well. The firm engaged in

A. job design.

B. job enlargement.

C. scientific management.

D. job enrichment.

E. job rotation.

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Topic: Job Enlargement

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Feedback: Job enlargement involves putting more variety into a worker’s job by combining specialized tasks of comparable difficulty. Here, the firm

introduced variety into the jobs of customer service representatives by training them to handle walk-in customers as well.

74. Job enrichment is based on the _________ theory of job satisfaction.

A. motivator-hygiene

B. acquired needs

C. self-determination

D. equity

E. expectancy

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Understand

Difficulty: 1 Easy

Topic: Job Enrichment

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Feedback: Job enrichment is the practical application of Frederick Herzberg’s motivator-hygiene theory of job satisfaction.

75. The goal of the job characteristics model is to

A. apply scientific methods to job design.

B. increase intrinsic motivation in jobs.

C. increase extrinsic motivation in jobs.

D. guide the goal-setting process.

E. guide managers in applying job-swapping techniques.

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Understand

5-18

McGraw-Hill Education.Difficulty: 2 Medium

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Topic: Job Characteristics Model

Feedback: The goal of the job characteristics model is to promote high intrinsic motivation by designing jobs that possess the five core job

characteristics.

76. Ellen has worked on a project to market a new medication from beginning to end—advertising, packaging, etc. The design program wins an

award. Ellen’s _____ is high.

A. relational nature

B. task variety

C. task identity

D. task management

E. autonomy

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Topic: Job Characteristics Model

Feedback: Task identity is the extent to which the job requires an individual to perform a whole or completely identifiable piece of work.

77. Fiona was telling her friend about the freedom and discretion given to her in scheduling and deciding the procedures used to complete the tasks

assigned to her. Which of the following job characteristics was she talking about?

A. feedback

B. autonomy

C. task significance

D. skill variety

E. task identity

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Topic: Job Characteristics Model

Feedback: Fiona was talking about the autonomy she has at work. Autonomy refers to the extent to which the job enables an individual to experience

freedom, independence, and discretion in both scheduling and determining the procedures used in completing the job.

78. The idea behind the job characteristics model is that

A. core job characteristics lead directly to job outcomes.

B. critical psychological states are the result of job outcomes.

C. everyone has high growth needs strength.

D. the context satisfaction an employee feels is irrelevant.

E. core job characteristics lead to critical psychological states.

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 2 Medium

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Topic: Job Characteristics Model

Feedback: Hackman and Oldham proposed that intrinsic motivation is determined by three psychological states. These psychological states are

fostered by the presence of five core job characteristics. The model is illustrated in Figure 5.10.

79. __________ is defined as the physical and cognitive changes individuals make in the task or relational boundaries of their work.

A. Job swapping

B. Job crafting

C. Job design

D. Job enrichment

E. Job enlargement

AACSB: Knowledge Application

Accessibility: Keyboard Navigation

Blooms: Remember

Difficulty: 1 Easy

5-19

McGraw-Hill Education.Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Topic: Job Crafting

Feedback: Job crafting is defined as “the physical and cognitive changes individuals make in the task or relational boundaries of their work.”

80. In XYZ hospital, members of the cleaning staff have begun to actively care for patients and their families. This is an example of

A. job swapping.

B. job crafting.

C. scientific management.

D. job rotation.

E. job identity

AACSB: Analytical Thinking

Accessibility: Keyboard Navigation

Blooms: Apply

Difficulty: 3 Hard

Topic: Job Crafting

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Feedback: According to Table 5.2, hospital cleaners actively care for patients and families as a form of job crafting.

Essay Questions

81. Derek, Samantha, Raj, and Amira are on a team for their Strategy class. It is a capstone class that involves a semester-long project which will be

50 percent of their grade. All four students have heavy class loads and plan to apply to MBA programs. Derek and Amira think that they would like

to go to a business school that emphasizes project-based learning. Raj is more concerned about getting his GPA up. Samantha has emerged as team

leader. How can she keep everyone motivated?

