Leadership Theory Application And Skill Development 6th Ed by Lussier – Test Bank

$25.00

Leadership Theory Application And Skill Development 6th Ed by Lussier

Category:

Description

Leadership Theory Application And Skill Development 6th Edition Lussier – Test Bank

 

 

Instant Download 

 

 

Sample Questions

 

 

True / False

 

1. Of traits, skills, and behavior, the important component of leadership style is behavior.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-01 – LO: 03-01
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

2. According to studies at The University of Iowa, leadership styles include autocratic, democratic, and participative.

a. True
b. False

 

ANSWER:   False
RATIONALE:   Their studies identified two basic leadership styles: autocratic and democratic.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-01 – LO: 03-01
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: – Leadership Principles
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

3. Job-centered leaders are sensitive to subordinates, communicate to develop trust, support, and respect, and look out for their welfare.

a. True
b. False

 

ANSWER:   False
RATIONALE:   These qualities better describe an employee-centered leader rather than a job-centered leader.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 73
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-02 – LO: 03-02
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

4. For most criteria of leader effectiveness, the Ohio State and University of Michigan leadership models have confirmed that there is one leadership style that works well across all situations.

a. True
b. False

 

ANSWER:   False
RATIONALE:   The models’ first contribution to leadership theory is that there is no one best leadership style in all situations.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 75
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-02 – LO: 03-02
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

5. The country-club leader strives to maintain a friendly atmosphere without regard for production.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

6. The high-high leader has concern for both production and people, which is also called the team leadership style.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 77
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

7. For the most part, we tend to seek job satisfacation as we satisfy our self-interest.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

8. Through the motivation process, employees go from motive to need to behavior to consequence to satisfaction or dissatisfaction.

a. True
b. False

 

ANSWER:   False
RATIONALE:   Need comes first, then motive, followed by behavior, consequence and satisfaction/dissatisfaction.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

9. Thirst (need) leading to the drive (motive) to get something to drink (behavior), and the drink quenching (consequence and satisfaction) your thirst is a valid example of the motivation process.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

10. As a manager wanting to motivate your employees, you know that motivating followers starts with understanding their needs or wants.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

11. Like traits, a person’s motives can be observed.

a. True
b. False

 

ANSWER:   False
RATIONALE:   Neither motives nor traits can be observed.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

12. It is easy to know why people behave the way that they do because people do the same things for the same reasons.

a. True
b. False

 

ANSWER:   False
RATIONALE:   It is not easy to know why people behave the way they do, because people do the same thing for different reasons.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

13. Process motivation theories focus on explaining and predicting behavior based on people’s needs.

a. True
b. False

 

ANSWER:   False
RATIONALE:   This is not the definition for process motivation theories.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 80
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

14. The primary reason people do what they do is to meet their needs or wants.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 80
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

15. Maslow’s Hierarchy of Needs Theory proposes that people will not be motivated to satisfy a higher level of need unless the lower-level needs are satisfied to some degree.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 80
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

16. Based on Maslow’s Hierarchy of Needs, a major recommendation to leaders is to meet employees’ higher level needs first.

a. True
b. False

 

ANSWER:   False
RATIONALE:   A major recommendation to leaders is to meet employees’ lower-level needs so that they will not dominate the employees’ motivation process.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 82
LEARNING OBJECTIVES:   MGMT.LUSS.16.3.4 – 3.4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

17. Examples of Herzberg’s intrinsic motivators are pay, job security, and benefits.

a. True
b. False

 

ANSWER:   False
RATIONALE:   These are all examples of extrinsic motivators.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 82
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

18. Herzberg contends that providing maintenance factors will make employees satisfied or motivate them.

a. True
b. False

 

ANSWER:   False
RATIONALE:   Herzberg believed people are motivated by motivators, not maintenance factors.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 85 – 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

19. Maslow’s Hierarchy of Needs and Herzberg’s Two Factor Theory are content motivation theories which focus on how people choose behavior to fulfill their needs.

a. True
b. False

 

ANSWER:   False
RATIONALE:   It is true, these are content motivation theories but the focus is on explaining and predicting behavior based on employee need motivation.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 81, Exhibit 3.6
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

20. Acquired needs theory proposes that people are motivated by their need for achievement, power, and affiliation.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

21. To motivate employees with a high n Ach, a manager should assign them routine tasks with vague goals and objectives to encourage them to put out more effort.

a. True
b. False

 

ANSWER:   False
RATIONALE:   To motive employees with a high n Ach, leaders should assign them nonroutine, challenging tasks with clear, attainable objectives.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

22. The three process motivation theories are equity theory, hierarchy of needs theory, and expectancy theory.

a. True
b. False

 

ANSWER:   False
RATIONALE:   These are not the three process motivation theories.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 87
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

23. When employees perceive inequity from being under-rewarded, they are demotivated.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 88
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

24. When employees believe that inequity exists from being over-rewarded, they tend to work harder.

a. True
b. False

 

ANSWER:   False
RATIONALE:   People who believe they are over-rewarded usually don’t change their behavior.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 88
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

