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nMOTIVATION IN THE WORKPLACE Motivating employees is more c allenging to!ay t an t"o !eca!

es ago #eca$se% &$estion '% E( A: employers have difficulty understanding the different needs and expectations that younger generation employees bring to the workplace. B: there are more layers of management today, which makes it more difficult to motivate everyone in management positions. C: corporate downsizing and reduced ob security have damaged the levels of trust employees need to work beyond minimum levels. !: all of the above. ": #A$ and #C$ only. C$lt$ral !iversity in t e "or)place as% &$estion *% C A: made employee motivation less relevant as an influence on ob performance. B: made it less difficult to motivate employees using financial rewards. C: made it more difficult to identify what motivates employees. !: made it impossible to use any form of goal setting. ": had no effect on employee motivation. W ic o+ t ese motivation t eories as t e LEA,T researc s$pport- &$estion .% A A: %aslow$s needs hierarchy theory B: "xpectancy theory C: &oal setting theory !: "'uity theory ": (earned needs theory Maslo"/s nee!s ierarc y e0plicitly names t e +ollo"ing nee!s E1CEPT% &$estion 2% A A: power. B: self)actualization. C: safety. !: esteem. ": belongingness. T e ig est level nee! in Maslo"3s ierarc y o+ nee!s is% &$estion 4% E A: esteem B: safety C:power !: belongingness ": self)actualization One +eat$re o+ Maslo"/s nee!s ierarc y t eory t at contin$es to ave s$pport is t at% &$estion 5% 6 A: everyone has the same needs hierarchy. B: no one ever experiences self)actualization. C: motivation is caused by the environment, not by internal thoughts or emotions. !: motivation theories should consider need gratification, not ust need deprivation. ": everyone compares themselves to other people when determining what is fair. Accor!ing to Maslo"/s nee!s ierarc y7 a+ter people ave satis+ie! t eir p ysiological an! sa+ety nee!s7 t ey are mainly motivate! to +$l+ill t eir 88888888 nee!s( &$estion 9% A A: belongingness B: growth C: self)esteem !: social esteem ": existence In Maslo"/s nee!s ierarc y7 t e #ottom +o$r levels are collectively )no"n as 8888888 nee!s7 " ereas sel+:act$ali;ation is calle! a 888888888 nee!( &$estion <% C A: belongingness, infinite B: fictitious, factual C: deficiency, growth !: subordinate, super ordinate ": safety, reward W ic o+ t ese t eories states t at "e are motivate! #y several nee!s7 #$t t e strongest so$rce is t e lo"est $nsatis+ie! nee!- &$estion =% > A: *our)drive theory B: +eeds hierarchy theory C: "'uity theory !: !istributive ustice theory ": (earned needs theory W ic o+ t e +ollo"ing nee!s is NOT e0plicitly state! in Maslo"/s nee!s ierarc y t eory&$estion '?% > A: ,hysiological needs B: &rowth needs C: +eed for safety !: -elf)actualization ": "steem needs Maslo"/s nee!s ierarc y t eory !isc$sses all o+ t e +ollo"ing concepts E1CEPT% &$estion ''% C A: deficiency needs B: need fulfillment C: drive to ac'uire !: self)actualization ": safety needs Accor!ing to ER@ t eory7 as 88888 nee!s #ecome satis+ie!7 88888 nee!s #ecome more important( &$estion '*% > A: power, achievement B: relatedness, growth C: safety, status !: existence, role)related ": energized, realistic Nee!s ierarc y t eory an! ER@ t eory +ail to e0plain t e !ynamics o+ employee motivation mainly #eca$se% &$estion '.% C A: no one ever experiences growth or self)actualization. B: people do not have a needs hierarchy. !: people have drives , not needs.

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C: people do not try to fulfill their physiological or existence needs until after .not before/ they have fulfilled their relatedness or belongingness needs. ": both theories wrongly assume that everyone has the same hard)wired needs hierarchy. Anli)e Maslo"/s nee!s ierarc y7 recent st$!ies s$ggest t at% &$estion '2% A A: values influence a person$s uni'ue needs hierarchy. B: people do not have a needs hierarchy. C: everyone has the same needs hierarchy. !: physiological and safety needs are always the lowest level needs. ": all needs are learned rather than formed from innate drives. C$rrent evi!ence in!icates t at a person/s nee!s ierarc y% &$estion '4% E A: is hardwired. B: is common to everyone. C: remains the same over a person$s lifetime. !: is all of the above. ": is none of the above. W ic o+ t e +ollo"ing #asic nee!s is e0plicitly state! in nee!s ierarc y t eory7 ER@ t eory an! t eory o+ learne! nee!s- &$estion '5% E A: ,hysiological needs B: -afety needs C: ,ower needs !: *inancial needs ": +one of the above T ro$g ar! "or)7 @an lives com+orta#ly "it o$t m$c +inancial !e#t( No" e "ants to improve relations "it colleag$es an! +orm stronger +rien!s ips( W ic nee!s: #ase! t eory o+ motivation e0plains @an/s recent +oc$s on is social nee!s&$estion '9% E A: *our)drive theory B: (earned needs theory C: +eeds hierarchy theory !: "0& theory ": Both #C$ and #!$ Bane ol!s a "ell:paying Co# "it goo! Co# sec$rity( , e also gets along "ell "it colleag$es7 #$t as #een +r$strate! in er attempts to receive more c allenging assignments( 6$e to t is +r$stration7 Bane as recently stoppe! trying to get c allenging "or) +rom er employer( Instea!7 s e no" spen!s more time enCoying social relations "it colleag$es( W ic nee!s:#ase! t eory o+ motivation "o$l! #est e0plain Bane/s recent +oc$s on social relations rat er t an c allenging "or)&$estion '<% 6 A: *our)drive theory B: (earned needs theory C: +eeds hierarchy theory !: "0& theory ": +one of these theories explains why people change their dominant needs W ic o+ t ese motivation t eories arranges employee nee!s in a ierarc y o+ importance- &$estion '=% A A: "0& theory B: *our)drive theory C: "xpectancy theory !: %cClelland$s learned needs theory ": Both #A$ and #!$ ER@ t eory states all o+ t e +ollo"ing E1CEPT% &$estion *?% E A: employees are motivated simultaneously by more than one need. B: employees who cannot satisfy a higher need increasingly focus their attention on the next lower need again. C: human needs can be grouped into the three broad categories of existence, relatedness and growth. !: as a person satisfies a lower need, the next higher need in the hierarchy becomes more important. ": after a person$s growth needs are satisfied, his or her relatedness needs become more important. I+ in!ivi!$als are $na#le to satis+y a partic$lar nee!7 t e ER@ t eory states t at t ey% &$estion *'% 6 A: keep trying to fulfill this need until it is satisfied. B: redirect their efforts towards fulfilling a higher need in the hierarchy. C: permanently remove the blocked need from their list of needs to satisfy. !: redirect their efforts towards fulfilling a lower need in the hierarchy. ": any one of the four options above might occur depending on the individual.

