12NChap005

Chapter 05 - Foundations of Employee Motivation
Chapter 05 Foundations of Employee Motivation

True / False Questions
1. Motivation is closely related to the concept of employee engagement. True False
2. Motivation is one of the four essential drives of individual ehavior and performance. True False
!. Most employers say that no"adays motivating employees is more challenging than it used to e. True False
#. The pro lem "ith the concept of employee engagement is that it lac$s theoretical foundation. True False
5. The concept of employee engagement is related to motivation% ut not role perception. True False
&. The stronger your needs% the less motivated you are to fulfill them. True False
'. (rives are needs% and are essential parts of human psychology. True False
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). *n the conte+t of motivation% drives are also called primary needs% fundamental needs% or innate needs. True False
,. -eeds .ierarchy Theory e+plains ho" people develop perceptions of fairness in the distri ution and e+change of resources. True False
10. Maslo"/s -eeds .ierarchy Theory incorporates only five asic categories. True False
11. Maslo"/s -eeds .ierarchy Theory states that people are motivated y only one need at a time. True False
12. 0ccording to -eeds .ierarchy Theory% the need for self-actuali1ation continues to develop even "hen it is fulfilled. True False
1!. 0 raham Maslo" "as the first to recogni1e that human thoughts play a role in motivation. True False
1#. Maslo" is credited for ringing a mechanistic perspective to the study of motivation. True False
15. E23 Theory recogni1es three learned needs4 achievement% affiliation and po"er. True False
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1&. 0ccording to E23 Theory% a person can regress do"n the hierarchy of needs "hen they fail to fulfill higher needs. True False
1'. 5ne advantage of E23 Theory over Maslo"/s -eeds .ierarchy Theory is that the E23 model seems to e+plain human motivation some"hat etter. True False
1). .uman needs cluster more neatly around the three needs categories in E23 Theory than the five needs categories in Maslo"/s -eeds .ierarchy. True False
1,. 0 person/s hierarchy of needs is influenced y his or her values. True False
20. 6eople "ith a high need for achievement tend to avoid ris$s and prefer "or$ing in teams. True False
21. 7uccessful entrepreneurs tend to have a high need for achievement. True False
22. 6eople "ith a high need for affiliation tend to e more effective in 8o s that allocate scarce resources among employees. True False
2!. 6eople "ith a high need for affiliation tend to e more effective in 8o s that re9uire them to mediate conflicts. True False
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2#. 0ccording to :earned -eeds Theory% people "ith a high personali1ed need for po"er en8oy po"er for its o"n sa$e and use it to advance their career rather than to enefit others. True False
25. 0ccording to :earned -eeds Theory% companies should hire leaders "ith a strong need for personali1ed po"er. True False
2&. Four-drive Theory states that people have a hierarchy of needs that they progress through as lo"er level needs are fulfilled. True False
2'. T"o drives identified in Four-drive Theory are the drive to ac9uire and the drive to ond. True False
2). 0ccording to Four-drive Theory% three drives are proactive ;i.e. "e actively see$ to fulfill them< "hereas the drive to defend is reactive ;i.e. activated only in reaction to threat<. True False
2,. *n Four-drive Theory% the drive to ond does not produce any emotional mar$ers. True False
!0. 0ccording to Four-drive Theory% social norms% past e+perience% and personal values translate emotional signals into goal-directed effort. True False
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!1. 0ccording to Four-drive Theory% organi1ations ma+imi1e motivation y focusing employees on opportunities to fulfill only one of the four drives. True False
!2. Four-drive Theory recommends $eeping all four drives in = alance=> that is% organi1ations should avoid too much or too little opportunity to fulfill each drive. True False
!!. E+pectancy Theory of motivation states that people naturally direct their effort to"ards ehaviors they elieve are most li$ely to lead to desired outcomes. True False
!#. 0ccording to E+pectancy Theory% employee motivation "ill remain high "hen the 6-to-5 e+pectancy falls to 1ero. True False
!5. *n E+pectancy Theory% the performance-to-outcome e+pectancy represents the anticipated satisfaction or dissatisfaction that an individual places on an outcome. True False
!&. 5ne "ay to increase an employee/s E-to-6 e+pectancy regarding a specific tas$ is to increase the person/s self-confidence through counseling and coaching. True False
!'. 0ccording to E+pectancy Theory% communicating the e+istence of a performanceased re"ard system motivates employees y increasing their outcome valences. True False
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!). 5ne of the main pro lems "ith E+pectancy Theory of motivation is that it does not identify the comparison other in the motivation process. True False
!,. 5ne "ay to increase a person/s 6-to-5 e+pectancy is to measure his or her 8o performance more accurately. True False
#0. Employee motivation is e+plained reasona ly "ell y the E+pectancy Theory model. True False
#1. E+pectancy Theory identifies emotions as a $ey component of employee motivation. True False
#2. 3oal setting potentially improves employee performance y increasing motivation and clarifying role perceptions. True False
#!. 3oal setting tends to e more effective "hen the goals are specific rather than general. True False
##. 3oal setting is more effective "hen employees can easily complete the goals assigned to them. True False
#5. The optimal level of goal difficulty occurs "here the goal has more than a lo" level ut less than a moderate level of goal difficulty. True False
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#&. 6articipation in goal formation tends to increase performance "hen employees lac$ commitment to assigned goals. True False
#'. Feed ac$ to employees is most effective "hen it is fre9uent% credi le% and general. True False
#). Feed ac$ can e more fre9uent "hen employees perform short rather than long 8o cycles. True False
#,. The idea ehind !&0-degree feed ac$ is that employees should receive feed ac$ for !&0 continuous days. True False
50. 2esearch suggests that feed ac$ originating only from the supervisor provides more complete and accurate information than feed ac$ received through a !&0-degree process. True False
51. Compared to supervisor-only feed ac$% !&0-degree feed ac$ tends to produce more am iguous and conflicting feed ac$. True False
52. To learn a out their progress to"ards goal accomplishment% employees usually prefer feed ac$ from supervisors and other people. True False
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5!. Employees consider feed ac$ from non-social sources to e more accurate than feed ac$ from social sources. True False
5#. ?hen employees "ant to improve their self-image% they see$ out positive feed ac$ from social sources. True False
55. Com ining goal setting "ith monetary incentives motivates many employees to set up difficult goals. True False
5&. To determine the fairness of pay or other outcomes% people almost al"ays rely on the e9uity principle. True False
5'. The distri utive 8ustice principle states that everyone should receive the same re"ards in life. True False
5). 0ccording to E9uity Theory% employees feel ine9uity only "hen other people receive higher salaries than they do. True False
5,. *n the E9uity Theory model% a /comparison other/ is an individual or group of people against "hom the person compares his or her outcome@input ratio. True False
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&0. 5ne of the most significant discoveries in E9uity Theory research is that people tend to $eep the same comparison other throughout their "or$ing lives. True False
&1. Feelings of ine9uity occur "hen employees receive less than others% ut not "hen they receive more than others. True False
&2. 5verre"ard ine9uity occurs "henever other people receive less money than you do. True False
&!. Anderre"ard ine9uity occurs "hen your outcome@input ratio is lo"er than the outcome@input ratio of a comparison other. True False
&#. E9uity Theory research has found that employees "ho feel overre"arded tend to alter their perceptions of inputs and outcomes rather than attempt to actually change them. True False
&5. 5ne of the most common conse9uences of overre"ard ine9uity is that overpaid employees try to increase their inputs y "or$ing harder. True False
&&. /Benevolents/ and /Entitleds/ represent opposing ends of the e9uity sensitivity continuum. True False
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&'. 5ne pro lem "ith E9uity Theory is that it incorrectly assumes people are individualistic% rational% and selfish. True False
&). 6rocedural 8ustice is influenced y the policies and practices that decision ma$ers follo" as "ell as their standards of interpersonal conduct. True False
&,. (istri utive 8ustice increases directly "ith the e+tent that the decision allo"s voice% can e appealed% and has an un iased decision ma$er. True False
'0. 3iving employees an e+planation for a negative decision has no effect on procedural 8ustice. True False
'1. Feelings of procedural in8ustice produce anger% "hich% in turn% generates either "ithdra"al or aggression. True False
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Multiple Choice Questions
'2. Motivating employees is more challenging today than t"o decades ago ecause4 0. employers have difficulty understanding the different needs and e+pectations that younger generation employees ring to the "or$place. B. there is more layers of management today% "hich ma$es it more difficult to motivate everyone in management positions. C. corporate do"nsi1ing and reduced 8o security have damaged the levels of trust employees need to "or$ eyond minimum levels. (. 0ll of the ans"ers are correct. E. employers have difficulty understanding the different needs and e+pectations that younger generation employees ring to the "or$place% and corporate do"nsi1ing and reduced 8o security have damaged the levels of trust employees need to "or$ eyond minimum levels.
'!. E+pectations of ne" "or$force entrants has4 0. made employee motivation less relevant as an influence on 8o performance. B. made it less difficult to motivate employees using financial re"ards. C. made it more difficult to identify "hat motivates employees. (. made it impossi le to use any form of goal setting. E. had no effect on employee motivation.
'#. 0ll of the follo"ing are reasons given for "hy some employees are =disengaged= ECCE6T4 0. Companies have not ad8usted to the changing needs and e+pectations of the ne" "or$force. B. Corporate restructuring ;do"nsi1ing< has undermined commitment and trust among employees. C. 6ressures from glo ali1ation and information technology ma$e it harder to motivate employees eyond minimum standards. (. Employees aged 25 to !# sometimes or fre9uently feel demotivated. E. Basic needs have already een provided and satisfied. Therefore higher-level needs are harder for employers to anticipate and offer.
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'5. DDDDDDDDD produce emotions% "hereas DDDDDDDDD represent the motivational force of those emotions "hich are channeled to"ard particular goals. 0. (rives% needs B. -eeds% drives C. Thin$ing% doing (. 6lanning% pro8ecting E. -one of the a ove is correct.
