HRM822 Chapter 5 to Chapter 8 Lecture Notes PDF

Preview

Summary

HRM822 Chapter 5 to Chapter 8 Lecture Notes. Meant to be study before finals exam....

Description

Organizational Behaviour, 11e (Johns/Saks) Chapter 5 Theories of Work Motivation 5.1 1) Effort, persistence, and direction are basic components of A) equity. B) expectancy. C) motivation. D) performance. E) attitude. Answer: C Diff: 1 Type: MC Page Ref: 160 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance. 2) According to the text, which of the following is NOT a basic characteristic or component of motivation? A) Effort B) Performance C) Persistence D) Direction E) Goals Answer: B Diff: 2 Type: MC Page Ref: 160 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance. 3) Which of the following statements about motivation and performance is FALSE? A) A person could be highly motivated and, yet, perform poorly. B) A person could perform fairly well despite low motivation. C) Motivation is defined as the extent to which workers contribute to achieving organizational objectives. D) Task understanding is important for motivation to be converted into performance. E) General cognitive ability and emotional intelligence are important for motivation to be converted into performance. Answer: C Diff: 2 Type: MC Page Ref: 162 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

213 Copyright © 2019 Pearson Canada Inc.

4) When we speak of a person being motivated, we usually mean that the person A) works hard and keeps at it. B) directs his/her behaviour. C) keeps at it and directs his/her behaviour. D) works hard and directs his/her behaviour. E) works hard, keeps at it, directs his/her behaviour. Answer: E Diff: 1 Type: MC Page Ref: 160 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance. 5) People's motivation is often affected by how they see others being treated. Answer: TRUE Diff: 1 Type: TF Page Ref: 160 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance. 6) Motivation is the extent to which an organizational member contributes to achieving the objectives of the organization. Answer: TRUE Diff: 1 Type: TF Page Ref: 161 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance. 7) People's motivation is often affected by how they see others being ________. Answer: treated Diff: 2 Type: SA Page Ref: 160 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance. 8) The text defines ________ as the extent to which persistent effort is directed towards a goal. Answer: motivation Diff: 1 Type: SA Page Ref: 160 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance.

214 Copyright © 2019 Pearson Canada Inc.

9) What is motivation and what are its basic characteristics? Answer: Motivation refers to the extent to which persistent effort is directed towards a goal. The basic characteristics of motivation are effort, persistence, direction, and goals. Diff: 1 Type: ES Page Ref: 160 Skill: Recall Objective: 5.1 Define motivation, discuss its basic properties, and distinguish it from performance. 5.2 1) Which of the following is most likely to stimulate intrinsic motivation? A) High pay B) Challenging job C) Close supervision D) Generous fringe benefits E) Company policies Answer: B Diff: 2 Type: MC Page Ref: 161 Skill: Recall Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 2) Al told his friends that "the job makes me feel good about myself. I feel a real sense of accomplishment at the end of the day." Al is probably A) intrinsically motivated. B) extrinsically motivated. C) fulfilling his relatedness needs on the job. D) experiencing inequity. E) self-actualized. Answer: A Diff: 2 Type: MC Page Ref: 161 Skill: Applied Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 3) "An interesting job that pays well" suggests that the job A) meets the motivational requirements of equity theory. B) is high in intrinsic motivation. C) is high in extrinsic motivation. D) is high in intrinsic and extrinsic motivation. E) is high in extrinsic but low in intrinsic motivation. Answer: D Diff: 2 Type: MC Page Ref: 161 Skill: Applied Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation.

215 Copyright © 2019 Pearson Canada Inc.

4) Some researchers have argued that intrinsic and extrinsic motivation are incompatible. By this, they mean that A) intrinsic rewards may decrease extrinsic motivation. B) extrinsic rewards may decrease intrinsic motivation. C) extrinsic rewards usually lead to better performance than intrinsic rewards. D) intrinsic rewards usually lead to better performance than extrinsic rewards. E) when used in combination, they result in lower levels of performance. Answer: B Diff: 3 Type: MC Page Ref: 161 Skill: Applied Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 5) You have two co-workers who you like to work with because they are hard workers. Sal says he works hard because of the pay and benefits. Trisha says she works hard because the job gives her feelings of achievement and accomplishment. What can you say about your two co-workers? A) Sal has intrinsic motivation and Trisha has intrinsic motivation. B) Sal has extrinsic motivation and Trisha has extrinsic motivation. C) Sal has autonomous motivation and Trisha has controlled motivation. D) Sal has intrinsic motivation and Trisha has extrinsic motivation. E) Sal has extrinsic motivation and Trisha has intrinsic motivation. Answer: E Diff: 2 Type: MC Page Ref: 161 Skill: Applied Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 6) Some potential motivators might have both extrinsic and intrinsic qualities. Answer: TRUE Diff: 2 Type: TF Page Ref: 161 Skill: Recall Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 7) Researchers have argued that making intrinsic rewards contingent upon performance can reduce extrinsic motivation. Answer: FALSE Diff: 3 Type: TF Page Ref: 161 Skill: Recall Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 8) A controversy exists as to whether the provision of ________ rewards for task performance might damage intrinsic motivation. Answer: extrinsic Diff: 2 Type: SA Page Ref: 161 Skill: Recall Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation.

