Chapter 6 Basic Motivation Concepts

MULTIPLE CHOICE
Defining Motivation
1. Motivation is:
a. a component of ability.
b. situational.
c. a personal trait.
d. a constant intensity for each individual.
(b; Moderate; p. 155)
2. Motivation is best defined as:
a. high performance.
b. efficient behavior.
c. processes that account for an individuals intensity! direction! and persistence to"ard attaining a
goal.
d. being told to e#ert high levels of effort.
(c; $asy; p. 155)
%. &he three 'ey elements in the definition of motivation do not include:
a. drive.
b. intensity.
c. direction.
d. persistence.
(a; Moderate; p. 155)
$arly &heories of Motivation
(. &he drive to become "hat one is capable of becoming is "hich level of Maslo"s hierarchy of
needs)
a. social
b. self*actuali+ation
c. physiological
d. esteem
(b; $asy; p. 15,)
5. &he most "ell*'no"n theory of motivation is -braham Maslo"s:
a. &heories . and /
b. 0ierarchy of 1eeds
c. &"o*factor &heory
d. Motivator*0ygiene &heory
(b; $asy; p. 15,)
,. Maslo"s hierarchy has five levels of needs. 2hich of the follo"ing is not one of those levels)
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a. safety needs
b. social needs
c. motivational needs
d. self*actuali+ation needs
(c; Moderate; p. 15,)
3. 2hich of Maslo"s hierarchy of needs deals "ith satisfying ones need for hunger! thirst! and se#)
a. safety
b. physiological
c. social
d. esteem
(b; Moderate; p. 15,)
4. 5elf*respect! autonomy! and achievement are e#amples of Maslo"s:
a. physiological factors.
b. social factors.
c. internal esteem factors.
d. e#ternal esteem factors.
(c; Moderate; p. 15,)
6. Maslo"s hierarchy of needs are arranged in "hich of the follo"ing orders)
a. physiological! esteem! safety! social! and self*actuali+ation
b. physiological! safety! social! esteem! and self*actuali+ation
c. safety! physiological! esteem! social! and self*actuali+ation
d. physiological! social! safety! esteem! and self*actuali+ation
(b; $asy; p. 15,)
17. 8ro"th and achieving ones potential are e#amples of Maslo"s:
a. self*actuali+ation factors.
b. physiological factors.
c. social factors.
d. esteem factors.
(a; Moderate; p. 15,)
11. -ccording to Maslo"! "hen does a need stop motivating)
a. "hen it is substantially satisfied
b. it never stops motivating
c. "hen one returns to a lo"er level need
d. "hen one chooses to move to a higher level need
(a; Moderate; pp. 15,*153)
12. 2hich one of the follo"ing statements about Maslo"s hierarchy of needs theory is not true)
a. &he five levels of needs are arranged in hierarchical order.
b. 9hysiological needs are the lo"est level.
c. &he lo"er order need must be fully satisfied before the ne#t higher need becomes potent.
d. &he need hierarchy concept has not been "ell supported by research.
(c; :hallenging; pp. 15,*153)
1%. &he primary organi+ational factor that satisfies peoples physiological needs is:
a. relationships "ith co*"or'ers.
b. recognition.
115
c. pay.
d. challenging ;ob assignments.
(c; Moderate; p. 153)
1(. 2hich of the follo"ing "ere considered higher*order needs by Maslo")
a. physiological! safety! social
b. safety! social! esteem
c. esteem! self*actuali+ation
d. social! esteem! self*actuali+ation
(d; Moderate; p. 153)
15. &here is little evidence:
a. that need structures are organi+ed along Maslo"s proposed dimensions.
b. that unsatisfied needs motivate.
c. that a satisfied need activates movement to a ne" need level.
d. all of the above
(d; :hallenging; p. 153)
1,. Douglas Mc8regor proposed:
a. the 0ierarchy of 1eeds &heory.
b. &heories . and /.
c. the &"o*<actor &heory.
d. $=8 &heory.
(b; Moderate; p. 153)
13. - &heory . manager "ould vie" employees as:
a. see'ing responsibility.
b. needing to be coerced to achieve goals.
c. vie"ing "or' as a normal daily activity.
d. e#ercising self control.
(b; $asy; p. 153)
14. 2hich one of the follo"ing statements best describes a manager "ho follo"s &heory .
assumptions)
a. 0e lets employees choose their o"n goals.
b. 0e allo"s employees to use discretion.
c. 0e imposes strict controls.
d. 0e ma'es e#tensive use of delegating authority.
(c; Moderate; p. 153)
16. -ll of the follo"ing are assumptions of a &heory . manager concerning employees e#cept:
a. avoids responsibilities.
b. disli'es "or'.
c. see's formal direction.
d. e#ercises self direction.
(d; Moderate; p. 153)
27. - &heory / manager "ould assume that employees "ould:
a. disli'e "or'.
b. need to be controlled.
c. avoid responsibility.
11,
d. e#ercise self direction.
(d; $asy; p. 153)
21. - &heory . manager "ould assume that employees "ould:
a. li'e "or'.
b. see' responsibility.
c. need to be controlled.
d. e#ercise self direction.
(c; $asy; p. 153)
22. &heory . assumptions relate to:
a. Maslo"s lo"er level needs.
b. Maslo"s higher level needs.
c. both levels of Maslo"s hierarchy of needs.
d. neither level of Maslo"s hierarchy of needs.
(a; Moderate; p. 154)
2%. 2ho proposed a t"o*factor theory)
a. Maslo"
b. Mc:lelland
c. 0er+berg
d. -lderfer
(c; :hallenging; p. 156)
2(. &he t"o*factor theory is also referred to as:
a. &heories . and /.
b. Motivator*0ygiene &heory.
c. 0ierarchy of 1eeds &heory.
d. 5atisfaction>Dissatisfaction &heory.
(b; Moderate; p. 156)
25. &"o*factor theory suggests that e#trinsic factors such as ????? cause dissatisfaction.
a. advancement
b. "or'ing conditions
c. achievement
d. recognition
(b; Moderate; p. 1,7)
2,. 2hich of the follo"ing is not true about the t"o*factor theory)
a. 2or'ing conditions are characteri+ed as hygiene factors.
b. @ntrinsic factors are motivators.
c. - ;ob becomes satisfying "hen the dissatisfying characteristics are removed.
d. =esponsibility is a satisfier.
