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Chapter 13 - Motivation and Performance

Chapter 13

Motivation and Performance

True / False Questions

1. The concept of motivation is only concerned with the level of persistence of the worker.

True False

2. Persistence refers to how hard an employee works within the orani!ation.

True False

3. "ffort refers to how hard people work.True False

#. Persistence refers to the many possi$le $ehaviors a person could enae in.

True False

%. Many manaers are e&trinsically motivated' they derive a sense of accomplishment and

achievement from helpin the orani!ation achieve its oals.True False

(. )o$s that score hih on the five characteristics of the )o$ Characteristics Model are more

likely to lead to intrinsic motivation than *o$s that are low on these characteristics.

True False

+. ,teve is a $roker at a lare financial company and ets his motivation from the commission

on his sales. ,teve is intrinsically motivated.True False

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. n e&trinsically motivated $ehavior/ the source of motivation is in the conse0uences of the

$ehavior/ and not in the $ehavior itself.True False

. rew knew if he didnt follow the company dress code he would $e punished/ so he

reluctantly wore his tie every day. rews motivation is intrinsic.True False

14. People can $e intrinsically motivated/ e&trinsically motivated/ $ut cannot $e $othintrinsically and e&trinsically motivated.

True False

11. 5 person cannot $e $oth prosocial and e&trinsically motivated.True False

12. 5n employees perception a$out the e&tent to which his effort will result in a iven levelof performance is known as e&pectancy.

True False

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13. Mem$ers of an orani!ation are motivated to put forth a hih level of effort only if theythink that doin so leads to hih performance.

True False

1#. "mployees are motivated to perform at a hih level only if they think hih performancewill lead to outcomes such as pay/ *o$ security/ interestin *o$ assinments/ $onuses/ or a

feelin of accomplishment.

True False

1%. The term instrumentality refers to how desira$le each of the outcomes availa$le from a

*o$ or orani!ation is to a person.True False

1(. Providin employees with hihly valent outcomes has the potential to reduce turnover.

True False

1+. 5ccordin to Maslows hierarchy of needs theory/ hiher level needs must $e satisfied

$efore lower level needs.

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True False

1. 5ccordin to Maslows hierarchy of needs theory/ the hihest level of unmet needs in thehierarchy is the prime motivator of $ehavior.

True False

1. 5ccordin to the "67 theory/ as lower-level needs $ecome satisfied/ a person seeks to

satisfy hiher-level needs.

True False

24. 5ccordin to 8er!$ers motivator-hyiene theory/ satisfyin hyiene needs results in

hih levels of motivation and hih levels of *o$ satisfaction.

True False

21. The need for affiliation is the e&tent to which an individual is concerned a$out havin the

people around him or her et alon with each other.True False

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22. "0uity e&ists when a person perceives his or her own outcome-input ratio to $e e0ual to a

referents outcome-input ratio.True False

23. 9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input

ratio is less than that of a referent.True False

2#. 7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$sand orani!ations.

True False

2%. 7oal-settin theory suests that to stimulate hih motivation and performance/ oalsmust $e specific $ut not difficult.

True False

2(. The $asic premise of learnin theories is that manaers can increase employee motivation

and performance $y how they link the outcomes that employees receive to the performance of

desired $ehaviors and the attainment of oals.

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True False

2+. :y linkin positive reinforcers to the performance of functional $ehaviors/ manaersmotivate people to perform the desired $ehaviors.

True False

2. ;eative reinforcement is primarily used to present a neative conse0uence for $ehavior

when functional $ehaviors are performed.

True False

2. Punishment involves removin a neative conse0uence when dysfunctional $ehaviors

occur.

True False

34. Manaers who use positive reinforcement can et into trou$le if they are not careful to

identify the riht $ehaviors to reinforce.True False

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True False

3(. Profit sharin is a financial instrument that entitles the $earer to $uy shares of anorani!ations stock at a certain price durin a certain period or under certain conditions.

True False

3+. >hen an orani!ation $ases a sales representatives pay on the percentae of sales dollars

enerated $y the rep/ the orani!ation is usin a commission pay proram.

True False

Multiple Choice Questions

3. 8ow hard an employee works on the *o$ is referred to as?5. Persistence

:. "ffort

C. nstrumentality.


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#3. ,teve is a $roker at a lare financial company and ets his motivation from the

commission on his sales. ,teve is?5. "&trinsically motivated

:. ;eatively reinforced

C. Positively reinforced. ntrinsically motivated". Prosocially motivated

##. 5 worker in an automo$ile assem$ly line who chooses this type of work $ecause of the*o$ security it entails is said to $e?

5. ntrinsically motivated

:. "&periencin overpayment ine0uityC. "&periencin underpayment ine0uity

. "&trinsically motivated". Positively reinforced

#%. 5ll of the followin are likely e&amples of intrinsic motivators "@C"PT?

5. nterestin work

:. 5 feelin of accomplishmentC. Praise

. 5utonomy

". 6esponsi$ility

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#(. 5ll of the followin are likely e&amples of e&trinsic motivators "@C"PT?5. Praise

:. )o$ security

C. :enefits.


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C. prosocial only

. intrinsic/ e&trinsic/ and prosocial". e&trinsic and intrinsic only

#. 9ne of the followin theories specifically postulates that motivation of employees will $e

hih when employees $elieve that a hih level of effort on their part will lead to hihperformance on their part/ $ut only when they $elieve that hih performance leads to their

attainment of outcomes that they desire Be.. hiher pay/ promotion/ etc.. >hich theory does

thisD5. "&pectancy theory

:.


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%1. 5ccordin to the e&pectancy theory/ what isEare the ma*or factorBs that determineBs a

persons motivationD5.


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". 8yiene

%#. The desira$ility to an employee of each of the outcomes availa$le from the employees *o$or orani!ation is known as?

5. nstrumentality

:. "&pectancyC.


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. 5ny two of three factorsGe&pectancy/ instrumentality/ or valence are hih.

". "&pectancy/ instrumentality/ and valance are all hih.

%+. 5ccordin to Maslows hierarchy of needs theory/ individuals have AAAAAA kinds of

needs.

5. seven:. three

C. five

. two". ten

%. >hich of the followin motivators is the most $asic need in Maslows hierarchyD5. ,afety

:. :elonin

C. Physioloical

. "steem". ,elf-actuali!ation

%. 6,T Consultin hosts a hue holiday party for the entire office. >hat need is 6,TConsultin attemptin to satisfyD

5. Physioloical:. ,afety

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C. "steem

. :eloninness". ,elf-actuali!ation

(4. 5ccordin to 5lderfers "67 theory/ if an individual $ecomes frustrated at a certain level

of need/ the person will then?5. ,kip a level

:. Continue to pursue the need/ despite frustration

C. Focus more on satisfyin a lower level. Huit tryin to satisfyin any need

". :ecome self-actuali!in

(1. n 8er!$ers motivator-hyiene theory/ needs that are related to the nature of the work

itself and the deree of challene contained in the work are known as?

