Embed Size (px)
DESCRIPTION
Bishop Kenny NJROTC NS1 Motivation
Citation preview
1
UNIT 2 CHAPTER 3
Motivation
1
2
To be an effective
leader, you need a
basic understanding
of human behavior.
The Hierarchy of
Human Needs
3
Why do people do the
things they do?
What motivates
people to act or to do
anything?
A simple answer is
people trying to
satisfy their needs.
4
What's In It For Me?
If you can answer that question for
them, you have an important key to
influencing and leading others.4
5
Basic Needs
Food
SafetyWater5
6
More-complex needs, such as a need
for respect and acceptance, are
sometimes much more difficult to
satisfy.
7
First, they all deal with both the inside and the
outside of a person.
Second, they all describe a series of steps, or
levels, of human motivation.
Two things all theories of
human behaviors have in
common.
Why do people behave the way they do?
8
The inner force that drives people
to act
Motivation
9
These two factors can drive you to:
• Work hard
• Study for tests
• Organize special events
• Try out for sports.
At this point in your
life:
• Good grades
• Fun with friends
10
A. desire
B. compulsion
C. wish-fulfillment
D. motivation
The inner force that drives people to
action is _______.
11
A. desire
B. compulsion
C. wish-fulfillment
D. motivation
The inner force that drives people to
action is _______.
12
True or False: To explain human
behavior, it is necessary to examine
both the inside and the outside of
human beings.
13
True
True or False: To explain human
behavior, it is necessary to examine
both the inside and the outside of
human beings.
14
Developed a
―hierarchy of human
needs‖ to describe
people’s motivation.
His hierarchy of
human needs in
order of priority:
14
Abraham Maslow
15
A ranking or series of steps that
follows a specific order; for
example, largest to smallest, oldest
to newest, most important to least
important
Hierarchy
16Priority Of Human Needs
Physiological
Safety
Love/Belonging
Esteem
Self-Actualization
16
17
Maslow believed that people must satisfy their
needs at each level before moving on to the
next.
Physical – food, water, shelter
Safety and Security – personal and community security
Belonging – family, community, group
Esteem - friendship and love
Self-Actualization – attainment of potential
17
18
A. Benjamin Bloom
B. Carl Jung
C. Abraham Maslow
D. Jean Piaget
What psychologist described five
different levels of human needs?
19
A. Benjamin Bloom
B. Carl Jung
C. Abraham Maslow
D. Jean Piaget
What psychologist described five
different levels of human needs?
20Priority Of Human Needs
Survival needs are the most basic of human
needs. They include those things which
sustain life, such as food, water, sleep, air,
and relief from pain.
20
21
When these needs
are met, a person
will then turn to
security needs.
21
22Priority Of Human Needs
22
23Priority Of Human Needs
These needs include protection from threats,
violence, disease, or poverty.
23
24Priority Of Human Needs
24
25Priority Of Human Needs
These needs include being liked and accepted
by your family, your friends, and the members
of your community. People need to feel a part
of some group or organization.
25
26Priority Of Human Needs
26
27
These needs are related to a person’s desire to
feel important. There are two types of esteem
needs:
• Self-esteem, the feeling that you are important
• The feeling that other people think you are
important27
28Priority Of Human Needs
28
29Priority Of Human Needs
Self-actualization is the need to feel that you
have reached your full potential in life. This
need is not very often satisfied because most
people spend most of their time trying to
satisfy lower-level needs.
29
30
The process of becoming what you
are capable of becoming
Self-Actualization
31
Still, as difficult as
self-actualization was
to achieve, he still
thought the drive to
achieve one’s
potential was inherent
in every human being.
Abraham Maslow
32
People who are
starving don’t
really care about
the opinion of
others since they
are the ones who
need food.
As a person meets the needs at each level,
he or she becomes more flexible and has
more options.
33
A. belonging
B. safety and security
C. physical
D. esteem
In Maslow’s hierarchy of human
needs, faith, community, and group
acceptance are classified as _______
needs.
34
A. belonging
B. safety and security
C. physical
D. esteem
In Maslow’s hierarchy of human
needs, faith, community, and group
acceptance are classified as _______
needs.
35
A. physical
B. esteem
C. safety and security
D. belonging
In Maslow’s hierarchy of human
needs, friendship and love are
classified as _______ needs.
