Organizational Behavior Improving Performance and Commitment in The Workplace 5th Edition Colquitt Test Bank

Organizational Behavior Improving
Performance and Commitment in the

Workplace 5th Edition Colquitt Test
Bank
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Chapter 06
Motivation
True / False Questions
1. Motivation determines what employees do at a given moment—the direction in which their

efforts are channeled.
True False
2. Motivation determines the direction, intensity, and outcome of effort.
True False
3. Motivation is not one thing but rather a set of distinct forces.
True False
4. Employees who are engaged completely invest their energies and themselves into the job.
True False
5. Expectancy represents the belief that low performance is the outcome of high efforts.
True False
6. The belief that a person has the capabilities needed to execute the behaviors required for
task success is known as self-actualization.
True False
6-1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
7. Instrumentality represents the belief that stressful performance will result in positive
outcome(s).
True False
8. Valence can be positive, negative, or zero.
True False
9. Leticia has been assigned a task for which she knows that she does not have the necessary
skills or knowledge. However, she really wants the bonus she can earn by completing the
task. According to expectancy theory, Leticia will be highly motivated to complete the task.
True False
10. Valence can be defined as cognitive groupings or clusters of outcomes that are viewed as
having critical psychological or physiological consequences.
True False
11. Hannah has been asked to give the opening speech at her global company's annual sales
convention. She has successfully given speeches in the past, and her friends have all told her
she would be great at this. These have resulted in a high sense of self-efficacy, and she
accepts the assignment.
True False
12. Motivation that is controlled by some contingency that depends on task performance is called
intrinsic motivation.
True False
13. The attractiveness of many rewards varies across cultures.
True False
6-2
14. Research suggests that employees underestimate how powerful a motivator pay is to them.
True False
15. Individuals who value money for the achievement, respect, and freedom it confers value the
rational meaning of money.
True False
16. Pay, bonuses, and promotions are some of the positive-valenced extrinsic outcomes
considered in studies of motivation.
True False
17. A difficult goal is one that stretches an employee to perform at his or her maximum level
while still staying within the boundaries of his or her ability.
True False
18. As goals move from moderate to difficult, the intensity and persistence of the effort needed
are minimized.
True False
19. In the absence of a goal, it is difficult to rely on trial and error to figure out how best to do a
task.
True False
20. When goal commitment is high, assigning specific and difficult goals will have significant
benefits for task performance.
True False
21. Task strategy reflects how complicated the information and actions involved in a task are, as
well as how much the task changes.
True False
6-3
22. Extrinsic theory acknowledges that motivation does not just depend on a person's beliefs and
circumstances, but also on what happens to other people.
True False
23. When your ratio of outcomes to inputs is greater than your comparison other's ratio, equity
distress is experienced, and the tension likely creates negative emotions such as anger or
envy.
True False
24. Equity theory argues that you compare your ratio of outcomes and inputs to the ratio of some
"comparison other."
True False
25. In a situation you see as inequitable, cognitive distortion allows you to restore balance
mentally by altering your behavior in certain ways.
True False
26. Meaningfulness reflects energy rooted in the belief that work tasks contribute to some larger
purpose.
True False
27. Self-determination captures the value of a work goal or purpose, relative to a person's own
ideals and passions.
True False
28. A sense of self-determination is a strong driver of extrinsic motivation.
True False
29. Competence brings with it a sense of pride and mastery that is itself intrinsically motivating.
True False
6-4
30. Employees with high levels of competence can choose what tasks to work on, how to
structure those tasks, and how long to pursue those tasks.
True False
31. The motivating force with the strongest performance effect is the perception of equity.
True False
32. People who experience higher levels of equity tend to feel higher levels of affective
commitment and of normative commitment.
True False
33. Employees who feel a sense of equity on the job are more likely to engage in citizenship
behaviors, particularly when those behaviors aid the organization.
True False
34. Merit pay and profit sharing offer little in the way of difficult and specific goals.
True False
35. Merit pay represents the most common element of organizational compensation plans.
True False
36. A lump-sum bonus is a bonus received by members of a unit for meeting unit goals.
True False
37. Profit sharing tends to have a stronger motivational effect on employee effort than individual
incentives do.
True False
6-5
Multiple Choice Questions
38. The set of energetic forces that originates both within and outside an employee; initiates
work-related effort; and determines its direction, intensity, and persistence is known as:
A. organizational commitment.
B. job satisfaction.
C. job performance.
D. motivation.
E. leadership.
39. Grace invests a great deal of energy in her job. She focuses closely, finds her tasks so
interesting that she loses track of time, and takes a lot of initiative. Grace demonstrates a
high level of ______.
A. engagement
B. expectancy
C. instrumentality
D. goal acceptance
E. equity appreciation
40. Effective job performance is most often a function of:
A. motivation and emotions.

B. emotions and ability.
C. ability and expectations.
D. motivation and ability.
E. expectations and emotions.
6-6
41. Which theory focuses most specifically on describing the cognitive process that employees go
through to make choices among different voluntary responses?
A. Equity theory
B. Extrinsic theory
C. Expectancy theory
D. Goal setting theory
E. Psychological empowerment theory
42. _____ theory argues that employee behavior is directed toward pleasure and away from pain
or, more generally, toward certain outcomes and away from others.
A. Psychological empowerment
B. Expectancy
C. Goal setting
D. Extrinsic
E. Equity
43. The belief that exerting a high level of effort will result in the successful performance of some
task is known as:
A. instrumentality.
B. valence.
C. equity.
D. expectancy.
E. psychological empowerment.
6-7
44. Expectancy is a subjective probability ranging from:
A. 0 to 1.
B. 1 to 5.
C. 10 to 20.
D. -1 to +1.
E. 5 to 1.5.
45. ______ is(are) an important moderator of what individuals consider to be positively or