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W ic A: !: In A: !: In A: !: W A: !:

o+ t e +ollo"ing is insatia#le Di(e(7 can never #e +$l+ille!7 "e al"ays "ant more o+ itE- &$estion **% A !rive to ac'uire B: ,hysiological needs C: !rive to defend Belongingness needs ": Both #A$ and #C$ +o$r:!rive t eory7 t e !rive 888888 is most closely associate! "it t e nee! +or relative stat$s an! recognition- &$estion *.% 6 to bond B: for fairness C: to achieve goals to ac'uire ": for feedback +o$r:!rive t eory7 t e !rive 888888 is most closely associate! "it social i!entity t eory( &$estion *2% A to bond B: for fairness C: to defend to ac'uire ": to achieve goals ic t eory e0plicitly incl$!es t e +ollo"ing concepts% acF$ire7 #on!7 learn- &$estion *4% > &oal setting theory B: *our)drive theory C: %aslow$s needs hierarchy %cClelland$s learned needs theory ": "xpectancy theory

Accor!ing to t e +o$r:!rive t eory7 t e !rive 88888 is a +$n!amental ingre!ient in t e s$ccess o+ organi;ations an! !evelopment o+ societies( &$estion *5% C A: to defend B: for fairness C: to bond !: to ac'uire ": to achieve goals &$estion *9% C:W ic !rive in +o$r:!rive t eory is reactive rat er t an proactiveA: !rive to ac'uire B: !rive to learn C: !rive to defend !: !rive to bond ": !rive for power &$estion *<% A:W ic t eory most e0plicitly relies on emotions to e0plain employee motivationA: *our)drive theory B: %aslow$s needs hierarchy C: &oal setting theory !: %cClelland$s learned needs theory ": "xpectancy theory &$estion *=% 6:Go$r:!rive t eory is #ase! on t e i!ea t at% A: needs can be learned. B: needs form a permanent hierarchy. C: employee motivation is based on expectations. !: the sources of employee needs are hard)wired through evolution. ": people do not really have any needs. &$estion .?% C:Accor!ing to +o$r:!rive t eory7 888888 are t e conscio$s so$rces o+ $man motivation( A: co)workers B: food and drink C: emotional markers !: drives ": ustice and e'uity &$estion .'% C:W ic o+ t e +ollo"ing employee motivation t eories !oes NOT arrange nee!s in a ierarc y o+ importanceA: %aslow$s theory B: "0& theory C: %cClelland$s learned needs theory !: +eeds hierarchy theory &$estion .*% A:McClellan!/s learne! nee!s t eory !oes NOT incl$!e " ic o+ t ese nee!sA: -afety need B: Achievement need C: -ocialized power need !: ,ersonalized power need ": Affiliation need &$estion ..% 6:Accor!ing to McClellan!7 ac ievement7 a++iliation7 an! po"er nee!s are% A: instinctive. B: genetic C: non)existent. !: learned. ": +one of these. &$estion .2% A:T e !esire to see) approval +rom ot ers7 con+orm to t eir "is es an! e0pectations7 an! avoi! con+lict an! con+rontations is calle!% A: +eed for affiliation B: +eed for power C: +eed for achievement !: +eed for safety ": +eed for existence &$estion .4% C Compared to people with low need for affiliation, people with a high need for affiliation tend to: A: have higher absenteeism. B: be less effective in obs re'uiring social interaction. C: be better at mediating conflicts. !: be all of the above. ": be only #B$ and #C$

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&$estion .5% E:People "it 8888888888 are more e++ective in many Co#s reF$iring social interaction7 #$t t ey ten! to #e less e++ective at allocating scarce reso$rces( A: 1igh nAch B: (ow n,ow C: 1igh n,ow !: (ow nAff ": 1igh nAff &$estion .9% E:Researc as +o$n! t at entreprene$rs are more li)ely to s$ccee! i+ t ey ave% A: a low need for socialized power. B: a high need for personalized power. C: a high need for affiliation. !: a low existence need. ": a high need for achievement. &$estion .<% E:People "it a ig nee! +or a++iliation% A: want to form positive relationships with others. B: try to pro ect a favorable image of themselves. C: try to smooth out conflicts that occur in meetings and other social settings. !: tend to work well in coordinating roles. ": are all of the above &$estion .=% A:T e t"o types o+ nee! +or po"er in learne! nee!s t eory are% A: personalized and socialized. B: individual and team. C: corporate and political. !: high and low. ": monetary and non)monetary. &$estion 2?% A:Researc as +o$n! t at senior e0ec$tives s o$l! ave% A: a high need for socialized power. B: a high need for personalized power. C: a high need for affiliation. !: a high existence need. ": both #B$ and #C$. &$estion 2'% C:Ho$r #oss !eman!s loyalty +rom employees an! gains satis+action +rom controlling people( His or er actions !on/t seem to #ene+it t e organi;ationI rat er7 yo$r #oss !oes t is to a!vance is or er o"n career an! +or t e enCoyment o+ in+l$encing ot ers( >ase! on t is in+ormation7 it is most acc$rate to say t at yo$r #oss as a% A: high need for affiliation B: high need for socialized power C: high need for personalized power !: low need for achievement ":low need for personalized power &$estion 2*% C:W ic o+ t e +ollo"ing t eories emp asi;es t e i!ea t at some nee!s can #e strengt ene! or "ea)ene! t ro$g training programsA: %aslow$s needs hierarchy theory B: "0& theory C: (earned needs theory !: *our)drive theory ": All of the above &$estion 2.% A:One o+ t e main implications o+ nee!sJ!rive:#ase! t eories o+ motivation is t at% A: employers should offer employees a choice of rewards when they perform the ob well. B: employees should be given specific goals with plenty of feedback. C: employers should give all employees the same employee benefits. !: employers should select people with the best 'ualifications for the ob. ": needs)based theories have no relevance for managing people in organizational settings. &$estion 22% A:E0pectancy t eory mainly elps $s to pre!ict an in!ivi!$al/s% A: effort B: need for achievement C: distributive ustice !: ob satisfaction ": rewards &$estion 24% E:W ic motivation t eory is #ase! on t e i!ea t at "or) e++ort is !irecte! to"ar! #e aviors t at people #elieve "ill lea! to !esire! o$tcomesA: "'uity theory B: "0& theory C: &oal setting theory !: *our)drive theory ": "xpectancy theory &$estion 25% A:W ic o+ t ese is +o$n! in t e e0pectancy t eory mo!elA: ,)to)2 expectancy B: ")to)* expectancy C: 3)to)" expectancy !: ,)to)" expectancy ": 2)to), expectancy &$estion 29% 67 '2.:An in!ivi!$al3s perceive! pro#a#ility t at a partic$lar level o+ e++ort "ill res$lt in a partic$lar level o+ per+ormance re+ers to t e% A: ")to), need. B: ",)to),2 outcome. C: ")to)3 expectancy. !: ")to), expectancy. ": "3)to)," outcome &$estion 2<% 6:E0pectancy t eory mainly e0plains o" employees% A: have different needs at different times. B: can use personal expectations to reduce work)related stress. C: can motivate themselves through power.