'&. ?hich of the follo"ing statements a out drives is F0:7EE 0. They are also called primary needs. B. They activate emotions% "hich put us in a state of readiness to act. C. They include only asic physiological essentials% such as hunger and thirst. (. (rives and emotions represent the primary sources of motivation. E. 0ll of the a ove are correct.
''. 7elf-concept% social norms% and past e+periences help us4 0. ad8ust our level of drive- ased emotions. B. regulate our decisions and ehaviors. C. ad8ust our drive- ased emotions% ut not our ehaviors. (. ma$e unemotional decisions ased on reason and logic. E. ad8ust our level of drive- ased needs% and regulate our decisions and ehaviors.
'). -eeds .ierarchy Theory includes all of the follo"ing concepts ECCE6T4 0. self-actuali1ation. B. frustration-regression. C. esteem. (. elongingness. E. physiological needs.
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',. ?hich of these is the most "idely $no"n theory of human motivationE 0. Maslo"/s -eeds .ierarchy Theory B. E+pectancy Theory C. 3oal 7etting Theory (. E9uity Theory E. :earned -eeds Theory
)0. The highest level need in Maslo"/s .ierarchy of -eeds is4 0. esteem. B. safety. C. po"er. (. elongingness. E. self-actuali1ation.
)1. *n Maslo"/s needs hierarchy% the ottom four levels are collectively $no"n as DDDDDDDDDDD needs% "hereas self-actuali1ation is called a DDDDDDDDDDDDDD need. 0. elongingness% infinite B. fictitious% factual C. deficiency% gro"th (. su ordinate% superordinate E. safety% re"ard
)2. ?hich of these theories states that "e are motivated y several needs% ut the strongest source is the lo"est unsatisfied needE 0. Four-drive Theory B. -eeds .ierarchy Theory C. E9uity Theory (. (istri utive Fustice Theory E. :earned -eeds Theory
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)!. *f individuals are una le to satisfy a particular need% the E23 theory states that they4 0. $eep trying to fulfill this need until it is satisfied. B. redirect their efforts to"ards fulfilling a higher need in the hierarchy. C. permanently remove the loc$ed need from their list of needs to satisfy. (. redirect their efforts to"ards fulfilling a lo"er need in the hierarchy. E. any one of the four options a ove might occur depending on the individual.
)#. ?hich of these motivation theories arranges employee needs in a hierarchy of importanceE 0. E23 Theory B. Four-drive Theory C. E+pectancy Theory (. McClelland/s :earned -eeds Theory E. E23 Theory and McClelland/s :earned -eeds Theory
)5. McClelland/s :earned -eeds Theory does -5T include "hich of these needsE 0. 7afety need B. 0chievement need C. 7ociali1ed po"er need (. 6ersonali1ed po"er need E. 0ffiliation need
)&. The desire to see$ approval from others% conform to their "ishes and e+pectations% and avoid conflict and confrontations is called4 0. -eed for affiliation B. -eed for po"er C. -eed for achievement (. -eed for safety E. -eed for e+istence
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)'. 0ccording to the Four-drive Theory% "hich of the follo"ing is the foundation of competition and the asis of our need for esteemE 0. (rive to ac9uire B. 6hysiological needs C. (rive to defend (. (rive to ond E. (rive to learn
)). *n the Four-drive Theory% the drive DDDDDD is most closely associated "ith the need for relative status and recognition. 0. to ond B. for fairness C. to achieve goals (. to ac9uire E. for feed ac$
),. *n the Four-drive Theory% the drive DDDDDD is the drive to form social relationships and develop mutual caring commitments "ith others. 0. to ond B. for fairness C. to defend (. to ac9uire E. to achieve goals
,0. The Four-drive Theory is ased on the idea that4 0. needs can e learned. B. needs form a permanent hierarchy. C. employee motivation is ased on e+pectations. (. the sources of employee needs are hard-"ired through evolution. E. people do not really have any needs.
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,1. 0ccording to Four-drive Theory% DDDDDD are the conscious sources of human motivation. 0. co-"or$ers B. food and drin$ C. emotional mar$ers (. drives E. 8ustice and e9uity
,2. ?hich drive in the Four-drive Theory is reactive rather than proactiveE 0. (rive to ac9uire B. (rive to learn C. (rive to defend (. (rive to ond E. (rive for po"er
,!. 5ne of the main implications of drives@needs- ased theories of motivation is that4 0. employers should offer employees a choice of re"ards. B. employees should e given specific goals "ith plenty of feed ac$. C. employers should give all employees the same employee enefits. (. employers should select people "ith the est 9ualifications for the 8o . E. drives@needs- ased theories have no relevance for managing people in organi1ational settings.
,#. Four-drive Theory recommends4 0. that companies should encourage employees to fulfill one drive at a time. B. that companies should provide sufficient re"ards% learning opportunities% and social interaction at the same time. C. that companies should only hire people "ith a strong drive to defend. (. that companies should create a "or$ environment that routinely triggers the employee/s drive to defend. E. -one of the ans"ers apply.
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,5. 5ne of the main implications of Four-drive Theory is that4 0. employers should offer employees enough opportunity to $eep all four drives in alance. B. employees should e given specific goals "ith plenty of feed ac$. C. employers should give all employees the same employee enefits. (. employers should select people "ith the est 9ualifications for the 8o . E. needs- ased theories have no relevance for managing people in organi1ational settings.
,&. ?hich motivation theory is ased on the idea that "or$ effort is directed to"ard ehaviors that people elieve "ill lead to desired outcomesE 0. E9uity Theory B. E23 Theory C. 3oal 7etting Theory (. The Four-drive Theory E. E+pectancy Theory
,'. E+pectancy Theory mainly helps us to predict an individual/s4 0. effort. B. need for achievement. C. distri utive 8ustice. (. 8o satisfaction. E. re"ards.
,). 0n individual/s perceived pro a ility that a particular level of effort "ill result in a particular level of performance refers to the4 0. E-to-6 valance. B. E6-to-65 outcome. C. E-to-G e+pectancy. (. E-to-6 e+pectancy. E. EG-to-6E outcome.
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,,. ?hich of the follo"ing statements a out E+pectancy Theory is F0:7EE 0. E+pectancy Theory is a needs- ased theory of motivation. B. E-to-6 e+pectancies are influenced y the individual/s eliefs that he or she can successfully complete the tas$. C. The process of employee motivation is e+plained reasona ly "ell y E+pectancy Theory. (. 5ne "ay to increase the 6-to-5 e+pectancy in the E+pectancy Theory model is to accurately measure 8o performance. E. E+pectancy Theory has three main components relating to effort% performance and performance outcomes.
100. ?hich of these is found in the E+pectancy Theory modelE 0. 6-to-5 e+pectancy B. E-to-5 e+pectancy C. G-to-E e+pectancy (. 6-to-E e+pectancy E. 5-to-6 e+pectancy
101. E+pectancy Theory mainly e+plains ho" employees4 0. have different needs at different times. B. can use personal e+pectations to reduce "or$-related stress. C. can motivate themselves through po"er. (. have different levels of "or$ effort ased on their e+pectations of performance and re"ard outcomes. E. compare their inputs and outcomes to other people.
102. Employees "ho elieve that accomplishing a particular tas$ "ill almost certainly result in a day off "ith pay "ould have4 0. an E-to-6 e+pectancy a ove 100. B. a 6-to-5 e+pectancy close to 1. C. an outcome valence a ove 0. (. an E-to-6 e+pectancy close to minus 100. E. a 6-to-5 e+pectancy close to 100.
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10!. 0ccording to E+pectancy Theory% a re"ard that is not "anted has4 0. a high E-to-6 e+pectancy. B. an inappropriate comparison other. C. a negative outcome valence. (. a lo" 6-to-5 e+pectancy. E. a lo" need for sociali1ed po"er.
10#. *n E+pectancy Theory% valence refers to the4 0. amount of effort a person puts to"ards a $no"n goal. B. individual/s perceived pro a ility of performing the tas$ at a particular level. C. anticipated satisfaction or dissatisfaction that an individual feels to"ards an outcome. (. individual/s perceived pro a ility that his or her performance "ill lead to specific outcomes. E. feelings that result from a comparison of the individual/s outcome@input ratio "ith the outcome@input ratio of a comparison other.
105. 0ccording to E+pectancy Theory% providing counseling and coaching to an employee "ho lac$s self-confidence is most li$ely to increase the employee/s4 0. G-to-5 e+pectancy. B. E-to-6 e+pectancy. C. 6-to-E e+pectancy. (. 5-to-6 e+pectancy. E. 6-to-5 e+pectancy.
10&. Employee motivation tends to increase "hen people are assigned to 8o s for "hich they are 9ualified and they receive coaching to improve their self-confidence. Both of these practices improve employee motivation y4 0. reducing feelings of ine9uity. B. increasing outcome valences. C. satisfying e+istence needs. (. increasing 6-to-5 e+pectancies. E. increasing E-to-6 e+pectancies.
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10'. 0ccording to E+pectancy Theory% a s$ill-development training program "ould4 0. have no effect on employee motivation. B. mainly increase the effort-to-performance e+pectancy. C. mainly increase the performance-to-outcome e+pectancy. (. mainly increase the valence of pay increases and other organi1ational outcomes. E. mainly alter the comparison other.
10). ?hich of the follo"ing actions "ould increase employee motivation mainly y enhancing their effort-to-performance e+pectancyE 0. Convince employees that poor performance "ill not e re"arded. B. 2e"ard employees "ith things that they value. C. Measure valance more accurately. (. :et employees $no" that their chances of performing successfully are good. E. 0ll of the a ove.
10,. 5ne "ay to increase employee motivation y improving the 6-to-5 e+pectancies is to4 0. measure employee performance accurately. B. convince employees that they are a le to accomplish the tas$. C. select employees "ith the re9uired s$ills and $no"ledge. (. provide sufficient time and resources to perform the tas$. E. give everyone the same re"ard.
110. 0BC Corp. introduced a training program that ensured everyone had the re9uired $no"ledge and s$ills to perform the "or$. The company also rought in a performanceased re"ard system that accurately identified employees "ho performed etter than others. These practices improve employee motivation y4 0. increasing employee needs. B. reducing feelings of ine9uity. C. improving E-to-6 e+pectancies. (. improving 6-to-5 e+pectancies. E. oth /C/ and /(/.
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111. 0ccording to E+pectancy Theory% "hich of the follo"ing actions "ould -5T alter outcome valencesE 0. 7ho" employees ho" their s$ills can accomplish the tas$. B. 3ive employees a choice of re"ards. C. Minimi1e the presence of countervalent outcomes. (. (istri ute re"ards that employees "ant. E. 0dapt the type of re"ards offered to each employee/s dominant needs.
112. 0ccording to E+pectancy Theory% giving more valued re"ards to employees "ith higher 8o performance mainly increases motivation y4 0. strengthening the E-to-6 e+pectancy. B. increasing the valence of a H1%000 onus. C. "ea$ening the E-to-6 e+pectancy. (. strengthening oth the E-to-6 and 6-to-5 e+pectancies. E. strengthening the 6-to-5 e+pectancy.
