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Chapter 13 - Motivation and Performance
Chapter 13
Motivation and Performance
True / False Questions
1. The concept of motivation is only concerned with the level of persistence of the worker.
True False
2. Persistence refers to how hard an employee works within the orani!ation.
True False
3. "ffort refers to how hard people work.True False
#. Persistence refers to the many possi$le $ehaviors a person could enae in.
True False
%. Many manaers are e&trinsically motivated' they derive a sense of accomplishment and
achievement from helpin the orani!ation achieve its oals.True False
(. )o$s that score hih on the five characteristics of the )o$ Characteristics Model are more
likely to lead to intrinsic motivation than *o$s that are low on these characteristics.
True False
+. ,teve is a $roker at a lare financial company and ets his motivation from the commission
on his sales. ,teve is intrinsically motivated.True False
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Chapter 13 - Motivation and Performance
. n e&trinsically motivated $ehavior/ the source of motivation is in the conse0uences of the
$ehavior/ and not in the $ehavior itself.True False
. rew knew if he didnt follow the company dress code he would $e punished/ so he
reluctantly wore his tie every day. rews motivation is intrinsic.True False
14. People can $e intrinsically motivated/ e&trinsically motivated/ $ut cannot $e $othintrinsically and e&trinsically motivated.
True False
11. 5 person cannot $e $oth prosocial and e&trinsically motivated.True False
12. 5n employees perception a$out the e&tent to which his effort will result in a iven levelof performance is known as e&pectancy.
True False
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Chapter 13 - Motivation and Performance
13. Mem$ers of an orani!ation are motivated to put forth a hih level of effort only if theythink that doin so leads to hih performance.
True False
1#. "mployees are motivated to perform at a hih level only if they think hih performancewill lead to outcomes such as pay/ *o$ security/ interestin *o$ assinments/ $onuses/ or a
feelin of accomplishment.
True False
1%. The term instrumentality refers to how desira$le each of the outcomes availa$le from a
*o$ or orani!ation is to a person.True False
1(. Providin employees with hihly valent outcomes has the potential to reduce turnover.
True False
1+. 5ccordin to Maslows hierarchy of needs theory/ hiher level needs must $e satisfied
$efore lower level needs.
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Chapter 13 - Motivation and Performance
True False
1. 5ccordin to Maslows hierarchy of needs theory/ the hihest level of unmet needs in thehierarchy is the prime motivator of $ehavior.
True False
1. 5ccordin to the "67 theory/ as lower-level needs $ecome satisfied/ a person seeks to
satisfy hiher-level needs.
True False
24. 5ccordin to 8er!$ers motivator-hyiene theory/ satisfyin hyiene needs results in
hih levels of motivation and hih levels of *o$ satisfaction.
True False
21. The need for affiliation is the e&tent to which an individual is concerned a$out havin the
people around him or her et alon with each other.True False
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Chapter 13 - Motivation and Performance
22. "0uity e&ists when a person perceives his or her own outcome-input ratio to $e e0ual to a
referents outcome-input ratio.True False
23. 9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input
ratio is less than that of a referent.True False
2#. 7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$sand orani!ations.
True False
2%. 7oal-settin theory suests that to stimulate hih motivation and performance/ oalsmust $e specific $ut not difficult.
True False
2(. The $asic premise of learnin theories is that manaers can increase employee motivation
and performance $y how they link the outcomes that employees receive to the performance of
desired $ehaviors and the attainment of oals.
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Chapter 13 - Motivation and Performance
True False
2+. :y linkin positive reinforcers to the performance of functional $ehaviors/ manaersmotivate people to perform the desired $ehaviors.
True False
2. ;eative reinforcement is primarily used to present a neative conse0uence for $ehavior
when functional $ehaviors are performed.
True False
2. Punishment involves removin a neative conse0uence when dysfunctional $ehaviors
occur.
True False
34. Manaers who use positive reinforcement can et into trou$le if they are not careful to
identify the riht $ehaviors to reinforce.True False
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Chapter 13 - Motivation and Performance
True False
3(. Profit sharin is a financial instrument that entitles the $earer to $uy shares of anorani!ations stock at a certain price durin a certain period or under certain conditions.
True False
3+. >hen an orani!ation $ases a sales representatives pay on the percentae of sales dollars
enerated $y the rep/ the orani!ation is usin a commission pay proram.
True False
Multiple Choice Questions
3. 8ow hard an employee works on the *o$ is referred to as?5. Persistence
:. "ffort
C. nstrumentality.
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Chapter 13 - Motivation and Performance
#3. ,teve is a $roker at a lare financial company and ets his motivation from the
commission on his sales. ,teve is?5. "&trinsically motivated
:. ;eatively reinforced
C. Positively reinforced. ntrinsically motivated". Prosocially motivated
##. 5 worker in an automo$ile assem$ly line who chooses this type of work $ecause of the*o$ security it entails is said to $e?
5. ntrinsically motivated
:. "&periencin overpayment ine0uityC. "&periencin underpayment ine0uity
. "&trinsically motivated". Positively reinforced
#%. 5ll of the followin are likely e&les of intrinsic motivators "@C"PT?
5. nterestin work
:. 5 feelin of accomplishmentC. Praise
. 5utonomy
". 6esponsi$ility
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Chapter 13 - Motivation and Performance
#(. 5ll of the followin are likely e&les of e&trinsic motivators "@C"PT?5. Praise
:. )o$ security
C. :enefits.
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Chapter 13 - Motivation and Performance
C. prosocial only
. intrinsic/ e&trinsic/ and prosocial". e&trinsic and intrinsic only
#. 9ne of the followin theories specifically postulates that motivation of employees will $e
hih when employees $elieve that a hih level of effort on their part will lead to hihperformance on their part/ $ut only when they $elieve that hih performance leads to their
attainment of outcomes that they desire Be.. hiher pay/ promotion/ etc.. >hich theory does
thisD5. "&pectancy theory
:.
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Chapter 13 - Motivation and Performance
%1. 5ccordin to the e&pectancy theory/ what isEare the ma*or factorBs that determineBs a
persons motivationD5.
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Chapter 13 - Motivation and Performance
". 8yiene
%#. The desira$ility to an employee of each of the outcomes availa$le from the employees *o$or orani!ation is known as?
5. nstrumentality
:. "&pectancyC.
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Chapter 13 - Motivation and Performance
. 5ny two of three factorsGe&pectancy/ instrumentality/ or valence are hih.
". "&pectancy/ instrumentality/ and valance are all hih.
%+. 5ccordin to Maslows hierarchy of needs theory/ individuals have AAAAAA kinds of
needs.
5. seven:. three
C. five
. two". ten
%. >hich of the followin motivators is the most $asic need in Maslows hierarchyD5. ,afety
:. :elonin
C. Physioloical
. "steem". ,elf-actuali!ation
%. 6,T Consultin hosts a hue holiday party for the entire office. >hat need is 6,TConsultin attemptin to satisfyD
5. Physioloical:. ,afety
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Chapter 13 - Motivation and Performance
C. "steem
. :eloninness". ,elf-actuali!ation
(4. 5ccordin to 5lderfers "67 theory/ if an individual $ecomes frustrated at a certain level
of need/ the person will then?5. ,kip a level
:. Continue to pursue the need/ despite frustration
C. Focus more on satisfyin a lower level. Huit tryin to satisfyin any need
". :ecome self-actuali!in
(1. n 8er!$ers motivator-hyiene theory/ needs that are related to the nature of the work
itself and the deree of challene contained in the work are known as?
