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Chapter 05 - Employee Motivation
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Chapter 05
Employee Motivation
True / False Questions
1. Motivation is closely related to the concept of employee engagement.

TRUE
Employee engagement is defined as an individual's emotional and cognitive motivation,

particularly a focused, intense, persistent, and purposive effort toward work-related goals.
AACSB: Analytic
Accessibility: Keyboard Navigation
Blooms: Remember
Learning Objective: 05-01 Define employee engagement.
Level of Difficulty: 1 Easy
Topic: Employee Engagement
5-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
2. The concept of employee engagement is related to motivation, but not to role clarity.
FALSE
Employee engagement is often described in terms of self-efficacy—the belief that you have
the ability, role clarity, and resources to get the job done.
AACSB: Analytic
Blooms: Understand
Level of Difficulty: 2 Medium
5-2
3. Employee engagement is on the minds of many business leaders these days because of
evidence that it predicts employee and work unit performance.
TRUE
Employee engagement is on the minds of many business leaders these days because of
evidence that it predicts employee and work unit performance.
AACSB: Analytic
Blooms: Remember
4. A typical employee is highly engaged with his or her organization.

FALSE
The challenge facing organizational leaders is that most employees are not very engaged.
AACSB: Analytic
Blooms: Remember
5. In the context of motivation, drives are also called primary needs.

TRUE
Drives, also called primary needs, are defined as hardwired characteristics of the brain that
attempt to keep us in balance by correcting deficiencies. They accomplish this task by
producing emotions that energize us to act on our environment.
AACSB: Analytic
Blooms: Remember
Learning Objective: 05-02 Explain how drives and emotions influence employee motivation and summarize Maslow's needs hierarchy;
McClelland's learned needs theory; and four-drive theory.
Topic: Employee Drives and Needs
5-3
6. Drives are innate, universal, and are the prime movers of behavior because they generate
emotions, which put people in a state of readiness to act on their environment.
TRUE
Drives are innate and universal, which means that everyone has them, and they exist from
birth. Furthermore, drives are the "prime movers" of behavior because they generate
emotions, which put people in a state of readiness to act on their environment.
AACSB: Analytic
Blooms: Remember
7. Everyone has the same drives, but they develop different intensities of needs in a particular
situation.
TRUE
Everyone has the same drives; they are hardwired in us through evolution. However, people
develop different intensities of needs in a particular situation.
AACSB: Analytic
Blooms: Remember
Topic: Individual Differences in Needs
5-4
8. Self-concept and past experiences regulate a person's motivated decisions and behavior, but
social norms have little or no influence on them.
FALSE
Self-concept, social norms, and past experiences regulate a person's motivated decisions and
behavior.
AACSB: Analytic
Blooms: Remember
9. Needs hierarchy theory solely explains how people develop perceptions of fairness in the
distribution and exchange of resources.
FALSE
Maslow's needs hierarchy theory condenses and integrates the primary needs (drives) into a
hierarchy of five basic categories of drives.
AACSB: Analytic
Blooms: Remember
Topic: Maslow's Needs Hierarchy Theory
10. Maslow's needs hierarchy theory incorporates only five basic categories of drives.
TRUE
Maslow's needs hierarchy theory condenses and integrates the long list of primary needs
(drives) that had been studied previously into a hierarchy of five basic categories.
AACSB: Analytic
Blooms: Remember
5-5
11. Maslow's needs hierarchy theory states that people are motivated by only one need at a
time.
FALSE
According to Maslow, we are motivated simultaneously by several primary needs, but the
strongest source is the lowest unsatisfied need at the time.
AACSB: Analytic
Blooms: Understand
12. Studies have concluded that people progress through Maslow's needs hierarchy as
predicted by the theory.
FALSE
Studies have concluded that people do not progress through Maslow's needs hierarchy as the
theory predicts.
AACSB: Analytic
Blooms: Remember
Topic: Limitations of Needs Hierarchy Models
5-6
13. According to the needs hierarchy theory, the concept of self-actualization suggests that
people are naturally motivated to reach their potential.
TRUE
Maslow popularized the concept of self-actualization, suggesting that people are naturally
motivated to reach their potential and that organizations and societies need to be structured to
help people continue and develop this motivation.
AACSB: Analytic
Blooms: Remember
Topic: Maslow's Contribution to Motivation
14. A person's needs hierarchy changes over time.

TRUE
A person's values hierarchy can change over time, so his or her needs hierarchy also changes
over time.
AACSB: Analytic
Blooms: Understand
5-7
15. A strong need for achievement exists when people want to accomplish extremely
challenging goals and do not want any feedback apart from recognition for their success.
FALSE
A strong need for achievement is a learned need in which people want to accomplish
reasonably challenging goals and desire unambiguous feedback and recognition for their
success.
AACSB: Analytic
Blooms: Remember
Topic: Need for Achievement
16. People with a strong need for achievement tend to avoid risks and prefer working in
teams.
FALSE
People with a strong need for achievement (nAch) want to accomplish reasonably challenging
goals through their own effort. They prefer working alone rather than in teams, and they
choose tasks with a moderate degree of risk.
AACSB: Analytic
Blooms: Remember
5-8
17. Successful entrepreneurs tend to have a high need for achievement.

TRUE
Successful entrepreneurs tend to have a high need for achievement, possibly because they
establish challenging goals for themselves and thrive on competition.
AACSB: Analytic
Blooms: Remember
18. People with a high need for affiliation tend to be more effective at allocating scarce
resources among employees and making decisions that potentially generate conflict.
FALSE
People with a high need for affiliation tend to be less effective at allocating scarce resources
and making other decisions that potentially generate conflict.
AACSB: Analytic
Blooms: Remember
Topic: Need for Affiliation
19. People with a high need for affiliation tend to be more effective in jobs that require them
to mediate conflicts.
TRUE
People with a high need for affiliation generally work well in coordinating roles to mediate
conflicts and in sales positions where the main task is cultivating long-term relations.
AACSB: Analytic
Blooms: Remember
5-9
20. According to the learned needs theory, people with a high personalized need for power
desire power as a means to help others.
FALSE
Individuals, who enjoy their power for its own sake, use it to advance personal interests, and
wear their power as a status symbol have personalized power. Others mainly have a high need
for socialized power because they desire power as a means to help others.
AACSB: Analytic
Blooms: Remember
Topic: Need for Power
21. According to the learned needs theory, companies should hire leaders with a strong need
for personalized power.
FALSE
According to the learned needs theory, effective leaders should have a high need for
socialized rather than personalized power. They must have a high degree of altruism and
social responsibility and be concerned about the consequences of their own actions on others.
AACSB: Analytic
Blooms: Understand
5-10
22. The four-drive theory states that everyone has the drive to acquire, bond, comprehend, and
defend.
TRUE
The four-drive theory states that everyone has the drive to acquire, bond, comprehend, and
defend.
AACSB: Analytic
Blooms: Remember
Topic: Four-Drive Theory
23. According to the four-drive theory, the drive to acquire, bond, and comprehend are
proactive.
TRUE
A key feature of the four-drive theory is that three of the four drives—the drive to acquire,
bond, and comprehend—are proactive. Only the drive to defend is reactive—it is triggered by
threat.
AACSB: Analytic
Blooms: Remember
5-11
24. According to the four-drive theory, the drive to acquire is the foundation of competition
and the basis of our need for esteem.
TRUE
According to the four-drive theory, the drive to acquire is the foundation of competition and
the basis of our need for esteem.
AACSB: Analytic
Blooms: Understand
25. One of the reasons for the popularity of the four-drive theory is that it recognizes that
everyone essentially has the same needs hierarchy.
FALSE
The four-drive theory explains why needs vary from one person to the next, but avoids the
assumption that everyone has the same needs hierarchy.
AACSB: Analytic
Blooms: Understand
Topic: Evaluating Four-Drive Theory
5-12
26. According to the four-drive theory, the four drives determine which emotions are tagged
to incoming stimuli.
TRUE
According to the four-drive theory, the four drives determine which emotions are tagged to
incoming stimuli. Most of the time, we are not aware of our emotional experiences because
they are subtle and fleeting.
AACSB: Analytic
Blooms: Remember
Topic: How Drives Influence Motivation and Behavior
27. According to the four-drive theory, an organization that fuels the drive to acquire without
the drive to bond may eventually suffer from organizational politics and dysfunctional
conflict.
TRUE
The four-drive theory states that organizations should ensure that fulfillment of all the four
drives of their employees must be kept in balance. They should also avoid too much or too
little opportunity to fulfill each drive.
AACSB: Analytic
Blooms: Understand
Topic: Practical Implications of Four-Drive Theory
5-13
28. The four-drive theory recommends keeping all four drives in balance; that is,
organizations should avoid too much or too little opportunity to fulfill each drive.
TRUE
One of the recommendations of the four-drive theory is that fulfillment of the four drives must
be kept in balance; that is, organizations should avoid too much or too little opportunity to
fulfill each drive.
AACSB: Analytic
Blooms: Remember
29. The expectancy theory of motivation states that people naturally direct their effort toward
behaviors they believe are most likely to lead to desired outcomes.
TRUE
The expectancy theory states that work effort is directed toward behaviors that people believe
will lead to desired outcomes. In other words, we are motivated to achieve the goals with the
highest expected payoff.
AACSB: Analytic
Blooms: Remember
Learning Objective: 05-03 Discuss the expectancy theory model; including its practical implications.
Topic: Expectancy Theory of Motivation
5-14
30. According to the expectancy theory, employee motivation will remain high when the P-to-
O expectancy falls to zero.
FALSE
The P-to-O expectancy is the perceived probability that a specific behavior or performance
level will lead to a particular outcome. Hence, reduced P-to-O expectancy would lead to
reduced motivation.
AACSB: Analytic
Blooms: Understand
31. According to the expectancy theory, the P-to-O expectancy is the perceived probability
that a specific behavior or performance level will lead to a particular outcome.
TRUE
P-to-O expectancy is the perceived probability that a specific behavior or performance level
will lead to a particular outcome.
AACSB: Analytic
Blooms: Remember
32. E-to-P expectancies are influenced by an individual's belief that he or she can successfully
complete a given task.
TRUE
E-to-P expectancies are influenced by an individual's belief that he or she can successfully
complete a given task.
AACSB: Analytic
Blooms: Remember
Topic: Increasing E-to-P Expectancies
5-15
33. Behaviormodeling and supportive feedback typically increase an employee's E-to-P

