NS1 2.3 Motivation

UNIT 2 CHAPTER 3

Motivation

To be an effective

leader, you need a

basic understanding

of human behavior.

The Hierarchy of

Human Needs

Why do people do the

things they do?

What motivates

people to act or to do

anything?

A simple answer is

people trying to

satisfy their needs.

What's In It For Me?

If you can answer that question for

them, you have an important key to

influencing and leading others.4

Basic Needs

SafetyWater5

More-complex needs, such as a need

for respect and acceptance, are

sometimes much more difficult to

satisfy.

First, they all deal with both the inside and the

outside of a person.

Second, they all describe a series of steps, or

levels, of human motivation.

Two things all theories of

human behaviors have in

common.

Why do people behave the way they do?

The inner force that drives people

to act

Motivation

These two factors can drive you to:

• Work hard

• Study for tests

• Organize special events

• Try out for sports.

At this point in your

• Good grades

• Fun with friends

A. desire

B. compulsion

C. wish-fulfillment

D. motivation

The inner force that drives people to

action is _______.

A. desire

B. compulsion

C. wish-fulfillment

D. motivation

The inner force that drives people to

action is _______.

True or False: To explain human

behavior, it is necessary to examine

both the inside and the outside of

human beings.

True or False: To explain human

behavior, it is necessary to examine

both the inside and the outside of

human beings.

Developed a

―hierarchy of human

needs‖ to describe

people’s motivation.

His hierarchy of

human needs in

order of priority:

Abraham Maslow

A ranking or series of steps that

follows a specific order; for

example, largest to smallest, oldest

to newest, most important to least

important

Hierarchy

16Priority Of Human Needs

Physiological

Safety

Love/Belonging

Esteem

Self-Actualization

Maslow believed that people must satisfy their

needs at each level before moving on to the

Physical – food, water, shelter

Safety and Security – personal and community security

Belonging – family, community, group

Esteem - friendship and love

Self-Actualization – attainment of potential

A. Benjamin Bloom

B. Carl Jung

C. Abraham Maslow

D. Jean Piaget

What psychologist described five

different levels of human needs?

A. Benjamin Bloom

B. Carl Jung

C. Abraham Maslow

D. Jean Piaget

What psychologist described five

different levels of human needs?

Survival needs are the most basic of human

needs. They include those things which

sustain life, such as food, water, sleep, air,

and relief from pain.

When these needs

are met, a person

will then turn to

security needs.

These needs include protection from threats,

violence, disease, or poverty.

These needs include being liked and accepted

by your family, your friends, and the members

of your community. People need to feel a part

of some group or organization.

These needs are related to a person’s desire to

feel important. There are two types of esteem

needs:

• Self-esteem, the feeling that you are important

• The feeling that other people think you are

important27

Self-actualization is the need to feel that you

have reached your full potential in life. This

need is not very often satisfied because most

people spend most of their time trying to

satisfy lower-level needs.

The process of becoming what you

are capable of becoming

Self-Actualization

Still, as difficult as

self-actualization was

to achieve, he still

thought the drive to

achieve one’s

potential was inherent

in every human being.

Abraham Maslow

People who are

starving don’t

really care about

the opinion of

others since they

are the ones who

need food.

As a person meets the needs at each level,

he or she becomes more flexible and has

more options.

A. belonging

B. safety and security

C. physical

D. esteem

In Maslow’s hierarchy of human

needs, faith, community, and group

acceptance are classified as _______

needs.

A. belonging

B. safety and security

C. physical

D. esteem

needs, faith, community, and group

acceptance are classified as _______

needs.

A. physical

B. esteem

C. safety and security

D. belonging

needs, friendship and love are

classified as _______ needs.

A. physical

B. esteem

C. safety and security

D. belonging

needs, friendship and love are

classified as _______ needs.

A. safety and security

B. esteem

C. self-actualization

D. belonging

needs, attainment of personal

fulfillment is classified as _______

needs.

A. safety and security

B. esteem

C. self-actualization

D. belonging

needs, attainment of personal

fulfillment is classified as _______

needs.