(c; Moderate; pp. 156*1,7)
23. 2hich one of the follo"ing "ould 0er+berg classify as a hygiene factor)
a. responsibility
b. gro"th
c. company policy
d. achievement
(c; Moderate; p. 1,7)
113
24. 2hich one of the follo"ing "ould be considered a motivator in the t"o*factor theory)
a. salary
b. supervision
c. "or'ing conditions
d. recognition
(d; Moderate; p. 1,7)
26. &he hygiene factors ma'e up the continuum that ranges from:
a. no dissatisfaction to dissatisfaction.
b. no dissatisfaction to satisfaction.
c. satisfaction to no satisfaction.
d. satisfaction to dissatisfaction.
(a; :hallenging; $#h. ,*%; p. 1,7)
%7. 2hich of the follo"ing is a criticism of the t"o*factor theory)
a. 1o overall measure of satisfaction is utili+ed.
b. &he research methodology does not e#amine productivity.
c. &he theory is inconsistent "ith previous research.
d. all of the above
(d; $asy; pp. 1,7*1,1)
%1. &he popularity over the past %7 years of vertically e#panding ;obs to allo" "or'ers greater
responsibility in planning and controlling their "or' can probably be largely attributed to the
theory developed by:
a. Mc8regor.
b. Aroom.
c. 0er+berg.
d. Maslo".
(c; :hallenging; p. 1,1)
:ontemporary &heories of Motivation
%2. ????? developed the $=8 theory.
a. Mc:lelland
b. Maslo"
c. -lderfer
d. Buchi
(c; :hallenging; p. 1,1)
%%. ????? substitutes three core needs for Maslo"s five needs.
a. $=8 theory
b. $Cuity theory
c. Mc:lellands theory of needs
d. $#pectancy theory
(a; Moderate; p. 1,1)
%(. 0unger! thirst! se#! pay! and physical "or' environment are e#amples of -lderfers:
114
a. e#istence needs.
b. safety needs.
c. gro"th needs.
d. physiological needs.
(a; Moderate; p. 1,1)
%5. Desires for relationships "ith those "ho are significant to us! such as family members! supervisors!
and friends! are e#amples of -lderfers:
a. e#istence needs.
b. relatedness needs.
c. gro"th needs.
d. esteem needs.
(b; Moderate; p. 1,1)
%,. Bur intrinsic desire for personal development is included in -lderfers:
a. e#istence needs.
b. relatedness needs.
c. gro"th needs.
d. esteem needs.
(c; Moderate; p. 1,1)
%3. -lderfers ?????? needs include the intrinsic component from Maslo"s esteem category and the
characteristics included under self*actuali+ation.
a. e#istence
b. relatedness
c. gro"th
d. physiological
(c; Moderate; p. 1,1)
%4. 2hich one of the follo"ing is not characteristic of $=8 theory)
a. @t proposes three levels of needs: e#istence! relatedness! and gro"th.
b. More than one level of needs may serve as motivators at the same time.
c. @t involves a frustration*regression process.
d. &he e#istence needs must be satisfied before the relatedness needs become important.
(d; Moderate; p. 1,1)
%6. ????? theory is more consistent "ith our 'no"ledge of individual differences than other theories.
a. $=8
b. Maslo"s
c. &"o*factor
d. Mc:lellands
(a; :hallenging; p. 1,2)
(7. Mc:lellands theory of needs includes all of the follo"ing e#cept:
a. need for achievement.
b. need for e#istence.
116
c. need for po"er.
d. need for affiliation.
(b; Moderate; p. 1,2)
(1. Mc:lellands need for affiliation is:
a. the drive to e#cel! to strive to succeed.
b. the need to ma'e others behave in a ne" "ay.
c. the desire for friendly and close interpersonal relationships.
d. the same as Maslo"s physiological need.
(c; Moderate; p. 1,2)
(2. 2hich of the follo"ing needs is included in Mc:lellands theory of needs)
a. control
b. po"er
c. politics
d. success
(b; $asy; p. 1,2)
(%. 2ho proposed that there are three ma;or relevant motives! or needs! in "or'place situations:
achievement! affiliation! and po"er)
a. Mc:lelland
b. -lderfer
c. 0er+berg
d. Maslo"
(a; Moderate; p. 1,2)
((. -ccording to Mc:lelland! the need for ???? is the need to ma'e others behave in a "ay that they
"ould not have behaved other"ise.
a. po"er
b. achievement
c. affiliation
d. effectiveness
(a; Moderate; p. 1,2)
(5. @ndividuals "ho have a desire to e#cel and to succeed are high in:
a. n9o".
b. n-ch.
c. nMot.
d. n-ff.
(b; Moderate; p. 1,2)
(,. Mc:lellands need for achievement best appro#imates Maslo"s need for:
a. esteem.
b. self*actuali+ation.
c. love.
d. success.
127
(b; :hallenging; p. 1,%)
(3. - desire for being productive and reaching desirable goals is an e#ample of Mc:lellands:
a. need for achievement.
b. need for affiliation.
c. need for po"er.
d. need for esteem.
(a; $asy; p. 1,%)
(4. &he desire for positive relationships "ith others is an e#ample of Mc:lellands:
a. need for achievement.
b. need for affiliation.
c. need for po"er.
d. need for esteem.
(b; $asy; p. 1,%)
(6. &he desire for influence and control over others is an e#ample of Mc:lellands:
a. need for achievement.
b. need for affiliation.
c. need for po"er.
d. need for esteem.
(c; $asy; p. 1,%)
57. @ndividuals "ith a high need to achieve prefer all of the follo"ing e#cept:
a. ;ob situations "ith personal responsibility.
b. a high degree of ris'.
c. overcoming obstacles.
d. feedbac'.