36
A. physical
B. esteem
C. safety and security
D. belonging
In Maslow’s hierarchy of human
needs, friendship and love are
classified as _______ needs.
37
A. safety and security
B. esteem
C. self-actualization
D. belonging
In Maslow’s hierarchy of human
needs, attainment of personal
fulfillment is classified as _______
needs.
38
A. safety and security
B. esteem
C. self-actualization
D. belonging
In Maslow’s hierarchy of human
needs, attainment of personal
fulfillment is classified as _______
needs.
39
Goals and Motivation
The things that drive people are their
purposes―or goals.
39
40
An external aim, or end, to which
one directs one’s effort
Goal
41
The Cycle of
Goal-directed
Activity
How do your goals
relate to your
motivation and
behavior?
Your motive helps
you form a goal.
42
You then choose a
behavior that is
directed toward that
goal, and if everything
works out, you meet
your goal.
43
This process works
for both tangible and
intangible goals,
helping you fulfill
every goal you set.
44
Real or actual, rather than
imaginary or visionary
Tangible
Intangible
Not definite or clear to the mind
45
Suppose you’re
hungry – that’s your
motive.
Your goal is to eat.
You adjust your behavior to accomplish the
goal by going to the kitchen and making toast.
You satisfy your need and accomplish the goal
by eating the toast.
46
Goal-directed activities
and goals form a
cycle, the experience
of the first cycle
feeding into and
contributing to the
second.
Your experience with the toaster taught you
about the toasting process and helped you
learn to satisfy your hunger.
47
Now, there are some
things that may affect
the progression of this
cycle, one issue being
competence.
For example:
If you never burn the toast, other family
members may start asking you to make toast
for them.
48
On the other hand, if
you start getting
sloppy—leaving
butter all over the
counter—your family
members might ask
you to stop.
49
A. need
B. motive
C. goal
D. desire
The purpose or aim to which a person
directs his/her effort is a _______.
50
A. need
B. motive
C. goal
D. desire
The purpose or aim to which a person
directs his/her effort is a _______.
51
A. motives, behaviors
B. intentions, motives
C. needs, motives
D. behaviors, needs
People’s _______ help form their
goals, and then they select _______
directed toward those goals.
52
A. motives, behaviors
B. intentions, motives
C. needs, motives
D. behaviors, needs
People’s _______ help form their
goals, and then they select _______
directed toward that goal.
53
Motivation is divided into two main types:
Two Types of Motivation
54
Common intrinsic motivations include:
• Affiliation – wanting to belong to a group
or to have friends
• Achievement – wanting to succeed, good
grades for example
• Power – desiring to have control of your
time, other people, situations, or things
• Wisdom – desiring to understand
• Security – wanting to be safe.
Intrinsic Motivation
55
Common extrinsic motivations include:
• Money
• Food
• Threats or fears
• Status or promotion
• Awards and recognition.
Extrinsic Motivation
56
Intrinsic motivation is a drive people feel
that is based on internal factors such as the
need for friendship, affiliation, achievement,
power, wisdom, and security.
The desire to get
good grades is an
example of intrinsic
motivation.
57
Extrinsic motivations are beyond your
control, but they still have an influence on
you. It’s the teacher’s choice to suggest an
extra credit project, but you still get to
decide whether or not you want to do it.
Extrinsic motivation
is a force that drives
people to act based
on factors outside
the individual.
Extra-credit for
anyone doing
a report on the
two types of
motivation:
58
A. Essential
B. Nonessential
C. Intrinsic
D. Extrinsic
What other term is used to refer to
internal motivation?
59
A. Essential
B. Nonessential
C. Intrinsic
D. Extrinsic
What other term is used to refer to
internal motivation?
60
A. Intrinsic
B. Extrinsic
C. Nonessential
D. Essential
What other term is used to refer to
external motivation?
61
A. Intrinsic
B. Extrinsic
C. Nonessential
D. Essential
What other term is used to refer to
external motivation?
62
One theory proposes that all motivation is
intrinsic. Other theories hold that you can
use external factors, or incentives, to
motivate by linking them to people’s
intrinsic motivations.
The difference
between these types
of motivation can get
fuzzy.
63
Something that incites or has a
tendency to incite to determination
or action
Incentives
64
Your intrinsic motivation to get a job is a
desire for the independence and mobility
that a new bike will provide.
