Developing Management Skills, 8e (Whetten/Cameron) · Web viewFirst, a reward is only a reward if it fills an unmet need of the employee. Second, a lack of equity will harm employee

Developing Management Skills, 8e (Whetten/Cameron) Chapter 6 Motivating Others

1) Ability equals aptitude multiplied by training and commitment.Answer: FALSEExplanation: Ability equals aptitude multiplied by training and resources.Diff: 1 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Recall

2) The first diagnostic question that must be asked by a supervisor of a poor performer is whether the person's performance deficiencies stem from lack of commitment or lack of motivation.Answer: FALSEExplanation: The first diagnostic question that must be asked by the supervisor of a poor performer is whether the person's performance deficiencies stem from lack of ability or lack of motivation.Diff: 2 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Recall

3) In her job as customer service representative, Angela is tenacious in her efforts, but her overall performance lacks creativity. Thus, Angela is committed to her job but exhibits low desire.Answer: TRUEExplanation: Motivation represents an employee's desire and commitment. A person with high commitment but low desire will work persistently but without inspiration and energy.Diff: 3 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Understanding

4) To change a person's ability, the manager should make sure resources are available for the job.Answer: TRUEExplanation: Because Ability= Aptitude x Training x Resources, insufficient resources can negatively affect an employee's ability on the job. Conversely, ensuring adequate resources can greatly increase the employee's ability.Diff: 2 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Recall

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5) You have noticed that your boss, Eric, has become very defensive and is constantly reminding you how things were done when he was in your shoes. These signs indicate that Eric has minimal desire.Answer: FALSEExplanation: Eric is showing signs of ability deterioration. He is exaggerating aspects of the leadership role and focusing on past performance.Diff: 2 Page Ref: 328Topic: Enhancing Individuals' AbilitiesSkill: Understanding

6) The principal tools available for overcoming poor performance problems due to lack of ability are resupply, retrain, refit, reassign, and release.Answer: TRUEExplanation: These five tools address the components of employee ability (aptitude, training, and resources) in the most advantageous order. Addressing resources and training before addressing aptitude gives the subordinate the benefit of the doubt and decreases the likelihood of a negative or defensive reaction. Diff: 1 Page Ref: 328Topic: Enhancing Individuals' AbilitiesSkill: Recall

7) When a supervisor analyzes the components of his or her subordinate's job and creates different combinations of tasks, the manager has used the refitting option.Answer: TRUEExplanation: Refitting occurs once it is apparent that neither training nor additional resources will improve performance. It involves leaving the subordinate on the job, but tailoring the job to avoid weaknesses and emphasize strengths. Diff: 2 Page Ref: 329Topic: Enhancing Individuals' AbilitiesSkill: Recall

8) Your boss believes in close supervision and that people really don't want to work hard. He has a Theory Z view.Answer: FALSEExplanation: He has what McGregor called Theory X view.Diff: 1 Page Ref: 330Topic: Fostering a Motivating Work EnvironmentSkill: Recall


9) There appears to be more violence in the workplace than ever before. Even some of the equipment has been sabotaged. The imposing style of management could contribute to this situation.Answer: TRUEExplanation: Imposing management consists of a strong emphasis on performance to the exclusion of employee satisfaction. Imposing management may increase performance in the short run, but its long-term effects are employee dissatisfaction, decreased productivity and even sabotage.Diff: 1 Page Ref: 331Topic: Fostering a Motivating Work EnvironmentSkill: Recall

10) Effective goal programs are specific, consistent, and provide feedback.Answer: TRUEExplanation: The three characteristics of effective goals are (1) specificity, (2) consistency, and (3) appropriately level of difficulty. Additionally, any goal program should provide feedback to clarify expectations, adjust goals, and allow for recognition of goal achievement.Diff: 1 Page Ref: 334Topic: Elements of an Effective Motivation Program: Establish Clear Performance ExpectationsSkill: Recall

11) An example of a well-stated goal is "to reduce the average shipment period from five days to two days by the end of the year."Answer: TRUEExplanation: This goal is specific and measurable. It also appears to be appropriately challenging (a three-day reduction in shipping speed). Diff: 2 Page Ref: 334Topic: Elements of an Effective Motivation Program: Establish Clear Performance ExpectationsSkill: Understanding

12) The path-goal theory of leadership suggests that the level of managerial involvement in subordinates' tasks should depend on the manager's view of what employees expect in terms of his or her involvement.Answer: FALSEExplanation: The path-goal theory of leadership suggests that the level of managerial involvement in subordinates' tasks should depend on specific conditions. Managers should tailor their management and involvement to those specific conditions.Diff: 2 Page Ref: 336Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall


13) The level of involvement a manager utilizes should depend on the nature of the work and the ability and experience of the employee.Answer: TRUEExplanation: Capable and experienced employees feel they need less assistance from their managers than do less experienced counterparts. Similarly, simple jobs may require less managerial intervention than their more complex counterparts.Diff: 1 Page Ref: 335-36Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall

14) As manager, Alisha is responsible for designing a bonus program to reward all the employees in her sales unit. A key factor she should consider is whether the bonus should be linked to group performance or individual performance.Answer: TRUEExplanation: Motivational schemes should be directed toward keeping the high performers satisfied. This is best done by closely linking rewards with behaviors whenever possible. Additionally, the cultural values system will determine in part whether it is more appropriate to have an individual or group performance incentive. Diff: 2 Page Ref: 337Topic: Reinforce Performance-Enhancing BehaviorUse Rewards as ReinforcersSkill: Recall

15) According to one perspective, the best way to change an individual's behavior in the work environment is to change his or her manager's behavior.Answer: TRUEExplanation: This is a direct quote from page 338 of the text. The reason this is true is that managers have considerable leverage over their subordinates' motivation to reach optimal performance.Diff: 2 Page Ref: 338Topic: Reinforce Performance-Enhancing BehaviorRole of Managers' Actions as ReinforcersSkill: Recall

16) To encourage Elaine's initiative on the group project, her boss, Barry, should tell her that she alone is totally responsible for her success.Answer: FALSEExplanation: Since it is a group project, Elaine's manager should tell her that the entire group is responsible for success and give Elaine guidance about how to accomplish the group's objectives.Diff: 3 Page Ref: 340Topic: Reinforce Performance-Enhancing BehaviorRole of Managers' Actions as ReinforcersSkill: Application/Analysis


17) Ignoring inappropriate behavior as a means of changing behavior often doesn't work because the nonresponse may be seen as positive reinforcement.Answer: TRUEExplanation: If an employee expects a reprimand and instead receives no response, it will be seen as positive reinforcement. On the other hand, if an employee expects a positive response and receives no response, it may be seen as negative reinforcement.Diff: 1 Page Ref: 339Topic: Reinforce Performance-Enhancing BehaviorUse Rewards and Discipline AppropriatelySkill: Recall

18) You have recently been promoted to a managerial position. One of your new peers comments, "Sometimes you just have to ignore unacceptable behavior of your employees. That way, it just goes away all by itself." Based on the text, you should believe this is good advice.Answer: FALSEExplanation: Unacceptable behavior does not go away by being ignored. Appropriate rewards and discipline can help to remove unacceptable behavior, but not responding to the behavior will not lead to improvement.Diff: 2 Page Ref: 339Topic: Reinforce Performance-Enhancing BehaviorUse Rewards and Discipline AppropriatelySkill: Recall

19) In dealing with an employee that is performing below expectations, a manager should first reprimand and then redirect the employee's behavior.Answer: TRUEExplanation: These first two steps of shaping behavior are used to extinguish unacceptable behaviors and replace them with acceptable ones. Diff: 2 Page Ref: 341Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Recall

20) Greg typically returns late from his break periods. As Greg's manager, you should first point out how the behavior has impacted the work unit and then identify which behavior has caused the problem.Answer: FALSEExplanation: When reprimanding, first identify the specific inappropriate behavior, give examples, and indicate that the action must stop. Then, point out the impact the problem has had on the performance of others, the unit's mission, and so forth. Finally, ask questions about causes and explore remedies.Diff: 2 Page Ref: 341-342Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Recall


21) Elise successfully led her team to reaching the weekly sales quota. Elise is likely to experience a feeling of accomplishment, which is an intrinsic outcome.Answer: TRUEExplanation: Intrinsic outcomes are experienced by an individual directly as a result of task performance. Extrinsic outcomes are controlled by someone other than the original performer (pay, promotions, and praise).Diff: 1 Page Ref: 342Topic: Reinforce Performance-Enhancing BehaviorFoster Intrinsic OutcomesSkill: Understanding

22) The more an employee can perform a complete job from beginning to end and the more the work has a direct effect on the work of other people, the more the employee will view the job as meaningful.Answer: TRUEExplanation: This concept is called task identity and allows the worker to better understand the impact he or she has on a particular job. Diff: 1 Page Ref: 342Topic: Reinforce Performance-Enhancing BehaviorMotivating Workers by Redesigning WorkSkill: Recall

23) Allowing an employee to telecommute increases the critical psychological state of experienced meaningfulness of the work.Answer: FALSEExplanation: Telecommuting to work is not related to meaningfulness of work. Telecommuting may provide employees more freedom in balancing their life and work, but it may not necessarily improve the meaningfulness of the work.Diff: 2 Page Ref: 342-343Topic: Reinforce Performance-Enhancing BehaviorMotivating Workers by Redesigning WorkSkill: Understanding

24) According to Murray's manifest needs model, the needs of individuals in the workplace include the needs for achievement, affiliation, and power.Answer: TRUEExplanation: Though Murray proposed about two dozen needs, only four of them are relevant to the workplace. Diff: 1 Page Ref: 345Topic: Provide Salient RewardsPersonal Needs and Personal MotivationSkill: Recall


25) Research supports the proposition that employee preferences for rewards can differ based on their position in the organization, age, seniority, educational level, and marital status.Answer: TRUEExplanation: This is because rewards are most salient to us when they fill an unmet need. Individuals with different economic and demographic profiles have different needs, therefore, it follows that employee preferences for rewards will vary as well.Diff: 2 Page Ref: 346Topic: Provide Salient RewardsUsing Need Theory to Overcome Common Attribution ErrorsSkill: Understanding

26) As a manager, if your objective is to understand what motivates an employee in your work group, you should concentrate primarily on demographic variables, such as race, sex, education, and age.Answer: FALSEExplanation: If your objective is to understand what motivates a particular individual in your immediate work group, it is important to go beyond that person's demographic profile and understand what makes that person unique. Effective managers accomplish this through frequent, personal, and supportive discussions with their subordinates.Diff: 2 Page Ref: 346Topic: Provide Salient RewardsUsing Need Theory to Overcome Common Attribution ErrorsSkill: Recall

27) Feelings of equity can be influenced by peer pressure.Answer: TRUEExplanation: Equity refers to workers' perceptions about the fairness of rewards. These perceptions are formed in part by individuals, but in relation to the group as a whole. As a result, opinions and influence of other group members can affect an individual's sense of equity.Diff: 2 Page Ref: 348Topic: Elements of an Effective Motivation Program: Use an Equitable ProcessSkill: Understanding

28) When assessing equity and fairness, one of the most important things a manager must evaluate is the perceptions of his or her employees.Answer: TRUEExplanation: Equity is based entirely on perceptions, whether accurate or not. In fact, the text reminds us that "That which is perceived as being real is real in its consequences."Diff: 2 Page Ref: 348Topic: Elements of an Effective Motivation Program: Use an Equitable ProcessSkill: Recall


29) The most effective rewards are based on (1) the length of time between the occurrence of the desirable behavior and the receipt of the reward and (2) the applicability of the reward to all employees.Answer: FALSEExplanation: The most effective rewards are based on (1) the length of time between the occurrence of the desirable behavior and the receipt of the reward and (2) the specificity of the explanation for the reward.Diff: 2 Page Ref: 348-349Topic: Elements of an Effective Motivation Program: Provide Timely Rewards and Accurate FeedbackSkill: Recall

30) The willingness of employees to work 70 hours per week is likely to be contingent on the owners of the business to provide an appropriate reward, such as stock options, in a timely manner.Answer: TRUEExplanation: Because rewards must be timely and closely linked to specific behaviors, timing is important. For example, workers are unlikely to be willing to work long hours in January with the promise of a year-end bonus. On the other hand, a quarterly reward system may be appropriate.Diff: 2 Page Ref: 349Topic: Elements of an Effective Motivation Program: Provide Timely Rewards and Accurate FeedbackSkill: Recall


31) After interviewing a candidate for a job, the interviewing manager decides that he likes the candidate. He finds his personality exceptional. When the manager refers to the candidate's personality, to what is he referring?A) AptitudeB) DesireC) CommitmentD) MotivationE) TrainingAnswer: AExplanation: A) Correct. Aptitude refers to the skills and abilities that a person brings to a job, including physical and mental capabilities, as well as personality strengths.B) Incorrect. Desire and commitment are elements of motivation. Personality is not indicative of desire.C) Incorrect. Desire and commitment are elements of motivation. Personality is not indicative of commitment.D) Incorrect. Desire and commitment are elements of motivation. Personality is not indicative of motivation.E) Incorrect. Training, aptitude, and resources are elements of ability. Personality is not indicative of training.Diff: 3 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Understanding

