Test Bank for ORGB 3 3rd Edition Nelson Quick

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CHAPTER 6—LEARNING AND PERFORMANCE MANAGEMENT

MULTIPLE CHOICE

1. In terms of the work environment, learning:

a. takes place through formal training programs
b. is primarily the cognitive activity of acquiring knowledge
c. is ad hoc and accidental
d. is a change in behavior acquired through experience and knowledge acquisition
ANS: D PTS: 1 DIF: Moderate REF: p. 91
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge

2. The behaviorist approach to learning assumes observable behavior is a function of:

a. both the person and the environment
b. external cues
c. its consequences
d. the interaction between the affect and cognitive components of an individual
ANS: C PTS: 1 DIF: Easy REF: p. 91
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge

3. In the animal learning research of Pavlov, the sound of the bell was the:
a. conditioned response
b. unconditional stimulus
c. conditioned stimulus
d. consequence of the dog's salvation
ANS: C PTS: 1 DIF: Hard REF: p. 91
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Classical Conditioning MSC: BLOOMS Level II Comprehension

4. Modifying behavior so that a conditioned stimulus is paired with an unconditioned stimulus and elicits
an unconditioned response defines:
a. operant conditioning
b. classical conditioning
 c. reinforcement
d. learning
ANS: B PTS: 1 DIF: Easy REF: p. 91
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Classical Conditioning MSC: BLOOMS Level I Knowledge

5. A person working at a computer terminal may get lower back tension as a result of poor posture. If the
person becomes aware of that tension only when the manager enters the work area, then the person
may develop lower back tension at the appearance of the manager. This scenario would be an example
of:
a. operant conditioning
b. classical conditioning
c. paired reinforcement
d. behavior modification
ANS: B PTS: 1 DIF: Moderate REF: p. 91
OBJ: 1 NAT: AACSB Analytic | Motivation Concepts
TOP: Classical Conditioning MSC: BLOOMS Level III Application

6. Which of the following is NOT a limitation of classical conditioning?

a. Humans are more complex and less amenable to simple cause-and-effect conditioning.
b. Behavioral environments in organizations are complex and not very amenable to single
stimulus-response manipulations.
c. Unconditioned responses and unconditioned stimulus have not been connected in humans.
d. Complex human decision making makes it possible to override simple conditioning.
ANS: C PTS: 1 DIF: Moderate REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Classical Conditioning MSC: BLOOMS Level II Comprehension

7. A form of operant conditioning that has been used successfully to shape organizational behavior is
known as:
a. job enrichment
b. organization development
c. employee empowerment
d. organizational behavior modification
ANS: D PTS: 1 DIF: Moderate REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Operant Conditioning MSC: BLOOMS Level II Comprehension

8. Operant conditioning is based on the notion that behavior is a function of:

a. seated beliefs
b. perception and thinking
c. unconscious drives
d. its consequences
ANS: D PTS: 1 DIF: Easy REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Operant Conditioning MSC: BLOOMS Level II Comprehension

9. Which of the following is a form of operant conditioning?

a. expectancy theory
b. the expectation-performance-reward-satisfaction chain
 c. the attempt by a supervisor to satisfy higher order needs of employees through
participation
d. organizational behavior modification
ANS: D PTS: 1 DIF: Easy REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Operant Conditioning MSC: BLOOMS Level I Knowledge

10. The process of modifying behavior through the use of positive or negative consequences following
specific behaviors is called:
a. classical conditioning
b. Pavlovian conditioning
c. Skinners Integrated Model of conditioning
d. operant conditioning
ANS: D PTS: 1 DIF: Easy REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Operant Conditioning MSC: BLOOMS Level I Knowledge

11. Which of the following reinforcement consequences would have the most effect under OBM?
a. routine pay for performance
b. social recognition
c. performance feedback
d. money-based reinforcement
ANS: D PTS: 1 DIF: Moderate REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Operant Conditioning MSC: BLOOMS Level II Comprehension