5. Motivator needs

:. "&pectancy needsC. nstrumentality needs

. 8yiene needs

".


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5. nterestin work

:. 6esponsi$ilityC. Pay

. 5 sense of accomplishment

". 5utonomy

(3. n 8er!$ers motivator-hyiene theory/ needs that are related to the physical and

psycholoical conte&t in which the work is performed are known as?

5. Motivator needs:. 8yiene needs

C.


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(%. >hich theory helped to focus researchers and manaers attention on the important

distinction $etween intrinsic motivation and e&trinsic motivationD5. Maslows 8ierarchy Theory

:. 5lderfers "67 Theory

C. 8er!$ers Motivator-8yiene Theory. McClellands ;eeds Theory". "0uity Theory

((. The e&tent to which an individual has a stron desire to perform challenin tasks welland to meet personal standards for e&cellence is referred to as?

5. The need for power

:. The need for self-actuali!ationC. The need for achievement

. The need for affiliation". The need for actuali!ation

(+. >hat needBs has Bhave research found to $e assets for first-line and middle manaers to

possessD

5. Power:. 5ffiliation

C. 5chievement

. :oth power and achievement

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". Power/ affiliation/ and achievement are all assets

(. >hat needBs has Bhave research found to $e especially important for upper manaers topossessD

5. Power

:. 5ffiliationC. 5chievement

. :oth power and achievement

". Power/ affiliation/ and achievement are all assets

(. 5 hih AAAAAA may not always $e desira$le in manaers and other leaders $ecause it

miht lead them to try too hard to $e liked $y others.5. need for affiliation

:. need for esteem

C. need for power

. need for self-actuali!ation". need for achievement

+4. The theory of motivation that focuses on the peoples perceptions of the fairness of theirwork outcomes relative to their work inputs is known as?

5. "0uity theory:.


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C. nstrumentality theory

. The needs hierarchy theory". Motivator-hyiene theory

+1. Iacy/ an employee at ;ationwide Cellular/ perceives that her outcomeEinput ratio is hiher

than that of his coworker )ulia. This is known as?5. 9verpayment ine0uity

:. Jnderpayment ine0uity

C. The valence effect. Positive reinforcement

". "&tinction

+2. >hat e&ists when a persons own outcome-input ratio is perceived to $e less than that of a

referentD

5. The valence effect

:. "&tinctionC. ;eative reinforcement

. Jnderpayment ine0uity

". 9verpayment ine0uity

+3. )ulia perceives that she is workin harder and $ein paid less than a num$er of hercoworkers. )ulia is likely to?

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:. "67 theory

C. "0uity theory. 9perant conditionin theory

". Motivator-hyiene theory

++. ,pecific/ difficult oals motivate people to?5. Contri$ute fewer inputs to their *o$s

:. 6educe their outputs

C. Contri$ute more inputs to their *o$s. Contri$ute fewer outputs from their *o$s

". 6educe their effort

+. ,pecific/ difficult oals can detract from performance when?

5. The employee is learnin simple/ easy tasks

:. The employee is learnin comple&/ difficult tasks

C. The employee is performin routine tasks. The employee has $een on the *o$ a sinificant amount of time

". The employee provides his own feed$ack

+. >hich of the followin theories descri$es how employees learn to perform $ehaviors that

lead to desired conse0uences/ and to avoid $ehaviors that lead to undesired conse0uencesD5. ;eeds hierarchy theory

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:. "67 theory

C. "0uity theory. 9perant conditionin theory

". Motivator-hyiene theory

4. >hen 5lice makes it to work on time for an entire 0uarter/ her manaer/ an/ takes her offof pro$ation. This is known as?

5. Positive reinforcement

:. "&tinctionC. ;eative reinforcement

. ne0uity

". nstrumentality

1. For most people/ pay is considered to $e?

5. 5 neative reinforcer

:. 5 positive reinforcerC. 5 neative valence

.


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:. ,elf-efficacy

C.


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dysfunctional $ehaviors are performed.

5. removin' removin:. administerin' administerin

C. removin' administerin

. administerin' removin". administerin' implementin

(. >hen )ohn violated the companys se&ual harassment policy/ Kyle had to suspend )ohn

for two weeks without pay. This is known as?5. "&tinction

:. Positive reinforcement

C. ;eative reinforcement. "0uity

". Punishment

+. 9: Modification is $ased on the principles of?5. Iearnin Theory

:. Maslows 8ierarchy

C. 8er!$ers Motivator-8yiene Theory. "0uity Theory

". 9perant Conditionin

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. >hich theory proposes that motivation results not only from direct e&perience of rewards

and punishments $ut also from a persons thouhts and $eliefsD5. ;eeds hierarchy theory

:. "67 theory

C. "0uity theory. 9perant conditionin theory". ,ocial learnin theory

. >hat type of learnin occurs when a person Bthe learner $ecomes motivated to perform a$ehavior $y watchin another person Bthe model performin the $ehavior and $ein

positively reinforced for doin soD

5. 9perant:. 6einforced

C. 9:Mod.


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2. 5s a reward for completin his assinment two weeks ahead of schedule/ ,cott rewarded

himself with a lon vacation. The reward is aBn?5.


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%. Terry was recently hired $y 5cme "&plosives. 5s part of her hirin/ she was iven stockoptions that she can purchase after she has $een employed a year. The price she will pay is

called the AAAAAAAAAAA and the constraints on when she can purchase is called a AAAAAAAAA.

5. e&ercise price' market condition:. vestin price' e&ercise conditionC. continent price' market condition

. market price' vestin condition

". e&ercise price' vestin condition

(. >hen an orani!ation $ases employees pay on the num$er of units each employee

produces/ they are usin a?5. 5 profit-sharin plan

:. 5 ,canlon planC. Piece-rate plan. Commission pay plan

". ,tock option plan

+. 5 worker who is paid on the $asis of the num$er of computer components produced perday is said to $e paid on?

5. 5n orani!ation-$ased plan

:. 5 roup-$ased plan

C. 5 commission $asis

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144. efine motivation and descri$e the psycholoical factors that contri$ute to motivation.

141. "&plain how an employee can $e intrinsically motivated/ e&trinsically motivated/

prosocial/ or any com$ination/ dependin on the factors in his *o$ situation. 7ive one e&ampleof an employee who e&hi$its each of these in work situations.

142. iscuss the three ma*or factors in e&pectancy theory and e&plain their possi$le impact on

the motivation of a manaer. 7ive an e&ample of a time in your life when you were verymotivated and e&plain it/ usin e&pectancy theory.