5. Motivator needs
:. "&pectancy needsC. nstrumentality needs
. 8yiene needs
".
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Chapter 13 - Motivation and Performance
5. nterestin work
:. 6esponsi$ilityC. Pay
. 5 sense of accomplishment
". 5utonomy
(3. n 8er!$ers motivator-hyiene theory/ needs that are related to the physical and
psycholoical conte&t in which the work is performed are known as?
5. Motivator needs:. 8yiene needs
C.
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Chapter 13 - Motivation and Performance
(%. >hich theory helped to focus researchers and manaers attention on the important
distinction $etween intrinsic motivation and e&trinsic motivationD5. Maslows 8ierarchy Theory
:. 5lderfers "67 Theory
C. 8er!$ers Motivator-8yiene Theory. McClellands ;eeds Theory". "0uity Theory
((. The e&tent to which an individual has a stron desire to perform challenin tasks welland to meet personal standards for e&cellence is referred to as?
5. The need for power
:. The need for self-actuali!ationC. The need for achievement
. The need for affiliation". The need for actuali!ation
(+. >hat needBs has Bhave research found to $e assets for first-line and middle manaers to
possessD
5. Power:. 5ffiliation
C. 5chievement
. :oth power and achievement
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Chapter 13 - Motivation and Performance
". Power/ affiliation/ and achievement are all assets
(. >hat needBs has Bhave research found to $e especially important for upper manaers topossessD
5. Power
:. 5ffiliationC. 5chievement
. :oth power and achievement
". Power/ affiliation/ and achievement are all assets
(. 5 hih AAAAAA may not always $e desira$le in manaers and other leaders $ecause it
miht lead them to try too hard to $e liked $y others.5. need for affiliation
:. need for esteem
C. need for power
. need for self-actuali!ation". need for achievement
+4. The theory of motivation that focuses on the peoples perceptions of the fairness of theirwork outcomes relative to their work inputs is known as?
5. "0uity theory:.
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Chapter 13 - Motivation and Performance
C. nstrumentality theory
. The needs hierarchy theory". Motivator-hyiene theory
+1. Iacy/ an employee at ;ationwide Cellular/ perceives that her outcomeEinput ratio is hiher
than that of his coworker )ulia. This is known as?5. 9verpayment ine0uity
:. Jnderpayment ine0uity
C. The valence effect. Positive reinforcement
". "&tinction
+2. >hat e&ists when a persons own outcome-input ratio is perceived to $e less than that of a
referentD
5. The valence effect
:. "&tinctionC. ;eative reinforcement
. Jnderpayment ine0uity
". 9verpayment ine0uity
+3. )ulia perceives that she is workin harder and $ein paid less than a num$er of hercoworkers. )ulia is likely to?
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Chapter 13 - Motivation and Performance
:. "67 theory
C. "0uity theory. 9perant conditionin theory
". Motivator-hyiene theory
++. ,pecific/ difficult oals motivate people to?5. Contri$ute fewer inputs to their *o$s
:. 6educe their outputs
C. Contri$ute more inputs to their *o$s. Contri$ute fewer outputs from their *o$s
". 6educe their effort
+. ,pecific/ difficult oals can detract from performance when?
5. The employee is learnin simple/ easy tasks
:. The employee is learnin comple&/ difficult tasks
C. The employee is performin routine tasks. The employee has $een on the *o$ a sinificant amount of time
". The employee provides his own feed$ack
+. >hich of the followin theories descri$es how employees learn to perform $ehaviors that
lead to desired conse0uences/ and to avoid $ehaviors that lead to undesired conse0uencesD5. ;eeds hierarchy theory
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Chapter 13 - Motivation and Performance
:. "67 theory
C. "0uity theory. 9perant conditionin theory
". Motivator-hyiene theory
4. >hen 5lice makes it to work on time for an entire 0uarter/ her manaer/ an/ takes her offof pro$ation. This is known as?
5. Positive reinforcement
:. "&tinctionC. ;eative reinforcement
. ne0uity
". nstrumentality
1. For most people/ pay is considered to $e?
5. 5 neative reinforcer
:. 5 positive reinforcerC. 5 neative valence
.
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Chapter 13 - Motivation and Performance
:. ,elf-efficacy
C.
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Chapter 13 - Motivation and Performance
dysfunctional $ehaviors are performed.
5. removin' removin:. administerin' administerin
C. removin' administerin
. administerin' removin". administerin' implementin
(. >hen )ohn violated the companys se&ual harassment policy/ Kyle had to suspend )ohn
for two weeks without pay. This is known as?5. "&tinction
:. Positive reinforcement
C. ;eative reinforcement. "0uity
". Punishment
+. 9: Modification is $ased on the principles of?5. Iearnin Theory
:. Maslows 8ierarchy
C. 8er!$ers Motivator-8yiene Theory. "0uity Theory
". 9perant Conditionin
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Chapter 13 - Motivation and Performance
. >hich theory proposes that motivation results not only from direct e&perience of rewards
and punishments $ut also from a persons thouhts and $eliefsD5. ;eeds hierarchy theory
:. "67 theory
C. "0uity theory. 9perant conditionin theory". ,ocial learnin theory
. >hat type of learnin occurs when a person Bthe learner $ecomes motivated to perform a$ehavior $y watchin another person Bthe model performin the $ehavior and $ein
positively reinforced for doin soD
5. 9perant:. 6einforced
C. 9:Mod.
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Chapter 13 - Motivation and Performance
2. 5s a reward for completin his assinment two weeks ahead of schedule/ ,cott rewarded
himself with a lon vacation. The reward is aBn?5.
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Chapter 13 - Motivation and Performance
%. Terry was recently hired $y 5cme "&plosives. 5s part of her hirin/ she was iven stockoptions that she can purchase after she has $een employed a year. The price she will pay is
called the AAAAAAAAAAA and the constraints on when she can purchase is called a AAAAAAAAA.
5. e&ercise price' market condition:. vestin price' e&ercise conditionC. continent price' market condition
. market price' vestin condition
". e&ercise price' vestin condition
(. >hen an orani!ation $ases employees pay on the num$er of units each employee
produces/ they are usin a?5. 5 profit-sharin plan
:. 5 ,canlon planC. Piece-rate plan. Commission pay plan
". ,tock option plan
+. 5 worker who is paid on the $asis of the num$er of computer components produced perday is said to $e paid on?
5. 5n orani!ation-$ased plan
:. 5 roup-$ased plan
C. 5 commission $asis
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Chapter 13 - Motivation and Performance
144. efine motivation and descri$e the psycholoical factors that contri$ute to motivation.
141. "&plain how an employee can $e intrinsically motivated/ e&trinsically motivated/
prosocial/ or any com$ination/ dependin on the factors in his *o$ situation. 7ive one e&leof an employee who e&hi$its each of these in work situations.
142. iscuss the three ma*or factors in e&pectancy theory and e&plain their possi$le impact on
the motivation of a manaer. 7ive an e&le of a time in your life when you were verymotivated and e&plain it/ usin e&pectancy theory.