negatively valent.
A. Culture
B. Expectancy
C. Generalizability
D. Self-efficacy
E. SMART goals
task success is known as:
A. instrumentality.
B. valence.
C. equity.
D. complexity.
E. self-efficacy.
47. When employees consider efficacy levels for a given task, they first consider their:
A. past accomplishments.
B. vicarious experiences.
C. current projects.
D. extrinsic motivators.
E. instrumentality.
6-8
48. Employees consider _____ for a given task by taking into account their observations and
discussions with others who have performed similar tasks.
A. emotional cues
B. instrumentality
C. past accomplishments
D. verbal persuasion
E. vicarious experiences
49. Efficacy is moderated by _____, where feelings of fear or anxiety can create doubts about
task accomplishment, while pride and enthusiasm can bolster confidence levels.
A. emotional cues
B. instrumentality
50. The belief that successful performance will result in some outcome(s) is known as:
A. instrumentality.
B. valence.
C. complexity.
D. expectancy.
E. self-efficacy.
6-9
51. Technically, _____ is a set of subjective probabilities, each ranging from 0 to 1, that
successful performance will bring a set of outcomes.
A. valence
B. instrumentality
C. expectancy
D. self-efficacy
E. complexity
52. The Cotton Yard is a family-run knitting company. It specializes in custom-made woolen
sweaters, pullovers, scarves, and gloves. Younger family members have learned the value of
attention to detail when creating a knit pattern by observing the praise given to knitters who
exhibit this level of attention. Those who now exhibit close attention to detail while knitting
have learned through ______.
A. past accomplishments
B. vicarious experiences
C. lecture sessions
D. emotional cues
E. instrumentality
53. Nathan is defending his first place ranking at the annual debate competition. Just minutes
before his turn, Nathan gets nervous and cannot remember his arguments. His teacher
speaks to him, reminding him of his strong skills in debate, which helps shore up his
confidence. Nathan then delivers his best and successfully defends his title. Which of the
following considerations dictated Nathan's self-efficacy?
A. Past accomplishments
B. Vicarious experiences
C. Verbal persuasion
D. Equity distress
E. Instrumentality
6-10
54. Emily and Steffi work at Education Yours, a nonprofit educational institution. Last month,
Steffi, newly hired on a temporary teaching assignment, was asked by her supervisor to teach
an online course. Being new to online teaching, Steffi is considering her efficacy. She talks to
Emily and other individuals who have been teaching online for several years. Emily takes
pride in her teaching and always approaches her teaching with total enthusiasm. Emily tells
Steffi that she believes exerting a high level of effort will result in a successful performance
in her online teaching. Which of the following best describes Emily's belief about exerting
a high level of effort?
A. Valence
B. Equity
C. Expectancy
D. Instrumentality
E. Emotional cues
55. Steffi and Emily work at Education Yours, a nonprofit educational institution. Last month,
Steffi, newly hired on a temporary teaching assignment, was asked to teach an online course.
Being new to online teaching, Steffi talks with Emily and several individuals who have been
teaching online for several years. Emily discusses the pride she takes in her teaching and
says she always approaches her teaching with total enthusiasm. She also expresses her
belief that exerting a high level of effort will result in a successful performance for Steffi in
her online teaching. Emily's self-efficacy source appears to be:
C. verbal persuasion.
D. emotional cues.
E. instrumentality.
6-11
56. The efficacy of an individual can be influenced by all of these except:
D. the valence of the rewards.
E. emotional cues.
57. The anticipated value of the outcomes associated with performance is known as:
A. instrumentality.
B. valence.
C. equity.
D. expectancy.
E. self-efficacy.
58. The cognitive groupings or clusters of outcomes that are viewed as having critical
psychological or physiological consequences are known as:
A. instrumentality.
B. valence.
C. equity.
D. expectancy.
E. needs.
59. Food, shelter, safety, and protection required for human existence represent _____ needs.
A. physiological
B. relatedness
C. control
D. self-regard
E. self-actualization
6-12
60. The need to be able to predict one's future is a(n) _____ need.
A. relatedness
B. control
C. esteem
D. self-actualization
E. self-regard
61. To hold a high evaluation of oneself and to feel effective and respected by others are _____
needs.
A. control
B. self-actualization
C. esteem
D. autonomy
E. relatedness
62. The need to perform tasks that one cares about and that appeal to one's ideals and sense of
purpose is a _____ need.
A. relatedness
C. control
D. responsibility
E. self-regard
6-13
63. Motivation that is controlled by some contingency that depends on task performance is
known as _____ motivation.
A. control
B. extrinsic
C. intrinsic
D. expectant
E. efficacious
64. Motivation that is felt when task performance serves as its own reward is known as _____
motivation.
A. instrumental
B. extrinsic
C. intrinsic
D. expectant
E. efficacious
65. _____ are defined as the objective or aim of an action and typically refer to attaining a
specific standard of proficiency, often within a specified time limit.
A. Values
B. Goals
C. Internal comparisons
D. Strategies
E. External comparisons
6-14
66. Which of these refers to the learning plans and problem-solving approaches used to achieve
successful performance?
A. Expectancies
B. Emotional cues
C. Vicarious experiences
D. Valences
E. Task strategies
67. _____ consists of updates that employees receive on their progress toward goal attainment.
A. Task complexity
B. Goal commitment
C. Feedback
D. Self-efficacy
E. Instrumentality
68. _____ reflects how complicated the information and actions involved in a task are, as well as
how much the task changes.
A. Task complexity
B. Self-efficacy
C. Goal commitment
D. Feedback
E. Instrumentality
6-15
69. _____ is defined as the degree to which a person accepts a goal and is determined to try to
reach it.
A. Feedback
B. Self-efficacy
C. Instrumentality
D. Task complexity
E. Goal commitment
70. After his annual performance appraisal, Ted was disappointed with his 10 percent increase in
pay, compared to the 20 percent increase his colleagues received. When Ted spoke to his
manager, he was told his colleagues were able to perform well over the minimum standard.
Ted had not been aware of the minimum he was expected to achieve or the levels generally
achieved by his colleagues. What would help Ted improve his performance?
A. Increasing Ted's goal commitment

B. Increasing Ted's task complexity
C. Setting specific goals
D. Decreasing Ted's valence
E. Increasing Ted's dissonance
71. "S" in the SMART goals stands for:
A. systematic.
B. specific.
C. self-set.
D. scientific.
E. serious.
6-16
72. "M" in the SMART goals stands for:
A. measurable.
B. monetary.
C. methodical.
D. model.
E. major.
73. "A" in the SMART goals stands for:
A. affordable.
B. ability.
C. achievable.
D. aspire.
E. assess.
74. "R" in the SMART goals stands for:
A. robust.
B. resolved.
C. requirements.
D. results-based.
E. realist.
75. Which of the following is true about goal setting?
A. Specific, difficult goals are best.

B. Difficult goals reduce motivation.
C. SNARK goals result in the highest levels of goals achievement.
D. Employees work hardest and are most engaged when the goals are easy.
E. Equity is the greatest moderator of goal achievement.
6-17
76. "T" in the SMART goals stands for:
A. time-sensitive.
B. task-driven.
C. tenacious.
D. tempered.
E. team-oriented.
77. Managers in global organizations recognize that some motivators are universal; that is, they
work no matter what the culture. Other motivators differ by culture. Which of the following is
not a universal motivator?
A. Participation
B. Interesting work
C. Pay
D. Achievement
E. Growth
78. _____ theory acknowledges that motivation doesn't just depend on your own beliefs and
circumstances but also on what happens to other people.
A. Equity
B. Extrinsic
C. Expectancy
D. Goal setting
E. Psychological empowerment
6-18
79. Which theory suggests that employees create a "mental ledger" of the outcomes they get
from their job duties?
A. Expectancy theory
B. Goal-setting theory
C. Equity theory
D. Psychological empowerment theory
E. Extrinsic theory
80. The person who seems to provide an intuitive frame of reference for judging equity is known
as the:
A. equity resolver.
B. comparison other.
C. cognitive distortion creator.
D. goals monitor.
E. outcome evaluator.
81. In equity theory, the internal tension that is caused by an imbalance in the ratios is known
as:
A. cognitive distortion.
B. expectancy.
C. equity distress.
D. goal commitment.
E. cognitive dissonance.
6-19
82. Noticing his reduced performance at work, Dan enrolled himself for training sessions offered
by the company and saw his productivity improve. This helped restore his balance of
comparison ratios. Prior to enrolling in the training session, Dan was most likely
experiencing:
A. overreward inequity.
B. self-efficacy.
C. cognitive distortion.
D. expectancy.
E. underreward inequity.
83. In equity theory, rethinking your inputs to restore balance mentally without altering your
behavior in any way is known as:
A. equity distress.
B. instrumentality.
D. internal comparisons.
E. external comparisons.
84. A(n) _____ involves a "comparison other" in the same company.
A. equity distress
B. emotional cue
C. cognitive distortion
D. internal comparison
E. external comparison
6-20
85. When someone from another company is referred to as the "comparison other," one is
involved in a(n):
A. equity distress.
B. emotional cue.
D. internal comparison.
E. external comparison.
86. Allan and Danny have been working for Yummy Treats for about five years, at the same level
of management and doing similar kinds of work. Allan has been focusing on setting specific
and difficult goals for himself and believes that exerting a high level of effort will result in the
successful performance in his job. On the other hand, Danny compares himself to different
managers, such as Jim who works for the competitor in a similar work position. He feels
disheartened when he finds out that he is significantly underrewarded at Yummy Treats.
Allan's focus on concepts such as difficulty and specificity is a key aspect of:
A. equity theory.
B. extrinsic motivation.
C. goal setting.
D. expectancy.
6-21
From Danny's view in this situation, Allan is a(n):
A. empowerment evaluator.
B. internal comparison.
C. valence generator.
D. cognitive distorter.
From Danny's view in this situation, Jim is a(n):
B. valence generator.
C. cognitive distorter.
D. external comparison.
E. internal comparison.
6-22
89. Comparison with others in the same organization doing substantially different jobs is called:
A. job equity.
B. occupational equity.
C. company equity.
D. age equity.
E. educational equity.
90. The dimensions of psychological empowerment include all of these except:
A. meaningfulness.
B. self-determination.
C. competence.
D. impact.
E. needs.
91. The energy rooted in the belief that work tasks contribute to some larger purpose is known
as:
A. self-efficacy.
B. goal commitment.
C. goal setting.
D. vicarious experience.
92. _____ captures the value of a work goal or purpose, relative to a person's own ideals and
passions.
A. Meaningfulness
B. Self-determination
C. Competence
D. Impact
E. Integrity
6-23
93. Karen is a senior manager at The American Bank. A good part of her workday is spent in
meetings with clients, subordinates at the bank, prospective customers, and the auditors.
Though Karen has such a busy schedule, she manages to find time for her equally important
meetings with the PETA foundation. Karen's commitment to PETA can be classified under
which of the following concepts of psychological empowerment?
A. Meaningfulness
C. Competence
D. Expectancy
E. Impact
94. GroundWork is a venture capital firm that helps in financing small businesses. New hires at
the firm are given a project worth $50,000 to work on with minimum interference from the
senior associates. The project has large scope for innovation and creation. What is
management attempting to use as a motivator for the new hires?
A. Meaningfulness
C. Surface-level diversity
D. Expectancy
E. Outcome interdependence
95. Which of the following reflects the sense that a person's actions "make a difference,"
indicating that progress is being made toward fulfilling some important purpose?
A. Impact
B. Meaningfulness
C. Self-determination
D. Competence
E. Integrity
6-24
96. Larry is a commercial financial analyst but wants to become a commercial lender, so he
engages in self-directed learning, seeks out feedback from his managers, and manages his
own workload. Larry is attempting to build his own _____.
A. meaningfulness
B. valence
C. competence
D. impact
E. instrumentality
97. The efforts of Coach Anderson have made the Silver Hawks the best football team in
Brooklyn. The team owners tell Coach Anderson that his efforts have vastly improved the
team's performance and that they believe his continuing efforts will result in the Silver Hawks
being ranked as the best team on the East Coast. Which psychological empowerment
concept best describes the impact of the owners' comments on Coach Anderson's
motivation?
A. Meaningfulness
C. Competence
D. Impact
E. Self-dignity
98. Which of the following is(are) the motivating force(s) with the strongest performance effect?
A. Difficult goals
B. High levels of valence and instrumentality
C. Perceptions of equity
D. High levels of expectancy
E. Self-efficacy and competence
6-25
99. Motivation has a _____ effect on job performance.
A. strong positive
B. moderate positive
C. weak positive
D. moderate negative
E. strong negative
100.Equity has _____ effect on citizenship behavior and _____ effect on counterproductive
behavior.
A. a strong positive; a strong negative