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143. iscuss the five $asic needs in Maslows hierarchy of needs. Provide a real world

e&ample of each need.

14#. iscuss the three cateories of needs of 5lderfers "67 theory. "&plain how an

employee can $e motivated $y more than one of these needs at the same time.

14%. iscuss 8er!$ers motivator-hyiene theory. ifferentiate $etween motivator needs and

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hyiene needs.

14(. iscuss McClellands theory of needs.

14+. "&plain e0uity theory and discuss the various types of ine0uity.

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14. "&plain the oal settin theory and e&plain how specific/ difficult oals motivate people.

14. efine operant conditionin theory and discuss each of these techni0ues $y providin a

specific e&ample of how a manaer could use each of these techni0ues in attemptin tochane a su$ordinates $ehavior.

114. iscuss the pros and cons of usin punishment. f manaers use punishment/ how should

they minimi!e the neative side effectsD

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111. iscuss how each of the theories descri$ed in this chapter alludes to the importance of

pay and suests that pay should $e $ased on performance.

112. "&plain what is meant $y a =merit pay plan= and discuss its possi$le advantaes anddisadvantaes within an orani!ation.

113. >hich is more motivational/ a salary increase or a $onusD

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Chapter 13 Motivation and Performance 5nswer Key

True / False Questions

1.(p. 430)The concept of motivation is only concerned with the level of persistence of the

worker.

FALE

The concept of motivation is concerned with the direction of $ehavior/ the amount of effort/

and the level of persistence of the worker.

AACSB: Reflective Thinking

Bloom's: Remembe

!iffic"lt#: $%s#

&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion

2.(p. 430)Persistence refers to how hard an employee works within the orani!ation.

FALE

Persistence refers to whether/ when faced with road$locks and o$stacles/ people keep tryin

or ive up.


Bloom's: Remembe

!iffic"lt#: $%s#


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3.(p. 430)"ffort refers to how hard people work.

T!"E

"ffort refers to how hard people work.


Bloom's: Remembe!iffic"lt#: $%s#

&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.

Topic: otiv%tion

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#.(p. 430)Persistence refers to the many possi$le $ehaviors a person could enae in.

FALE

The direction of a persons $ehavior refers to the many possi$le $ehaviors a person could

enae in.


Bloom's: Remembe

!iffic"lt#: $%s#


Topic: otiv%tion

%.(p. 430)Many manaers are e&trinsically motivated' they derive a sense of accomplishment

and achievement from helpin the orani!ation achieve its oals.

FALE

Many manaers are intrinsically motivated' they derive a sense of accomplishment and

achievement from helpin the orani!ation achieve its oals and ain competitive advantaes.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m


(.(p. 430))o$s that score hih on the five characteristics of the )o$ Characteristics Model are

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more likely to lead to intrinsic motivation than *o$s that are low on these characteristics.

T!"E

)o$s that are interestin and challenin or hih on the five characteristics descri$ed $y the

*o$ characteristics model are more likely to lead to intrinsic motivation than are *o$s that are$orin or do not use a persons skills and a$ilities.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m


+.(p. 430),teve is a $roker at a lare financial company and ets his motivation from the

commission on his sales. ,teve is intrinsically motivated.FALE

"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or social

rewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/not the $ehavior itself.

AACSB: Reflective ThinkingBloom's: Appl#

!iffic"lt#: e-i"m


Topic: otiv%tion

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.(p. 430)n e&trinsically motivated $ehavior/ the source of motivation is in the conse0uences of

the $ehavior/ and not in the $ehavior itself.

T!"E

"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or socialrewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/

not the $ehavior itself.


Bloom's: /n-est%n-!iffic"lt#: e-i"m


Topic: otiv%tion

.(p. 430)rew knew if he didnt follow the company dress code he would $e punished/ so hereluctantly wore his tie every day. rews motivation is intrinsic.

FALE

"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or socialrewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/



Bloom's: Appl#

!iffic"lt#: e-i"m


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Topic: otiv%tion

14.(p. 430)People can $e intrinsically motivated/ e&trinsically motivated/ $ut cannot $e $othintrinsically and e&trinsically motivated.

FALE

People can $e intrinsically motivated/ e&trinsically motivated/ or $oth intrinsically and

e&trinsically motivated.


Bloom's: /n-est%n-!iffic"lt#: $%s#


Topic: otiv%tion

11.(p. 43)5 person cannot $e $oth prosocial and e&trinsically motivated.FALE

:ehavior can $e prosocially motivated in addition to $ein e&trinsically andEor intrinsicallymotivated.




Topic: otiv%tion

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12.(p. 433)5n employees perception a$out the e&tent to which his effort will result in a iven

level of performance is known as e&pectancy.

T!"E

"&pectancy is a persons perception a$out the e&tent to which effort Ban input results in acertain level of performance.


Bloom's: Remembe

!iffic"lt#: $%s#

&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#motiv%te- ,okfoce.

Topic: $+pect%nc# Theo#

13.(p. 433)Mem$ers of an orani!ation are motivated to put forth a hih level of effort only ifthey think that doin so leads to hih performance.

T!"E

Mem$ers of an orani!ation are motivated to put forth a hih level of effort only if they thinkthat doin so leads to hih performance.



&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#

motiv%te- ,okfoce.


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1#.(p. 433)"mployees are motivated to perform at a hih level only if they think hih

performance will lead to outcomes such as pay/ *o$ security/ interestin *o$ assinments/$onuses/ or a feelin of accomplishment.

T!"E

5ccordin to e&pectancy theory/ employees are motivated to perform at a hih level only if

they think hih performance will lead to outcomes such as pay/ *o$ security/ interestin *o$assinments/ $onuses/ or a feelin of accomplishment.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m


motiv%te- ,okfoce.Topic: $+pect%nc# Theo#

1%.(p. 434)The term instrumentality refers to how desira$le each of the outcomes availa$le

from a *o$ or orani!ation is to a person.

FALE

The term valence refers to how desira$le each of the outcomes availa$le from a *o$ or

orani!ation is to a person.


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Bloom's: Remembe

!iffic"lt#: $%s#


motiv%te- ,okfoce.


1(.(p. 434)Providin employees with hihly valent outcomes has the potential to reduceturnover.

T!"E

Providin employees with hihly valent outcomes not only can contri$ute to hih levels of

motivation $ut also has the potential to reduce turnover.


Bloom's: Remembe

!iffic"lt#: e-i"m&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#


1+.(p. 432)5ccordin to Maslows hierarchy of needs theory/ hiher level needs must $e

satisfied $efore lower level needs.

FALE

Maslow arued that these lowest-level needs must $e met $efore a person strives to satisfy

needs hiher up in the hierarchy/ such as self-esteem needs.