expectancies.
TRUE
Behavior modeling and supportive feedback (positive reinforcement) typically strengthen the
individual's belief that he or she is able to perform the task.
AACSB: Analytic
Blooms: Understand
34. A way to increase a person's P-to-O expectancy is to measure his or her job performance
more accurately and distribute more valued rewards to those with higher job performance.
TRUE
The most obvious ways to improve P-to-O expectancies are to measure employee
performance accurately and distribute more valued rewards to those with higher job
performance.
AACSB: Analytic
Blooms: Remember
Topic: Increasing P-to-O Expectancies
35. Expectancy theory identifies emotions as a key component of employee motivation.

FALSE
A major criticism of the expectancy theory is that it ignores the central role of emotion in
employee effort and behavior.
AACSB: Analytic
Blooms: Understand
Topic: Increasing Outcome Valences
5-16
36. In the context of organizational behavior modification, congratulatory notes from

coworkers for helping them complete a difficult task is an example of a consequence.
TRUE
Consequences are events following a particular behavior that influence its future occurrence,
such as new information you receive from an incoming text message on your smartphone, or
congratulatory notes from coworkers for helping them complete a difficult task.
AACSB: Analytic
Blooms: Understand
Learning Objective: 05-04 Outline organizational behavior modification (OB Mod) and social cognitive theory and explain their relevance
to employee motivation.
Topic: A-B-Cs of OB Mod
37. Antecedents are events preceding a behavior, informing people that a particular action will
produce specific consequences.
TRUE
Antecedents are events preceding a behavior, informing people that a particular action will
produce specific consequences.
AACSB: Analytic
Blooms: Remember
5-17
38. Antecedents cause behavior.

FALSE
Antecedents are events preceding a behavior, informing people that a particular action will
produce specific consequences. They do not cause behavior. The computer sound does not
cause us to open our e-mail. Rather, the sound (antecedent) is a cue telling us that if we check
our e-mail (behavior), we are certain to find a new message (consequence).
AACSB: Analytic
Blooms: Understand
39. The most effective reinforcement schedule for learning new tasks is the variable ratio
schedule.
FALSE
The most effective reinforcement schedule for learning new tasks is continuous
reinforcement—providing positive reinforcement after every occurrence of the desired
behavior.
AACSB: Analytic
Blooms: Remember
5-18
40. The variable ratio schedule makes it difficult to maintain employee behavior as humans
are hardwired to resist constant changes.
FALSE
The variable ratio schedule makes behavior highly resistant to extinction because the
reinforcer is never expected at a particular time or after a fixed number of accomplishments.
AACSB: Analytic
Blooms: Understand
41. People learn not only by observing others but also by imitating and practicing their
behaviors.
TRUE
People learn not only by observing others but also by imitating and practicing their behaviors.
Direct sensory experience helps a person acquire tacit knowledge and skills, such as the subtle
person-machine interaction that is required while driving a vehicle.
AACSB: Analytic
Blooms: Understand
Topic: Behavior Modeling
5-19
42. Self-reinforcement is when people reward and punish themselves for exceeding or falling
short of their self-set standards of excellence.
TRUE
Self-reinforcement is when people reward and punish themselves for exceeding or falling
short of their self-set standards of excellence.
AACSB: Analytic
Blooms: Remember
Topic: Self-Regulation
43. Goal setting potentially improves employee performance by increasing motivation and
clarifying role perceptions.
TRUE
Goal setting is the process of motivating employees and clarifying their role perceptions by
establishing performance objectives. Goal setting potentially improves employee performance
in two ways: (1) by amplifying the intensity and persistence of effort and (2) by giving
employees clearer role perceptions so their effort is channeled toward behaviors that will
improve work performance.
AACSB: Analytic
Blooms: Remember
Learning Objective: 05-05 Describe the characteristics of effective goal setting and feedback.
Topic: Goal Setting and Feedback
5-20
44. Goal setting tends to be more effective when goals are specific rather than general.
TRUE
Employees put more effort into a task when they work toward goals that state what needs to
be accomplished; how it should be accomplished; and where, when, and with whom it should
be accomplished. Specific goals clarify performance expectations, so employees can direct
their effort more efficiently and reliably.
AACSB: Analytic
Blooms: Remember
45. Goal setting is more effective when employees can easily achieve the goals assigned to
them.
FALSE
Challenging goals cause people to raise the intensity and persistence of their effort and to
think through information more actively.
AACSB: Analytic
Blooms: Understand
46. Participation in goal setting tends to increase performance when employees lack
commitment to assigned goals.
TRUE
Goals tend to be more effective when employees are committed to them and are not just
compliant. Goal commitment also increases when employees are involved in goal setting.
AACSB: Analytic
Blooms: Understand
5-21
47. Effective feedback needs to be general and subjective.

FALSE
Effective feedback has many of the same characteristics as effective goal setting. It should be
specific and relevant.
AACSB: Analytic
Blooms: Understand
Topic: Characteristics of Effective Feedback
48. Feedback to employees is most effective when it is sufficiently frequent and credible.
TRUE
Feedback should be sufficiently frequent, credible, and specific.
AACSB: Analytic
Blooms: Understand
49. Feedback can be more frequent when employees perform jobs with a short cycle time
rather than jobs with a long cycle time.
TRUE
Feedback is necessarily less frequent in jobs with a long cycle time than in jobs with a short
cycle time.
AACSB: Analytic
Blooms: Understand
5-22
50. Appreciative coaching is the approach to feedback where employees' potential is

maximized by focusing on their strengths rather than weaknesses.
TRUE
The positive approach to feedback is the essence of strengths-based coaching (also known as
appreciative coaching)—maximizing employees' potential by focusing on their strengths
rather than weaknesses.
AACSB: Analytic
Blooms: Remember
Topic: Feedback through Strengths-Based Coaching
51. Multisource feedback is information about an employee's performance that is collected