Goals and Motivation

The things that drive people are their

purposes―or goals.

An external aim, or end, to which

one directs one’s effort

The Cycle of

Goal-directed

Activity

How do your goals

relate to your

motivation and

behavior?

Your motive helps

you form a goal.

You then choose a

behavior that is

directed toward that

goal, and if everything

works out, you meet

your goal.

This process works

for both tangible and

intangible goals,

helping you fulfill

every goal you set.

Real or actual, rather than

imaginary or visionary

Tangible

Intangible

Not definite or clear to the mind

Suppose you’re

hungry – that’s your

motive.

Your goal is to eat.

You adjust your behavior to accomplish the

goal by going to the kitchen and making toast.

You satisfy your need and accomplish the goal

by eating the toast.

Goal-directed activities

and goals form a

cycle, the experience

of the first cycle

feeding into and

contributing to the

second.

Your experience with the toaster taught you

about the toasting process and helped you

learn to satisfy your hunger.

Now, there are some

things that may affect

the progression of this

cycle, one issue being

competence.

For example:

If you never burn the toast, other family

members may start asking you to make toast

for them.

On the other hand, if

you start getting

sloppy—leaving

butter all over the

counter—your family

members might ask

you to stop.

A. need

B. motive

C. goal

D. desire

The purpose or aim to which a person

directs his/her effort is a _______.

A. need

B. motive

C. goal

D. desire

The purpose or aim to which a person

directs his/her effort is a _______.

A. motives, behaviors

B. intentions, motives

C. needs, motives

D. behaviors, needs

People’s _______ help form their

goals, and then they select _______

directed toward those goals.

A. motives, behaviors

B. intentions, motives

C. needs, motives

D. behaviors, needs

People’s _______ help form their

goals, and then they select _______

directed toward that goal.

Motivation is divided into two main types:

Two Types of Motivation

Common intrinsic motivations include:

• Affiliation – wanting to belong to a group

or to have friends

• Achievement – wanting to succeed, good

grades for example

• Power – desiring to have control of your

time, other people, situations, or things

• Wisdom – desiring to understand

• Security – wanting to be safe.

Intrinsic Motivation

Common extrinsic motivations include:

• Money

• Food

• Threats or fears

• Status or promotion

• Awards and recognition.

Extrinsic Motivation

Intrinsic motivation is a drive people feel

that is based on internal factors such as the

need for friendship, affiliation, achievement,

power, wisdom, and security.

The desire to get

good grades is an

example of intrinsic

motivation.

Extrinsic motivations are beyond your

control, but they still have an influence on

you. It’s the teacher’s choice to suggest an

extra credit project, but you still get to

decide whether or not you want to do it.

Extrinsic motivation

is a force that drives

people to act based

on factors outside

the individual.

Extra-credit for

anyone doing

a report on the

two types of

motivation:

A. Essential

B. Nonessential

C. Intrinsic

D. Extrinsic

What other term is used to refer to

internal motivation?

A. Essential

B. Nonessential

C. Intrinsic

D. Extrinsic

internal motivation?

A. Intrinsic

B. Extrinsic

C. Nonessential

D. Essential

external motivation?

A. Intrinsic

B. Extrinsic

C. Nonessential

D. Essential

external motivation?

One theory proposes that all motivation is

intrinsic. Other theories hold that you can

use external factors, or incentives, to

motivate by linking them to people’s

intrinsic motivations.

The difference

between these types

of motivation can get

fuzzy.

Something that incites or has a

tendency to incite to determination

or action

Incentives

Your intrinsic motivation to get a job is a

desire for the independence and mobility

that a new bike will provide.

Let’s say

you really

want a

10-speed

bike but

have no

money.

You get a job to earn the money to buy one.

Together, the two motivating factors shape

your perspective—or work ethic: ―Working

is good because it will help me earn the

money I need to buy a bike, which will help

me get around faster.‖

Your boss offers you

an extrinsic

motivation—pay—to

keep you showing up

for work.