25. Expectancy theory proposes that people are motivated when they believe they can accomplish the task, they will get the reward, and the rewards for doing the task are worth the effort.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 88
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

26. Instrumentality refers to belief that the performance will result in getting the reward.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 89
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

27. Goal-setting theory proposes that individuals perform better with easy objectives rather than challenging objectives.

a. True
b. False

 

ANSWER:   False
RATIONALE:   Goal-setting theory proposes that specific, difficult goals motivate people.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 89
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

28. “To increase sales by 50 percent and decrease turnover by 25 percent in 2011” is an effective objective.

a. True
b. False

 

ANSWER:   False
RATIONALE:   To avoid confusion, each objective should contain only one end result.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 90
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

29. Reinforcement theory proposes that through the consequences for behavior, people will be motivated to behave in predetermined ways.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 92
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

30. Reinforcement theory uses behavior modification and operant conditioning.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 92
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

31. An example of avoidance reinforcement is a manager or team leader ignoring an employee who arrives late for a meeting.

a. True
b. False

 

ANSWER:   False
RATIONALE:   With avoidance reinforcement, there is no actual punishment, only the ‘threat’ of punishment.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 93
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

32. Avoidance reinforcement is the least effective method in motivating employees.

a. True
b. False

 

ANSWER:   False
RATIONALE:   Punishment is the least effective way of motivating employees.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 93
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

33. With a continuous schedule of reinforcement, each and every desired behavior is reinforced.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 94
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

34. Giving employees a paycheck every week is an example of a fixed-ratio schedule.

a. True
b. False

 

ANSWER:   False
RATIONALE:   This is an example of a fixed interval scedule.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 95
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

35. Ratios are generally better motivators than intervals.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 95
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

36. “You’re a good worker” is an effective statement for giving praise.

a. True
b. False

 

ANSWER:   False
RATIONALE:   General statements like this are not as effective.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

37. The group of motivation theories are complementary; each group of theories refers to a different stage in the motivation process or answers a different question.

a. True
b. False

 

ANSWER:   True
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 99
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-07 – LO: 03-07
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

38. When goal setting, the best strategy is to rely on willpower to achieve the goal.​

a. True
b. False

 

ANSWER:   False
RATIONALE:   Relying on willpower is a horrible strategy.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

Multiple Choice

 

39. According to the University of Iowa studies on leadership styles, a democratic leader:

a. closely supervises workers.
b. makes the decisions.
c. tells employees what to do.
d. works with employees to determine what to do.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-01 – LO: 03-01
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

40. The University of Iowa studies led to an era of ____ research.

a. behavioral
b. trait
c. personality
d. participation

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-01 – LO: 03-01
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

41. According to the Ohio State University studies on leadership styles, the leadership style that emphasizes task completion is ____.

a. initiating structure
b. democratic leadership
c. consideration
d. autocratic leadership

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 74
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-01 – LO: 03-01
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

42. Leaders who often use one-way communications can be defined by the Ohio State University model as which of the following?

a. Low structure, high consideration.
b. Low structure, low consideration.
c. High structure, high consideration.
d. High structure, low consideration.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 74
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-02 – LO: 03-02
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

43. ____ is credited as being the first to identify the participative leadership style that is commonly used today.

a. Maslow
b. Vroom
c. Herzberg
d. Likert

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 75
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-02 – LO: 03-02
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

44. The Leadership Grid is based on two leadership dimensions called:

a. concern for production and concern for people.
b. concern for profit and concern for productivity.
c. autocratic and democratic.
d. job-centered and employee-centered.

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

45. The Leadership Grid identifies all of the following leadership styles EXCEPT:

a. impoverished.
b. authority-compliance.
c. country-club.
d. end-of the road.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

46. The ____ leader has low concern for both people and production.

a. middle-of-the-road
b. authority-compliance
c. country-club
d. impoverished

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

47. A ____ leader has concern for both production and people; this is the team leadership style.

a. low-high
b. low-low
c. high-high
d. high-low

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 77
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

48. In an extensive empirical research study testing the outcomes of the high-high leader, Blake and Mouton claim that team leadership usually result in all of the following EXCEPT:

a. low absenteeism.
b. improved performance.
c. empowerment.
d. low turnover.

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 77
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

49. Based on extensive research, Blake and Mouton would expect the best performance from a firm whose leadership:

a. displays an ultimate priority of meeting employees’ needs.
b. sets the highest priority on task completion.
c. puts a balanced and moderate managerial effort between meeting employees’ needs and task completion.
d. puts the highest priority on both meeting employees’ needs and task completion.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 77
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

50. Which of the following is NOT one of the contributions of behavioral leadership theory?

a. The manager does not have to perform both production and people functions.
b. It led to the shift in paradigm to contingency leadership theory.
c. Organizations need both production and people leadership.
d. Task and relationship behavior tend to correlate strongly with subordinate performance.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 78
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

51. Through the motivation process, people go from:

a. motive to need to behavior to consequence to satisfaction or dissatisfaction.
b. need to motive to behavior to consequence to satisfaction or dissatisfaction.
c. behavior to motive to need to consequence to satisfaction or dissatisfaction.
d. motive to behavior to need to consequence to satisfaction or dissatisfaction.