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Chapter 13 - Motivation and Performance
143. iscuss the five $asic needs in Maslows hierarchy of needs. Provide a real world
e&le of each need.
14#. iscuss the three cateories of needs of 5lderfers "67 theory. "&plain how an
employee can $e motivated $y more than one of these needs at the same time.
14%. iscuss 8er!$ers motivator-hyiene theory. ifferentiate $etween motivator needs and
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Chapter 13 - Motivation and Performance
hyiene needs.
14(. iscuss McClellands theory of needs.
14+. "&plain e0uity theory and discuss the various types of ine0uity.
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Chapter 13 - Motivation and Performance
14. "&plain the oal settin theory and e&plain how specific/ difficult oals motivate people.
14. efine operant conditionin theory and discuss each of these techni0ues $y providin a
specific e&le of how a manaer could use each of these techni0ues in attemptin tochane a su$ordinates $ehavior.
114. iscuss the pros and cons of usin punishment. f manaers use punishment/ how should
they minimi!e the neative side effectsD
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Chapter 13 - Motivation and Performance
111. iscuss how each of the theories descri$ed in this chapter alludes to the importance of
pay and suests that pay should $e $ased on performance.
112. "&plain what is meant $y a =merit pay plan= and discuss its possi$le advantaes anddisadvantaes within an orani!ation.
113. >hich is more motivational/ a salary increase or a $onusD
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Chapter 13 - Motivation and Performance
Chapter 13 Motivation and Performance 5nswer Key
True / False Questions
1.(p. 430)The concept of motivation is only concerned with the level of persistence of the
worker.
FALE
The concept of motivation is concerned with the direction of $ehavior/ the amount of effort/
and the level of persistence of the worker.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion
2.(p. 430)Persistence refers to how hard an employee works within the orani!ation.
FALE
Persistence refers to whether/ when faced with road$locks and o$stacles/ people keep tryin
or ive up.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion
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Chapter 13 - Motivation and Performance
3.(p. 430)"ffort refers to how hard people work.
T!"E
"ffort refers to how hard people work.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
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Chapter 13 - Motivation and Performance
#.(p. 430)Persistence refers to the many possi$le $ehaviors a person could enae in.
FALE
The direction of a persons $ehavior refers to the many possi$le $ehaviors a person could
enae in.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
%.(p. 430)Many manaers are e&trinsically motivated' they derive a sense of accomplishment
and achievement from helpin the orani!ation achieve its oals.
FALE
Many manaers are intrinsically motivated' they derive a sense of accomplishment and
achievement from helpin the orani!ation achieve its oals and ain competitive advantaes.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion
(.(p. 430))o$s that score hih on the five characteristics of the )o$ Characteristics Model are
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Chapter 13 - Motivation and Performance
more likely to lead to intrinsic motivation than *o$s that are low on these characteristics.
T!"E
)o$s that are interestin and challenin or hih on the five characteristics descri$ed $y the
*o$ characteristics model are more likely to lead to intrinsic motivation than are *o$s that are$orin or do not use a persons skills and a$ilities.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion
+.(p. 430),teve is a $roker at a lare financial company and ets his motivation from the
commission on his sales. ,teve is intrinsically motivated.FALE
"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or social
rewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/not the $ehavior itself.
AACSB: Reflective ThinkingBloom's: Appl#
!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
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Chapter 13 - Motivation and Performance
.(p. 430)n e&trinsically motivated $ehavior/ the source of motivation is in the conse0uences of
the $ehavior/ and not in the $ehavior itself.
T!"E
"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or socialrewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/
not the $ehavior itself.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
.(p. 430)rew knew if he didnt follow the company dress code he would $e punished/ so hereluctantly wore his tie every day. rews motivation is intrinsic.
FALE
"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or socialrewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/
not the $ehavior itself.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
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Chapter 13 - Motivation and Performance
Topic: otiv%tion
14.(p. 430)People can $e intrinsically motivated/ e&trinsically motivated/ $ut cannot $e $othintrinsically and e&trinsically motivated.
FALE
People can $e intrinsically motivated/ e&trinsically motivated/ or $oth intrinsically and
e&trinsically motivated.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: $%s#
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
11.(p. 43)5 person cannot $e $oth prosocial and e&trinsically motivated.FALE
:ehavior can $e prosocially motivated in addition to $ein e&trinsically andEor intrinsicallymotivated.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
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Chapter 13 - Motivation and Performance
12.(p. 433)5n employees perception a$out the e&tent to which his effort will result in a iven
level of performance is known as e&pectancy.
T!"E
"&pectancy is a persons perception a$out the e&tent to which effort Ban input results in acertain level of performance.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#motiv%te- ,okfoce.
Topic: $+pect%nc# Theo#
13.(p. 433)Mem$ers of an orani!ation are motivated to put forth a hih level of effort only ifthey think that doin so leads to hih performance.
T!"E
Mem$ers of an orani!ation are motivated to put forth a hih level of effort only if they thinkthat doin so leads to hih performance.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $+pect%nc# Theo#
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1#.(p. 433)"mployees are motivated to perform at a hih level only if they think hih
performance will lead to outcomes such as pay/ *o$ security/ interestin *o$ assinments/$onuses/ or a feelin of accomplishment.
T!"E
5ccordin to e&pectancy theory/ employees are motivated to perform at a hih level only if
they think hih performance will lead to outcomes such as pay/ *o$ security/ interestin *o$assinments/ $onuses/ or a feelin of accomplishment.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.Topic: $+pect%nc# Theo#
1%.(p. 434)The term instrumentality refers to how desira$le each of the outcomes availa$le
from a *o$ or orani!ation is to a person.
FALE
The term valence refers to how desira$le each of the outcomes availa$le from a *o$ or
orani!ation is to a person.
AACSB: Reflective Thinking
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Chapter 13 - Motivation and Performance
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $+pect%nc# Theo#
1(.(p. 434)Providin employees with hihly valent outcomes has the potential to reduceturnover.
T!"E
Providin employees with hihly valent outcomes not only can contri$ute to hih levels of
motivation $ut also has the potential to reduce turnover.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: e-i"m&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.Topic: $+pect%nc# Theo#
1+.(p. 432)5ccordin to Maslows hierarchy of needs theory/ hiher level needs must $e
satisfied $efore lower level needs.
FALE
Maslow arued that these lowest-level needs must $e met $efore a person strives to satisfy
needs hiher up in the hierarchy/ such as self-esteem needs.
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AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: ee- Theo#
1.(p. 43)5ccordin to Maslows hierarchy of needs theory/ the hihest level of unmet needs
in the hierarchy is the prime motivator of $ehavior.
FALE
The lowest level of unmet needs in the hierarchy is the prime motivator of $ehavior' if andwhen this level is satisfied/ needs at the ne&t hihest level in the hierarchy motivate $ehavior.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: ee- Theo#
1.(p. 435)5ccordin to the "67 theory/ as lower-level needs $ecome satisfied/ a person seeks
to satisfy hiher-level needs.
T!"E
5lderfer areed with Maslow that as lower-level needs $ecome satisfied/ a person seeks to
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Chapter 13 - Motivation and Performance
satisfy hiher-level needs.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: ee- Theo#
24.(p. 440)5ccordin to 8er!$ers motivator-hyiene theory/ satisfyin hyiene needs resultsin hih levels of motivation and hih levels of *o$ satisfaction.