12. As a supervisor you decide to use positive reinforcement to increase the probability that desired job
performance will be repeated. All of the following are appropriate as positive reinforcement except:
a. salary increase after evaluation
b. promotion after several outstanding performance reviews
c. releasing employee to go home early but providing full pay
d. no response or feedback when employee fails to complete task on time
ANS: D PTS: 1 DIF: Easy REF: p. 92
OBJ: 1 NAT: AACSB Analytic | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level III Application

13. Reinforcement and punishment are administered through:

a. extinction
b. positive or/and negative consequences
c. ignoring the behavior
d. withholding a positive consequence
ANS: B PTS: 1 DIF: Easy REF: p. 92-94
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level I Knowledge

14. All of the following are strategies used to influence the consequences of behavior except:
a. extinction
b. punishment
 c. positive consequences
d. neutral consequences
ANS: D PTS: 1 DIF: Easy REF: p. 92-94
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Operant Conditioning MSC: BLOOMS Level II Comprehension

15. A manager who reduces an employee's pay if the employee comes to work late and refrains from doing
so when the employee is on time has:
a. positively reinforced the employee's on time behavior
b. negatively reinforced the employee's on time behavior
c. utilized extinction to reduce the undesirable behavior
d. none of these
ANS: B PTS: 1 DIF: Moderate REF: p. 93-94
OBJ: 1 NAT: AACSB Analytic | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level III Application

16. As an outcome for exceptional performance, Jeffery was provided the opportunity to make a highly
visible presentation to the board of directors. However, Jeffery was extremely nervous and upset about
the presentation. This consequence was viewed by Jeffery as:
a. negative
b. positive
c. extinction
d. punishment
ANS: A PTS: 1 DIF: Moderate REF: p. 92
OBJ: 1 NAT: AACSB Analytic | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level III Application

17. The schedule of reinforcement that provides the least impact or incentive for performing well is known
as:
a. fixed ratio
b. variable ratio
c. fixed interval
d. variable interval
ANS: C
See also Table 6.1.

PTS: 1 DIF: Hard REF: p. 93 OBJ: 1

NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level II Comprehension

18. A colleague does not respond to the sarcastic comments of a coworker but compliments the sarcastic
colleague for constructive comments. Which of the following statements are true?
a. The colleague was using extinction and negative reinforcement.
b. The colleague was using positive and negative consequences.
c. The colleague used only positive consequences.
d. The colleague used extinction and positive reinforcement.
ANS: D PTS: 1 DIF: Moderate REF: p. 92 and 94
 OBJ: 1 NAT: AACSB Analytic | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level III Application

19. A non-response approach that weakens a behavior is known as:

a. punishment
b. negative reinforcement
c. intermittent reinforcement
d. extinction
ANS: D PTS: 1 DIF: Easy REF: p. 94
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level I Knowledge

20. If a random number of responses must be emitted before reinforcement occurs, it is a:

a. fixed interval schedule
b. fixed ratio schedule
c. variable interval schedule
d. variable ratio schedule
ANS: D
See also Table 6.1.

PTS: 1 DIF: Moderate REF: p. 93 OBJ: 1

NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: The Strategies of Reinforcement, Punishment, and Extinction
MSC: BLOOMS Level I Knowledge

21. Central to Bandura's social learning theory is the concept of:

a. self-monitoring
b. a needs hierarchy
c. self-efficacy
d. continuous reinforcement
ANS: C PTS: 1 DIF: Moderate REF: p. 94
OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Bandura's Social Learning Theory MSC: BLOOMS Level I Knowledge

22. Social learning theory is based on the belief that:

a. learning occurs because of behavioral consequences
b. learning occurs based on group norms
c. learning is strongly connected to need based drives
d. learning occurs through the observation of other people and the modeling of their behavior
ANS: D PTS: 1 DIF: Moderate REF: p. 94
OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Bandura's Social Learning Theory MSC: BLOOMS Level II Comprehension

23. The strongest way for an employee to develop self-efficacy is to:

a. develop a strong internal source of control
b. develop a high degree of self-monitoring
c. pick easier tasks in order to become more successful
d. succeed at a challenging task
 ANS: D PTS: 1 DIF: Moderate REF: p. 94
OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Bandura's Social Learning Theory MSC: BLOOMS Level I Knowledge