Let’s say
you really
want a
10-speed
bike but
have no
money.
You get a job to earn the money to buy one.
65
Together, the two motivating factors shape
your perspective—or work ethic: ―Working
is good because it will help me earn the
money I need to buy a bike, which will help
me get around faster.‖
Your boss offers you
an extrinsic
motivation—pay—to
keep you showing up
for work.
66
A. One theory about motivation is that all
motivation is intrinsic.
B. One theory about motivation is that
external factors can be used to motivate
people by linking them to their intrinsic
motivations.
C. The differences between internal and
external motivations are very clear cut.
D. Another way of thinking about external
motivations is as incentives.
Which of the following statements about
motivations is NOT true?
67
A. One theory about motivation is that all
motivation is intrinsic.
B. One theory about motivation is that
external factors can be used to motivate
people by linking them to their intrinsic
motivations.
C. The differences between internal and
external motivations are very clear cut.
D. Another way of thinking about external
motivations is as incentives.
Which of the following statements about
motivations is NOT true?
68
Positive and Negative Approaches
An effective leader will find out what action
can be taken to motivate a person to do a
better job.
69
The job of every
leader is to
motivate people to
accomplish their
• tasks—jobs
• details
• projects
• missions.
70
Motivation Factors:
• Good pay is important to some people
71
• Feeling that one’s
work is important71
72
• Feeling the work
is interesting72
73
• Opportunity for
self-development
and improvement73
74
Remember, not everyone is motivated
by:
• Good pay
• Important work
• Interesting work
• Self-improvement.74
75
Most people are motivated
individually rather than as a group.75
76
When someone is not performing well, the
effective leader will try to determine which
need is not satisfied and then determine what
will motivate that person to do a better job.
77
True or False: A leader must realize
that people are motivated more as a
group than individually.
78
False
True or False: A leader must realize
that people are motivated more as a
group than individually.
79
This is the positive approach to good
leadership.
This is the positive approach to good
leadership.
80
A negative approach to motivation is
punishment or disciplinary action.
81
Military punishment for misconduct
is not:
• Personal
• Vindictive
• Revengeful.81
82
Value of Punishment
The lesson it teaches to wrongdoers and
others is that offense must not be repeated.
This is often called the deterrent theory of
discipline.
83
Punishment must
be:
• Consistent
• Just
• Recognized by
all as just.
83
84
Most importantly! Disciplinary action is
the result of the offender’s behavior and
is the responsibility of the offender—not
the leader who must take the
appropriate action.
84
85
A. intrinsic
B. optimistic
C. positive
D. assessment
When using the _______ approach to
motivate a poorly performing follower,
a leader will try to figure out which of
the person’s needs are not being
satisfied, then what will motivate the
person to do a better job.
86
A. intrinsic
B. optimistic
C. positive
D. assessment
When using the _______ approach to
motivate a poorly performing follower,
a leader will try to figure out which of
the person’s needs are not being
satisfied, then what will motivate the
person to do a better job.
87
A. negative
B. extrinsic
C. incentive
D. sanctions
If a leader takes the _______ approach
to motivating a person to improve
poor performance, he/she uses
disciplinary action or punishment.
88
A. negative
B. extrinsic
C. incentive
D. sanctions
If a leader takes the _______ approach
to motivating a person to improve
poor performance, he/she uses
disciplinary action or punishment.
89
The NJROTC Rewards System
A positive approach to motivation is a well
thought out system of rewards for actions
or behaviors that are desirable.
89
90
NJROTC has a well-designed system of
rewards, such as ribbons and medals for
individual or group achievement. Criteria
for these rewards are prescribed by each
unit and the NJROTC field manual.
91
NJROTC system of rewards include:
• Promotions
• Cadet of the month
• Special privileges for service
to the unit
• Attendance awards
• Academic achievement.
All of these are designed to motivate
you and your NJROTC peers to achieve.
91
92
A. rewards for desirable behaviors
B. individual improvement contracts
for poor behaviors
C. automatic gradual improvements
incentives
D. social deprivations for
unacceptable behavior
Another approach to motivation, such
as NJROTC programs use, is based
on a system of _______.