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!: have different levels of work effort based on their expectations of performance and reward outcomes. ": compare their inputs and outcomes to other people. &$estion 2=% >:W ic motivation t eory consi!ers t e in!ivi!$al/s perceive! pro#a#ility t at is or er e++ort "ill res$lt in a partic$lar level o+ per+ormanceA: (earned needs theory B: "xpectancy theory C: +eeds hierarchy theory !: "'uity theory ": *our)drive theory &$estion 4?% A:W ic o+ t e +ollo"ing statements a#o$t e0pectancy t eory is GAL,EA: "xpectancy theory is a drive)based theory of motivation. B: "xpectancy theory has been applied to a wide variety of studies. C: 4he process of employee motivation is explained reasonably well by expectancy theory. !: 2ne way to increase the ,)to)2 expectancy in the expectancy theory model is to accurately measure ob performance. ": "xpectancy theory has three main components relating to effort, performance and performance outcomes. &$estion 4'% >:Employees " o #elieve t at accomplis ing a partic$lar tas) "ill almost certainly res$lt in a !ay o++ "it pay "o$l! ave% A: an ")to), expectancy above 566: B: a ,)to)2 expectancy close to 5:6: C: an outcome valence above 6:6: !: an ")to), expectancy close to minus 566: ": a ,)to)2 expectancy close to 566: &$estion 4*% C:Accor!ing to e0pectancy t eory7 a re"ar! t at is not "ante! as% A: a high ")to), expectancy. B: an inappropriate comparison other. C: a negative outcome valence. !: a low ,)to)2 expectancy. ": a low need for socialized power. &$estion 4.% C:In e0pectancy t eory7 valence re+ers to t e% A: amount of effort a person puts towards a known goal. B: individual$s perceived probability of performing the task at a particular level. C: anticipated satisfaction or dissatisfaction that an individual feels towards an outcome. !: individual$s perceived probability that his or her performance will lead to specific outcomes. ": feelings that result from a comparison of the individual$s outcome7input ratio with the outcome7input ratio of a comparison other. &$estion 42% >:Accor!ing to e0pectancy t eory7 provi!ing co$nseling an! coac ing to an employee " o lac)s sel+:con+i!ence is most li)ely to increase t e employee/s% A: 3)to)2 expectancy. B: ")to), expectancy C: ,)to)" expectancy !: 2)to), expectancy. ": ,)to)2 expectancy. &$estion 44% E:Employee motivation ten!s to increase " en people are assigne! to Co#s +or " ic t ey are F$ali+ie! an! t ey receive coac ing to improve t eir sel+: con+i!ence( >ot o+ t ese practices improve employee motivation #y% A: reducing feelings of ine'uity B: increasing outcome valences C: satisfying existence needs !: increasing ,)to)2 expectancies ": increasing ")to), expectancies &$estion 45% >:Accor!ing to e0pectancy t eory7 a s)ill:!evelopment training program "o$l!% A: have no effect on employee motivation. B: mainly increase the effort)to)performance expectancy. C: mainly increase the performance)to)outcome expectancy. !: mainly increase the valence of pay increases and other organizational outcomes. ": mainly alter the comparison other. &$estion 49% 6:W ic o+ t e +ollo"ing actions "o$l! increase employee motivation mainly #y en ancing t eir e++ort:to:per+ormance e0pectancyA: Convince employees that poor performance will not be rewarded. B: 0eward employees with things that they value. C: %easure performance more accurately. !: (et employees know that their chances of performing successfully are good. ": All of the above.