32) Aptitude is (1) the native skills and abilities a person brings to the job, (2) the physical and mental capabilities of a person, and (3) the personality characteristics a person has for people-oriented jobs. Which statements are correct?A) All three statements are correct.B) Only statements 1 and 2 are correct.C) Only statements 1 and 3 are correct.D) Only statements 2 and 3 are correct.E) Only statement 3 is correct.Answer: AExplanation: A) Correct. Aptitude, an element of ability, includes all three factors named above.B) Incorrect. Statement 3 is also correct.C) Incorrect. Statement 2 is also correct.D) Incorrect. Statement 1 is also correct.E) Incorrect. Statements 1 and 2 are also correct.Diff: 2 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Recall


33) You have observed Sally's performance for a few months. There is no doubt about her effort; it is evident she tries very hard. However, there doesn't appear to be any improvement in her performance since you have been watching. What should you conclude?A) This is a desire issue.B) This is an ability issue.C) This is a commitment issue.D) She is a terrible employee and should be let go as soon as possible.Answer: BExplanation: A) Incorrect. Desire is an element of motivation, and motivation is a synonym for effort. Because we know that Sally tries hard, the lack of performance improvement is unrelated to her level of desire.B) Correct. Performance equals ability times effort. We know that Sally's effort is not lacking, while her performance is suffering. This means that her ability must be lacking.C) Incorrect. Commitment is an element of motivation, and motivation is a synonym for effort. Because we know that Sally tries hard, the lack of performance improvement is unrelated to her level of commitment.D) Incorrect. It would be a mistake to conclude that Sally is a terrible employee. Though her performance is suffering, indicating that her ability is lacking, 2 of the 3 elements of ability are actually elements that are out of Sally's control (training and resources). You would be wise to evaluate these two potential areas prior to drawing any ultimate conclusions about Sally's potential as an employee.Diff: 3 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Understanding


34) When asking if an employee's poor performance is due to lack of ability or lack of motivation, a supervisor should consider (1) the difficulty of the task, (2) whether the employee is trying or not, and (3) how the employee's co-worker, who has similar ability and motivation, is doing on the job. Which statements are correct?A) All three statements are correct.B) Only statements 1 and 2 are correct.C) Only statements 1 and 3 are correct.D) Only statements 2 and 3 are correct.E) Only statement 2 is correct.Answer: BExplanation: A) Incorrect. Though it may be tempting to draw conclusions by comparison to similar co-workers (Statement 3), a better metric is the difficulty of the task (Statement 1) and the employee's expressed motivation (Statement 2). The employee and his/her co-worker may have very different tasks or training, which makes a direct comparison unhelpful.B) Correct. Though some managers attempt to make comparisons between similar employees, it is not often helpful and may lead to erroneous conclusions. For this reason, the supervisor should consider only the first two.C) Incorrect. Though it may be tempting to draw conclusions by comparison to similar co-workers (Statement 3), a better metric is the difficulty of the task (Statement 1) and the employee's expressed motivation (Statement 2). The employee and his/her co-worker may have very different tasks or training, which makes a direct comparison unhelpful.D) Incorrect. Though it may be tempting to draw conclusions by comparison to similar co-workers (Statement 3), a better metric is the difficulty of the task (Statement 1) and the employee's expressed motivation (Statement 2). The employee and his/her co-worker may have very different tasks or training, which makes a direct comparison unhelpful.E) Incorrect. Statement 2 is correct, but so is statement 1. Evaluating the difficulty of the task will provide a helpful perspective.Diff: 2 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Recall


35) If you are trying to determine whether a person's performance is related to a lack of ability or motivation, what should you be concerned about?A) Be concerned with how much improvement the individual has made over timeB) Be concerned with how you would have done the jobC) Be concerned with how well co-workers have done the same jobD) Be concerned with the amount of available resourcesAnswer: AExplanation: A) Correct. One of the characteristics of low ability is lack of improvement over time. The others are difficult tasks and evidence of strong effort.B) Incorrect. Low ability is generally associated with difficult tasks, evidence of strong effort, and lack of improvement over time. A comparison to your own performance will not help you determine the source of this person's problem.C) Incorrect. Low ability is generally associated with difficult tasks, evidence of strong effort, and lack of improvement over time. A comparison to other employees' performances will not help you determine the source of this person's problem.D) Incorrect. Low ability is generally associated with difficult tasks, evidence of strong effort, and lack of improvement over time. Resources are only part of ability, and an abundance or lack of resources is not determinative of whether lack of ability or lack of motivation is at the root of the problem. The individual's improvement over time is a better measure of whether they are motivated.Diff: 2 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Recall


36) If you saw your manager retreat to his technical specialty and continually focus on how things were done in the past, what would this signal?A) The manager's desire has deteriorated.B) The manager's ability has deteriorated.C) The manager lacks the necessary resources and support to do his job.D) The manager's talent has deteriorated.Answer: BExplanation: A) Incorrect. The three danger signs of lack of ability are (1) taking refuge in a specialty, (2) focusing on past performance, and (3) exaggerating aspects of the leadership role. This example illustrates two of the three. There is no evidence here that the manager's desire or motivation to lead is lacking.B) Correct. The three danger signs of lack of ability are (1) taking refuge in a specialty, (2) focusing on past performance, and (3) exaggerating aspects of the leadership role. This example illustrates two of the three. C) Incorrect. The three danger signs of lack of ability are (1) taking refuge in a specialty, (2) focusing on past performance, and (3) exaggerating aspects of the leadership role. This example illustrates two of the three. There is no evidence here that the manager's resources (a component of ability) are lacking.D) Incorrect. The three danger signs of lack of ability are (1) taking refuge in a specialty, (2) focusing on past performance, and (3) exaggerating aspects of the leadership role. This example illustrates two of the three. This answer is a red herring, as the chapter does not address "talent" directly, but focuses on a broader concept of ability.Diff: 1 Page Ref: 328Topic: Enhancing Individuals' AbilitiesSkill: Recall

37) Having determined that June's poor work performance is related to a lack of ability, what is the first question you should ask?A) Why does June have a poor attitude?B) Does June lack commitment?C) Does June have the resources to do the job?D) Why doesn't June try harder?Answer: CExplanation: A) Incorrect. This answer incorrectly assumes that attitude is a determinant of ability. The three determinants of ability are (1) aptitude, (2) training, and (3) resources. B) Incorrect. Commitment is actually a determinant of Motivation (along with desire). The three determinants of ability are (1) aptitude, (2) training, and (3) resources. C) Correct. The three determinants of ability are (1) aptitude, (2) training, and (3) resources. This answer correctly identifies one of them.D) Incorrect. This answer incorrectly assumes that lack of ability is caused by a poor attitude. The three determinants of ability are (1) aptitude, (2) training, and (3) resources. (Poor attitude may instead be reflected in an employee's motivation level.)Diff: 2 Page Ref: 327Topic: Enhancing Individuals' AbilitiesSkill: Recall


38) Once a manager has determined that the reason for the poor performance is due to a lack of ability, in what order should the manager explore options?A) (1) Redesign the job, (2) retrain the individual, and (3) move the individual to another position.B) (1) Retrain the individual, (2) redesign the job, and (3) determine if the resources are adequate.C) (1) Determine if the resources are adequate, (2) retrain the individual, and (3) redesign the job.D) (1) Determine if the resources are adequate, (2) redesign the job, and (3) retrain the individual.Answer: CExplanation: A) Incorrect. The authors suggest that unless a manager has overwhelming evidence that the problem stems from low aptitude, it is wise to assume (at least initially) that the lack of ability is due to a lack of resources or training. This gives the employee the benefit of the doubt and reduces the likelihood of a defensive reaction by the employee. Answer A attempts to redesign the job (assuming lack of ability) before retraining the individual and does not account for the possibility that resources may be inadequate.B) Incorrect. The authors suggest that unless a manager has overwhelming evidence that the problem stems from low aptitude, it is wise to assume (at least initially) that the lack of ability is due to a lack of resources or training. This gives the employee the benefit of the doubt and reduces the likelihood of a defensive reaction by the employee. Answer B addresses training first but attempts to redesign the job before conducting a resource evaluation.

C) Correct. This addresses possible sources of the problem in the order of least threatening to most threatening. After a job redesign is unsuccessful, the remaining options are to reassign the worker or release him/her.D) Incorrect. The authors suggest that unless a manager has overwhelming evidence that the problem stems from low aptitude, it is wise to assume (at least initially) that the lack of ability is due to a lack of resources or training. This gives the employee the benefit of the doubt and reduces the likelihood of a defensive reaction by the employee. Answer D correctly addresses a potential resource problem first, but then attempts to redesign the job (assuming low aptitude) before retraining the individual.Diff: 1 Page Ref: 329Topic: Enhancing Individuals' AbilitiesSkill: Recall


39) When poor performance is due to an employee's lack of ability, what is the least threatening option?A) ReleaseB) RetrainC) ResupplyD) RefitE) ReassignAnswer: CExplanation: A) Incorrect. Release is more commonly known as "firing" and should only be used as a last resort. The resupply option is correct because it allows the employee to express his or her frustration about a perception of inadequate support and signals the employer's willingness to help solve the problem from the employee's perspective.B) Incorrect. Retraining an employee is the second least threatening option. However, it is still seen as seen as an attempt to solve a problem from the managerial (rather than employee) perspective. The resupply option is correct because it allows the employee to express his or her frustration about a perception of inadequate support and signals the employer's willingness to help solve the problem from the employee's perspective.C) Correct. This assumes that the problem lies with management rather than with the employee. Few employees would be threatened by the conclusion that they have inadequate resources to complete the job.D) Incorrect. Refitting may imply that an employee did not have enough natural ability to complete the assigned tasks. The resupply option is correct because it allows the employee to express his or her frustration about a perception of inadequate support and signals the employer's willingness to help solve the problem from the employee's perspective.E) Incorrect. Reassignments can be demotions. The resupply option is correct because it allows the employee to express his or her frustration about a perception of inadequate support and signals the employer's willingness to help solve the problem from the employee's perspective.Diff: 1 Page Ref: 328-329Topic: Enhancing Individuals' AbilitiesSkill: Recall


40) Assume George is a poor performer. You have already provided the necessary resources and training he needs to do the job, yet his performance continues to decline. What is the next step?A) Release GeorgeHow many chances does a person get?B) Redesign the jobC) Reassign George to another positionD) Place George in a place where his performance will not hurt the companyAnswer: BExplanation: A) Incorrect. Releasing an employee is a drastic step and should be used only as a last resort. B) Correct. This is the next least threatening step. In George's case, it may be helpful to change specific aspects of his current position, for example, by bringing in an assistant to handle telephone calls or correspondence. This frees George up to focus on strengths and increase job performance. C) Incorrect. Before reassigning George to another position, it may be helpful to change specific aspects of his current position, for example, by bringing in an assistant to handle telephone calls or correspondence. This frees up the employee to focus on strengths and increase job performance. D) Incorrect. This option does not solve any underlying issuesit merely covers up the problem and is not an approach advocated by the text. Diff: 2 Page Ref: 329Topic: Enhancing Individuals' AbilitiesSkill: Recall

41) Assume Carrie is a poor performer. You have already provided the necessary resources, redesigned her job, and provided her with training, yet her performance is lacking. What is the next step?A) Release CarrieB) Refit Carrie's jobC) Reassign Carrie to another positionD) Place Carrie in a position where her performance will not hurt the companyAnswer: CExplanation: A) Incorrect. Releasing an employee is a drastic step and should be used only as a last resort. B) Incorrect. You have already redesigned (i.e., refit) Carrie's job, and it may not be helpful to do so again. C) Correct. Once you realize that her current position cannot be refit to suit Carrie's abilities, the best option would be to find an entirely different position that would. D) Incorrect. This option does not solve any underlying issuesit merely covers up the problem and is not an approach advocated by the text. Diff: 2 Page Ref: 329Topic: Enhancing Individuals' AbilitiesSkill: Recall


42) Your boss tells you, "People want to do a good job. Think about this. Do you know anyone who takes a career job and says, 'I think I'll just sit here and not do any work until they tell me what to do'? No, most people want to work and assume responsibility. So, why is it that people become unmotivated?"A) Your boss has a Theory Y outlook.B) Your boss has a Theory X outlook.C) Your boss has a Theory Z outlook.D) Your boss has deteriorating ability.Answer: AExplanation: A) Correct. This is a textbook example of the Theory Y mentality, which believes that people generally want to do a good job and assume more responsibility. B) Incorrect. This is a textbook example of the Theory Y mentality, which believes that people generally want to do a good job and assume more responsibility. A manager with a Theory X outlook actually assumes the oppositethat people do not want to work hard or assume responsibility. C) Incorrect. This is a textbook example of the Theory Y mentality, which believes that people generally want to do a good job and assume more responsibility. McGregor's theories of management did not include a Theory Z.D) Incorrect. This is a textbook example of the Theory Y mentality, which believes that people generally want to do a good job and assume more responsibility. Deteriorating ability is an unrelated concept. Diff: 1 Page Ref: 330Topic: Fostering a Motivating Work EnvironmentSkill: Recall