B. a moderate positive; a moderate negative
C. no; a moderate positive
D. a moderate negative; a strong negative
E. a strong negative; a moderate positive
101.Which of the following is a unit-focused compensation plan element?
A. Merit pay
B. Lump-sum bonus
C. Gainsharing
D. Profit sharing
E. Piece-rate
Essay Questions
6-26
102.Define and explain motivation and its forces.
103.How do employees make the choices that take them in the "right direction"? Justify your
answer with the help of expectancy theory.
104.Identify and explain the mathematical formula for expectancy theory. Construct an example
from your own life to illustrate this theory.
6-27
105.Martha was assigned to present the bank's financial statement to its shareholders. The
management chose Martha because she was good at negotiating and had the skills to tackle
any question thrown her way. Though Martha was not confident in the beginning, she
managed to pull it off with ease. Using Martha as an example, define self-efficacy and
identify and explain its determinants.
106.What is the difference between extrinsic and intrinsic motivation? Give some examples of
outcomes associated with each of these. Are you more motivated by extrinsic or intrinsic
outcomes? Explain, using examples from your own life.
107.Identify and explain the factors that alter the effects of goal setting on task performance.
6-28
108.Identify and explain the acronym SMART as used in goal setting theory. Give an example of a
SMART goal from your own life.
109.Describe the strategies for fostering goal commitment.
110.Describe equity theory. What are the three general possibilities that can result from the
comparison of the ratio of outcomes and inputs to the ratio of some comparison other?
Describe a situation and your response to it when you experienced a sense of inequity.
6-29
111.Identify and explain the possible outcomes of equity theory comparisons and ways to restore
the balance for each outcome.
112.What is psychological empowerment? Identify the four concepts that can make work tasks
intrinsically motivating, and explain each concept.
113.Explain how motivation relates to job performance and organizational commitment.
6-30
114.Identify and explain individual-, unit-, and organization-focused compensation plan elements.
6-31
Chapter 06 Motivation Answer Key
True / False Questions
1. Motivation determines what employees do at a given moment—the direction in which their

efforts are channeled.
TRUE
Motivation determines what employees do at a given moment—the direction in which their

effort is channeled.
AACSB: Analytical Thinking

Accessibility: Keyboard Navigation
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-01 What is motivation?
Topic: Motivation
2. Motivation determines the direction, intensity, and outcome of effort.
FALSE
Motivation determines the direction, intensity, and persistence of effort.

Blooms: Remember
Difficulty: 2 Medium
Topic: Motivation
6-32
3. Motivation is not one thing but rather a set of distinct forces.
TRUE
Motivation is not one thing but rather a set of distinct forces. Some of those forces are
internal to the employee, such as a sense of purpose or confidence, whereas others are
external to the employee, such as the goals or incentives an employee is given.

Blooms: Understand
Topic: Motivation
4. Employees who are engaged completely invest their energies and themselves into the job.
TRUE
Employees who are engaged completely invest themselves and their energies into their
jobs.

Blooms: Remember
Difficulty: 1 Easy
Topic: Motivation
5. Expectancy represents the belief that low performance is the outcome of high efforts.
FALSE
Expectancy represents the belief that exerting a high level of effort will result in the
successful performance of some task.

Blooms: Remember
6-33
Learning Objective: 06-02 What three beliefs help determine work effort, according to expectancy theory?
Topic: Expectancy
task success is known as self-actualization.
FALSE
Self-efficacy is defined as the belief that a person has the capabilities needed to execute
the behaviors required for task success.

Blooms: Remember
Topic: Self-efficacy
7. Instrumentality represents the belief that stressful performance will result in positive
outcome(s).
FALSE
Instrumentality represents the belief that successful performance will result in some
outcome(s).

Blooms: Remember
Topic: Instrumentality
6-34
8. Valence can be positive, negative, or zero.
TRUE
Valence reflects the anticipated value of the outcomes associated with performance.
Valence can be positive, negative, or zero.

Blooms: Remember
Topic: Valence
9. Leticia has been assigned a task for which she knows that she does not have the
necessary skills or knowledge. However, she really wants the bonus she can earn by
completing the task. According to expectancy theory, Leticia will be highly motivated to
complete the task.
FALSE
Leticia will have zero motivation to complete the task. Expectancy theory states that if any
element (expectancy, instrumentality, or valence) is zero, the resulting motivation level will
be zero. In this situation, although valence is positive, expectancy is zero. Therefore,
overall motivation will be zero.
AACSB: Knowledge Application

Blooms: Apply
Difficulty: 3 Hard
Topic: Expectancy theory
6-35
10. Valence can be defined as cognitive groupings or clusters of outcomes that are viewed as
FALSE
Needs can be defined as cognitive groupings or clusters of outcomes that are viewed as

Blooms: Remember
Topic: Valence
11. Hannah has been asked to give the opening speech at her global company's annual sales
convention. She has successfully given speeches in the past, and her friends have all told
her she would be great at this. These have resulted in a high sense of self-efficacy, and
she accepts the assignment.
TRUE
Sources of self-efficacy include past accomplishments, vicarious experiences, verbal

persuasion, and emotional cues.

Blooms: Apply
6-36
called intrinsic motivation.
FALSE
Motivation that is controlled by some contingency that depends on task performance is

called extrinsic motivation.

Blooms: Remember
Topic: Motivation
13. The attractiveness of many rewards varies across cultures.
TRUE
The attractiveness of many rewards varies across cultures.
AACSB: Diversity
Blooms: Remember
Topic: Valence
14. Research suggests that employees underestimate how powerful a motivator pay is to
them.
TRUE
Research suggests that employees underestimate how powerful a motivator pay is to

them.

Blooms: Remember
6-37
Topic: Valence
15. Individuals who value money for the achievement, respect, and freedom it confers value
the rational meaning of money.
FALSE
Individuals who value money for the achievement, respect, and freedom it confers value
the symbolic meaning of money.

Blooms: Remember
Difficulty: 1 Easy
Topic: Valence
16. Pay, bonuses, and promotions are some of the positive-valenced extrinsic outcomes
considered in studies of motivation.
TRUE
Pay, bonuses, and promotions are some of the positive-valenced extrinsic outcomes
considered in studies of motivation. See Table 6-2.

Blooms: Remember
Topic: Valence
6-38
17. A difficult goal is one that stretches an employee to perform at his or her maximum level
TRUE
A difficult goal is one that stretches an employee to perform at his or her maximum level

Blooms: Remember
Learning Objective: 06-03 What two qualities make goals strong predictors of task performance, according to goal setting
theory?
Topic: Goal setting theory
18. As goals move from moderate to difficult, the intensity and persistence of the effort
needed are minimized.
FALSE
As goals move from moderate to difficult, the intensity and persistence of effort become
maximized.