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&$estion 4<% A:One "ay to increase employee motivation #y improving t e P:to:O e0pectancies is to% A: measure employee performance accurately. B: convince employees that they are able to accomplish the task. C: select employees with the re'uired skills and knowledge. !: provide sufficient time and resources to perform the task. ": give everyone the same reward. &$estion 4=% E:A>C Corp( intro!$ce! a training program t at ens$re! everyone a! t e reF$ire! )no"le!ge an! s)ills to per+orm t e "or)( T e company also #ro$g t in a per+ormance:#ase! re"ar! system t at acc$rately i!enti+ie! employees " o per+orme! #etter t an ot ers( Accor!ing to e0pectancy t eory7 t ese practices improve employee motivation #y% A: increasing employee needs B: reducing feelings of ine'uity C: improving ")to), expectancies !: improving ,)to)2 expectancies ": both #C$ and #!$ &$estion 5?% A:Accor!ing to e0pectancy t eory7 " ic o+ t e +ollo"ing actions "o$l! NOT alter o$tcome valencesA: -how employees how their skills can accomplish the task. B: &ive employees a choice of rewards. C: %inimize the presence of countervalent outcomes. !: !istribute rewards that employees want. ": Adapt the type of rewards offered to each employee$s dominant needs. &$estion 5'% E:Accor!ing to e0pectancy t eory7 lin)ing val$e! re"ar!s to ig er Co# per+ormance mainly increases motivation #y% A: strengthening the ")to), expectancy. B: increasing the valence of a 85,666 bonus. C: weakening the ")to), expectancy. !: strengthening both the ")to), and ,)to)2 expectancies. ": strengthening the ,)to)2 expectancy. &$estion 5*% C:In!ivi!$ali;ing re"ar!s en ances " ic e0pectancy t eory componentA: performance expectancy B: ")to)2 expectancy C: 3alences of outcomes !: ")to), expectancy ": 3)to)" outcomes &$estion 5.% C:@oal setting in+l$ences employee #e avior an! per+ormance mainly #y improving% A: situational contingencies and learned abilities B: aptitudes and learned abilities C: motivation and role perceptions !: role perceptions and learned abilities ": motivation and aptitudes &$estion 52% >:@oal setting is most e++ective " en% A: the supervisor sets the goals before discussing them with the employee. B: the goals stretch the employee$s abilities and motivation. C: the goal statements are general rather than specific. !: all of the above. ": both #A$ and #B$. &$estion 54% A:T e optimal level o+ goal !i++ic$lty% A: occurs when the goal is challenging but not impossible. B: is the most challenging goal that the company can possibly imagine. C: occurs only when employees set their own goal. !: is the point at which the employee does not yet think the goal will #stretch$ them at all. ": occurs only when both #A$ and #C$ exist. &$estion 55% E:To increase goal per+ormance7 employees s o$l! participate in t e goal: setting process% A: when employees would otherwise lack commitment to those goals.

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B: whenever supervisors have any control over setting goals. C: when employees possess knowledge that would improve goal 'uality. !: +ever9 participation weakens the effectiveness of goal setting. ": #A$ and #C$ only. &$estion 59% 6:Gee!#ac) a++ects #e avior an! Co# per+ormance #y improving " ic o+ t e +ollo"ingA: %otivation B: 0ole perceptions C: (earned ability !: All of the above ": 2nly #B$ and #C$ &$estion 5<% C:E++ective +ee!#ac) is all o+ t e +ollo"ing E1CEPT% A: sufficiently fre'uent. B: timely. C: general. !: credible. ": relevant. &$estion 5=% E:E++ective +ee!#ac)% A: is general enough that it applies to any employee. B: is provided only through social sources. C: is provided no more fre'uently than once every three months. !: all of the above. ": none of the above. &$estion 9?% C:W ic o+ t e +ollo"ing statements a#o$t per+ormance +ee!#ac) is GAL,EA: 4he optimal fre'uency of feedback depends on the type of ob. B: *eedback is more valuable when it comes from a credible source. C: *eedback is more useful when it consists of general phrases, such as #:our sales are going well;$, than specific phrases. !: *eedback should be available to employees as soon as possible. ": *eedback is relevant when it is linked to goals. &$estion 9'% C:Ho" is e++ective +ee!#ac) relate! to an employee/s tas) cycle Dt e time reF$ire! to complete a typical tas) in t e Co#EA: *eedback should be received an average of three times within each task cycle. B: "mployees with short task cycles usually need to receive feedback less often than employees with long task cycles. C: "mployees with short task cycles should receive feedback more fre'uently than employees with long task cycles. !: "mployees with short task cycles should never receive feedback. ": 4ask cycles have no effect on effective feedback. &$estion 9*% E:Researc in!icates t at7 compare! "it s$pervisor:only +ee!#ac)7 .5?: !egree +ee!#ac) is% A: less accurate. B: less relevant to the employee$s actual performance. C: less ambiguous. !: All of the above. ": +one of the above &$estion 9.% 6:W ic o+ t e +ollo"ing provi!es +ee!#ac) +rom a +$ll circle o+ people aro$n! t e employee( A: hierarchical feedback B: executive coaching feedback C: behavioral feedback !: <=6)degree feedback ": nonsocial feedback &$estion 92% C:I+ s$pervisors are a#le to o#serve only a small portion o+ an employee/s #e avior an! per+ormance7 t en t ey s o$l!% A: evaluate several employees and average their performance results. B: evaluate the employee$s performance based on their personal observations. C: consider using <=6)degree feedback for that employee. !: infer ob performance on unobserved tasks from the person$s performance on observed tasks.

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": none of the above. &$estion 94% C:.5?:!egree +ee!#ac) ten!s to% A: be perceived as less accurate than feedback only from the supervisor. B: be more effective when the results are used to determine pay increases and promotions, not ust employee development. C: be more ambiguous and conflicting than when feedback comes only from the supervisor. !: result in all of the above. ": result in only #A$ and #C$. &$estion 95% 6:Grom " ic so$rce !o employees generally pre+er to receive +ee!#ac) t at elps to correct per+ormance pro#lemsA: 4he employee$s supervisor once or twice each year. B: Colleagues. C: Customers. !: A fre'uent computer printout or other document. ": Both #A$ and #B$. &$estion 99% E:Gee!#ac) +rom social so$rces is generally #etter t an +rom non:social so$rces " en% A: the feedback is negative. B: employees want accurate information about their ob performance. C: employees perform poorly and are easily offended by negative feedback. !: all of the above. ": none of the above. &$estion 9<% C:W ic o+ t e +ollo"ing ten!s to o++er t e most timely +ee!#ac) +or employee per+ormanceA: >uarterly meeting your supervisor. B: <=6)degree feedback report. C: "xecutive coaching session !: Customer survey results. ": +one of the above provides feedback that is considered timely. &$estion 9=% >:W ic o+ t e +ollo"ing typically provi!es +ee!#ac) +rom more t an one so$rceA: -upervisor$s 'uarterly performance review. B: <=6)degree feedback report. C: "xecutive coaching session !: "lectronic display showing number of people waiting for call centre staff to answer their call. ": +one of the above. &$estion <?% 6:E0ec$tive coac ing is% A: any form of feedback that employees receive directly from an executive. B: a form of <=6)degree feedback developed specifically for executives. C: a special type of software that looks like a dashboard on the executive$s computer and displays the company$s latest sales and profit information. !: a helping relationship typically provided by external consultants to improve the client$s goal achievement and personal satisfaction at work. ": .any form of non)social feedback directed towards executives. &$estion <'% 6:To correct per+ormance pro#lems7 employees "o$l! most li)ely pre+er to receive +ee!#ac) +rom% A: the employee$s supervisor once or twice each year. B: co)workers. C: customers. !: a fre'uent computer printout or other document. ": both #A$ and #B$. &$estion <*% A:Researc as +o$n! t at goal setting% A: is one of the top 2B theories in terms of validity and usefulness. B: motivates executives but has little or no effect on the motivation of non)management staff C: has the opposite effect on employee motivation than was originally intended !: is none of the above ": results in both #A$ and #C$