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Bloom's: /n-est%n-

!iffic"lt#: e-i"m&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high

pefom%nce.

Topic: ee- Theo#

1.(p. 43)5ccordin to Maslows hierarchy of needs theory/ the hihest level of unmet needs

in the hierarchy is the prime motivator of $ehavior.

FALE

The lowest level of unmet needs in the hierarchy is the prime motivator of $ehavior' if andwhen this level is satisfied/ needs at the ne&t hihest level in the hierarchy motivate $ehavior.


Bloom's: /n-est%n-


pefom%nce.Topic: ee- Theo#

1.(p. 435)5ccordin to the "67 theory/ as lower-level needs $ecome satisfied/ a person seeks

to satisfy hiher-level needs.

T!"E

5lderfer areed with Maslow that as lower-level needs $ecome satisfied/ a person seeks to

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satisfy hiher-level needs.



&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high


24.(p. 440)5ccordin to 8er!$ers motivator-hyiene theory/ satisfyin hyiene needs resultsin hih levels of motivation and hih levels of *o$ satisfaction.

FALE

,atisfyin hyiene needs/ however/ does not result in hih levels of motivation or even hih

levels of *o$ satisfaction.




pefom%nce.

Topic: ee- Theo#

21.(p. 440)The need for affiliation is the e&tent to which an individual is concerned a$out

havin the people around him or her et alon with each other.

T!"E

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The need for affiliation is the e&tent to which an individual is concerned a$out esta$lishin

and maintainin ood interpersonal relations/ $ein liked/ and havin the people around himor her et alon with each other.




pefom%nce.

Topic: ee- Theo#

22.(p. 44)"0uity e&ists when a person perceives his or her own outcome-input ratio to $e

e0ual to a referents outcome-input ratio.

T!"E

"0uity e&ists when a person perceives his or her own outcome-input ratio to $e e0ual to a

referents outcome-input ratio.


Bloom's: Remembe

!iffic"lt#: $%s#


Topic: $1"it# Theo#

23.(p. 44)9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratio is less than that of a referent.

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FALE

9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratio

is reater than that of a referent.


Bloom's: Remembe!iffic"lt#: e-i"m


motiv%te- ,okfoce.

Topic: $1"it# Theo#

2#.(p. 443)7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their

*o$s and orani!ations.

T!"E

7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$s and

orani!ations.


Bloom's: Remembe

!iffic"lt#: $%s#


pefom%nce.Topic: 6o%l*Setting Theo#

2%.(p. 443)7oal-settin theory suests that to stimulate hih motivation and performance/

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oals must $e specific $ut not difficult.

FALE

7oal-settin theory suests that to stimulate hih motivation and performance/ oals must $e

specific and difficult.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m



2(.(p. 444)The $asic premise of learnin theories is that manaers can increase employee

motivation and performance $y how they link the outcomes that employees receive to theperformance of desired $ehaviors and the attainment of oals.

T!"E

The $asic premise of learnin theories is that manaers can increase employee motivation andperformance $y how they link the outcomes that employees receive to the performance of

desired $ehaviors and the attainment of oals.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m

&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.Topic: &e%ning Theo#

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2+.(p. 448):y linkin positive reinforcers to the performance of functional $ehaviors/ manaers

motivate people to perform the desired $ehaviors.

T!"E

:y linkin positive reinforcers to the performance of functional $ehaviors/ manaers motivate

people to perform the desired $ehaviors.


Bloom's: /n-est%n-

!iffic"lt#: $%s#&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning

theo#.

Topic: &e%ning Theo#

2.(p. 448);eative reinforcement is primarily used to present a neative conse0uence for$ehavior when functional $ehaviors are performed.

FALE

Manaers usin neative reinforcement actually eliminate or remove undesired outcomes

once the functional $ehavior is performed.

AACSB: Reflective ThinkingBloom's: /n-est%n-

!iffic"lt#: e-i"m

&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning

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theo#.


2.(p. 448)Punishment involves removin a neative conse0uence when dysfunctional

$ehaviors occur.

FALE

Manaers usin neative reinforcement actually eliminate or remove undesired outcomesonce the functional $ehavior is performed.


!iffic"lt#: e-i"m


theo#.


34.(p. 448)Manaers who use positive reinforcement can et into trou$le if they are not careful

to identify the riht $ehaviors to reinforce.

T!"E

"ven manaers who use positive reinforcement Band refrain from usin neative

reinforcement can et into trou$le if they are not careful to identify the riht $ehaviors toreinforce.


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Bloom's: /n-est%n-

!iffic"lt#: $%s#


theo#.


31.(p. 442)Punishment entails the removal of a neative conse0uence when functional$ehaviors are performed' neative reinforcement entails the administration of neativeconse0uences when dysfunctional $ehaviors are performed.

FALE

;eative reinforcement entails the removal of a neative conse0uence when functional

$ehaviors are performed' punishment entails the administration of neative conse0uenceswhen dysfunctional $ehaviors are performed.




theo#.Topic: &e%ning Theo#

32.(p. 445)


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the $ehavior and $ein positively reinforced for doin so.





33.(p. 445)


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FALE

,elf-efficacy influences motivation $oth when manaers provide reinforcement and when

workers themselves provide it.




theo#.


3%.(p. 490)5 compensation plan of an orani!ation that $ases pay on performance levels is

called a merit pay plan.

T!"E

5 compensation plan $asin pay on performance is often called a merit pay plan.

AACSB: Reflective ThinkingBloom's: Remembe

!iffic"lt#: $%s#

&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.

Topic: %# %n- otiv%tion

3(.(p. 49)Profit sharin is a financial instrument that entitles the $earer to $uy shares of an

orani!ations stock at a certain price durin a certain period or under certain conditions.FALE

"mployee stock options are financial instruments that entitle the $earer to $uy shares of an

orani!ations stock at a certain price durin a certain period or under certain conditions.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m

&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.Topic: %# %n- otiv%tion

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3+.(p. 493)>hen an orani!ation $ases a sales representatives pay on the percentae of sales

dollars enerated $y the rep/ the orani!ation is usin a commission pay proram.

T!"E

Jsin commission pay/ another individual-$ased merit pay plan/ manaers $ase pay on apercentae of sales.


Bloom's: Appl#

!iffic"lt#: $%s#


Multiple Choice Questions

3.(p. 430)8ow hard an employee works on the *o$ is referred to as?

5.Persistence

#$"ffort

C.nstrumentality.


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Bloom's: Remembe

!iffic"lt#: $%s#


Topic: otiv%tion

3.(p. 430)The deree to which an employee keeps tryin when faced with o$stacles to theaccomplishment of a oal is referred to as?5.nstrumentality

:."0uity

C.


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.Prosocial

".Monetary

Many manaers are intrinsically motivated' they derive a sense of accomplishment and

achievement from helpin the orani!ation achieve its oals and ain competitive advantaes.