216 Copyright © 2019 Pearson Canada Inc.

9) ________ motivation is self-applied and stems from a direct relationship between the person and the task. Answer: Intrinsic Diff: 1 Type: SA Page Ref: 161 Skill: Recall Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 10) Gordon Wong, the VP of Human Resources at Zeta Manufacturing, is concerned about the apparent lack of motivation among Zeta's employees. At a meeting with company executives, he proposes that workers' wages be immediately increased by 20% in order to improve motivation levels. Julia Franco, the VP of Operations disagrees. "If you throw more money at them, they will become even less motivated!" she exclaims. Who is correct? Explain your answer. Answer: As discussed in the text, there is considerable debate about the relationship between extrinsic and intrinsic motivators. In support of Julia's position, there is research evidence which suggests that the proposed increase in pay (an extrinsic reward) may lead to reduced levels of intrinsic motivation stemming from the workers' tasks. Other studies suggest that intrinsic motivation is only negatively affected by extrinsic rewards in certain circumstances, and therefore, Julia's argument may not be relevant at Zeta. Either way, pay is only one type of reward and Zeta's management would be well advised to develop a strategy which includes both intrinsic and extrinsic motivators. It should also be noted that according to self-determination theory, more pay will simply increase controlled motivation. Autonomous motivation facilitates effective performance and is also associated with other work outcomes. Thus, they should consider increasing autonomous motivation as well. Diff: 3 Type: ES Page Ref: 161 Skill: Applied Objective: 5.2 Compare and contrast intrinsic and extrinsic motivation. 5.3 1) The extent to which an organizational member contributes to achieving the objectives of the organization is called A) effort. B) performance. C) intrinsic motivation. D) extrinsic motivation. E) expectancy. Answer: B Diff: 1 Type: MC Page Ref: 162 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

217 Copyright © 2019 Pearson Canada Inc.

2) A person's overall capacity and efficiency for processing information is called A) performance. B) motivation. C) emotional intelligence. D) general cognitive ability. E) intelligence. Answer: D Diff: 2 Type: MC Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 3) Which of the following is most accurate about the relationship between general cognitive ability and performance? A) General cognitive ability predicts performance only on mental tasks. B) General cognitive ability predicts performance only on manual tasks. C) General cognitive ability does not predict performance. D) General cognitive ability is a better predictor of performance for more complex tasks. E) General cognitive ability predicts performance to the same degree on all tasks. Answer: D Diff: 2 Type: MC Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 4) General cognitive ability predicts A) learning, training, career success, and job satisfaction. B) learning, training, job satisfaction, and job performance. C) motivation, training, job satisfaction, and job performance. D) learning, training, career success, and job performance. E) motivation, training, career success, and job performance. Answer: D Diff: 2 Type: MC Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

218 Copyright © 2019 Pearson Canada Inc.

5) From bottom to top, what is the correct order of Salovey and Mayer's model of emotional intelligence? A) Perception of emotions; understanding of emotions; use and assimilation of emotions; management of emotions B) Management of emotions; understanding of emotions; use and assimilation of emotions; perception of emotions C) Perception of emotions; management of emotions; understanding of emotions; use and assimilation of emotions D) Perception of emotions; use and assimilation of emotions; understanding of emotions; management of emotions E) Understanding of emotions; perception of emotions; use and assimilation of emotions; management of emotions Answer: D Diff: 2 Type: MC Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 6) What step is the most basic level of emotional intelligence? A) Use and assimilation of emotions B) Perception of emotions C) Understanding of emotions D) Management of emotions E) It depends on the situation Answer: B Diff: 1 Type: MC Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 7) Being able to calm oneself when angry or lower the anxiety of another person is an example of A) management of emotions. B) perception of emotions. C) understanding of emotions. D) use and assimilation of emotions. E) general cognitive ability. Answer: A Diff: 2 Type: MC Page Ref: 164 Skill: Applied Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