43) Your boss remarks, "The key to an effective motivational program is that it must increase both job satisfaction and work productivity. How should you respond?A) "Yes, but another important variable is interpersonal relationships."B) "No, the program should only focus on productivity. We do not want to encourage an indulging management style."C) "Yes, but the program should only focus on satisfaction. We do not want to encourage an imposing management style."D) "Yes, I agree."Answer: DExplanation: A) Incorrect. The elements of an effective motivational program are motivation, performance, outcomes, and satisfaction. Interpersonal relationships are not related to motivational programs, though they may contribute indirectly to job satisfaction.B) Incorrect. Focus on productivity without a focus on satisfaction is ineffective. It may increase short-term productivity but in the long-term will cause increased absenteeism and employee turnover.C) Incorrect. Managers who emphasize satisfaction to the exclusion of performance will be ineffective. They are seen as nice people, but their management style undermines the performance of their subordinates and may violate their duties to the employer.D) Correct. Focus on productivity without a focus on satisfaction is ineffective. It may increase short-term productivity but in the long-term will cause increased absenteeism and employee turnover. On the other hand, managers who emphasize satisfaction to the exclusion of performance will be ineffective. They are seen as nice people, but their management style undermines the performance of their subordinates and may violate their duties to the employer.Diff: 2 Page Ref: 330Topic: Fostering a Motivating Work EnvironmentSkill: Recall


44) You have recently noticed that your employees seem to be either requesting or demanding favors from management. More importantly, performance has been flat during that same time. Potentially, which style of management has been employed?A) ImposingB) IgnoringC) IndulgingD) IntegratingAnswer: CExplanation: A) Incorrect. Imposing management is characterized by an emphasis on performance while ignoring employee satisfaction. The question does not suggest that employee satisfaction was ignored, rather that it was indulged. B) Incorrect. Ignoring management is characterized by an emphasis neither on performance nor satisfaction. The question does not suggest that employee satisfaction was ignored, rather that it was indulged. C) Correct. Managers who emphasize satisfaction to the exclusion of performance will be ineffective. They are seen as nice people, but their management style undermines the performance of their subordinates and may violate their duties to the employer.D) Incorrect. The integrating approach combines the positives of the indulging and imposing management styles to focus both on employee satisfaction and productivity. That performance has been flat suggests that integrating management has not been used. Diff: 2 Page Ref: 330Topic: Fostering a Motivating Work EnvironmentSkill: Understanding

45) What is a management style that offers no direction or priorities for the employees?A) IndulgingB) ImposingC) IgnoringD) IntegratingAnswer: CExplanation: A) Incorrect. Indulging management suggests to employees that their satisfaction is the employer's primary objective. B) Incorrect. Imposing management suggests to employees that their productivity is the employer's primary objective. C) Correct. This occurs when managers emphasize neither satisfaction nor performance. The resulting neglect may actually lead to failure of the work unit.D) Incorrect. Integrating management suggests to employees that both satisfaction and productivity are important and emphasizes both.Diff: 1 Page Ref: 331Topic: Fostering a Motivating Work EnvironmentSkill: Recall


46) The book lays out a step-by-step program for an effective motivational program. If a manager has a Theory X outlook, would he/she buy into this program?A) YesB) NoC) There is not enough information to make a decision.Answer: BExplanation: A) Incorrect. Theory X managers tend to believe that employees are inherently lazy and avoid responsibility. The motivational program proposed by the textbook relies heavily on goal-setting and intrinsic motivation. Theory X managers would believe that such a program is destined for failure. B) Correct. Theory X managers tend to believe that employees are inherently lazy and avoid responsibility. The motivational program proposed by the textbook relies heavily on goal-setting and intrinsic motivation. Theory X managers would believe that such a program is destined for failure. C) Incorrect. Theory X managers tend to believe that employees are inherently lazy and avoid responsibility. The motivational program proposed by the textbook relies heavily on goal-setting and intrinsic motivation. Theory X managers would believe that such a program is destined for failure. Diff: 3 Page Ref: 330Topic: Fostering a Motivating Work EnvironmentSkill: Understanding


47) Assumptions underlying the elements of an effective motivation program are (1) employees don't want to work hard or assume responsibility, (2) establish easy goals first, and (3) make sure the program discriminates between high performers and low or average performers. Which statements are correct?A) All three statements are correct.B) Only statements 1 and 2 are correct.C) Only statements 1 and 3 are correct.D) Only statements 2 and 3 are correct.E) Only statement 3 is correct.Answer: EExplanation: A) Incorrect. Statement 1 is incorrect. An effective motivation program assumes a Theory Y perspective, which is that all employees begin a job motivated to succeed. Statement 2 is incorrect. An effective motivational program begins with moderately difficult goals, not with easy ones. Statement 3 is correct. Without discrimination between levels of performance, employees may not feel that the rewards are worth increased effort. B) Incorrect. Statement 1 is incorrect. An effective motivation program assumes a Theory Y perspective, which is that all employees begin a job motivated to succeed. Statement 2 is incorrect. An effective motivational program begins with moderately difficult goals, not with easy ones. Statement 3 is correct. Without discrimination between levels of performance, employees may not feel that the rewards are worth increased effort. C) Incorrect. Statement 1 is incorrect. An effective motivation program assumes a Theory Y perspective, which is that all employees begin a job motivated to succeed. Statement 2 is incorrect. An effective motivational program begins with moderately difficult goals, not with easy ones. Statement 3 is correct. Without discrimination between levels of performance, employees may not feel that the rewards are worth increased effort. D) Incorrect. Statement 1 is incorrect. An effective motivation program assumes a Theory Y perspective, which is that all employees begin a job motivated to succeed. Statement 2 is incorrect. An effective motivational program begins with moderately difficult goals, not with easy ones. Statement 3 is correct. Without discrimination between levels of performance, employees may not feel that the rewards are worth increased effort. E) Correct. Statement 1 is incorrect. An effective motivation program assumes a Theory Y perspective, which is that all employees begin a job motivated to succeed. Statement 2 is incorrect. An effective motivational program begins with moderately difficult goals, not with easy ones. Statement 3 is correct. Without discrimination between levels of performance, employees may not feel that the rewards are worth increased effort. Diff: 1 Page Ref: 332-333Topic: Elements of an Effective Motivation ProgramSkill: Recall


48) Mary has decided to set the following goal: To do the best she can in her management class this semester and to keep up with the readings. Mary's goal satisfies which criteria?A) Being measurable and behavioralB) Being consistentC) Being appropriately challengingD) Being specificAnswer: BExplanation: A) Incorrect. Mary's goal to "do the best she can" is too vague and general to be helpful. How will she know if she has accomplished it?B) Correct. The definition of consistency is that the goals are not contradictory. These goals are not mutually exclusive. She can accomplish both during a given period of time.C) Incorrect. This goal is not difficult enough. This is already an expectation she (and her professor) has for herself. Because the goal does not add an increased level of difficulty, it is unlikely to motivate any additional effort on her part.D) Incorrect. Mary's goal to "do the best she can" is too vague and general to be helpful. How will she know if she has accomplished it?Diff: 3 Page Ref: 334Topic: Elements of an Effective Motivation Program: Establish Clear Performance ExpectationsSkill: Understanding/Application


49) Morgan has decided to set the following goals: To earn an A in her management course this semester, to make the dean's list, and to not only keep up with the readings but to contribute something to the class discussion each time. What criteria have Morgan's goals satisfied?A) Measurable, unambiguous, and behavioralB) ConsistentC) Appropriately challengingD) All the answer choices are correct.Answer: DExplanation: A) Incorrect. All answer choices are correct. First, Morgan's goals are measurable, unambiguous, and behavioralshe will know at the end of the semester whether she has accomplished her goals. Second, her goals are consistent. They are not mutually exclusive or incompatible. Third, her goals are appropriately challenging. Moderately difficult goals increase effort more than easy goals or impossibly difficult goals. B) Incorrect. All answer choices are correct. First, Morgan's goals are measurable, unambiguous, and behavioralshe will know at the end of the semester whether she has accomplished her goals. Second, her goals are consistent. They are not mutually exclusive or incompatible. Third, her goals are appropriately challenging. Moderately difficult goals increase effort more than easy goals or impossibly difficult goals. C) Incorrect. All answer choices are correct. First, Morgan's goals are measurable, unambiguous, and behavioralshe will know at the end of the semester whether she has accomplished her goals. Second, her goals are consistent. They are not mutually exclusive or incompatible. Third, her goals are appropriately challenging. Moderately difficult goals increase effort more than easy goals or impossibly difficult goals. D) Correct. All answer choices are correct. First, Morgan's goals are measurable, unambiguous, and behavioralshe will know at the end of the semester whether she has accomplished her goals. Second, her goals are consistent. They are not mutually exclusive or incompatible. Third, her goals are appropriately challenging. Moderately difficult goals increase effort more than easy goals.Diff: 3 Page Ref: 334Topic: Elements of an Effective Motivation Program: Establish Clear Performance ExpectationsSkill: Understanding/Application


50) You received your Ph.D. from a prestigious state university that had competitive admissions, where students graduated in the top 10 percent of their high school class, and where both students and teachers had high expectations for the student. You now teach at an open admissions school. Students here graduated anywhere from the bottom 10 percent to the top 10 percent. What expectations should you have for these students?A) Lower, they graduated lower in their high school class (on average anyway)B) Lower, they obviously are less intelligentC) The same as, the past is the pasthigh expectations generate high performanceD) Lower, high expectations could be too challenging and prove to be frustratingAnswer: CExplanation: A) Incorrect. High expectations generally foster high performance and low expectations decrease performance. B) Incorrect. High expectations generally foster high performance and low expectations decrease performance. C) Correct. High expectations generally foster high performance and low expectations decrease performance. As long as the goals are reachable, high expectations are always preferable to low expectations, regardless of ability level.D) Incorrect. High expectations generally foster high performance and low expectations decrease performance. As long as the goals are reachable, high expectations are always preferable to low expectations, regardless of ability level.Diff: 3 Page Ref: 334Topic: Elements of an Effective Motivation Program: Establish Clear Performance ExpectationsSkill: Understanding/Application

51) An effective goal program has goals that are specific, consistent, and appropriately challenging. What is missing?A) MotivationB) AutonomyC) FeedbackD) FairnessAnswer: CExplanation: A) Incorrect. Motivation is a factor in employee performance but is not part of an effective goal program. Feedback is essential to effective use of goals because it provides opportunities for clarifying expectations, adjusting goal difficulty, and gaining recognition. B) Incorrect. Feedback is essential to effective use of goals because it provides opportunities for clarifying expectations, adjusting goal difficulty, and gaining recognition. C) Correct. Without feedback, individuals do not know how they are doing. It also provides opportunities for clarifying expectations, adjusting goal difficulty, and providing recognition for high performers.D) Incorrect. An employee's perception of fairness is related to an effective rewards system, not an effective goal system. Feedback is essential to effective use of goals because it provides opportunities for clarifying expectations, adjusting goal difficulty, and gaining recognition. Diff: 2 Page Ref: 334Topic: Elements of an Effective Motivation Program: Establish Clear Performance ExpectationsSkill: Recall


52) What is the management philosophy the textbook promotes?A) The manager is the main focus, much like a quarterback on a football team who expects the rest of the team to make him look good.B) The manager is a facilitator, much like an offensive lineman who clears obstacles away that confront employees.C) Theory X is the appropriate theory to utilize in today's work environment.Answer: BExplanation: A) Incorrect. The ground-level employees do much of the heavy lifting, and it is the manager's role to facilitate employee productivity. B) Correct. This analogy is directly from the textbook. It is the manager's job to make the paths leading toward target goals easier for the subordinate to travel. C) Incorrect. Theory X managerial style assumes that individual employees are unmotivated and want to avoid responsibility. The textbook focuses on how managers can increase an employee's performance and job satisfaction, which is typical of a Theory Y mentality. Diff: 1 Page Ref: 335Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall

53) You paint the eyes on Barbie dolls, a job you have performed for three years. The task is fairly easy and very structured (only three colors and there is only one place to paint them). What do you need from management?A) Very little advice and instructionB) Direction and strong involvement, a hands-on approachC) Strong leadership. Managers need to constantly monitor the situation so they will be available in case something comes up.Answer: AExplanation: A) Correct. A task that is highly structured and relatively easy to perform does not require extensive management direction. B) Incorrect. A task that is highly structured and relatively easy to perform does not require extensive management direction. A hands-on approach can be effective, however, for unstructured and difficult tasks, where the manager's input will be seen as constructive and satisfying. C) Incorrect. A task that is highly structured and relatively easy to perform does not require extensive management direction. Strong leadership can be effective, however, for unstructured and difficult tasks, where the manager's input will be seen as constructive and satisfying. Diff: 2 Page Ref: 336Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Understanding