A. One theory about motivation is that all

motivation is intrinsic.

B. One theory about motivation is that

external factors can be used to motivate

people by linking them to their intrinsic

motivations.

C. The differences between internal and

external motivations are very clear cut.

D. Another way of thinking about external

motivations is as incentives.

Which of the following statements about

motivations is NOT true?

A. One theory about motivation is that all

motivation is intrinsic.

B. One theory about motivation is that

external factors can be used to motivate

people by linking them to their intrinsic

motivations.

C. The differences between internal and

external motivations are very clear cut.

D. Another way of thinking about external

motivations is as incentives.

Which of the following statements about

motivations is NOT true?

Positive and Negative Approaches

An effective leader will find out what action

can be taken to motivate a person to do a

better job.

The job of every

leader is to

motivate people to

accomplish their

• tasks—jobs

• details

• projects

• missions.

Motivation Factors:

• Good pay is important to some people

• Feeling that one’s

work is important71

• Feeling the work

is interesting72

• Opportunity for

self-development

and improvement73

Remember, not everyone is motivated

• Good pay

• Important work

• Interesting work

• Self-improvement.74

Most people are motivated

individually rather than as a group.75

When someone is not performing well, the

effective leader will try to determine which

need is not satisfied and then determine what

will motivate that person to do a better job.

True or False: A leader must realize

that people are motivated more as a

group than individually.

True or False: A leader must realize

that people are motivated more as a

group than individually.

This is the positive approach to good

leadership.

This is the positive approach to good

leadership.

A negative approach to motivation is

punishment or disciplinary action.

Military punishment for misconduct

is not:

• Personal

• Vindictive

• Revengeful.81

Value of Punishment

The lesson it teaches to wrongdoers and

others is that offense must not be repeated.

This is often called the deterrent theory of

discipline.

Punishment must

• Consistent

• Just

• Recognized by

all as just.

Most importantly! Disciplinary action is

the result of the offender’s behavior and

is the responsibility of the offender—not

the leader who must take the

appropriate action.

A. intrinsic

B. optimistic

C. positive

D. assessment

When using the _______ approach to

motivate a poorly performing follower,

a leader will try to figure out which of

the person’s needs are not being

satisfied, then what will motivate the

person to do a better job.

A. intrinsic

B. optimistic

C. positive

D. assessment

When using the _______ approach to

motivate a poorly performing follower,

a leader will try to figure out which of

the person’s needs are not being

satisfied, then what will motivate the

A. negative

B. extrinsic

C. incentive

D. sanctions

If a leader takes the _______ approach

to motivating a person to improve

poor performance, he/she uses

disciplinary action or punishment.

A. negative

B. extrinsic

C. incentive

D. sanctions

If a leader takes the _______ approach

to motivating a person to improve

poor performance, he/she uses

disciplinary action or punishment.

The NJROTC Rewards System

A positive approach to motivation is a well

thought out system of rewards for actions

or behaviors that are desirable.

NJROTC has a well-designed system of

rewards, such as ribbons and medals for

individual or group achievement. Criteria

for these rewards are prescribed by each

unit and the NJROTC field manual.

NJROTC system of rewards include:

• Promotions

• Cadet of the month

• Special privileges for service

to the unit

• Attendance awards

• Academic achievement.

All of these are designed to motivate

you and your NJROTC peers to achieve.

A. rewards for desirable behaviors

B. individual improvement contracts

for poor behaviors

C. automatic gradual improvements

incentives

D. social deprivations for

unacceptable behavior

Another approach to motivation, such

as NJROTC programs use, is based

on a system of _______.

A. rewards for desirable behaviors

B. individual improvement contracts

for poor behaviors

C. automatic gradual improvements

incentives

D. social deprivations for

unacceptable behavior

Another approach to motivation, such

as NJROTC programs use, is based

on a system of _______.

At some point in NJROTC or later in life,

you may find yourself serving as a coach

or mentor—helping others develop their

individual talents and skills.94

Key Elements of Coaching and Mentoring

An individual with advanced

experience and knowledge who

is committed to giving support

and career advice to a less

experienced person

Mentor

A coach helps people grow and improve

their competence by providing suggestions

and encouragement.