Bloom's: Appl#

!iffic"lt#: e-i"m


Topic: otiv%tion

#1.(p. 430)5 collee professor who does her *o$ well $ecause she en*oys seein students row

and learn is said to $e?

5."&trinsically motivated:.;eatively reinforced

C.Positively reinforced

%$ntrinsically motivated"."&periencin e0uili$rium

ntrinsically motivated $ehavior is $ehavior that is performed for its own sake' the source of

motivation is actually performin the $ehavior/ and motivation comes from doin the workitself.


Bloom's: Appl#!iffic"lt#: e-i"m


Topic: otiv%tion

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#2.(p. 430):ehavior that is performed $y an employee to ac0uire a material reward/ to ac0uire a

social reward/ or to avoid punishment is referred to as?

A$"&trinsically motivated

:.;eatively reinforced

C.Positively reinforced.ntrinsically motivated".Prosocially motivated

"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or social

rewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/



!iffic"lt#: $%s#&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.

Topic: otiv%tion

#3.(p. 430),teve is a $roker at a lare financial company and ets his motivation from the

commission on his sales. ,teve is?

A$"&trinsically motivated:.;eatively reinforced

C.Positively reinforced

.ntrinsically motivated

".Prosocially motivated

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59/104


#%.(p. 430)5ll of the followin are likely e&amples of intrinsic motivators "@C"PT?

5.nterestin work:.5 feelin of accomplishment

C$Praise

.5utonomy".6esponsi$ility

ntrinsically motivated $ehavior is $ehavior that is performed for its own sake' the source of

motivation is actually performin the $ehavior/ and motivation comes from doin the work

itself.




#(.(p. 430)5ll of the followin are likely e&amples of e&trinsic motivators "@C"PT?

5.Praise

:.)o$ security

C.:enefits.


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rewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/



Bloom's: /n-est%n-

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#+.(p. 430)Tom/ a top manaer at "&pressFed/ derives a sense of accomplishment andachievement from manain a lare corporation and strives to reach year-end tarets to o$tain

his customary $onus. Tom is?

5."&trinsically motivated only:.ntrinsically motivated only

C.Prosocially motivated only.;eatively reinforced

E$"&trinsically and intrinsically motivated

People can $e intrinsically motivated/ e&trinsically motivated/ or $oth intrinsically and

e&trinsically motivated.


Bloom's: Appl#

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Topic: otiv%tion

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#.(p. 43)5 sureon who speciali!es in oran transplants and en*oys the challene of

performin comple& operations/ has a stron desire to help her patients reain their health ande&tend their lives throuh successful oran transplants/ and also is motivated $y the relatively

hih income she earns has hih AAAAAA motivation.

5.e&trinsic only:.intrinsic only

C.prosocial only

%$intrinsic/ e&trinsic/ and prosocial".e&trinsic and intrinsic only

This individual would have hih intrinsic/ prosocial/ and e&trinsic motivation.


Bloom's: Appl#!iffic"lt#: ;%-


Topic: otiv%tion

#.(p. 43)9ne of the followin theories specifically postulates that motivation of employees

will $e hih when employees $elieve that a hih level of effort on their part will lead to hih

performance on their part/ $ut only when they $elieve that hih performance leads to theirattainment of outcomes that they desire Be.. hiher pay/ promotion/ etc.. >hich theory does

thisD

A$"&pectancy theory:.


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C.8ierarchy of needs theory

.Motivator-hyiene theory".7oal-settin theory

"&pectancy theory/ posits that motivation is hih when workers $elieve that hih levels ofeffort lead to hih performance and hih performance leads to the attainment of desired

outcomes.




motiv%te- ,okfoce.


%4.(p. 433)5n employees perception a$out the e&tent to which her effort will result in a iven

level of her performance is known as?

5.


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Bloom's: Remembe

!iffic"lt#: $%s#



%1.(p. 43)5ccordin to the e&pectancy theory/ what isEare the ma*or factorBs that determineBsa persons motivationD

5.


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:.ne0uity

C.


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Bloom's: Appl#

!iffic"lt#: ;%-



%#.(p. 434)The desira$ility to an employee of each of the outcomes availa$le from theemployees *o$ or orani!ation is known as?

5.nstrumentality

:."&pectancy

C$


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:.nstrumentality

C."&pectancy.,elf-5ctuali!ation

".7oals

The term valence refers to how desira$le each of the outcomes availa$le from a *o$ or

orani!ation is to a person.




motiv%te- ,okfoce.


%(.(p. 43)5ccordin to e&pectancy theory/ hih motivation will occur when?

5."&pectancy is hih.

:.nstrumentality is hih.C.


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68/104


%.(p. 43)6,T Consultin hosts a hue holiday party for the entire office. >hat need is 6,T

Consultin attemptin to satisfyD5.Physioloical

:.,afety

C."steem%$:eloninness".,elf-actuali!ation

:eloninness can $e satisfied $y promotin ood interpersonal relations and orani!in

social functions such as company picnics and holiday parties.


Bloom's: Appl#



(4.(p. 435)5ccordin to 5lderfers "67 theory/ if an individual $ecomes frustrated at a certain

level of need/ the person will then?

5.,kip a level

:.Continue to pursue the need/ despite frustration

C$Focus more on satisfyin a lower level

.Huit tryin to satisfyin any need

".:ecome self-actuali!in

5lderfer also suested that when people e&perience need frustration or are una$le to satisfy

13-(


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needs at a certain level/ they will focus more intently on satisfyin the needs at the ne&t

lowest level in the hierarchy.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m

&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in highpefom%nce.

Topic: ee- Theo#

(1.(p. 435)n 8er!$ers motivator-hyiene theory/ needs that are related to the nature of the

work itself and the deree of challene contained in the work are known as?

A$Motivator needs

:."&pectancy needsC.nstrumentality needs

.8yiene needs".


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(2.(p. 435)n 8er!$ers motivator-hyiene theory/ all of the followin are e&amples of

motivator needs "@C"PT?5.nterestin work

:.6esponsi$ility

C$Pay.5 sense of accomplishment".5utonomy

Pay is considered a hyiene need.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m


Topic: ee- Theo#

(3.(p. 440)n 8er!$ers motivator-hyiene theory/ needs that are related to the physical andpsycholoical conte&t in which the work is performed are known as?

5.Motivator needs

#$8yiene needs

C.


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performed.





(#.(p. 440)n 8er!$ers motivator-hyiene theory/ all of the followin are e&amples of hyieneneeds "@C"PT?

5.Pay

#$6esponsi$ility

C.)o$ security.7ood relationships with coworkers

"."ffective supervision

6esponsi$ility is a motivator need.




pefom%nce.