11!. *ndividuali1ing re"ards enhances "hich E+pectancy Theory componentE 0. 6erformance e+pectancy B. E-to-5 e+pectancy C. Galences of outcomes (. E-to-6 e+pectancy E. G-to-E outcomes.
11#. 3oal setting influences employee ehavior and performance mainly y improving4 0. situational contingencies and learned a ilities. B. aptitudes and learned a ilities. C. motivation and role perceptions. (. role perceptions and learned a ilities. E. motivation and aptitudes.
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115. 3oal setting is most effective "hen4 0. the supervisor sets the goals efore discussing them "ith the employee. B. the goals stretch the employee/s a ilities and motivation. C. the goal statements are general rather than specific. (. all of the a ove. E. oth /0/ and /B/.
11&. 3oal setting re9uires all of these conditions ECCE6T4 0. challenging goals. B. relevant goals. C. goal feed ac$. (. goal commitment. E. goal timeliness.
11'. The optimal level of goal difficulty4 0. occurs "here the goal is challenging ut not impossi le. B. is the most challenging goal that the company can possi ly imagine. C. occurs only "hen employees set their o"n goal. (. is the point at "hich the employee does not yet thin$ the goal "ill /stretch/ them at all. E. occurs only "hen oth /0/ and /C/ e+ist.
11). To increase goal performance% employees should participate in the goal-setting process4 0. "hen employees "ould other"ise lac$ commitment to those goals. B. "henever supervisors have any control over setting goals. C. "hen employees possess $no"ledge that "ould improve goal 9uality. (. -ever - participation "ea$ens the effectiveness of goal setting. E. /0/ and /C/ only.
11,. Feed ac$ affects ehavior and 8o performance y improving "hich of the follo"ingE 0. Motivation B. 2ole perceptions C. :earned a ility (. 0ll of the a ove E. 5nly /B/ and /C/
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120. Effective feed ac$ is all of the follo"ing ECCE6T4 0. sufficiently fre9uent. B. timely. C. general. (. credi le. E. relevant.
121. Effective feed ac$4 0. is general enough that it applies to any employee. B. is provided only through social sources. C. is provided no more fre9uently than once every three months. (. all of the a ove. E. none of the a ove.
122. ?hich of the follo"ing statements a out performance feed ac$ is F0:7EE 0. The optimal fre9uency of feed ac$ depends on the type of 8o . B. Feed ac$ is more valua le "hen it comes from a credi le source. C. Feed ac$ is more useful "hen it consists of general phrases% such as =Iour sales are going "ellJ= rather than specific phrases. (. Feed ac$ should e availa le to employees as soon as possi le. E. Feed ac$ is relevant "hen it is lin$ed to goals.
12!. Employees "ho e+perience feelings of ine9uity tend to change their comparison other4 0. never> people do not change their comparison other to reduce ine9uity feelings. B. every three or four months. C. as the first strategy to correct feelings of ine9uity. (. as the main "ay to alter their inputs. E. if they can/t alter the outcome@input ratio through other means.
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12#. ?hich of the follo"ing theories suggests that employee motivation is influenced y "hat other people contri ute to and receive from the organi1ationE 0. E+pectancy Theory B. E9uity Theory C. -eeds- ased Theory (. -eed Theory E. 3oal 7etting Theory
125. *nputs% outcomes% and comparison other are elements of4 0. *nnate (rives Theory. B. Maslo"/s -eeds .ierarchy. C. E9uity Theory. (. E+pectancy Theory. E. 3oal 7etting Theory.
12&. 7usan and Courtney have een in the same 8o for a out the same length of time and perform very similar tas$s. 7usan/s onus for her performance over the past year "as higher than Courtney/s onus. 7usan elieves that Courtney/s 8o performance "as lo"er than her 8o performance. Based on this information4 0. 7usan "ould definitely have feelings of underre"ard ine9uity. B. 7usan "ould definitely have feelings of overre"ard ine9uity. C. 7usan "ould definitely feel that she is re"arded e9uita ly. (. 7usan "ould never have Courtney as a comparison other. E. "e cannot determine 7usan/s feelings of e9uity or ine9uity.
12'. Employees "ho receive a fi+ed amount of pay each "ee$ and "ho feel underre"arded are most li$ely to4 0. reduce their "or$ effort. B. increase their "or$ effort. C. change their comparison other. (. encourage the comparison other to reduce his or her "or$ effort. E. do none of the a ove.
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12). 0ccording to E9uity Theory4 0. "e compare ourselves "ith a comparison other only "hen "e are certain that ine9uity e+ists. B. our comparison other never e+ists in real life. C. our comparison other is al"ays someone in another organi1ation. (. "e choose people as comparison others only "hen "e $no" that they receive fe"er outcomes than "e do. E. none of these statements are true.
12,. The distri utive 8ustice rule applies the concept of4 0. motivation. B. individual needs. C. e9uity. (. goal setting. E. -one of the ans"ers apply.
1!0. 0ccording to E9uity Theory4 0. everyone has the same needs over their "or$ing life. B. money should never e used to motivate employees. C. employees must set their o"n goals. (. the importance of inputs and outcomes varies from one person to the ne+t. E. improving 8o security and "or$ing conditions "ill improve 8o satisfaction and% conse9uently% employee motivation.
1!1. 6eople "ho are /e9uity sensitive/ tend to4 0. avoid having a comparison other. B. e tolerant of situations "here they are underre"arded. C. have a lo" E-to-6 e+pectancy. (. feel more comforta le in situations "here they receive proportionately more than others. E. "ant their outcome@input ratio to e e9ual to the outcome@input ratio of the comparison other.
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1!2. *n the e9uity sensitivity literature% /entitleds/4 0. feel uncomforta le "hen they receive more re"ards than they should receive. B. feel that everyone is entitled to receive the same outcomes no matter "hat position they hold in the organi1ation or ho" hard they "or$. C. feel est "hen they receive proportionately more than others. (. fre9uently e+perience overre"ard ine9uity ut rarely e+perience underre"ard ine9uity. E. lac$ any sensitivity to feelings of ine9uity.
1!!. *t is often difficult to maintain feelings of e9uity among employees ecause4 0. most employees feel ine9uita ly treated no matter ho" much they receive for their "or$ effort. B. the E9uity Theory model does not apply to non-management employees. C. most employees don/t $no" a out feelings of e9uity. (. each employee has different opinions regarding "hich inputs should e re"arded and "hich outcomes are more valua le than others. E. 0ll of the ans"ers are correct.
1!#. 6erceptions of procedural 8ustice are influenced y oth DDDD rules and DDDDD rules. 0. conceptual% applied B. innate% learned C. structural% social (. relatedness% gro"th E. specific% general
1!5. Goice and the right to appeal are t"o important practices that influence4 0. the si1e of outcome valences. B. a person/s innate drives. C. a person/s location in maslo"/s needs hierarchy. (. perceptions of procedural 8ustice. E. "hether companies should use !&0-degree feed ac$ or 8ust supervisor feed ac$.
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1!&. ?ith respect to procedural 8ustice% the =value-e+pressive= function "hich =voice= provides refers to4 0. the feeling employees get "hen they feel valued at "or$. B. the "ay employees feel after voicing their opinions. C. the cathartic enefits of shouting at each other. (. the sense of pride employees derive "hen they are elo9uent during presentations. E. -one of the ans"ers are correct.
1!'. ?hen people e+perience procedural in8ustice% they tend to4 0. engage in more organi1ational citi1enship ehaviors. B. engage in counterproductive "or$ ehaviors. C. e more li$ely to comply "ith higher authorities in the future. (. change comparison others. E. 0ll of the ans"ers are correct.
Essay Questions
1!). Maslo"/s -eeds .ierarchy Theory "as dismissed y e+perts more than three decades ago% yet Maslo"/s "riting has had a lasting and valua le effect y advocating a more holistic and humanistic approach to human motivation. (iscuss these t"o approaches and point out ho" they "ere applied in Maslo"/s -eeds .ierarchy Theory.
1!,. Compare and contrast E23 Theory "ith McClelland/s Theory of :earned -eeds.
5-2'
1#0. Iour organi1ation "ants to hire and develop a group of people for e+ecutive positions in a fast-gro"ing high-technology firm. The company/s selection tests are a le to identify each applicant/s current level of need for achievement% po"er ; oth types< and affiliation. Moreover% the company has special training programs to further develop these fast-trac$ e+ecutives on these learned needs. *dentify "hich learned needs the company should use to select these applicants and should further develop in the training programs.
1#1. 0 large manufacturer of *nternet hard"are "ants to hire an e+ecutive "ho "ill help develop the firm/s mar$eting division. This e+ecutive must e a /team player/ y "or$ing "ith other e+ecutives. The successful candidate "ill also delegate more responsi ility to the mar$eting professionals% ut is responsi le for ma$ing tough decisions regarding allocation of limited udgets. (escri e the level of need for achievement% affiliation% and sociali1ed and personali1ed po"er that the ideal candidate "ould have for this position. Iour ans"er should also riefly define these terms.
1#2. Briefly descri e the Four-drive Theory and e+plain ho" drives influence employee motivation.
5-2)
1#!. Four-drive Theory offers a contemporary vie" of ho" individual drives influence ehavior. The first part of the theory e+plains ho" drives generate emotions. E+plain ho" these emotions are translated into employee ehavior. Iour ans"er should identify the three factors that people consider in this translation process.
1##. Four-drive Theory is one of the fe" theories of motivation that recogni1es the central role of human emotions in the motivation process. E+plain ho" Four-drive Theory applies emotions to employee motivation.
1#5. Iour organi1ation "ants to improve employee motivation. Employees already have strong 6-to-5 e+pectancies and the outcome valences are 9uite favora le for strong performance% ut they seem to have a lo" E-to-6 e+pectancy. *dentify three distinct types of strategies that "ould potentially increase employee motivation y improving the E-to-6 e+pectancy.
5-2,
1#&. Iou "ant production employees at your company to e more motivated to complete their assignments more efficiently. They are confident that they can perform their 8o s more efficiently and the re"ards you give employees ;pay chec$s% paid time off% etc.< are valued y these people. *dentify the one element of E+pectancy Theory that re9uires improvement and identify three possi le actions that "ould increase employee motivation through this element.
1#'. Iou supervise t"o-do1en sales representatives covering every region of the country from your office at company head9uarters. (escri e a feed ac$ strategy that might improve the performance of these employees "ith respect to increasing sales to ne" clients.
1#). Fac$ 7mith and 7am Clemens are neigh ors "ho "or$ as purchasing managers in different companies in the petrochemical industry. (uring one neigh orly discussion% Fac$ learned that 7am/s salary "as nearly 15K higher than his even though their 8o duties "ere similar. 5ther than this difference% oth received similar enefits and seemed to en8oy their 8o s and colleagues. Fac$ "as upset a out 7am/s higher salary although he hid his emotions from 7am ;after all% it "asn/t 7am/s fault that they received different salary levels<. Fac$ "as frustrated not only ecause 7am received a significantly higher salary% ut also ecause Fac$ "as certain that he "or$ed longer hours and "as more productive than 7am. 0ccording to E9uity Theory research% "hat "ill Fac$ pro a ly do to reduce his upset feelingsE