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&$estion <.% >:Organi;ational C$stice as t"o !istinct +or)s calle! 888888 an! 8888888 C$stice( A: fair, illegal B: distributive, procedural C: active, passive !: structural, social ": innate, learned &$estion <2% >:W ic o+ t e +ollo"ing t eories s$ggests t at employee motivation is in+l$ence! #y " at ot er people contri#$te to an! receive +rom t e organi;ationA: "xpectancy theory B: "'uity theory C: +eeds)based theory !: +eed theory ": &oal setting &$estion <4% C:Inp$ts7 o$tcomes7 an! comparison ot er are elements o+% A: four)drive theory B: %aslow$s needs hierarchy C: e'uity theory. !: expectancy theory. ": goal setting theory. &$estion <5% 6:To !etermine t e +airness o+ pay or ot er o$tcomes7 people $s$ally apply% A: the e'uity principle B: the e'uality principle. C: the need principle. !: a combination of the above principles in different situations. ": a combination of #A$ and #C$ but never #B$ &$estion <9% C:T e !istri#$tive C$stice r$le applies t e concept o+% A: motivation B: individual needs C: e'uity !: goal setting ": none of the above &$estion <<% E:W ic o+ t e +ollo"ing concepts is e0plicitly consi!ere! #y eF$ity t eoryA: Comparison other B: "ffort)to)performance expectancy C: 2utcome7input ratio !: All of the above ": 2nly #A$ and #C$ &$estion <=% 6:Accor!ing to eF$ity t eory% A: everyone has the same needs over their working life. B: money should never be used to motivate employees. C: employees must set their own goals. !: the importance of inputs and outcomes varies from one person to the next. ": improving ob security and working conditions will improve ob satisfaction and, conse'uently, employee motivation. &$estion =?% E:Accor!ing to eF$ity t eory% A: we compare ourselves with a comparison other only when we are certain that ine'uity exists. B: our comparison other never exists in real life. C: our comparison other is always someone in another organization. !: we choose people as comparison others only when we know that they receive fewer outcomes than we do. ": none of these statements are true. &$estion ='% E:,$san an! Co$rtney ave #een in t e same Co# +or a#o$t t e same lengt o+ time an! per+orm very similar tas)s( ,$san/s #on$s +or er per+ormance over t e past year "as ig er t an Co$rtney/s #on$s( ,$san #elieves t at Co$rtney/s Co# per+ormance "as lo"er t an er Co# per+ormance( >ase! on t is in+ormation% A: -usan would definitely have feelings of underreward ine'uity. B: -usan would definitely have feelings of overreward ine'uity. C: -usan would definitely feel that she is rewarded e'uitably.

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!: -usan would never have Courtney as a comparison other. ": we cannot determine -usan$s feelings of e'uity or ine'uity. &$estion =*% A:Accor!ing to eF$ity t eory7 +eelings o+ ineF$ity can #e re!$ce! #y all o+ t e +ollo"ing E1CEPT% A: disassociating inputs from outcomes B: changing the comparison other C: leaving the field !: cognitively distorting inputs and outcomes ": actually altering inputs or outcomes &$estion =.% A:Employees " o receive a +i0e! amo$nt o+ pay eac "ee) an! " o +eel $n!erre"ar!e! are li)ely to% A: reduce their work effort. B: increase their work effort. C: change their perceptions, thinking that they work harder than they really do. !: encourage the comparison of others to reduce his or her work effort. ": do none of the above. &$estion =2% E:Employees c ange t eir comparison ot er% A: never9 people do not change their comparison other. B: every three or four months. C: only when they feel overpaid. !: as the main way to alter their inputs. ": as a means of reducing feelings of ine'uity. &$estion =4% E:People " o are KeF$ity sensitive/ ten! to% A: avoid having a comparison other. B: be tolerant of situations where they are underrewarded. C: have a low ")to), expectancy. !: feel more comfortable in situations where they receive proportionately more than others. ": want their outcome7input ratio to be e'ual to the outcome7input ratio of the comparison other. &$estion =5% C:In t e eF$ity sensitivity literat$re7 Kentitle!s/% A: feel uncomfortable when they receive more rewards than they should receive. B: feel that everyone is entitled to receive the same outcomes no matter what position they hold in the organization or how hard they work. C: feel best when they receive proportionately more than others. !: fre'uently experience overreward ine'uity but rarely experience underreward ine'uity. ": lack any sensitivity to feelings of ine'uity. &$estion =9% CPerceptions o+ proce!$ral C$stice are in+l$ence! #y #ot 8888 r$les an! 88888 r$les( A: conceptual, applied B: innate, learned C: structural, social !: relatedness, growth ": specific, general &$estion =<% 6:Voice an! t e rig t to appeal are t"o important practices t at in+l$ence% A: the size of outcome valences. B: a person$s innate drives. C: a person$s location in %aslow$s needs hierarchy. !: perceptions of procedural ustice. ": whether companies should use <=6)degree feedback or ust supervisor feedback. &$estion ==% E:T e most +reF$ently mentione! str$ct$ral r$le t at in+l$ences proce!$ral C$stice is% A: accountability. B: safety. C: showing respect. !: setting goals. ": voice. &$estion '??% >:T"o social r$les t at are important in proce!$ral C$stice are% A: safety and esteem. B: respect and accountability. C: voice and consistency.