24. An individual's beliefs and expectations about his or her ability to successfully accomplish a specific
task is known as:
a. self-esteem
b. external locus of control
c. self monitoring behavior
d. self-efficacy
ANS: D PTS: 1 DIF: Easy REF: p. 94
OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Bandura's Social Learning Theory MSC: BLOOMS Level II Comprehension

25. Which of the following is NOT considered to be one of the four sources of task-specific self-efficacy
critical to the social learning theory of Albert Bandura?
a. prior experiences
b. witnessing the success of others
c. intelligence quotient
d. assessment of current physical and emotional capabilities
ANS: C PTS: 1 DIF: Easy REF: p. 94
OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Bandura's Social Learning Theory MSC: BLOOMS Level II Comprehension

26. Intuitors, in terms of learning, prefer:

a. to search for practical applications
b. interpersonal involvement
c. specific, empirical data
d. theoretical frameworks
ANS: D
See also Table 6.2.

PTS: 1 DIF: Hard REF: p. 95 OBJ: 2

NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Learning and Personality Differences
MSC: BLOOMS Level II Comprehension

27. The process of establishing desired results that guide and direct behavior is known as:
a. motivation
b. goal setting
c. outcome instrumentality
d. establishing input/output equity perceptions
ANS: B PTS: 1 DIF: Easy REF: p. 95
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Goal Setting at Work MSC: BLOOMS Level I Knowledge

28. All of the following are generally considered to be good characteristics of work goals except:
a. specific
b. time-bound
c. measurable
d. moderately difficult
 ANS: D PTS: 1 DIF: Easy REF: p. 91
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Characteristics of Effective Goals MSC: K&C

29. Outcome (or performance) feedback is greatly facilitated by:

a. qualitative goals
b. open-ended goals
c. quantitative goals
d. peer competitive goals
ANS: C PTS: 1 DIF: Moderate REF: p. 95-96
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Characteristics of Effective Goals MSC: BLOOMS Level II Comprehension

30. Which of the following is NOT a major function served by goal setting?
a. It can increase work motivation and task performance.
b. It can reduce the role stress that is associated with conflicting or confusing expectations.
c. It can improve the accuracy and validity performance evaluation.
d. It can result in a restriction of focus that leads to a lack of creativity, spontaneity, and
flexibility.
ANS: D PTS: 1 DIF: Moderate REF: p. 96
OBJ: 3 NAT: AACSB Analytic | Motivation Concepts
TOP: Characteristics of Effective Goals MSC: BLOOMS Level II Comprehension

31. Which of the following has not been shown to moderate the relationship between goal difficulty and
task performance?
a. goal commitment
b. effective performance feedback
c. low self monitor
d. required skills and abilities
ANS: C PTS: 1 DIF: Moderate REF: p. 96
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Goal Setting at Work MSC: BLOOMS Level II Comprehension

32. An important intermediate step between goal acceptance and goal accomplishment is:
a. behavior/reward contingencies
b. goal clarity
c. goal commitment
d. goal specificity
ANS: C PTS: 1 DIF: Moderate REF: p. 96
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Increasing Work Motivation and Task Performance
MSC: BLOOMS Level II Comprehension

33. A prerequisite for successful goal-setting programs, such as management by objectives (MBO), is:
a. a relatively benign or stable environment
b. supervisory goal commitment
c. the connection between goals/outcomes/rewards
d. organizational commitment
ANS: D PTS: 1 DIF: Moderate REF: p. 96
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
 TOP: Increasing Work Motivation and Task Performance
MSC: BLOOMS Level I Knowledge

34. An important function of goal setting is:

a. reducing role stress associated with conflicting and/or confusing expectations
b. reducing the mental effort required in employee jobs
c. minimizing performance evaluations
d. simplifying supervision
ANS: A PTS: 1 DIF: Moderate REF: p. 7
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Reducing Role Stress, Conflict, and Ambiguity
MSC: BLOOMS Level I Knowledge

35. As a supervisor, you can enhance the performance of your employees by:
a. setting their goals
b. closely controlling their behavior
c. allowing employees to participate in goal setting
d. giving workers easy goals
ANS: C PTS: 1 DIF: Moderate REF: p. 96
OBJ: 3 NAT: AACSB Analytic | Motivation Concepts
TOP: Increasing Work Motivation and Task Performance
MSC: BLOOMS Level III Application