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1#,. 0 large pro8ect engineering company assigns engineering% purchasing% mar$eting and support staff to client- ased pro8ects lasting any"here from four months to one year. The pro8ect staff report to oth the pro8ect leader and the manager of their functional speciali1ation. For e+ample% a mar$eting employee in 6ro8ect L "ould receive day-to-day instructions from the 6ro8ect L manager% ut "ould receive career development guidance from the company/s director of mar$eting. The functional manager also places employees in future pro8ects. *n the past% pro8ect staff "ere evaluated y the employee/s pro8ect leader at the time of the annual performance evaluation. .o"ever% some employees complained that they had 8ust started the pro8ect% so the pro8ect leader didn/t $no" their performance. The company "ants to introduce a !&0-degree feed ac$ process to overcome this issue and other pro lems "ith the performance evaluation system. (escri e the specific characteristics of a !&0-degree feed ac$ process for pro8ect staff at this company and identify t"o pro lems that the company should $no" a out !&0-degree feed ac$ systems.
150. ?hy is it difficult to maintain feelings of e9uity among employeesE
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Chapter 05 Foundations of Employee Motivation 0ns"er Mey
True / False Questions
1. (p. 132) Motivation is closely related to the concept of employee engagement. TRUE
AACSB: 3 BT: Knowledge Difficulty: Ea y
2. (p. 132) Motivation is one of the four essential drives of individual ehavior and performance. TRUE
!. (p. 132) Most employers say that no"adays motivating employees is more challenging than it used to e. TRUE
#. (p. 132!133) The pro lem "ith the concept of employee engagement is that it lac$s theoretical foundation. FA !E
5-!2
5. (p. 132) The concept of employee engagement is related to motivation% ut not role perception. FA !E
AACSB: 3 BT: Knowledge Difficulty: "ediu#
&. (p. 13$) The stronger your needs% the less motivated you are to fulfill them. FA !E
AACSB: 3 BT: Co#p%e&en ion Difficulty: Ea y
'. (p. 13$) (rives are needs% and are essential parts of human psychology. FA !E
AACSB: 3 BT: Co#p%e&en ion Difficulty: "ediu#
). (p. 13$) *n the conte+t of motivation% drives are also called primary needs% fundamental needs% or innate needs. TRUE
,. (p. 13'!13() -eeds .ierarchy Theory e+plains ho" people develop perceptions of fairness in the distri ution and e+change of resources. FA !E
5-!!
10. (p. 13') Maslo"/s -eeds .ierarchy Theory incorporates only five asic categories. TRUE
11. (p. 13() Maslo"/s -eeds .ierarchy Theory states that people are motivated y only one need at a time. FA !E
12. (p. 13() 0ccording to -eeds .ierarchy Theory% the need for self-actuali1ation continues to develop even "hen it is fulfilled. TRUE
1!. (p. 13() 0 raham Maslo" "as the first to recogni1e that human thoughts play a role in motivation. TRUE
1#. (p. 13() Maslo" is credited for ringing a mechanistic perspective to the study of motivation. FA !E
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15. (p. 13)) E23 Theory recogni1es three learned needs4 achievement% affiliation and po"er. FA !E
1&. (p. 13)) 0ccording to E23 Theory% a person can regress do"n the hierarchy of needs "hen they fail to fulfill higher needs. TRUE
1'. (p. 13)) 5ne advantage of E23 Theory over Maslo"/s -eeds .ierarchy Theory is that the E23 model seems to e+plain human motivation some"hat etter. TRUE
1). (p. 13)) .uman needs cluster more neatly around the three needs categories in E23 Theory than the five needs categories in Maslo"/s -eeds .ierarchy. TRUE
1,. (p. 13)) 0 person/s hierarchy of needs is influenced y his or her values. TRUE
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20. (p. 13*) 6eople "ith a high need for achievement tend to avoid ris$s and prefer "or$ing in teams. FA !E
21. (p. 13*) 7uccessful entrepreneurs tend to have a high need for achievement. TRUE
22. (p. 13*) 6eople "ith a high need for affiliation tend to e more effective in 8o s that allocate scarce resources among employees. FA !E
2!. (p. 13*) 6eople "ith a high need for affiliation tend to e more effective in 8o s that re9uire them to mediate conflicts. TRUE
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2#. (p. 13*) 0ccording to :earned -eeds Theory% people "ith a high personali1ed need for po"er en8oy po"er for its o"n sa$e and use it to advance their career rather than to enefit others. TRUE
25. (p. 13*) 0ccording to :earned -eeds Theory% companies should hire leaders "ith a strong need for personali1ed po"er. FA !E
2&. (p. 1$+) Four-drive Theory states that people have a hierarchy of needs that they progress through as lo"er level needs are fulfilled. FA !E
2'. (p. 1$+) T"o drives identified in Four-drive Theory are the drive to ac9uire and the drive to ond. TRUE
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2). (p. 1$+) 0ccording to Four-drive Theory% three drives are proactive ;i.e. "e actively see$ to fulfill them< "hereas the drive to defend is reactive ;i.e. activated only in reaction to threat<. TRUE
2,. (p. 1$+) *n Four-drive Theory% the drive to ond does not produce any emotional mar$ers. FA !E
!0. (p. 1$1) 0ccording to Four-drive Theory% social norms% past e+perience% and personal values translate emotional signals into goal-directed effort. TRUE
AACSB: 3 BT: Co#p%e&en ion Difficulty: Difficult
!1. (p. 1$2) 0ccording to Four-drive Theory% organi1ations ma+imi1e motivation y focusing employees on opportunities to fulfill only one of the four drives. FA !E
5-!)
!2. (p. 1$2) Four-drive Theory recommends $eeping all four drives in = alance=> that is% organi1ations should avoid too much or too little opportunity to fulfill each drive. TRUE
!!. (p. 1$3) E+pectancy Theory of motivation states that people naturally direct their effort to"ards ehaviors they elieve are most li$ely to lead to desired outcomes. TRUE
!#. (p. 1$3) 0ccording to E+pectancy Theory% employee motivation "ill remain high "hen the 6-to-5 e+pectancy falls to 1ero. FA !E
!5. (p. 1$3) *n E+pectancy Theory% the performance-to-outcome e+pectancy represents the anticipated satisfaction or dissatisfaction that an individual places on an outcome. FA !E
5-!,
!&. (p. 1$$) 5ne "ay to increase an employee/s E-to-6 e+pectancy regarding a specific tas$ is to increase the person/s self-confidence through counseling and coaching. TRUE
!'. (p. 1$') 0ccording to E+pectancy Theory% communicating the e+istence of a performanceased re"ard system motivates employees y increasing their outcome valences. FA !E
!). (p. 1$') 5ne of the main pro lems "ith E+pectancy Theory of motivation is that it does not identify the comparison other in the motivation process. FA !E
!,. (p. 1$') 5ne "ay to increase a person/s 6-to-5 e+pectancy is to measure his or her 8o performance more accurately. TRUE
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#0. (p. 1$') Employee motivation is e+plained reasona ly "ell y the E+pectancy Theory model. TRUE
#1. (p. 1$') E+pectancy Theory identifies emotions as a $ey component of employee motivation. FA !E
#2. (p. 1$() 3oal setting potentially improves employee performance y increasing motivation and clarifying role perceptions. TRUE
#!. (p. 1$() 3oal setting tends to e more effective "hen the goals are specific rather than general. TRUE
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##. (p. 1$,) 3oal setting is more effective "hen employees can easily complete the goals assigned to them. FA !E
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#5. (p. 1$,) The optimal level of goal difficulty occurs "here the goal has more than a lo" level ut less than a moderate level of goal difficulty. FA !E
#&. (p. 1$,) 6articipation in goal formation tends to increase performance "hen employees lac$ commitment to assigned goals. TRUE
#'. (p. 1$)) Feed ac$ to employees is most effective "hen it is fre9uent% credi le% and general. FA !E
#). (p. 1$)) Feed ac$ can e more fre9uent "hen employees perform short rather than long 8o cycles. TRUE
5-#!
#,. (p. 1'+) The idea ehind !&0-degree feed ac$ is that employees should receive feed ac$ for !&0 continuous days. FA !E
50. (p. 1'+) 2esearch suggests that feed ac$ originating only from the supervisor provides more complete and accurate information than feed ac$ received through a !&0-degree process. FA !E
51. (p. 1'+) Compared to supervisor-only feed ac$% !&0-degree feed ac$ tends to produce more am iguous and conflicting feed ac$. TRUE
52. (p. 1'1) To learn a out their progress to"ards goal accomplishment% employees usually prefer feed ac$ from supervisors and other people. FA !E
5-##
5!. (p. 1'1) Employees consider feed ac$ from non-social sources to e more accurate than feed ac$ from social sources. TRUE
5#. (p. 1'1) ?hen employees "ant to improve their self-image% they see$ out positive feed ac$ from social sources. TRUE
55. (p. 1'1) Com ining goal setting "ith monetary incentives motivates many employees to set up difficult goals. FA !E
5&. (p. 1'2) To determine the fairness of pay or other outcomes% people almost al"ays rely on the e9uity principle. FA !E
5-#5
5'. (p. 1'1) The distri utive 8ustice principle states that everyone should receive the same re"ards in life. FA !E
5). (p. 1'2) 0ccording to E9uity Theory% employees feel ine9uity only "hen other people receive higher salaries than they do. FA !E
5,. (p. 1'2) *n the E9uity Theory model% a /comparison other/ is an individual or group of people against "hom the person compares his or her outcome@input ratio. TRUE
&0. (p. 1'2) 5ne of the most significant discoveries in E9uity Theory research is that people tend to $eep the same comparison other throughout their "or$ing lives. FA !E
5-#&
&1. (p. 1'2) Feelings of ine9uity occur "hen employees receive less than others% ut not "hen they receive more than others. FA !E
&2. (p. 1'2) 5verre"ard ine9uity occurs "henever other people receive less money than you do. FA !E
&!. (p. 1'2) Anderre"ard ine9uity occurs "hen your outcome@input ratio is lo"er than the outcome@input ratio of a comparison other. TRUE
&#. (p. 1'3) E9uity Theory research has found that employees "ho feel overre"arded tend to alter their perceptions of inputs and outcomes rather than attempt to actually change them. TRUE
5-#'
&5. (p. 1'3) 5ne of the most common conse9uences of overre"ard ine9uity is that overpaid employees try to increase their inputs y "or$ing harder. FA !E
&&. (p. 1'$) /Benevolents/ and /Entitleds/ represent opposing ends of the e9uity sensitivity continuum. TRUE
&'. (p. 1'$) 5ne pro lem "ith E9uity Theory is that it incorrectly assumes people are individualistic% rational% and selfish. FA !E
&). (p. 1'') 6rocedural 8ustice is influenced y the policies and practices that decision ma$ers follo" as "ell as their standards of interpersonal conduct. TRUE
AACSB: 3 BT: Knowledge Difficulty: Difficult
5-#)
&,. (p. 1'') (istri utive 8ustice increases directly "ith the e+tent that the decision allo"s voice% can e appealed% and has an un iased decision ma$er. FA !E
'0. (p. 1'') 3iving employees an e+planation for a negative decision has no effect on procedural 8ustice. FA !E
'1. (p. 1'') Feelings of procedural in8ustice produce anger% "hich% in turn% generates either "ithdra"al or aggression. TRUE
5-#,