(b; Moderate; p. 1,%)
51. &he ?????? identified by Mc:lelland has received the least attention from researchers.
a. need for achievement
b. need for affiliation
c. need for po"er
d. need for esteem
(b; :hallenging; p. 1,%)
52. 0o" does most research determine if someone is a high achiever)
a. polygraph
b. pro;ective test
c. personal intervie"
d. Myers*Driggs
(b; Moderate; p. 1,%)
5%. - high ??? motive may be a reCuirement for managerial effectiveness.
a. need for achievement
b. need for affiliation
c. need for po"er
d. need for esteem
(c; :hallenging; p. 1,()
121
5(. &he issue of "hether intrinsic and e#trinsic motivators are independent is considered in "hich
theory)
a. e#pectancy
b. reinforcement
c. eCuity
d. cognitive evaluation
(d; Moderate; p. 1,()
55. 2hich of the follo"ing is true about cognitive evaluation theory)
a. @f cognitive evaluation theory is correct! it "ould ma'e sense to ma'e an individuals pay
noncontingent on performance.
b. $mployees are motivated by a hierarchy of needs.
c. &his theory "as developed by Mc:lelland.
d. 1eeds are separated into higher*order and lo"er*order categories.
(a; :hallenging; pp. 1,(*1,5)
5,. ????? proposed that intentions to "or' to"ard a goal are a ma;or source of "or' motivation.
a. Maslo"
b. 0er+berg
c. Mc:lelland
d. $d"in Eoc'e
(d; $asy; p. 1,,)
53. -ccording to the goal*setting theory of motivation! goals should be:
a. e#tremely difficult.
b. easy.
c. difficult but attainable.
d. ;ust a bit beyond his or her potential.
(c; Moderate; p. 1,,)
54. -ll of the follo"ing are important issues relating to goal*setting theory "ith the e#ception of:
a. goal difficulty.
b. goal specificity.
c. eCuity among co*"or'ers.
d. feedbac'.
(c; Moderate; p. 1,,)
56. 2hich of the follo"ing is inconsistent "ith goal*setting theory)
a. 5pecificity increases motivation.
b. 8oals that are certain to be accomplished increase motivation.
c. :hallenging goals or difficult goals can increase performance.
d. @f employees participate in setting goals! chances for acceptance are increased.
(b; :hallenging; p. 1,3)
,7. @n addition to feedbac'! "hat are t"o of the other factors that have been found to influence the
goals*performance relationship)
a. goal commitment and tas' difficulty
b. self*efficacy and tas' sub;ectivity
c. goal commitment and self*efficacy
d. tas' sub;ectivity and tas' difficulty
122
(c; :hallenging; p. 1,3)
,1. /our personal evaluation of your ability to perform is termed:
a. goal setting.
b. eCuity.
c. self*efficacy.
d. distributive ;ustice.
(c; $asy; p. 1,3)
,2. 8oal*setting theory is "ell adapted to countries li'e:
a. :anada.
b. :hile.
c. 9ortugal.
d. 5pain.
(a; :hallenging; p. 1,3)
,%. =einforcement theory vie"s behavior as:
a. a cognitive process.
b. environmentally caused.
c. the inner state of the individual.
d. a function of ones po"er need.
(b; :hallenging; pp. 1,3*1,4)

,(. 2hich theory is! strictly spea'ing! not a theory of motivation since it does not concern itself "ith
"hat initiates behavior)
a. eCuity theory
b. e#pectancy theory
c. $=8 theory
d. reinforcement theory
(d; Moderate; p. 1,4)
,5. &he "or' eCuivalent of the athletes being Fin the +oneG is called:
a. concentration.
b. flo".
c. hype.
d. +oned out.
(b; Moderate; p. 1,4)
,,. 2hich of the follo"ing is not a component of &homas intrinsic motivation model)
a. choice
b. competence
c. confidence
d. progress
(c; Moderate; p. 1,6)
,3. &homas four intrinsic motivation components lin' "ith the concept of:
a. flo".
b. hype.
12%
c. +ones.
d. motivation.
(a; Moderate; p. 137)
,4. @n eCuity theory! individuals assess the:
a. cost*benefit ratio.
b. efficiency*effectiveness trade*off.
c. Cuantity*Cuality trade*off.
d. outcome*input ratio.
(d; Moderate; p. 137)
,6. 2hen individuals compare their outcomes and inputs against those of others! the applicable theory
is called:
a. eCuity theory.
b. e#pectancy theory.
c. needs hierarchy theory.
d. $=8 theory.
(a; $asy; p. 137)
37. 2hen people perceive an imbalance in their outcome*input ratio relative to others:
a. an illegal situation is assumed.
b. they e#pect to be promoted.
c. eCuity tension is created.
d. turnover is inevitable.
(c; :hallenging; p. 131)
31. $ach of the follo"ing is a comparison an employee can use in eCuity theory e#cept:
a. self*inside.
b. self*goal.
c. other*outside.
d. self*outside.
(b; Moderate; p. 131)
32. 2hich of the follo"ing is not true about referent comparisons in eCuity theory)
a. Doth men and "omen prefer same*se# comparisons.
b. $mployees in se#*segregated ;obs use more cross*se# comparisons.
c. $mployees "ith long tenure rely more heavily on co*"or'ers for comparisons.
d. Hpper*level employees ma'e more other*outside comparisons.
(b; :hallenging; p. 131)
3%. 2hich of the follo"ing is not a predictable choice "hen employees perceive an ineCuity)
a. change their inputs
b. change their outcomes
c. choose a different referent
d. acCuire more tenure
(d; Moderate; p. 131)
3(. @f a salaried employee is overpaid! eCuity theory "ould predict that:
a. Cuantity "ill decrease.
b. Cuality "ill decrease.
12(
c. Cuantity and>or Cuality "ill increase.
d. there "ill be no effect.
(c; :hallenging; p. 132)
35. @f a piece*rate employee is overpaid! eCuity theory "ould predict that:
a. Cuality "ill increase.
b. Cuantity "ill increase.
c. Cuality "ill decrease.
d. there "ill be no effect.
(a; :hallenging; p. 132)
3,. $Cuity theory focused on:
a. interpersonal ;ustice.
b. distributive ;ustice.
c. eCuity.
d. procedural ;ustice.