36. A supervisor who wants to reduce the stress associated with work within the goal-setting guidelines
would:
a. tie rewards more closely to expected outcomes
b. clearly or specifically identify the goal(s)
c. clarify task-role expectations
d. develop or apply a personality test in order to better match the individual/task fit
ANS: C PTS: 1 DIF: Moderate REF: p. 96
OBJ: 3 NAT: AACSB Analytic | Motivation Concepts
TOP: Reducing Role Stress, Conflict, and Ambiguity
MSC: BLOOMS Level II Comprehension

37. Management by objectives is a goal-setting and performance-planning program originated by:

a. Albert Bandura
b. B.F. Skinner
c. CHOICE BLANK
d. Peter Drucker
e. Willard Marriott
ANS: D PTS: 1 DIF: Easy REF: p. 97
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Improving Performance Evaluation
MSC: BLOOMS Level I Knowledge

38. Management by objectives involves:

a. setting objectives for employees
b. formulating corporate strategy
c. superior control of subordinate behavior
d. interaction between a superior and an employee for setting employees' goals and later
evaluating performance and progress toward goal accomplishment
 ANS: D PTS: 1 DIF: Moderate REF: p. 97
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Improving Performance Evaluation
MSC: BLOOMS Level I Knowledge

39. The process of defining, measuring, appraising, providing feedback on, and improving performance is
called:
a. MBO (Management by Objectives)
b. a control system
c. performance management
d. performance appraisal
ANS: C PTS: 1 DIF: Moderate REF: p. 97-98
OBJ: 4 NAT: AACSB Reflective Thinking | Motivation Concepts | HRM
TOP: Performance Management MSC: BLOOMS Level I Knowledge

40. The first step in the performance measurement process is:

a. rewarding positive performance behaviors
b. measuring performance
c. defining performance in behavioral terms
d. assessing the impact of performance behaviors
ANS: C PTS: 1 DIF: Moderate REF: p. 98
OBJ: 4 NAT: AACSB Reflective Thinking | Motivation Concepts | HRM
TOP: Performance Management MSC: BLOOMS Level I Knowledge

41. Performance appraisal is used for all of the following except:

a. evaluating employee work behavior
b. making promotion and other reward decisions
c. identifying employee developmental needs
d. selecting persons from a pool of job applicants
ANS: D PTS: 1 DIF: Moderate REF: p. 98
OBJ: 4 NAT: AACSB Reflective Thinking | Motivation Concepts | HRM
TOP: Defining Performance MSC: BLOOMS Level II Comprehension

42. The major function(s) of performance appraisal include:

a. to provide feedback on performance
b. to identify developmental needs
c. to make promotion and reward decisions
d. all of these
ANS: D PTS: 1 DIF: Easy REF: p. 98
OBJ: 4 NAT: AACSB Reflective Thinking | Motivation Concepts | HRM
TOP: Defining Performance MSC: BLOOMS Level II Comprehension

43. Performance feedback is more likely to lead to increased job performance when it is:
a. constructive and specific
b. provided in written form only
c. not recorded
d. one-way communication
ANS: A PTS: 1 DIF: Moderate REF: p. 99
OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance Feedback MSC: BLOOMS Level II Comprehension
44. All of the following are characteristics of 360-degree feedback except:
a. It is a tactic to improve the accuracy of performance appraisals.
b. When combined with self-evaluations, there is a high level of agreement with supervisory
evaluations.
c. It provides a well-rounded view of performance from superiors, peers, followers, and
customers.
d. High levels of agreement may not necessarily be desirable if the intent of the 360-degree
evaluation is to provide a full picture of an individual’s performance.
ANS: B PTS: 1 DIF: Moderate REF: p. 100
OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: 360-Degree Feedback MSC: BLOOMS Level II Comprehension

45. An effective performance appraisal system will contain or display all of the following except:
a. reliability
b. validity
c. self-correcting behavior
d. responsiveness
ANS: C PTS: 1 DIF: Moderate REF: p. 101
OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Key Characteristics of an Effective Appraisal System
MSC: BLOOMS Level II Comprehension