 

ANSWER:   b
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

52. Which of the following is NOT one of the four major assumptions that Abraham Maslow based his hierarchy of needs theory on?

a. People’s needs are arranged in order of importance going from basic to complex needs.
b. People will not be motivated to satisfy a higher-level need unless the lower-level need(s) has been at least minimally satisfied.
c. Both met and unmet needs motivate.
d. People have five classifications of needs.

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 80
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

53. All of the following are levels of needs in the hierarchy of needs theory EXCEPT:

a. physiological.
b. safety.
c. social.
d. psychological.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 81
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

54. Physiological needs include all of the following EXCEPT:

a. adequate salary.
b. breaks.
c. working conditions.
d. fringe benefits.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 83, exhibit 3.7
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

55. To motivate his highest performers, a manager gives his highest performer each month an “Employee of the Month” award and a parking space next to his. Of what motivational theory is this an example?

a. Goal-setting.
b. Equity.
c. Expectancy.
d. Reinforcement .

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 96
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

56. The manager of a multinational firm operating in a developing country noticed that local employees had at length recently met their physiological and safety needs. According to the hierarchy of needs theory, the next level of motivation would be met by the promise of:

a. pay related to piecework.
b. heightened security.
c. vacation days.
d. a group picnic.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 83, exhibit 3.7
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

57. Two-factor theory proposes that employees are motivated more by ____ than by _____ .

a. motivators, maintenance factors
b. pay, achievement
c. job security, recognition
d. working conditions, advancement

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 82
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

58. All of the following are considered extrinsic motivators in Herzberg’s two-factor theory EXCEPT:

a. weekly paycheck.
b. finge benefits.
c. the work itself.
d. the working conditions.

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 82
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

59. The process of building motivators into the job itself by making it more interesting and challenging is known as:

a. job enlargement.
b. job enrichment.
c. job enhancement.
d. job performance.

 

ANSWER:   b
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

60. Which of the following is NOT a category of needs in the acquired needs theory?

a. Success.
b. Power.
c. Achievement.
d. Affiliation.

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

61. To motivate employees with a high n Ach, you should do all of the following EXCEPT:

a. give them fast and frequent feedback on their performance.
b. try to include them in decision making.
c. give them increased responsibility for doing new things.
d. give them nonroutine, challenging tasks with clear, attainable objectives.

 

ANSWER:   b
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

62. To motivate employees with a high n Pow, you should to all of the following EXCEPT:

a. let them plan and control their jobs as much as possible.
b. try to include them in decision making.
c. try to assign them to a whole task rather than just a part of a task.
d. assign them to work as part of a team.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

63. To motivate employees with a high n Aff, you should do all of the following EXCEPT:

a. try to include them in decision making.
b. delegate responsibility for orienting and training new employees to them.
c. give them lots of praise and recognition.
d. let them work as part of a team.

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

64. The process motivation theories are alike in that all focus on:

a. understanding how people choose behavior to fulfill their needs.
b. explaining and predicting behavior based on people’s needs.
c. reinforcement of positive behaviors.
d. giving praise.

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 87
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

65. Which of the following is a content motivation theory?

a. Goal-setting theory.
b. Equity theory.
c. Expectancy theory.
d. Acquired needs theory.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Easy
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

66. ____ theory proposes that people are motivated when their perceived inputs equal outputs.

a. Equity
b. Reinforcement
c. Expectancy
d. Goal-setting

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 88
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

67. Managers should be aware that equity is based on:

a. rewards.
b. employee perceptions.
c. exerted effort.
d. performance.

 

ANSWER:   b
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 88
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

68. John really wants a promotion and believes that he has a high probability of earning the promotion if he works hard. John acknowledges that  a promotion is important to him, that performing well will result in a promotion, and he believes he has a good chance of earning the promotion, this is an example of:

a. Equity theory.
b. Expectancy theory.
c. Maslow’s Hierarchy of Needs.
d. Herzberg’s Two Factor Theory.

 

ANSWER:   b
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 88 – 89
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

69. The expectancy theory is based on which of the following assumption?

a. People generally have the same needs, desires, and goals.
b. Behavior is the individual’s decision.
c. People make behavior decisions based on their attitudes and beliefs.
d. Only unmet needs motivate.

 

ANSWER:   b
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 88 – 89
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

70. According to expectancy theory, _______ refers to the person’s perception of his or her ability to accomplish an objective.

a. expectancy
b. instrumentality
c. valence
d. capability

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 89
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

71. Last year sales team Bravo was worst in its company, having been outperformed by six other teams. This year, the new team manager for Bravo believes that the team might make a third-place finish if he sets difficult, challenging goals for them. This is an example of which of the following motivational theories?

a. Expectancy theory.
b. Hierarchy of needs theory.
c. Goal-setting theory.
d. Reinforcement theory.

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 89
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

72. Which of the following is NOT an example of an effective objective?

a. To find a job and new apartment this summer.
b. To sell 50 magazines during the month of March.
c. To finish writing my term paper for English 101 by the end of this weekend.
d. To increase sales in the U.S. by 30 percent in 2011.