(b; :hallenging; p. 132)
33. &here are several types of ;ustice. 2hich one is the term for Ffairness of the process)G
a. interpersonal ;ustice
b. distributive ;ustice
c. eCuity
d. procedural ;ustice
(d; Moderate; p. 132)
34. Iessica believes that she got an appropriate salary increase this year but she does not believe that
the companys methods for determining salary increases are fair. 5he believes that there is a
problem "ith the firms:
a. interpersonal ;ustice.
b. distributive ;ustice.
c. eCuity.
d. procedural ;ustice.
(d; :hallenging; p. 132)
36. $Cuity theory historically focused on ????? ;ustice.
a. procedural
b. distributive
c. interpersonal
d. interactive
(b; Moderate; p. 13%)
47. ????? ;ustice is perceived fairness of the amount and allocation of re"ards among individuals.
a. @nteractive
b. @nterpersonal
c. 9rocedural
d. Distributive
125
(d; $asy; p. 132)
41. 2hat "as the first model "hich attempted to measure the strength of ones e#pectations and predict
motivation)
a. e#pectancy theory
b. eCuity theory
c. goal setting theory
d. $=8 theory
(a; :hallenging; p. 13%)
42. $#pectancy theory "as developed by:
a. Mc:lelland.
b. Maslo".
c. 0ouse.
d. Aroom.
(d; Moderate; p. 13%)
4%. &he degree to "hich an individual believes that performing at a particular level "ill generate a
desired outcome is defined by e#pectancy theory as:
a. performance*re"ard relationship.
b. effort*performance relationship.
c. re"ards*personal goals relationship.
d. effort*satisfaction relationship.
(a; Moderate; p. 13%)
4(. 2hich of the follo"ing is not one of the relationships proposed in e#pectancy theory)
a. performance*re"ard relationship.
b. effort*performance relationship.
c. re"ards*personal goals relationship.
d. effort*satisfaction relationship.
(d; Moderate; p. 13%)
45. @n e#pectancy theory! the probability perceived by the individual that e#erting a given amount of
effort "ill lead to performance is the ????? relationship.
a. re"ards*personal goals
b. performance*re"ard
c. effort*performance
d. re"ards*effort
(c; Moderate; p. 13%)
4,. -ccording to e#pectancy theory! the degree to "hich organi+ational re"ards satisfy an individuals
personal goals or needs and the attractiveness of those potential re"ards for the individual is the
???? relationship.
a. performance*re"ard.
b. effort*performance.
c. re"ards*personal goals.
d. effort*satisfaction.
(a; Moderate; p. 13%)
12,
43. &he theory that asserts that motivation depends upon an employees goals! and the belief that
productive behavior "ill get these goals accomplished! is called:
a. 0er+bergs dual*factor theory.
b. Mc:lellands three needs theory.
c. Arooms e#pectancy theory.
d. Maslo"s hierarchy of needs.
(c; :hallenging; p. 13%)
44. 2hich of the follo"ing concepts is inconsistent "ith the e#pectancy theory of motivation)
a. 5elf*interest is pursued.
b. 9erformance and re"ards are related.
c. -ttractive re"ards "ill motivate.
d. Bnes inputs and outputs are compared to anothers.
(d; :hallenging; p. 13%)
:aveat $mptor: Motivation &heories are :ulture Dound
46. Most current motivation theories "ere developed in the Hnited 5tates by -mericans and have a
strong emphasis on:
a. individualism and Cuantity of life.
b. team"or' and Cuality of life.
c. team"or' and Cuantity of life.
d. ris' minimi+ation and consensus.
(a; :hallenging; p. 133)
67. - motivation concept that clearly has an -merican bias is the:
a. po"er need.
b. affiliation need.
c. achievement need.
d. social need.
(c; Moderate; p. 134)
61. &he desire for ????? seems important to almost all "or'ers across cultures.
a. interesting "or'
b. higher pay
c. more fle#ibility
d. telecommuting options
(a; Moderate; p. 134)
62. - theory based on FneedsG is the premise for theories by all of the follo"ing e#cept:
a. Mc:lelland.
b. -lderfer.
c. Mc8regor.
d. Maslo".
(c; :hallenging; p. 133)
TRUE/FALSE

Defining Motivation
123
6%. Motivation is a personality trait.
(<alse; Moderate; p. 15,)
6(. Motivation is the result of the interaction of the individual and the situation.
(&rue; $asy; p. 15,)
65. Eeadership is the processes that account for an individuals intensity! direction! and persistence of
effort to"ard attaining a goal.
(<alse; Moderate; p. 15,)
6,. 0igh intensity is unli'ely to lead to favorable ;ob*performance outcomes unless the effort is
channeled in a direction that benefits the organi+ation.
(&rue; Moderate; pp. 15,*153)
$arly &heories of Motivation
63. &he early theories of motivation are "idely used by practitioners to e#plain employee motivation.
(&rue; Moderate; p. 15,)
64. -ccording to Maslo"! a need that is essentially satisfied no longer motivates.
(&rue; Moderate; p. 15,)
66. $steem is considered a lo"er order need.
(<alse; Moderate; p. 153)
177. 0igher*order needs are satisfied internally! "hereas lo"er*order needs are predominantly satisfied
e#ternally.
(&rue; :hallenging; p. 153)
171. =esearch actively validates Maslo"s hierarchy of needs theory.
(<alse; $asy; p. 153)
172. &heory . assumptions hold a basically negative vie" of human beings.
(&rue; Moderate; p. 153)
17%. Mc8regor referred to the positive assumptions of human beings as &heory /.
(&rue; Moderate; p. 153)
17(. 9eople are inherently la+y.
(<alse; $asy; p. 154)
175. Maslo" proposed a t"o*factor theory! suggesting that intrinsic ;ob factors motivate! "hereas
e#trinsic factors only maintain and placate employees.
(<alse; Moderate; p. 156)
17,. -ccording to 0er+berg! the opposite of FsatisfactionG is Fdissatisfaction.G
(<alse; Moderate; p. 1,7)
173. -ccording to 0er+berg! some factors lead to satisfaction! but if you remove the factors you create
dissatisfaction.
124
(<alse; Moderate; p. 1,7)
174. -ccording to 0er+berg! pay is a motivation factor.