46. The reliability of an effective performance appraisal system comes from:

a. insuring the appropriate dimensions of performance are appraised
b. insuring that the dimensions of performance that are measured are constructed in a valid
way
c. insuring that evaluations from multiple sources and at different times are captured over the
course of the evaluation period
d. insuring that when evaluations are conducted employees clearly understand what
dimensions are being evaluated
ANS: C PTS: 1 DIF: Moderate REF: p. 101
OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Key Characteristics of an Effective Appraisal System
MSC: BLOOMS Level I Knowledge

47. Traditional organizational reward systems in the United States place value on:
a. entitlement
b. group performance
c. non-specific performance standards
d. individual performance
ANS: D PTS: 1 DIF: Moderate REF: p. 101
OBJ: 6 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Rewarding Performance MSC: BLOOMS Level I Knowledge

48. Reward allocation decisions involve:

a. sequential decisions about which outcomes will be rewarded
b. simultaneous decisions about which people to reward, how to reward them, and when to
reward them
c. a process of considering individual perceptions regarding instrumentalities and whether
reward levels will be perceived equitable
 d. sequential decisions about which people to reward, how to reward them, and when to
reward them
ANS: D PTS: 1 DIF: Moderate REF: p. 101
OBJ: 6 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Rewarding Performance MSC: BLOOMS Level I Knowledge

49. The notion of entitlement at work is considered:

a. to engender active, responsible, adult behavior
b. to engender passive, irresponsible behavior
c. to be necessary for developing expectations for high performance and appropriate rewards
d. to define the consequence of rewarding high performance and developing achievement
oriented behavior
ANS: B PTS: 1 DIF: Moderate REF: p. 102
OBJ: 6 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Rewarding Performance MSC: BLOOMS Level II Comprehension

50. An informational cue indicating the degree to which a person behaves the same way in other situations
is known as:
a. consistency
b. consensus
c. distinctiveness
d. inconsistency
ANS: C PTS: 1 DIF: Moderate REF: p. 103
OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance and Kelley's Attribution Theory
MSC: BLOOMS Level I Knowledge

51. Kelley proposed that individuals make attributions based on information gathered in the form of:
a. consensus, distinctiveness, and attractiveness
b. consensus, distinctiveness, and consistency
c. attractiveness, distinctiveness, and consistency
d. attractiveness, consensus, and consistency
ANS: B PTS: 1 DIF: Moderate REF: p. 103
OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance and Kelley's Attribution Theory
MSC: BLOOMS Level II Comprehension

52. Minimal effort, lack of commitment, lack of motivation, and personal problems:
a. are external attributions for poor performance
b. are unresolveable and usually result in employee termination
c. are internal attributions for poor performance
d. can usually be solved with negative reinforcement
ANS: C PTS: 1 DIF: Hard REF: p. 104
OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance and Kelley's Attribution Theory
MSC: BLOOMS Level I Knowledge

53. An important aspect of a mentoring relationship is:

a. disciplining the subordinate
b. coaching and counseling
 c. peer feedback
d. formal training
ANS: B PTS: 1 DIF: Moderate REF: p. 105
OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Coaching, Counseling, and Mentoring
MSC: BLOOMS Level I Knowledge

54. The successful consequences of tri-mentoring, a formalized peer mentoring system, is based upon the
recognition and importance of:
a. explicit or formal knowledge
b. 360 degree feedback
c. the specificity of feedback
d. tacit knowledge
ANS: D PTS: 1 DIF: Moderate REF: p. 105
OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Coaching, Counseling, and Mentoring (Hot Trend box)
MSC: BLOOMS Level I Knowledge

TRUE/FALSE

1. Classical conditioning is the process of modifying behavior through rewards and punishments.

ANS: F
Classical conditioning is the process of modifying behavior by pairing a conditioned stimulus with an
unconditioned stimulus to elicit an unconditioned response.

PTS: 1 DIF: Moderate REF: p. 91 OBJ: 1

NAT: AACSB Reflective Thinking | Motivation Concepts TOP: Learning in Organizations
MSC: BLOOMS Level II Comprehension

2. A three-day unpaid suspension for excessive tardiness is a negative reinforcement for an employee.

ANS: F
A three-day unpaid suspension for excessive tardiness is a punishment for an employee.

