Commerce Accountancy

Management and Organizational Behavior

2,437 Questions

Management and organizational behavior explore how individuals and groups interact within an organization. This hub covers motivation theories, leadership styles, and delegation. These topics are essential for commerce students and competitive exam aspirants.

Work motivation theoriesLeadership stylesDelegation of authorityOrganizational structure typesPerformance appraisal aimsGroup dynamics and social loafing

Management and Organizational Behavior Questions

Multiple choice
  1. (a)1 (b)2 (c)3 (d)5

  2. (a)1 (b)2 (c)3 (d)4

  3. (a)2 (b)4 (c)5 (d)1

  4. (a)4 (b)2 (c)1 (d)5

Reveal answer Fill a bubble to check yourself
C Correct answer
Explanation

Action theory is associated with Talcott Parsons (A-2). Inducement contribution theory is a hallmark of Chester Barnard (B-4). Herzberg proposed that job satisfiers are motivators (C-5). Leon Festinger is associated with cognitive dissonance and process models (D-1).

Multiple choice
  1. The prevarication in our personal lives is a hindrance in achieving our goals.

  2. The divine energy and creativity gives us motivation to achieve our goals.

  3. We set our goals too high than what we can achieve.

  4. Working on right decisions and goals gives us energy and a sense of aliveness, which in turn, gives us motivation to take action.

  5. Unless we prioritize our plans we cannot hope to achieve our goals in life.

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

 The last sentence of the passage gives the clue for the theme of the passage. When we are doing something that we feel is not right, we feel confused, resentful and unmotivated. But when we work on something that is right for us, it gives us energy and hence the motivation. Hence, (4) is the answer.

Multiple choice
  1. Senior level business sponsor

  2. A steering committee

  3. A user group

  4. Either a steering committee or a user group

  5. None of these

Reveal answer Fill a bubble to check yourself
A Correct answer
Explanation

This organizational component must have a respected voice within the organization and the ability and authority to lead the project and make decisions.

Multiple choice

What, according to the writer, is the difference between an aggressive action and effective action?

Directions: Answer the given question based on the following passage:

An aggressive leader initiates a series of moves that begin by bringing him much power. Slowly, however, his power reaches a peak, and soon everything turns against him. His numerous enemies band together; trying to maintain his power, he exhausts himself going in this direction and that inevitably he collapses. The reason for this pattern is that the aggressive person is rarely in full control. He cannot see more than a couple of moves ahead, cannot see the consequences of this bold move or of that move. Because he is constantly being forced to react to the moves of his ever growing host of enemies and to the unforeseen consequences of his own rash actions, his aggressive energy is turned against him. 
In the realm of power, it is important to ask—what is the point of chasing here and there, trying to solve problems and defeat enemies when not in control of things? The answer is simple: the idea of power is wrong. Aggressive action is mistaken for effective action. And most often the most effective action is to stay back, keep calm, and let others be frustrated by the traps laid for them, playing for long-term power rather than quick victory.
It needs to be remembered that the essence of power is the ability to keep the initiative, to get others to react to our moves, to keep the opponent and those lurking around on the defensive. When we make other people to come to us, we suddenly become the ones controlling the situation. And the one who has the control has the power. Two things must happen to place a person in this position: We must ourselves learn to master our emotions, and never allow ourselves to be influenced by anger; meanwhile, however, we must keep playing on people’s natural tendency to react angrily when pushed and baited. In the long run, the ability to make other come to us is a weapon far more powerful than any tool of aggression.
This is a delicate trick and can be performed only by those who have mastered the art. All of us have only so much energy, and there are moments when our energies are at their peak. When we make other person come to us, he wears himself out, wasting his energy on the trip. Another advantage that lies with the person to whom the other person comes is that he operates in an unknown territory. Being on hostile ground makes him nervous and often he rushes his actions and makes mistakes. For negotiations or meetings, it is always wise to lure others into our territory, or in the territory of our choice. We have our bearings, while they see nothing familiar and are subtly placed on the defensive.
Manipulation is a dangerous game. Once someone suspects he is being manipulated, it becomes harder and harder to control him. But when we make our opponents to come to us, we create an illusion that he is controlling the situation. He does not feel the strings that pull him. Everything depends on the sweetness of the bait. If the trap is attractive enough, the turbulence of the opponents’ emotions and desires will blind them to reality. The greedier they become, the more they can be led around. If we can make other people dig their own graves, why should we sweat ourselves?
When other people are made to come to us, it is sometimes better to let them know that we have forced their hand. It is better to give up deception for overt manipulation. The psychological ramifications are profound. The person who makes others come to him appears powerful, demands respect, and often gets it. If on one occasion a person has made it a point of dignity that others must come to him and he has succeeded, they will continue to do so even after that person has stopped trying.