(<alse; Moderate; p. 1,7)
176. 0ygiene factors usually lead to ;ob satisfaction "hen present in a ;ob.
(<alse; Moderate; p. 1,7)
117. &he popularity of vertically e#panding ;obs to allo" "or'ers greater responsibility in planning and
controlling their "or' can probably be attributed largely to Maslo"s findings.
(<alse; :hallenging; p. 1,1)
:ontemporary &heories of Motivation
111. &he contemporary theories of motivation are generally more valid than the early theories of
motivation.
(&rue; Moderate; p. 1,1)
112. &he core needs in $=8 theory are reconcilable "ith Maslo"s five need categories.
(&rue; Moderate; p. 1,1)
11%. -ccording to -lderfer! once an employees e#istence needs are substantially satisfied! the employee
moves on to his or her relatedness needs.
(<alse; Moderate; p. 1,1)
11(. -ccording to -lderfer! e#istence needs include the items Maslo" considered to be physiological
and safety needs.
(&rue; Moderate; p. 1,1)
115. Mc:lellands theory of needs contains a frustration*regression dimension.
(<alse; Moderate; p. 1,2)
11,. - drive to succeed "ould be described by Mc:lelland as a need for achievement.
(&rue; Moderate; p. 1,2)
113. 0igh achievers attempt the most difficult goals because once achieved! they gain more recognition.
(<alse; :hallenging; p. 1,%)
114. &he needs for affiliation and po"er tend to be closely related to managerial success.
(&rue; Moderate; p. 1,%)
116. &he evidence indicates that high achievers ma'e good managers.
(<alse; :hallenging; p. 1,()
127. $vidence indicates that the best managers are high in n9o" and lo" in n-ff.
(&rue; :hallenging; p. 1,()
121. &he achievement need can be stimulated through training.
(&rue; Moderate; p. 1,()
126
122. 2hen e#trinsic re"ards are given to someone for performing an interesting tas'! it causes intrinsic
interest in the tas' itself to decline.
(&rue; :hallenging; p. 1,()
12%. :ognitive evaluation theory is concerned "ith "hether individuals perceive that re"ards are
distributed fairly.
(<alse; Moderate; p. 1,()
12(. -ccording to the cognitive evaluation theory! pay should not be directly related to ;ob performance.
(&rue; :hallenging; p. 1,5)
125. $vidence gathered about the cognitive evaluation theory leads us to believe that e#trinsic and
intrinsic re"ards are interdependent.
(&rue; :hallenging; p. 1,5)
12,. &he cognitive evaluation theory may have limited applicability to "or' organi+ations because most
lo"*level ;obs are not inherently satisfying enough to foster high intrinsic interest.
(&rue; :hallenging; p. 1,5)
123. -ccording to goal*setting theory! a generali+ed goal "ill produce a higher level of output than a
specific goal.
(<alse; Moderate; p. 1,,)
124. 5elf*generated feedbac' has been sho"n to be a more po"erful motivator than e#ternally generated
feedbac'.
(&rue; Moderate; pp. 1,,*1,3)
126. 9articipatively set goals increase acceptance and elicit superior performance.
(<alse; $asy; p. 1,3)
1%7. 5elf*efficacy refers to an individuals belief that he or she is capable of performing a tas'.
(&rue; Moderate; p. 1,3)
1%1. &he basic logic underlying goal*setting theory and reinforcement theory are at odds.
(&rue; :hallenging; p. 1,3)
1%2. &he statement that Fbehavior is a function of its conseCuencesG is consistent "ith reinforcement
theory.
(&rue; Moderate; p. 1,4)

1%%. -ccording to reinforcement theory! behavior is environmentally determined.
(&rue; Moderate; p. 1,4)
1%(. Motivation researchers call the state of absolute concentration eCuivalent to an athletes being Fin
the +oneG flo".
(&rue! Moderate! p. 1,4)
1%5. <lo" is often reported by people "hen engaged in leisure activities.
(<alse; :hallenging; p. 1,6)
1%7
1%,. <lo" is more li'ely to be e#perienced at "or' than at home.
(&rue; :hallenging; p. 1,4)
1%3. $Cuity theory proposed that eCuity tension is the negative tension state "hich provides the
motivation to do something to correct it.
(&rue; Moderate; p. 131)
1%4. @n eCuity theory! if perceived outcomes and inputs are not balanced! an individual "ill ma'e certain
ad;ustments to correct imbalance.
(&rue; Moderate; p. 131)
1%6. =esearch sho"s that in eCuity theory men prefer same*se# comparisons but "omen do not.
(<alse; :hallenging; p. 131)
1(7. @f you pay an individual an hourly rate! according to the eCuity theory! overpaying this individual
"ill result in more output.
(&rue; Moderate; p. 132)
1(1. Hnderpayment and overpayment! according to eCuity theory! tend to produce similar reactions to
correct the ineCuities.
(<alse; Moderate; p. 132)
1(2. @t is possible for an employee to perceive in;ustice even if the amount and allocation of re"ards
among individuals is perceived as fair.
(&rue; Moderate; p. 132)
1(%. Distributive ;ustice refers to the perceived fairness of the process used to determine the distribution
of re"ards.
(<alse; Moderate; p. 132)
1((. 9rocedural ;ustice refers to the perceived fairness of the process used to determine the distribution
of re"ards.
(&rue; Moderate; p. 132)
1(5. @n e#pectancy theory! the strength of a persons motivation to perform depends in part on ho"
strongly he believes he can achieve "hat he attempts.
(&rue; Moderate; p. 13%)
1(,. &he e#pectancy theory is a contingency model.
(&rue; $asy; p. 13()
@ntegrating :ontemporary &heories of Motivation
1(3. $#pectancy theory predicts that an employee "ill e#ert only a lo" level of effort if she perceives a
strong relationship bet"een effort and performance! performance and re"ards! and re"ards and
satisfaction of personal goals.
(<alse; :hallenging; p. 13,)
1(4. =einforcement theory recogni+es that the organi+ations re"ards reinforce the individuals
performance.