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 90 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

73. Which of the following is NOT a criteria for writing an effective objective?

a. An action verb.
b. A singular, specific, and measurable result to be achieved.
c. A target date.
d. A plan of action.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 90 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

74. ____ theory proposes that through the consequences for behavior, people will be motivated to behave in predetermined ways.

a. Equity
b. Goal-setting
c. Expectancy
d. Reinforcement

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 92
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

75. The manager who believes that employees work harder if they get a written reprimand as soon as they slow down at work is attempting to practice:

a. expectancy theory.
b. hygienic motivation.
c. intrinsic motivation.
d. reinforcement.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 92
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

76. Which of the following is NOT a type of reinforcement?

a. Positive.
b. Extinction.
c. Continuous.
d. Avoidance.

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 93
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

77. Fines and demotions are examples of which type of reinforcement?

a. Positive.
b. Avoidance.
c. Punishment.
d. Extinction.

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 93
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

78. As a manager who practices reinforcement theory, you know that ____ is the least effective method in motivating employees to do a good job.

a. positive reinforcement
b. avoidance reinforcement
c. extinction
d. punishment

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 93
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

79. With a(n) ____ schedule of reinforcement, each and every desired behavior is reinforced.

a. continuous
b. intermittent
c. ratio
d. interval

 

ANSWER:   a
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 94
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

80. Giving a bonus after workers produce at a standard rate is an example of a ____ schedule.

a. fixed-interval
b. variable-interval
c. fixed-ratio
d. variable-ratio

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 95
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

81. In reinforcement theory, the most powerful reinforcement schedule for sustaining a desired behavior is:

a. Fixed-interval.
b. Variable-interval.
c. Fixed-ratio.
d. Variable-ratio.

 

ANSWER:   d
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 95
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

82. All of the following are steps in the giving praise model EXCEPT:

a. tell the employee exactly what was done correctly.
b. tell the employee why the behavior is important.
c. make general statements.
d. encourage repeat performance.

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

83. Each of the following questions is answered by either content, process, or reinforcement theories EXCEPT:

a. “What needs do employees have that should be met on the job?”
b. “How do employees choose behavior to fulfill their needs?”
c. “What personality traits cause people to behave in certain ways?”
d. “What can managers do to get employees to behave in ways that meet the organizational objectives?”

 

ANSWER:   c
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 99
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-07 – LO: 03-07
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

84. Setting a goal is just the first step; the next step is just as important as we need to:​

a. officially document the goal.
b. ​plan how to accomplish the goal.
c. ​decide who needs to be notified about the goal.
d. ​devise an alternate goal in case we have to scrap the original goal.

 

ANSWER:   b
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 91 – 92
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

Subjective Short Answer

 

85. List the University of Iowa leadership styles.

ANSWER:   The University of Iowa leadership styles are autocratic and democratic.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-01 – LO: 03-01
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

86. Describe similarities and differences between the University of Michigan and Ohio State University leadership models.

ANSWER:   The University of Michigan and Ohio State University leadership models are similar because they are both based on the same two distinct leadership behaviors, although the models use different names for the two behaviors. The models are different because the University of Michigan model identifies two leadership styles based on either job- or employee-centered behavior. The Ohio State University model states that a leader uses high or low structure and consideration, resulting in four leadership style combinations of these two behaviors.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 72 – 75
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-02 – LO: 03-02
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

87. Discuss similarities and differences between the Ohio State University Leadership Model and the Leadership Grid.

ANSWER:   Both theories are based on the same two leadership behaviors, but use different names for the two dimensions. The theories are different because the Leadership Grid identifies five leadership styles, with one being middle of the road, while the Ohio State model identifies four leadership styles. The Leadership Grid also gives each combination of the two-dimensional behaviors one leadership style name. Authors of the Leadership Grid were strong supporters of the high-high team leadership style as the best.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 74 – 78
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-03 – LO: 03-03
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

88. Discuss similarities and differences among the three content motivation theories.

ANSWER:   Similarities among the content motivation theories include their focus on identifying and understanding employee needs. The theories identify similar needs, but are different in the way they classify the needs. Hierarchy of needs theory includes physiological, safety, belongingness, esteem, and self-actualization needs. Two-factor theory includes motivators and maintenance factors. Acquired needs theory includes achievement, power, and affiliation needs and includes no lower-level needs, as the other two theories do.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 79 – 87
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-04 – LO: 03-04
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

89. Discuss the major similarities and differences among the three process motivation theories.

ANSWER:   The similarity among the three process motivation theories includes their focus on understanding how employees choose behaviors to fulfill their needs. However, they are very different in their perceptions of how employees are motivated. Equity theory proposes that employees are motivated when their perceived inputs equal outputs. Expectancy theory proposes that employees are motivated when they believe they can accomplish the task and the rewards for doing so are worth the effort. Goal-setting theory proposes that achievable, difficult goals motivate employees.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 87 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-05 – LO: 03-05
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