FALE
,atisfyin hyiene needs/ however/ does not result in hih levels of motivation or even hih
levels of *o$ satisfaction.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: ee- Theo#
21.(p. 440)The need for affiliation is the e&tent to which an individual is concerned a$out
havin the people around him or her et alon with each other.
T!"E
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Chapter 13 - Motivation and Performance
The need for affiliation is the e&tent to which an individual is concerned a$out esta$lishin
and maintainin ood interpersonal relations/ $ein liked/ and havin the people around himor her et alon with each other.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: ee- Theo#
22.(p. 44)"0uity e&ists when a person perceives his or her own outcome-input ratio to $e
e0ual to a referents outcome-input ratio.
T!"E
"0uity e&ists when a person perceives his or her own outcome-input ratio to $e e0ual to a
referents outcome-input ratio.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#motiv%te- ,okfoce.
Topic: $1"it# Theo#
23.(p. 44)9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratio is less than that of a referent.
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Chapter 13 - Motivation and Performance
FALE
9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratio
is reater than that of a referent.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: e-i"m
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $1"it# Theo#
2#.(p. 443)7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their
*o$s and orani!ations.
T!"E
7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$s and
orani!ations.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: 6o%l*Setting Theo#
2%.(p. 443)7oal-settin theory suests that to stimulate hih motivation and performance/
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Chapter 13 - Motivation and Performance
oals must $e specific $ut not difficult.
FALE
7oal-settin theory suests that to stimulate hih motivation and performance/ oals must $e
specific and difficult.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: 6o%l*Setting Theo#
2(.(p. 444)The $asic premise of learnin theories is that manaers can increase employee
motivation and performance $y how they link the outcomes that employees receive to theperformance of desired $ehaviors and the attainment of oals.
T!"E
The $asic premise of learnin theories is that manaers can increase employee motivation andperformance $y how they link the outcomes that employees receive to the performance of
desired $ehaviors and the attainment of oals.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.Topic: &e%ning Theo#
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Chapter 13 - Motivation and Performance
2+.(p. 448):y linkin positive reinforcers to the performance of functional $ehaviors/ manaers
motivate people to perform the desired $ehaviors.
T!"E
:y linkin positive reinforcers to the performance of functional $ehaviors/ manaers motivate
people to perform the desired $ehaviors.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: $%s#&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.
Topic: &e%ning Theo#
2.(p. 448);eative reinforcement is primarily used to present a neative conse0uence for$ehavior when functional $ehaviors are performed.
FALE
Manaers usin neative reinforcement actually eliminate or remove undesired outcomes
once the functional $ehavior is performed.
AACSB: Reflective ThinkingBloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
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Chapter 13 - Motivation and Performance
theo#.
Topic: &e%ning Theo#
2.(p. 448)Punishment involves removin a neative conse0uence when dysfunctional
$ehaviors occur.
FALE
Manaers usin neative reinforcement actually eliminate or remove undesired outcomesonce the functional $ehavior is performed.
AACSB: Reflective ThinkingBloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.
Topic: &e%ning Theo#
34.(p. 448)Manaers who use positive reinforcement can et into trou$le if they are not careful
to identify the riht $ehaviors to reinforce.
T!"E
"ven manaers who use positive reinforcement Band refrain from usin neative
reinforcement can et into trou$le if they are not careful to identify the riht $ehaviors toreinforce.
AACSB: Reflective Thinking
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Chapter 13 - Motivation and Performance
Bloom's: /n-est%n-
!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.
Topic: &e%ning Theo#
31.(p. 442)Punishment entails the removal of a neative conse0uence when functional$ehaviors are performed' neative reinforcement entails the administration of neativeconse0uences when dysfunctional $ehaviors are performed.
FALE
;eative reinforcement entails the removal of a neative conse0uence when functional
$ehaviors are performed' punishment entails the administration of neative conse0uenceswhen dysfunctional $ehaviors are performed.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.Topic: &e%ning Theo#
32.(p. 445)
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Chapter 13 - Motivation and Performance
the $ehavior and $ein positively reinforced for doin so.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.Topic: &e%ning Theo#
33.(p. 445)
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Chapter 13 - Motivation and Performance
FALE
,elf-efficacy influences motivation $oth when manaers provide reinforcement and when
workers themselves provide it.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.
Topic: &e%ning Theo#
3%.(p. 490)5 compensation plan of an orani!ation that $ases pay on performance levels is
called a merit pay plan.
T!"E
5 compensation plan $asin pay on performance is often called a merit pay plan.
AACSB: Reflective ThinkingBloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.
Topic: %# %n- otiv%tion
3(.(p. 49)Profit sharin is a financial instrument that entitles the $earer to $uy shares of an
orani!ations stock at a certain price durin a certain period or under certain conditions.FALE
"mployee stock options are financial instruments that entitle the $earer to $uy shares of an
orani!ations stock at a certain price durin a certain period or under certain conditions.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.Topic: %# %n- otiv%tion
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Chapter 13 - Motivation and Performance
3+.(p. 493)>hen an orani!ation $ases a sales representatives pay on the percentae of sales
dollars enerated $y the rep/ the orani!ation is usin a commission pay proram.
T!"E
Jsin commission pay/ another individual-$ased merit pay plan/ manaers $ase pay on apercentae of sales.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: $%s#
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.Topic: %# %n- otiv%tion
Multiple Choice Questions
3.(p. 430)8ow hard an employee works on the *o$ is referred to as?
5.Persistence
#$"ffort
C.nstrumentality.
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Chapter 13 - Motivation and Performance
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
3.(p. 430)The deree to which an employee keeps tryin when faced with o$stacles to theaccomplishment of a oal is referred to as?5.nstrumentality
:."0uity
C.
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Chapter 13 - Motivation and Performance
.Prosocial
".Monetary
Many manaers are intrinsically motivated' they derive a sense of accomplishment and
achievement from helpin the orani!ation achieve its oals and ain competitive advantaes.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
#1.(p. 430)5 collee professor who does her *o$ well $ecause she en*oys seein students row
and learn is said to $e?
5."&trinsically motivated:.;eatively reinforced
C.Positively reinforced
%$ntrinsically motivated"."&periencin e0uili$rium
ntrinsically motivated $ehavior is $ehavior that is performed for its own sake' the source of
motivation is actually performin the $ehavior/ and motivation comes from doin the workitself.
AACSB: Reflective Thinking
Bloom's: Appl#!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
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Chapter 13 - Motivation and Performance
#2.(p. 430):ehavior that is performed $y an employee to ac0uire a material reward/ to ac0uire a
social reward/ or to avoid punishment is referred to as?
A$"&trinsically motivated
:.;eatively reinforced
C.Positively reinforced.ntrinsically motivated".Prosocially motivated
"&trinsically motivated $ehavior is $ehavior that is performed to ac0uire material or social
rewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/
not the $ehavior itself.
AACSB: Reflective ThinkingBloom's: Remembe
!iffic"lt#: $%s#&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
#3.(p. 430),teve is a $roker at a lare financial company and ets his motivation from the
commission on his sales. ,teve is?
A$"&trinsically motivated:.;eatively reinforced
C.Positively reinforced
.ntrinsically motivated
".Prosocially motivated
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Chapter 13 - Motivation and Performance
#%.(p. 430)5ll of the followin are likely e&les of intrinsic motivators "@C"PT?