(&rue; $asy; p. 133)
1%1
:aveat $mptor: Motivation &heories are :ulture Dound
1(6. Maslo"s hierarchy "or's eCually "ell for all cultures.
(<alse; Moderate; p. 134)
157. -ccording to Maslo"s hierarchy! a country high in uncertainty avoidance "ould have security
needs near the top of the need hierarchy.
(&rue; Moderate; p. 134)
151. &he desire for interesting "or' seems important to almost all "or'ers! regardless of their culture.
(&rue; $asy; p. 134)
152. 5tudies suggest there is some universality to the importance of intrinsic factors in t"o*factor
theory.
(&rue; :hallenging; p. 134)
SCENARIOBASE! "UESTIONS
-pplication of Maslo"s 0ierarchy
/our department is made up of people "ho are very different in their lifestyles and their stages of life.
Mary is a 2%*year*old single parent "ho is "or'ing for minimum "age. Ionathan is ,7 years old!
e#tremely "ealthy and "or's because he en;oys it. Iane is single! (5 years old and has fe" interests
outside of the office. /ou have decided to attempt to apply Maslo"s hierarchy of needs to motivate each of
these individuals.
15%. /ou "ould e#pect that Mary is trying to satisfy her ????? needs.
a. social
b. esteem
c. physiological
d. self*actuali+ation
(c; $asy; pp. 15,*153)
15(. /ou "ould e#pect that Iane is trying to satisfy her ?????? needs.
a. social
b. esteem
c. physiological
d. self*actuali+ation
(a; Moderate; pp. 15,*153)
155. 2hich of the follo"ing do you thin' "ould motivate Mary the most)
a. more vacation time
b. more responsibility
c. greater discretion over her ;ob
d. more money
(d; Moderate; pp. 15,*153)
-pplication of Maslo"s 0ierarchy
/ou are interested in applying Maslo"s hierarchy in your "or'place. /ou are interested in ho" the
1%2
various employee needs are met by the organi+ation because you believe your organi+ation can motivate
employees by analy+ing "here they are on Maslo"s hierarchy.
15,. 5ome of the employees safety needs are met by providing them "ith insurance.
(&rue; Moderate; pp. 15,*153)
153. 5elf*actuali+ation needs can be met by giving employees a place to ta'e their brea's together.
(<alse; Moderate; pp. 15,*153)
154. &he organi+ation "ill find the employees self*actuali+ation needs the easiest to satisfy.
(<alse; $asy; pp. 15,*153)
-pplication of Mc8regors &heory . and &heory /
/ou are a ne" employee "ith -cme! @nc. /our supervisor has e#plained your ;ob to you and has indicated
that you "ill have a great deal of control over your ;ob once you become proficient at it. 0e compliments
your history of accepting responsibility and suggests that you are to feel free to offer constructive criticism
about the "ay that your ;ob is structured.
156. /our supervisor seems to possess ??????? assumptions.
a. &heory .
b. &heory /
c. &heory J
d. to be la+y
(b; $asy; p. 153)
1,7. /our supervisor "ould be e#pected to assume each of the follo"ing e#cept:
a. employees vie" "or' as natural.
b. the average person "ill see' responsibility.
c. "or'ers place security above all other factors.
d. the ability to ma'e innovative decisions is not necessarily the sole province of managers.
(c; Moderate; p. 153)
1,1. -s a &heory / manager! your supervisor can be e#pected to do all of the follo"ing e#cept:
a. assume that you "ill be internally motivated.
b. assume that you "ant to do your ;ob.
c. allo" you freedom to do your ;ob as you believe it should be done.
d. monitor your "or' closely for signs that you are derelict.
(d; Moderate; p. 153)
-pplication of 0er+bergs &"o*<actor &heory
/our fello" employees have a terrible "or' situation. &hey "or' in an old! unattractive building "ith an
antiCuated heating system. &he "or' itself is tedious and the supervisor is rarely available. /ou have
decided to try to apply 0er+bergs t"o*factor theory to the situation.
1,2. /ou decide that your first ;ob should be to remove the dissatisfiers. 2hich of the follo"ing are
1%%
hygiene factors)
a. "or'ing conditions
b. intrinsic re"ards
c. recognition
d. advancement
(a; Moderate; pp. 156*1,1)
1,%. 2hich of the follo"ing statements "ould be true)
a. 2hen the dissatisfiers are removed! employees "ill be satisfied.
b. &he relationship "ith the supervisor is a motivation factor.
c. Dissatisfaction and satisfaction are not opposites.
d. Eac' of recognition is a dissatisfier.
(c; :hallenging; pp. 156*1,1)
1,(. 2hat "ould 0er+berg believe "ould motivate the employees)
a. improvement in "or'ing conditions
b. fi#ing the heating system
c. receiving recognition for a ;ob "ell done
d. having the supervisor Fhang aroundG more
(c; Moderate; pp. 156*1,1)
-pplication of $Cuity &heory
/ou graduated from college t"o years ago and began "or'ing at 0ampstead $lectronics. /ou have
received good performance evaluations and a raise. /ou ;ust found out that a recent college graduate "ith
no e#perience has been hired at a higher salary than you are no" ma'ing.
1,5. /ou "ill probably use the ????? theory in evaluating ho" you regard this situation.
a. eCuity
b. e#pectancy
c. goal setting
d. reinforcement
(a; Moderate; pp. 137*132)
1,,. /our referent comparison for eCuity theory is termed:
a. self*inside.
b. self*outside.
c. other*inside.
d. other*outside.
(c; :hallenging; pp. 137*132)
1,3. /ou can be predicted to:
a. "or' harder.
b. call in sic'.
c. ac'no"ledge that the ne" person hired is "orth more.
d. not "or' so hard.
(d; Moderate; pp. 137*132)
-pplication of Mc:lellands &heory of 1eeds
/ou manage a department of three employees. /ou have identified that Ioe scores high in the need for
1%(
achievement! Mary scores high in the need for po"er! and Iim scores high in the need for affiliation. 5arah
scored high in both the need for po"er and the need for affiliation.