54) According to the path-goal theory of leadership, the level of involvement by a manager is dependent on (1) the subordinate's desire for autonomy, (2) how structured the task is, and (3) how much help is already available from the organization. Which statements are correct?A) All three statements are correct.B) Only statements 1 and 2 are correct.C) Only statements 2 and 3 are correct.D) Only statements 1 and 3 are correct.E) Only statement 2 is correct.Answer: AExplanation: A) Correct. Though not an entirely exhaustive list, all three statements influence the appropriate level of managerial involvement. Other factors include task mastery, experience, ability, and the strength of group norms.B) Incorrect. Though not an entirely exhaustive list, all three statements influence the appropriate level of managerial involvement. Other factors include task mastery, experience, ability, and the strength of group norms.C) Incorrect. Though not an entirely exhaustive list, all three statements influence the appropriate level of managerial involvement. Other factors include task mastery, experience, ability, and the strength of group norms.D) Incorrect. Though not an entirely exhaustive list, all three statements influence the appropriate level of managerial involvement. Other factors include task mastery, experience, ability, and the strength of group norms.E) Incorrect. Though not an entirely exhaustive list, all three statements influence the appropriate level of managerial involvement. Other factors include task mastery, experience, ability, and the strength of group norms.Diff: 1 Page Ref: 336Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall

55) According to the path-goal theory of leadership, if the task structure is low, what should management involvement with employees be?A) Low, because the task is clearly defined. The employees know their jobs.B) High, because management should always be involved, directing the process. That is what managers do.C) Low and therefore more challenging to the employees.D) High, because management involvement will be seen as both constructive and satisfying.Answer: DExplanation: A) Incorrect. Low task structure does not equal clearly defined tasks. B) Incorrect. This answer choice assumes that managerial involvement is not dependent on particular situation, but should be high regardless of the circumstances.C) Incorrect. Though low managerial involvement may be difficult for employees engaged in a task where structure is low, it will not result in better performance outcomes or relationships with employees. D) Correct. On the other hand, when task structure is high, too much managerial involvement will be seen as controlling or bossy. Diff: 1 Page Ref: 335Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall


56) The situation has high task structure, the employees have experience, and there are strong group norms. What would be the appropriate management involvement?A) Involved in the details of employees' job performanceB) Less involvedhigh involvement is not necessary or expected.C) Less involvedhigh involvement is necessary and expected.D) Be involvedhigh involvement is necessary and expected.Answer: BExplanation: A) Incorrect. This level of involvement is unnecessary and unwanted and may decrease employee performance.B) Correct. Too much managerial involvement will be seen as bossy or controlling. Also, capable and experienced employees usually prefer autonomy to high managerial involvement.C) Incorrect. This answer choice is the correct answer (less involved) for the wrong reason. High involvement is neither necessary nor expected.D) Incorrect. This level of involvement is unnecessary and unwanted and may decrease employee performance.Diff: 2 Page Ref: 340Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall

57) You are a sales manager. One of your salespeople is named Reggie. He has 10 years of experience and appears to be very capable. He rarely calls you, and sales in his district are always good. You know sales lacks routine and one could say the tasks change from day to day. What type of management involvement does Reggie need?A) High involvementthe task is definitely not structured.B) Low involvementReggie's desire of autonomy is low.C) Low involvementReggie's desire for autonomy, his experience, ability, and task mastery are all high.D) High involvementReggie's desire for autonomy, his experience, ability, and task mastery are all high.E) You can't tell from the information given.Answer: CExplanation: A) Incorrect. Though unstructured tasks are one factor that points to high managerial involvement, it is not the only factor. Other variables must be considered.B) Incorrect. The question suggests that Reggie has a high desire for autonomy as shown by the fact that he rarely calls you. C) Correct. The question suggests that Reggie has a high desire for autonomy as shown by the fact that he rarely calls you. He is experienced and his sales teams always perform adequately. Anything more than low involvement would just be getting in the way.D) Incorrect. This answer choice is correct in stating that Reggie's desire for autonomy and his experience, ability, and task mastery are all high, but these are indicators of low rather than high managerial involvement.E) Incorrect. Reggie's desire for autonomy and his experience, ability, and task mastery are all high, which indicate that low managerial involvement would be appropriate.Diff: 3 Page Ref: 335-336Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Understanding/Application


58) According to the path-goal theory of leadership, the level of involvement a manager utilizes should (1) be the same for all employees in the department, (2) be either low or high management involvement regardless of the circumstances, and (3) not be influenced by subordinates' expectations. Which statements are correct?A) All the statements are correct.B) Statement 1 is correct.C) Statements 2 and 3 are correct.D) Statements 1 and 3 are correct.E) None of the statements is correct.Answer: EExplanation: A) Incorrect. Statement 1 is incorrect. Though some of the factors influencing managerial involvement are task-based, others depend on a particular individual's experience, desires, and abilities, which may vary widely even within a single department. Statement 2 is incorrect. Managerial involvement is very dependent on the particular circumstances of a job, task, or work group. Statement 3 is incorrect. A manager who takes into account his/her subordinate's expectations shows a supportive and responsive managerial style.B) Incorrect. Statement 1 is incorrect. Though some of the factors influencing managerial involvement are task-based, others depend on a particular individual's experience, desires, and abilities, which may vary widely even within a single department. Statement 2 is incorrect. Managerial involvement is very dependent on the particular circumstances of a job, task, or work group. Statement 3 is incorrect. A manager who takes into account his/her subordinate's expectations shows a supportive and responsive managerial style.C) Incorrect. Statement 1 is incorrect. Though some of the factors influencing managerial involvement are task-based, others depend on a particular individual's experience, desires, and abilities, which may vary widely even within a single department. Statement 2 is incorrect. Managerial involvement is very dependent on the particular circumstances of a job, task, or work group. Statement 3 is incorrect. A manager who takes into account his/her subordinate's expectations shows a supportive and responsive managerial style.D) Incorrect. Statement 1 is incorrect. Though some of the factors influencing managerial involvement are task-based, others depend on a particular individual's experience, desires, and abilities, which may vary widely even within a single department. Statement 2 is incorrect. Managerial involvement is very dependent on the particular circumstances of a job, task, or work group. Statement 3 is incorrect. A manager who takes into account his/her subordinate's expectations shows a supportive and responsive managerial style.E) Correct. Statement 1 is incorrect. Though some of the factors influencing managerial involvement are task-based, others depend on a particular individual's experience, desires, and abilities, which may vary widely even within a single department. Statement 2 is incorrect. Managerial involvement is very dependent on the particular circumstances of a job, task, or work group. Statement 3 is incorrect. A manager who takes into account his/her subordinate's expectations shows a supportive and responsive managerial style.Diff: 2 Page Ref: 335-336Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall


59) Three simple questions that a manager should ask his or her employees periodically are (1) What are you doing and why? (2) What do you enjoy the most/least? and (3) What can I do to help you do your job better? Which statements are correct?A) All the questions are correct.B) Question 1 is correct.C) Questions 2 and 3 are correct.D) Questions 1 and 2 are correct.E) Question 2 is correct.Answer: CExplanation: A) Incorrect. Question 1 is incorrect. Managers should instead ask "How is your work going?" This is less confrontational and communicates a supportive style. Question 2 is correct. Question 3 is correct.B) Incorrect. Question 1 is incorrect. Managers should instead ask "How is your work going?" This is less confrontational and communicates a supportive style. Question 2 is correct. Question 3 is correct.C) Correct. Question 1 is incorrect. Managers should instead ask "How is your work going?" This is less confrontational and communicates a supportive style. Question 2 is correct. Question 3 is correct.D) Incorrect. Question 1 is incorrect. Managers should instead ask "How is your work going?" This is less confrontational and communicates a supportive style. Question 2 is correct. Question 3 is correct.E) Incorrect. Question 1 is incorrect. Managers should instead ask "How is your work going?" This is less confrontational and communicates a supportive style. Question 2 is correct. Question 3 is correct.Diff: 1 Page Ref: 336Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall


60) What should effective motivational programs do in terms of offering rewards?A) Make a distinction between workers based on seniorityB) Not make a distinction between workersC) Make a distinction between workers based on effortD) Make a distinction between workers based on performance regardless of effortAnswer: DExplanation: A) Incorrect. In order for a motivational program to be effective, the following question must be answered in the affirmative: "Do subordinates feel that being a high performer is more rewarding than being a low or average performer?" Rewarding senior workers at the expense of the younger means that a motivational program may have the opposite effect on younger, higher performing employees.B) Incorrect. In order for a motivational program to be effective, the following question must be answered in the affirmative: "Do subordinates feel that being a high performer is more rewarding than being a low or average performer?" Failing to make a distinction between workers means that a motivational program runs the risk of undermining the motivation of high performers.C) Incorrect. This answer choice incorrectly lists effort, rather than performance, as the relevant outcome. The most accurate measure of effort is performance. D) Correct. In order for a motivational program to be effective, the following question must be answered in the affirmative: "Do subordinates feel that being a high performer is more rewarding than being a low or average performer?" High performers are the key to success of any organization, and motivational schemes should be geared to keeping this employee group satisfied.Diff: 2 Page Ref: 337Topic: Elements of an Effective Motivation Program: Reinforce Performance-Enhancing BehaviorSkill: Understanding


61) LaTasha is a high performer. Recently, her organization has begun to provide recreational facilities, an on-site day care, and stock options for all employees. What is wrong with these new programs? Will they likely motivate LaTasha to a higher level of performance?A) No, they won't motivate her. They are group rewards not tied to her performance,B) Yes, they will motivate her. Everyone likes on-site day care.C) No, they won't motivate her. They are too closely tied to her performance for her to be comfortable about the reward.D) Yes, they will motivate her. The fact that she is a high performer shows that she will appreciate stock options.Answer: AExplanation: A) Correct. Though everyone likes an on-site day care, this incentive program shows that the organization equally values all employees regardless of their level of contribution. As a result, high performers like LaTasha have no incentive to work harder as a result of the incentive program.B) Incorrect. Though everyone likes an on-site day care, this incentive program shows that the organization equally values all employees regardless of their level of contribution. As a result, high performers like LaTasha have no incentive to work harder as a result of the incentive program.C) Incorrect. These "perks" are not tied to LaTasha's performance but are provided to all employees.D) Incorrect. Though stock options may be an appropriate motivator for a high-performing employee, the reward must be tied to actual performance to be effective.Diff: 2 Page Ref: 337Topic: Reinforce Performance-Enhancing BehaviorUse Rewards as ReinforcersSkill: Understanding


62) All of the following are methods firms are using to establish closer connections between individual performance and pay except which of the following?A) Pay increases linked to the acquisition of new knowledge, skills, and/or demonstrated competenciesB) Compensating managers based on their ability to mentor new group members and resolve difficult intergroup relationshipsC) Linking pay increases for all employees to a specified percentage increase in productivityD) Sales commissions that include follow-up customer satisfaction ratingsE) Linking the pay of key employees to the accomplishment of new strategic initiativesAnswer: CExplanation: A) Incorrect. All methods are used by firms to link pay and performance except for linking pay increases to a specified percentage increase in productivity. A percentage increase (or decrease) could be related to factors outside the employee's control, such as market conditions, performance of colleagues or work teams, etc. As such, it would not necessarily be a good indicator of individual performance. B) Incorrect. All methods are used by firms to link pay and performance except for linking pay increases to a specified percentage increase in productivity. A percentage increase (or decrease) could be related to factors outside the employee's control, such as market conditions, performance of colleagues or work teams, etc. As such, it would not necessarily be a good indicator of individual performance. C) Correct. All methods are used by firms to link pay and performance except for linking pay increases to a specified percentage increase in productivity. A percentage increase (or decrease) could be related to factors outside the employee's control, such as market conditions, performance of colleagues or work teams, etc. As such, it would not necessarily be a good indicator of individual performance. D) Incorrect. All methods are used by firms to link pay and performance except for linking pay increases to a specified percentage increase in productivity. A percentage increase (or decrease) could be related to factors outside the employee's control, such as market conditions, performance of colleagues or work teams, etc. As such, it would not necessarily be a good indicator of individual performance. E) All methods are used by firms to link pay and performance, except for linking pay increases to a specified percentage increase in productivity. A percentage increase (or decrease) could be related to factors outside the employee's control, such as market conditions, performance of colleagues or work teams, etc. As such is would not necessarily be a good indicator of individual performance. Diff: 2 Page Ref: 337Topic: Reinforce Performance-Enhancing BehaviorUse Rewards as ReinforcersSkill: Recall