Motivation refers to the psychological processes that underlie the direction, intensity, and persistence of behavior or thought. Direction pertains to

what an individual is attending to at a given time, intensity represents the amount of effort being invested in the activity, and persistence represents

the time that activity is the focus of one’s attention. It is important to understand the principles of motivation if you want to direct your behavior

toward achieving personal goals or to manage others in the pursuit of organizational goals.

Samantha will have to emphasize a combination of extrinsic and intrinsic motivators. Extrinsic motivation results from the potential or actual receipt

of external rewards, for instance, Raj getting a good grade in this course. Intrinsic motivation occurs when an individual is inspired by “the positive

internal feelings that are generated by doing well, for instance, Derek and Amira feeling that project-based learning is the right choice for them.”

AACSB: Analytical Thinking

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-01 Explain what motivation is and how it affects behavior.

Topic: Motivating Factors

82. Curt is a manager at a local restaurant. Most of the staff has been at the restaurant for over five years, but one of the new servers, Kyle, is a

problem. He is chronically late and doesn’t bother to cover his shift when he calls in sick. However, the restaurant is short-staffed and there aren’t a

lot of applicants in this area.

Curt isn’t confident that Kyle will become more responsible. He decides to write a reprimand and put it in Kyle’s file, then assign him to “less

appealing” shifts. If this doesn’t work, he plans to dock Kyle’s pay. To what content theory of motivation does Curt subscribe?

Drawing on his experience as a management consultant, McGregor formulated two sharply contrasting sets of assumptions about human nature.

Theory X is a pessimistic view of employees: that they dislike work, must be monitored, and can only be motivated with rewards and punishments.

McGregor felt this was the typical perspective of managers. Curt subscribes to this theory.

AACSB: Analytical Thinking

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Theory X

83. Describe Maslow’s needs hierarchy theory. How could a manager use this theory to motivate employees?

The need hierarchy theory states that motivation is a function of five basic needs: physiological, safety, love, esteem, and self-actualization. Maslow

proposed that the five needs are met sequentially and relate to each other in a prepotent hierarchy. Although research does not clearly support this

theory of motivation, it remains popular among managers.

For managers, Maslow’s theory reminds us that employees have needs beyond earning a paycheck. It also is important for managers to focus on

satisfying employee needs related to self-concepts, self-esteem, and self-actualization-because their satisfaction is significantly associated with a host

5-20

McGraw-Hill Education.of important OB outcomes. Satisfied needs lose their motivational potential. Therefore, managers are advised to motivate employees by devising

programs or practices aimed at satisfying emerging or unmet needs.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Hierarchy of Needs

84. Arrow Furniture is a family-owned and operated manufacturer of high-end furniture located in North Carolina. The furniture industry has

suffered from foreign competition over recent years. Nationwide, there have been massive layoffs and several large companies have closed. Arrow’s

workers are feeling these pressures and have begun displaying counterproductive behaviors. The HR manager recently told Mary Baker, the family

member serving as CEO, that employees are threatening to unionize if they don’t get higher pay and more job security. Mary is upset by this

comment because the family has supported employees with decent salaries and health benefits. Higher wages are the last thing the company needs if

they are to remain competitive.

The Baker family wants to turn things around. They know they will have to be more competitive price-wise. This might be achieved by finding

cheaper suppliers, lowering employee labor costs, or increasing productivity. That said, the Baker’s strongly believe that it is important to “take care

of their people,” many of whom are lifelong employees.

A global car manufacturer is going to open a new facility in the community. It is likely the company will offer higher salaries and better benefits than

offered by Arrow Furniture. The firm is known to offer such benefits in an attempt to reduce the need for a union. Jobs at this plant will be more

technically advanced than those at Arrow and the company is offering job training to those who are interested.

The Bakers are aware that the nature of work at Arrow results in moderate levels of hygiene factors and low motivators.

Using the 3-Step Problem-Solving Approach and the Organizing Framework, what should the Bakers do to motivate their employees and get support

for the company’s future plans?