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!: e'uality and need ": both #A$ and #C$ &$estion '?'% >:W en people e0perience proce!$ral inC$stice7 t ey ten! to% A: engage in more organizational citizenship behaviors. B: engage in counterproductive work behaviors. C: more likely to comply with higher authorities in the future. !: do all of the above. ": do both #A$ and #C$

?0@44"+ A+-?"0 >A"-4@2+5. %aslow$s needs hierarchy theory was dismissed by experts more than three decades ago, yet %aslow$s writing has had a lasting and valuable effect by advocating a more holistic and humanistic approach to human motivation. !iscuss these two elements and point out how they were applied in %aslow$s needs hierarchy theory. AN,WER: -tudents should describe each of these three philosophies of motivation thinking and identify how they exist in %aslow$s own needs hierarchy theory. 1ere are the key points: Holistic. 4his is the view that needs and drives should be studied together, not piecemeal, because their effects are influenced by other needs and drives, not independently. %aslow$s needs hierarchy theory takes a holistic approach by condensing the long list of needs into a hierarchy of five basic categories, and describes the effect of these needs on motivation in terms of each need$s relationship to other needs .the lowest level need is strongest9 people move to a higher need when the lower one is fulfilled, etc./. Humanistic. 4he humanistic approach refers to the notion that motivation is influenced at least partly by human thought and social influences rather than ust instinct. 4his contrasts with early motivation research which mainly investigated instinctive forms of motivation. 4his humanistic approach is apparent in needs hierarchy theory because it introduced growth needs rather than ust deficiency needs. &rowth needs .self)actualization/ involves thinking rather than instinctive wants. -ocial status also likely has a social rather than purely instinctive influence. B. Compare and contrast "0& theory with %cClelland$s theory of learned needs. AN,WER: 4he main similarity between these two theories is that they are both needs)based theories of motivation. @n other words, both theories try to explain why people have certain needs at various times. 4he two theories also refer to needs that are somewhat similar .i.e. affiliation7relatedness, achievement, growth/, although they take different perspectives regarding the foundation of these needs. "0& theory and %cClelland$s theory of learned needs differ in several ways. "0& theory deals with primary needs C needs that are instinctive. @n contrast, %cClelland$s theory refers to secondary needs C needs that are learned and reinforced rather than instinctive. Another difference is that "0& theory proposes a needs hierarchy C that some needs have more importance than others at certain points in time. %cClelland$s theory does not propose a needs hierarchy. A third difference is that "0& theory includes existence .physiological/ needs whereas %cClelland$s theory does not. <. *our)drive theory is one of the few theories of motivation that recognizes the central role of human emotions in the motivation process. "xplain how four)drive theory applies emotions to employee motivation. AN,WER: *our)drive theory recognizes that we perceive information from the external environment both rationally and emotionally. 4he emotional centre, which operates faster than the rational centre, relies on the innate drive to code the relevance and strength of the perceived information. -ituations that violate or support these drives receive emotional markers .fear, excitement, anger, etc./. 4he emotionally coded information is transmitted to the rational centre of the brain where it is evaluated in the context of memory and competencies. 4he rational centre then makes a conscious choice that motivates behavior

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4he four drives speed up the decision)making process because the emotional markers created by these drives highlight the alternative actions to avoid and the alternatives to favor. "motional markers also become the conscious sources of human motivation. D. *our)drive theory offers a contemporary view of how individual drives influence behavior. 4he first part of the theory explains how drives generate emotions. "xplain how these emotions are translated into employee behavior. :our answer should identify the three factors that people consider in this translation process. AN,WER: 4his 'uestion asks students to describe the second half of the four)drive theory process. 4o answer this 'uestion, students need to state that when emotions are raised to a level of consciousness .which often occurs when they compete with each other/. ?hen aware of this internal conflict, people rely on a built)in skill set to resolve these dilemmas. 4hese skills take into account social norms, past experience, and personal values. 4he result is goal)directed decision and effort that fits within the constraints of cultural and moral expectations. @n other words, the conscious analysis of competing demands from the four drives generates needs that energize people to act in ways acceptable to society and our own moral compass E. A large manufacturer of @nternet hardware wants to hire an executive who will help develop the firm$s marketing division. 4his executive must be a #team player$ by working with other executives. 4he successful candidate will also delegate more responsibility to the marketing professionals, but is responsible for making tough decisions regarding allocation of limited budgets. !escribe the level of need for achievement, affiliation, and socialized and personalized power that the ideal candidate would have for this position. :our answer should also briefly define these terms. AN,WER: 4o answer this 'uestion, students need to briefly define each term, then identify the level of each need. Need for achievement (nAch). 4his is a learned need that causes people to want to accomplish reasonably challenging goals through their own efforts. 4he textbook indicates that people with a high nAch prefer working alone rather than in teams. 4he position in this 'uestion calls for someone who is a team player, so the person should have somewhat lower nAch because they must delegate work and build support through involvement. 4his does not mean that nAch should be low. 0ather, it should not be extremely high .as found in entrepreneurs/. -ome students might note that high nAch people may perform well in large companies where they are given considerable independence C as though they are running their own business. 1owever, this clearly indicates that the marketing executive is working with the executive team. Need for affiliation (nAff). 4his is a learned need that causes people to seek approval from others, conform to their wishes and expectations, and avoid conflict and confrontation. 4he textbook indicates that decision makers .including executives/ should have a relatively low level of nAff because people with high nAff are less effective at allocating scarce resources and making other decisions that potentially generate conflict. 4he ideal candidate for this position should have a relatively low nAff so that his or her choices and actions are not biased by a personal need for approval. Need for power (nPow). 4his is a learned need that causes people to want to exercise control over others and are concerned about maintaining their leadership position. 4hose with a high personalized need for power en oy their power for its own sake and use it to advance their career and other personal interests. 4hose with a high socialized need for power want power as a means to help others, such as improving society or increasing organizational effectiveness. 4he ideal executive should have a low personalized need for power and a high socialized need for power so that power is directed towards fulfillment of organizational ob ectives. =. :our organization wants to hire and develop a group of people for executive positions in a fast)growing high)technology firm. 4he company$s selection tests are able to identify each applicant$s current level of need for achievement, power .both types/ and affiliation. %oreover, the company has special training programs to further develop these fast)track executives on these learned needs. @dentify which learned needs the company should use to select these applicants and should further develop in the training programs.