63) What guideline should a firm follow to attain the greatest motivational impact from a new awards programs?A) Use awards infrequentlyB) Only acknowledge current recipientsC) Give the awards privatelyD) Make sure the award is meaningful to the families of employeesAnswer: AExplanation: A) Correct. Too frequent rewards are inefficient and ineffective.B) Incorrect. Acknowledging past recipients can increase an awards program's motivational impact.C) Incorrect. Public award ceremonies can increase an awards program's motivational impact.D) Incorrect. The motivational award must be meaningful within the organization's culture, not necessarily to the employees' families. Diff: 2 Page Ref: 338Topic: Reinforce Performance-Enhancing BehaviorUse Rewards as ReinforcersSkill: Recall

64) The financial officer at Stocks R Us demands that his brokers take risk in their stock suggestions. Recently, he had to reduce the portfolio of a broker who missed the mark on a stock (the stock went down). "I must punish undesirable behaviors," he thought to himself. What will the financial officer's actions do?A) Reinforce his brokers' belief that taking a risk pays offB) Reinforce undesirable behaviors in his brokersC) Indicate to his brokers that he supports new ideasD) Reinforce to his brokers that he ignores stock suggestionsAnswer: BExplanation: A) Incorrect. The financial officer's demand that brokers take risks is in conflict with his behavior toward a particular broker who missed his mark. The broker took a risk and was punished as a result. The manager is discouraging the very behavior he demands. B) Correct. The financial officer's demand that brokers take risks is in conflict with his behavior toward a particular broker who missed his mark. The broker took a risk and was punished as a result. The manager is discouraging the very behavior he demands and is encouraging risk aversion.C) Incorrect. There is no suggestion that the financial officer supports new ideas. The financial officer's demand that brokers take risks is in conflict with his behavior toward a particular broker who missed his mark. The broker took a risk and was punished as a result. The manager is discouraging the very behavior he demands. D) Incorrect. There is no suggestion that the financial officer ignores stock suggestions. The financial officer's demand that brokers take risks is in conflict with his behavior toward a particular broker who missed his mark. The broker took a risk and was punished as a result. The manager is discouraging the very behavior he demands. Diff: 3 Page Ref: 338Topic: Reinforce Performance-Enhancing BehaviorRole of Managers' Actions as ReinforcersSkill: Analysis/Evaluation


65) A manager who encourages initiative by reminding employees that their failure means organizational failure should do something different. What should he do?A) React to employees on an emotional basisB) Imply his joint stake in the work failureC) Demand a change or improvement in a firm tone of voiceD) Present facts about organizational needsE) Redo their plans for themAnswer: BExplanation: A) Incorrect. This is actually counterproductive to the goal of fostering initiative.B) Correct. Implying a joint stake fosters employee initiative more effectively by reducing the pressure the individual employee feels regarding the success or failure of the group.C) Incorrect. This is actually counterproductive to the goal of fostering initiative.D) Incorrect. Though not particularly harmful, this does not address the problem of equating individual failure with organizational failure. E) Incorrect. This is actually counterproductive to the goal of fostering initiative.Diff: 3 Page Ref: 339Topic: Reinforce Performance-Enhancing BehaviorRole of Managers' Actions as ReinforcersSkill: Understanding/Application

66) What is a possible response of a manager to behaviors exhibited by employees?A) IgnoringB) RemovingC) SatisfyingD) PleasingAnswer: AExplanation: A) Correct. The other two possible responses are disciplining (negative response) and rewarding (positive response). However, ignoring is almost never a desired response.B) Incorrect. There are three possible responses to employee behavior: ignoring (no response), disciplining (negative response), and rewarding (positive response).C) Incorrect. There are three possible responses to employee behavior: ignoring (no response), disciplining (negative response), and rewarding (positive response).D) Incorrect. There are three possible responses to employee behavior: ignoring (no response), disciplining (negative response), and rewarding (positive response).Diff: 1 Page Ref: 339Topic: Reinforce Performance-Enhancing BehaviorUse Rewards and Discipline AppropriatelySkill: Recall


67) What does the rewarding approach to changing behavior involve?A) Linking desired behaviors with manager-valued outcomesB) Linking desired behaviors with employee-valued outcomesC) Linking the right ways to do things with rewardsD) Linking desired behaviors with organizational valuesAnswer: BExplanation: A) Incorrect. The rewarding approach links desired behaviors with employee-valued outcomes.B) Correct. This ensures that the rewards adequately incentivize the appropriate desired behaviors. If the behaviors are not linked to employee-valued outcomes (pay raises, vacation, etc.), then the employees have no incentive to enact desired behaviors.C) Incorrect. The rewarding approach links desired behaviors with employee-valued outcomes.D) Incorrect. The rewarding approach links desired behaviors with employee-valued outcomes.Diff: 1 Page Ref: 339Topic: Reinforce Performance-Enhancing BehaviorUse Rewards and Discipline AppropriatelySkill: Recall

68) An employee's performance is at a level that is not desirable. After reprimanding, what should you do next?A) Ask questions to determine the causeB) Describe the behaviors you expectC) Identify the rewards the employee has missed out onD) Praise other aspects of the employee's workAnswer: BExplanation: A) Incorrect. Asking questions to determine the cause of the unacceptable performance is actually part of the reprimanding process. B) Correct. This is the first step in the "redirect" process.C) Incorrect. Identifying rewards is part of reinforcement, not redirection. D) Incorrect. Praising the employee is part of reinforcement, not redirection. Diff: 1 Page Ref: 342-343Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Recall


69) When a manager keeps expectations higher than his subordinates' best performance and continually informs them that with a little more effort they can do it, what will the subordinates likely do?A) Increase their performance because the subordinates see these higher expectations as a challengeB) Probably burn out because although they try, they never reach the shifting expectationsC) Help create a highly motivated staffD) Compete against other subordinatesAnswer: BExplanation: A) Incorrect. This may be true at first, but eventually employees will realize that they are striving after a moving and unreachable target.B) Correct. Though setting high goals is usually effective, goals must also be attainable. The "shifting target" approach violates this principle of effective goal-setting and motivation.C) Incorrect. This may be true at first, but eventually employees will realize that they are striving after a moving and unreachable target.D) Incorrect. This may be true at first, but eventually employees will realize that they are striving after a moving and unreachable target. Diff: 2 Page Ref: 341-342Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Recall

70) When an employee does not perform at the level you had hoped, what steps (in order) should you take to extinguish the unacceptable behavior and replace it with an acceptable one?A) Ignore, reprimand, redirectB) Redirect, reprimand, rewardC) Question, redirect, rewardD) Reprimand, redirect, rewardAnswer: DExplanation: A) Incorrect. Ignoring an unacceptable behavior does not help extinguish it. B) Incorrect. These are the proper steps, but they are out of order. The correct order is reprimand, redirect, reward.C) Incorrect. The first step is to reprimand rather than question the employee.D) Correct. These steps help to extinguish the undesirable behaviors and replace them with acceptable ones. After behaviors have become acceptable, the reward step attempts to transform them into exceptional behaviors.Diff: 1 Page Ref: 341Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Recall


71) An employee is late to work. This is her first time. What should you do first?A) Ignore her tardiness. It was just her first time.B) Ask her why she was late.C) Talk to her about her commitment to the organization.D) Talk to her about how tardiness is not a behavior you accept.Answer: DExplanation: A) Incorrect. Though it is tempting to ignore first offenses, a reprimand should immediately follow the offensive behavior. B) Incorrect. Though investigation is one step of the "reprimand" process, it comes after a discussion of the inappropriateness of the behavior.C) Incorrect. A discussion of commitment to the organization is appropriate when discussing a performance-related issue, rather than a misbehavior issue. D) Correct. This focuses directly on identifying the unacceptable behavior and setting expectations for performance (the next step is to redirect the employee's behavior).Diff: 3 Page Ref: 341Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Application

72) In the process of trying to improve your employee's behavior, you say to her, "What I'd like to see you do is contact each of your clients personally before you begin to enforce a policy change. That way, no one is surprised. Will you do that next time?" Which of the guidelines for improving behavior have you just followed?A) ReprimandB) RedirectC) ReinforceD) RecapitulateAnswer: BExplanation: A) Incorrect. Reprimanding involves identifying the behaviors that are inappropriate, pointing out the problems with them, and asking questions. B) Correct. Redirecting involves describing desired behaviors and asking for compliance. C) Incorrect. Reinforcing involves identifying rewards and linking them to desired behavior. D) Incorrect. Recapitulation is not one of the guidelines for improving behavior. Diff: 2 Page Ref: 341Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Application


73) When transforming acceptable into exceptional behavior, what should a manager do?A) Reward only when the exceptional behavior has been reachedB) Reward each level of improvementC) Use the reprimand and redirect guidelinesD) Reward only when the entire group has reached exceptional behaviorAnswer: BExplanation: A) Incorrect. Rewards are needed to induce incremental steps from acceptable to exceptional behavior. B) Correct. This incremental reward system helps prevent burnout and is closely linked to the desired behavior leading to the improvement. Delaying rewards until the exceptional behavior has been reached decouples the behavior from the reward.C) Incorrect. Reprimand and redirect can improve behavior from unacceptable to acceptable, but they cannot induce exceptional behaviors.D) Incorrect. Rewards are needed to induce incremental steps from acceptable to exceptional behavior. Additionally, group rewards are justified only in very specific instances. Usually a system of individual awards will be more effective.Diff: 1 Page Ref: 342Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Understanding

74) What is praise from a boss?A) Extrinsic outcomeB) Internal motivatorC) Exceptional motivatorD) Intrinsic outcomeAnswer: AExplanation: A) Correct. Extrinsic outcomes are controlled by someone other than the individual performer. B) Incorrect. Praise from a boss is extrinsic (coming from without, rather than intrinsic or internal (coming from within). C) Incorrect. Praise from a boss is extrinsic (coming from without) rather than intrinsic (coming from within). Though it could motivate an employee exceptionally well, this phrase does not appear in the text.D) Incorrect. Intrinsic outcomes are experienced directly by an individual and result from successful task performance.Diff: 1 Page Ref: 342Topic: Reinforce Performance-Enhancing BehaviorFoster Intrinsic OutcomesSkill: Understanding


75) If you feel that you have an interesting and fulfilling job, you are experiencing what type of motivation?A) External motivationB) Intrinsic motivationC) Redirected motivationD) Exceptional motivationAnswer: BExplanation: A) Incorrect. Feelings about job fulfillment are task-related and are experienced directly by an individual (intrinsic) rather than imposed from the outside by a boss or supervisor (extrinsic). B) Correct. Intrinsic motivation includes feelings that are experienced directly by an individual as a result of his or her performance.C) Incorrect. Redirection is a term used to describe a process of redirecting inappropriate behaviors to appropriate channels. It is not directly related to motivation. D) Incorrect. Feelings about job fulfillment are task-related and are experienced directly by an individual (intrinsic) rather than imposed from the outside by a boss or supervisor (extrinsic). Though it could motivate an employee exceptionally well, this phrase does not appear in the text.Diff: 1 Page Ref: 342Topic: Reinforce Performance-Enhancing BehaviorFoster Intrinsic OutcomesSkill: Understanding

76) A manager remarks, "No matter how many external rewards we give our employees, if they find the work to be uninteresting and unfulfilling, performance will suffer." Should you agree or disagree with your boss?A) AgreeB) DisagreeC) Not enough information to decideAnswer: AExplanation: A) Correct. The person-job interface has a strong impact on work performance. The level of job satisfaction reported by highly intelligent individuals is closely linked to the degree of difficulty they encounter in performing their work.B) Incorrect. The person-job interface has a strong impact on work performance. The level of job satisfaction reported by highly intelligent individuals is closely linked to the degree of difficulty they encounter in performing their work.C) Incorrect. The person-job interface has a strong impact on work performance. The level of job satisfaction reported by highly intelligent individuals is closely linked to the degree of difficulty they encounter in performing their work.Diff: 1 Page Ref: 341Topic: Reinforce Performance-Enhancing BehaviorFoster Intrinsic OutcomesSkill: Recall


77) You paint the eyes on Barbie dolls. This is all you do. What you do has little impact on other jobs in your work unit. In this job, what will you likely experience?A) A low level of meaningfulness of work and low internal motivationB) A low level of meaningfulness of work and low external motivationC) A high level of skill variety and low internal motivationD) A high level of autonomy and high external motivationAnswer: AExplanation: A) Correct. Meaningfulness is related to task variety and task identity (completing a job from beginning to end, rather than only performing a piece of it). Here, you have both low task variety and low task identity; therefore, you are most likely to have a low level of meaningfulness of work. Also, you are unlikely to experience a significant sense of accomplishment from your work, giving you a low internal motivation.B) Incorrect. Though you are likely experiencing a low level of meaningfulness of work, the question says nothing about your level of external motivation, such as praise or rewards. It could be low or high.C) Incorrect. Though you are likely experiencing low internal motivation, it is due in part to your low (not high) skill variety. D) Incorrect. You may have a high degree of autonomy because of the well-defined task and lack of difficulty. Additionally, the question contains no information that would indicate the level of praise, rewards, or other external motivation. It could be low or high.Diff: 2 Page Ref: 342-343Topic: Reinforce Performance-Enhancing BehaviorMotivating Workers by Redesigning WorkSkill: Understanding