A mentor focuses on external and internal

factors that will help people develop into

healthy, caring, and responsible leaders.

Both mentors and coaches often lead

by example. They help build a person’s

self-esteem and self-confidence.

A. of greater age

B. of the same rank

C. with advanced experience

D. with counseling training

A mentor is someone _______ who

gives support to another.

A. of greater age

B. of the same rank

C. with advanced experience

D. with counseling training

A mentor is someone _______ who

gives support to another.

A primary role of a mentor is to be a

listening ear, a trusted confidant, and an

adviser. A person who’s lucky enough to

have a mentor is called a protégé.

A less experienced person who

benefits from a mentor’s guidance

and advice

Protégé

Mentors realize that it takes time to

build trust with their protégés, so they

take great care in being patient and

developing the relationship.

As a mentor, you try to understand the world from your protégé’s perspective. You never impose your values on a protégé, but encourage them to discover their own values and why they believe in them.

Understanding the Mentor’s Role

This would help a protégé further his or her

education and career, but the mentor doesn’t

tell him or her which to choose.

A mentor might

give general

information about:

• Grants

• Scholarships

• Contests

• Competitions

• Special programs.

• Trusted adviser

• Clearinghouse for questions, problems,

and leadership-related issues

• Sounding board for decision making and

problem solving

• Leadership role model

• Resource provider

• Patient, caring, listening guide.

The Role of a Mentor

A mentor should act as a:

• ―Police‖ the protégé’s day

• Criticize or lecture the protégé

• Make decisions for the protégé

• Try to transform the protégé

• Be judgmental

• Try to ―fix‖ the protégé, the protégé’s

problems, or the protégé’s environment.

A mentor should not:

The Role of a Mentor

A. Peer

B. Apprentice

C. Trainee

D. Protégé

What term is used to refer to a person

who has a mentor?

A. Peer

B. Apprentice

C. Trainee

D. Protégé

What term is used to refer to a person

who has a mentor?

Mentors must be objective.

They do not recommend a specific course of

action, but encourage protégés to explore

options for themselves.

Mentors advise their protégés on conflict

resolution but don’t try to replace a school

counselor, spiritual leader, social worker,

or team leader.

If a protégé is having a family conflict, the

mentor will not advise him or her directly.

Instead, the mentor will suggest that the

protégé consult a guidance counselor, leader,

or another trustworthy and experienced adult.

A mentor will always keep the protégé

relationship in the strictest confidence, not

sharing information like:

• address

• phone number

• e-mail address

• photos

• files

unless the safety and well-being of either the

protégé or others is at risk.

Mentors and coaches donate their time

and energy, typically without the need

for money or gifts.

Their protégés’ heartfelt thanks—and

successful careers as students and

leaders—are their reward.

A. Providing information on scholarships and

competitions then helping the protégé

choose one to apply for or enter

B. Taking sides with the protégé when he/she

has a problem with family or co-workers

C. Encouraging the protégé to explore options

for himself/herself

D. Advising the protégé on conflict resolution

in place of a counselor, spiritual leader, or

team leader

Which of the following is acceptable behavior

on the part of the mentor?

A. Providing information on scholarships and

competitions then helping the protégé

choose one to apply for or enter

B. Taking sides with the protégé when he/she

has a problem with family or co-workers

C. Encouraging the protégé to explore options

for himself/herself

D. Advising the protégé on conflict resolution

in place of a counselor, spiritual leader, or

team leader

Which of the following is acceptable behavior

on the part of the mentor?

Good mentors know that their role is to

advise, rather than to change or reform; they

must keep in mind both the potential and

limitations of their role.

Barriers to Mentor-Protégé Relationships

A well-meaning mentor

may push too hard and

too quickly on a

protégé’s problems and

issues. That makes the

protégé feel ill at ease.

A good mentor will not

press the protégé to

talk about issues before

he or she is ready.