93
A. rewards for desirable behaviors
B. individual improvement contracts
for poor behaviors
C. automatic gradual improvements
incentives
D. social deprivations for
unacceptable behavior
Another approach to motivation, such
as NJROTC programs use, is based
on a system of _______.
94
At some point in NJROTC or later in life,
you may find yourself serving as a coach
or mentor—helping others develop their
individual talents and skills.94
Key Elements of Coaching and Mentoring
95
An individual with advanced
experience and knowledge who
is committed to giving support
and career advice to a less
experienced person
Mentor
96
A coach helps people grow and improve
their competence by providing suggestions
and encouragement.
97
A mentor focuses on external and internal
factors that will help people develop into
healthy, caring, and responsible leaders.
98
Both mentors and coaches often lead
by example. They help build a person’s
self-esteem and self-confidence.
99
A. of greater age
B. of the same rank
C. with advanced experience
D. with counseling training
A mentor is someone _______ who
gives support to another.
100
A. of greater age
B. of the same rank
C. with advanced experience
D. with counseling training
A mentor is someone _______ who
gives support to another.
101
A primary role of a mentor is to be a
listening ear, a trusted confidant, and an
adviser. A person who’s lucky enough to
have a mentor is called a protégé.
102
A less experienced person who
benefits from a mentor’s guidance
and advice
Protégé
103
Mentors realize that it takes time to
build trust with their protégés, so they
take great care in being patient and
developing the relationship.
104
As a mentor, you try to understand the world from your protégé’s perspective. You never impose your values on a protégé, but encourage them to discover their own values and why they believe in them.
Understanding the Mentor’s Role
105
This would help a protégé further his or her
education and career, but the mentor doesn’t
tell him or her which to choose.
A mentor might
give general
information about:
• Grants
• Scholarships
• Contests
• Competitions
• Special programs.
106
• Trusted adviser
• Clearinghouse for questions, problems,
and leadership-related issues
• Sounding board for decision making and
problem solving
• Leadership role model
• Resource provider
• Patient, caring, listening guide.
The Role of a Mentor
A mentor should act as a:
107
• ―Police‖ the protégé’s day
• Criticize or lecture the protégé
• Make decisions for the protégé
• Try to transform the protégé
• Be judgmental
• Try to ―fix‖ the protégé, the protégé’s
problems, or the protégé’s environment.
A mentor should not:
The Role of a Mentor
108
A. Peer
B. Apprentice
C. Trainee
D. Protégé
What term is used to refer to a person
who has a mentor?
109
A. Peer
B. Apprentice
C. Trainee
D. Protégé
What term is used to refer to a person
who has a mentor?
110
Mentors must be objective.
They do not recommend a specific course of
action, but encourage protégés to explore
options for themselves.
111
Mentors advise their protégés on conflict
resolution but don’t try to replace a school
counselor, spiritual leader, social worker,
or team leader.
112
If a protégé is having a family conflict, the
mentor will not advise him or her directly.
Instead, the mentor will suggest that the
protégé consult a guidance counselor, leader,
or another trustworthy and experienced adult.
113
A mentor will always keep the protégé
relationship in the strictest confidence, not
sharing information like:
• address
• phone number
• e-mail address
• photos
• files
unless the safety and well-being of either the
protégé or others is at risk.
114
Mentors and coaches donate their time
and energy, typically without the need
for money or gifts.
Their protégés’ heartfelt thanks—and
successful careers as students and
leaders—are their reward.
115
A. Providing information on scholarships and
competitions then helping the protégé
choose one to apply for or enter
B. Taking sides with the protégé when he/she
has a problem with family or co-workers
C. Encouraging the protégé to explore options
for himself/herself
D. Advising the protégé on conflict resolution
in place of a counselor, spiritual leader, or
team leader
Which of the following is acceptable behavior
on the part of the mentor?
116
A. Providing information on scholarships and
competitions then helping the protégé
choose one to apply for or enter
B. Taking sides with the protégé when he/she
has a problem with family or co-workers
C. Encouraging the protégé to explore options
for himself/herself
D. Advising the protégé on conflict resolution
in place of a counselor, spiritual leader, or
team leader
Which of the following is acceptable behavior
on the part of the mentor?
117
Good mentors know that their role is to
advise, rather than to change or reform; they
must keep in mind both the potential and
limitations of their role.
Barriers to Mentor-Protégé Relationships
118
A well-meaning mentor
may push too hard and
too quickly on a
protégé’s problems and
issues. That makes the
protégé feel ill at ease.