 

  1. There is no real difference between the two as they are two sides of the same coin.

  2. The two are diametrically opposite of each other as they move in opposite directions.

  3. An aggressive action is reactive while an effective action is that which produces result.

  4. While rashness marks aggression, effective action is a laid-back and unperturbed action.

  5. Aggressive action is taken by an aggressive person and effective action by an effective person.

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

This clearly states the characteristics of the two types of action. Correct answer.

Multiple choice

Which of the following is/are the ever present motivating factor(s) in our culture?

Directions: Answer the given question based on the following passage:

Motivation is one of the most important variables in learning. A high degree of motivation engenders an active and aggressive attitude with regard to educational goals. Every child comes to school with interests and motives. The teacher’s problem is to discover, direct and capitalize upon these motives and interests for educational purposes. Knowledge is not self-motivating. Facts become interesting and desirable when they represent a means of obtaining goals which the learner wishes to attain.
Most of the educationally significant sources of drive are social in origin. The socially derived tendencies are listed as the affiliative- and prestige-oriented motives. This is an artificial but useful classification of motives.
The affiliation-oriented motives include gregariousness, social response, affection, and love as subgroups. These motives range all the way from a desire to be with other people as contrasted with being alone, at one extreme, to parent-child and husband-wife love, at the other. Although the affiliative motives are seldom manipulated purposely for motivational reason, they are involved in most classroom learning situations. Where classroom learning is such that working towards desirable education goals carries with it increased social response and closer affectional relationships within the group, the affiliative tendencies will facilitate learning. Conversely, when the students have attitudes of distrust, hostility, and antagonism towards the teacher, defiance of the teacher and opposition to him may be a means of gaining acceptance within a peer group.
Physical rewards and punishments may symbolize the bestowal or withdrawal of affection. Similarly, commendation and praise, on the one hand, and scolding and reproof, on the other, not only involve the prestige-oriented motives but may also signify the bestowal or withdrawal of affection.
The prestige-oriented motives are often used purposely to motivate learning and are practically always involved in educational procedures. Whenever such positive factors as social recognition, commendation, and praise, or negative ones such as reproof and ridicule are used, the prestige motives are involved. Prestige may attach to any extension of the self, such as one’s relatives and friends, one’s physical possessions and social status, and even to one’s convictions and beliefs. Competitive self-enhancement is an ever-present motive in our culture.
Security-related motivation always has a future reference. It is essentially a desire for an assurance with regard to the future satisfaction of the other motives. Most of the things done to satisfy immediate motives have security implications.
Socially-related motives have their roots in the child’s culture. These various ethnic, cultural, sub-cultural, and community influences initially impinge on the child via his family. The family is the primary and most important social source of motivation in the child. The second most important social influence is the peer group. The adolescent peer group often competes with the family and school as a source of social motivation. (from Education Psychology published by Prentice Hall India)

  1. Prestige oriented motives

  2. Socially driven motives

  3. Competitive self-enhancement

  4. Manipulated motives

  5. Security related motives

Reveal answer Fill a bubble to check yourself
C Correct answer
Explanation

Competitive self-enhancement is the ever present motivating factor in our culture. This provides the answer.

Multiple choice

The author’s attitude is

Directions: Answer the given question based on the following passage:

Motivation is one of the most important variables in learning. A high degree of motivation engenders an active and aggressive attitude with regard to educational goals. Every child comes to school with interests and motives. The teacher’s problem is to discover, direct and capitalize upon these motives and interests for educational purposes. Knowledge is not self-motivating. Facts become interesting and desirable when they represent a means of obtaining goals which the learner wishes to attain.
Most of the educationally significant sources of drive are social in origin. The socially derived tendencies are listed as the affiliative- and prestige-oriented motives. This is an artificial but useful classification of motives.
The affiliation-oriented motives include gregariousness, social response, affection, and love as subgroups. These motives range all the way from a desire to be with other people as contrasted with being alone, at one extreme, to parent-child and husband-wife love, at the other. Although the affiliative motives are seldom manipulated purposely for motivational reason, they are involved in most classroom learning situations. Where classroom learning is such that working towards desirable education goals carries with it increased social response and closer affectional relationships within the group, the affiliative tendencies will facilitate learning. Conversely, when the students have attitudes of distrust, hostility, and antagonism towards the teacher, defiance of the teacher and opposition to him may be a means of gaining acceptance within a peer group.
Physical rewards and punishments may symbolize the bestowal or withdrawal of affection. Similarly, commendation and praise, on the one hand, and scolding and reproof, on the other, not only involve the prestige-oriented motives but may also signify the bestowal or withdrawal of affection.
The prestige-oriented motives are often used purposely to motivate learning and are practically always involved in educational procedures. Whenever such positive factors as social recognition, commendation, and praise, or negative ones such as reproof and ridicule are used, the prestige motives are involved. Prestige may attach to any extension of the self, such as one’s relatives and friends, one’s physical possessions and social status, and even to one’s convictions and beliefs. Competitive self-enhancement is an ever-present motive in our culture.
Security-related motivation always has a future reference. It is essentially a desire for an assurance with regard to the future satisfaction of the other motives. Most of the things done to satisfy immediate motives have security implications.
Socially-related motives have their roots in the child’s culture. These various ethnic, cultural, sub-cultural, and community influences initially impinge on the child via his family. The family is the primary and most important social source of motivation in the child. The second most important social influence is the peer group. The adolescent peer group often competes with the family and school as a source of social motivation. (from Education Psychology published by Prentice Hall India)

  1. sceptical

  2. whimsical

  3. analytical

  4. pedagogical

  5. satirical

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

The author essentially tries to impart lessons on motivation like a teacher. The attitude is, therefore, pedagogical.

Multiple choice

The author indicates that

Directions: Answer the given question based on the following passage:

Motivation is one of the most important variables in learning. A high degree of motivation engenders an active and aggressive attitude with regard to educational goals. Every child comes to school with interests and motives. The teacher’s problem is to discover, direct and capitalize upon these motives and interests for educational purposes. Knowledge is not self-motivating. Facts become interesting and desirable when they represent a means of obtaining goals which the learner wishes to attain.
Most of the educationally significant sources of drive are social in origin. The socially derived tendencies are listed as the affiliative- and prestige-oriented motives. This is an artificial but useful classification of motives.
The affiliation-oriented motives include gregariousness, social response, affection, and love as subgroups. These motives range all the way from a desire to be with other people as contrasted with being alone, at one extreme, to parent-child and husband-wife love, at the other. Although the affiliative motives are seldom manipulated purposely for motivational reason, they are involved in most classroom learning situations. Where classroom learning is such that working towards desirable education goals carries with it increased social response and closer affectional relationships within the group, the affiliative tendencies will facilitate learning. Conversely, when the students have attitudes of distrust, hostility, and antagonism towards the teacher, defiance of the teacher and opposition to him may be a means of gaining acceptance within a peer group.
Physical rewards and punishments may symbolize the bestowal or withdrawal of affection. Similarly, commendation and praise, on the one hand, and scolding and reproof, on the other, not only involve the prestige-oriented motives but may also signify the bestowal or withdrawal of affection.
The prestige-oriented motives are often used purposely to motivate learning and are practically always involved in educational procedures. Whenever such positive factors as social recognition, commendation, and praise, or negative ones such as reproof and ridicule are used, the prestige motives are involved. Prestige may attach to any extension of the self, such as one’s relatives and friends, one’s physical possessions and social status, and even to one’s convictions and beliefs. Competitive self-enhancement is an ever-present motive in our culture.
Security-related motivation always has a future reference. It is essentially a desire for an assurance with regard to the future satisfaction of the other motives. Most of the things done to satisfy immediate motives have security implications.
Socially-related motives have their roots in the child’s culture. These various ethnic, cultural, sub-cultural, and community influences initially impinge on the child via his family. The family is the primary and most important social source of motivation in the child. The second most important social influence is the peer group. The adolescent peer group often competes with the family and school as a source of social motivation. (from Education Psychology published by Prentice Hall India)

  1. any attempt to classify motivation is self-defeating and useless

  2. pursuit of knowledge is what motivates a child to go to school

  3. family is the primary source of motivation in the life of a child

  4. man is essentially gregarious and is driven by affiliative motive

  5. rewards and punishments involve prestige oriented motives

Reveal answer Fill a bubble to check yourself
C Correct answer
Explanation

There is a clear indication about this given by the author. "The family is the primary and most important social source of motivation in the child."