As a good mentor, you set the agenda for the

relationship with the protégé, not for the

protégé. This will keep you from failing.

The key to an effective mentor-protégé

relationship is trust. Building trust requires

time and is not always easy since ongoing

and open communication is a must.

What Makes a Mentor-Protégé Relationship

Successful?

An important way to build trust is through

active listening. You pay full attention and think

about what people say, asking questions if you

don’t understand.

Active listening actually requires active

seeing too. You must be patient and ―read‖

people—their motions, their faces, their eyes,

and their body language.

Active listening skills include:

• Avoiding distraction

• Making good eye contact

• Letting the other person speak.

They interpret body

language effectively

and acknowledge

what’s said.

They ask good

questions and smile

appropriately.

Active listeners listen for both fact and

feelings.

A. Refraining from questions

B. Observing body language

C. Making eye contact

D. Banning distractions

Active listening skills include all of the

following except which one?

A. Refraining from questions

B. Observing body language

C. Making eye contact

D. Banning distractions

Active listening skills include all of the

following except which one?

You can volunteer to serve on a committee

at school, in your place of worship, or in a

civic organization.

How to Practice Leadership

You can practice

leadership every

day and in many

situations.

Besides those found in NJROTC, leadership

opportunities abound in school clubs, Boy

Scout and Girl Scout troops, Boys and Girls

Clubs—and even at home, where you can take

the lead in helping with household chores and

responsibilities.

The following are some ways you can lead in

any circumstance:

• Being a good follower and supporting the

people who are leading you

• Being faithful to your religious values or

philosophy of life.

Lead by Example

The best way to lead is to

set a good example for

others. Live the Navy core

values. Always do what is

right.

Practice the leadership traits and

characteristics you have learned by:

The more you lead, the better leader you will

become, and your abilities will grow.

Moreover, other people—teachers,

supervisors, and other adults, as well as

your followers—will gain confidence in you.

This effect will

snowball. People will

regard you as a leader

and will seek your

advice.

A. volunteer

B. help others

C. set a good example

D. serve in a high-ranking position

The best way to lead is to _______.

A. volunteer

B. help others

C. set a good example

D. serve in a high-ranking position

The best way to lead is to _______.

Admiral

Michael G. Mullen

Chairman JCS

Admiral

Gary Roughead

Lead by Imitation

Joe R. Campa

As an NJROTC leader in training, you wear two

hats. You serve as an example for others while

you imitate leadership behaviors you admire in

others. Watch and study other leaders then put

into practice what you learn.

Try to be like successful leaders and to lead as

they do, but don’t forget your own leadership

style. Although all successful leaders share

certain traits, each leader expresses them in a

unique way.

Admiral

Michael G. Mullen

Chairman JCS

Admiral

Gary Roughead

Joe R. Campa

As you gain experience in leadership, you’ll become more comfortable in leading by consensus. You’ll let your followers help you lead. When you ask them for their input , they will be flattered, and their productivity and interest will increase.

Lead by

Consensus

• Establish their

authority

• Define the

mission

• Allow followers

to do their

assigned jobs.

They intervene only when asked or when

the project or mission goes off course.

The best leaders:

Leading by consensus means sharing the

leadership load. It gets team members to

cooperate and pull their weight. The entire

team benefits—including the leader.

A. imitation

B. example

C. incentive

D. consensus

Leading by _______ means sharing

the leadership responsibilities with

your followers.

A. imitation

B. example

C. incentive

D. consensus

Leading by _______ means sharing

the leadership responsibilities with

your followers.

You need to evaluate your leadership skills.

The following techniques can help evaluate

whether you are leading effectively or not.

Evaluate Your Leadership Behavior

How do you know

if you’re an

effective leader?

First, seek input and feedback from everyone

around you. Ask your parents or guardian,

teachers, coaches, boss, counselor, unit

leader, and other adults how you can improve

your approach to leadership.

Second, ask your team members for honest and critical information feedback. Use your successes as a basis for refining your leadership techniques. Use your mistakes and failures as a means for addressing larger areas for improvement.