90. Explain the four types of reinforcement.

ANSWER:   (1) Positive reinforcement provides the employee with a reward consequence for performing the desired behavior. (2) Avoidance reinforcement encourages employees to perform the desired behavior in order to avoid a negative consequence. (3) Extinction reinforcement withholds a positive consequence to get the employee to stop performing undesirable behavior. (4) Punishment reinforcement gives the employee a negative consequence to get the employee to stop performing undesirable behavior.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 92 – 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

91. State the major differences among content, process, and reinforcement theories.

ANSWER:   Content motivation theories focus on identifying and understanding employees’ needs. Process motivation goes a step farther to understand how employees choose behavior to fulfill their needs. Reinforcement theory is not as concerned about employee needs; it focuses on getting employees to do what managers want them to do through the consequences provided by managers for their behavior. The use of rewards is the means of motivating employees.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 99
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-07 – LO: 03-07
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

92. Why was there a shift from the trait to the behavioral theory paradigm?

ANSWER:   The trait theory paradigm was seeking to find a set of traits that explained and predicted effective leadership. However, the researchers could not find a universal list of traits, so they turned their attention to identifying the differences in the behavior of effective leaders versus ineffective leaders.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 69 – 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.1 – Review Question 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

93. How is leadership behavior based on traits?

ANSWER:   A manager’s leadership personality traits and attitudes directly affect his or her behavior and relationship with employees. When leading by example, followers observe the leader’s behavior and copy it. And the leader’s behavior is based on his or her traits.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.2 – Review Question 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

94. Name the two University of Iowa leadership styles.  Describe behaviors shared by leaders of each style.

ANSWER:   The University of Iowa leadership styles are autocratic and democratic.  The autocratic leader makes the decisions, tells employees what to do and closely supervises workers.  The democratic leader encourages participation in decisions, works with employees to determine what to do, and does not closely supervise employees.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.3 – Review Question 3-3
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

95. What are the University of Michigan leadership styles?

ANSWER:   The University of Michigan leadership styles are job-centered and employee-centered.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 72
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.4 – Review Question 3-4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

96. What are the Ohio State University leadership styles?

ANSWER:   The Ohio State University leadership styles are high structure and low consideration, high structure and high consideration, low structure and high consideration, and low structure and low consideration.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 74
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.5 – Review Question 3-5
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

97. What are the three important contributions of the University of Michigan and Ohio State University studies?

ANSWER:   The contributions include

(1) They showed there is no one best leadership style in all situations, which helped lead researchers to the next paradigm – that of contingency leadership theory.

(2) They place more emphasis on the human side of the organization to increase productivity.

(3) The participative leadership style that is commonly used today came out of the studies.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 75
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.6 – Review Question 3-6
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

98. What are the Leadership Grid leadership styles?

ANSWER:   The Leadership Grid leadership styles are the impoverished leader (1,1), authority-compliance leader (9,1), country-club leader (1,9), middle-of-the-road leader (5,5), and team leader (9,9).
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.7 – Review Question 3-7
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

99. What are the three important contributions of the Leadership Grid and high-high research?

ANSWER:   The contributions include (1) They led to the shift in paradigm to contingency leadership theory. (2) Research developed the universal theory that all organizations need both production and people leadership. (3) The manager does not have to perform the production and people functions.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 78
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.8 – Review Question 3.-8
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

100. What is motivation, and why is it important to know how to motivate employees?

ANSWER:   Motivation is anything that affects behavior in pursuing a certain outcome. The pursuit of happiness and satisfaction is fundamental to motivation. Making employees happier and healthier increases their effort, contributions, and productivity, and that satisfaction leads to good organizational citizenship behavior – going above and beyond the call of duty.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 79
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.9 – Review Question 3-9
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Comprehension

 

101. What are the content motivation theories?

ANSWER:   The content motivation theories include the hierarchy of needs theory, two-factor theory, and acquired needs theory.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 81, exhibit 3.6
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.10 – Review Question 3-10
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

102. What are the process motivation theories?

ANSWER:   The process motivation theories include equity theory, expectancy theory, and goal-setting theory.
POINTS:   1
DIFFICULTY:   Easy
REFERENCES:   p. 81, exhibit 3.6
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.11 – Reveiw Question 3-11
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

103. What are the types and schedules of reinforcement theory?

ANSWER:   The four types of reinforcement are positive, avoidance, extinction, and punishment. The two schedules of reinforcement are continuous and intermittent (fixed interval schedule, variable interval schedule, fixed ratio schedule, and variable ratio schedule).
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 93 – 95
LEARNING OBJECTIVES:   MGMT.LUSS.16.R.3.12 – Review Question 3-12
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

104. List the four steps of the giving praise model.

ANSWER:   Step 1. Tell the employee exactly what was done correctly.

Step 2. Tell the employee why the behavior is important.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.03-06 – LO: 03-06
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Conceptual
KEYWORDS:   BLOOMS: Knowledge

 

105. The manager is showing an employee how to perform an audit check in inventory. The manager is using which leadership style?

Support your answer.

a. job-centered
b. employee-centered

 

ANSWER:   The manager is using (a) job-centered leadership style.