1,4. 2hich employee "ould be best suited to a challenging ne" assignment "here they "ould receive
rapid feedbac')
a. Ioe
b. Mary
c. Iim
d. 5arah
(a; :hallenging; pp. 1,2*1,%)
1,6. 2hich employee "ould be best suited as a mentor to ne" employees "ith a chance to develop
friendships)
a. Ioe
b. Mary
c. Iim
d. 5arah
(c; :hallenging; pp. 1,2*1,%)
137. 2hich employee "ould be most comfortable being in charge "hile you are on vacation)
a. Ioe
b. Mary
c. Iim
d. 5arah
(b; :hallenging; pp. 1,2*1,%)
SHORT !ISCUSSION "UESTIONS
131. 2hat assumptions are held by a &heory / manager)
(9age 153)
&he &heory / manager assumes employees can vie" "or' as being as natural as rest or play;
people "ill e#ercise self*direction and self*control if they are committed to the ob;ectives; the
average person can learn to accept! even see'! responsibility; and the ability to ma'e innovative
decisions is "idely dispersed throughout the population and is not necessarily the sole province of
those in management positions.
132. Eist and e#plain the three groups of core needs in $=8 &heory.
(9age 1,1)
-lderfer argues that there are three groups of core needs K e#istence! relatedness! and gro"th. &he
e#istence group is concerned "ith providing our basic material e#istence reCuirements. &he second
group of needs are those of relatedness K the desire "e have for maintaining important
interpersonal relationships. 8ro"th needs reflect an intrinsic desire for personal development.
13%. Discuss Mc:lellands &heory of 1eeds.
(9ages 1,2*1,%)
Mc:lellands theory of needs focuses on three needs: achievement! po"er! and affiliation. &he need
for achievement is the drive to e#cel! to achieve in relation to a set of standards and to strive to
1%5
succeed. &he need for po"er is the need to ma'e others behave in a "ay that they "ould not have
behaved other"ise. &he need for affiliation is the desire for friendly and close interpersonal
relationships.
13(. $#plain cognitive evaluation theory.
(9ages 1,(*1,5)
:ognitive evaluation theory proposes that the introduction of e#trinsic re"ards! such as pay! for
"or' effort that had been previously intrinsically re"arding due to the pleasure associated "ith the
content of the "or' itself "ould tend to decrease the overall level of motivation.
135. 2hat is self*efficacy)
(9age 1,3)
5elf*efficacy refers to an individuals belief that he or she is capable of performing a tas'. &he
higher your self*efficacy! the more confidence you have in your ability to succeed in a tas'.
13,. 2hat is flo")
(9ages 1,4*1,6)
-thletes commonly refer to it as being Fin the +one.G @t can also occur at "or'. Motivation
researchers call this state of absolute concentration flo". &he activity people are pursuing "hen
they achieve the timelessness feeling of flo" comes from the process of the activity itself rather
than trying to reach a goal. 5o "hen a person e#periences flo"! he or she is completely
intrinsically motivated. &he flo" e#perience is rarely reported by people "hen theyre doing
leisure activities such as "atching television or rela#ing. @t is more li'ely to be e#perienced at
"or' than at home.
133. Discuss distributive ;ustice and procedural ;ustice. Discuss ho" managers can use this
information.
(9age 132)
0istorically! eCuity theory focused on distributive ;ustice or the perceived fairness of the amount
and allocation of re"ards among individuals. Dut eCuity should also consider procedural ;ustice K
the perceived fairness of the process used to determine the distribution of re"ards. &he evidence
indicates that distributive ;ustice has a greater influence on employee satisfaction than procedural
;ustice! "hile procedural ;ustice tends to affect an employees organi+ational commitment! trust in
his or her boss! and intention to Cuit. -s a result! managers should consider openly sharing
information on ho" allocation decisions are made! follo"ing consistent and unbiased procedures!
and engaging in similar practices to increase the perception of procedural ;ustice. Dy increasing
the perception of procedural fairness! employees are li'ely to vie" their bosses and the organi+ation
as positive even if theyre dissatisfied "ith pay! promotions! and other personal outcomes.
134. 2hat are the three relationships in Arooms e#pectancy theory)
(9age 13%)
$#pectancy theory argues that the strength of a tendency to act in a certain "ay depends on the
strength of an e#pectation that the act "ill be follo"ed by a given outcome and on the
attractiveness of that outcome to the individual. &he theory focuses on three relationships. &he
effort*performance relationship is the probability perceived by the individual that e#erting a given
1%,
amount of effort "ill lead to performance. &he performance*re"ard relationship is the degree to
"hich the individual believes that performing at a particular level "ill lead to the attainment of a
desired outcome. &he re"ards*personal goals relationship is the degree to "hich organi+ational
re"ards satisfy an individuals personal goals or needs and the attractiveness of those potential
re"ards for the individual.
ME!IUM LEN#TH !ISCUSSION "UESTIONS
136. Describe Maslo"s hierarchy of needs.
(9age 15,)
Maslo"s hierarchy of needs hypothesi+ed that "ithin every human being there e#ists a hierarchy
of five needs. &he physiological needs include hunger! thirst! shelter! se#! and other bodily needs.
5afety includes security and protection from physical and emotional harm. 5ocial includes
affection! belongingness! acceptance! and friendship. $steem includes internal esteem factors such
as self*respect! autonomy! and achievement; and e#ternal esteem factors such as status!
recognition! and attention. 5elf*actuali+ation is the drive to become "hat one is capable of
becoming; includes gro"th! achieving ones potential! and self*fulfillment. -s each of these needs
becomes substantially satisfied! the ne#t need becomes dominant. 5o if you "ant to motivate
someone! according to Maslo"! you need to understand "hat level of the hierarchy that person is
currently on and focus on satisfying those needs at or above that level.
147. -ccording to 0er+bergs &"o*<actor &heory! ho" might a manager promote ;ob satisfaction among
employees)
(9ages 156*1,7)
-ccording to 0er+berg! the factors leading to ;ob satisfaction are separate and distinct from those
that lead to ;ob dissatisfaction. &herefore! managers "ho see' to eliminate factors that can create
;ob dissatisfaction may bring about peace but not necessarily result in motivation! conditions
surrounding the ;ob such as Cuality of supervision! pay! company policies! physical "or'ing
conditions! relations "ith others! and ;ob security "ere characteri+ed by 0er+berg as hygiene
factors. 2hen they are adeCuate! people "ill not be dissatisfied; neither "ill they be satisfied. @f
"e "ant to motivate people on their ;obs! 0er+berg suggested emphasi+ing factors associated "ith
the "or' itself or to outcomes directly derived from it! such as promotional opportunities!
opportunities for personal gro"th! recognition! responsibility! and achievement. &hese are the
characteristics that people find intrinsically re"arding.