from a full circle of people, including subordinates, peers, supervisors, and customers.
TRUE
Multisource (360-degree) feedback is a social form of feedback that has been widely used in
organizations. As the name implies, it is information about an employee's performance that is
collected from a full circle of people, including subordinates, peers, supervisors, and
customers.
AACSB: Analytic
Blooms: Remember
Topic: Sources of Feedback
5-23
52. Multisource feedback tends to provide more complete and accurate information than
feedback from a supervisor alone.
TRUE
Multisource feedback tends to provide more complete and accurate information than feedback
from a supervisor alone. It is particularly useful when the supervisor is unable to observe the
employee's behavior or performance throughout the year.
AACSB: Analytic
Blooms: Remember
53. To learn about their progress toward goal accomplishment, employees usually prefer
feedback from supervisors and other people over nonsocial sources.
FALSE
Employees usually prefer nonsocial feedback sources to learn about their progress toward
goal accomplishment.
AACSB: Analytic
Blooms: Understand
54. Employees consider feedback from nonsocial sources more accurate than feedback from
social sources.
TRUE
Information from nonsocial sources, such as computer charts and electronic gauges, is
considered more accurate than information from social sources.
AACSB: Analytic
Blooms: Understand
5-24
55. When employees want to improve their self-concept, they seek out positive feedback from
social sources.
TRUE
When employees want to improve their self-concept, they seek out positive feedback from
social sources. It feels better to have coworkers say that you are performing the job well than
to discover this from a computer screen.
AACSB: Analytic
Blooms: Remember
56. Combining goal setting with monetary incentives motivates many employees to set
difficult goals that are hard to achieve.
FALSE
When goal achievement is tied to financial rewards, many employees are motivated to set
easy goals (while making the boss think they are difficult) so that they have a higher
probability of attaining the bonus or pay increase.
AACSB: Analytic
Blooms: Understand
Topic: Evaluating Goal Setting and Feedback
57. The distributive justice principle states that everyone should receive the same rewards in
life irrespective of their contribution.
FALSE
Distributive justice refers to perceived fairness in the outcomes we receive compared to our
contributions and the outcomes and contributions of others.
AACSB: Analytic
Blooms: Understand
Learning Objective: 05-06 Summarize equity theory and describe ways to improve procedural justice.
Topic: Organizational Justice
5-25
58. Distributive justice refers to fairness of the procedures used to decide the distribution of
resources.
FALSE
Distributive justice refers to perceived fairness in the outcomes we receive compared to our
contributions and the outcomes and contributions of others. Procedural justice refers to
fairness of procedures used to decide the distribution of resources.
AACSB: Analytic
Blooms: Remember
Topic: Organizational Justice
59. According to the equity theory, the equity principle operates when we believe everyone in
the group should receive the same outcomes.
FALSE
An equality principle operates when we believe that everyone in the group should receive the
same outcomes. The equity principle infers that people should be paid in proportion to their
contribution.
AACSB: Analytic
Blooms: Understand
Topic: Equity Theory
60. The outcome-input ratio is the value of the inputs you provide divided by the value of the
outcomes you receive in the exchange relationship.
FALSE
The outcome-input ratio is the value of the outcomes you receive divided by the value of the
inputs you provide in the exchange relationship.
AACSB: Analytic
Blooms: Understand
5-26
61. In the equity theory model, a comparison other is an individual or group of people with
whom a person compares his or her outcome-input ratio.
TRUE
According to the equity theory, we compare our outcome-input ratio with that of a
comparison other. A comparison other is often someone else in a similar position, such as a
coworker, or an individual or a group of people in different positions.
AACSB: Analytic
Blooms: Remember
62. A significant discovery in equity theory research is that people tend to keep one specific
comparison other throughout their working lives.
FALSE
A comparison other is often someone else in a similar position, such as a coworker, or an

individual or a group of people in different positions. Some research suggests that employees
frequently collect information about several referents to form a "generalized" comparison
other.
AACSB: Analytic
Blooms: Understand
5-27
63. Feelings of inequity occur when employees receive less than others but not when they
receive more than others.
FALSE
The comparison of our own outcome-input ratio with the ratio of someone else results in
perceptions of equity, underreward in equity, or overreward inequity. In the equity condition,
people believe that their outcome-input ratio is similar to the ratio of the comparison other. In
the underreward inequity situation, people believe their outcome-input ratio is lower than the
comparison other's ratio. In the overreward inequity condition, people believe their ratio of
outcomes-inputs is higher than the comparison other's ratio.
AACSB: Analytic
Blooms: Remember
64. Underreward inequity occurs when an individual's outcome-input ratio is lower than the
outcome-input ratio of a comparison other.
TRUE
In the underreward inequity situation, people believe their outcome-input ratio is lower than
the comparison other's ratio.
AACSB: Analytic
Blooms: Remember
5-28
65. Overreward inequity occurs whenever people receive less money than the comparison
other.
FALSE
Overreward inequity condition arises when people believe their outcome-input ratio is higher
than the comparison other's ratio. This may also occur due to low inputs.
AACSB: Analytic
Blooms: Understand
66. Equity theory research has found that employees who feel overrewarded tend to alter their
perceptions of inputs and outcomes rather than attempt to actually change them.
TRUE
A common response to overreward inequity is that the overrewarded employee changes his or
her perceptions to justify the more favorable outcomes.
AACSB: Analytic
Blooms: Remember
Topic: Inequity and Employee Motivation
67. Distributive justice increases directly with the extent to which the decision allows voice,
can be appealed, and has an unbiased decision maker.
FALSE
Procedural justice, and not distributive justice, increases directly with the extent to which the
decision allows voice, can be appealed, and has an unbiased decision maker.
AACSB: Analytic
Blooms: Remember
Topic: Procedural Justice
5-29
68. Cycle time is the time required to complete the task before starting over with another item
or client.
TRUE
Cycle time is the time required to complete the task before starting over with another item or
client.
AACSB: Analytic
Blooms: Remember
Learning Objective: 05-07 List the advantages and disadvantages of job specialization and describe three ways to improve employee
motivation through job design.
Topic: Job Design and Work Efficiency
69. Job enlargement involves combining two or more complete jobs into one or just adding
one or two more tasks to an existing job.
TRUE
Job enlargement adds tasks to an existing job. This might involve combining two or more
complete jobs into one or just adding one or two more tasks to an existing job. Either way,
skill variety increases because there are more tasks to perform.
AACSB: Analytic
Blooms: Remember
Topic: Job Enlargement
Multiple Choice Questions
5-30
70. Employee engagement is often described in terms of:

A. self-esteem.
B. self-concept.
C. self-efficacy.
D. self-enhancement.
E. self-verification.
Employee engagement is often described in terms of self-efficacy—the belief that you have
the ability, role clarity, and resources to get the job done.
AACSB: Analytic
Blooms: Understand
71. Which of the following is a driver of employee engagement?

A. A low E-to-P expectancy
B. Employer bias
C. Punishment and reward
D. An appealing company vision
E. A weak need for achievement
Doal setting, employee involvement, organizational justice, organizational comprehension,

employee development opportunities, sufficient resources, and an appealing company vision
are some of the more commonly mentioned influences.
AACSB: Analytic
Blooms: Remember
5-31
72. The _____ of human beings are also called primary needs.
A. beliefs
B. values
C. attitudes
D. drives
E. thoughts
Our innate drives, which represent a universal and innate brain function that produces
emotions that energize individuals to act on their environment, are also called primary needs.
AACSB: Analytic
Blooms: Remember
73. Which of the following statements is true about the innate drives of people?
A. Drives refer to the secondary needs of individuals.
B. Emotions that energize individuals to act on their environment produce drives.
C. Drives include only the basic physiological essentials of individuals.
D. Drives are the secondary sources of employee motivation.
E. Drives are innate and universal to human beings.
Drives are innate and universal, which means that we are born with them and everyone has
them.
AACSB: Analytic
Blooms: Understand
5-32
74. _____ are the motivational forces of emotions channeled toward particular goals to correct
deficiencies or imbalances.
A. Needs
B. Thoughts
C. Beliefs
D. Values
E. Strategies
Needs are goal-directed forces that people experience. They are the motivational forces of
emotions channeled toward particular goals to correct deficiencies or imbalances.
AACSB: Analytic
Blooms: Remember
75. Self-concept, social norms, and past experiences help us to:

A. have a fixed level of drive-based emotions.
B. fully regulate our decisions and behaviors.
C. minimize cognitive dissonances and understand why intensities of needs are uniform
among individuals.
D. make unemotional decisions based on reason and logic.
E. have stronger or weaker needs by amplifying or suppressing drive-based emotions.
Individuals' self-concept (including personality and values), social norms, and past experience
amplify or suppress drive-based emotions, thereby resulting in stronger or weaker needs.
AACSB: Analytic
Blooms: Remember
5-33
76. Which of the following does Maslow's needs hierarchy theory include?
A. Domination
B. Frustration-regression
C. Desire to know
D. Aesthetic beauty
E. Self-actualization
Maslow integrated the list of needs into a hierarchy of five basic categories (from lowest to
highest): physiological (need for food, air, water, shelter, etc.), safety (need for security and
stability), belongingness/love (need for interaction with and affection from others), esteem
(need for self-esteem and social esteem/status), and self-actualization (need for self-
fulfillment and the realization of one's potential).
AACSB: Analytic
Blooms: Remember
77. Which of the following is the highest level need in Maslow's hierarchy of needs?
A. Esteem
B. Safety
C. Power
D. Belongingness
E. Self-actualization
Maslow integrated the list of needs into a hierarchy of five basic categories (from lowest to
highest). Self-actualization is the topmost need on the list.
AACSB: Analytic
Blooms: Remember
5-34
78. Which of the following unsatisfied needs is the strongest according to Maslow's needs
hierarchy theory?
A. Need for food
B. Need to socialize
C. Need for self-actualization
D. Need to be secure
E. Need for love
According to Maslow, we are motivated simultaneously by several primary needs, but the
strongest source of motivation is the lowest unsatisfied need at the time. Need for food is the
lowest unsatisfied need here.
AACSB: Analytic
Blooms: Understand
79. Which of these theories states that we are motivated by several needs, but the strongest
source is the lowest unsatisfied need?
A. Four-drive theory
B. Needs hierarchy theory
C. Equity theory
D. Distributive justice theory
E. Learned needs theory
Maslow suggested that we are motivated simultaneously by several primary needs (drives),
but the strongest source of motivation is the lowest unsatisfied need at the time. As the person
satisfies a lower-level need, the next higher need in the hierarchy becomes the primary
motivator and remains so even if never satisfied.
AACSB: Analytic
Blooms: Remember
5-35
80. Which of the following is a major criticism of Maslow's needs hierarchy theory?
A. Safety and physiological needs do not arise due to human drives.
B. The need for love and esteem do not apply to many individuals.
C. Physiological needs of a person are often considered a weaker need than other needs.
D. People do not progress through the hierarchy as the theory predicts.
E. The theory gives more importance to the satisfied needs than the unsatisfied needs.
Empirical studies have concluded that people do not progress through the Maslow's needs
hierarchy as the theory predicts.
AACSB: Analytic
Blooms: Understand
81. Which of the following statements is consistent with the observations of Maslow?
A. Motivation research must look at each need and drive apart from others.
B. A specific human behavior is typically initiated by a solitary need or drive.
C. Higher-order needs are not influenced by personal and social influences.
D. Maslow refocused attention on need gratification instead of need deprivation.
E. Maslow suggested that people are naturally motivated to reach their potential.
Maslow popularized the term self-actualization and suggested that people are naturally
motivated to reach their potential.
AACSB: Analytic
Blooms: Understand
Topic: Maslow's Contribution to Motivation
5-36
82. Which of the following statements was NOT considered by the needs hierarchy theory?
A. Everyone is naturally motivated to reach their full potential.
B. Higher-order needs are influenced by personal and social influences.
C. Basic needs are more essential to individuals than their socialization needs.
D. People's physiological needs are stronger than their esteem needs.
E. Needs are strongly influenced by each individual's self-concept.
Maslow's theory failed to explain human motivation because people do not fit into a one-size-
fits-all needs hierarchy. Typically, needs are strongly influenced by each individual's self-
concept, and needs hierarchies are unique to each person. The needs hierarchy theory did not
consider this.
AACSB: Analytic
Blooms: Understand
83. The desire to seek approval from others, conform to their wishes and expectations, and
avoid conflict and confrontations is referred to as the need for _____.
A. affiliation
B. power
C. achievement
D. safety
E. existence
Need for affiliation (nAff) refers to a desire to seek approval from others, conform to their
wishes and expectations, and avoid conflict and confrontation.
AACSB: Analytic
Blooms: Remember
5-37
84. A learned need in which people want to control the environment, including people and
material resources, to benefit either themselves or others is referred to as the need for _____.
A. affiliation
B. power
C. achievement
D. safety
E. existence
The need for power is a learned need in which people want to control the environment,
including people and material resources, to benefit either themselves or others.
AACSB: Analytic
Blooms: Remember
85. People with a high need for affiliation tend to:

A. rely on persuasive communication.
B. be more effective at allocating scarce resources.
C. choose tasks with a moderate degree of risk.
D. actively support others.
E. be highly motivated by money.
People with a strong need for affiliation try to project a favorable image of themselves. They
tend to actively support others and try to smooth out workplace conflicts.
AACSB: Analytic
Blooms: Remember
5-38
86. According to the four-drive theory, which of the following drives is the foundation of
competition and the basis of our need for esteem?
A. The drive to acquire
B. The drive to dominate
C. The drive to defend
D. The drive to bond
E. The drive to learn
The drive to acquire is the drive to seek, take, control, and retain objects and personal
experiences. The drive to acquire extends beyond basic food and water; it includes enhancing
one's self-concept through relative status and recognition in society. Thus, it is the foundation
of competition and the basis of our need for esteem.
AACSB: Analytic
Blooms: Remember
87. According to the four-drive theory, the drive _____ is most closely associated with the
need for relative status and recognition.
A. to bond
B. for fairness
C. to defend
D. to acquire
E. for feedback
experiences. The drive to acquire extends beyond basic food and water; it includes enhancing
one's self-concept through relative status and recognition in society.
AACSB: Analytic
Blooms: Remember
5-39
88. Which drive in the four-drive theory is reactive rather than proactive?
A. The drive to acquire
B. The drive to learn
C. The drive to defend
D. The drive to bond
E. The drive for power
Only the drive to defend is reactive—it is triggered by threat. The drive to defend is the drive
to protect ourselves physically and socially. Probably the first drive to develop, it creates a
fight-or-flight response in the face of personal danger. The drive to defend goes beyond
protecting our physical selves. It includes defending our relationships, our acquisitions, and
our belief systems. It is reactive rather than proactive.
AACSB: Analytic
Blooms: Remember
89. Derek is a relationship counselor. Anthony and Susanna seek help from Derek to save
their failing marriage. The drive to _____ has caused Anthony and Susanna to seek help from
Derek.
A. acquire
B. comprehend
C. defend
D. learn
E. bond
The drive to defend goes beyond protecting our physical self. It includes defending our
relationships, our acquisitions, and our belief systems. In this scenario, Anthony and Susanna
have sought Derek's help due to the drive to defend their marriage.
AACSB: Analytic
Blooms: Apply
Level of Difficulty: 3 Hard
5-40
90. The four-drive theory recommends that organizations should:

A. encourage employees to fulfill one drive at a time.
B. provide sufficient rewards, learning opportunities, and social interaction for all employees.
C. only hire people with a strong drive to defend.
D. create a work environment that routinely triggers the employees' drive to defend.
E. encourage the desire for aesthetic beauty and the desire to know.
The four-drive theory recommends that organizations should provide sufficient rewards,
learning opportunities, and social interaction at the same time. It is based on the idea that the
sources of employee needs are hard-wired through evolution.
AACSB: Analytic
Blooms: Remember
91. One of the main implications of the four-drive theory is that:

A. employers should offer employees enough opportunity to keep each of their drives in
balance.
B. employees should be given specific goals with plenty of feedback.
C. employers should give all employees the same employee benefits.
D. employers should select people with the best qualifications for a job.
E. needs-based theories have no relevance in the management of people in organizational
settings.
A four-drive theory recommendation is that fulfillment of the four drives must be kept in
balance; that is, organizations should avoid too much or too little opportunity to fulfill each
drive.
AACSB: Analytic
Blooms: Understand
5-41
92. Which of the following theories of motivation is based on the idea that work effort is
directed toward behaviors that people believe will lead to desired outcomes?
A. Equity theory
B. ERG theory
C. Goal setting theory
D. Four-drive theory
E. Expectancy theory
will lead to desired outcomes.
AACSB: Analytic
Blooms: Remember
93. Which of the following is true of the expectancy theory model?