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AN,WER: Need for socialized power. "ffective executives have a high need for socialized power because this motivates them to ac'uire power to benefit the organization. 4herefore, applicants should be selected if they have high levels of this need, and they should receive further training to develop this socialized power need. Need for personalized power. "ffective executives have low levels of personalized power because this motivates them to ac'uire power for personal gain. 4hus, applicants with high levels of this need should be screened out. %oreover, these people should not receive any training to develop this need. Need for affiliation. "ffective executives have a relatively low need for affiliation so that their choices and actions are not biased by a personal need for approval. 4hus, applicants with high levels of this need should be screened out. %oreover, these people should not receive any training to develop this need. Need for achievement. "ffective executives have a moderate .neither too high nor too low/ need for achievement. @f too high, executives have difficulty delegating work and involving employees. @f too low, executives are not motivated enough to work towards challenging goals. 4hus, applicants should be selected if they have moderate levels of this need. 4raining probably should not be provided, unless some of these people currently have low need for achievement. F. :our organization wants to improve employee motivation. "mployees already have strong ,) to)2 expectancies and the outcome valences are 'uite favorable for strong performance, but they seem to have a low ")to), expectancy. @dentify three distinct types of strategies that would potentially increase employee motivation by improving the ")to), expectancy. AN,WER: 4he ")to), expectancy may be improved generally by increasing the individual$s abilities and self)perceptions of ability, and by providing favorable situational contingencies. 4here are three basic strategies for improving the individual$s ability to perform the ob. *irst, the organization should select people with the re'uired skills and knowledge to perform the ob. -econd, the organization should provide sufficient training to enable the person to do the ob proficiently. 4hird, for those who lack the skills or knowledge to perform the whole ob, managers might temporarily reduce the ob re'uirements. -pecifically, aspects of the ob that are beyond the individual$s 'ualifications may be temporarily assigned to other people. 4o improve the person$s perceived ability to perform the ob, managers could show employees how their skills can accomplish the task. 4hey could provide evidence and examples that similar employees have been successful in this ob. %anagers should provide encouragement and support to employees who lack self)confidence. 4hey should provide feedback to reinforce the belief that the employees can perform the ob. *inally, the ")to), expectancy tends to increase as employees are placed in work environments with favorable situational contingencies. @n other words, they should be given sufficient time, materials and other resources to accomplish the ob and have obstacles removed where possible. G. :ou want production employees at your company to be more motivated to complete their assignments more efficiently. 4hey are confident that they can perform their obs more efficiently and the rewards you give employees .pay checks, paid time off, etc./ are valued by these people. @dentify the one element of expectancy theory that re'uires improvement and identify three possible actions that would increase employee motivation through this element. AN,WER: -tudents need to answer this 'uestion by first identifying the element of expectancy theory that re'uires change. 4he incident says that employees know they can perform their obs more efficiently, so they already have a high ")to), expectancy. %oreover, employees value the rewards, suggesting that the outcomes have a high valence. 4his leaves the likelihood that employees have a low ,)to)2 expectancy. 4hat is, they perceive a low probability that performing the ob more efficiently will lead to desired outcomes. 4here are several ways to increase the ,)to)2 expectancy. 4he company needs to measure employee performance accurately .in this case, measuring number of units produced per hour or some other measure of work efficiency/. 4he company needs to tell employees that certain desirable rewards will result from increased work efficiency. ,)to)2 expectancy will also increase if the company shows examples of situations where employees receive the desired rewards after they have performed their obs more efficiently. %oreover, when employees receive their rewards, they should be told how these rewards resulted from past incidents of work efficiency.

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H. 4otal Chemical Corp. .4CC/ developed a goal)setting program aimed at teams that operate the petrochemical process in 4CC$s plants. 4he goal)setting program encouraged team leaders to fre'uently remind team members to #do their best$. 4CC$s executives also rewarded team leaders who pushed employees to complete impossible deadlines. 2ne year after the goal) setting program was introduced, 4CC$s executives couldn$t see much improvement in ob performance. "xplain why goal setting might not have worked effectively here. AN,WER: 4his incident indicates two obvious problems with the goal)setting program. *irst, goal setting works best when employees are given specific goals, such as #increase flow)through by D per cent over the next three months$. @n this case, employees were ust reminded to do their best. -econd, by regularly assigning impossible deadlines, the team leaders may be undermining goal commitment. 4his also weakens the motivational effect of goal setting. 56. Comment on the accuracy of the following statement: #According to the goal)setting theory, performance increases with the level of goal difficulty.$ AN,WER: Ap to a certain point, it is true that performance increases with the level of goal difficulty. 1arder goals lead to greater effort and persistence than easier goals. 1owever, employees must accept and preferably be committed to these challenging goals. ?ithout goal acceptance, effort declines significantly, resulting in low performance. .4his is similar to expectancy theory where the ")to), expectancy declines./ 55. A large pro ect engineering company assigns engineering, purchasing, marketing and support staff to client)based pro ects, which last anywhere from four months to one year. 4hese pro ect staff report to both the pro ect leader and the manager of their functional specialization. *or example, a marketing employee in ,ro ect I would receive day)to)day instructions from the ,ro ect I manager, but would receive career development guidance from the company$s director of marketing. 4he functional manager also places employees in future pro ects. @n the past, pro ect staff were evaluated by the employee$s pro ect leader at the time of the annual performance evaluation. 1owever, some employees complained that they had ust started the pro ect, so the pro ect leader didn$t know their performance. 4he company wants to introduce a <=6)degree feedback process to overcome this and other problems with the performance evaluation system. !escribe the specific characteristics of a <=6)degree feedback process for pro ect staff at this company and identify two problems that the company should know about <=6)degree feedback systems. AN,WER: 4o answer this 'uestion, students need to describe the <=6)degree process in this context and they need to identify two problems with <=6)degree feedback. 4he <=6)degree process for pro ect staff can take a few forms, but the following description is probably the most common one. 2nce or possibly twice each year, the company would collect feedback about specific employees from a representative group of people around that employee. @n this setting, the current and former pro ect leaders over the past year would contribute feedback, as would a sample of employees in the current and past pro ects over the past year. 4hese pro ects are client)based, so the company might ask clients for feedback, where appropriate. @t isn$t clear whether these staff have subordinates, but, if so, lower)level employees would also submit feedback about the employee. 2ne issue in this process is who would collect and process this multisource feedback and discuss the results with the employee. ?hile there is no absolutely correct answer here, probably the best choice would be the employee$s functional manager .e.g. the director of marketing for marketing employees/. *unctional heads are logical choices because they are responsible for the employee$s career development and oversee the employee$s pro ect placement. 4hus, the various sources of feedback would submit their comments and ratings to the employee$s functional manager. 4he functional manager would organize this information and discuss it with the employee. 4he textbook identifies the following four potential problems with <=6)degree feedback. -tudents need to identify any two of these .although other logical problems with multisource feedback should also receive credit/: Costs. <=6)degree feedback can be expensive and time)consuming because several people take time to review several other employees. Ambiguous/conflicting feedbac . ?ith multiple opinions, the <=6)degree process can also produce ambiguous and conflicting feedback, so employees may re'uire guidance to interpret the results.