5.nterestin work:.5 feelin of accomplishment
C$Praise
.5utonomy".6esponsi$ility
ntrinsically motivated $ehavior is $ehavior that is performed for its own sake' the source of
motivation is actually performin the $ehavior/ and motivation comes from doin the work
itself.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion
#(.(p. 430)5ll of the followin are likely e&les of e&trinsic motivators "@C"PT?
5.Praise
:.)o$ security
C.:enefits.
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Chapter 13 - Motivation and Performance
rewards or to avoid punishment' the source of motivation is the conse0uences of the $ehavior/
not the $ehavior itself.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion
#+.(p. 430)Tom/ a top manaer at "&pressFed/ derives a sense of accomplishment andachievement from manain a lare corporation and strives to reach year-end tarets to o$tain
his customary $onus. Tom is?
5."&trinsically motivated only:.ntrinsically motivated only
C.Prosocially motivated only.;eatively reinforced
E$"&trinsically and intrinsically motivated
People can $e intrinsically motivated/ e&trinsically motivated/ or $oth intrinsically and
e&trinsically motivated.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: ;%-
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
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Chapter 13 - Motivation and Performance
#.(p. 43)5 sureon who speciali!es in oran transplants and en*oys the challene of
performin comple& operations/ has a stron desire to help her patients reain their health ande&tend their lives throuh successful oran transplants/ and also is motivated $y the relatively
hih income she earns has hih AAAAAA motivation.
5.e&trinsic only:.intrinsic only
C.prosocial only
%$intrinsic/ e&trinsic/ and prosocial".e&trinsic and intrinsic only
This individual would have hih intrinsic/ prosocial/ and e&trinsic motivation.
AACSB: Reflective Thinking
Bloom's: Appl#!iffic"lt#: ;%-
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
Topic: otiv%tion
#.(p. 43)9ne of the followin theories specifically postulates that motivation of employees
will $e hih when employees $elieve that a hih level of effort on their part will lead to hih
performance on their part/ $ut only when they $elieve that hih performance leads to theirattainment of outcomes that they desire Be.. hiher pay/ promotion/ etc.. >hich theory does
thisD
A$"&pectancy theory:.
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Chapter 13 - Motivation and Performance
C.8ierarchy of needs theory
.Motivator-hyiene theory".7oal-settin theory
"&pectancy theory/ posits that motivation is hih when workers $elieve that hih levels ofeffort lead to hih performance and hih performance leads to the attainment of desired
outcomes.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $+pect%nc# Theo#
%4.(p. 433)5n employees perception a$out the e&tent to which her effort will result in a iven
level of her performance is known as?
5.
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Chapter 13 - Motivation and Performance
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.Topic: $+pect%nc# Theo#
%1.(p. 43)5ccordin to the e&pectancy theory/ what isEare the ma*or factorBs that determineBsa persons motivationD
5.
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Chapter 13 - Motivation and Performance
:.ne0uity
C.
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Chapter 13 - Motivation and Performance
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: ;%-
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.Topic: $+pect%nc# Theo#
%#.(p. 434)The desira$ility to an employee of each of the outcomes availa$le from theemployees *o$ or orani!ation is known as?
5.nstrumentality
:."&pectancy
C$
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Chapter 13 - Motivation and Performance
:.nstrumentality
C."&pectancy.,elf-5ctuali!ation
".7oals
The term valence refers to how desira$le each of the outcomes availa$le from a *o$ or
orani!ation is to a person.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $+pect%nc# Theo#
%(.(p. 43)5ccordin to e&pectancy theory/ hih motivation will occur when?
5."&pectancy is hih.
:.nstrumentality is hih.C.
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Chapter 13 - Motivation and Performance
%.(p. 43)6,T Consultin hosts a hue holiday party for the entire office. >hat need is 6,T
Consultin attemptin to satisfyD5.Physioloical
:.,afety
C."steem%$:eloninness".,elf-actuali!ation
:eloninness can $e satisfied $y promotin ood interpersonal relations and orani!in
social functions such as company picnics and holiday parties.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: e-i"m&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: ee- Theo#
(4.(p. 435)5ccordin to 5lderfers "67 theory/ if an individual $ecomes frustrated at a certain
level of need/ the person will then?
5.,kip a level
:.Continue to pursue the need/ despite frustration
C$Focus more on satisfyin a lower level
.Huit tryin to satisfyin any need
".:ecome self-actuali!in
5lderfer also suested that when people e&perience need frustration or are una$le to satisfy
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Chapter 13 - Motivation and Performance
needs at a certain level/ they will focus more intently on satisfyin the needs at the ne&t
lowest level in the hierarchy.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in highpefom%nce.
Topic: ee- Theo#
(1.(p. 435)n 8er!$ers motivator-hyiene theory/ needs that are related to the nature of the
work itself and the deree of challene contained in the work are known as?
A$Motivator needs
:."&pectancy needsC.nstrumentality needs
.8yiene needs".
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Chapter 13 - Motivation and Performance
(2.(p. 435)n 8er!$ers motivator-hyiene theory/ all of the followin are e&les of
motivator needs "@C"PT?5.nterestin work
:.6esponsi$ility
C$Pay.5 sense of accomplishment".5utonomy
Pay is considered a hyiene need.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in highpefom%nce.
Topic: ee- Theo#
(3.(p. 440)n 8er!$ers motivator-hyiene theory/ needs that are related to the physical andpsycholoical conte&t in which the work is performed are known as?
5.Motivator needs
#$8yiene needs
C.
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Chapter 13 - Motivation and Performance
performed.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: ee- Theo#
(#.(p. 440)n 8er!$ers motivator-hyiene theory/ all of the followin are e&les of hyieneneeds "@C"PT?
5.Pay
#$6esponsi$ility
C.)o$ security.7ood relationships with coworkers
"."ffective supervision
6esponsi$ility is a motivator need.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: ee- Theo#
(%.(p. 440)>hich theory helped to focus researchers and manaers attention on the important
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Chapter 13 - Motivation and Performance
distinction $etween intrinsic motivation and e&trinsic motivationD
5.Maslows 8ierarchy Theory:.5lderfers "67 Theory
C$8er!$ers Motivator-8yiene Theory
.McClellands ;eeds Theory"."0uity Theory
8er!$er helped to focus researchers and manaers attention on the important distinction
$etween intrinsic motivation Brelated to motivator needs and e&trinsic motivation Brelated to
hyiene needs.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: ee- Theo#
((.(p. 440)The e&tent to which an individual has a stron desire to perform challenin tasks
well and to meet personal standards for e&cellence is referred to as?
5.The need for power
:.The need for self-actuali!ation
C$The need for achievement
.The need for affiliation
".The need for actuali!ation
The need for achievement is the e&tent to which an individual has a stron desire to perform
challenin tasks well and to meet personal standards for e&cellence.
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Chapter 13 - Motivation and Performance
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: ee- Theo#
(+.(p. 440)>hat needBs has Bhave research found to $e assets for first-line and middlemanaers to possessD
5.Power
:.5ffiliation
C.5chievement
%$:oth power and achievement
".Power/ affiliation/ and achievement are all assets
For e&le/ research suests that hih needs for achievement and for power are assets forfirst-line and middle manaers and that a hih need for power is especially important for
upper manaers.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in highpefom%nce.