A. It states that work effort is directed toward behaviors that people believe will lead to
desired outcomes.
B. It is made up of three independent components of which only one component affects
motivation.
C. It is only useful in improving motivation levels in employees with specialized jobs.
D. It proposes that highly repetitive tasks directly increase employee attentiveness and
decrease absenteeism.
E. It links the perceived fairness in the outcomes we receive to our contributions.
Expectancy theory states that work effort is directed toward behaviors that people believe will
lead to desired outcomes. Hence, it helps us to predict an individual's effort.
AACSB: Analytic
Blooms: Understand
5-42
94. Which of the following does the expectancy theory explain about employees?
A. They have different needs at different times.
B. They can use personal expectations to reduce work-related stress.
C. They can motivate themselves through power.
D. They base their work effort on the performance level they expect.
E. They compare their inputs and outcomes to other people.
will lead to desired outcomes. In other words, employees are motivated to achieve goals with
the highest expected payoff.
AACSB: Analytic
Blooms: Understand
95. An individual's perceived probability that a particular level of effort will result in a
particular level of performance is referred to as the:
A. E-to-P valence.
B. EP-to-PO outcome.
C. E-to-V expectancy.
D. E-to-P expectancy.
E. EV-to-PE outcome.
E-to-P expectancy is the individual's perception that his or her effort will result in a particular
level of performance.
AACSB: Analytic
Blooms: Remember
5-43
96. In the expectancy theory, valence refers to the:

A. amount of effort a person puts toward a known goal.
B. individual's perceived probability of performing a task at a particular level.
C. anticipated satisfaction or dissatisfaction that an individual feels toward an outcome.
D. individual's perceived probability that his or her performance will lead to specific
outcomes.
E. feelings that result from a comparison of an individual's outcome-input ratio with the
outcome-input ratio of a comparison other.
Valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an

outcome.
AACSB: Analytic
Blooms: Remember
97. According to the expectancy theory, which of the following would be a way to increase an
employee's E-to-P expectancy?
A. Assure the employee that he or she has the necessary competencies.
B. Measure job performance accurately.
C. Provide examples of where good performance has resulted in higher rewards.
D. Distribute rewards that employees value.
E. Minimize the presence of countervailing outcomes.
E-to-P expectancies can be increased by assuring employees that they have the necessary
competencies, clear role perceptions, and necessary resources to reach the desired levels of
performance.
AACSB: Analytic
Blooms: Understand
5-44
98. According to expectancy theory, providing counseling and coaching to an employee who
lacks self-confidence is most likely to increase the employee's:
A. V-to-O expectancy.
B. E-to-P expectancy.
C. P-to-E expectancy.
D. O-to-P expectancy.
E. P-to-O expectancy.
E-to-P expectancies are influenced by the individual's belief that he or she can successfully
complete the task. Some companies increase this can-do attitude by assuring employees that
they have the necessary competencies, clear role perceptions, and necessary resources such as
counseling and coaching to reach the desired levels of performance.
AACSB: Analytic
Blooms: Understand
99. When people are assigned jobs for which they are qualified and receive coaching to
improve their self-confidence, employee motivation improves due to the:
A. reduction of feelings of inequity.
B. increase in outcome valence variability.
C. satisfaction of the need to affiliate.
D. increase in P-to-O expectancies.
E. increase in E-to-P expectancies.
complete the task. Some companies increase this can-do attitude by assuring employees that
counseling and coaching to reach the desired levels of performance.
AACSB: Analytic
Blooms: Understand
5-45
100. According to the expectancy theory, behavior modeling and supportive feedback would:
A. have no effect on employee motivation.
B. mainly increase the effort-to-performance expectancy.
C. mainly increase the performance-to-outcome expectancy.
D. mainly increase the valence of pay increases and other organizational outcomes.
E. mainly alter the comparison other.
complete the task. Some companies increase these expectancies by assuring employees that
counseling, training programs, and coaching to reach the desired levels of performance.
AACSB: Analytic
Blooms: Understand
101. Which of the following is a way to increase employee motivation by improving the P-to-
O expectancies?
A. Measuring employee performance accurately and distributing more valued rewards
B. Convincing employees that they will be able to accomplish the task
C. Selecting employees with the required skills, knowledge, and motivation to perform jobs
D. Providing sufficient time and resources for employees to perform the task
E. Treating everyone equally by giving all of them the same reward
performance.
AACSB: Analytic
Blooms: Understand
5-46
102. ABC Corp. started a performance-based reward system that accurately identified
employees who performed better than others. This practice improves employee motivation
by:
A. increasing employee needs.
B. reducing feelings of inequity.
C. improving E-to-P expectancies.
D. improving P-to-O expectancies.
E. increasing outcome valence.
performance. ABC Corp. started a performance-based reward system that accurately
identified employees who performed better than others. This improved employee motivation
by improving P-to-O expectancies.
AACSB: Analytic
Blooms: Apply
103. According to the expectancy theory, giving more valued rewards to employees with
higher job performance mainly increases motivation by:
A. strengthening the E-to-P expectancies of employees.
B. introducing a negative valence in the organization.
C. weakening the E-to-P expectancies of employees.
D. weakening both the E-to-P and P-to-O expectancies of employees.
E. strengthening the P-to-O expectancies of employees.
performance.
AACSB: Analytic
Blooms: Understand
5-47
104. Which of the following components are enhanced by individualizing rewards?

A. Performance expectancies
B. E-to-O expectancies
C. Valences of outcomes
D. E-to-P expectancies
E. V-to-E outcomes
Organizational leaders need to find ways to individualize rewards or, where standard rewards
are necessary, to identify rewards that do not have a negative valence for some staff.
AACSB: Analytic
Blooms: Understand
105. According to the expectancy theory, an outcome that opposes our values has:
A. a high E-to-P expectancy.
B. an inappropriate comparison other.
C. a negative outcome valence.
D. a low P-to-O expectancy.
E. a low need for socialized power.
Valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an

outcome. Outcomes have a positive valence when they are consistent with our values and
satisfy our needs; they have a negative valence when they oppose our values and inhibit need
fulfillment. Organizational leaders need to find ways to individualize rewards or, where
standard rewards are necessary, to identify rewards that do not have a negative valence for
some staff.
AACSB: Analytic
Blooms: Remember
5-48
106. The core elements of organizational behavior modification are depicted by the A-B-C
model in which A, B, and C stand for:
A. attitude, bearing, conviction.
B. antecedents, behavior, consequences.
C. action, behavior, conformity.
D. able, baker, charlie.
E. activity, balance, conscientiousness.
In the A-B-C model, A, B, and C stand for antecedents, behavior, consequences.
AACSB: Analytic
Blooms: Remember
107. Which of the following is applied by supervisors when they stop criticizing employees
whose substandard performance has improved?
A. Future probability
B. Extinction
C. Positive reinforcement
D. Punishment
E. Negative reinforcement
Negative reinforcement occurs when the removal or avoidance of a consequence increases or

maintains the frequency or future probability of a specific behavior. Supervisors apply
negative reinforcement when they stop criticizing employees whose substandard performance
has improved.
AACSB: Analytic
Blooms: Understand
5-49
108. The best reinforcement schedule for motivating employees is _____.

A. a continuous reinforcement schedule
B. a variable ratio schedule
C. a fixed schedule
D. extinction
E. avoidance of consequence
The best schedule for motivating employees is a variable ratio schedule in which employee
behavior is reinforced after a variable number of times.
AACSB: Analytic
Blooms: Remember
109. _____ states that much learning and motivation occurs by observing and modeling others
as well as by anticipating the consequences of our behavior.
A. Equity theory
B. Expectancy theory
C. Four-drive theory
D. Reinforcement theory
E. Social cognitive theory
Social cognitive theory states that much learning and motivation occurs by observing and
modeling others as well as by anticipating the consequences of our behavior.
AACSB: Analytic
Blooms: Remember
Topic: Social Cognitive Theory
5-50
110. Goal setting influences employee behavior and performance mainly by improving:
A. situational contingencies and learned abilities.
B. aptitudes and learned abilities.
C. motivation and clarifying role perceptions.
D. role perceptions and learned abilities.
E. self-confidence and aptitudes.
Goal setting is the process of motivating employees and clarifying their role perceptions by
establishing performance objectives.
AACSB: Analytic
Blooms: Understand
111. The optimal level of difficulty of a goal:

A. occurs when the goal is challenging but not impossible.
B. is the most challenging standard of a goal that a company can possibly imagine.
C. occurs only when employees set their own goals.
D. is the point at which the employees exert minimal effort to achieve a certain outcome.
E. occurs when employees work using alternate work arrangements.
Goals should be challenging without being so difficult that employees lose their motivation to
achieve them. Goals should not be impossible.
AACSB: Analytic
Blooms: Understand
5-51
112. Effective feedback:

A. is generic in nature and applies to all employees.
B. is provided only through social sources.
C. should not be very frequent as frequency reduces its value.
D. can occur only when employees have weak self-efficacy.
E. should always come from a credible source.
Effective feedback is credible. Employees are more likely to accept feedback from
trustworthy and credible sources.
AACSB: Analytic
Blooms: Remember
113. Which of the following statements portrays the essence of appreciative coaching?
A. Managers should provide frequent corrective feedback to employees.
B. Organizations should concentrate on maintaining a participative management style.
C. Employees should openly discuss their problems with their managers.
D. An organization should strike a balance between punishments and rewards.
E. Managers should concentrate on the strengths of employees rather than their weaknesses.
Appreciative coaching seeks to maximize employees' potential by focusing on their strengths

rather than weaknesses. It gives employees opportunities to develop their strengths rather than
requiring them to focus on areas where they have limited interest or talent.
AACSB: Analytic
Blooms: Understand
Topic: Feedback through Strengths-Based Coaching
5-52
114. Which of the following is a source of multisource feedback?

A. Subordinates
B. Peers
C. Supervisors
D. Customers
E. All of these
Multisource (360-degree) feedback is information about an employee's performance collected

from a full circle of people, including subordinates, peers, supervisors, and customers.
AACSB: Analytic
Blooms: Remember
115. To learn about their progress toward goal accomplishment, employees usually prefer:
A. nonsocial feedback sources.
B. multisource feedback.
C. customer surveys.
D. nonverbal communication.
E. positive feedback.
To learn about their progress toward goal accomplishments, employees usually prefer
nonsocial feedback sources.
AACSB: Analytic
Blooms: Remember
5-53
116. Which of the following theories suggests that employee motivation is influenced by what
other people contribute to and receive from the organization?
A. Expectancy theory
B. Equity theory
C. Needs-based theory
D. Need theory
E. Goal setting theory
Equity theory states that we compare our outcome-input ratio with that of a comparison other.
The comparison other might be another person or group of people in other jobs or another
organization.
AACSB: Analytic
Blooms: Understand
117. Outcome-input ratio and comparison other are elements of the:

A. innate drives theory.
B. Maslow's needs hierarchy.
C. equity theory.
D. expectancy theory.
E. goal setting theory.
According to equity theory, we compare our outcome-input ratio with that of a comparison
other. A comparison other is often someone else in a similar position, such as a coworker, or
an individual or a group of people in different positions.
AACSB: Analytic
Blooms: Understand
5-54
118. Which of the following statements is true about situations involving equity judgments?
A. People avoid having a comparison other.
B. People tend to be tolerant of situations where they are underrewarded.
C. People have a low E-to-P expectancy.
D. People feel more comfortable in situations in which they receive proportionately more than
others.
E. People believe that their outcome-input ratio should be similar to the outcome-input ratio
of the comparison other.
People develop feelings of equity or inequity by comparing their own outcome-input ratio
with the comparison other's ratio. In the equity condition, people believe that their outcome-
input ratio is similar to the ratio of the comparison other.
AACSB: Analytic
Blooms: Understand
119. Employees who receive a fixed amount of pay each week and feel underrewarded are
most likely to:
A. reduce their work effort.
B. increase their work effort.
C. change their comparison other.
D. encourage the comparison other to increase his or her work effort.
E. use a different measure than the comparison other.
Employees who feel underrewarded tend to reduce their work effort.
AACSB: Analytic
Blooms: Understand
Topic: Inequity and Employee Motivation
5-55
120. According to the equity theory,:

A. all employees of an organization have the same needs throughout their career.
B. money should never be used to motivate employees.
C. employees should set their own goals and performance standards.
D. the selection of the comparison other varies from one person to the next.
E. improving job security and working conditions will improve job satisfaction and,
consequently, employee motivation.
According to the equity theory, the selection of the comparison other varies from one person
to the next and is not easily identifiable.
AACSB: Analytic
Blooms: Remember
121. With respect to procedural justice, the value-expressive function that voice provides
refers to the:
A. feeling employees get when they feel valued at work.
B. way employees feel after having an opportunity to speak their minds.
C. cathartic benefits of shouting at each other.
D. sense of pride employees derive from being eloquent during presentations.
E. standoff situation that arises as a consequence of the collective voice of the employees.
Voice encourages employees to present their facts and perspectives on an issue. It also
provides a value-expressive function because employees tend to feel better after having an
opportunity to speak their minds.
AACSB: Analytic
Blooms: Remember
Topic: Procedural Justice
5-56
122. When people experience procedural injustice, they tend to:

A. focus on organizational citizenship acts.
B. engage in counterproductive work behaviors.
C. be more likely to comply with higher authorities in the future.
D. change the selection process of the comparison other.
E. engage in comparative injustice toward others.
In case of a procedural injustice, employees engage in counterproductive behaviors to educate

the decision maker, thereby trying to minimize the likelihood of future injustices.
AACSB: Analytic
Blooms: Remember
Topic: Consequences of Procedural Injustice
123. _____ is the result of division of labor in which work is subdivided into separate jobs
assigned to different people.
A. Job enrichment
B. Job specialization
C. Job design
D. Job rotation
E. Job enlargement
Job specialization is the result of division of labor in which work is subdivided into separate
jobs assigned to different people. For instance, supermarkets have separate jobs for checking
out customers, stocking shelves, preparing fresh foods, and so forth.
AACSB: Analytic
Blooms: Remember
Topic: Job Design Practices
5-57
124. Which of the following is an advantage of job specialization?

A. Employees with specialized jobs always need to be paid very less as their task is less
varied.
B. Employees can become proficient more quickly in specialized jobs.
C. Highly repetitive tasks in specialized jobs lead to higher attentiveness and motivation.
D. Job specialization improves work quality by disassociating job incumbents from the
overall product or service.
E. Employee turnover and absenteeism tend to be lower in specialized jobs with very short
cycle times.
Employees can become proficient more quickly in specialized jobs. There are fewer physical
and mental skills to learn and therefore less time to train and develop people for high
performance.
AACSB: Analytic
Blooms: Understand
Topic: Job Design Practices
125. Which of the following is a benefit of job rotation?

A. It allows employees to become proficient more quickly in specialized jobs.
B. It increases the repetitiveness of tasks, which leads to increased attentiveness and
motivation.
C. It minimizes health risks from repetitive strain and heavy lifting.
D. It improves work quality by disassociating job incumbents from the overall product or
service.
E. It eliminates the drive to acquire in employees and hence increases their efficiency.
Job rotation adds some skill variety into the workday, and many companies have found that it
improves employee motivation and satisfaction to some extent. A second benefit of job
rotation is that it minimizes health risks from repetitive strain and heavy lifting because
employees use different muscles and physical positions in the various jobs.
AACSB: Analytic
Blooms: Understand
Topic: Job Rotation
5-58
126. Which of the following is a true statement about job enrichment?

A. It decreases P-to-O expectancies and hence increases employee motivation.
B. It increases the repetitiveness of tasks and hence leads to increased attentiveness and
motivation.
C. It minimizes health risks from repetitive strain and heavy lifting.
D. It results in employees gaining more responsibility for scheduling, coordinating, and
planning their own work.
E. It eliminates the drive to acquire in employees and hence increases their efficiency.
Job enrichment occurs when employees are given more responsibility for scheduling,
coordinating, and planning their own work. For example, employees have more enriched jobs
when they are responsible for a variety to tasks and have enough autonomy to plan their work
and choose when to perform each task.
AACSB: Analytic
Blooms: Understand
Topic: Job Enrichment
127. The _____ model identifies five core job dimensions that produce three psychological
states.
A. equity theory
B. four-drive theory
C. motivator-hygiene theory
D. expectancy theory
E. job characteristics
The job characteristics model identifies five core job dimensions that produce three
psychological states. Employees who experience these psychological states tend to have
higher levels of internal work motivation (motivation from the work itself), job satisfaction
(particularly satisfaction with the work itself), and work effectiveness.
AACSB: Analytic
Blooms: Remember
Topic: Job Design and Work Motivation
5-59
128. ABC Corporation recently held a "Vision Day" event in which all of its employees
formed teams to develop 60-second videos for the management about how the company was
making lives better. Shortly after, their CEO was quoted as saying "We try to get the best out
of everybody."
"Vision Day" was an exercise attempting to increase:
A. positive public relations.
B. feedback from management.
C. employee engagement.
D. behavior modification.
E. goal setting.
Employee engagement is an individual's emotional and cognitive motivation, particularly a