Multiple choice

The author’s chief concern seems to

Directions: Answer the given question based on the following passage:

Motivation is one of the most important variables in learning. A high degree of motivation engenders an active and aggressive attitude with regard to educational goals. Every child comes to school with interests and motives. The teacher’s problem is to discover, direct and capitalize upon these motives and interests for educational purposes. Knowledge is not self-motivating. Facts become interesting and desirable when they represent a means of obtaining goals which the learner wishes to attain.
Most of the educationally significant sources of drive are social in origin. The socially derived tendencies are listed as the affiliative- and prestige-oriented motives. This is an artificial but useful classification of motives.
The affiliation-oriented motives include gregariousness, social response, affection, and love as subgroups. These motives range all the way from a desire to be with other people as contrasted with being alone, at one extreme, to parent-child and husband-wife love, at the other. Although the affiliative motives are seldom manipulated purposely for motivational reason, they are involved in most classroom learning situations. Where classroom learning is such that working towards desirable education goals carries with it increased social response and closer affectional relationships within the group, the affiliative tendencies will facilitate learning. Conversely, when the students have attitudes of distrust, hostility, and antagonism towards the teacher, defiance of the teacher and opposition to him may be a means of gaining acceptance within a peer group.
Physical rewards and punishments may symbolize the bestowal or withdrawal of affection. Similarly, commendation and praise, on the one hand, and scolding and reproof, on the other, not only involve the prestige-oriented motives but may also signify the bestowal or withdrawal of affection.
The prestige-oriented motives are often used purposely to motivate learning and are practically always involved in educational procedures. Whenever such positive factors as social recognition, commendation, and praise, or negative ones such as reproof and ridicule are used, the prestige motives are involved. Prestige may attach to any extension of the self, such as one’s relatives and friends, one’s physical possessions and social status, and even to one’s convictions and beliefs. Competitive self-enhancement is an ever-present motive in our culture.
Security-related motivation always has a future reference. It is essentially a desire for an assurance with regard to the future satisfaction of the other motives. Most of the things done to satisfy immediate motives have security implications.
Socially-related motives have their roots in the child’s culture. These various ethnic, cultural, sub-cultural, and community influences initially impinge on the child via his family. The family is the primary and most important social source of motivation in the child. The second most important social influence is the peer group. The adolescent peer group often competes with the family and school as a source of social motivation. (from Education Psychology published by Prentice Hall India)

  1. examine the teacher and taught relationship

  2. explain what constitutes educational psychology

  3. factor in the social needs of a school-going child

  4. dwell on what motivates a school-going child

  5. devise scientific tools for teaching students

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

What motivates a child to go to school is the primary concern of the author as he makes it plainly clear that knowledge is not self-motivating.

Multiple choice
  1. The person will not perform well.

  2. The person will give his best to the organization.

  3. The person achieves the given target.

  4. The person increases the profit.

Reveal answer Fill a bubble to check yourself
A Correct answer
Explanation

When an employee is not trained well then he cannot perform well.

Multiple choice
  1. You do need allies at work.

  2. Thoughtful solutions are the challenge that will earn respect and admiration from co-workers and bosses.

  3. If you can't play well with others, you will never accomplish your work mission.

  4. Personal motivation is the hallmark of an effective, interactive manager.

  5. Relationships are what help accomplish goals.

Reveal answer Fill a bubble to check yourself
E Correct answer
Explanation

The passage talks of building effective work relationships and how doing this benefits the organization immensely. The option sums up the passage neatly. 

Multiple choice
  1. By allowing an effective emotional flow, organizations may tap group passion.

  2. Emotion is the silent partner behind organizational success.

  3. The experience of choice adds creativity and energy to the organizational processes.

  4. Emotional field lies dormant in the network of informal industrial relations.

Reveal answer Fill a bubble to check yourself
A Correct answer
Explanation

The passage states that compliance with the plans from above generates 'downside mentality'. The collective commitment to success (the emotion, not the rationale), the upside mentality, will help achieve lasting results.