Topic: ee- Theo#
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Chapter 13 - Motivation and Performance
(.(p. 440)>hat needBs has Bhave research found to $e especially important for upper
manaers to possessD
A$Power
:.5ffiliation
C.5chievement.:oth power and achievement
".Power/ affiliation/ and achievement are all assets
For e&le/ research suests that hih needs for achievement and for power are assets for
first-line and middle manaers and that a hih need for power is especially important forupper manaers.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: ee- Theo#
(.(p. 440)5 hih AAAAAA may not always $e desira$le in manaers and other leaders $ecause it
miht lead them to try too hard to $e liked $y others.
A$need for affiliation
:.need for esteem
C.need for power.need for self-actuali!ation
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Chapter 13 - Motivation and Performance
".need for achievement
5 hih need for affiliation may not always $e desira$le in manaers and other leaders $ecause
it miht lead them to try too hard to $e liked $y others.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: ee- Theo#
+4.(p. 44)The theory of motivation that focuses on the peoples perceptions of the fairness of
their work outcomes relative to their work inputs is known as?
A$"0uity theory:.
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Chapter 13 - Motivation and Performance
Topic: $1"it# Theo#
+1.(p. 44)Iacy/ an employee at ;ationwide Cellular/ perceives that her outcomeEinput ratio ishiher than that of his coworker )ulia. This is known as?
A$9verpayment ine0uity
:.Jnderpayment ine0uityC.The valence effect
.Positive reinforcement
"."&tinction
9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratiois reater than that of a referent.
AACSB: Reflective ThinkingBloom's: Appl#
!iffic"lt#: e-i"m&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $1"it# Theo#
+2.(p. 44)>hat e&ists when a persons own outcome-input ratio is perceived to $e less than
that of a referentD5.The valence effect
:."&tinction
C.;eative reinforcement
%$Jnderpayment ine0uity
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Chapter 13 - Motivation and Performance
".9verpayment ine0uity
Jnderpayment ine0uity e&ists when a persons own outcome-input ratio is perceived to $e less
than that of a referent.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $1"it# Theo#
+3.(p. 44))ulia perceives that she is workin harder and $ein paid less than a num$er of her
coworkers. )ulia is likely to?
5.6aise their perceptions of their own inputs:.ncrease her workin hours
C$:e a$sent more
.5sk for more work
>hen people e&perience underpayment ine0uity/ they may $e motivated to lower their inputs
$y reducin their workin hours/ puttin forth less effort on the *o$/ or $ein a$sent' or they
may $e motivated to increase their outcomes $y askin for a raise or a promotion.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: ;%-
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#motiv%te- ,okfoce.
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Chapter 13 - Motivation and Performance
Topic: $1"it# Theo#
+#.(p. 44)People e&periencin overpayment ine0uity are most likely to?
A$6aise their perceptions of their own inputs
:.5sk for a raise
C.>ork slower.:e a$sent more
".6aise their perceptions of others inputs
>hen people e&perience overpayment ine0uity/ they may try to restore e0uity $y chanin
their perceptions of their own or their referents inputs or outcomes.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: ;%-
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#motiv%te- ,okfoce.
Topic: $1"it# Theo#
+%.(p. 443)The most motivatin oals are?
5.,pecific and easy
:.7eneral and easy
C$,pecific and difficult
.7eneral and difficult
".,pecific and out of reach
7oal-settin theory suests that to stimulate hih motivation and performance/ oals must $e
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Chapter 13 - Motivation and Performance
specific and difficult.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.Topic: 6o%l*Setting Theo#
+(.(p. 443)>hich theory focuses on motivatin workers to contri$ute their inputs to their *o$sand orani!ations in a way similar to e&pectancy theory and e0uity theoryD
A$7oal-settin theory
:."67 theory
C."0uity theory.9perant conditionin theory
".Motivator-hyiene theory
7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$s andorani!ations' in this way it is similar to e&pectancy theory and e0uity theory.
AACSB: Reflective ThinkingBloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: 6o%l*Setting Theo#
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Chapter 13 - Motivation and Performance
++.(p. 444),pecific/ difficult oals motivate people to?
5.Contri$ute fewer inputs to their *o$s:.6educe their outputs
C$Contri$ute more inputs to their *o$s
.Contri$ute fewer outputs from their *o$s".6educe their effort
,pecific/ difficult oals motivate people to contri$ute more inputs to their *o$s.
AACSB: Reflective ThinkingBloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: 6o%l*Setting Theo#
+.(p. 444),pecific/ difficult oals can detract from performance when?
5.The employee is learnin simple/ easy tasks
#$The employee is learnin comple&/ difficult tasks
C.The employee is performin routine tasks
.The employee has $een on the *o$ a sinificant amount of time
".The employee provides his own feed$ack
>hen people are performin complicated and challenin tasks that re0uire them to focus on
a considera$le amount of learnin/ speciLc/ difLcult oals may actually impair performance.
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Chapter 13 - Motivation and Performance
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: 6o%l*Setting Theo#
+.(p. 449)>hich of the followin theories descri$es how employees learn to perform
$ehaviors that lead to desired conse0uences/ and to avoid $ehaviors that lead to undesired
conse0uencesD5.;eeds hierarchy theory
:."67 theory
C."0uity theory
%$9perant conditionin theory
".Motivator-hyiene theory
5ccordin to operant conditionin theory/ people learn to perform $ehaviors that lead to
desired conse0uences and learn not to perform $ehaviors that lead to undesired conse0uences.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.
Topic: &e%ning Theo#
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Chapter 13 - Motivation and Performance
4.(p. 448)>hen 5lice makes it to work on time for an entire 0uarter/ her manaer/ an/ takes
her off of pro$ation. This is known as?5.Positive reinforcement
:."&tinction
C$;eative reinforcement.ne0uity
".nstrumentality
Manaers usin neative reinforcement actually eliminate or remove undesired outcomes
once the functional $ehavior is performed.
AACSB: Reflective Thinking
Bloom's: Appl#!iffic"lt#: ;%-
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.
Topic: &e%ning Theo#
1.(p. 448)For most people/ pay is considered to $e?
5.5 neative reinforcer
#$5 positive reinforcerC.5 neative valence
.
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Chapter 13 - Motivation and Performance
esired outcomes/ called positive reinforcers/ include any outcomes that a person desires/
such as pay/ praise/ or a promotion.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.
Topic: &e%ning Theo#
2.(p. 448)For most people/ a promotion is considered to $e?
5.5 neative valence
:.,elf-efficacy
C.
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Chapter 13 - Motivation and Performance
3.(p. 448)For most people/ praise from their superior is considered to $e?
A$5 positive reinforcer:.5 neative reinforcer
C."&tinction
.,elf-efficacy".5 neative valence
esired outcomes/ called positive reinforcers/ include any outcomes that a person desires/
such as pay/ praise/ or a promotion.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.
Topic: &e%ning Theo#
#.(p. 448)5 manaer removes a positive reinforcement in order to chane the $ehavior of asu$ordinate. This is called?
A$"&tinction
:.Positive reinforcement
C.;eative reinforcement.nstrumentality
".