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!nflated feedbac . ,eers may provide inflated rather than accurate feedback to avoid conflicts over the forthcoming year. "motional conse#uences. <=6)degree feedback tends to have a stronger emotional effect on people because the feedback comes from several people, not ust the supervisor. 5B. -uppose that you supervise two)dozen sales representatives, covering every region of the country, from your office at company head'uarters. !escribe a feedback strategy that might improve the performance of these employees with respect to increasing sales to new clients. AN,WER: 4o answer this 'uestion, we must consider the five characteristics of effective feedback described in the textbook. @n other words, the sales manager must construct a feedback mechanism that takes into account the degree to which the feedback is specific, fre'uent, timely, credible and relevant. $pecific feedbac . *eedback is more useful when it includes specific information rather than sub ective and general phrases. 4hus, the sales manager should provide feedback that describes specific information .e.g. sales volume/ for a specific area and time frame. $ufficientl% fre#uent feedbac . %ost organizations should provide more fre'uent feedback to employees. 4he best strategy is to have feedback continuously available and to let employees decide when they want to see it. 4hus, the sales manager should make sales information available whenever sales employees want this feedback. &imel% feedbac . *eedback should be available as soon as possible so that employees see a clear association between their behavior and its conse'uences. 4hus, the sales manager should arrange to have sales information prepared as 'uickly as possible. Credible feedbac . *eedback has value only when the employee accepts its content. "mployees are more likely to accept feedback from trustworthy and credible sources. 4hus, feedback should come from reputable sources, such as valid computer printouts and from executives who are respected by sales employees. 'elevant feedbac . *eedback is most effective when it relates to the individual$s behavior rather than broader departmental or organizational activities. 4hus, the sales manager should ensure that each employee$s feedback relates to sales goals for that person and that the information relates to events under the employee$s control. 5<. Jack Chu and -am Clemens are neighbors who work as purchasing managers in different companies in the petrochemical industry. !uring one neighborly discussion, Jack learned that -am$s salary was nearly 5E per cent higher than his even though their ob duties were similar. 2ther than this difference, both received similar benefits and seemed to en oy their obs and colleagues. Jack was upset about -am$s higher salary, although he hid his emotions from -am. .After all, it wasn$t -am$s fault that they received different salary levels./ Jack was frustrated not only because -am received a significantly higher salary, but also because Jack was certain that he worked longer hours and was more productive than -am. Ase the e'uity theory model to explain Jack$s frustration. AN,WER: 4his incident provides a clear example of e'uity theory at work. -am is Jack$s comparison other in this case. *rom Jack$s perspective, the relevant inputs are effort .hours of work/ and ob performance. 4here may be other inputs, but they are either e'ual or less important. 4he relevant outcomes are salary, benefits and possibly work satisfaction. 4he incident indicates that Jack feels ine'uitably rewarded because he perceives that their outcome7input ratios are 'uite different. -pecifically, Jack believes that he provides a greater contribution to his organization .more hours of work and ob performance/ and yet receives fewer outcomes .lower salary/. @n other words, he feels underreward ine'uity. Jack experiences an uncomfortable tension because his outcome7input ratio is lower than -am$s. 5D. Jack Chu and -am Clemens are neighbors who work as purchasing managers in different companies in the petrochemical industry. !uring one neighborly discussion, Jack learned that

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-am$s salary was nearly 5E per cent higher than his even though their ob duties were similar. 2ther than this difference, both received similar benefits and seemed to en oy their obs and colleagues. Jack was upset about -am$s higher salary, although he hid his emotions from -am. .After all, it wasn$t -am$s fault that they received different salary levels./ Jack was frustrated not only because -am received a significantly higher salary, but also because Jack was certain that he worked longer hours and was more productive than -am. According to e'uity theory research, what will Jack probably do to reduce his upset feelingsK AN,WER: 4he textbook describes six possible conse'uences of ine'uity, but some are more likely to occur than others. 2ne likely conse'uence is that Jack will try to increase his outcomes, such as by approaching his superiors for a pay increase or making greater use of company facilities and resources. Alternatively, Jack might try to reduce his inputs, such as by working fewer hours and with less motivation towards maintaining high performance. @f neither of these actions sufficiently reduces his feelings of ine'uity, Jack might begin looking for a purchasing management ob in another company or consider moving into higher)paying obs within his current organization. Jack$s feelings of ine'uity might be reduced by changing his perceptions, but this is more difficult given the clarity of salary information. @t is also unlikely that Jack would push -am to work harder or try to reduce his salary. *inally, it may be difficult for Jack to change his comparison other since -am is a neighbor. 5E. ?hy is it difficult to maintain feelings of e'uity among employeesK AN,WER: %aintaining feeling of e'uity is not an easy task because employees have different opinions regarding which inputs should be rewarded .e.g. seniority versus performance/ and which outcomes are more valuable than others. ?e must also remember that the comparison of others is not easy to identify and may, in fact, represent a distorted interpretation of reality. (astly, people have different levels of e'uity sensitivity, so they react differently to ine'uitable situations. :ou have been asked to design a training program that will help managers create a better sense of procedural ustice in their day)to)day decisions. !escribe three different things that this training program would emphasize to improve perceptions of procedural ustice. A+-?"0: 4he textbook divides procedural ustice practices into two groups with a total of eight practices. -tudents can identify any three of these, but they need to describe them in the context of a training program. (a) $tructural 'ules (oice. -upervisors need to give employees an opportunity to tell their side of the story or present their arguments before the decision is made. )ias*free. -upervisors need to present themselves in a neutral way, so they do not show favoritism. +nowledgeable. -upervisors need to make an effort to understand the facts of the conflict or situation, and to demonstrate their solid knowledge of the situation. Consistent. ?hen a decision is related to earlier issues, supervisors need to ensure that the current decision is consistent with previous decisions. ,istens to all. -upervisors need to consider the views of all parties in the decision. Appealable. 4hose who are unhappy with the decision should have the right to have the decision investigated or reconsidered by a neutral third party, where possible. (b) $ocial 'ules $how respect. -upervisors need to demonstrate that they value employees as human beings and have empathy for their conditions. Accountabilit%. -upervisors are obliged to provide explanations for their decisions.

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