Multiple Choice Questions
'2. (p. 132) Motivating employees is more challenging today than t"o decades ago ecause4 0. employers have difficulty understanding the different needs and e+pectations that younger generation employees ring to the "or$place. B. there is more layers of management today% "hich ma$es it more difficult to motivate everyone in management positions. C. corporate do"nsi1ing and reduced 8o security have damaged the levels of trust employees need to "or$ eyond minimum levels. (. 0ll of the ans"ers are correct. E" employers have difficulty understanding the different needs and e+pectations that younger generation employees ring to the "or$place% and corporate do"nsi1ing and reduced 8o security have damaged the levels of trust employees need to "or$ eyond minimum levels.
'!. (p. 133) E+pectations of ne" "or$force entrants has4 0. made employee motivation less relevant as an influence on 8o performance. B. made it less difficult to motivate employees using financial re"ards. C" made it more difficult to identify "hat motivates employees. (. made it impossi le to use any form of goal setting. E. had no effect on employee motivation.
5-50
'#. (p. 133) 0ll of the follo"ing are reasons given for "hy some employees are =disengaged= ECCE6T4 0. Companies have not ad8usted to the changing needs and e+pectations of the ne" "or$force. B. Corporate restructuring ;do"nsi1ing< has undermined commitment and trust among employees. C. 6ressures from glo ali1ation and information technology ma$e it harder to motivate employees eyond minimum standards. (. Employees aged 25 to !# sometimes or fre9uently feel demotivated. E" Basic needs have already een provided and satisfied. Therefore higher-level needs are harder for employers to anticipate and offer.
'5. (p. 13$) DDDDDDDDD produce emotions% "hereas DDDDDDDDD represent the motivational force of those emotions "hich are channeled to"ard particular goals. A" (rives% needs B. -eeds% drives C. Thin$ing% doing (. 6lanning% pro8ecting E. -one of the a ove is correct.
'&. (p. 13$) ?hich of the follo"ing statements a out drives is F0:7EE 0. They are also called primary needs. B. They activate emotions% "hich put us in a state of readiness to act. C" They include only asic physiological essentials% such as hunger and thirst. (. (rives and emotions represent the primary sources of motivation. E. 0ll of the a ove are correct.
5-51
''. (p. 13$!13') 7elf-concept% social norms% and past e+periences help us4 0. ad8ust our level of drive- ased emotions. B. regulate our decisions and ehaviors. C. ad8ust our drive- ased emotions% ut not our ehaviors. (. ma$e unemotional decisions ased on reason and logic. E" ad8ust our level of drive- ased needs% and regulate our decisions and ehaviors.
'). (p. 13() -eeds .ierarchy Theory includes all of the follo"ing concepts ECCE6T4 0. self-actuali1ation. #" frustration-regression. C. esteem. (. elongingness. E. physiological needs.
',. (p. 13') ?hich of these is the most "idely $no"n theory of human motivationE A" Maslo"/s -eeds .ierarchy Theory B. E+pectancy Theory C. 3oal 7etting Theory (. E9uity Theory E. :earned -eeds Theory
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)0. (p. 13') The highest level need in Maslo"/s .ierarchy of -eeds is4 0. esteem. B. safety. C. po"er. (. elongingness. E" self-actuali1ation.
)1. (p. 13() *n Maslo"/s needs hierarchy% the ottom four levels are collectively $no"n as DDDDDDDDDDD needs% "hereas self-actuali1ation is called a DDDDDDDDDDDDDD need. 0. elongingness% infinite B. fictitious% factual C" deficiency% gro"th (. su ordinate% superordinate E. safety% re"ard
)2. (p. 13() ?hich of these theories states that "e are motivated y several needs% ut the strongest source is the lo"est unsatisfied needE 0. Four-drive Theory #" -eeds .ierarchy Theory C. E9uity Theory (. (istri utive Fustice Theory E. :earned -eeds Theory
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)!. (p. 13)) *f individuals are una le to satisfy a particular need% the E23 theory states that they4 0. $eep trying to fulfill this need until it is satisfied. B. redirect their efforts to"ards fulfilling a higher need in the hierarchy. C. permanently remove the loc$ed need from their list of needs to satisfy. $" redirect their efforts to"ards fulfilling a lo"er need in the hierarchy. E. any one of the four options a ove might occur depending on the individual.
)#. (p. 13)) ?hich of these motivation theories arranges employee needs in a hierarchy of importanceE A" E23 Theory B. Four-drive Theory C. E+pectancy Theory (. McClelland/s :earned -eeds Theory E. E23 Theory and McClelland/s :earned -eeds Theory
)5. (p. 13*) McClelland/s :earned -eeds Theory does -5T include "hich of these needsE A" 7afety need B. 0chievement need C. 7ociali1ed po"er need (. 6ersonali1ed po"er need E. 0ffiliation need
5-5#
)&. (p. 13*) The desire to see$ approval from others% conform to their "ishes and e+pectations% and avoid conflict and confrontations is called4 A" -eed for affiliation B. -eed for po"er C. -eed for achievement (. -eed for safety E. -eed for e+istence
)'. (p. 1$+) 0ccording to the Four-drive Theory% "hich of the follo"ing is the foundation of competition and the asis of our need for esteemE A" (rive to ac9uire B. 6hysiological needs C. (rive to defend (. (rive to ond E. (rive to learn
)). (p. 1$+) *n the Four-drive Theory% the drive DDDDDD is most closely associated "ith the need for relative status and recognition. 0. to ond B. for fairness C. to achieve goals $" to ac9uire E. for feed ac$
5-55
),. (p. 1$+) *n the Four-drive Theory% the drive DDDDDD is the drive to form social relationships and develop mutual caring commitments "ith others. A" to ond B. for fairness C. to defend (. to ac9uire E. to achieve goals
,0. (p. 1$+!1$1) The Four-drive Theory is ased on the idea that4 0. needs can e learned. B. needs form a permanent hierarchy. C. employee motivation is ased on e+pectations. $" the sources of employee needs are hard-"ired through evolution. E. people do not really have any needs.
,1. (p. 1$1) 0ccording to Four-drive Theory% DDDDDD are the conscious sources of human motivation. 0. co-"or$ers B. food and drin$ C" emotional mar$ers (. drives E. 8ustice and e9uity
5-5&
,2. (p. 1$+) ?hich drive in the Four-drive Theory is reactive rather than proactiveE 0. (rive to ac9uire B. (rive to learn C" (rive to defend (. (rive to ond E. (rive for po"er
,!. (p. 1$1) 5ne of the main implications of drives@needs- ased theories of motivation is that4 A" employers should offer employees a choice of re"ards. B. employees should e given specific goals "ith plenty of feed ac$. C. employers should give all employees the same employee enefits. (. employers should select people "ith the est 9ualifications for the 8o . E. drives@needs- ased theories have no relevance for managing people in organi1ational settings.
,#. (p. 1$2) Four-drive Theory recommends4 0. that companies should encourage employees to fulfill one drive at a time. #" that companies should provide sufficient re"ards% learning opportunities% and social interaction at the same time. C. that companies should only hire people "ith a strong drive to defend. (. that companies should create a "or$ environment that routinely triggers the employee/s drive to defend. E. -one of the ans"ers apply.
5-5'
,5. (p. 1$2) 5ne of the main implications of Four-drive Theory is that4 A" employers should offer employees enough opportunity to $eep all four drives in alance. B. employees should e given specific goals "ith plenty of feed ac$. C. employers should give all employees the same employee enefits. (. employers should select people "ith the est 9ualifications for the 8o . E. needs- ased theories have no relevance for managing people in organi1ational settings.
,&. (p. 1$3) ?hich motivation theory is ased on the idea that "or$ effort is directed to"ard ehaviors that people elieve "ill lead to desired outcomesE 0. E9uity Theory B. E23 Theory C. 3oal 7etting Theory (. The Four-drive Theory E" E+pectancy Theory
,'. (p. 1$3) E+pectancy Theory mainly helps us to predict an individual/s4 A" effort. B. need for achievement. C. distri utive 8ustice. (. 8o satisfaction. E. re"ards.
5-5)
,). (p. 1$3) 0n individual/s perceived pro a ility that a particular level of effort "ill result in a particular level of performance refers to the4 0. E-to-6 valance. B. E6-to-65 outcome. C. E-to-G e+pectancy. $" E-to-6 e+pectancy. E. EG-to-6E outcome.
,,. (p. 1$$) ?hich of the follo"ing statements a out E+pectancy Theory is F0:7EE A" E+pectancy Theory is a needs- ased theory of motivation. B. E-to-6 e+pectancies are influenced y the individual/s eliefs that he or she can successfully complete the tas$. C. The process of employee motivation is e+plained reasona ly "ell y E+pectancy Theory. (. 5ne "ay to increase the 6-to-5 e+pectancy in the E+pectancy Theory model is to accurately measure 8o performance. E. E+pectancy Theory has three main components relating to effort% performance and performance outcomes.
100. (p. 1$3) ?hich of these is found in the E+pectancy Theory modelE A" 6-to-5 e+pectancy B. E-to-5 e+pectancy C. G-to-E e+pectancy (. 6-to-E e+pectancy E. 5-to-6 e+pectancy
5-5,
101. (p. 1$3) E+pectancy Theory mainly e+plains ho" employees4 0. have different needs at different times. B. can use personal e+pectations to reduce "or$-related stress. C. can motivate themselves through po"er. $" have different levels of "or$ effort ased on their e+pectations of performance and re"ard outcomes. E. compare their inputs and outcomes to other people.
102. (p. 1$3) Employees "ho elieve that accomplishing a particular tas$ "ill almost certainly result in a day off "ith pay "ould have4 0. an E-to-6 e+pectancy a ove 100. #" a 6-to-5 e+pectancy close to 1. C. an outcome valence a ove 0. (. an E-to-6 e+pectancy close to minus 100. E. a 6-to-5 e+pectancy close to 100.
10!. (p. 1$$) 0ccording to E+pectancy Theory% a re"ard that is not "anted has4 0. a high E-to-6 e+pectancy. B. an inappropriate comparison other. C" a negative outcome valence. (. a lo" 6-to-5 e+pectancy. E. a lo" need for sociali1ed po"er.
5-&0
10#. (p. 1$$) *n E+pectancy Theory% valence refers to the4 0. amount of effort a person puts to"ards a $no"n goal. B. individual/s perceived pro a ility of performing the tas$ at a particular level. C" anticipated satisfaction or dissatisfaction that an individual feels to"ards an outcome. (. individual/s perceived pro a ility that his or her performance "ill lead to specific outcomes. E. feelings that result from a comparison of the individual/s outcome@input ratio "ith the outcome@input ratio of a comparison other.
105. (p. 1$$) 0ccording to E+pectancy Theory% providing counseling and coaching to an employee "ho lac$s self-confidence is most li$ely to increase the employee/s4 0. G-to-5 e+pectancy. #" E-to-6 e+pectancy. C. 6-to-E e+pectancy. (. 5-to-6 e+pectancy. E. 6-to-5 e+pectancy.
10&. (p. 1$') Employee motivation tends to increase "hen people are assigned to 8o s for "hich they are 9ualified and they receive coaching to improve their self-confidence. Both of these practices improve employee motivation y4 0. reducing feelings of ine9uity. B. increasing outcome valences. C. satisfying e+istence needs. (. increasing 6-to-5 e+pectancies. E" increasing E-to-6 e+pectancies.
5-&1
10'. (p. 1$') 0ccording to E+pectancy Theory% a s$ill-development training program "ould4 0. have no effect on employee motivation. #" mainly increase the effort-to-performance e+pectancy. C. mainly increase the performance-to-outcome e+pectancy. (. mainly increase the valence of pay increases and other organi1ational outcomes. E. mainly alter the comparison other.
10). (p. 1$') ?hich of the follo"ing actions "ould increase employee motivation mainly y enhancing their effort-to-performance e+pectancyE 0. Convince employees that poor performance "ill not e re"arded. B. 2e"ard employees "ith things that they value. C. Measure valance more accurately. $" :et employees $no" that their chances of performing successfully are good. E. 0ll of the a ove.
10,. (p. 1$') 5ne "ay to increase employee motivation y improving the 6-to-5 e+pectancies is to4 A" measure employee performance accurately. B. convince employees that they are a le to accomplish the tas$. C. select employees "ith the re9uired s$ills and $no"ledge. (. provide sufficient time and resources to perform the tas$. E. give everyone the same re"ard.
5-&2
110. (p. 1$') 0BC Corp. introduced a training program that ensured everyone had the re9uired $no"ledge and s$ills to perform the "or$. The company also rought in a performanceased re"ard system that accurately identified employees "ho performed etter than others. These practices improve employee motivation y4 0. increasing employee needs. B. reducing feelings of ine9uity. C. improving E-to-6 e+pectancies. (. improving 6-to-5 e+pectancies. E" oth /C/ and /(/.
AACSB: 3 BT: Application Difficulty: "ediu#
111. (p. 1$') 0ccording to E+pectancy Theory% "hich of the follo"ing actions "ould -5T alter outcome valencesE A" 7ho" employees ho" their s$ills can accomplish the tas$. B. 3ive employees a choice of re"ards. C. Minimi1e the presence of countervalent outcomes. (. (istri ute re"ards that employees "ant. E. 0dapt the type of re"ards offered to each employee/s dominant needs.
112. (p. 1$') 0ccording to E+pectancy Theory% giving more valued re"ards to employees "ith higher 8o performance mainly increases motivation y4 0. strengthening the E-to-6 e+pectancy. B. increasing the valence of a H1%000 onus. C. "ea$ening the E-to-6 e+pectancy. (. strengthening oth the E-to-6 and 6-to-5 e+pectancies. E" strengthening the 6-to-5 e+pectancy.
5-&!
11!. (p. 1$') *ndividuali1ing re"ards enhances "hich E+pectancy Theory componentE 0. 6erformance e+pectancy B. E-to-5 e+pectancy C" Galences of outcomes (. E-to-6 e+pectancy E. G-to-E outcomes.
11#. (p. 1$() 3oal setting influences employee ehavior and performance mainly y improving4 0. situational contingencies and learned a ilities. B. aptitudes and learned a ilities. C" motivation and role perceptions. (. role perceptions and learned a ilities. E. motivation and aptitudes.
115. (p. 1$,) 3oal setting is most effective "hen4 0. the supervisor sets the goals efore discussing them "ith the employee. #" the goals stretch the employee/s a ilities and motivation. C. the goal statements are general rather than specific. (. all of the a ove. E. oth /0/ and /B/.