Blooms: Understand
Difficulty: 1 Easy
theory?
6-39
19. In the absence of a goal, it is difficult to rely on trial and error to figure out how best to do
a task.
FALSE
In the absence of a goal, it's easy to rely on trial and error to figure out how best to do a
task.

Blooms: Remember
theory?
20. When goal commitment is high, assigning specific and difficult goals will have significant
TRUE
When goal commitment is high, assigning specific and difficult goals will have significant

Blooms: Remember
theory?
6-40
21. Task strategy reflects how complicated the information and actions involved in a task are,
as well as how much the task changes.
FALSE
Task complexity reflects how complicated the information and actions involved in a task
are, as well as how much the task changes.

Blooms: Remember
theory?
22. Extrinsic theory acknowledges that motivation does not just depend on a person's beliefs
and circumstances, but also on what happens to other people.
FALSE
Equity theory acknowledges that motivation doesn't just depend on your own beliefs and
circumstances, but also on what happens to other people.

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-04 What does it mean to be equitably treated according to equity theory, and how do employees
respond to inequity?
Topic: Equity theory
6-41
23. When your ratio of outcomes to inputs is greater than your comparison other's ratio, equity
distress is experienced, and the tension likely creates negative emotions such as anger or
envy.
FALSE
When your ratio of outcomes to inputs is less than your comparison other's ratio, the ratio
imbalance triggers equity distress. However, if your ratio is greater than your comparison
other's ratio, the imbalance is likely to cause guilt, not anger or envy.

Blooms: Remember
24. Equity theory argues that you compare your ratio of outcomes and inputs to the ratio of
some "comparison other."
TRUE
Equity theory argues that you compare your ratio of outcomes and inputs to the ratio of
some "comparison other."

Blooms: Remember
6-42
25. In a situation you see as inequitable, cognitive distortion allows you to restore balance
mentally by altering your behavior in certain ways.
FALSE
Cognitive distortion allows you to restore balance mentally, without altering your behavior
in any way.

Blooms: Remember
26. Meaningfulness reflects energy rooted in the belief that work tasks contribute to some
larger purpose.
FALSE
Psychological empowerment reflects energy rooted in the belief that work tasks contribute
to some larger purpose. Meaningfulness addresses the value of a work goal or purpose,
relative to a person's own ideals and passions.

Blooms: Remember
Learning Objective: 06-05 What is psychological empowerment, and what four beliefs determine empowerment levels?
Topic: Empowerment
6-43
27. Self-determination captures the value of a work goal or purpose, relative to a person's own
FALSE
Meaningfulness captures the value of a work goal or purpose, relative to a person's own
ideals and passions. Self-determination reflects a sense of choice in the initiation and
continuation or work tasks.

Blooms: Remember
Topic: Empowerment
28. A sense of self-determination is a strong driver of extrinsic motivation.
FALSE
The sense of self-determination is a strong driver of intrinsic motivation because it allows

employees to pursue activities that they themselves find meaningful and interesting.

Blooms: Understand
Topic: Empowerment
29. Competence brings with it a sense of pride and mastery that is itself intrinsically
motivating.
TRUE
Competence brings with it a sense of pride and mastery that is itself intrinsically
motivating.

6-44
Blooms: Remember
Topic: Empowerment
30. Employees with high levels of competence can choose what tasks to work on, how to
structure those tasks, and how long to pursue those tasks.
FALSE
Employees with high levels of self-determination can choose what tasks to work on, how
to structure those tasks, and how long to pursue those tasks.

Blooms: Remember
Topic: Empowerment
31. The motivating force with the strongest performance effect is the perception of equity.
FALSE
The motivating force with the strongest performance effect is self-efficacy/competence.

Blooms: Remember
Learning Objective: 06-06 How does motivation affect job performance and organizational commitment?
6-45
32. People who experience higher levels of equity tend to feel higher levels of affective
commitment and of normative commitment.
TRUE
People who experience higher levels of equity tend to feel higher levels of affective
commitment and higher levels of normative commitment.

Blooms: Remember
33. Employees who feel a sense of equity on the job are more likely to engage in citizenship
TRUE
Employees who feel a sense of equity on the job are more likely to engage in citizenship

Blooms: Remember
34. Merit pay and profit sharing offer little in the way of difficult and specific goals.
TRUE
Merit pay and profit sharing offer little in the way of difficult and specific goals.

Blooms: Understand
6-46
Learning Objective: 06-07 What steps can organizations take to increase employee motivation?
Topic: Outcomes
35. Merit pay represents the most common element of organizational compensation plans.
TRUE
Merit pay represents the most common element of organizational compensation plans.

Blooms: Remember
Topic: Outcomes
36. A lump-sum bonus is a bonus received by members of a unit for meeting unit goals.
FALSE
Lump-sum bonuses and gain sharing provide a forum for assigning difficult and specific
goals; the former does so at the individual level and the latter at the unit level.

Blooms: Remember
Topic: Outcomes
37. Profit sharing tends to have a stronger motivational effect on employee effort than
individual incentives do.
FALSE
Profit sharing is unlikely to have strong motivational consequences because an individual

employee can do little to improve the profitability of the company, regardless of his or her
job performance.
6-47
Blooms: Understand
Topic: Outcomes
Multiple Choice Questions
38. The set of energetic forces that originates both within and outside an employee; initiates
work-related effort; and determines its direction, intensity, and persistence is known as:
A. organizational commitment.
B. job satisfaction.
C. job performance.
D. motivation.
E. leadership.
Motivation is defined as a set of energetic forces that originates both within and outside
an employee; initiates work-related effort; and determines its direction, intensity, and
persistence.

Blooms: Remember
Difficulty: 1 Easy
Topic: Motivation
6-48
39. Grace invests a great deal of energy in her job. She focuses closely, finds her tasks so
interesting that she loses track of time, and takes a lot of initiative. Grace demonstrates a
high level of ______.
A. engagement
B. expectancy
C. instrumentality
D. goal acceptance
E. equity appreciation
Grace is a highly engaged employee.

Blooms: Apply
Topic: Motivation
40. Effective job performance is most often a function of:
A. motivation and emotions.

B. emotions and ability.
C. ability and expectations.
D. motivation and ability.
E. expectations and emotions.
Motivation is a critical consideration because effective job performance often requires

high levels of both ability and motivation.

Blooms: Remember
Topic: Motivation
6-49
41. Which theory focuses most specifically on describing the cognitive process that employees
go through to make choices among different voluntary responses?
A. Equity theory
B. Extrinsic theory
C. Expectancy theory
D. Goal setting theory
E. Psychological empowerment theory
The expectancy theory describes the cognitive process that employees go through to make
choices among different voluntary responses.

Blooms: Remember
42. _____ theory argues that employee behavior is directed toward pleasure and away from
pain or, more generally, toward certain outcomes and away from others.
A. Psychological empowerment
B. Expectancy
C. Goal setting
D. Extrinsic
E. Equity
Expectancy theory describes the cognitive process that employees go through to make
choices among different voluntary responses and argues that employee behavior is
directed toward pleasure and away from pain or, more generally, toward certain outcomes
and away from others.

Blooms: Remember
6-50
43. The belief that exerting a high level of effort will result in the successful performance of
some task is known as:
A. instrumentality.
B. valence.
C. equity.
D. expectancy.
Technically, expectancy is a subjective probability, ranging from 0 to 1 that a specific

amount of effort will result in a specific level of performance.

Blooms: Remember
Topic: Expectancy
44. Expectancy is a subjective probability ranging from:
A. 0 to 1.
B. 1 to 5.
C. 10 to 20.
D. -1 to +1.
E. 5 to 1.5.
Expectancy is a subjective probability, ranging from 0 to 1 that a specific amount of effort

will result in a specific level of performance.

Blooms: Remember
6-51
Topic: Expectancy
45. ______ is(are) an important moderator of what individuals consider to be positively or

negatively valent.
A. Culture
B. Expectancy
C. Generalizability
D. Self-efficacy
E. SMART goals
Culture is an important moderator of what individuals consider to be positively or

negatively valent.
AACSB: Diversity
Blooms: Remember
Topic: Valence
task success is known as:
A. instrumentality.
B. valence.
C. equity.
D. complexity.
E. self-efficacy.
Self-efficacy is defined as the belief that a person has the capabilities needed to execute
the behaviors required for task success.

Blooms: Remember
6-52
47. When employees consider efficacy levels for a given task, they first consider their:
C. current projects.
D. extrinsic motivators.
E. instrumentality.
When employees consider efficacy levels for a given task, they first consider their past
accomplishments—the degree to which they have succeeded or failed in similar sorts of
tasks in the past.