The manager is focusing on getting the job done.​

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 73
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.1 – Concept Application 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

106. The manager is talking to an employee about last night’s TV show. The manager is using which leadership style?  Support your answer.

a. job-centered
b. employee-centered

 

ANSWER:   The manager is using a (b) employee-centered leadership style.

The manager is working on building a relationship with employees.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 73
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.1 – Concept Application 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

107. The manager is praising an employee for a job well done. The manager is using which leadership style?

Support your answer.

a. job-centered
b. employee-centered

 

ANSWER:   The manager is using a (b) employee-centered leadership style.

The manager is focused on developing a motivational relationship.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 73
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.1 – Concept Application 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

108. The manager spends time interacting with employees only to tell them what to do and how to do it. Which Leadership Grid style is the manager using?

Support your answer.

a. 1,1 (impoverished)
b. 1,9 (country club)
c. 9,1 (authority compliance)
d. 5,5 (middle of the road)
e. 9,9 (team)

 

ANSWER:   The manager is using the (c) authority compliance leadership style.

The manager has a low concern for people and a high concern for production.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.2 – Concept Application 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

109. The manager is showing an employee how to perform an audit check in inventory. However, at the same time the manager is encouraging the employee for his or her effort. Which Leadership Grid style is the manager using?

Support your answer.

a. 1,1 (impoverished)
b. 1,9 (country club)
c. 9,1 (authority compliance)
d. 5,5 (middle of the road)
e. 9,9 (team)

 

ANSWER:   The manager is showing the (e) team leadership style.

The manager has a high concern for both people and production.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.2 – Concept Application 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

110. The manager spends most of the time socializing with employees, while providing little instruction. The manager avoids discipline. Which Leadership Grid style is the manager using?

Support your answer.

a. 1,1 (impoverished)
b. 1,9 (country club)
c. 9,1 (authority compliance)
d. 5,5 (middle of the road)
e. 9,9 (team)

 

ANSWER:   The leader is using the (b) country-club style of leadership.

The leader has a high concern for people and a low concern for production.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.2 – Concept Application 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

111. Susan’s goal is to write her personal objectives within two weeks. Which of the following “must” criteria is not met in this statement?

Support your answer.

a. singular
b. specific
c. measurable
d. target date

 

ANSWER:   The goal is missing a (d) target date.

It is more effective to set a specific date than to give a time span of two weeks. When does the time start and end?

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 90 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.3 – Concept Application 3-3
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

112. Bill’s goal is to save more money in 2010. Which of the following “must” criteria is not met in this statement?

Support your answer.

a. singular
b. specific
c. measurable
d. target date

 

ANSWER:   The answer is (c) measurable.

How will Bill know when he has saved enough money to qualify as “more money”?

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 90 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.3 – Concept Application 3-3
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

113. Edie would often make a sound because he knew it bothered the manager. So the manager decided to ignore it. Which motivation technique is most commonly used in this situation?

Support your answer.

a. hierarchy of needs d. equity f. expectancy
b. two-factor e. goal-setting g. reinforcement
c. acquired needs

 

ANSWER:   The answer is (g) reinforcement.

Edie made the noise for the reward of upsetting the manager. But now the manager is withholding reinforcement (extinction).

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 92 – 98
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.4 – Concept Application 3-4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

114. Shaw retail store offers good working conditions, salaries, and benefits, so Shaw is now planning a monthly barbeque.  Which motivation theory is being used?

Support your answer.

a. hierarchy of needs d. equity f. expectancy
b. two-factor e. goal-setting g. reinforcement
c. acquired needs

 

ANSWER:   The answer is (a) hierarchy of needs theory.

Shaw has progressed from physiological needs (pay), to safety needs (benefits), to social needs.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 81 – 82, also exhibit 3.7 on page 83
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.4 – Concept Application 3-4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

115. A manager used to focus on improving working conditions, but stopped and now focuses on making the job more interesting and challenging.  Which motivational theory is being used?

Support your answer.

a. hierarchy of needs d. equity f. expectancy
b. two-factor e. goal-setting g. reinforcement
c. acquired needs

 

ANSWER:   The answer is (b) two-factor theory.

The manager was focusing on maintenance factors but switched to motivators.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 82 – 85
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.4 – Concept Application 3-4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

116. A manger knows Jose likes people, so she gives him jobs working with others.  Which motivational theory is she using?

Support your answer.

a. hierarchy of needs d. equity f. expectancy
b. two-factor e. goal-setting g. reinforcement
c. acquired needs

 

ANSWER:   She is the (c) acquired needs theory.

Jose has a high need for affiliation, which is part of the acquired needs theory

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.4 – Concept Application 3-4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

117. A manager that assigns challenging tasks that can be completed with hard work is best described as using which motivation theory?

Support your answer.

a. hierarchy of needs d. equity f. expectancy
b. two-factor e. goal-setting g. reinforcement
c. acquired needs

 

ANSWER:   The manager is using (e) goal-setting theory.

The manager is setting achievable but difficult goals.

POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 89 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.CA.3.4 – Concept Application 3-4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

118. Recall a present or past manager. Which of the University of Iowa leadership styles does or did your manager use most often? Describe the behavior of your manager.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 70
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.1 – Work Application 3-1
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Analysis

 

119. Recall a present or past manager. Which of the four Ohio State leadership styles does or did your manager use most often? Describe the behavior of your manager.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 74
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.2 – Work Application 3-2
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Analysis

 

120. Recall a present or past manager. Which of the five Leadership Grid styles does or did your manager use most often? Describe the behavior of your manager.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 76
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.3 – Work Application 3-3
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Analysis

 

121. On what level of the hierarchy of needs are you at this time for a specific aspect of your life (professional or personal)? Be sure to specify the level by name, and explain why you are at that level.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 81
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.4 – Work Application 3-4
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Analysis

 

122. Recall a present or past job; are you or were you dissatisfied or not dissatisfied with the maintenance factors? Are or were you satisfied or not satisfied with the motivators? Be sure to identify and explain your satisfaction with the specific maintenance and motivator factors.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 82 – 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.5 – Work Application 3-5
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Synthesis

 

123. Explain how your need for achievement, power, and/or affiliation has affected your behavior, or that of someone you work with or have worked with. What were the consequences of the behavior, and was the need satisfied?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 86
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.6 – Work Application 3-6
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Synthesis

 

124. Give an example of how equity theory has affected your motivation, or that of someone else you work with or have worked with. Be sure to specify if you were underrewarded, overrewarded, or equitably rewarded.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 88
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.7 – Work Application 3-7
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Synthesis

 

125. Give an example of how expectancy theory has affected your motivation, or that of someone else you work with or have worked with. Be sure to specify the expectancy and valence.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 89
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.8 – Work Application 3-8
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Synthesis

 

126. Using the writing objectives model, write one or more objectives for an organization you work for or have worked for that meet the criteria for objectives.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.9.1 – Work Application 3-9, Question 1
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Synthesis

 

127. Give one or more examples of the types of reinforcement, and the schedules used, on a present or past job.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 94 – 95
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.10 – Work Application 3-10
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Synthesis

 

128. Which leadership model do you prefer?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 72 – 78
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.1 – Critical-Thinking Question 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Evaluation

 

129. Do you agree with the University of Michigan model (with two leadership styles) or with the Ohio State model (with four leadership styles)?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 72 – 75
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.2 – Critical-Thinking Question 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Evaluation

 

130. Do you agree with the Leadership Grid’s claim that the one best leadership style is the team leader (9,9)?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 76 – 77
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.3 – Critical-Thinking Question 3-3
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Leadership Principles – Other management specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Evaluation

 

131. Which of the three content motivation theories do you prefer? Why?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 80 – 87
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.4 – Critical-Thinking Question 3-4
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Evaluation

 

132. Which of the three process motivation theories do you prefer? Why?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 87 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.5 – Critical-Thinking Question 3-5
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Evaluation

 

133. What is your motivation theory? What major methods, techniques, and so on, do you plan to use on the job as a manager to increase motivation and performance?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 81, exhibit 3.6
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.6 – Critical-Thinking Question 3-6
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Application

 

134. Reinforcement theory is unethical because it is used to manipulate employees. Do you agree with this statement? Explain your answer.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 92 – 98
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.7 – Critical-Thinking Question 3-7
NATIONAL STANDARDS:   United States – BUSPROG: Ethics
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Ethics – Ethical and Legal understanding and resoning abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Analysis

 

135. Which type and schedule of reinforcement do you plan to use most often as a leader?

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Moderate
REFERENCES:   p. 94 – 95
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.8 – Critical-Thinking Question 3-8
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Evaluation

 

136. Do you really get what you reinforce? Explain.

ANSWER:   Students’ answers will vary.
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 92 – 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.CT.3.9 – Critical-Thinking Question 3-9
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Application
KEYWORDS:   BLOOMS: Evaluation

 

137. Write the four steps of the writing objectives model and, below it, write a job-related objective that meets the criteria for setting objectives.

ANSWER:   (1) To + (2) action verb + (3) singular, specific, measurable result + (4) target date

Written objectives will vary.

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.1 – Developing Your Leadership Skills 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

138. Select your own situation in which giving praise is appropriate. If it’s not obvious through giving praise, write out a short explanation of the situation.

Write the first step in the giving praise model, followed by what you would say to the person. Follow the same format of listing the step followed by what you would say for steps 2 to 4. However, do not write what you would say for step 3.

ANSWER:   Step 1. Tell the employee exactly what was done correctly.

Answers will vary.

Step 2. Tell the employee why the behavior is important.

Answers will vary.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

Answers will vary.

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.2 – Developing Your Leadership Skills 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

139. Giving Praise. You word processed a short memo to John Richards, the accounting manager, whom you don’t know. You gave it to your secretary, Chris, to send. Chris realized that you used the wrong last name, re-typed the memo, and sent it to John Richardson. Chris told you about your error after sending the memo for you. You have decided to give praise to your secretary for a job well done.

Write the first step in the giving praise model, followed by what you would say to Chris. Follow the same format of listing the step followed by what you would say for steps 2 to 4. However, do not write what you would say for step 3.

ANSWER:   Step 1. Tell the employee exactly what was done correctly.