A good mentor will not
press the protégé to
talk about issues before
he or she is ready.
119
As a good mentor, you set the agenda for the
relationship with the protégé, not for the
protégé. This will keep you from failing.
120
The key to an effective mentor-protégé
relationship is trust. Building trust requires
time and is not always easy since ongoing
and open communication is a must.
What Makes a Mentor-Protégé Relationship
Successful?
121
An important way to build trust is through
active listening. You pay full attention and think
about what people say, asking questions if you
don’t understand.
122
Active listening actually requires active
seeing too. You must be patient and ―read‖
people—their motions, their faces, their eyes,
and their body language.
123
Active listening skills include:
• Avoiding distraction
• Making good eye contact
• Letting the other person speak.
124
They interpret body
language effectively
and acknowledge
what’s said.
They ask good
questions and smile
appropriately.
Active listeners listen for both fact and
feelings.
125
A. Refraining from questions
B. Observing body language
C. Making eye contact
D. Banning distractions
Active listening skills include all of the
following except which one?
126
A. Refraining from questions
B. Observing body language
C. Making eye contact
D. Banning distractions
Active listening skills include all of the
following except which one?
127
You can volunteer to serve on a committee
at school, in your place of worship, or in a
civic organization.
How to Practice Leadership
You can practice
leadership every
day and in many
situations.
128
Besides those found in NJROTC, leadership
opportunities abound in school clubs, Boy
Scout and Girl Scout troops, Boys and Girls
Clubs—and even at home, where you can take
the lead in helping with household chores and
responsibilities.
129
The following are some ways you can lead in
any circumstance:
130
• Being a good follower and supporting the
people who are leading you
• Being faithful to your religious values or
philosophy of life.
Lead by Example
The best way to lead is to
set a good example for
others. Live the Navy core
values. Always do what is
right.
Practice the leadership traits and
characteristics you have learned by:
131
The more you lead, the better leader you will
become, and your abilities will grow.
Moreover, other people—teachers,
supervisors, and other adults, as well as
your followers—will gain confidence in you.
132
This effect will
snowball. People will
regard you as a leader
and will seek your
advice.
133
A. volunteer
B. help others
C. set a good example
D. serve in a high-ranking position
The best way to lead is to _______.
134
A. volunteer
B. help others
C. set a good example
D. serve in a high-ranking position
The best way to lead is to _______.
135
Admiral
Michael G. Mullen
Chairman JCS
Admiral
Gary Roughead
CNO
Lead by Imitation
Joe R. Campa
MCPON
As an NJROTC leader in training, you wear two
hats. You serve as an example for others while
you imitate leadership behaviors you admire in
others. Watch and study other leaders then put
into practice what you learn.
136
Try to be like successful leaders and to lead as
they do, but don’t forget your own leadership
style. Although all successful leaders share
certain traits, each leader expresses them in a
unique way.
Admiral
Michael G. Mullen
Chairman JCS
Admiral
Gary Roughead
CNO
Joe R. Campa
MCPON
137
As you gain experience in leadership, you’ll become more comfortable in leading by consensus. You’ll let your followers help you lead. When you ask them for their input , they will be flattered, and their productivity and interest will increase.
Lead by
Consensus
138
• Establish their
authority
• Define the
mission
• Allow followers
to do their
assigned jobs.
They intervene only when asked or when
the project or mission goes off course.
The best leaders:
139
Leading by consensus means sharing the
leadership load. It gets team members to
cooperate and pull their weight. The entire
team benefits—including the leader.
140
A. imitation
B. example
C. incentive
D. consensus
Leading by _______ means sharing
the leadership responsibilities with
your followers.
141
A. imitation
B. example
C. incentive
D. consensus
Leading by _______ means sharing
the leadership responsibilities with
your followers.
142
You need to evaluate your leadership skills.
The following techniques can help evaluate
whether you are leading effectively or not.
Evaluate Your Leadership Behavior
How do you know
if you’re an
effective leader?
143
First, seek input and feedback from everyone
around you. Ask your parents or guardian,
teachers, coaches, boss, counselor, unit
leader, and other adults how you can improve
your approach to leadership.