Blooms: Remember
48. Employees consider _____ for a given task by taking into account their observations and
discussions with others who have performed similar tasks.
A. emotional cues
B. instrumentality
A vicarious experience is one of the factors that can explain the differences in the levels of
self-efficacy among the employees for a given task.

Blooms: Remember
6-53
49. Efficacy is moderated by _____, where feelings of fear or anxiety can create doubts about
task accomplishment, while pride and enthusiasm can bolster confidence levels.
A. emotional cues
B. instrumentality
An emotional cue is one of the factors that can explain the differences in the levels of self-
efficacy among the employees for a given task.

Blooms: Remember
50. The belief that successful performance will result in some outcome(s) is known as:
A. instrumentality.
B. valence.
C. complexity.
D. expectancy.
E. self-efficacy.
Instrumentality represents the belief that successful performance will result in some
outcome(s).

Blooms: Remember
6-54
51. Technically, _____ is a set of subjective probabilities, each ranging from 0 to 1, that
successful performance will bring a set of outcomes.
A. valence
B. instrumentality
C. expectancy
D. self-efficacy
E. complexity
Technically, instrumentality is a set of subjective probabilities, each ranging from 0 to 1,

that successful performance will bring a set of outcomes.

Blooms: Remember
52. The Cotton Yard is a family-run knitting company. It specializes in custom-made woolen
sweaters, pullovers, scarves, and gloves. Younger family members have learned the value
of attention to detail when creating a knit pattern by observing the praise given to knitters
who exhibit this level of attention. Those who now exhibit close attention to detail while
knitting have learned through ______.
A. past accomplishments
B. vicarious experiences
C. lecture sessions
D. emotional cues
E. instrumentality
Vicarious experience includes observations of the success or failure of others at a given

task and/or discussions with others who have performed similar tasks.

6-55
Blooms: Apply
53. Nathan is defending his first place ranking at the annual debate competition. Just minutes
before his turn, Nathan gets nervous and cannot remember his arguments. His teacher
speaks to him, reminding him of his strong skills in debate, which helps shore up his
confidence. Nathan then delivers his best and successfully defends his title. Which of the
following considerations dictated Nathan's self-efficacy?
A. Past accomplishments
B. Vicarious experiences
C. Verbal persuasion
D. Equity distress
E. Instrumentality
Verbal persuasion is one of the factors that can explain the differences in the levels of
self-efficacy among the employees for a given task.

Blooms: Apply
Difficulty: 3 Hard
6-56
54. Emily and Steffi work at Education Yours, a nonprofit educational institution. Last month,
Steffi, newly hired on a temporary teaching assignment, was asked by her supervisor to
teach an online course. Being new to online teaching, Steffi is considering her efficacy.
She talks to Emily and other individuals who have been teaching online for several years.
Emily takes pride in her teaching and always approaches her teaching with total
enthusiasm. Emily tells Steffi that she believes exerting a high level of effort will result in a
successful performance in her online teaching. Which of the following best describes
Emily's belief about exerting a high level of effort?
A. Valence
B. Equity
C. Expectancy
D. Instrumentality
E. Emotional cues
Expectancy represents the belief that exerting a high level of effort will result in the
successful performance of some task.

Blooms: Apply
Topic: Expectancy
6-57
55. Steffi and Emily work at Education Yours, a nonprofit educational institution. Last month,
Steffi, newly hired on a temporary teaching assignment, was asked to teach an online
course. Being new to online teaching, Steffi talks with Emily and several individuals who
have been teaching online for several years. Emily discusses the pride she takes in her
teaching and says she always approaches her teaching with total enthusiasm. She also
expresses her belief that exerting a high level of effort will result in a successful
performance for Steffi in her online teaching. Emily's self-efficacy source appears to be:
D. emotional cues.
E. instrumentality.
Efficacy is dictated in part by emotional cues; feelings of fear or anxiety can create doubts
about task accomplishment, whereas pride and enthusiasm can bolster confidence levels.

Blooms: Apply
Difficulty: 3 Hard
56. The efficacy of an individual can be influenced by all of these except:
D. the valence of the rewards.
E. emotional cues.
When employees consider efficacy levels for a given task, they consider their past
accomplishments, vicarious experiences, verbal persuasion, and emotional cues. See
Figure 6-3.
6-58
Blooms: Understand
Topic: Valence
57. The anticipated value of the outcomes associated with performance is known as:
A. instrumentality.
B. valence.
C. equity.
D. expectancy.
E. self-efficacy.
Valence reflects the anticipated value of the outcomes associated with performance.
Salary increases, bonuses, and more informal rewards are typical examples of "positively
valenced" outcomes.

Blooms: Remember
Topic: Valence
58. The cognitive groupings or clusters of outcomes that are viewed as having critical
psychological or physiological consequences are known as:
A. instrumentality.
B. valence.
C. equity.
D. expectancy.
E. needs.
Needs can be defined as cognitive groupings or clusters of outcomes that are viewed as
6-59
Blooms: Remember
Topic: Valence
59. Food, shelter, safety, and protection required for human existence represent _____ needs.
A. physiological
B. relatedness
C. control
D. self-regard
E. self-actualization
Food, shelter, safety, and protection required for human existence represent physiological
needs. See Table 6-1.

Blooms: Remember
Difficulty: 1 Easy
Topic: Valence
60. The need to be able to predict one's future is a(n) _____ need.
A. relatedness
B. control
C. esteem
D. self-actualization
E. self-regard
The need for control (autonomy, responsibility) is the need to be able to predict and
control one's future. See Table 6-1.

Blooms: Remember
6-60
Difficulty: 1 Easy
Topic: Valence
61. To hold a high evaluation of oneself and to feel effective and respected by others are
_____ needs.
A. control
C. esteem
D. autonomy
E. relatedness
The need for esteem (self-regard, growth) includes holding a high evaluation of oneself
and feeling effective and respected by others. See Table 6-1.

Blooms: Remember
Topic: Valence
62. The need to perform tasks that one cares about and that appeal to one's ideals and sense
of purpose is a _____ need.
A. relatedness
C. control
D. responsibility
E. self-regard
The need for meaning (self-actualization) is the need to perform tasks that one cares
about and that appeal to one's ideals and sense of purpose. See Table 6-1.

Blooms: Remember
6-61
Topic: Valence
known as _____ motivation.
A. control
B. extrinsic
C. intrinsic
D. expectant
E. efficacious
Motivation that is controlled by some contingency that depends on task performance is

known as extrinsic motivation. Pay, bonuses, promotions, praise, job security, and spot
awards are extrinsic outcomes, which foster extrinsic motivation.

Blooms: Remember
Difficulty: 1 Easy
Topic: Valence
6-62
64. Motivation that is felt when task performance serves as its own reward is known as _____
motivation.
A. instrumental
B. extrinsic
C. intrinsic
D. expectant
E. efficacious
Motivation that is felt when task performance serves as its own reward is known as
intrinsic motivation. Enjoyment, interestingness, accomplishment, knowledge gain, skill
development and personal expression are intrinsic outcomes, which foster intrinsic
motivation.

Blooms: Remember
Difficulty: 1 Easy
Topic: Valence
65. _____ are defined as the objective or aim of an action and typically refer to attaining a
A. Values
B. Goals
C. Internal comparisons
D. Strategies
E. External comparisons
Goals are defined as the objective or aim of an action and typically refer to attaining a

Blooms: Remember
6-63
theory?
66. Which of these refers to the learning plans and problem-solving approaches used to
achieve successful performance?
A. Expectancies
B. Emotional cues
C. Vicarious experiences
D. Valences
E. Task strategies
Goals trigger the creation of task strategies, which are defined as learning plans and
problem-solving approaches used to achieve successful performance.

Blooms: Remember
theory?
67. _____ consists of updates that employees receive on their progress toward goal
attainment.
A. Task complexity
B. Goal commitment
C. Feedback
D. Self-efficacy
E. Instrumentality
Feedback consists of updates on employee progress toward goal attainment. Feedback is

one of the variables that specify when assigned goals will have stronger or weaker effects
on task performance.
6-64
Blooms: Remember
Difficulty: 1 Easy
theory?
68. _____ reflects how complicated the information and actions involved in a task are, as well
as how much the task changes.
A. Task complexity
B. Self-efficacy
C. Goal commitment
D. Feedback
E. Instrumentality
Task complexity is a moderator that reflects how complicated the information and actions
involved in a task are, as well as how much the task changes. The effects of specific and
difficult goals are almost twice as strong on simple tasks as on complex tasks, though the
effects of goals remain beneficial even in complex cases.