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11&. (p. 1$,) 3oal setting re9uires all of these conditions ECCE6T4 0. challenging goals. B. relevant goals. C. goal feed ac$. (. goal commitment. E" goal timeliness.
11'. (p. 1$,) The optimal level of goal difficulty4 A" occurs "here the goal is challenging ut not impossi le. B. is the most challenging goal that the company can possi ly imagine. C. occurs only "hen employees set their o"n goal. (. is the point at "hich the employee does not yet thin$ the goal "ill /stretch/ them at all. E. occurs only "hen oth /0/ and /C/ e+ist.
11). (p. 1$,) To increase goal performance% employees should participate in the goal-setting process4 0. "hen employees "ould other"ise lac$ commitment to those goals. B. "henever supervisors have any control over setting goals. C. "hen employees possess $no"ledge that "ould improve goal 9uality. (. -ever - participation "ea$ens the effectiveness of goal setting. E" /0/ and /C/ only.
5-&5
11,. (p. 1$)) Feed ac$ affects ehavior and 8o performance y improving "hich of the follo"ingE 0. Motivation B. 2ole perceptions C. :earned a ility $" 0ll of the a ove E. 5nly /B/ and /C/
120. (p. 1$)) Effective feed ac$ is all of the follo"ing ECCE6T4 A" sufficiently fre9uent. B. timely. C. general. (. credi le. E. relevant.
121. (p. 1$)) Effective feed ac$4 0. is general enough that it applies to any employee. B. is provided only through social sources. C. is provided no more fre9uently than once every three months. (. all of the a ove. E" none of the a ove.
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122. (p. 1$*) ?hich of the follo"ing statements a out performance feed ac$ is F0:7EE 0. The optimal fre9uency of feed ac$ depends on the type of 8o . B. Feed ac$ is more valua le "hen it comes from a credi le source. C" Feed ac$ is more useful "hen it consists of general phrases% such as =Iour sales are going "ellJ= rather than specific phrases. (. Feed ac$ should e availa le to employees as soon as possi le. E. Feed ac$ is relevant "hen it is lin$ed to goals.
12!. (p. 1'2) Employees "ho e+perience feelings of ine9uity tend to change their comparison other4 0. never> people do not change their comparison other to reduce ine9uity feelings. B. every three or four months. C. as the first strategy to correct feelings of ine9uity. (. as the main "ay to alter their inputs. E" if they can/t alter the outcome@input ratio through other means.
12#. (p. 1'2) ?hich of the follo"ing theories suggests that employee motivation is influenced y "hat other people contri ute to and receive from the organi1ationE 0. E+pectancy Theory #" E9uity Theory C. -eeds- ased Theory (. -eed Theory E. 3oal 7etting Theory
5-&'
125. (p. 1'2) *nputs% outcomes% and comparison other are elements of4 0. *nnate (rives Theory. B. Maslo"/s -eeds .ierarchy. C" E9uity Theory. (. E+pectancy Theory. E. 3oal 7etting Theory.
12&. (p. 1'3) 7usan and Courtney have een in the same 8o for a out the same length of time and perform very similar tas$s. 7usan/s onus for her performance over the past year "as higher than Courtney/s onus. 7usan elieves that Courtney/s 8o performance "as lo"er than her 8o performance. Based on this information4 0. 7usan "ould definitely have feelings of underre"ard ine9uity. B. 7usan "ould definitely have feelings of overre"ard ine9uity. C. 7usan "ould definitely feel that she is re"arded e9uita ly. (. 7usan "ould never have Courtney as a comparison other. E" "e cannot determine 7usan/s feelings of e9uity or ine9uity.
12'. (p. 1'3) Employees "ho receive a fi+ed amount of pay each "ee$ and "ho feel underre"arded are most li$ely to4 A" reduce their "or$ effort. B. increase their "or$ effort. C. change their comparison other. (. encourage the comparison other to reduce his or her "or$ effort. E. do none of the a ove.
5-&)
12). (p. 1'3) 0ccording to E9uity Theory4 0. "e compare ourselves "ith a comparison other only "hen "e are certain that ine9uity e+ists. B. our comparison other never e+ists in real life. C. our comparison other is al"ays someone in another organi1ation. (. "e choose people as comparison others only "hen "e $no" that they receive fe"er outcomes than "e do. E" none of these statements are true.
12,. (p. 1'1) The distri utive 8ustice rule applies the concept of4 0. motivation. B. individual needs. C" e9uity. (. goal setting. E. -one of the ans"ers apply.
1!0. (p. 1'2) 0ccording to E9uity Theory4 0. everyone has the same needs over their "or$ing life. B. money should never e used to motivate employees. C. employees must set their o"n goals. $" the importance of inputs and outcomes varies from one person to the ne+t. E. improving 8o security and "or$ing conditions "ill improve 8o satisfaction and% conse9uently% employee motivation.
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1!1. (p. 1'2) 6eople "ho are /e9uity sensitive/ tend to4 0. avoid having a comparison other. B. e tolerant of situations "here they are underre"arded. C. have a lo" E-to-6 e+pectancy. (. feel more comforta le in situations "here they receive proportionately more than others. E" "ant their outcome@input ratio to e e9ual to the outcome@input ratio of the comparison other.
1!2. (p. 1'$) *n the e9uity sensitivity literature% /entitleds/4 0. feel uncomforta le "hen they receive more re"ards than they should receive. B. feel that everyone is entitled to receive the same outcomes no matter "hat position they hold in the organi1ation or ho" hard they "or$. C" feel est "hen they receive proportionately more than others. (. fre9uently e+perience overre"ard ine9uity ut rarely e+perience underre"ard ine9uity. E. lac$ any sensitivity to feelings of ine9uity.
1!!. (p. 1'$) *t is often difficult to maintain feelings of e9uity among employees ecause4 0. most employees feel ine9uita ly treated no matter ho" much they receive for their "or$ effort. B. the E9uity Theory model does not apply to non-management employees. C. most employees don/t $no" a out feelings of e9uity. $" each employee has different opinions regarding "hich inputs should e re"arded and "hich outcomes are more valua le than others. E. 0ll of the ans"ers are correct.
5-'0
1!#. (p. 1'') 6erceptions of procedural 8ustice are influenced y oth DDDD rules and DDDDD rules. 0. conceptual% applied B. innate% learned C" structural% social (. relatedness% gro"th E. specific% general
1!5. (p. 1'') Goice and the right to appeal are t"o important practices that influence4 0. the si1e of outcome valences. B. a person/s innate drives. C. a person/s location in maslo"/s needs hierarchy. $" perceptions of procedural 8ustice. E. "hether companies should use !&0-degree feed ac$ or 8ust supervisor feed ac$.
1!&. (p. 1'') ?ith respect to procedural 8ustice% the =value-e+pressive= function "hich =voice= provides refers to4 0. the feeling employees get "hen they feel valued at "or$. #" the "ay employees feel after voicing their opinions. C. the cathartic enefits of shouting at each other. (. the sense of pride employees derive "hen they are elo9uent during presentations. E. -one of the ans"ers are correct.
5-'1
1!'. (p. 1'() ?hen people e+perience procedural in8ustice% they tend to4 0. engage in more organi1ational citi1enship ehaviors. #" engage in counterproductive "or$ ehaviors. C. e more li$ely to comply "ith higher authorities in the future. (. change comparison others. E. 0ll of the ans"ers are correct.
Essay Questions
1!). (p. 13'!13() Maslo"/s -eeds .ierarchy Theory "as dismissed y e+perts more than three decades ago% yet Maslo"/s "riting has had a lasting and valua le effect y advocating a more holistic and humanistic approach to human motivation. (iscuss these t"o approaches and point out ho" they "ere applied in Maslo"/s -eeds .ierarchy Theory. 7tudents should descri e each of these three philosophies of motivation thin$ing and identify ho" they e+ist in Maslo"/s o"n needs hierarchy theory. .ere are the $ey points4 .olistic. This is the vie" that needs and drives should e studied together% not piecemeal% ecause their effects are influenced y other needs and drives% not independently. Maslo"/s -eeds .ierarchy Theory ta$es a holistic approach y condensing the long list of needs into a hierarchy of five asic categories% and descri es the effect of these needs on motivation in terms of each need/s relationship to other needs ;the lo"est level need is strongest> people move to a higher need "hen the lo"er one is fulfilled% etc.<. .umanistic. The humanistic approach refers to the notion that motivation is influenced at least partly y human thought and social influences rather than 8ust instinct. This contrasts "ith early motivation research "hich mainly investigated instinctive forms of motivation. This humanistic approach is apparent in needs hierarchy theory ecause it introduced gro"th needs rather than 8ust deficiency needs. 3ro"th needs ;self-actuali1ation< involves thin$ing rather than instinctive "ants. 7ocial status also li$ely has a social rather than purely instinctive influence.
AACSB: 1- 3- ( BT: Co#p%e&en ion Difficulty: "ediu#
5-'2
1!,. (p. 13)!13*) Compare and contrast E23 Theory "ith McClelland/s Theory of :earned -eeds. The main similarity et"een these t"o theories is that they are oth needs- ased theories of motivation. *n other "ords% oth theories try to e+plain "hy people have certain needs at various times. The t"o theories also refer to needs that are some"hat similar ;i.e. affiliation@relatedness% achievement% gro"th<% although they ta$e different perspectives regarding the foundation of these needs. E23 Theory and McClelland/s Theory of :earned -eeds differ in several "ays. E23 Theory deals "ith primary needs N needs that are instinctive. *n contrast% McClelland/s Theory refers to secondary needs N needs that are learned and reinforced rather than instinctive. 0nother difference is that E23 Theory proposes a needs hierarchy N that some needs have more importance than others at certain points in time. McClelland/s Theory does not propose a needs hierarchy. 0 third difference is that E23 Theory includes e+istence ;physiological< needs "hereas McClelland/s Theory does not.
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1#0. (p. 13*) Iour organi1ation "ants to hire and develop a group of people for e+ecutive positions in a fast-gro"ing high-technology firm. The company/s selection tests are a le to identify each applicant/s current level of need for achievement% po"er ; oth types< and affiliation. Moreover% the company has special training programs to further develop these fasttrac$ e+ecutives on these learned needs. *dentify "hich learned needs the company should use to select these applicants and should further develop in the training programs. -eed for sociali1ed po"er. Effective e+ecutives have a high need for sociali1ed po"er ecause this motivates them to ac9uire po"er to enefit the organi1ation. Therefore% applicants should e selected if they have high levels of this need% and they should receive further training to develop this sociali1ed po"er need. -eed for personali1ed po"er. Effective e+ecutives have lo" levels of personali1ed po"er ecause this motivates them to ac9uire po"er for personal gain. Thus% applicants "ith high levels of this need should e screened out. Moreover% these people should not receive any training to develop this need. -eed for affiliation. Effective e+ecutives have a relatively lo" need for affiliation so that their choices and actions are not iased y a personal need for approval. Thus% applicants "ith high levels of this need should e screened out. Moreover% these people should not receive any training to develop this need. -eed for achievement. Effective e+ecutives have a moderate ;neither too high nor too lo"< need for achievement. *f too high% e+ecutives have difficulty delegating "or$ and involving employees. *f too lo"% e+ecutives are not motivated enough to "or$ to"ards challenging goals. Thus% applicants should e selected if they have moderate levels of this need. Training pro a ly should not e provided% unless some of these people currently have lo" need for achievement.
AACSB: 1- 3- ( BT: Co#p%e&en ion Difficulty: Difficult
5-'#
1#1. (p. 13*) 0 large manufacturer of *nternet hard"are "ants to hire an e+ecutive "ho "ill help develop the firm/s mar$eting division. This e+ecutive must e a /team player/ y "or$ing "ith other e+ecutives. The successful candidate "ill also delegate more responsi ility to the mar$eting professionals% ut is responsi le for ma$ing tough decisions regarding allocation of limited udgets. (escri e the level of need for achievement% affiliation% and sociali1ed and personali1ed po"er that the ideal candidate "ould have for this position. Iour ans"er should also riefly define these terms. To ans"er this 9uestion% students need to riefly define each term% then identify the level of each need. -eed for achievement ;n0ch<. This is a learned need that causes people to "ant to accomplish reasona ly challenging goals through their o"n efforts. The te+t oo$ indicates that people "ith a high n0ch prefer "or$ing alone rather than in teams. The position in this 9uestion calls for someone "ho is a team player% so the person should have some"hat lo"er n0ch ecause they must delegate "or$ and uild support through involvement. This does not mean that n0ch should e lo". 2ather% it should not e e+tremely high ;as found in entrepreneurs<. 7ome students might note that high n0ch people may perform "ell in large companies "here they are given considera le independence N as though they are running their o"n usiness. .o"ever% this clearly indicates that the mar$eting e+ecutive is "or$ing "ith the e+ecutive team. -eed for affiliation ;n0ff<. This is a learned need that causes people to see$ approval from others% conform to their "ishes and e+pectations% and avoid conflict and confrontation. The te+t oo$ indicates that decision ma$ers ;including e+ecutives< should have a relatively lo" level of n0ff ecause people "ith high n0ff are less effective at allocating scarce resources and ma$ing other decisions that potentially generate conflict. The ideal candidate for this position should have a relatively lo" n0ff so that his or her choices and actions are not iased y a personal need for approval. -eed for po"er ;n6o"<. This is a learned need that causes people to "ant to e+ercise control over others and are concerned a out maintaining their leadership position. Those "ith a high personali1ed need for po"er en8oy their po"er for its o"n sa$e and use it to advance their career and other personal interests. Those "ith a high sociali1ed need for po"er "ant po"er as a means to help others% such as improving society or increasing organi1ational effectiveness. The ideal e+ecutive should have a lo" personali1ed need for po"er and a high sociali1ed need for po"er so that po"er is directed to"ards fulfillment of organi1ational o 8ectives.