Step 1: Define the problem.

Remember that a problem is a gap between a desired and a current state. State your problem as a gap, and be sure to consider problems at all three

levels. Consider employee motivation, attitudes, and performance. Remember that the company has to become more competitive to survive.

If more than one desired outcome is not being accomplished, decide which one is most important and focus on it. What is the big problem here? Why

is it a problem?

Step 2: Identify causes of the problem.

Which person and situation factors are likely causes of the problem? Consider the employees needs. Then look at the organizational climate. What

about processes? Think about equity/justice, expectancy, and goal setting for the employees. How about justice on the organizational level?

Why are these causes?

Step 3: Make recommendations for solving the problem.

Consider whether you want to resolve it, solve it, or dissolve it.

AACSB: Analytical Thinking

Blooms: Analyze

Difficulty: 3 Hard

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

Topic: Equity Theory

Topic: Expectancy Theory

Topic: Goal Setting Theory

Topic: Interactional Justice

Topic: Motivating Factors

85. Describe self-determination theory. Contrast this with McClelland’s acquired needs theory. How would a manager utilize self-determination

theory to motivate employees?

Self-determination theory assumes that three innate needs influence our behavior and well-being: competence, autonomy, and relatedness. This

theory identifies innate needs that must be satisfied for us to flourish. In contrast, McClelland believed that needs are learned over time. Managers

can apply these theories by trying to create work environments that support and encourage the opportunity to fulfill needs.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Remember

5-21

McGraw-Hill Education.Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

86. Describe Herzberg’s motivator-hygiene theory, with attention to the relationship between job satisfaction and job dissatisfaction. How would a

manager use this theory to motivate employees?

The motivator-hygiene theory proposes that job satisfaction and dissatisfaction arise from two different sets of factors. Satisfaction comes from

motivating factors and dissatisfaction from hygiene factors. Managers can embrace two means of improving motivation: by improving motivators

that drive satisfaction and improving hygiene factors that otherwise reduce job dissatisfaction.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

87. Compare and contrast the theories of Maslow, acquired needs, self-determination, and Herzberg in terms of the levels of needs on which they

focus.

Figure 5.4 illustrates the overlap among the need and satisfaction theories discussed in this section. As you can see, the acquired needs and self-

determination theories do not include lower-level needs. Higher-level need satisfaction is more likely to foster well-being and flourishing.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Analyze

Difficulty: 3 Hard

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy theory; Acquired needs theory; Self-

determination theory; Herzberg’s motivator-hygiene theory.

Topic: Content Theories of Motivation

88. How do content and process theories of motivation differ? Name at least two of each type of motivation theory and use these to illustrate your

points. Give specific examples from your life to support your comparison.

Content theories look at what motivates workers. Process theories of motivation attempt to describe how various person factors and environmental

factors in the Integrative Framework affect motivation. They go beyond content theories by helping to understand why people with different needs

and levels of satisfaction behave the way they do at work.

Three process theories of motivation are:

1. equity/justice theory,

2. expectancy theory, and

3. goal-setting theory.

Content theories include:

1. McGregor’s Theory X and Y,

2. Maslow’s need hierarchy theory,

3. acquired needs theory,

4. self-determination theory, and

5. Herzberg’s motivator-hygiene theory.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Content Theories of Motivation

Topic: Equity Theory

Topic: Expectancy Theory

Topic: Goal Setting Theory

89. Irene and Katie work at the same coffee shop. During a break, Katie, who has been on the job longer, finds out that Irene is earning the same

hourly rate as she is. Katie trains new employees and has substituted for her shift supervisor when he calls in sick. She knows Irene is popular with

customers and the staff, nevertheless, Katie is feeling as though she has been treated unfairly.

What theory explains Katie’s feelings? How can her manager address this situation?