Blooms: Remember
theory?
6-65
69. _____ is defined as the degree to which a person accepts a goal and is determined to try to
reach it.
A. Feedback
B. Self-efficacy
C. Instrumentality
D. Task complexity
E. Goal commitment
Goal commitment is defined as the degree to which a person accepts a goal and is
determined to try to reach it. When goal commitment is high, assigning specific and
difficult goals will have significant benefits for task performance.

Blooms: Remember
theory?
70. After his annual performance appraisal, Ted was disappointed with his 10 percent
increase in pay, compared to the 20 percent increase his colleagues received. When Ted
spoke to his manager, he was told his colleagues were able to perform well over the
minimum standard. Ted had not been aware of the minimum he was expected to achieve
or the levels generally achieved by his colleagues. What would help Ted improve his
performance?
A. Increasing Ted's goal commitment

B. Increasing Ted's task complexity
C. Setting specific goals
D. Decreasing Ted's valence
E. Increasing Ted's dissonance
Specific goals increase the probability of goal attainment.
6-66
Blooms: Apply
theory?
71. "S" in the SMART goals stands for:
A. systematic.
B. specific.
C. self-set.
D. scientific.
E. serious.
The SMART acronym summarizes many beneficial goal characteristics, standing for
specific, measurable, achievable, results-based, and time-sensitive.

Blooms: Remember
Difficulty: 1 Easy
theory?
72. "M" in the SMART goals stands for:
A. measurable.
B. monetary.
C. methodical.
D. model.
E. major.
6-67
Blooms: Remember
Difficulty: 1 Easy
theory?
73. "A" in the SMART goals stands for:
A. affordable.
B. ability.
C. achievable.
D. aspire.
E. assess.

Blooms: Remember
Difficulty: 1 Easy
theory?
74. "R" in the SMART goals stands for:
A. robust.
B. resolved.
C. requirements.
D. results-based.
E. realist.
6-68
Blooms: Remember
Difficulty: 1 Easy
theory?
75. Which of the following is true about goal setting?
A. Specific, difficult goals are best.

B. Difficult goals reduce motivation.
C. SNARK goals result in the highest levels of goals achievement.
D. Employees work hardest and are most engaged when the goals are easy.
E. Equity is the greatest moderator of goal achievement.
A vast amount of research has demonstrated that specific, difficult goals result in the
highest levels of motivation.

Blooms: Understand
theory?
76. "T" in the SMART goals stands for:
A. time-sensitive.
B. task-driven.
C. tenacious.
D. tempered.
E. team-oriented.
6-69
Blooms: Remember
Difficulty: 1 Easy
theory?
77. Managers in global organizations recognize that some motivators are universal; that is,
they work no matter what the culture. Other motivators differ by culture. Which of the
following is not a universal motivator?
A. Participation
B. Interesting work
C. Pay
D. Achievement
E. Growth
Interesting work, pay, achievement, and growth are universal motivators. Motivators that
vary according to culture include whether goals are individual or group, the method of
reward, participation in goals setting, and feedback.
AACSB: Diversity
Blooms: Remember
theory?
6-70
78. _____ theory acknowledges that motivation doesn't just depend on your own beliefs and
A. Equity
B. Extrinsic
C. Expectancy
D. Goal setting
E. Psychological empowerment

Blooms: Remember
Difficulty: 1 Easy
79. Which theory suggests that employees create a "mental ledger" of the outcomes they get
from their job duties?
A. Expectancy theory
B. Goal-setting theory
C. Equity theory
D. Psychological empowerment theory
E. Extrinsic theory
Equity theory suggests that employees create a "mental ledger" of the outcomes or
rewards they get from their job duties.

Blooms: Remember
Difficulty: 1 Easy
6-71
80. The person who seems to provide an intuitive frame of reference for judging equity is
known as the:
A. equity resolver.
B. comparison other.
C. cognitive distortion creator.
D. goals monitor.
E. outcome evaluator.
Equity theory argues that a person compares his ratio of outcomes and inputs to the ratio
of some comparison other—some person who seems to provide an intuitive frame of
reference for judging equity.

Blooms: Remember
Difficulty: 1 Easy
81. In equity theory, the internal tension that is caused by an imbalance in the ratios is known
as:
A. cognitive distortion.
B. expectancy.
C. equity distress.
D. goal commitment.
E. cognitive dissonance.
According to equity theory, any imbalance in ratios triggers equity distress—an internal
tension that can only be alleviated by restoring balance to the ratios.

Blooms: Remember
6-72
82. Noticing his reduced performance at work, Dan enrolled himself for training sessions
offered by the company and saw his productivity improve. This helped restore his balance
of comparison ratios. Prior to enrolling in the training session, Dan was most likely
experiencing:
A. overreward inequity.
B. self-efficacy.
D. expectancy.
E. underreward inequity.
In the case of overreward inequity, your ratio of outcomes to inputs is greater than your
comparison other's ratio. Equity distress gets experienced, and the tension likely creates
negative emotions such as guilt or anxiety. Balance could be restored by shrinking your
outcomes, but equity theory acknowledges that such actions are unlikely in most cases.
Instead, the more likely solution is to increase your inputs in some way. You could
increase the intensity and persistence of your task effort or decide to engage in more
"extra mile" citizenship behaviors.

Blooms: Apply
Difficulty: 3 Hard
6-73
83. In equity theory, rethinking your inputs to restore balance mentally without altering your
behavior in any way is known as:
A. equity distress.
B. instrumentality.
D. internal comparisons.
E. external comparisons.
When a person experiences equity distress, cognitive distortion is one of the methods to
reduce the distress and restore balance mentally.

Blooms: Remember
84. A(n) _____ involves a "comparison other" in the same company.
A. equity distress
B. emotional cue
C. cognitive distortion
D. internal comparison
E. external comparison
Job equity and company equity are examples of internal comparisons. Job equity is to
compare with others doing the same job in the same organization. Company equity is to
compare with others in the same organization doing substantially different jobs.

Blooms: Remember
6-74
85. When someone from another company is referred to as the "comparison other," one is
involved in a(n):
A. equity distress.
B. emotional cue.
D. internal comparison.
Occupational equity is an example of external comparisons. Occupational equity is to

compare with others doing essentially the same job in other organizations.

Blooms: Remember
6-75
86. Allan and Danny have been working for Yummy Treats for about five years, at the same
level of management and doing similar kinds of work. Allan has been focusing on setting
specific and difficult goals for himself and believes that exerting a high level of effort will
result in the successful performance in his job. On the other hand, Danny compares
himself to different managers, such as Jim who works for the competitor in a similar work
position. He feels disheartened when he finds out that he is significantly underrewarded at
Yummy Treats.
Allan's focus on concepts such as difficulty and specificity is a key aspect of:
A. equity theory.
B. extrinsic motivation.
C. goal setting.
D. expectancy.
The goal setting theory argues that assigning employees specific and difficult goals will
result in higher levels of performance than assigning no goals, easy goals, or "do-your-
best" goals.

Blooms: Apply
theory?
6-76
Yummy Treats.
From Danny's view in this situation, Allan is a(n):
B. internal comparison.
C. valence generator.
D. cognitive distorter.
Internal comparisons refer to someone in the same company.

Blooms: Apply
6-77
Yummy Treats.
From Danny's view in this situation, Jim is a(n):
B. valence generator.
C. cognitive distorter.
D. external comparison.
E. internal comparison.
External comparisons refer to someone in a different company.

Blooms: Apply
6-78
89. Comparison with others in the same organization doing substantially different jobs is
called:
A. job equity.
B. occupational equity.
C. company equity.
D. age equity.
E. educational equity.
Company equity is an example of internal comparisons, in which the comparison is in

reference to someone in the same company. See Table 6-6.

Blooms: Remember
90. The dimensions of psychological empowerment include all of these except:
A. meaningfulness.
B. self-determination.
C. competence.
D. impact.
E. needs.
Models of psychological empowerment argue that four concepts are particularly important:
meaningfulness, self-determination, competence, and impact.

Blooms: Remember
Topic: Empowerment
6-79
91. The energy rooted in the belief that work tasks contribute to some larger purpose is known
as:
A. self-efficacy.
B. goal commitment.
C. goal setting.
D. vicarious experience.
Psychological empowerment reflects energy rooted in the belief that work tasks contribute
to some larger purpose. Psychological empowerment represents a form of intrinsic
motivation, in that merely performing the work tasks serves as its own reward and
supplies many of the intrinsic outcomes.