AACSB: 1- 3- ( BT: Application Difficulty: Difficult
5-'5
1#2. (p. 1$+) Briefly descri e the Four-drive Theory and e+plain ho" drives influence employee motivation. The four drives are4 (rive to ac9uire4 This is the drive to see$% ta$e% control% and retain o 8ects and personal e+periences. (rive to ond4 This is the drive to form social relationships and develop mutual caring commitments "ith others. (rive to learn4 This is the drive to satisfy our curiosity% to $no" and understand ourselves and the environment around us. (rive to defend4 This drive creates a fight-or-flight response in the face of personal danger. Every it of information "e receive is 9uic$ly and non-consciously tagged "ith emotional mar$ers that su se9uently shape our logical analysis of the situation. 0ccording to Four-drive Theory% these four drives determine "hich emotions are tagged to incoming stimuli. Fourdrive Theory states that competing drives ;i.e. conflicting emotions< demand our attention% "hich causes us to choose a course of action ased on our social norms% past e+perience% and personal values. *n other "ords% our conscious analysis of competing demands from the four drives generates needs that energi1e us to act in "ays accepta le to society and our o"n moral compass.
AACSB: 1- 3 BT: Co#p%e&en ion Difficulty: Ea y
5-'&
1#!. (p. 1$1) Four-drive Theory offers a contemporary vie" of ho" individual drives influence ehavior. The first part of the theory e+plains ho" drives generate emotions. E+plain ho" these emotions are translated into employee ehavior. Iour ans"er should identify the three factors that people consider in this translation process. This 9uestion as$s students to descri e the second half of the Four-drive Theory process. To ans"er this 9uestion% students need to state that "hen emotions are raised to a level of consciousness ;"hich often occurs "hen emotions compete "ith each other<. ?hen a"are of this internal conflict% people rely on a uilt-in s$ill set to resolve these dilemmas. These s$ills ta$e into account social norms% past e+perience% and personal values. The result is goaldirected decision and effort that fits "ithin the constraints of cultural and moral e+pectations. *n other "ords% the conscious analysis of competing demands from the four drives generates needs that energi1e people to act in "ays accepta le to society and our o"n moral compass.
1##. (p. 1$1!1$2) Four-drive Theory is one of the fe" theories of motivation that recogni1es the central role of human emotions in the motivation process. E+plain ho" Four-drive Theory applies emotions to employee motivation. Four-drive Theory recogni1es that "e perceive information from the e+ternal environment oth rationally and emotionally. The emotional centre% "hich operates faster than the rational centre% relies on the innate drive to code the relevance and strength of the perceived information. 7ituations that violate or support these drives receive emotional mar$ers ;fear% e+citement% anger% etc.<. The emotionally coded information is transmitted to the rational centre of the rain "here it is evaluated in the conte+t of memory and competencies. The rational centre then ma$es a conscious choice that motivates ehavior. The four drives speed up the decision-ma$ing process ecause the emotional mar$ers created y these drives highlight the alternative actions to avoid and the alternatives to favor. Emotional mar$ers also ecome the conscious sources of human motivation.
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1#5. (p. 1$3!1$$) Iour organi1ation "ants to improve employee motivation. Employees already have strong 6-to-5 e+pectancies and the outcome valences are 9uite favora le for strong performance% ut they seem to have a lo" E-to-6 e+pectancy. *dentify three distinct types of strategies that "ould potentially increase employee motivation y improving the E-to-6 e+pectancy. The E-to-6 e+pectancy may e improved generally y increasing the individual/s a ilities and self-perceptions of a ility% and y providing favora le situational contingencies. There are three asic strategies for improving the individual/s a ility to perform the 8o . First% the organi1ation should select people "ith the re9uired s$ills and $no"ledge to perform the 8o . 7econd% the organi1ation should provide sufficient training to ena le the person to do the 8o proficiently. Third% for those "ho lac$ the s$ills or $no"ledge to perform the "hole 8o % managers might temporarily reduce the 8o re9uirements. 7pecifically% aspects of the 8o that are eyond the individual/s 9ualifications may e temporarily assigned to other people. To improve the person/s perceived a ility to perform the 8o % managers could sho" employees ho" their s$ills can accomplish the tas$. They could provide evidence and e+amples that similar employees have een successful in this 8o . Managers should provide encouragement and support to employees "ho lac$ self-confidence. They should provide feed ac$ to reinforce the elief that the employees can perform the 8o . Finally% the E-to-6 e+pectancy tends to increase as employees are placed in "or$ environments "ith favora le situational contingencies. *n other "ords% they should e given sufficient time% materials and other resources to accomplish the 8o and have o stacles removed "here possi le.
5-')
1#&. (p. 1$') Iou "ant production employees at your company to e more motivated to complete their assignments more efficiently. They are confident that they can perform their 8o s more efficiently and the re"ards you give employees ;pay chec$s% paid time off% etc.< are valued y these people. *dentify the one element of E+pectancy Theory that re9uires improvement and identify three possi le actions that "ould increase employee motivation through this element. 7tudents need to ans"er this 9uestion y first identifying the element of E+pectancy Theory that re9uires change. The incident says that employees $no" they can perform their 8o s more efficiently% so they already have a high E-to-6 e+pectancy. Moreover% employees value the re"ards% suggesting that the outcomes have a high valence. This leaves the li$elihood that employees have a lo" 6-to-5 e+pectancy. That is% they perceive a lo" pro a ility that performing the 8o more efficiently "ill lead to desired outcomes. There are several "ays to increase the 6-to-5 e+pectancy. The company needs to measure employee performance accurately ;in this case% measuring num er of units produced per hour or some other measure of "or$ efficiency<. The company needs to tell employees that certain desira le re"ards "ill result from increased "or$ efficiency. 6-to-5 e+pectancy "ill also increase if the company sho"s e+amples of situations "here employees receive the desired re"ards after they have performed their 8o s more efficiently. Moreover% "hen employees receive their re"ards% they should e told ho" these re"ards resulted from past incidents of "or$ efficiency.
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1#'. (p. 1$(!1$,) Iou supervise t"o-do1en sales representatives covering every region of the country from your office at company head9uarters. (escri e a feed ac$ strategy that might improve the performance of these employees "ith respect to increasing sales to ne" clients. To ans"er this 9uestion% "e must consider the five characteristics of effective feed ac$ descri ed in the te+t oo$. *n other "ords% the sales manager must construct a feed ac$ mechanism that ta$es into account the degree to "hich the feed ac$ is specific% fre9uent% timely% credi le and relevant. 7pecific feed ac$. Feed ac$ is more useful "hen it includes specific information rather than su 8ective and general phrases. Thus% the sales manager should provide feed ac$ that descri es specific information ;e.g. sales volume< for a specific area and time frame. 7ufficiently fre9uent feed ac$. Most organi1ations should provide more fre9uent feed ac$ to employees. The est strategy is to have feed ac$ continuously availa le and to let employees decide "hen they "ant to see it. Thus% the sales manager should ma$e sales information availa le "henever sales employees "ant this feed ac$. Timely feed ac$. Feed ac$ should e availa le as soon as possi le so that employees see a clear association et"een their ehavior and its conse9uences. Thus% the sales manager should arrange to have sales information prepared as 9uic$ly as possi le. Credi le feed ac$. Feed ac$ has value only "hen the employee accepts its content. Employees are more li$ely to accept feed ac$ from trust"orthy and credi le sources. Thus% feed ac$ should come from reputa le sources% such as valid computer printouts and from e+ecutives "ho are respected y sales employees. 2elevant feed ac$. Feed ac$ is most effective "hen it relates to the individual/s ehavior rather than roader departmental or organi1ational activities. Thus% the sales manager should ensure that each employee/s feed ac$ relates to sales goals for that person and that the information relates to events under the employee/s control.
AACSB: 1- 3- ( BT: Application Difficulty: "ediu#
5-)0
1#). (p. 1'3) Fac$ 7mith and 7am Clemens are neigh ors "ho "or$ as purchasing managers in different companies in the petrochemical industry. (uring one neigh orly discussion% Fac$ learned that 7am/s salary "as nearly 15K higher than his even though their 8o duties "ere similar. 5ther than this difference% oth received similar enefits and seemed to en8oy their 8o s and colleagues. Fac$ "as upset a out 7am/s higher salary although he hid his emotions from 7am ;after all% it "asn/t 7am/s fault that they received different salary levels<. Fac$ "as frustrated not only ecause 7am received a significantly higher salary% ut also ecause Fac$ "as certain that he "or$ed longer hours and "as more productive than 7am. 0ccording to E9uity Theory research% "hat "ill Fac$ pro a ly do to reduce his upset feelingsE The te+t oo$ descri es si+ possi le conse9uences of ine9uity% ut some are more li$ely to occur than others. 5ne li$ely conse9uence is that Fac$ "ill try to increase his outcomes% such as y approaching his superiors for a pay increase or ma$ing greater use of company facilities and resources. 0lternatively% Fac$ might try to reduce his inputs% such as y "or$ing fe"er hours and "ith less motivation to"ards maintaining high performance. *f neither of these actions sufficiently reduces his feelings of ine9uity% Fac$ might egin loo$ing for a purchasing management 8o in another company or consider moving into higher-paying 8o s "ithin his current organi1ation. Fac$/s feelings of ine9uity might e reduced y changing his perceptions% ut this is more difficult given the clarity of salary information. *t is also unli$ely that Fac$ "ould push 7am to "or$ harder or try to reduce his salary. Finally% it may e difficult for Fac$ to change his comparison other since 7am is a neigh or.
AACSB: 1- 3- ( BT: Application Difficulty: "ediu#
5-)1
1#,. (p. 1'+) 0 large pro8ect engineering company assigns engineering% purchasing% mar$eting and support staff to client- ased pro8ects lasting any"here from four months to one year. The pro8ect staff report to oth the pro8ect leader and the manager of their functional speciali1ation. For e+ample% a mar$eting employee in 6ro8ect L "ould receive day-to-day instructions from the 6ro8ect L manager% ut "ould receive career development guidance from the company/s director of mar$eting. The functional manager also places employees in future pro8ects. *n the past% pro8ect staff "ere evaluated y the employee/s pro8ect leader at the time of the annual performance evaluation. .o"ever% some employees complained that they had 8ust started the pro8ect% so the pro8ect leader didn/t $no" their performance. The company "ants to introduce a !&0-degree feed ac$ process to overcome this issue and other pro lems "ith the performance evaluation system. (escri e the specific characteristics of a !&0-degree feed ac$ process for pro8ect staff at this company and identify t"o pro lems that the company should $no" a out !&0-degree feed ac$ systems. To ans"er this 9uestion% students need to descri e the !&0-degree process in this conte+t and they need to identify t"o pro lems "ith !&0-degree feed ac$. The !&0-degree process for pro8ect staff can ta$e a fe" forms% ut the follo"ing description is pro a ly the most common one. 5nce or possi ly t"ice each year% the company "ould collect feed ac$ a out specific employees from a representative group of people around that employee. *n this setting% the current and former pro8ect leaders over the past year "ould contri ute feed ac$% as "ould a sample of employees in the current and past pro8ects over the past year. These pro8ects are client- ased% so the company might as$ clients for feed ac$% "here appropriate. *t isn/t clear "hether these staffers have su ordinates% ut% if so% lo"erlevel employees "ould also su mit feed ac$ a out the employee. 5ne issue in this process is "ho "ould collect and process this multisource feed ac$ and discuss the results "ith the employee. ?hile there is no a solutely correct ans"er here% pro a ly the est choice "ould e the employee/s functional manager ;e.g. the director of mar$eting for mar$eting employees<. Functional heads are logical choices ecause they are responsi le for the employee/s career development and oversee the employee/s pro8ect placement. Thus% the various sources of feed ac$ "ould su mit their comments and ratings to the employee/s functional manager. The functional manager "ould organi1e this information and discuss it "ith the employee. The te+t oo$ identifies the follo"ing four potential pro lems "ith !&0-degree feed ac$. 7tudents need to identify any t"o of these ;although other logical pro lems "ith multisource feed ac$ should also receive credit<4 Costs. !&0-degree feed ac$ can e e+pensive and time-consuming ecause several people ta$e time to revie" several other employees.
5-)2

