 |
| 1 | |
The desire to accomplish something difficult; to master, manipulate, or organize physical objects, human beings, or ideas; are a part of McClelland's need for |
| | A) | power. |
| | B) | job design. |
| | C) | leadership. |
| | D) | affiliation. |
| | E) | achievement. |
|
|
|
| 2 | |
Maslow's need hierarchy theory includes which of the following needs? |
| | A) | safety |
| | B) | physiological |
| | C) | self-actualization |
| | D) | all of these answers are correct |
| | E) | esteem |
|
|
|
| 3 | |
People who have a high need for and prefer to spend time maintaining social relationships, joining groups and wanting to be loved most likely have a need for |
| | A) | achievement. |
| | B) | esteem. |
| | C) | affiliation. |
| | D) | leadership. |
| | E) | self-actualization |
|
|
|
| 4 | |
Demitri, a market researcher, enjoys the freedom and independence he has on the job. This describes which of these core job characteristics? |
| | A) | Skill variety |
| | B) | Task identity |
| | C) | Task significance |
| | D) | Autonomy |
| | E) | Feedback |
|
|
|
| 5 | |
Which core job characteristic refers to an individual performing a whole or completely identifiable piece of work? |
| | A) | Skill variety |
| | B) | Task identity |
| | C) | Task significance |
| | D) | Autonomy |
| | E) | Feedback |
|
|
|
| 6 | |
Which of the following are core job characteristics according to the job characteristic model? |
| | A) | skill variety |
| | B) | task identity |
| | C) | autonomy |
| | D) | all of these answers are correct |
| | E) | feedback from the job |
|
|
|
| 7 | |
Which three core job characteristics combine to determine the experienced meaningfulness of work? |
| | A) | skill variety, autonomy, and task identity |
| | B) | task significance, autonomy, and task identity |
| | C) | skill variety, task identity, and task significance |
| | D) | skill variety, task meaningfulness, and task identity |
| | E) | skill variety, autonomy, and feedback |
|
|
|
| 8 | |
The three specific ways to redesign jobs are: |
| | A) | turnover, performance, and absenteeism. |
| | B) | needs, theories, and wants. |
| | C) | job enlargement, job enrichment, and job rotation. |
| | D) | advancement, assistantship, and affiliation. |
| | E) | Job enlargement, core job characteristics, and skill variety |
|
|
|
| 9 | |
Job enrichment allows an employee to |
| | A) | take on tasks of their subordinates. |
| | B) | eliminate jobs they don't like. |
| | C) | take on tasks normally performed by their supervisors. |
| | D) | eliminate jobs they can't do. |
| | E) | take on tasks that their co-workers can't do. |
|
|
|
| 10 | |
Equity theory is a motivational theory that explains how people strive for ________ and _______in social exchanges. |
| | A) | justice and development |
| | B) | organization and development |
| | C) | fairness and justice |
| | D) | organization and justice |
| | E) | fairness and job security |
|
|
|
| 11 | |
Since justice perceptions are influenced by the extent to which managers explain their decisions, managers should |
| | A) | always ask everyone's opinion before making a decision. |
| | B) | keep a copy in case someone sues them. |
| | C) | keep explanations brief. |
| | D) | explain the rationale behind their decisions. |
| | E) | ask someone to explain why the decision was made. |
|
|
|
| 12 | |
Equity theory provides managers with yet another explanation of how beliefs and attitudes affect |
| | A) | Self-esteem |
| | B) | Task significance |
| | C) | Goal setting |
| | D) | Turnover |
| | E) | Job performance |
|
|
|
| 13 | |
According to Vroom's expectancy theory, what are the three key concepts that make up the model? |
| | A) | expectancy, instrumentality, and motivation |
| | B) | equity, instrumentality, and valence |
| | C) | expectancy, individualism, and valence |
| | D) | expectancy, equity, and effort |
| | E) | expectancy, instrumentality, and valence |
|
|
|
| 14 | |
Which of the following is not a factor that influences an employee's expectancy perceptions? |
| | A) | Self-esteem |
| | B) | Self-efficacy |
| | C) | Valence |
| | D) | Previous success at the task. |
| | E) | Good materials and equipment to work with. |
|
|
|
| 15 | |
According to Vroom's expectancy theory, what are the three key concepts that make up the model? |
| | A) | expectancy, instrumentality, and motivation |
| | B) | equity, instrumentality, and valence |
| | C) | expectancy, individualism, and valence |
| | D) | expectancy, equity, and effort |
| | E) | expectancy, instrumentality, and valence |
|
|
|
| 16 | |
According to the managerial and organizational implications of Expectancy Theory, which of the following implications are for organizations, not for managers? |
| | A) | Make sure employees can achieve targeted performance levels. |
| | B) | Make sure change in outcomes are large enough to motivate high effort. |
| | C) | Monitor the reward system for inequities. |
| | D) | Determine the outcomes employees value. |
| | E) | Reward people for desired performance, and do not keep pay decisions a secret. |
|
|
|
| 17 | |
Managers are advised to enhance the effort to performance expectancies by helping employees accomplish their performance goals. Managers can do this by |
| | A) | Setting goal difficulty |
| | B) | Job enlargement |
| | C) | Goal specificity |
| | D) | Autonomy |
| | E) | Providing support and coaching. |
|
|
|
| 18 | |
The following are all prerequisites for linking performance and rewards except: |
| | A) | Managers need to develop and communicate performance standards to employees. |
| | B) | Managers need to implement the same rewards for all employees. |
| | C) | Managers need valid and accurate performance ratings with which to compare employees. |
| | D) | Managers need to determine the relative mix of individual versus team contribution to performance and then reward accordingly. |
| | E) | Managers should use the performance ratings to differentially allocate rewards among employees. |
|
|
|
| 19 | |
According to Locke's model, goal setting has four motivational mechanisms. Which of the following is NOT considered a motivational mechanism? |
| | A) | Goals direct attention |
| | B) | Goals initiate progressive conflict |
| | C) | Goals regulate effort |
| | D) | Goals increase persistence |
| | E) | Goals foster strategies and action plans |
|
|
|
| 20 | |
Goals should be set at a high level, but they should be achievable. This statement is advocating which of the following? |
| | A) | Setting goal difficulty |
| | B) | Setting goal commitment |
| | C) | Setting goal feedback |
| | D) | Setting goal participation |
| | E) | Setting goal specificity |
|
|
|
| 21 | |
Managers have insights from goal setting research, which of the following is not an accurate insight regarding goal setting? |
| | A) | Difficult goals lead to lower performance. |
| | B) | Feedback enhances the effect of specific, difficult goals. |
| | C) | Participative goals, assigned goals, and self-set goals are all equally effective. |
| | D) | Goal commitment and monetary incentives affect goal setting outcomes. |
| | E) | Specific, difficult goals lead to higher performance for simple tasks |
|
|
|
| 22 | |
If performance is measured at the individual level, rewards must be given |
| | A) | at the next performance appraisal. |
| | B) | for individual achievement. |
| | C) | for all team members. |
| | D) | only if the whole company benefited. |
| | E) | if the reward has a high enough valence. |
|
|
.