78) A college professor believes her teachings in her management course influence the lives of her students. Which core job dimension is demonstrated?A) Skill varietyB) CompetitionC) Task significanceD) AutonomyE) FeedbackAnswer: CExplanation: A) Incorrect. Teaching a single course may involve a low level of skill variety.B) Incorrect. Competition is not a core job dimension.C) Correct. Task significance refers to the belief that your work has a direct effect on the work or lives of others.D) Incorrect. The question contains no information about whether the professor experiences a low or high level of autonomy in her position.E) Incorrect. Though the professor believes that her course influences lives, she does not have actual and concrete knowledge about the eventual outcomes. Diff: 2 Page Ref: 342Topic: Reinforce Performance-Enhancing BehaviorMotivating Workers by Redesigning WorkSkill: Understanding


79) Which of the following job changes results in increased autonomy, task identity, and feedback?A) Identifiable work unitsB) Established client relationshipsC) Loaded jobs horizontallyD) Open feedback channelsAnswer: BExplanation: A) Incorrect. Formation of identifiable work units increases task identity and significance. B) Correct. This is an ongoing personal relationship between an employee and the client that allows them to feel increased autonomy, task identity, and feedback. It may have some benefits for the strength of the client relationship as well.C) Incorrect. This is an unrelated concept.D) Incorrect. Opening feedback channels increases autonomy and feedback, but it does not increase task identity.Diff: 2 Page Ref: 343-344Topic: Reinforce Performance-Enhancing BehaviorMotivating Workers by Redesigning WorkSkill: Understanding

80) The likelihood a reward will actually reinforce a specific performance-enhancing behavior depends on the extent to which the reward recipient (1) actually values the specific reward, (2) believes the reward allocation process was handled fairly, and (3) receives the reward in a timely manner. Which statements are correct?A) All the statements are correct.B) Statement 1 is correct.C) Statements 2 and 3 are correct.D) Statements 1 and 2 are correct.Answer: AExplanation: A) Correct. First, a reward is only a reward if it fills an unmet need of the employee. Second, a lack of equity will harm employee motivation and decrease the effectiveness of a reward. Third, too much time between the behavior and the reward means that the employee will make no clear link between the behavior and the reward.B) Incorrect. All statements are correctthey increase the likelihood that a reward will actually reinforce a specific performance. C) Incorrect. All statements are correctthey increase the likelihood that a reward will actually reinforce a specific performance. D) Incorrect. All statements are correctthey increase the likelihood that a reward will actually reinforce a specific performance. Diff: 1 Page Ref: 345Topic: Elements of an Effective Motivation Program: Provide Salient RewardsSkill: Recall


81) According to the hierarchical needs model, needs are organized into which hierarchy?A) Physiological, safety, belongingness, esteem, and self-actualizationB) Esteem, relatedness, and growthC) Existence, reinforcement, and growthD) Esteem, reinforcement, and self-actualizingAnswer: AExplanation: A) Correct. This five-level needs hierarchy was proposed by Abraham Maslow. B) Incorrect. One version of the hierarchical needs model (Alderfer's) contains three levelsexistence, relatedness, and growth. The other (Maslow's) is organized into physiological, safety, belongingness, esteem, and self-actualization.C) Incorrect. One version of the hierarchical needs model (Alderfer's) contains three levelsexistence, relatedness, and growth. The other (Maslow's) is organized into physiological, safety, belongingness, esteem, and self-actualization.D) Incorrect. One version of the hierarchical needs model (Alderfer's) contains three levelsexistence, relatedness, and growth. The other (Maslow's) is organized into physiological, safety, belongingness, esteem, and self-actualization.Diff: 1 Page Ref: 344Topic: Provide Salient RewardsPersonal Needs and Personal MotivationSkill: Recall

82) According to the manifest needs model, needs are organized into which hierarchy?A) Achievement, affiliation, and belongingB) Achievement, affiliation, and powerC) Affiliation, acceptance, and successD) Power, success, and wealthAnswer: BExplanation: A) Incorrect. Belonging is not part of the manifest needs model; it is actually one of Maslow's hierarchical needs. The correct hierarchy of needs is achievement, affiliation, and power.B) Correct. This model proposes that individuals may be classified according to the strength of their various needs. Though Murray originally proposed about two dozen needs, only these three are relevant to the workplace.C) Incorrect. Though affiliation is one of the manifest needs, acceptance and success are not.D) Incorrect. Though power is one of the manifest needs, success and wealth are not. Diff: 2 Page Ref: 345Topic: Provide Salient RewardsPersonal Needs and Personal MotivationSkill: Recall


83) Which of the following does not apply to individuals with high institutional power needs?A) They are often willing to sacrifice their own self-interests for the good of the organization.B) They feel personally responsible for advancing the purposes of the organization.C) They have a strong sense of justice and equity.D) They enjoy work and accomplishing tasks in a random manner.E) They seek expert advice and are not defensive when their ideas are criticized.Answer: DExplanation: A) Incorrect. Individuals with high institutional power needs are oriented toward using their influence to advance the goals of the group or organization. This answer choice described a common attribute of such individuals. B) Incorrect. Individuals with high institutional power needs are oriented toward using their influence to advance the goals of the group or organization. This answer choice described a common attribute of such individuals. C) Incorrect. Individuals with high institutional power needs are oriented toward using their influence to advance the goals of the group or organization. This answer choice described a common attribute of such individuals. D) Correct. Individuals with high institutional power needs are oriented toward using their influence to advance the goals of the group or organization. Working in a random manner is not an attribute of such individuals. E) Incorrect. Individuals with high institutional power needs are oriented toward using their influence to advance the goals of the group or organization. This answer choice described a common attribute of such individuals. Diff: 2 Page Ref: 346Topic: Provide Salient RewardsPersonal Needs and Personal MotivationSkill: Recall


84) If you were designing a reward program for your employees, what assumptions could you make?A) That all employees in similar positions value similar rewardsB) That what I (as a manager) value, my employees will value as wellC) That a cafeteria-style incentive program would probably be successfulD) That preferences for rewards can be categorized by demographic informationAnswer: CExplanation: A) Incorrect. If a reward satisfies a particular need, it can be used to reinforce desired behaviors. Our needs are largely based on our life experiences, values, demographics, and financial situations. However, this does not mean that needs and preferences are identical within all individuals in a similar position.B) Incorrect. If a reward satisfies a particular need, it can be used to reinforce desired behaviors. It is unlikely that an individual manager's preferences and needs will be representative of every one of his or her employees.C) Correct. This takes into account the possibility (almost certain) that managers will have a difficult time perfectly predicting employee needs and preferences.D) Incorrect. If a reward satisfies a particular need, it can be used to reinforce desired behaviors. It is not difficult to imagine individual circumstances that would result in an individual's preferences being significantly different from others with a similar demographic profile.Diff: 2 Page Ref: 347Topic: Provide Salient RewardsUsing Need Theory to Overcome Common Attribution ErrorsSkill: Recall


85) What did one research study on computer programmers suggest about what programmers wanted to be rewarded for and what managers thought programmers wanted to be rewarded for?A) Their views were differentprogrammers valued rewards that were controlled by the organization, for example, salary.B) Their views were the same.C) Their views were differentprogrammers valued rewards that were controlled by their immediate supervisors, for example, praise.D) Their views were the sameprogrammers and bosses valued rewards that were controlled by the institution.Answer: CExplanation: A) Incorrect. Programmers valued rewards that were controlled by their immediate supervisors.B) Incorrect. Programmers valued rewards that were controlled by their immediate supervisors, while managers valued rewards that were controlled by the organization (salary).C) Correct. Programmers valued rewards that were controlled by their immediate supervisors (praise), while managers valued rewards that were controlled by the organization (salary). This has interesting implications for managers' perceived ability to anticipate and predict employees' salient rewards.D) Incorrect. Programmers valued rewards that were controlled by their immediate supervisors, while managers valued rewards that were controlled by the organization (salary).Diff: 2 Page Ref: 347Topic: Provide Salient RewardsUsing Need Theory to Overcome Common Attribution ErrorsSkill: Recall

86) A manager at a local fast-food restaurant decides to motivate all his employees by allowing them to eat the food free of charge. Will this reward motivate employees?A) This should work, because all employees value free food.B) This might work for some employees, but it might not work for others.C) This might work as long as the manager is equitable in distributing the food.D) This will not work. This action satisfies only the employees' subsistence needs.Answer: BExplanation: A) Incorrect. Though employees may place some value (perhaps little) on free food, if it does not fill an expressed need for a particular employee, it will not provide sufficient motivation for that employee to improve motivation and performance.B) Correct. Though employees may place some value (perhaps little) on free food, if it does not fill an expressed need for a particular employee, it will not provide sufficient motivation for that employee to improve motivation and performance.C) Incorrect. Though one consideration of a rewards system is its fairness, equity alone is not sufficient to ensure success. The potential for success will first be determined by the needs of the employees. An equitably distributed reward has no effect if it does not fill an employee need.D) Incorrect. If some employees have unfulfilled subsistence needs, then this rewards system may work for them.Diff: 3 Page Ref: 346-347Topic: Provide Salient RewardsUsing Need Theory to Overcome Common Attribution ErrorsSkill: Application/Analysis


87) In equity theory, what is important?A) Social comparison of rewards and effortsB) Equality of rewardsC) Equality of effortsD) Absolute value of rewardsAnswer: AExplanation: A) Correct. This is because equity is based on workers' perceptions of fairness. Workers individually compare what they are getting out of the work relationship (outcomes) with what they are putting into the work relationship (inputs). The ratio is then compared to corresponding ratios of other individuals.B) Incorrect. Equity theory does not require that all rewards be equal but rather the employees' perception of the relationship between efforts and rewards (or discipline) be fair. C) Incorrect. Equity theory does not require that all efforts be equal but rather the employees' perception of the relationship between efforts and rewards (or discipline) be fair. D) Incorrect. Equity theory does not consider the absolute value of rewards but rather the employees' perception of the relationship between efforts and rewards (or discipline) be fair. Diff: 1 Page Ref: 348Topic: Elements of an Effective Motivation Program: Use an Equitable ProcessSkill: Recall

88) Gambling uses which form of the reward reinforcement schedule?A) Continuous reinforcementB) Partial reinforcementC) EquityD) FairnessAnswer: BExplanation: A) Incorrect. Continuous reinforcement requires administering a reward every time a behavior occurs. Gamblers do not win every time, but the reward (money) is always the same.B) Correct. This refers to a situation in which the reward is the same, but is rewarded intermittently. C) Incorrect. Gambling rewards based on chance rather than on a fair relationship between the effort and the reward.D) Incorrect. Gambling rewards based on chance rather than on a fair relationship between the effort and the reward.Diff: 1 Page Ref: 350Topic: Elements of an Effective Motivation Program: Provide Timely Rewards and Accurate FeedbackSkill: Recall


89) What is an overall conclusion related to motivation?A) Poor performance is often directly related to an employee's personality.B) If people do not work hard, it is because that is their nature.C) If people do not work hard, it is because they do not believe rewards are related to hard work.D) Most people find the same things rewarding.Answer: CExplanation: A) Incorrect. Personality is not strongly linked to motivation.B) Incorrect. This is a Theory X perspective, which believes that managers must control employees in order to command performance. Theory Y is better supported by the literature, and believes instead that people are naturally motivated. When that motivation breaks down, it is due to an outside influence that can usually be remedied.C) Correct. Individuals are initially motivated to work hard and to do a good job. Whether the motivation continues depends on the strength of the links between MotivationPerformanceOutcomesSatisfaction. D) Incorrect. Rewards are closely linked to an individual's needs, which are based on preferences and life experiences. These can vary greatly between individuals.Diff: 2 Page Ref: 351-352Topic: Elements of an Effective Motivation Program: Provide Timely Rewards and Accurate FeedbackSkill: Understanding