144
Second, ask your team members for honest and critical information feedback. Use your successes as a basis for refining your leadership techniques. Use your mistakes and failures as a means for addressing larger areas for improvement.
145
Finally, have a conversation with yourself.
What leadership experiences seem to work,
and what experiences don’t?
146
• How far along is the team in achieving its goals?
• What obstacles stand in the way?
• What can you do to help the team overcome these obstacles?
• Is your leadership style one of the obstacles?
Evaluate your
leadership in light
of your team’s
goals:
147
You will not always succeed, but you can
learn to become a better leader by evaluating
your failures as well as your successes.
Always seek
opportunities to
practice
leadership.
Look for opportunities to measure
yourself—against Navy standards, against
other leaders, and against yourself.
148
A. achievements and improvement
B. cooperation and morale
C. goals and obstacles
D. readiness and abilities
In evaluating their own leadership
effectiveness, cadets should focus on
questions about their teams’ _______.
149
A. achievements and improvement
B. cooperation and morale
C. goals and obstacles
D. readiness and abilities
In evaluating their own leadership
effectiveness, cadets should focus on
questions about their teams’ _______.
150
You can motivate individuals to act according
to your insights, plans, and objectives if you
are aware of your followers’ needs.
Conclusion
151
Knowledge of motivational techniques is a
key for the successful leader.
152
Good leadership does not rely on a simple
system of rewards and punishment—it takes
into careful account how your team members
are performing, how their needs are being met,
and how you can motivate them to do even
better.
153
A. Goals
B. Desire
C. Values
D. Motivation
What term is used to refer to the
inner force that drives people to
action?
154
A. Goals
B. Desire
C. Values
D. Motivation
What term is used to refer to the
inner force that drives people to
action?
155
A. Grid
B. Matrix
C. Hierarchy
D. Apex
What term is used to refer to an
ordered ranking, such as
Abraham Maslow gave to the
levels of human needs?
156
A. Grid
B. Matrix
C. Hierarchy
D. Apex
What term is used to refer to an
ordered ranking, such as
Abraham Maslow gave to the
levels of human needs?
157
A. goal
B. need
C. motive
D. desire
The purpose or aim to which a
person directs his/her effort is a
_______.
158
A. goal
B. need
C. motive
D. desire
The purpose or aim to which a
person directs his/her effort is a
_______.
159
A. esteem
B. self-actualization
C. security
D. belonging
According to Abraham Maslow,
the highest human need is for
_______, i.e., to feel that you
have reached your full potential.
160
A. esteem
B. self-actualization
C. security
D. belonging
According to Abraham Maslow,
the highest human need is for
_______, i.e., to feel that you
have reached your full potential.
161
A. Something that makes a
person feel good inside
B. Something that drives a
person to avoid some action
C. Something that stimulates a
person to an action or a
determination
D. Something that causes a
person to help others
What is an incentive?
162
A. Something that makes a
person feel good inside
B. Something that drives a
person to avoid some action
C. Something that stimulates a
person to an action or a
determination
D. Something that causes a
person to help others
What is an incentive?
163
A. Manager
B. Protégé
C. Peer
D. Mentor
What term is used to refer to a
person who gives support and
advice to a person of less
experience and knowledge?
164
A. Manager
B. Protégé
C. Peer
D. Mentor
What term is used to refer to a
person who gives support and
advice to a person of less
experience and knowledge?
165
A. Mentor
B. Protégé
C. Peer
D. Apprentice
What term is used to refer to
someone who is being supported
and advised by a more
experienced and knowledgeable
person?
166
A. Mentor
B. Protégé
C. Peer
D. Apprentice
What term is used to refer to
someone who is being supported
and advised by a more
experienced and knowledgeable
person?
167
A. engaged in active listening
B. being a mentor
C. leading by consensus
D. imitating good leadership
Observing body language,
making eye contact, and banning
distractions are evidence that
someone is _______.
168
A. engaged in active listening
B. being a mentor
C. leading by consensus
D. imitating good leadership
Observing body language,
making eye contact, and banning
distractions are evidence that
someone is _______.
169
A. consensus
B. imitation
C. example
D. experience
The best way to lead is by
_______.
170
A. consensus
B. imitation
C. example
D. experience
The best way to lead is by
_______.
171
A. Example
B. Imitation
C. Mentor
D. Consensus
Which leadership method
involves sharing the
responsibility with team
members, eliciting their
cooperation, and letting them
do their jobs?