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Chapter 13 - Motivation and Performance
whatever is reinforcin the $ehaviors. This process is called e&tinction.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.Topic: &e%ning Theo#
%.(p. 442);eative reinforcement involves AAAAAAAAAA neative conse0uences whenfunctional $ehaviors are performed and punishment involves AAAAAAAAAA neative
conse0uences when dysfunctional $ehaviors are performed.
5.removin' removin
:.administerin' administerin
C$removin' administerin
.administerin' removin".administerin' implementin
;eative reinforcement entails the removal of a neative conse0uence when functional
$ehaviors are performed' punishment entails the administration of neative conse0uences
when dysfunctional $ehaviors are performed.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: ;%-
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.
Topic: &e%ning Theo#
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Chapter 13 - Motivation and Performance
>hen manaers systematically apply operant conditionin techni0ues to promote the
performance of orani!ationally functional $ehaviors and discourae the performance ofdysfunctional $ehaviors/ they are enain in orani!ational $ehavior modification.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.
Topic: &e%ning Theo#
.(p. 44)>hich theory proposes that motivation results not only from direct e&perience of
rewards and punishments $ut also from a persons thouhts and $eliefsD
5.;eeds hierarchy theory:."67 theory
C."0uity theory.9perant conditionin theory
E$,ocial learnin theory
,ocial learnin theory proposes that motivation results not only from direct e&perience of
rewards and punishments $ut also from a persons thouhts and $eliefs.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ningtheo#.
Topic: &e%ning Theo#
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Chapter 13 - Motivation and Performance
.(p. 445)>hat type of learnin occurs when a person Bthe learner $ecomes motivated to
perform a $ehavior $y watchin another person Bthe model performin the $ehavior and$ein positively reinforced for doin soD
5.9perant
:.6einforcedC.9:Mod
%$
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Chapter 13 - Motivation and Performance
".Continent learnin
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&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.
Topic: &e%ning Theo#
2.(p. 445)5s a reward for completin his assinment two weeks ahead of schedule/ ,cott
rewarded himself with a lon vacation. The reward is aBn?
5.
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Chapter 13 - Motivation and Performance
C.9$servational learnin
%$,elf-efficacy"."0uity theory
,elf-efficacy is a persons $elief a$out his or her a$ility to perform a $ehavior successfully.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: $%s#
&e%ning bective: 3*04 7-entif# the motiv%tion lessons th%t m%n%ges c%n le%n fom ope%nt con-itioning theo# %n- soci%l le%ning
theo#.Topic: &e%ning Theo#
#.(p. 490)5 compensation plan $asin pay on performance is often called?
5."0uity pay
#$Merit pay
C.>ae
.,alary"."&pectancy
5 compensation plan $asin pay on performance is often called a merit pay plan.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.Topic: %# %n- otiv%tion
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Chapter 13 - Motivation and Performance
%.(p. 49)Terry was recently hired $y 5cme "&plosives. 5s part of her hirin/ she was iven
stock options that she can purchase after she has $een employed a year. The price she will payis called the AAAAAAAAAAA and the constraints on when she can purchase is called a
AAAAAAAAA.
5.e&ercise price' market condition:.vestin price' e&ercise condition
C.continent price' market condition
.market price' vestin condition
E$e&ercise price' vestin condition
The e&ercise price is the stock price at which the $earer can $uy the stock/ and the vestin
conditions specify when the $earer can actually $uy the stock at the e&ercise price.
AACSB: Reflective ThinkingBloom's: Remembe
!iffic"lt#: ;%-
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.Topic: %# %n- otiv%tion
(.(p. 493)>hen an orani!ation $ases employees pay on the num$er of units each employee
produces/ they are usin a?5.5 profit-sharin plan
:.5 ,canlon plan
C$Piece-rate plan.Commission pay plan
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Chapter 13 - Motivation and Performance
".,tock option plan
Jsin piece-rate pay/ an individual-$ased merit plan/ manaers $ase employees pay on the
num$er of units each employee produces.
AACSB: Reflective Thinking
Bloom's: Remembe!iffic"lt#: $%s#
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.
Topic: %# %n- otiv%tion
+.(p. 493)5 worker who is paid on the $asis of the num$er of computer components produced
per day is said to $e paid on?
5.5n orani!ation-$ased plan
:.5 roup-$ased planC.5 commission $asis
.5n e0uity $asis
E$5 piece-rate $asis
Jsin piece-rate pay/ an individual-$ased merit plan/ manaers $ase employees pay on the
num$er of units each employee produces.
AACSB: Reflective Thinking
Bloom's: Appl#
!iffic"lt#: $%s#
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.
Topic: %# %n- otiv%tion
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Chapter 13 - Motivation and Performance
.(p. 493)5 real-estate aent who is paid on the $asis of a percentae of the sale price of a
home is said to $e paid on?5.5 piece-rate $asis
:.5n e0uity $asis
C$5 commission $asis.5n underpayment ine0uity $asis
".5n overpayment ine0uity $asis
Jsin commission pay/ another individual-$ased merit pay plan/ manaers $ase pay on a
percentae of sales.
AACSB: Reflective Thinking
Bloom's: Appl#!iffic"lt#: $%s#
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.Topic: %# %n- otiv%tion
.(p. 493)>hich plan focuses on reducin e&penses or cuttin costs' mem$ers of an
orani!ation are motivated to come up with and implement cost-cuttin strateies $ecause a
percentae of the cost savins achieved durin a specified time is distri$uted to the
employeesD5.5 commission plan
:.5n e0uity plan
C.5 piece-rate plan.5 roup-$ased plan
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E$5 ,canlon plan
The ,canlon plan focuses on reducin e&penses or cuttin costs' mem$ers of an orani!ation
are motivated to come up with and implement cost-cuttin strateies $ecause a percentae of
the cost savins achieved durin a specified time is distri$uted to the employees.
AACSB: Reflective Thinking
Bloom's: Remembe
!iffic"lt#: $%s#
&e%ning bective: 3*09 $+pl%in ,h# %n- ho, m%n%ges c%n "se p%# %s % m%o motiv%tion tool.
Topic: %# %n- otiv%tion
Essay Questions
144.(p. 430)efine motivation and descri$e the psycholoical factors that contri$ute tomotivation.
Motivation may $e defined as psycholoical forces that determine the direction of a persons
$ehavior in an orani!ation/ a persons level of effort/ and a persons level of persistence in theface of o$stacles. The direction of a persons $ehavior refers to the many possi$le $ehaviors a
person could enae in. "ffort refers to how hard people work.
AACSB: Reflective Thinking
Bloom's: /n-est%n-!iffic"lt#: e-i"m
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.
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Topic: otiv%tion
141.(p. 430*43)"&plain how an employee can $e intrinsically motivated/ e&trinsicallymotivated/ prosocial/ or any com$ination/ dependin on the factors in his *o$ situation. 7ive
one e&le of an employee who e&hi$its each of these in work situations.
5n employee may $e intrinsically motivated when he or she works hard and lon at a *o$
$ecause it is interestin or challenin. 5n employee may $e e&trinsically motivated when heor she works hard at a *o$ $ecause of some e&ternal reward/ such as money or promotion. 5n
employee may $e prosocially motivated when a $ehavior is performed to $enefit others.
,tudents e&les will vary.