PTS: 1 DIF: Easy REF: p. 93-94 OBJ: 1

NAT: AACSB Reflective Thinking | Motivation Concepts TOP: Learning in Organizations
MSC: BLOOMS Level II Comprehension

3. Termination of an employee is corrective discipline.

ANS: F
Termination of an employee would be considered a punishment.

PTS: 1 DIF: Moderate REF: p. 93-94 OBJ: 1

NAT: AACSB Reflective Thinking | Individual Dynamics TOP: Learning in Organizations
MSC: BLOOMS Level II Comprehension

4. A fixed ratio of reinforcement is very similar to continuous reinforcement.

ANS: T
See also Table 6.1.
 PTS: 1 DIF: Easy REF: p. 93 OBJ: 1
NAT: AACSB Reflective Thinking | Motivation Concepts TOP: Learning in Organizations
MSC: BLOOMS Level II Comprehension

5. The attempt to weaken a behavior by attaching no consequences to it is considered to be extinction.

ANS: T PTS: 1 DIF: Moderate REF: p. 94

OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge

6. Employee performance usually improves with increasingly challenging goals.

ANS: T PTS: 1 DIF: Easy REF: p. 94

OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge

7. The heart of goal setting theory is the strong positive relationship between goal level and task
performance.

ANS: T PTS: 1 DIF: Moderate REF: p. 96

OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Increasing Work Motivation and Task Performance
MSC: BLOOMS Level II Comprehension

8. A recent study on goal setting suggested that it may be a theory of ability as well as a theory of
motivation, especially in a learning context versus a performance context.

ANS: T PTS: 1 DIF: Moderate REF: p. 95

OBJ: 2 NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Social Learning Theory MSC: BLOOMS Level II Comprehension

9. Individual (or employee) goal setting should precede organizational goal setting.

ANS: F PTS: 1 DIF: Moderate REF: p. 96

OBJ: 3 NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Increasing Work Motivation and Task Performance
MSC: BLOOMS Level II Comprehension

10. Developmental feedback by a manager to an employee is an important aspect of any appraisal system
and is frequently done as coaching and counseling in a management by objectives program.

ANS: T PTS: 1 DIF: Moderate REF: p. 99-100

OBJ: 5 NAT: AACSB Analytic | Motivation Concepts
TOP: Performance Feedback MSC: BLOOMS Level II Comprehension

11. Specific feedback is beneficial for initial performance but discourages exploration and undermines the
learning needed for later, more independent performance.

ANS: T PTS: 1 DIF: Moderate REF: p. 100

OBJ: 5 NAT: AACSB Analytic | Motivation Concepts
TOP: TOP: MSC: BLOOMS Level II Comprehension
 12. A strength of the 360-degree feedback appraisal is the extent to which there is low level of agreement
with supervisory evaluations.

ANS: T PTS: 1 DIF: Easy REF: p. 100

OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: 360-Degree Feedback MSC: BLOOMS Level I Knowledge

13. Organizations get the performance they reward, not the performance they want.

ANS: T PTS: 1 DIF: Easy REF: p. 101

OBJ: 6 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Rewarding Performance MSC: BLOOMS Level II Comprehension

14. Reward systems based upon entitlement encourage performance improvement.

ANS: F
Employees who believe they are entitled to rewards are not motivated to behave constructively. Merit
raises in some organizations have come to be viewed as entitlements, thus reducing their positive value
in the organizational reward system.

PTS: 1 DIF: Moderate REF: p. 102 OBJ: 6

NAT: AACSB Reflective Thinking | Motivation Concepts TOP: Power of Earning
MSC: BLOOMS Level II Comprehension

15. An equipment breakdown is an external attribution for poor performance.

ANS: T PTS: 1 DIF: Easy REF: p. 103

OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Correction Poor Performance MSC: BLOOMS Level II Comprehension

MATCHING

Match the following:

a. An attempt to weaken a behavior by attaching no consequences.
b. A salary increase.
c. Behavior change induced by either positive or negative consequences.
d. A one-week disciplinary layoff.
e. A change in behavior acquired through knowledge acquisition.
1. Learning
2. Extinction
3. Operant conditioning
4. Punishment
5. Positive consequences