141. 2hat predictions can be made based on the relationship bet"een the achievement need and ;ob
performance)
(9ages 1,%*1,()
@ndividuals "ith a high need to achieve prefer ;ob situations "ith personal responsibility! feedbac'!
and an intermediate degree of ris'. 2hen these characteristics are prevalent! high achievers "ill be
strongly motivated. &he evidence consistently demonstrates! for instance! that high achievers are
successful in entrepreneurial activities such as running their o"n businesses and managing a self*
contained unit "ithin a large organi+ation. - high need to achieve does not necessarily lead to
being a good manager! especially in large organi+ations. 9eople "ith a high achievement need are
1%3
interested in ho" "ell they do personally and not in influencing others to do "ell. $mployees have
been successfully trained to stimulate their achievement need. 5o if a ;ob calls for a high achiever!
management can select a person "ith a high need for achievement or develop its o"n candidate
through achievement training.
COMPREHENSI$E ESSA%S
142. 0o" does $=8 theory differ from Maslo"s hierarchy of needs)
(9ages 1,1*1,2)
Maslo"s hierarchy of needs hypothesi+ed that "ithin every human being there e#ists a hierarchy
of five needs. &he physiological needs include hunger! thirst! shelter! se#! and other bodily needs.
5afety includes security and protection from physical and emotional harm. 5ocial includes
affection! belongingness! acceptance! and friendship. $steem includes internal esteem factors such
as self*respect! autonomy! and achievement; and e#ternal esteem factors such as status!
recognition! and attention. 5elf*actuali+ation is the drive to become "hat one is capable of
becoming; includes gro"th! achieving ones potential! and self*fulfillment. -s each of these needs
becomes substantially satisfied! the ne#t need becomes dominant. 5o if you "ant to motivate
someone! according to Maslo"! you need to understand "hat level of the hierarchy that person is
currently on and focus on satisfying those needs at or above that level.
-lderfer argues that there are three groups of core needs K e#istence! relatedness! and gro"th. &he
e#istence group is concerned "ith providing our basic material e#istence reCuirements. &hey
include the items that Maslo" considered to be physiological and safety needs. &he second group
of needs are those of relatedness K the desire "e have for maintaining important interpersonal
relationships. &hese social and status desires reCuire interaction "ith others if they are to be
satisfied! and they align "ith Maslo"s social need and the e#ternal component of Maslo"s esteem
classification. 8ro"th needs reflect an intrinsic desire for personal development. &hese include the
intrinsic component from Maslo"s esteem category and the characteristics included under self*
actuali+ation.
@n addition! the $=8 theory demonstrates that more than one need may be operative at the same
time and if the gratification of a higher*level need is stifled! the desire to satisfy a lo"er*level need
increases. $=8 theory contains a frustration*regression dimension. $=8 theory is also more
consistent "ith our 'no"ledge of individual differences among people. Bverall! $=8 theory
represents a more valid version of the need hierarchy.
14%. Discuss goal*setting theory and its implications for managers.
(9ages 1,,*1,3)
$d"in Eoc'e proposed that intentions to "or' to"ard a goal are a ma;or source of "or'
motivation. 8oals tell an employee "hat needs to be done and ho" much effort "ill need to be
e#pended. &he evidence strongly supports the value of goals. 5pecific goals increase performance;
that difficult goals! "hen accepted! result in higher performance than do easy goals; and that
feedbac' leads to higher performance than does nonfeedbac'.
5pecific hard goals produce a higher level of output than does the generali+ed goal of Fdo your
best.G &he specificity of the goal itself acts as an internal stimulus. &he more difficult the goals!
1%4
the higher the level of performance. 0o"ever! its logical to assume that easier goals are more
li'ely to be accepted. Dut once an employee accepts a hard tas'! he or she "ill e#ert a high level of
effort until it is achieved! lo"ered! or abandoned. 9eople "ill do better "hen they get feedbac' on
ho" "ell they are progressing to"ard their goals because feedbac' helps to identify discrepancies
bet"een "hat they have done and "hat they "ant to do; that is! feedbac' acts to guide behavior.
8oal*setting theory presupposes that an individual is committed to the goals! that is! is determined
not to lo"er or abandon the goal "hen the goal is made public! "hen the individual has an internal
locus of control! and "hen the goal is self*set rather than assigned. 8oal*setting has also been
found to be culture bound. @t is "ell adapted to countries li'e the Hnited 5tates and :anada.
14(. Discuss eCuity theory. @nclude the concepts of eCuity tension! referent comparisons! and ho"
employees might reduce perceived ineCuity.
(9ages 131*132)
-ccording to eCuity theory! employees ma'e comparisons of their ;ob inputs and outcomes relative
to those of others. 2e perceive "hat "e get from a ;ob situation in relation to "hat "e put into it!
and then "e compare out outcome*input ratio "ith the outcome*input ratio of relevant others. @f
"e perceive our ratio to be eCual to that of the relevant others "ith "hom "e compare ourselves! a
state of eCuity is said to e#ist. 2e perceive our situation as fair K that ;ustice prevails. 2hen "e
see ourselves as under*re"arded! the tension creates anger; "hen over*re"arded! the tension creates
guilt. &his negative state provides the motivation to do something to correct it. &he referent that
an employee selects adds to the comple#ity of eCuity theory. &he four referent comparisons that an
employee can use are the self*inside! the self*outside! the other*inside! and the other*outside. 2hen
employees perceive an ineCuity! they can be predicted to ma'e one of si# choices. &hey may
change their inputs. &hey may change their outcomes. &hey may distort perceptions of self. &hey
may distort perceptions of others. &hey may choose a different referent! or they may leave the
field.
1%6