Blooms: Remember
Topic: Empowerment
92. _____ captures the value of a work goal or purpose, relative to a person's own ideals and
passions.
A. Meaningfulness
C. Competence
D. Impact
E. Integrity

Blooms: Remember
Difficulty: 1 Easy
6-80
Topic: Empowerment
93. Karen is a senior manager at The American Bank. A good part of her workday is spent in
meetings with clients, subordinates at the bank, prospective customers, and the auditors.
Though Karen has such a busy schedule, she manages to find time for her equally
important meetings with the PETA foundation. Karen's commitment to PETA can be
classified under which of the following concepts of psychological empowerment?
A. Meaningfulness
C. Competence
D. Expectancy
E. Impact
ideals and passions. When a task is relevant to a meaningful purpose, it becomes easier to
concentrate on the task and get excited about it.

Blooms: Apply
Difficulty: 3 Hard
Topic: Empowerment
6-81
94. GroundWork is a venture capital firm that helps in financing small businesses. New hires
at the firm are given a project worth $50,000 to work on with minimum interference from
the senior associates. The project has large scope for innovation and creation. What is
management attempting to use as a motivator for the new hires?
A. Meaningfulness
C. Surface-level diversity
D. Expectancy
E. Outcome interdependence
Self-determination reflects a sense of choice in the initiation and continuation of work

tasks. Employees with high levels of self-determination can choose what tasks to work on,
how to structure those tasks, and how long to pursue those tasks.

Blooms: Apply
Difficulty: 3 Hard
Topic: Empowerment
95. Which of the following reflects the sense that a person's actions "make a difference,"
indicating that progress is being made toward fulfilling some important purpose?
A. Impact
B. Meaningfulness
C. Self-determination
D. Competence
E. Integrity
Impact reflects the sense that a person's actions "make a difference"—that progress is
being made toward fulfilling some important purpose.

Blooms: Remember
6-82
Topic: Empowerment
96. Larry is a commercial financial analyst but wants to become a commercial lender, so he
engages in self-directed learning, seeks out feedback from his managers, and manages
his own workload. Larry is attempting to build his own _____.
A. meaningfulness
B. valence
C. competence
D. impact
E. instrumentality
Competence captures a person's belief in his or her capability to perform work tasks
successfully. Employees can build their own competence by engaging in self-directed
learning, seeking out feedback from their managers, and managing their own workloads.

Blooms: Apply
Topic: Empowerment
6-83
97. The efforts of Coach Anderson have made the Silver Hawks the best football team in
Brooklyn. The team owners tell Coach Anderson that his efforts have vastly improved the
team's performance and that they believe his continuing efforts will result in the Silver
Hawks being ranked as the best team on the East Coast. Which psychological
empowerment concept best describes the impact of the owners' comments on Coach
Anderson's motivation?
A. Meaningfulness
C. Competence
D. Impact
E. Self-dignity
Impact reflects the sense that a person's actions "make a difference"—that progress is
being made toward fulfilling some important purpose. Managers can instill a sense of
impact by celebrating milestones along the journey to task accomplishment, particularly
for tasks that span a long time frame. Employees can attain a deeper sense of impact by
building the collaborative relationships needed to speed task progress and initiating their
own celebrations of "small wins" along the way.

Blooms: Apply
Topic: Empowerment
6-84
98. Which of the following is(are) the motivating force(s) with the strongest performance
effect?
A. Difficult goals
B. High levels of valence and instrumentality
C. Perceptions of equity
D. High levels of expectancy
E. Self-efficacy and competence
The motivating force with the strongest performance effect is self-efficacy/competence

because people who feel a sense of internal self-confidence tend to outperform those who
doubt their capabilities.

Blooms: Remember
99. Motivation has a _____ effect on job performance.
A. strong positive
B. moderate positive
C. weak positive
D. moderate negative
E. strong negative
Motivation has a strong positive effect on job performance. People who experience higher
levels of motivation tend to have higher levels of task performance.

Blooms: Remember
Difficulty: 1 Easy
Topic: Motivation
6-85
100. Equity has _____ effect on citizenship behavior and _____ effect on counterproductive
behavior.
A. a strong positive; a strong negative

B. a moderate positive; a moderate negative
C. no; a moderate positive
D. a moderate negative; a strong negative
E. a strong negative; a moderate positive
Equity has a moderate positive effect on citizenship behavior and a moderate negative
effect on the counterproductive behavior.

Blooms: Remember
Difficulty: 3 Hard
101. Which of the following is a unit-focused compensation plan element?
A. Merit pay
B. Lump-sum bonus
C. Gainsharing
D. Profit sharing
E. Piece-rate
Gainsharing is a bonus received for meeting unit goals for criteria controllable by
employees.

Blooms: Remember
Difficulty: 1 Easy
Topic: Outcomes
6-86
Essay Questions
102. Define and explain motivation and its forces.
Motivation is a defined set of energetic forces that originates both within and outside an
employee; initiates work-related effort; and determines its direction, intensity, and
persistence. Motivation is a critical consideration because job performance is largely a
function of two factors: motivation and ability. Motivation is not one thing but rather a set
of distinct forces. Some of those forces are internal to the employee, such as a sense of
self-confidence, whereas others are external to the employee, such as the goals an
employee is given. Motivation also determines a number of facets of an employee's work
effort. Motivation determines what employees do at a given moment. Once the direction of
effort has been decided, motivation goes on to determine how hard an employee works
and for how long.

Blooms: Understand
Topic: Motivation
6-87
103. How do employees make the choices that take them in the "right direction"? Justify your
answer with the help of expectancy theory.
The expectancy theory describes the cognitive process that employees go through to make
choices among different voluntary responses. The theory suggests that our choices
depend on three specific beliefs that are based in our past learning and experience:
expectancy, instrumentality, and valence. Expectancy represents the belief that exerting a
high level of effort will result in the successful performance of some task. Instrumentality
represents the belief that successful performance will result in some outcomes. It is a set
of subjective probabilities, each ranging from 0 (no chance!) to 1 (a mortal lock!) that
successful performance will bring a set of outcomes. Valence reflects the anticipated
value of the outcomes associated with performance. Salary increases, bonuses, and more
informal rewards are typical examples of "positively valenced" outcomes, whereas
disciplinary actions, demotions, and terminations are typical examples of "negatively
valenced" outcomes.

Blooms: Analyze
6-88
104. Identify and explain the mathematical formula for expectancy theory. Construct an
example from your own life to illustrate this theory.
The mathematical formula for expectancy theory is:

Motivational force =
where E → P is expectancy; P → O is instrumentality; V is valence.

Σ signifies that instrumentalities and valences are judged with various outcomes in mind.
Motivation increases as successful performance is linked to more and more attractive
outcomes.
Motivational forces equals zero if performance doesn't result in any outcomes.
Students should construct a personal example illustrating the elements of the theory.

Blooms: Apply
Difficulty: 3 Hard
6-89
105. Martha was assigned to present the bank's financial statement to its shareholders. The
management chose Martha because she was good at negotiating and had the skills to
tackle any question thrown her way. Though Martha was not confident in the beginning,
she managed to pull it off with ease. Using Martha as an example, define self-efficacy and
identify and explain its determinants.
Self-efficacy is the belief that one has the capability needed to execute the behaviors
required for task success. Self-efficacy is influenced by an individual's:
1. Past accomplishments. Has the person succeeded or failed in similar tasks in the past?
2. Vicarious experiences. Have they seen or talked to others who have attempted such
tasks? How did those others do?
3. Verbal persuasion. Have respected others told them "You can do it!"?
4. Emotional cues. Individuals who are fearful or anxious will be less sure of their abilities;
those who are enthusiastic are more sure of their abilities.

Blooms: Analyze
106. What is the difference between extrinsic and intrinsic motivation? Give some examples of
outcomes associated with each of these. Are you more motivated by extrinsic or intrinsic
outcomes? Explain, using examples from your own life.
Extrinsic motivation is motivation that is controlled by some contingency that depends on

task performance. Intrinsic motivation is felt when task performance serves as its own
reward. Extrinsic and intrinsic motivation together represent an employee's "total
motivation" level. Some examples of extrinsic outcomes include pay, bonuses, promotions,
benefits and perks, spot awards, praise, job security, etc. Intrinsic outcomes include
enjoyment, interestingness, accomplishment, knowledge gain, skill development, and
personal expression. Student examples will vary.
6-90
Blooms: Apply
Difficulty: 3 Hard
Topic: Motivation
107. Identify and explain the factors that alter the effects of goal setting on task performance.
Factors that alter the effects of goal setting on task performance are:
- Feedback: updates on employee progress toward goal attainment.