1. ANS: E PTS: 1 DIF: Easy REF: p. 91

OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge
2. ANS: A PTS: 1 DIF: Easy REF: p. 94
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge
3. ANS: C PTS: 1 DIF: Easy REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
 TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge
4. ANS: D PTS: 1 DIF: Easy REF: p. 93-94
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge
5. ANS: B PTS: 1 DIF: Easy REF: p. 92
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Knowledge

Match the following:

a. Reinforcement following every response.
b. Reinforcement after a specific time has elapsed.
c. Reinforcement after a random time period.
d. Reinforcement after a fixed number of responses.
e. Reinforcement after a random number of responses.
6. Fixed interval
7. Variable ratio
8. Fixed ratio
9. Continuous
10. Variable interval

6. ANS: B PTS: 1 DIF: Moderate REF: p. 93

OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Comprehension
7. ANS: E PTS: 1 DIF: Moderate REF: p. 93
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Comprehension
8. ANS: D PTS: 1 DIF: Moderate REF: p. 93
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Comprehension
9. ANS: A PTS: 1 DIF: Moderate REF: p. 93
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Comprehension
10. ANS: C PTS: 1 DIF: Moderate REF: p. 93
OBJ: 1 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Learning in Organizations MSC: BLOOMS Level I Comprehension

Match the following:

a. Individual who prefers analysis of data and logical explanation of problems.
b. A theory of learning that focuses on observation of others and modeling.
c. Individual who prefers specific empirical data and look for practical applications.
d. Process of specifying desired results.
e. A performance-planning and goal-setting program that focuses on the supervisor–
employee relationship.
11. Sensor
12. Thinker
13. Goal setting
14. Social learning theory
15. MBO

11. ANS: A PTS: 1 DIF: Moderate REF: p. 90-92

OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
 TOP: Social and Cognitive Theories of Learning
MSC: BLOOMS Level II Comprehension
12. ANS: C PTS: 1 DIF: Moderate REF: p. 95
OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Social and Cognitive Theories of Learning
MSC: BLOOMS Level II Comprehension
13. ANS: E PTS: 1 DIF: Moderate REF: p. 95
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Goal Setting at Work MSC: BLOOMS Level II Comprehension
14. ANS: D PTS: 1 DIF: Moderate REF: p. 94-95
OBJ: 2 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Social and Cognitive Theories of Learning
MSC: BLOOMS Level II Comprehension
15. ANS: B PTS: 1 DIF: Moderate REF: p. 96
OBJ: 3 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Increase Work Motivation and Task Performance
MSC: BLOOMS Level II Comprehension

Match the following:

a. Task accomplishment.
b. Evaluation of employee behavior.
c. Consistency of rating across time and/or people doing the rating.
d. Accurate definition of job performance.
e. Information provided to employee about his/her performance.
16. Performance
17. Reliability
18. Feedback
19. Validity
20. Performance appraisal

16. ANS: A PTS: 1 DIF: Easy REF: p. 97

OBJ: 4 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance: A Key Construct MSC: BLOOMS Level I Knowledge
17. ANS: C PTS: 1 DIF: Easy REF: p. 101
OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Key Characteristics of an Effective Appraisal System
MSC: BLOOMS Level I Knowledge
18. ANS: E PTS: 1 DIF: Easy REF: p. 99
OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance Feedback MSC: BLOOMS Level I Knowledge
19. ANS: D PTS: 1 DIF: Easy REF: p. 101
OBJ: 5 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Key Characteristics of an Effective Appraisal System
MSC: BLOOMS Level I Knowledge
20. ANS: B PTS: 1 DIF: Easy REF: p. 98
OBJ: 4 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance: A Key Construct MSC: BLOOMS Level I Knowledge

Match the following:

a. Generally a two-person working relationship in which one is guiding the other.
b. A work situation where the employee expects one or more performance level.
c. Job pay set according to training and what the employee knows.
 d. A reference or judgment concerning an employee's behavior.
e. A benefit for successful job performance.
21. Pay for Knowledge
22. Entitlement
23. Reward
24. Attribution
25. Mentoring