Chris, thanks for changing Richards to Richardson.

Step 2. Tell the employee why the behavior is important.

It would have been embarrassing for me to make such an error. I certainly don’t want to get on the wrong side of John for not knowing his name.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

It was especially nice of you to correct it rather than to simply tell me to change it. Thanks and keep up the good work!

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.2 – Developing Your Leadership Skills 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

140. Giving Praise. You are a sales manager and were looking over some sales invoices. You saw an invoice for the sale of $50,000 worth of computers to Acme Company by Chris, a commission sales rep. This is a large sale, and you know that Chris has been trying to get business with Acme for some time now. It has potential for a lot of future business, so you have decided to give praise to your sales rep for a job well done.

Write the first step in the giving praise model, followed by what you would say to Chris. Follow the same format of listing the step followed by what you would say for steps 2 to 4. However, do not write what you would say for step 3.

ANSWER:   Step 1. Tell the employee exactly what was done correctly.

Chris, I saw the sales invoice for the $50,000 sale to Acme.

Step 2. Tell the employee why the behavior is important.

I realize you have been trying to land a sale with Acme because it can become a good account for future sales. Without sales we don’t have a company, and this will mean increased commission checks for you.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

Congratulations on a job well done. I’m confident you will turn Acme into a great account.

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.2 – Developing Your Leadership Skills 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

141. Giving Praise. You are the owner of a small retail clothes store. You are in the middle of working on a new display when Chris, a salesperson, comes over to you and suggests how to rearrange the sweaters so that the display is more colorful and appealing to the eye. You decided to give Chris praise for a good idea.

Write the first step in the giving praise model, followed by what you would say to Chris. Follow the same format of listing the step followed by what you would say for steps 2 to 4. However, do not write what you would say for step 3.

ANSWER:   Step 1. Tell the employee exactly what was done correctly.

Chris, your rearrangement of the sweater idea is excellent.

Step 2. Tell the employee why the behavior is important.

How appealing the display is will have an impact on how many sweaters we sell.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

Thanks, and please continue to give me your ideas.

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 97
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.2 – Developing Your Leadership Skills 3-2
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

142. Give an example of how a goal(s) affected your motivation and performance, or those of someone else you work with or have worked with.​

ANSWER:   Students’ answers will vary​
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90 – 91
LEARNING OBJECTIVES:   MGMT.LUSS.16.W.3.9.2 – Work Application 3-9, Question 2
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Application
KEYWORDS:   BLOOMS: Synthesis

 

143. Objective:  To improve our company image by year-end 2018

Identify which criteria is missing from this objective.  Write a new objective and include the missing criteria.​

ANSWER:   Criteria missing: measurable result

Improved objective: To improve our company image by increasing customer satisfaction by 30 percent by year-end 2018.

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.1 – Developing Your Leadership Skills 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

144. ​Objective:  ​To increase the number of customers by 10 percent.

Identify which criteria is missing from this objective.  Write a new objective and include the missing criteria.​

ANSWER:   Criteria missing: target date

Improved objective: To increase the number of customers by 10 percent by the end of the month.​

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.1 – Developing Your Leadership Skills 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

145. Objective:  To increase profits during 2017.

​​Identify which criteria is missing from this objective.  Write a new objective and include the missing criteria.

ANSWER:   Criteria missing: specific result

Improved objective: To increase profits by 30 percent during 2017.

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.1 – Developing Your Leadership Skills 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

146. Objective:  To sell 5 percent more hot dogs and 8 percent more soda at the baseball game on Sunday, June 12, 2016.

​​Identify which criteria is missing from this objective.  Write a new objective and include the missing criteria.​

ANSWER:   Criteria missing: singular result

Improved objective: To sell 5 percent more hot dogs at the baseball game on Sunday, June 13, 2016.

POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.1 – Developing Your Leadership Skills 3-1
NATIONAL STANDARDS:   United States – BUSPROG – Analytic – Business knowledge and analytic skills
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Analytic – Analytic skills
AACSB: Communication – Communication Abilities
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

Essay

 

147. Write three educational, personal and career objectives you want to accomplish. Your objectives can be as short term as something you want to accomplish today, or as long term as 20 years from now. Be sure your objectives meet the criteria for effective objectives.​

ANSWER:   Students’ answers will vary​
POINTS:   1
DIFFICULTY:   Challenging
REFERENCES:   p. 90
LEARNING OBJECTIVES:   MGMT.LUSS.16.DLS.3.1 – Developing Your Leadership Skills 3-1
NATIONAL STANDARDS:   United States – BUSPROG: Analytic
STATE STANDARDS:   United States – IL – DISC: Motivation Concepts – Other management-specific knowledge and abilities
ACCREDITING STANDARDS:   AACSB: Communication – Communication Abilities
AACSB: Reflective Thinking – Reflective Thinking Skills
TOPICS:   Skill Development
KEYWORDS:   BLOOMS: Application

 

 

Reviews

There are no reviews yet.

Be the first to review “Leadership Theory Application And Skill Development 6th Ed by Lussier – Test Bank”

Your email address will not be published. Required fields are marked *