172
A. Example
B. Imitation
C. Mentor
D. Consensus
Which leadership method
involves sharing the
responsibility with team
members, eliciting their
cooperation, and letting them
do their jobs?
173
A. Belonging
B. Esteem
C. Safety
D. Physical
In Maslow’s hierarchy of human
needs, what level includes the
desire for friendship and love?
174
A. Belonging
B. Esteem
C. Safety
D. Physical
In Maslow’s hierarchy of human
needs, what level includes the
desire for friendship and love?
175
A. Acceptance by family,
friends, and groups
B. Friendship and love
C. Food, water, shelter
D. Safety from poverty,
violence, and disease
What are the most basic needs,
according to Abraham Maslow’s
hierarchy of human needs?
176
A. Acceptance by family,
friends, and groups
B. Friendship and love
C. Food, water, shelter
D. Safety from poverty,
violence, and disease
What are the most basic needs,
according to Abraham Maslow’s
hierarchy of human needs?
177
A. Society operates at a natural balance
when a small percentage of people are
functioning at such a high level.
B. They spend most of their time attempting
to satisfy their lower level needs.
C. Achieving self-actualization is not
achievable for all except a small
percentage of intelligent, talented people.
D. They are satisfied with meeting the lower
level needs.
According to Abraham Maslow, why do most
people fail to reach the point where the need
for self-actualization is their main
motivation?
178
A. Society operates at a natural balance
when a small percentage of people are
functioning at such a high level.
B. They spend most of their time attempting
to satisfy their lower level needs.
C. Achieving self-actualization is not
achievable for all except a small
percentage of intelligent, talented people.
D. They are satisfied with meeting the lower
level needs.
According to Abraham Maslow, why do most
people fail to reach the point where the need
for self-actualization is their main
motivation?
179
A. Esteem
B. Self-actualization
C. Belonging
D. Security
What term is used to refer to a
person’s feeling that he/she is
important and valuable?
180
A. Esteem
B. Self-actualization
C. Belonging
D. Security
What term is used to refer to a
person’s feeling that he/she is
important and valuable?
181
A. positive
B. negative
C. extrinsic
D. intrinsic
Money, food, fear, and awards
are common _______
motivations.
182
A. positive
B. negative
C. extrinsic
D. intrinsic
Money, food, fear, and awards
are common _______
motivations.
183
A. Desiring success
B. Receiving an award
C. Wanting power
D. Needing safety
Which of the following is NOT
an intrinsic motivation?
184
A. Desiring success
B. Receiving an award
C. Wanting power
D. Needing safety
Which of the following is NOT
an intrinsic motivation?
185
A. intrinsically, extrinsically
B. extrinsically, intrinsically
C. as a group, individually
D. individually, as a group
Leaders must remember that
people are usually motivated
_______ rather than _______.
186
A. intrinsically, extrinsically
B. extrinsically, intrinsically
C. as a group, individually
D. individually, as a group
Leaders must remember that
people are usually motivated
_______ rather than _______.
187
A. deprivation
B. obstacle
C. deterrent
D. management
The theory that disciplinary
action teaches the offender that
his/her action is unacceptable is
called the _______ theory.
188
A. deprivation
B. obstacle
C. deterrent
D. management
The theory that disciplinary
action teaches the offender that
his/her action is unacceptable is
called the _______ theory.
189
A. recognized as just
B. developed
C. agreed upon
D. held in confidence
A leader’s disciplinary response
to an offender’s unacceptable
behavior must be consistent,
fair, and _______ by all parties.
190
A. recognized as just
B. developed
C. agreed upon
D. held in confidence
A leader’s disciplinary response
to an offender’s unacceptable
behavior must be consistent,
fair, and _______ by all parties.
191
A. motivates
B. mentors
C. provides deterrents for
D. supplies security needs for
Promotions, increased
responsibilities, and
achievement awards are
examples of how NJROTC
_______ cadets.
192
A. motivates
B. mentors
C. provides deterrents for
D. supplies security needs for
Promotions, increased
responsibilities, and
achievement awards are
examples of how NJROTC
_______ cadets.
193
A. Serving as a sounding board
for problem solving
B. Providing resources
C. Criticizing or lecturing
D. Being a leadership role
model
Which of these actions should
NOT be undertaken by a
mentor?