21. ANS: C PTS: 1 DIF: Moderate REF: p. 102

OBJ: 6 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Rewarding Performance MSC: BLOOMS Level II Comprehension
22. ANS: B PTS: 1 DIF: Moderate REF: p. 102
OBJ: 6 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Rewarding Performance MSC: BLOOMS Level II Comprehension
23. ANS: E PTS: 1 DIF: Moderate REF: p. 101
OBJ: 6 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Rewarding Performance MSC: BLOOMS Level II Comprehension
24. ANS: D PTS: 1 DIF: Moderate REF: p. 103
OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Correcting Poor Performance MSC: BLOOMS Level II Comprehension
25. ANS: A PTS: 1 DIF: Moderate REF: p. 105
OBJ: 7 NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Correcting Poor Performance MSC: BLOOMS Level II Comprehension

ESSAY

1. Briefly distinguish between positive and negative reinforcement and provide a job-related example of
each.

ANS:
Behavior that is desirable can be elicited through issuing preferred consequences. If a pay increase
(reward and positive consequence) follows exceptional job performance, the employee is likely to
continue high-level performance in the future. A negative consequence is usually undesirable and can
be used to change behavior from negative to positive. An employee who is frequently tardy can be
disciplined by docking his/her pay, a negative consequence. The employee may come to work
promptly in order to not lose pay.

PTS: 1 DIF: Moderate REF: p. 92 OBJ: 1

NAT: AACSB Reflective Thinking | Motivation Concepts TOP: Learning in Organizations
MSC: BLOOMS Level IV Analysis

2. How can schedules of reinforcement be used in the work situation?

ANS:
A weekly paycheck is a continuous schedule of reinforcement. Every time an employee meets or
exceeds a production standard (on a daily, weekly, or monthly basis), a cash bonus can be given. This
is a fixed ratio schedule. Periodically, an employee could be given a day off for outstanding
performance. This is a variable interval schedule. After five to twenty or more successful sales, a sales
representative could be given a small bonus, a variable ratio schedule. Once a month an attendance
bonus can be given to those employees with perfect job attendance. This is a fixed internal schedule.
See also Table 6.1.
 PTS: 1 DIF: Easy REF: p. 92-93 OBJ: 1
NAT: AACSB Analytic | Motivation Concepts TOP: Learning In Organizations
MSC: BLOOMS Level IV Analysis

3. What are characteristics of effective goals?

ANS:
Goal characteristics that are likely to lead to increased performance include: difficult, specific,
measurable and quantifiable, challenging, prioritized, and time-bound.

PTS: 1 DIF: Moderate REF: p. 95 OBJ: 3

NAT: AACSB Reflective Thinking | Motivation Concepts TOP: Goal Setting at Work
MSC: BLOOMS Level IV Analysis

4. Why have many organizations found management by objectives to be an effective approach to

improving and sustaining high levels of performance?

ANS:
Goal setting is an essential element of MBO programs. The goal setting takes place between
supervisor and employee through a highly interactive and participative format. Following the
development of a clear understanding of the employee's job, the two individuals formulate goals, set
time frames and priorities for goal achievement, and evaluate performance (or results) against the
goals. Goal achievement then leads to another round of goal setting.

PTS: 1 DIF: Moderate REF: p. 96 OBJ: 3

NAT: AACSB Analytic | Motivation Concepts
TOP: Increase Work Motivation and Task Performance
MSC: BLOOMS Level IV Analysis

5. Briefly define performance, indicate how performance can be evaluated, and mention attributes of a
good performance appraisal system.

ANS:
Positive, or functional, work behavior is performance. Performance can be assessed through direct
observation, counting units produced, reviewing goals accomplished, and/or by rating the functionality
of employee behavior. A good performance appraisal system produces valid and reliable measures of
performance, captures significant work behavior, assembles data for feedback to the employee, allows
for employee input, and results in equitable rewards.

PTS: 1 DIF: Hard REF: p. 97-98 OBJ: 4

NAT: AACSB Reflective Thinking | Motivation Concepts
TOP: Performance: A Key Construct MSC: BLOOMS Level IV Analysis