150. (p. 1'$) ?hy is it difficult to maintain feelings of e9uity among employeesE Maintaining feelings of e9uity is not an easy tas$ ecause employees have different opinions regarding "hich inputs should e re"arded ;e.g. seniority versus performance< and "hich outcomes are more valua le than others. ?e must also remem er that the comparison other is not easy to identify and may% in fact% represent a distorted interpretation of reality. :astly% people have different levels of e9uity sensitivity% so they react differently to ine9uita le situations.
5-)!

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Chapter 05 - Foundations of Employee Motivation

Chapter 05 Foundations of Employee Motivation

1. Motivation is closely related to the concept of employee engagement. True False

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

Chapter 05 - Foundations of Employee Motivation

150. ?hy is it difficult to maintain feelings of e9uity among employeesE

Chapter 05 - Foundations of Employee Motivation

Chapter 05 Foundations of Employee Motivation 0ns"er Mey

True / False Questions

AACSB: 3 BT: Knowledge Difficulty: Ea y

AACSB: 3 BT: Knowledge Difficulty: Ea y

AACSB: 3 BT: Knowledge Difficulty: Ea y

AACSB: 3 BT: Knowledge Difficulty: Ea y

Chapter 05 - Foundations of Employee Motivation

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Co#p%e&en ion Difficulty: Ea y

AACSB: 3 BT: Co#p%e&en ion Difficulty: "ediu#

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Knowledge Difficulty: Ea y

Chapter 05 - Foundations of Employee Motivation

AACSB: 3 BT: Knowledge Difficulty: Ea y

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Co#p%e&en ion Difficulty: "ediu#

Chapter 05 - Foundations of Employee Motivation

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Co#p%e&en ion Difficulty: Ea y

AACSB: 3 BT: Knowledge Difficulty: "ediu#

AACSB: 3 BT: Co#p%e&en ion Difficulty: "ediu#

Chapter 05 - Foundations of Employee Motivation

AACSB: 3 BT: Co#p%e&en ion Difficulty: "ediu#

AACSB: 3 BT: Co#p%e&en ion Difficulty: Ea y

AACSB: 3 BT: Co#p%e&en ion Difficulty: "ediu#