Topic: ee- Theo#

(%.(p. 440)>hich theory helped to focus researchers and manaers attention on the important

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distinction $etween intrinsic motivation and e&trinsic motivationD

5.Maslows 8ierarchy Theory:.5lderfers "67 Theory

C$8er!$ers Motivator-8yiene Theory

.McClellands ;eeds Theory"."0uity Theory

8er!$er helped to focus researchers and manaers attention on the important distinction

$etween intrinsic motivation Brelated to motivator needs and e&trinsic motivation Brelated to

hyiene needs.


Bloom's: /n-est%n-



((.(p. 440)The e&tent to which an individual has a stron desire to perform challenin tasks

well and to meet personal standards for e&cellence is referred to as?

5.The need for power

:.The need for self-actuali!ation

C$The need for achievement

.The need for affiliation

".The need for actuali!ation

The need for achievement is the e&tent to which an individual has a stron desire to perform

challenin tasks well and to meet personal standards for e&cellence.

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(+.(p. 440)>hat needBs has Bhave research found to $e assets for first-line and middlemanaers to possessD

5.Power

:.5ffiliation

C.5chievement

%$:oth power and achievement

".Power/ affiliation/ and achievement are all assets

For e&ample/ research suests that hih needs for achievement and for power are assets forfirst-line and middle manaers and that a hih need for power is especially important for

upper manaers.


Bloom's: Remembe

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Topic: ee- Theo#

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(.(p. 440)>hat needBs has Bhave research found to $e especially important for upper

manaers to possessD

A$Power

:.5ffiliation

C.5chievement.:oth power and achievement

".Power/ affiliation/ and achievement are all assets

For e&ample/ research suests that hih needs for achievement and for power are assets for

first-line and middle manaers and that a hih need for power is especially important forupper manaers.





(.(p. 440)5 hih AAAAAA may not always $e desira$le in manaers and other leaders $ecause it

miht lead them to try too hard to $e liked $y others.

A$need for affiliation

:.need for esteem

C.need for power.need for self-actuali!ation

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".need for achievement

5 hih need for affiliation may not always $e desira$le in manaers and other leaders $ecause

it miht lead them to try too hard to $e liked $y others.




pefom%nce.

Topic: ee- Theo#

+4.(p. 44)The theory of motivation that focuses on the peoples perceptions of the fairness of

their work outcomes relative to their work inputs is known as?

A$"0uity theory:.


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Topic: $1"it# Theo#

+1.(p. 44)Iacy/ an employee at ;ationwide Cellular/ perceives that her outcomeEinput ratio ishiher than that of his coworker )ulia. This is known as?

A$9verpayment ine0uity

:.Jnderpayment ine0uityC.The valence effect

.Positive reinforcement

"."&tinction

9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratiois reater than that of a referent.

AACSB: Reflective ThinkingBloom's: Appl#

!iffic"lt#: e-i"m&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#

motiv%te- ,okfoce.

Topic: $1"it# Theo#

+2.(p. 44)>hat e&ists when a persons own outcome-input ratio is perceived to $e less than

that of a referentD5.The valence effect

:."&tinction

C.;eative reinforcement

%$Jnderpayment ine0uity

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".9verpayment ine0uity

Jnderpayment ine0uity e&ists when a persons own outcome-input ratio is perceived to $e less

than that of a referent.




motiv%te- ,okfoce.

Topic: $1"it# Theo#

+3.(p. 44))ulia perceives that she is workin harder and $ein paid less than a num$er of her

coworkers. )ulia is likely to?

5.6aise their perceptions of their own inputs:.ncrease her workin hours

C$:e a$sent more

.5sk for more work

>hen people e&perience underpayment ine0uity/ they may $e motivated to lower their inputs

$y reducin their workin hours/ puttin forth less effort on the *o$/ or $ein a$sent' or they

may $e motivated to increase their outcomes $y askin for a raise or a promotion.


Bloom's: Appl#

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Topic: $1"it# Theo#

+#.(p. 44)People e&periencin overpayment ine0uity are most likely to?

A$6aise their perceptions of their own inputs

:.5sk for a raise

C.>ork slower.:e a$sent more

".6aise their perceptions of others inputs

>hen people e&perience overpayment ine0uity/ they may try to restore e0uity $y chanin

their perceptions of their own or their referents inputs or outcomes.


Bloom's: /n-est%n-!iffic"lt#: ;%-


Topic: $1"it# Theo#

+%.(p. 443)The most motivatin oals are?

5.,pecific and easy

:.7eneral and easy

C$,pecific and difficult

.7eneral and difficult

".,pecific and out of reach

7oal-settin theory suests that to stimulate hih motivation and performance/ oals must $e

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specific and difficult.





+(.(p. 443)>hich theory focuses on motivatin workers to contri$ute their inputs to their *o$sand orani!ations in a way similar to e&pectancy theory and e0uity theoryD

A$7oal-settin theory

:."67 theory

C."0uity theory.9perant conditionin theory

".Motivator-hyiene theory

7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$s andorani!ations' in this way it is similar to e&pectancy theory and e0uity theory.


!iffic"lt#: $%s#


pefom%nce.

Topic: 6o%l*Setting Theo#

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++.(p. 444),pecific/ difficult oals motivate people to?

5.Contri$ute fewer inputs to their *o$s:.6educe their outputs

C$Contri$ute more inputs to their *o$s

.Contri$ute fewer outputs from their *o$s".6educe their effort

,pecific/ difficult oals motivate people to contri$ute more inputs to their *o$s.


!iffic"lt#: e-i"m


pefom%nce.


+.(p. 444),pecific/ difficult oals can detract from performance when?

5.The employee is learnin simple/ easy tasks

#$The employee is learnin comple&/ difficult tasks

C.The employee is performin routine tasks

.The employee has $een on the *o$ a sinificant amount of time

".The employee provides his own feed$ack

>hen people are performin complicated and challenin tasks that re0uire them to focus on

a considera$le amount of learnin/ speciLc/ difLcult oals may actually impair performance.

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Bloom's: /n-est%n-


pefom%nce.


+.(p. 449)>hich of the followin theories descri$es how employees learn to perform

$ehaviors that lead to desired conse0uences/ and to avoid $ehaviors that lead to undesired

conse0uencesD5.;eeds hierarchy theory

:."67 theory

C."0uity theory

%$9perant conditionin theory

".Motivator-hyiene theory

5ccordin to operant conditionin theory/ people learn to perform $ehaviors that lead to

desired conse0uences and learn not to perform $ehaviors that lead to undesired conse0uences.




theo#.


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4.(p. 448)>hen 5lice makes it to work on time for an entire 0uarter/ her manaer/ an/ takes

her off of pro$ation. This is known as?5.Positive reinforcement

:."&tinction

C$;eative reinforcement.ne0uity

".nstrumentality

Manaers usin neative reinforcement actually eliminate or remove undesired outcomes

once the functional $ehavior is performed.