Equity theory is a model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take relationships. The

key elements of equity theory include outputs, inputs, and a comparison of the ratio of outputs to inputs (see Figure 5.6). It is helpful to understand

5-22

McGraw-Hill Education.how strongly employees feel about a perceived inequitable or unjust work situation. Five practical lessons can be drawn from equity and justice

theories as follows:

1. Employee perceptions are what count.

2. Employees want a voice in decisions that affect them.

3. Employees should be given an appeals process.

4. Leader behavior matters.

5. A climate for justice makes a difference.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

90. Define the types of justice and give examples of each. What actions can a manager take that would positively influence workers’ perceptions of

each type of justice?

Three different components of organizational justice are distributive, procedural, and interactional.

Distributive justice reflects the perceived fairness of how resources and rewards are distributed or allocated.

Procedural justice is defined as the perceived fairness of the process and procedures used to make allocation decisions.

Interactional justice relates to the “quality of the interpersonal treatment people receive when procedures are implemented.”

It is helpful to understand how strongly employees feel about a perceived inequitable or unjust work situation.

Five practical lessons can be drawn from equity and justice theories as follows:

1. Employee perceptions are what count.

2. Employees want a voice in decisions that affect them.

3. Employees should be given an appeals process.

4. Leader behavior matters.

5. A climate for justice makes a difference.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Topic: Equity Theory

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

91. Explain expectancy theory. Discuss what a manager could do to use expectancy theory to motivate employees.

Expectancy theory holds that people are motivated to behave in ways that produce desired combinations of expected outcomes. The elements of

Vroom’s expectancy theory are expectancy, instrumentality, and valence. Expectancy theory has important practical implications for individual

managers and organizations as a whole (see Table 5.1).

The following three practical lessons are essential for applying expectancy theory:

1. Enhance effort-performance expectancies (goal setting, communication, feedback, coaching, providing consequences, and

establishing/monitoring performance expectations);

2. Determine desired levels of performance and set SMART goals (specific, measurable, attainable, results oriented, and time bound); and

Link rewards to desired outcomes.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Expectancy Theory

92. Rider & Co. is a distributor. One of its corporate goals is to increase employee productivity by 8 percent. Using this example, explain how goal-

setting theory works.

Goals that are specific and difficult lead to higher performance than general goals like “do your best” or “improve performance.” Certain conditions

are necessary for goal setting to work. Performance feedback and participation in deciding how to achieve goals are necessary but not sufficient for

5-23

McGraw-Hill Education.goal setting to work. Goal achievement leads to job satisfaction, which in turn reinforces employees to set and commit to even higher levels of

performance. There are four mechanisms that fuel the power of goal setting.

1. Goals direct attention.

2. Goals regulate effort.

3. Goals increase persistence.

4. Goals foster the development and application of task strategies and action plans.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation.

Topic: Goal Setting Theory

93. Identify the different types of top-down job design. Provide an example of each.

In top-down approaches, management creates efficient and meaningful combinations of work tasks for employees. The five principal approaches are

(1) scientific management, (2) job enlargement, (3) job rotation, (4) job enrichment, and (5) job characteristics model.

Students should provide examples.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Apply

Difficulty: 3 Hard

Topic: Job Design

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

94. Draw and explain the job characteristics model. Describe how a manager could use this model to increase employees’ motivation. Describe a job

you are familiar with according to this model.

Students should draw the model in Figure 5.8.

The goal of the job characteristic model is to promote high intrinsic motivation by designing jobs that possess the five core job characteristics. The

five core job characteristics are (1) skill variety, (2) task identity, (3) task significance, (4) autonomy, and (5) feedback.

These core job characteristics affect the three critical psychological states that employees experience: (1) experienced meaningfulness of the work,

(2) experienced responsibility for results, and (3) knowledge of the actual results of the work activities. These in turn affect job outcomes such as

intrinsic work motivation, growth satisfaction, general job satisfaction, and work effectiveness.

Three person factors affect or moderate how individuals respond to job enrichment: (1) knowledge and skill, (2) growth need strength, (3) and

context satisfactions.

Research underscores three practical implications of the job characteristics model:

1. 2. This model can be used to increase employee job satisfaction.