AACSB: Reflective Thinking
Bloom's: Appl#!iffic"lt#: ;%-
&e%ning bective: 3*0 $+pl%in ,h%t motiv%tion is %n- ,h# m%n%ges nee- to be concene- %bo"t it.Topic: otiv%tion
142.(p. 43*434)iscuss the three ma*or factors in e&pectancy theory and e&plain their possi$leimpact on the motivation of a manaer. 7ive an e&le of a time in your life when you were
very motivated and e&plain it/ usin e&pectancy theory.
The three ma*or factors of e&pectancy theory are e&pectancy Bthe e&tent to which an employeefeels that her effort will result in a certain performance level/ instrumentality Bthe e&tent to
which a certain level of performance will result in the attainment of certain outcomes/ and
valence Bthe desira$ility of each of the outcomes availa$le to an employee. ,tudents
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Chapter 13 - Motivation and Performance
e&les will vary.
AACSB: Reflective Thinking
Bloom's: Appl#!iffic"lt#: ;%-
&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.Topic: $+pect%nc# Theo#
143.(p. 432*43)iscuss the five $asic needs in Maslows hierarchy of needs. Provide a realworld e&le of each need.
,elf-actuali!ation needs are the needs to reali!e ones full potential as a human $ein. "steem
needs are the needs to feel ood a$out oneself and ones capa$ilities/ to $e respected $y
others/ and to receive reconition and appreciation. :eloninness needs are needs for socialinteraction/ friendship/ affection/ and love. ,afety needs are needs for security/ sta$ility/ and a
safe environment. Physioloical needs are $asic needs for thins such as food/ water/ and
shelter that must $e met in order for a person to survive. ,tudents e&les will vary.
AACSB: Reflective Thinking
Bloom's: Appl#!iffic"lt#: ;%-
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: ee- Theo#
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14#.(p. 435)iscuss the three cateories of needs of 5lderfers "67 theory. "&plain how an
employee can $e motivated $y more than one of these needs at the same time.
5lderfers "67 theory collapsed the five cateories of needs in Maslows hierarchy into threeuniversal cateoriesGe&istence/ relatedness/ and rowthGalso arraned in a hierarchy.
5lderfer areed with Maslow that as lower-level needs $ecome satisfied/ a person seeks to
satisfy hiher-level needs. Jnlike Maslow/ however/ 5lderfer $elieved that a person can $emotivated $y needs at more than one level at the same time. 5 cashier in a supermarket/ for
e&le/ may $e motivated $y $oth e&istence needs and relatedness needs. The e&istence
needs motivate the cashier to come to work reularly and not make mistakes so his *o$ will $esecure and he will $e a$le to pay his rent and $uy food. The relatedness needs motivate the
cashier to $ecome friends with some of the other cashiers and have a ood relationship with
the store manaer. 5lderfer also suested that when people e&perience need frustration or areuna$le to satisfy needs at a certain level/ they will focus more intently on satisfyin the needs
at the ne&t lowest level in the hierarchy.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: ;%-
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in highpefom%nce.
Topic: ee- Theo#
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14%.(p. 435*440)iscuss 8er!$ers motivator-hyiene theory. ifferentiate $etween motivator
needs and hyiene needs.
Frederick 8er!$er focused on two factors? B1 outcomes that can lead to hih levels ofmotivation and *o$ satisfaction and B2 outcomes that can prevent people from $ein
dissatisfied. 5ccordin to 8er!$ers motivator-hyiene theory/ people have two sets of needs
or re0uirements? motivator needs and hyiene needs. Motivator needs are related to the natureof the work itself and how challenin it is. 9utcomes such as interestin work/ autonomy/
responsi$ility/ $ein a$le to row and develop on the *o$/ and a sense of accomplishment and
achievement help to satisfy motivator needs. To have a hihly motivated and satisfiedworkforce/ 8er!$er suested/ manaers should take steps to ensure that employees
motivator needs are $ein met. 8yiene needs are related to the physical and psycholoical
conte&t in which the work is performed. 8yiene needs are satisfied $y outcomes such aspleasant and comforta$le workin conditions/ pay/ *o$ security/ ood relationships with
coworkers/ and effective supervision. 5ccordin to 8er!$er/ when hyiene needs are notmet/ workers are dissatisfied/ and when hyiene needs are met/ workers are not dissatisfied.,atisfyin hyiene needs/ however/ does not result in hih levels of motivation or even hih
levels of *o$ satisfaction. For motivation and *o$ satisfaction to $e hih/ motivator needs must
$e met.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: ;%-&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: ee- Theo#
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Chapter 13 - Motivation and Performance
14(.(p. 440)iscuss McClellands theory of needs.
The need for achievement is the e&tent to which an individual has a stron desire to perform
challenin tasks well and to meet personal standards for e&cellence. People with a hih need
for achievement often set clear oals for themselves and like to receive performancefeed$ack. The need for affiliation is the e&tent to which an individual is concerned a$out
esta$lishin and maintainin ood interpersonal relations/ $ein liked/ and havin the peoplearound him or her et alon with each other. The need for power is the e&tent to which an
individual desires to control or influence others.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: e-i"m
&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in highpefom%nce.
Topic: ee- Theo#
14+.(p. 44*44)"&plain e0uity theory and discuss the various types of ine0uity.
"0uity theory is a theory of motivation that concentrates on peoples perceptions of the
fairness of their work outcomes relative to/ or in proportion to/ their work inputs.
9verpayment ine0uity e&ists when a person perceives that his or her own outcome-input ratiois reater than that of a referent.
AACSB: Reflective ThinkingBloom's: /n-est%n-!iffic"lt#: e-i"m
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&e%ning bective: 3*0 !escibe fom the pespectives of e+pect%nc# theo# %n- e1"it# theo# ,h%t m%n%ges sho"l- -o to h%ve % highl#
motiv%te- ,okfoce.
Topic: $1"it# Theo#
14.(p. 443)"&plain the oal settin theory and e&plain how specific/ difficult oals motivate
people.
7oal-settin theory focuses on motivatin workers to contri$ute their inputs to their *o$s and
orani!ations' in this way it is similar to e&pectancy theory and e0uity theory. :ut oal-settintheory takes this focus a step further $y considerin as well how manaers can ensure that
orani!ational mem$ers focus their inputs in the direction of hih performance and the
achievement of orani!ational oals. 7oal-settin theory suests that to stimulate hihmotivation and performance/ oals must $e specific and difficult. 6eardless of whether
specific/ difficult oals are set $y manaers/ workers/ or teams of manaers and workers/ they
lead to hih levels of motivation and performance. >hen manaers set oals for theirsu$ordinates/ their su$ordinates must accept the oals or aree to work toward them' also/
they should $e committed to them or really want to attain them. ,pecific/ difficult oals affectmotivation in two ways. First/ they motivate people to contri$ute more inputs to their *o$s.,pecific/ difficult oals cause people to put forth hih levels of effort. 5 second way in which
specific/ difficult oals affect motivation is $y helpin people focus their inputs in the riht
direction. These oals let people know what they should $e focusin their attention on.
AACSB: Reflective Thinking
Bloom's: /n-est%n-
!iffic"lt#: ;%-&e%ning bective: 3*03 $+pl%in ho, go%ls %n- nee-s motiv%te people %n- ,h%t kin-s of go%ls %e especi%ll# likel# to es"lt in high
pefom%nce.
Topic: 6o%l*Setting Theo#
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