&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.


1.(p. 448)For most people/ pay is considered to $e?

5.5 neative reinforcer

#$5 positive reinforcerC.5 neative valence

.


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esired outcomes/ called positive reinforcers/ include any outcomes that a person desires/

such as pay/ praise/ or a promotion.


Bloom's: /n-est%n-

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2.(p. 448)For most people/ a promotion is considered to $e?

5.5 neative valence

:.,elf-efficacy

C.


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3.(p. 448)For most people/ praise from their superior is considered to $e?

A$5 positive reinforcer:.5 neative reinforcer

C."&tinction

.,elf-efficacy".5 neative valence

esired outcomes/ called positive reinforcers/ include any outcomes that a person desires/

such as pay/ praise/ or a promotion.


Bloom's: /n-est%n-

!iffic"lt#: $%s#



#.(p. 448)5 manaer removes a positive reinforcement in order to chane the $ehavior of asu$ordinate. This is called?

A$"&tinction

:.Positive reinforcement

C.;eative reinforcement.nstrumentality

".


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whatever is reinforcin the $ehaviors. This process is called e&tinction.





%.(p. 442);eative reinforcement involves AAAAAAAAAA neative conse0uences whenfunctional $ehaviors are performed and punishment involves AAAAAAAAAA neative

conse0uences when dysfunctional $ehaviors are performed.

5.removin' removin

:.administerin' administerin

C$removin' administerin

.administerin' removin".administerin' implementin

;eative reinforcement entails the removal of a neative conse0uence when functional

$ehaviors are performed' punishment entails the administration of neative conse0uences

when dysfunctional $ehaviors are performed.


Bloom's: /n-est%n-

!iffic"lt#: ;%-



13-%


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87/104


>hen manaers systematically apply operant conditionin techni0ues to promote the

performance of orani!ationally functional $ehaviors and discourae the performance ofdysfunctional $ehaviors/ they are enain in orani!ational $ehavior modification.




theo#.


.(p. 44)>hich theory proposes that motivation results not only from direct e&perience of

rewards and punishments $ut also from a persons thouhts and $eliefsD

5.;eeds hierarchy theory:."67 theory

C."0uity theory.9perant conditionin theory

E$,ocial learnin theory

,ocial learnin theory proposes that motivation results not only from direct e&perience of

rewards and punishments $ut also from a persons thouhts and $eliefs.


Bloom's: Remembe

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.(p. 445)>hat type of learnin occurs when a person Bthe learner $ecomes motivated to

perform a $ehavior $y watchin another person Bthe model performin the $ehavior and$ein positively reinforced for doin soD

5.9perant

:.6einforcedC.9:Mod

%$


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".Continent learnin


90/104



theo#.


2.(p. 445)5s a reward for completin his assinment two weeks ahead of schedule/ ,cott

rewarded himself with a lon vacation. The reward is aBn?

5.


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C.9$servational learnin

%$,elf-efficacy"."0uity theory

,elf-efficacy is a persons $elief a$out his or her a$ility to perform a $ehavior successfully.


Bloom's: Appl#

!iffic"lt#: $%s#



#.(p. 490)5 compensation plan $asin pay on performance is often called?

5."0uity pay

#$Merit pay

C.>ae

.,alary"."&pectancy

5 compensation plan $asin pay on performance is often called a merit pay plan.


Bloom's: Remembe

!iffic"lt#: $%s#


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%.(p. 49)Terry was recently hired $y 5cme "&plosives. 5s part of her hirin/ she was iven

stock options that she can purchase after she has $een employed a year. The price she will payis called the AAAAAAAAAAA and the constraints on when she can purchase is called a

AAAAAAAAA.

5.e&ercise price' market condition:.vestin price' e&ercise condition

C.continent price' market condition

.market price' vestin condition

E$e&ercise price' vestin condition

The e&ercise price is the stock price at which the $earer can $uy the stock/ and the vestin

conditions specify when the $earer can actually $uy the stock at the e&ercise price.


!iffic"lt#: ;%-


(.(p. 493)>hen an orani!ation $ases employees pay on the num$er of units each employee

produces/ they are usin a?5.5 profit-sharin plan

:.5 ,canlon plan

C$Piece-rate plan.Commission pay plan

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".,tock option plan

Jsin piece-rate pay/ an individual-$ased merit plan/ manaers $ase employees pay on the

num$er of units each employee produces.





+.(p. 493)5 worker who is paid on the $asis of the num$er of computer components produced

per day is said to $e paid on?

5.5n orani!ation-$ased plan

:.5 roup-$ased planC.5 commission $asis

.5n e0uity $asis

E$5 piece-rate $asis

Jsin piece-rate pay/ an individual-$ased merit plan/ manaers $ase employees pay on the

num$er of units each employee produces.


Bloom's: Appl#

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.(p. 493)5 real-estate aent who is paid on the $asis of a percentae of the sale price of a

home is said to $e paid on?5.5 piece-rate $asis

:.5n e0uity $asis

C$5 commission $asis.5n underpayment ine0uity $asis

".5n overpayment ine0uity $asis

Jsin commission pay/ another individual-$ased merit pay plan/ manaers $ase pay on a

percentae of sales.


Bloom's: Appl#!iffic"lt#: $%s#


.(p. 493)>hich plan focuses on reducin e&penses or cuttin costs' mem$ers of an

orani!ation are motivated to come up with and implement cost-cuttin strateies $ecause a

percentae of the cost savins achieved durin a specified time is distri$uted to the

employeesD5.5 commission plan

:.5n e0uity plan

C.5 piece-rate plan.5 roup-$ased plan

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E$5 ,canlon plan

The ,canlon plan focuses on reducin e&penses or cuttin costs' mem$ers of an orani!ation

are motivated to come up with and implement cost-cuttin strateies $ecause a percentae of

the cost savins achieved durin a specified time is distri$uted to the employees.


Bloom's: Remembe

!iffic"lt#: $%s#



Essay Questions

144.(p. 430)efine motivation and descri$e the psycholoical factors that contri$ute tomotivation.

Motivation may $e defined as psycholoical forces that determine the direction of a persons

$ehavior in an orani!ation/ a persons level of effort/ and a persons level of persistence in theface of o$stacles. The direction of a persons $ehavior refers to the many possi$le $ehaviors a

person could enae in. "ffort refers to how hard people work.




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Topic: otiv%tion

141.(p. 430*43)"&plain how an employee can $e intrinsically motivated/ e&trinsicallymotivated/ prosocial/ or any com$ination/ dependin on the factors in his *o$ situation. 7ive

one e&ample of an employee who e&hi$its each of these in work situations.