Managers can enhance employees’ intrinsic motivation and performance, while reducing absenteeism and stress, by increasing the core job

characteristics.

3. Managers are likely to find noticeable increases in the quality of performance after a job redesign program.

Students should provide an example from a job they are familiar with.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Apply

Difficulty: 3 Hard

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Topic: Job Characteristics Model

95. Identify the basic types of job design available to a manager and the effects of each of these on worker motivation.

There are three broad approaches to job design: top-down, bottom-up, and emerging.

The premise of top-down approaches is that management is responsible for creating efficient and meaningful combinations of work tasks for

employees. Top-down approaches include scientific management, job enlargement, job rotation, job enrichment, and a contingency approach called

the job characteristics model.

5-24

McGraw-Hill Education.Bottom-up approaches, which are referred to as job crafting, are driven by employees rather than managers. Employees create their own job

boundaries.

Emerging approaches include idiosyncratic deals (i-deals). This approach views job design as a process in which employees and managers jointly

negotiate the types of task employees complete at work.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Topic: Job Crafting

Topic: Job Design

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

96. What is job crafting? How does it operate? Explain the effects of job crafting on employees.

Job crafting is defined as “the physical and cognitive changes individuals make in the tasks or relational boundaries of their work.” Employees are

viewed as “job crafters” according to this model because they are expected to define and create their own job boundaries. Table 5.2 illustrates three

forms of job crafting. Job crafting involves changing task boundaries, relational nature of one’s job, and cognitive crafting. Job crafting can lead to

higher levels of engagement and satisfaction.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Topic: Job Crafting

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

97. What are “i-deals”? Explain why this is an important new direction for management research.

Idiosyncratic deals (i-deals) represent “employment terms individuals negotiate for themselves, taking myriad forms from flexible schedules to career

development.” I-deals tend to involve task and work responsibilities, schedule flexibility, location flexibility, and compensation. The goal of such

deals is to increase employee intrinsic motivation and productivity by allowing the employees the flexibility to negotiate employment relationships

that meet their needs and values.

AACSB: Analytical Thinking

AACSB: Knowledge Application

Blooms: Understand

Difficulty: 2 Medium

Topic: Job Crafting

Topic: Job Design

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic deals.

Category # of Questions

AACSB: Analytical Thinking 80

AACSB: Knowledge Application 32

Accessibility: Keyboard Navigation 80

Blooms: Analyze 2

Blooms: Apply 19

Blooms: Remember 43

Blooms: Understand 34

Difficulty: 1 Easy 23

Difficulty: 2 Medium 48

Difficulty: 3 Hard 26

Learning Objective: 05-01 Explain what motivation is and how it affects behavior. 9

Learning Objective: 05-02 Compare and contrast the content theories of motivation: McGregor’s Theory X/Theory Y; Maslow’s need hierarchy

theory; Acquired needs theory; Self-determination theory; Herzberg’s motivator-hygiene theory. 32

Learning Objective: 05-03 Compare and contrast the equity/justice, expectancy, and goal process theories of motivation. 40

Learning Objective: 05-04 Summarize the the similarities and differences between top-down approaches, bottom-up approaches, and idiosyncratic

deals. 16

Topic: Acquired Needs Theory 6

Topic: Content Theories of Motivation 12

Topic: Distributive Justice 2

Topic: Equity Theory 17

Topic: Expectancy Theory 13

Topic: Goal Setting Theory 6

Topic: Hierarchy of Needs 7

5-25

McGraw-Hill Education.Topic: Instrumentality 2

Topic: Interactional Justice 2

Topic: Job Characteristics Model 5

Topic: Job Crafting 5

Topic: Job Design 5

Topic: Job Enlargement 2

Topic: Job Enrichment 1

Topic: Motivating Factors 10

Topic: Need for Affiliation 1

Topic: Procedural Justice 2

Topic: Theory X 2

Topic: Theory Y 1

Topic: Valence 2

5-26

McGraw-Hill Education.

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