- Task complexity: reflects how complicated the information and actions involved in a task
are, as well as how much the task changes.
- Goal commitment: the degree to which a person accepts a goal and is determined to try
to reach it.

Blooms: Understand
theory?
6-91
108. Identify and explain the acronym SMART as used in goal setting theory. Give an example
of a SMART goal from your own life.
SMART goals are:

S = Specific
M = Measurable
A = Achievable
R = Results-based
T = Time-sensitive
The SMART acronym summarizes many beneficial goal characteristics, although it omits
the all-important "difficult" characteristic. Managers are trained to identify five to seven
SMART goals for each employee and to link rewards directly to goal achievement. In this
way, managers and employees come to understand the "how" of achievement, not just the
"what." Students' examples will vary.

Blooms: Remember
Difficulty: 3 Hard
theory?
109. Describe the strategies for fostering goal commitment.
There are five strategies for fostering goal commitment. The first strategy is rewards,
which ties goal achievement to the receipt of monetary or nonmonetary rewards. Publicity
is another strategy, and it publicizes the goal to significant others and coworkers to create
some social pressure to attain it. Support provides supportive supervision to aid
employees if they struggle to attain the goal. Participation is a strategy that collaborates
on setting the specific proficiency level and due date for a goal so that the employee feels
a sense of ownership over the goal. A resource strategy is one that provides the resources
needed to attain the goal and remove any constraints that could hold back task efforts.

Blooms: Understand
6-92
Difficulty: 3 Hard
theory?
110. Describe equity theory. What are the three general possibilities that can result from the
comparison of the ratio of outcomes and inputs to the ratio of some comparison other?
Describe a situation and your response to it when you experienced a sense of inequity.
circumstances, but also on what happens to other people. It suggests that employees
create a "mental ledger" of the outcomes (or rewards) they get from their job duties and
further suggests that employees create a mental ledger of the inputs (or contributions and
investments) they put into their job duties. The first possibility is that the ratio of
outcomes to inputs is balanced between you and your comparison other. The second
possibility is that your ratio of outcomes to inputs is less than your comparison other's
ratio. According to the equity theory, any imbalance in ratios triggers equity distress. The
third possibility is that your ratio of outcomes to inputs is greater than your comparison
other's ratio. Equity distress is experienced again, and the tension likely creates negative
emotions such as guilt or anxiety. Student answers will vary in response to the last portion
of the question.

Blooms: Understand
Difficulty: 3 Hard
6-93
111. Identify and explain the possible outcomes of equity theory comparisons and ways to
restore the balance for each outcome.
Equity: when the comparison of employees' "mental ledger" of the inputs (contributions
and investments) to the outcomes (rewards) they get from their job duties to another
person is in balance.
Ways to restore balance: No actions are needed to restore balance.
Underreward inequity: when the comparison of employees' "mental ledger" of the inputs
(contributions and investments) to the outcomes (rewards) they get from their job duties
to another person's is out of balance in favor of the other person.
Ways to restore balance: growing one's outcomes by talking to his or her boss or by
stealing from the company; shrinking his or her inputs by lowering the intensity or
persistence of effort.
Overreward inequity: when the comparison of employees' "mental ledger" of the inputs
(contributions and investments) to the outcomes (rewards) they get from their job duties
to another person's is out of balance in favor of oneself.
Ways to restore balance: shrinking one's outcomes; growing his or her inputs through
more high-quality work or through some cognitive distortion.

Blooms: Remember
6-94
112. What is psychological empowerment? Identify the four concepts that can make work tasks
intrinsically motivating, and explain each concept.
Psychological empowerment represents a form of intrinsic motivation in that merely

performing the work tasks serves as its own reward and supplies many of the intrinsic
outcomes. The four concepts that are particularly important are meaningfulness, self-
determination, competence, and impact. Meaningfulness captures the value of a work goal
or purpose, relative to a person's own ideals and passions. Self-determination reflects a
sense of choice in the initiation and continuation of work tasks. Competence captures a
person's belief in his or her capability to perform work tasks successfully. Impact reflects
the sense that a person's actions "make a difference"—that progress is being made
toward fulfilling some important purpose.

Blooms: Understand
Topic: Empowerment
6-95
113. Explain how motivation relates to job performance and organizational commitment.
Motivation relates to job performance and organizational commitment in the following

ways:
Task performance-
- Self-efficacy/competence: people who feel a sense of internal self-confidence tend to

outperform those who doubt their capabilities.
- Difficult goals: people who receive difficult goals outperform the recipients of easy
goals.
- Expectancy theory: the motivational force created by high levels of valence,
instrumentality and expectancy is a powerful motivational variable for task performance.
Organizational commitment-
- Equity: employees who feel a sense of equity are more emotionally attached to their
firms and feel a stronger sense of obligation to remain.

Blooms: Understand
Difficulty: 3 Hard
Topic: Motivation
6-96
114. Identify and explain individual-, unit-, and organization-focused compensation plan
elements.
Individual-focused elements-
- Piece-rate: a specified rate is paid for each unit produced, each unit sold, or each
service provided.
- Merit pay: an increase to base salary is made in accordance with performance
evaluation ratings.
- Lump-sum bonuses: a bonus is received for meeting individual goals but no change is
made to base salary. The potential bonus represents "at risk" pay that must be re-earned
each year. Base salary may be lower in cases in which potential bonuses may be large.
- Recognition awards: tangible awards (gift cards, merchandise, trips, special events, time
off, plaques) or intangible awards (praise) are given on an impromptu basis to recognize
achievement.
Unit-focused elements-
- Gain sharing: a bonus received for meeting unit goals (department goals, plant goals,
business unit goals) for criteria controllable by employees (labor costs, use of materials,
quality). No change is made to base salary. The potential bonus represents "at risk" pay
that must be re-earned each year. Base salary may be lower in cases in which potential
bonuses may be large.
Organization-focused elements-
- Profit sharing: a bonus received when the publicly reported earnings of a company
exceed some minimum level, with the magnitude of the bonus contingent on the
6-97
magnitude of the profits. No change is made to base salary. The potential bonus
represents "at risk" pay that must be re-earned each year. Base salary may be lower in
cases in which potential bonuses may be large.

Blooms: Understand
Topic: Outcomes
6-98

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Organizational Behavior Improving

Performance and Commitment in the

True / False Questions

1. Motivation determines what employees do at a given moment—the direction in which their

2. Motivation determines the direction, intensity, and outcome of effort.

3. Motivation is not one thing but rather a set of distinct forces.

8. Valence can be positive, negative, or zero.

13. The attractiveness of many rewards varies across cultures.

28. A sense of self-determination is a strong driver of extrinsic motivation.

40. Effective job performance is most often a function of:

A. motivation and emotions.

45. ______ is(are) an important moderator of what individuals consider to be positively or

A. Increasing Ted's goal commitment

71. "S" in the SMART goals stands for:

73. "A" in the SMART goals stands for:

74. "R" in the SMART goals stands for:

75. Which of the following is true about goal setting?

A. Specific, difficult goals are best.

84. A(n) _____ involves a "comparison other" in the same company.

90. The dimensions of psychological empowerment include all of these except:

A. a strong positive; a strong negative

101.Which of the following is a unit-focused compensation plan element?

109.Describe the strategies for fostering goal commitment.

113.Explain how motivation relates to job performance and organizational commitment.

True / False Questions

1. Motivation determines what employees do at a given moment—the direction in which their

Motivation determines what employees do at a given moment—the direction in which their

AACSB: Analytical Thinking

2. Motivation determines the direction, intensity, and outcome of effort.

Motivation determines the direction, intensity, and persistence of effort.

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Knowledge Application

AACSB: Analytical Thinking

Sources of self-efficacy include past accomplishments, vicarious experiences, verbal

AACSB: Knowledge Application

Motivation that is controlled by some contingency that depends on task performance is

AACSB: Analytical Thinking

13. The attractiveness of many rewards varies across cultures.

The attractiveness of many rewards varies across cultures.

Research suggests that employees underestimate how powerful a motivator pay is to

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

28. A sense of self-determination is a strong driver of extrinsic motivation.

The sense of self-determination is a strong driver of intrinsic motivation because it allows

AACSB: Analytical Thinking