194
A. Serving as a sounding board
for problem solving
B. Providing resources
C. Criticizing or lecturing
D. Being a leadership role
model
Which of these actions should
NOT be undertaken by a
mentor?
195
A. Reform
B. Relaxation
C. Good advice
D. Trust
What is the key factor in an
effective mentor-protégé
relationship?
196
A. Reform
B. Relaxation
C. Good advice
D. Trust
What is the key factor in an
effective mentor-protégé
relationship?
197
A. failures, successes
B. successes, failures
C. themselves, team members
D. team members, themselves
Cadet leaders can use _______
for perfecting their leadership
techniques, and _______ for
making larger improvements.
198
A. failures, successes
B. successes, failures
C. themselves, team members
D. team members, themselves
Cadet leaders can use _______
for perfecting their leadership
techniques, and _______ for
making larger improvements.
199
A. Trying to understand the
protégé’s world
B. Pushing the protégé to talk
about issues
C. Keeping the focus on their
own agenda for the protégé
D. Taking sides with the protégé
against family or friends
Which of these actions befits
the role of a mentor?
200
A. Trying to understand the
protégé’s world
B. Pushing the protégé to talk
about issues
C. Keeping the focus on their
own agenda for the protégé
D. Taking sides with the protégé
against family or friends
Which of these actions befits
the role of a mentor?
201
A. Letting your followers help you
lead
B. Trying to be change your style to
imitate other successful leaders
C. Living in accordance with Navy
Core Values
D. Working hard to maintain control
over your followers
Which of these behaviors forms the
basis of practicing leadership by
example?
202
A. Letting your followers help you
lead
B. Trying to be change your style to
imitate other successful leaders
C. Living in accordance with Navy
Core Values
D. Working hard to maintain control
over your followers
Which of these behaviors forms the
basis of practicing leadership by
example?
203
A. cooperation and morale
B. achievements and
improvement
C. readiness and abilities
D. goals and obstacles
In evaluating their own
leadership effectiveness, cadets
should focus on questions
about their teams’ _______.
204
A. cooperation and morale
B. achievements and
improvement
C. readiness and abilities
D. goals and obstacles
In evaluating their own
leadership effectiveness, cadets
should focus on questions
about their teams’ _______.
205
A. values
B. needs
C. desires
D. priorities
Human behaviors are the result
of people’s attempts to satisfy
their _______.
206
A. values
B. needs
C. desires
D. priorities
Human behaviors are the result
of people’s attempts to satisfy
their _______.
207
A. Safety, belonging, physical, esteem,
self-actualization
B. Physical, belonging, safety, self-
actualization, esteem
C. Safety, physical, self-actualization,
esteem, belonging
D. Physical, safety, belonging, esteem,
self-actualization
Which of these lists accurately reflects
the order of Abraham Maslow’s
hierarchy of human needs, beginning
with the lowest level?
208
A. Safety, belonging, physical, esteem,
self-actualization
B. Physical, belonging, safety, self-
actualization, esteem
C. Safety, physical, self-actualization,
esteem, belonging
D. Physical, safety, belonging, esteem,
self-actualization
Which of these lists accurately reflects
the order of Abraham Maslow’s
hierarchy of human needs, beginning
with the lowest level?
209
A. They are much more powerful
than intrinsic motivations.
B. They are beyond an individual’s
control.
C. They are based on factors outside
an individual.
D. They have an influence on an
individual, but the individual has
choice over his/her actions.
Which of these statements is NOT
true regarding extrinsic
motivations?
210
A. They are much more powerful
than intrinsic motivations.
B. They are beyond an individual’s
control.
C. They are based on factors outside
an individual.
D. They have an influence on an
individual, but the individual has
choice over his/her actions.
Which of these statements is NOT
true regarding extrinsic
motivations?
211
A. assessment
B. deterrent
C. positive
D. intrinsic
In using the _______ approach
to motivate a poorly performing
follower, a leader will try to
figure out which of the person’s
needs are not being satisfied,
then ways to motivate the
person to do a better job.
212
A. assessment
B. deterrent
C. positive
D. intrinsic
In using the _______ approach
to motivate a poorly performing
follower, a leader will try to
figure out which of the person’s
needs are not being satisfied,
then ways to motivate the
person to do a better job.