5n employee may $e intrinsically motivated when he or she works hard and lon at a *o$

$ecause it is interestin or challenin. 5n employee may $e e&trinsically motivated when heor she works hard at a *o$ $ecause of some e&ternal reward/ such as money or promotion. 5n

employee may $e prosocially motivated when a $ehavior is performed to $enefit others.

,tudents e&amples will vary.




142.(p. 43*434)iscuss the three ma*or factors in e&pectancy theory and e&plain their possi$leimpact on the motivation of a manaer. 7ive an e&ample of a time in your life when you were

very motivated and e&plain it/ usin e&pectancy theory.

The three ma*or factors of e&pectancy theory are e&pectancy Bthe e&tent to which an employeefeels that her effort will result in a certain performance level/ instrumentality Bthe e&tent to

which a certain level of performance will result in the attainment of certain outcomes/ and

valence Bthe desira$ility of each of the outcomes availa$le to an employee. ,tudents

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e&amples will vary.





143.(p. 432*43)iscuss the five $asic needs in Maslows hierarchy of needs. Provide a realworld e&ample of each need.

,elf-actuali!ation needs are the needs to reali!e ones full potential as a human $ein. "steem

needs are the needs to feel ood a$out oneself and ones capa$ilities/ to $e respected $y

others/ and to receive reconition and appreciation. :eloninness needs are needs for socialinteraction/ friendship/ affection/ and love. ,afety needs are needs for security/ sta$ility/ and a

safe environment. Physioloical needs are $asic needs for thins such as food/ water/ and

shelter that must $e met in order for a person to survive. ,tudents e&amples will vary.




pefom%nce.

Topic: ee- Theo#

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14#.(p. 435)iscuss the three cateories of needs of 5lderfers "67 theory. "&plain how an

employee can $e motivated $y more than one of these needs at the same time.

5lderfers "67 theory collapsed the five cateories of needs in Maslows hierarchy into threeuniversal cateoriesGe&istence/ relatedness/ and rowthGalso arraned in a hierarchy.

5lderfer areed with Maslow that as lower-level needs $ecome satisfied/ a person seeks to

satisfy hiher-level needs. Jnlike Maslow/ however/ 5lderfer $elieved that a person can $emotivated $y needs at more than one level at the same time. 5 cashier in a supermarket/ for

e&ample/ may $e motivated $y $oth e&istence needs and relatedness needs. The e&istence

needs motivate the cashier to come to work reularly and not make mistakes so his *o$ will $esecure and he will $e a$le to pay his rent and $uy food. The relatedness needs motivate the

cashier to $ecome friends with some of the other cashiers and have a ood relationship with

the store manaer. 5lderfer also suested that when people e&perience need frustration or areuna$le to satisfy needs at a certain level/ they will focus more intently on satisfyin the needs

at the ne&t lowest level in the hierarchy.


Bloom's: /n-est%n-

!iffic"lt#: ;%-


Topic: ee- Theo#

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14%.(p. 435*440)iscuss 8er!$ers motivator-hyiene theory. ifferentiate $etween motivator

needs and hyiene needs.

Frederick 8er!$er focused on two factors? B1 outcomes that can lead to hih levels ofmotivation and *o$ satisfaction and B2 outcomes that can prevent people from $ein

dissatisfied. 5ccordin to 8er!$ers motivator-hyiene theory/ people have two sets of needs

or re0uirements? motivator needs and hyiene needs. Motivator needs are related to the natureof the work itself and how challenin it is. 9utcomes such as interestin work/ autonomy/

responsi$ility/ $ein a$le to row and develop on the *o$/ and a sense of accomplishment and

achievement help to satisfy motivator needs. To have a hihly motivated and satisfiedworkforce/ 8er!$er suested/ manaers should take steps to ensure that employees

motivator needs are $ein met. 8yiene needs are related to the physical and psycholoical

conte&t in which the work is performed. 8yiene needs are satisfied $y outcomes such aspleasant and comforta$le workin conditions/ pay/ *o$ security/ ood relationships with

coworkers/ and effective supervision. 5ccordin to 8er!$er/ when hyiene needs are notmet/ workers are dissatisfied/ and when hyiene needs are met/ workers are not dissatisfied.,atisfyin hyiene needs/ however/ does not result in hih levels of motivation or even hih

levels of *o$ satisfaction. For motivation and *o$ satisfaction to $e hih/ motivator needs must

$e met.


Bloom's: /n-est%n-

!iffic"lt#: ;%-&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high

pefom%nce.

Topic: ee- Theo#

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14(.(p. 440)iscuss McClellands theory of needs.

The need for achievement is the e&tent to which an individual has a stron desire to perform

challenin tasks well and to meet personal standards for e&cellence. People with a hih need

for achievement often set clear oals for themselves and like to receive performancefeed$ack. The need for affiliation is the e&tent to which an individual is concerned a$out

esta$lishin and maintainin ood interpersonal relations/ $ein liked/ and havin the peoplearound him or her et alon with each other. The need for power is the e&tent to which an

individual desires to control or influence others.


Bloom's: /n-est%n-

!iffic"lt#: e-i"m


Topic: ee- Theo#

14+.(p. 44*44)"&plain e0uity theory and discuss the various types of ine0uity.

"0uity theory is a theory of motivation that concentrates on peoples perceptions of the

fairness of their work outcomes relative to/ or in proportion to/ their work inputs.

9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratiois reater than that of a referent.

AACSB: Reflective ThinkingBloom's: /n-est%n-!iffic"lt#: e-i"m

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motiv%te- ,okfoce.

Topic: $1"it# Theo#

14.(p. 443)"&plain the oal settin theory and e&plain how specific/ difficult oals motivate

people.

7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$s and

orani!ations' in this way it is similar to e&pectancy theory and e0uity theory. :ut oal-settintheory takes this focus a step further $y considerin as well how manaers can ensure that

orani!ational mem$ers focus their inputs in the direction of hih performance and the

achievement of orani!ational oals. 7oal-settin theory suests that to stimulate hihmotivation and performance/ oals must $e specific and difficult. 6eardless of whether

specific/ difficult oals are set $y manaers/ workers/ or teams of manaers and workers/ they

lead to hih levels of motivation and performance. >hen manaers set oals for theirsu$ordinates/ their su$ordinates must accept the oals or aree to work toward them' also/

they should $e committed to them or really want to attain them. ,pecific/ difficult oals affectmotivation in two ways. First/ they motivate people to contri$ute more inputs to their *o$s.,pecific/ difficult oals cause people to put forth hih levels of effort. 5 second way in which

specific/ difficult oals affect motivation is $y helpin people focus their inputs in the riht

direction. These oals let people know what they should $e focusin their attention on.


Bloom's: /n-est%n-

!iffic"lt#: ;%-&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high

pefom%nce.


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