focused, intense, persistent, and purposive effort toward work-related goals. It is typically
described as an emotional involvement in, commitment to, and satisfaction with the work.
AACSB: Analytic
Blooms: Apply
129. Jessie has worked in the same office of DEF Insurance LLC for 6 years. She has always
taken extra care to follow the office norms and to ensure that everyone at work is happy. She
tries to be friends with everyone at work and hates getting into arguments with people. With
the given information, we can conclude that Jessie most likely has a high:
A. need for achievement.
B. need for esteem.
C. need for affiliation.
D. need for comprehension.
E. need for belongingness.
The need for affiliation is a learned need in which people seek approval from others, conform
to their wishes, and avoid conflict and confrontation.
AACSB: Analytic
Blooms: Apply
Topic: Learned Needs Theory
5-60
130. Paul has worked in the same office at DEF Insurance LLC for 6 years. He has been very
ambitious during his years at the company. Although he started as an insurance agent, he has
recently been promoted to the position of agency manager and proudly displays all his awards
on the wall of his new office. He is very proud of his status and accomplishments. According
to the four-drive theory, Paul most likely has a high:
A. drive to acquire.
B. drive to comprehend.
C. drive to defend.
D. drive to accept.
E. drive to control.
experience. It includes enhancing one's self-concept through relative status and recognition in
society.
AACSB: Analytic
Blooms: Apply
131. Jill is a manager at a call center that recently received a lot of complaints from its
customers. Her supervisor, Robert, asked her to increase the morale of her subordinates
because he believed that this would result in better customer service, which in turn would
increase repeat business and decrease customer complaints. Jill has decided to use the
expectancy theory model to motivate her employees.
If Jill wants to increase the E-to-P expectancies of her employees, she should _____.
A. measure job performance more accurately
B. distribute rewards that employees value
C. provide coaching to employees who lack self-confidence
D. describe how employees' rewards are based on past performance
E. minimize the presence of countervailing rewards
E-to-P expectancies can be increased by providing coaching to employees who lack self-
confidence.
AACSB: Analytic
Blooms: Apply
5-61
132. If Jill wants to increase P-to-O expectancies, she should _____.

A. measure job performance accurately
B. administer uniform rewards
C. assign simpler or fewer tasks until employees can master them
D. provide sufficient time and resources
E. minimize the presence of countervailing rewards
P-to-O expectancies can be increased by measuring job performance accurately.
AACSB: Analytic
Blooms: Apply
Essay Questions
5-62
133. Maslow's needs hierarchy theory was dismissed by experts more than three decades ago,
yet Maslow's writing has had a lasting and valuable effect by advocating a more holistic,
humanistic, and positive approach to human motivation. Discuss the three approaches given
by Maslow and point out how they were applied in Maslow's needs hierarchy theory.
Holistic perspective of motivation: Maslow argued that motivation research must look at all
needs and drives together rather than examining one or two of them separately. The reason is
that human behavior is typically initiated by more than one need or drive at the same time.
Maslow's needs hierarchy theory takes a holistic approach by condensing the long list of
needs into a hierarchy of five basic categories and describes the effect of these needs on
motivation in terms of each need's relationship with other needs—the lowest level need is the
strongest, people move to a higher need when the lower one is fulfilled, and so on.
Humanistic perspective of motivation: Higher order needs are influenced by personal and
social influences, such as self-concept and social norms, and not just instincts. Previous
research on motivation focused almost entirely on instinctive behavior.
Positive perspective of motivation: Maslow refocused attention on need gratification rather
than only need deprivation. He popularized the term self-actualization, suggested that people
are naturally motivated to reach their potential and that organizations and societies need to be
structured to help people continue and develop this motivation. Hence, Maslow is considered
a pioneer in positive organizational behavior.
AACSB: Analytic
Blooms: Understand
5-63
134. Explain the three earned needs of the learned needs theory examined by McClelland.
McClelland examined three learned needs: achievement, power, and affiliation.

Need for achievement: People with a strong need for achievement (nAch) want to accomplish
reasonably challenging goals through their own effort. They prefer working alone rather than
in teams, and they choose tasks with a moderate degree of risk. High-nAch people also desire
unambiguous feedback and recognition for their success. Money is a weak motivator, except
when it provides feedback and recognition. In contrast, employees with a low nAch perform
their work better when money is used as an incentive.
Need for affiliation (nAff): It refers to a desire to seek approval from others, conform to their
wishes and expectations, and avoid conflict and confrontation. People with a strong nAff try
to project a favorable image of themselves. They tend to actively support others and try to
smooth out workplace conflicts. However, they tend to be less effective at allocating scarce
resources and making other decisions that potentially generate conflict. People in decision-
making positions must have a relatively low need for affiliation so that their choices and
actions are not biased by a personal need for approval.
Need for power: People with a high need for power (nPow) want to exercise control over
others and are concerned about maintaining their leadership position. They frequently rely on
persuasive communication, make more suggestions in meetings, and tend to publicly evaluate
situations more frequently. McClelland pointed out that there are two types of nPow.
Individuals, who enjoy their power for its own sake, use it to advance personal interests, and
wear their power as a status symbol have personalized power. Others mainly have a high need
for socialized power because they desire power as a means to help others.
AACSB: Analytic
Blooms: Understand
Topic: Learned Needs Theory
5-64
135. Briefly describe the four-drive theory. Explain how the drives influence employee
motivation.
The four-drive theory states that everyone has the drive to acquire, bond, comprehend, and
defend. The four drives are:
Drive to acquire: This is the drive to seek, take, control, and retain objects and personal
experiences.
Drive to bond: This is the drive to form social relationships and develop mutual caring
commitments with others.
Drive to comprehend: This is the drive to satisfy our curiosity, to know and understand
ourselves and the environment around us.
Drive to defend: This drive creates a fight-or-flight response in the face of personal danger.
Every bit of information we receive is quickly and non-consciously tagged with emotional
markers that subsequently shape our logical analysis of a situation. According to the four-
drive theory, these four drives determine which emotions are tagged to incoming stimuli. The
four-drive theory states that competing drives—conflicting emotions—demand our attention,
which causes us to choose a course of action based on our social norms, past experience, and
personal values. In other words, our conscious analysis of competing demands from the four
drives generates needs that energize us to act in ways acceptable to society and our own moral
compass.
AACSB: Analytic
Blooms: Understand
5-65
136. Your organization wants to improve employee motivation. The employees already have
strong P-to-O expectancies, and the outcome valences are quite favorable for strong
performance. The employees seem to have a low E-to-P expectancy. Identify any three
strategies that would potentially increase employee motivation by improving the E-to-P
expectancy.
complete the task. Some companies increase this can-do attitude by ensuring that employees
have the necessary competencies, clear role perceptions, and necessary resources to reach the
desired levels of performance.
The following strategies could be used to improve E-to-P expectancies: (1) Select people with
the required skills and knowledge. (2) Provide required training and clarify job requirements.
(3) Provide sufficient time and resources. (4) Assign simpler or fewer tasks until employees
can master them. (5) Provide examples of similar employees who have successfully
performed the task. (6) Provide coaching to employees who lack self-confidence.
AACSB: Analytic
Blooms: Apply
Topic: Expectancy Theory in Practice
5-66
137. Explain the four types of consequences identified by organizational behavior

modification.
Organizational behavior modification, or OB Mod, identifies four types of consequences:

Positive reinforcement—: This consequence occurs when the introduction of a consequence
increases or maintains the frequency or future probability of a specific behavior.
This occurs, for example, when receiving praise after completing a project.
Punishment—: This occurs when a consequence decreases the frequency or future probability
of a behavior. Most of us would consider being demoted or ostracized by our co-
workerscoworkers as forms of punishment.
Negative reinforcement—: This consequence is not punishment. Rather, Iit occurs when the
removal or avoidance of a consequence increases or maintains the frequency or future
probability of a specific behavior. Supervisors apply negative reinforcement when they stop
criticizing employees whose substandard performance has improved.
Extinction—: This consequence occurs when the target behavior decreases because no
consequence follows it. For instance, research suggests that performance tends to decline
when managers stop congratulating employees for their good work.
AACSB: Analytic
Blooms: Understand
Topic: Organizational Behavior Modification
5-67
138. Describe the three ideas of social cognitive theory that are most relevant to employee
motivation.
Learning behavior consequences: People learn the consequences of behavior by observing or

hearing about what happened to other people, not just by directly experiencing the
consequences. Hearing that a coworker was fired for being rude to a client increases your
perception that rude behavior will result in being fired.
Behavior modeling: People learn not only by observing others but also by imitating and
practicing those behaviors. It also increases self-efficacy, because people gain more self-
confidence after observing others and performing the task successfully themselves. Self-
efficacy particularly improves when observers identify with the model, such as someone who
is similar in age, experience, gender, or related features.
Self-regulation: An important feature of social cognitive theory is that human beings set goals
and engage in other forms of intentional, purposive action. They establish their own short-
and long-term objectives, choose their own standards of achievement, work out a plan of
action, consider alternatives, and have the forethought to anticipate the consequences of their
goal-directed behavior. Furthermore, people self-regulate by engaging in self-reinforcement;
they reward and punish themselves for exceeding or falling short of their self-set standards of
excellence.
AACSB: Analytic
Blooms: Understand
Topic: Social Cognitive Theory
5-68
139. You supervise two-dozen sales representatives who are spread across the country. You
have to monitor their work and have frequent communication with them from the
headquarters. Describe a feedback strategy that might improve the performance of these
employees with respect to increasing sales with new clients.
To answer this question, we must consider the five characteristics of effective feedback. The
sales manager must construct a feedback mechanism that takes into account the degree to
which the feedback is specific, frequent, timely, credible, and relevant.
Specific feedback: Feedback is more useful when it includes specific information rather than
subjective and general phrases. Thus, the sales manager should provide feedback that
describes specific information, such as sales volume, for a specific area and time frame.
Sufficiently frequent feedback: Organizations should provide more frequent feedback to
employees. The best strategy is to have feedback continuously available and let employees
decide when they want to see it. Thus, the sales manager should make sales information
available whenever sales employees want this feedback.
Timely feedback: Feedback should be available as soon as possible so that employees see a
clear association between their behavior and its consequences. Thus, the sales manager should
have sales information prepared as quickly as possible.
Credible feedback: Feedback has value only when the employee accepts its content.
Employees are more likely to accept feedback from trustworthy and credible sources. Thus,
feedback should come from reputable sources, such as valid computer printouts and from
executives who are respected by sales employees.
Relevant feedback: Feedback is most effective when it relates to the individual's behavior
rather than broader departmental or organizational activities. Thus, the sales manager should
ensure that each employee's feedback relates to sales goals for that person and that the
information relates to events under the employee's control.
AACSB: Analytic
Blooms: Apply
5-69
140. Briefly explain the various sources of feedback. What are the considerations when
selecting a source?
Employees receive feedback about their behavior and performance from many sources—
equipment gauges, executive dashboards, customer surveys, feedback from their boss,
multisource feedback, and so forth. The preferred feedback source depends on the purpose of
the information. Information from nonsocial sources, such as computer charts and electronic
gauges, is considered more accurate than information from social sources. Hence, employees
usually prefer nonsocial feedback sources to learn about their progress toward goal
accomplishment. Negative feedback is also less damaging to the person's self-esteem when it
is received from nonsocial sources. However, when employees want to improve their self-
image, they seek out positive feedback from social sources.
AACSB: Analytic
Blooms: Understand
5-70
141. Jack Smith and Sam Clemens are neighbors who work as purchasing managers in
different companies in the petrochemical industry. In a discussion, Jack learned that Sam's
salary was nearly 15 percent higher than his although their job descriptions were similar. Jack
was upset about Sam's higher salary although he hid his emotions from Sam. Jack was
frustrated not only because of Sam's significantly higher salary, but also because he was
certain that he worked longer hours and was more productive than Sam. According to equity
theory research, what will Jack most likely do to feel better?
There are six possible consequences of inequity, but some are more likely to occur in this case
than others. One likely consequence is that Jack will try to increase his outcomes by
approaching his superiors for an increase in pay or by making greater use of the company's
facilities and resources. Alternatively, Jack might try to decrease his inputs by working fewer
hours and with less motivation toward maintaining high performance. If neither of these
actions sufficiently reduces his feelings of inequity, Jack might start looking for a purchasing
management job in another company or consider moving to a higher-paying job within his
current organization. Jack's feelings of inequity might be reduced by changing his
perceptions, but this is unlikely since he is aware of Sam's salary. It is also unlikely that Jack
would push Sam to work harder or try to reduce his salary. It may also be difficult for Jack to
change his comparison other since Sam is his neighbor.
AACSB: Analytic
Blooms: Apply
142. Evaluate equity theory.
Equity theory is widely studied and quite successful at predicting various situations involving
feelings of workplace injustice. However, equity theory is not very easy to put into practice
because it does not identify the comparison other and does not indicate which inputs or
outcomes are most valuable to each employee. The best solution here is for leaders to know
their employees well enough to minimize the risk of inequity feelings. Open communication
is also a key, enabling employees to let decision makers know when they feel decisions are
unfair. A second problem is that equity theory accounts for only some of our feelings of
fairness or justice in the workplace. Experts now say that procedural justice is at least as
important as distributive justice.
AACSB: Analytic
Blooms: Understand
5-71

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Chapter 05 - Employee Motivation

M Organizational Behavior 3rd

Solution Manual: https://testbankpack.com/p/solution-manual-

Test Bank: https://testbankpack.com/p/test-bank-for-m-

True / False Questions

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

Employee engagement is defined as an individual's emotional and cognitive motivation,

4. A typical employee is highly engaged with his or her organization.

5. In the context of motivation, drives are also called primary needs.

14. A person's needs hierarchy changes over time.

17. Successful entrepreneurs tend to have a high need for achievement.

33. Behaviormodeling and supportive feedback typically increase an employee's E-to-P

35. Expectancy theory identifies emotions as a key component of employee motivation.

36. In the context of organizational behavior modification, congratulatory notes from

38. Antecedents cause behavior.

47. Effective feedback needs to be general and subjective.

Feedback should be sufficiently frequent, credible, and specific.

50. Appreciative coaching is the approach to feedback where employees' potential is

51. Multisource feedback is information about an employee's performance that is collected

A comparison other is often someone else in a similar position, such as a coworker, or an

Multiple Choice Questions

70. Employee engagement is often described in terms of:

71. Which of the following is a driver of employee engagement?

Doal setting, employee involvement, organizational justice, organizational comprehension,

75. Self-concept, social norms, and past experiences help us to:

85. People with a high need for affiliation tend to:

90. The four-drive theory recommends that organizations should:

91. One of the main implications of the four-drive theory is that:

93. Which of the following is true of the expectancy theory model?

96. In the expectancy theory, valence refers to the:

Valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an

104. Which of the following components are enhanced by individualizing rewards?

Valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an

In the A-B-C model, A, B, and C stand for antecedents, behavior, consequences.

Negative reinforcement occurs when the removal or avoidance of a consequence increases or

108. The best reinforcement schedule for motivating employees is _____.

111. The optimal level of difficulty of a goal:

112. Effective feedback:

Appreciative coaching seeks to maximize employees' potential by focusing on their strengths

114. Which of the following is a source of multisource feedback?

Multisource (360-degree) feedback is information about an employee's performance collected

117. Outcome-input ratio and comparison other are elements of the:

Employees who feel underrewarded tend to reduce their work effort.

120. According to the equity theory,:

122. When people experience procedural injustice, they tend to:

In case of a procedural injustice, employees engage in counterproductive behaviors to educate

124. Which of the following is an advantage of job specialization?

125. Which of the following is a benefit of job rotation?

126. Which of the following is a true statement about job enrichment?

Employee engagement is an individual's emotional and cognitive motivation, particularly a

132. If Jill wants to increase P-to-O expectancies, she should _____.

P-to-O expectancies can be increased by measuring job performance accurately.

McClelland examined three learned needs: achievement, power, and affiliation.

137. Explain the four types of consequences identified by organizational behavior

Organizational behavior modification, or OB Mod, identifies four types of consequences:

Learning behavior consequences: People learn the consequences of behavior by observing or

142. Evaluate equity theory.

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