90) What is an overall conclusion related to motivation?A) Both the employee's satisfaction and performance should be of equal importance to the manager.B) The employee's satisfaction is more important than performance to the manager.C) The employee's performance is more important than satisfaction to the manager.D) Theory X is the appropriate theory for motivation.Answer: AExplanation: A) Correct. Focusing on performance at the expense of satisfaction is called imposing management, which ignores the fact that more satisfied employees have a higher level of performance. Focusing on satisfaction at the expense of performance is called indulging management, which ignores the fact that employees receive job satisfaction in part from their actual level of performance. Unless a manager focuses on both equally, employee satisfaction and employee performance will suffer.B) Incorrect. Focusing on satisfaction at the expense of performance is called indulging management, which ignores the fact that employees receive job satisfaction in part from their actual level of performance. Unless a manager focuses on both equally, employee satisfaction and employee performance will suffer.C) Incorrect. Focusing on performance at the expense of satisfaction is called imposing management, which ignores the fact that more satisfied employees have a higher level of performance. Unless a manager focuses on both equally, employee satisfaction and employee performance will suffer.D) Incorrect. Theory X believes that managers must control employees in order to command performance. Theory Y is better supported by the literature, and believes instead that people are naturally motivated. When that motivation breaks down, it is due to an outside influence that can usually be remedied.Diff: 1 Page Ref: 331Topic: Elements of an Effective Motivation Program: Provide Timely Rewards and Accurate FeedbackSkill: Understanding

91) You have noticed that your employee is not performing at the level you had hoped. In fact, you have determined his poor performance is due to a lack of ability. Explain (in the order that they should be utilized) the five tools an effective manager would employ in this situation.Answer: (1) ResupplyFocuses on support needs of the job, including personnel, budget, and political clout. Does the employee have the necessary resources to do the job? (2) RetrainProvide training to increase and enhance the employee's skills. (3) RefitAnalyze the components of his or her job and develop a different combination of tasks that focuses on accomplishing the organizational objectives, i.e., redesign the job. (4) ReassignPlace the employee in another position, either a position with less responsibility or in one requiring less technical knowledge or interpersonal skills. (5) ReleaseAs a last resort, let the employee go from the organization. Diff: 1 Page Ref: 329Topic: Enhancing Individuals' AbilitiesSkill: Recall


92) Are concerns about employee morale and company productivity compatible or are they mutually exclusive? Compare and contrast the types of outcomes that can result from placing a different emphasis on both job performance and job satisfaction.Answer: Effective motivational programs not only can but must focus on increasing both satisfaction and productivity. Managers must hold employees accountable for producing satisfactory results. A manager who emphasizes satisfaction to the exclusion of performance will be seen as a nice person, but his or her indulging management style undermines the performance of his or her subordinates. A strong emphasis on performance to the exclusion of satisfaction is equally ineffective. In this situation, known as imposing, the manager has little concern for how employees feel about their jobs. The manager issues orders, and the employees must follow them. Employees may feel exploited and become unhappy. Although this approach may increase productivity in the short run, its long-term effects generally decrease productivity through increased absenteeism, employee turnover, and in some cases, even sabotage and violence. When a manager emphasizes neither satisfaction nor performance, he or she is ignoring the job's responsibilities. There is no real leadership, in that employees receive neither priorities nor direction. The resulting neglect may ultimately lead to the failure of the work unit. The integrating motivation strategy emphasizes performance and satisfaction equally. An effective manager is able to combine what appear to be competing forces into integrative, synergistic programs. This view proposes that although the importance of employees feeling good about their work and how they are treated cannot be downplayed, this concern should not overshadow a manager's responsibility to hold employees accountable for results. See Figure 1.Diff: 2 Page Ref: 330Topic: Fostering a Motivating Work EnvironmentSkill: Understanding

93) Explain the key components of the path-goal theory of leadership.Answer: The key question addressed by this theory is how much help a manager should provide to employees. The theory proposes the level of involvement should vary according to how much subordinates need to perform a specific task; how much they expect, in general; and how much support is available to them from other organizational sources. The key task characteristics of the model are structure and difficulty. A task that is highly structured and relatively easy to perform does not require extensive management direction. On the other hand, for an unstructured and difficult task, management's direction and involvement in problem-solving activities will be seen as constructive and satisfying by subordinates. Another factor that influences the appropriate degree of management involvement is the expectations of subordinates. Three characteristics influence expectations: desire for autonomy, experience, and ability. Although managers should focus on facilitating task accomplishment, their level of direct involvement should be calibrated to the nature of the work and the availability of organizational support, as well as the ability and experience of the subordinates. See Figure 2 and Table 3 for additional information.Diff: 2 Page Ref: 335Topic: Elements of an Effective Motivation Program: Remove Obstacles to PerformanceSkill: Recall


94) Explain the key steps a manager may take to foster exceptional behavior in subordinates. Then, explain how an employee might act if the manager does not effectively utilize the key steps to foster exceptional behavior.Answer: (1) ReprimandIdentify the specific inappropriate behaviors; if a manager does not do this effectively, an employee might develop poor morale and/or continue inappropriate behavior; (2) RedirectDescribe the behaviors that are expected; if a manager does not do this effectively, an employee might burn out or give up on trying to meet expectations, settle for mundane performance, and fail to innovate or get involved; (3) ReinforceUtilize rewards salient to the employee, link the rewards to desired behaviors, and provide rewards in a timely manner. If a manager does not do this effectively, an employee might become less satisfied with work.Diff: 1 Page Ref: 341Topic: Reinforce Performance-Enhancing BehaviorStrategies for Shaping BehaviorSkill: Understanding

Mini Case: Harry Mitchell is vice president of operations for a medium-size pharmaceutical firm in Gerry, Alabama. Harry has a Ph.D. in chemistry, but he has not been directly involved in research and new product development for 20 years. When it comes to managing operations, Harry has the reputation of being a "taskmaster"he definitely focuses on the bottom line. The company does not have a turnover problem, but it is obvious to Harry and the other top managers that the hourly employees are only interested in working their eight hours per day. They are not working anywhere near their full potential. Harry is very concerned about the situation because, with rising costs, the only way the company can continue to prosper is to increase the productivity of its hourly employees.

Harry walked down the hall to talk with the human resources manager, Denise Berry. An exasperated Harry asked, "What is it with our employees, anyway? Our salary surveys show that we pay near the top of the pay scale in this region, our working conditions are tremendous, and our bennies could choke a horse. Yet, our employees are just meeting the established production standards. What is the problem?" Denise replied, "I have told you and the president on several occasions that money, working conditions, and benefits are not enough. Employees also need other things to motivate them. Also, I have been conducting some random, confidential interviews with some of our hourly employees, and they tell me that they are very discouraged. According to these employees, no matter how hard they work, they still get the same pay and opportunities for advancement as their co-workers who are just scraping by." Harry then replied, "OK, your degree is in management so you ought to know something about motivating employees; what do you suggest we do about it? We have to increase their productivity and performance."


95) Explain the most appropriate theory or model of motivation that can be used to explain or understand the motivation problem in this pharmaceutical firm. In addition, describe the management style that appears to apply to Harry Mitchell.Answer: The most appropriate motivation theory is the equity theory. Equity refers to workers' perceptions of the fairness of rewards. Evaluations of equity are based on a social comparison process in which workers individually compare what they are getting out of the work relationship (outcomes) to what they are putting into the work relationship (inputs). The ratio of outcomes to inputs is then compared to corresponding ratios of other individuals, judged to be an appropriate comparison group. If workers experience feelings of inequity, they will adjust their own or fellow workers' inputs and/or outputs. In this case, confidential interviews with some of the hourly employees indicated a situation of inequity likely exists. It appears these employees are decreasing their work efforts, i.e., not working anywhere near their full potential, in order to restore feelings of equity. The most applicable management style to describe Harry Mitchell is Theory X. Harry's comments indicate he believes people really do not want to work hard or assume responsibility. Although Harry seems to be willing to listen to Denise's recommendations, he does appear to believe that managers must coerce, intimidate, manipulate, and closely supervise their employees. Denise certainly has her work cut for her.Diff: 3 Page Ref: 348Topic: Elements of an Effective Motivation ProgramSkill: Application/Analysis/Evaluation

Electro Logic Electro Logic (EL) is a small R&D firm located in a midwestern college town adjacent to a major university. Its primary mission is to perform basic research on, and development of, a new technology called "Very Fast, Very Accurate" (VFVA). Founded four years ago by Steve Morgan, an electrical engineering professor and inventor of the technology, EL is primarily funded by government contracts, although it plans to market VFVA technology and devices to nongovernmental organizations within the year.

The government is very interested in VFVA, as it will enhance radar technology, robotics, and a number of other important defense applications. EL recently received the largest small-business contract ever awarded by the government to research and develop this or any other technology. Phase I of the contract has just been completed, and the government has agreed to Phase II contracting as well.The organizational chart of EL is shown in Figure 6. Current membership is 75, with roughly 88 percent in engineering. Heads of staff are supposedly appointed based on their knowledge of VFVA technology and their ability to manage people. In practice, the president of EL hand picks these people based on what some might call arbitrary guidelines: Most of the staff leaders were or are the president's graduate students. There is no predetermined time frame for advancement up the hierarchy. Raises are, however, directly related to performance appraisal evaluations.

Working directly with the engineers are the technicians. These people generally have a high school degree, although some also have college degrees. They are trained on the job, although some have gone through a local community college's program on microtechnology fabrication. The technicians perform the mundane tasks of the engineering department: running tests, building circuit boards, manufacturing VFVA chips, and so on. Most are full-time hourly employees.


The administrative staff is composed of the staff head (with an MBA from a major university), accountants, personnel director, graphic artists, purchasing agent, project controller, technical writers/editors, and secretaries. Most of the people in the administrative staff are women. All are hourly employees except the staff head, personnel director, and project controller. The graphic artists and technical writer/editor are part-time employees.

The facilities staff is composed of the staff head and maintenance personnel. EL is housed in three different buildings, and the primary responsibility of the facilities staff is to ensure that the facilities of each building are in good working order. Additionally, the facilities staff is often called upon to remodel parts of the buildings as the staff continues to grow.

EL anticipates a major recruiting campaign to enhance the overall staff. In particular, it is looking for more technicians and engineers. Prior to this recruiting campaign, however, the president of EL hired an outside consultant to assess employee needs as well as the morale and overall effectiveness of the firm. The consultant has been observing EL for about three weeks and has written up some notes of her impressions and observations of the company.

Consultant's Notes from Observations of Electro LogicFacilities: Electro Logic (EL) is housed in three different buildings. Two are converted

houses, and one is an old school building. Senior managers and engineers are in the school, and others are scattered between the houses.

Meetings: Weekly staff meetings in the main building are held to discuss objectives and to formulate and review milestone charts.

Social interaction: A core group of employees interact frequently on a social basis, for example, sports teams, parties. The administration staff celebrate birthdays at work. The president occasionally attends.

Work allocation: Engineers request various tasks from the support staff, which consists of technicians and administrative unit personnel. There is obviously some discretion used by the staff in assigning priorities to the work requests, based on rapport and desirability of the work.

Turnover: The highest turnover is among administrative personnel and technicians. Exit interviews with engineers indicate they leave because of the company's crisis-management style, better opportunities for career advancement and security in larger organizations, and overall frustration with EL's "pecking order." Engineers with the most responsibility and authority tend to leave.

Salary and benefits: In general, wages at EL are marginal by national and local standards. A small group of scientists and engineers do make substantial salaries and have a very attractive benefits package, including stock options. Salaries and benefits for new engineers tend to be linked to the perceived level of their expertise.

Offices and facilities: Only EL's president, vice-president, and chief financial officer have their own offices. Engineers are grouped together in "pods" by project assignment. There is very little privacy in these work areas, and the noise from the shared printer is distracting. The head of administration shares a pod with the personnel director, facilities head, and the project controller. One to three secretaries per building are located in or near the reception areas. The large building has an employee lounge with three vending machines. There is also a coffee and tea station. The smaller buildings have only a soft-drink machine in the reception area.


Consultant's Interviews with Employees After making these observations, the consultant requested interviews with a cross-section of the staff for the purpose of developing a survey to be taken of all employees. Presented below are excerpts from those interviews.

Pat Klausen, Senior Member of the Technical StaffCONSULTANT: What is it about Electro Logic (EL) that gives you the most satisfaction?PAT: I really enjoy the work. I mean, I've always liked to do research, and working on

VFVA is an incredible opportunity. Just getting to work with Steve (EL's president and VFVA's inventor) again is exciting. I was his graduate student about six years ago, you know. He really likes to work closely with his peopleperhaps sometimes too closely. There have been times when I could have done with a little less supervision.

CONSULTANT: What's the least satisfying aspect of your work?PAT: Probably the fact that I'm never quite sure that we'll be funded next month, given the

defense budget problems and the tentativeness of our research. I've got a family to consider, and this place isn't the most stable in terms of its financial situation. Maybe it'll change once we get more into commercial production. Who knows?

CONSULTANT: You've offered some general positives and negatives about EL. Can you be more specific about day-to-day dealings? What's good and bad about working here on a daily basis?

PAT: You're sure this isn't going to get back to anyone? Okay. Well, in general I'm not satisfied with the fact that too often we end up changing horses in the middle of the stream, if you know what I mean. In the past seven months, three of my engineers and four of my techs have been pulled off my project and put onto projects whose deadlines were nearer than mine. Now I'm faced with a deadline, and I'm supposed to be getting more staff. But I'll have to spend so much time briefing them that it might make more sense for me to just finish the project myself. On the other hand, Steve keeps telling me that we have to be concerned with EL's overall goals, not just our individual concernsyou know, we have to be "team players," "good members of the family." It's kind of hard to deal with that, though, when deadlines are bearing down and you know your butt's on the line, team player or not. But if you go along with this kind of stuff and don't complain, the higher-ups treat you well. Still, it seems to me there's got to be a better way to manage these projects.