219 Copyright © 2019 Pearson Canada Inc.

8) Emotional intelligence is especially important in jobs A) that are complex. B) that involve mental tasks. C) that involve social interaction. D) that involve manual tasks. E) at higher organizational levels. Answer: C Diff: 2 Type: MC Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 9) Research has found that emotional intelligence A) does not predict job performance. B) predicts job performance and academic performance. C) predicts job performance but not academic performance. D) does not predict academic performance. E) predicts academic performance but not job performance. Answer: B Diff: 1 Type: MC Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 10) Research has found that general cognitive ability A) predicts learning and training success but not job performance. B) predicts learning and job performance but not training success. C) predicts training success and job performance but not learning. D) does not predict learning, training success, or job performance. E) predicts learning, training success, and job performance. Answer: E Diff: 1 Type: MC Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

220 Copyright © 2019 Pearson Canada Inc.

11) The ability to accurately identify emotions in people's faces and nonverbal behaviour is an example of the A) management of emotions. B) understanding of emotions. C) perception of emotions. D) use and assimilation of emotions. E) diagnosis of emotions. Answer: C Diff: 2 Type: MC Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 12) According to one study, the importance of emotional intelligence for job performance depends on one's A) intrinsic motivation. B) extrinsic motivation. C) cognitive ability. D) controlled motivation. E) autonomous motivation. Answer: C Diff: 2 Type: MC Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 13) Emotional intelligence has been found to be most important for the job performance of employees with A) lower levels of cognitive ability. B) higher levels of cognitive ability. C) higher levels of intrinsic motivation. D) lower levels of intrinsic motivation. E) higher levels of extrinsic motivation. Answer: A Diff: 3 Type: MC Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

221 Copyright © 2019 Pearson Canada Inc.

14) Which of the following best represents the relationship between emotional intelligence and job performance? A) It predicts job performance above and beyond cognitive ability but not the Big Five personality variables. B) It does not predict job performance above and beyond cognitive ability or the Big Five personality variables. C) It predicts job performance above and beyond the Big Five personality variables but not cognitive ability. D) It predicts job performance above and beyond cognitive ability and the Big Five personality variables. E) It predicts job performance above and beyond cognitive ability and motivation. Answer: E Diff: 3 Type: MC Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 15) Emotional intelligence is most important for the job performance of employees with high levels of cognitive ability. Answer: FALSE Diff: 2 Type: TF Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 16) If you have a friend who has low cognitive ability, then his/her emotional intelligence will be important for job performance. Answer: TRUE Diff: 2 Type: TF Page Ref: 164 Skill: Applied Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 17) The text defines performance as the extent to which persistent effort is directed towards a goal. Answer: FALSE Diff: 1 Type: TF Page Ref: 162 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 18) High performance could occur despite fairly low motivation. Answer: TRUE Diff: 2 Type: TF Page Ref: 162 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 222 Copyright © 2019 Pearson Canada Inc.

19) General cognitive ability is only related to performance on complex tasks. Answer: FALSE Diff: 2 Type: TF Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 20) The most basic step in emotional intelligence is the knowledge and understanding of emotions. Answer: FALSE Diff: 2 Type: TF Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 21) The highest level of emotional intelligence is the perception of emotions. Answer: FALSE Diff: 1 Type: TF Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 22) Emotional intelligence predicts academic performance. Answer: TRUE Diff: 1 Type: TF Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 23) Emotional intelligence is most important for complex and higher-level jobs. Answer: FALSE Diff: 2 Type: TF Page Ref: 164 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 24) General cognitive ability is an even better predictor of performance for more ________ and higher-level jobs. Answer: complex Diff: 2 Type: SA Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence.

223 Copyright © 2019 Pearson Canada Inc.

25) Emotional intelligence is most important for the job performance of employees with lower levels of ________. Answer: cognitive ability Diff: 2 Type: SA Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 26) The text defines ________ as the extent to which a member contributes to achieving the objectives of the organization. Answer: performance Diff: 1 Type: SA Page Ref: 162 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emotional intelligence. 27) ________ is a term used to refer to a person's basic information processing capabilities. Answer: General cognitive ability Diff: 1 Type: SA Page Ref: 163 Skill: Recall Objective: 5.3 Explain and discuss the different factors that predict performance, and define general cognitive ability and emoti...