CONSULTANT: What are the positive aspects of your daily work?PAT: Well, the people here are all great to work with. They know their stuff or can learn

quickly. I tend to be a social person and I really like socializing with these people. We play softball and basketball together and do happy hours and stuff. I like that. I've got some good friends here, which helps get my work orders filled quickly, if you know what I mean.


Bob Christensen, Member of the Technical StaffCONSULTANT: You said earlier that Steve was your advisor for your MS. So you've known

him a long time.BOB: Yes, that's right. I've known Professor MorganStevefor about eight years. I had

him for a few undergraduate classes; then, of course, he was my advisor for my two-year master's program, and now I've worked at Electro Logic (EL) for two years.

CONSULTANT: It seems as if you enjoy working with Steve.BOB: Oh, yeah. But I really don't get to work directly with him anymore. I'll see him at

meetings and such, but that's about it.CONSULTANT: So he's not your immediate supervisor?BOB: No, but for the amount of time I spend with my supervisor, Steve might as well be. My

boss and I meet maybe once every three weeks for about an hour to see if all is well. And that's it. The rest of the time, I'm on my own. I used to talk to Steve when I had questions, but he's gotten so busy now that it's hard to see himyou need to make an appointment a few days in advance.

CONSULTANT: Do you think your supervisor treats all his staff this way?BOB: To be honest, I have heard some complaints. In fact, about six months ago, the

situation was so bad, some other people and I had a meeting with him. He promised that he would be more available to us and was, for about a month. Then we got involved in a new proposal, so he made himself scarce again. So nothing's really changed. We're coming up on finalizing the proposal now, and it's important that I see him, ask him questions. The last few drafts I've submitted to him, he's returned, rewritten in his own way, and with no explanation of the changes. Sometimes I think he treats me like somebody who doesn't know anything, as if I had no training whatsoever. I realize his neck is on the line with this project, but sometimes it seems that he uses being busy to avoid talking to me.

Chris Chen, Research ScientistCONSULTANT: What kind of characteristics should a person have if he/she wants to work

as a research scientist at Electro Logic (EL)?CHRIS: Well, certainly technical knowledge is important. When I've interviewed recent

college grads for entry-level positions, I am always concerned with their GPA. I like to see straight-A averages, if possible. But for experienced research scientists, technical knowledge shows up in their publication records, mostly. So I'll read their papers. I also think a research scientist has to be highly self-motivated, not look to others for praise and such. Particularly here. If you want someone to tell you you've done a good job, you'll be waiting a long time. It's not clear to me that research scientists really get the support we need from the rest of the staff here. Work orders are often lost or put off for one reason or another. Senior members seem to get more techs than scientists do, and they certainly get more attention from Steve. The rumor is that these guys also get higher raises than the scientists; allegedly, this is to keep pay at an equitable rateyou know, they're supposedly more valuable to the company. Of course, everybody knows that most of the senior members are Steve's old graduate students, and so he takes care of them really well. One of the things that really galls me is that I need to keep up my publication record to maintain my career options. But publishing is frowned on because it takes time away from your work. I've even been told that my work can't be published because of proprietary rights or that the defense department considers the information classified. However, if somebody important is working with me and needs the publication, then it's full steam ahead.


CONSULTANT: You sound pretty disgruntled with your work.CHRIS: It's not my work so much. I'm really very happy doing this workit's cutting-edge,

after all. The problem is that I'm never quite sure where the work is going. I do my part of a project, and unless I go out of my way to talk to other people, I never find out the final results of the total project. That's just something you learn to live with around herebeing part of a system that's not particularly open.

Meg Conroy, Assistant to the Head of AdministrationCONSULTANT: You've only been here a short time, is that correct?MEG: That's rightjust a little over a year.CONSULTANT: Why did you take the job?MEG: Well, I was in my last semester of college and was looking for a job, like most college

seniors. My fiancé at the timenow he's my husbandwas already working for Electro Logic (EL) and found out that there was an opening. So I applied.

CONSULTANT: So you were a business major in school?MEG: Oh, no. I was a history major.CONSULTANT: Do you like your job?MEG: It has a lot to offer. I get paid pretty well for what I'm doing. And I'm learning a lot. I

just wish the company would let me take some classes in administration, like accounting. The auditors ask some pretty tough questions. Steve says we should hire that expertise, but I'd still be responsible for supervising the people.

CONSULTANT: Is there any particular aspect about your job that you really find satisfying?MEG: Well, let me think. I guess I like the fact that I get to do a lot of different tasks so that

things don't get so boring. I would hate to have to do the same thing, day in and day out. A lot of times, I go to the library to do research on different things, and that's nice because it gets me out of the office.

CONSULTANT: What don't you like about your job?MEG: Well, I often get the feeling that administration isn't taken seriously. You know, the

engineers could get along without us quite nicely, or so they seem to think. The whole structure of the department shows that we're the catch-all department: If you don't fit anywhere else, they put you in here. Perhaps some of that is because our department is primarily womenin fact, I've been told that 95 percent of all the female employees are in administration. Sometimes it's hard to work with the engineers because they treat you like you don't know anything, and they always want things to be done their way. Clearly, the engineers get the money and consideration and yet, well, we do contribute quite a lot to the whole team, as Steve would say. But words of praise just aren't as impressive as actions. Sure, we get our birthday parties, but that still seems to be a little patronizing. We rarely get to see what's going on in the research area. I've asked a number of engineers specific questions, and they just kind of look at me with a blank stare and give me some really simplified answer. It seems to me if you want to build a family, like the president says, you can't treat administration like a bad relation.


P. J. Ginelli, TechnicianCONSULTANT: I gather you've just been through your semiannual performance appraisal.

How did it go?P. J.: Like I expected. No surprises.CONSULTANT: Do you find these appraisals useful?P. J.: Sure. I get to find out what he thinks of my work.CONSULTANT: Is that all?P. J.: Well, I suppose it's a nice opportunity to understand what my supervisor wants.

Sometimes he's not so clear during the rest of the year. I suppose he's been given specific goals from higher-ups before he talks with me, so he's clear and then I'm clear.

CONSULTANT: Do you like what you're doing?P. J.: Oh yeah. The best part is that I'm not at the main building and so I don't have to put up

with the "important" people, you know? I've heard from other techs that those guys can be a real paintrying to be nice and all, but really just being a bother. I mean, how can you get your stuff done when the president's looking over your shoulder all the time? On the other hand, if the president knows your name, I suppose that's a good thing when it comes to raises and promotions. But my boss sticks up for his techs; we get a fair deal from him.

CONSULTANT: Do you think you'll be able to get ahead at Electro Logic (EL)?P. J.: Get ahead? You mean become an engineer or something? No, and I really don't want to

do that. Everyone around here keeps pushing me to move up. I'm afraid to tell people how I really feel for fear they'll decide I don't fit into this high-tech environment. I don't want to be the "black sheep of the family." I like where I am, and if the raises keep coming, I'll keep liking it. One of my kids is starting college next year, and I need the money to help her out. I get a lot of overtime, particularly when contract deadlines are near. I suppose the rush toward the end of contracts gives some people big headaches, but for me, I don't mind. The work is pretty slow otherwise, and so at least I'm working all the time and then some. But my family wishes my schedule was more predictable.

CONSULTANT: Do you think you'll continue working for EL?P. J.: I'm not sure I want to answer that. Let's just say that my ratings on the performance

appraisal were good, and I expect to see an improvement in my pay. I'll stay for that.


Chalida Montgomery, TechnicianCONSULTANT: In general, what are your feelings about the work you do for Electro Logic

(EL)?CHALIDA: Well, I feel my work is quite good, but I also feel that I perform rather boring,

tedious tasks. From what my supervisor says, the kinds of things I do are what electrical engineering students do in their last year of classes. I gather their final project is to make a circuit board, and that's what I do, day in and day out.

CONSULTANT: What is it that you would like to do?CHALIDA: Well, it would be nice to be able to offer some input into some of the designs of

these boards. I know I don't have a Ph.D. or anything, but I do have lots of experience. But because I'm a tech, the engineers don't really feel I've got much to offereven though I build the boards and can tell from the design which one will do what the designer wants it to do. I also would like to maybe supervise other technicians in my department. You know, some kind of advancement would be nice. As it is, lots of techs ask me how to do things, and of course I help, but then they get the credit. Around here, you have to have a piece of paper that says you're educated before they let you officially help other people.

96) Using the behavioral guidelines and Figure 5 as diagnostic aids, what are the strengths and weaknesses of Electro Logic (EL) from a motivational perspective?Answer: This case gives students experience using the chapter's diagnostic models to identify motivation and performance problems. The following performance problems, supporting evidence, and recommended actions are an important part of answering the questions.

Performance Problems1. Inadequate resources2. Expectations not understood3. Rewards not linked to performance4. Tasks have low identity and feedback5. Performance not linked to salient rewards6. Inequity7. Lack of training8. Possible placement mismatch

Supporting Evidence (numbers correspond with preceding)1. Pat: Staff being shifted to other projects2. Bob: Boss too busy to discuss goals/priorities3. Chris: Senior members get preference for staff, salary.4. Chris: Do not understand contribution. Do not receive feedback.5. Meg: Administrative staff do not receive respect.

Chris: Lack of recognition and appreciationP.J.: Feeling pressure to advance"Engineers with most responsibility and authority tend to leave."

6. Chalida: Doing work of engineers, receiving pay of tech7. Meg: Needs administrative education8. Meg: History major—assistant head of administration


Recommended Actions (numbers correspond with preceding)1. More frequent planning/coordination meetings. Possibly more staff–possibly hire part-

time students from local university during peak periods.2. More frequent staff meetings. Upper management review first level managers’ unit plans

and expectations.3. Set up a formal salary and benefits program.4. Redesign some jobs by combining tasks, building relationships with client groups.5. Steve model behavior by spending more time in the administration unit.6. Adjust unrealistic expectations. Provide opportunities for continuing education.7. Follow the retrain, refit, reassign approach.8. Same as #7.

Diff: 4 Page Ref: entire chapterTopic: Elements of an Effective Motivation ProgramSkill: Understanding/Application

97) What are the high-priority action items you would include in a consulting report to Steve Morgan, president of EL? Focus on specific actions that he could initiate that would better use the abilities of the staff and foster a more motivating work environment.Answer: This case gives students experience using the chapter's diagnostic models to identify motivation and performance problems. The following performance problems, supporting evidence, and recommended actions are an important part of answering the questions.









Diff: 3 Page Ref: entire chapterTopic: Shaping Behaviors, Motivating Others, Effective RewardsSkill: Understanding/Application


98) Would you say that Electro Logic's main problems stem from lack of ability or lack of motivation? Why?Answer: This case gives students experience using the chapter's diagnostic models to identify motivation and performance problems. The following performance problems, supporting evidence, and recommended actions are an important part of answering the questions.








Diff: 3 Page Ref: 327Topic: Diagnosing Work Performance ProblemsSkill: Understanding


99) Is anyone in particular exhibiting low ability? Who? What evidence do you have to support your conclusion?Answer: This case gives students experience using the chapter's diagnostic models to identify motivation and performance problems. The following performance problems, supporting evidence, and recommended actions are an important part of answering the questions.








Diff: 2 Page Ref: 327-328Topic: Diagnosing Work Performance ProblemsSkill: Understanding/Application


100) Is anyone in particular exhibiting low motivation? Who? What evidence do you have to support your conclusion?Answer: This case gives students experience using the chapter's diagnostic models to identify motivation and performance problems. The following performance problems, supporting evidence, and recommended actions are an important part of answering the questions.








Diff: 2 Page Ref: 327-328Topic: Diagnosing Work Performance ProblemsSkill: Understanding/Application


101) Is anyone in particular showing signs of ability deterioration? Who? What evidence do you have to support your conclusion?Answer: This case gives students experience using the chapter's diagnostic models to identify motivation and performance problems. The following performance problems, supporting evidence, and recommended actions are an important part of answering the questions.








Diff: 2 Page Ref: 328Topic: Diagnosing Work Performance ProblemsSkill: Understanding/Application


102) How are satisfaction and performance interacting at Electro Logic?Answer: This case gives students experience using the chapter's diagnostic models to identify motivation and performance problems. The following performance problems, supporting evidence, and recommended actions are an important part of answering the questions.








Diff: 3 Page Ref: 330Topic: Elements of an Effective Motivation ProgramSkill: Understanding/Application


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Developing Management Skills, 8e (Whetten/Cameron) · Web viewFirst, a reward is only a reward if it fills an unmet need of the employee. Second, a lack of equity will harm employee