Finally, have a conversation with yourself.

What leadership experiences seem to work,

and what experiences don’t?

• How far along is the team in achieving its goals?

• What obstacles stand in the way?

• What can you do to help the team overcome these obstacles?

• Is your leadership style one of the obstacles?

Evaluate your

leadership in light

of your team’s

goals:

You will not always succeed, but you can

learn to become a better leader by evaluating

your failures as well as your successes.

Always seek

opportunities to

practice

leadership.

Look for opportunities to measure

yourself—against Navy standards, against

other leaders, and against yourself.

A. achievements and improvement

B. cooperation and morale

C. goals and obstacles

D. readiness and abilities

In evaluating their own leadership

effectiveness, cadets should focus on

questions about their teams’ _______.

A. achievements and improvement

B. cooperation and morale

C. goals and obstacles

D. readiness and abilities

In evaluating their own leadership

effectiveness, cadets should focus on

questions about their teams’ _______.

You can motivate individuals to act according

to your insights, plans, and objectives if you

are aware of your followers’ needs.

Conclusion

Knowledge of motivational techniques is a

key for the successful leader.

Good leadership does not rely on a simple

system of rewards and punishment—it takes

into careful account how your team members

are performing, how their needs are being met,

and how you can motivate them to do even

better.

A. Goals

B. Desire

C. Values

D. Motivation

What term is used to refer to the

inner force that drives people to

action?

A. Goals

B. Desire

C. Values

D. Motivation

What term is used to refer to the

inner force that drives people to

action?

A. Grid

B. Matrix

C. Hierarchy

D. Apex

What term is used to refer to an

ordered ranking, such as

Abraham Maslow gave to the

levels of human needs?

A. Grid

B. Matrix

C. Hierarchy

D. Apex

What term is used to refer to an

ordered ranking, such as

Abraham Maslow gave to the

levels of human needs?

A. goal

B. need

C. motive

D. desire

The purpose or aim to which a

person directs his/her effort is a

_______.

A. goal

B. need

C. motive

D. desire

The purpose or aim to which a

person directs his/her effort is a

_______.

A. esteem

B. self-actualization

C. security

D. belonging

According to Abraham Maslow,

the highest human need is for

_______, i.e., to feel that you

have reached your full potential.

A. esteem

B. self-actualization

C. security

D. belonging

According to Abraham Maslow,

the highest human need is for

_______, i.e., to feel that you

have reached your full potential.

A. Something that makes a

person feel good inside

B. Something that drives a

person to avoid some action

C. Something that stimulates a

person to an action or a

determination

D. Something that causes a

person to help others

What is an incentive?

A. Something that makes a

person feel good inside

B. Something that drives a

person to avoid some action

C. Something that stimulates a

person to an action or a

determination

D. Something that causes a

person to help others

What is an incentive?

A. Manager

B. Protégé

C. Peer

D. Mentor

What term is used to refer to a

person who gives support and

advice to a person of less

experience and knowledge?

A. Manager

B. Protégé

C. Peer

D. Mentor

person who gives support and

advice to a person of less

experience and knowledge?

A. Mentor

B. Protégé

C. Peer

D. Apprentice

What term is used to refer to

someone who is being supported

and advised by a more

experienced and knowledgeable

person?

A. Mentor

B. Protégé

C. Peer

D. Apprentice

What term is used to refer to

someone who is being supported

and advised by a more

experienced and knowledgeable

person?

A. engaged in active listening

B. being a mentor

C. leading by consensus

D. imitating good leadership

Observing body language,

making eye contact, and banning

distractions are evidence that

someone is _______.

A. engaged in active listening

B. being a mentor

C. leading by consensus

D. imitating good leadership

Observing body language,

making eye contact, and banning

distractions are evidence that

someone is _______.

A. consensus

B. imitation

C. example

D. experience

The best way to lead is by

_______.

A. consensus

B. imitation

C. example

D. experience

The best way to lead is by

_______.

A. Example

B. Imitation

C. Mentor

D. Consensus

Which leadership method

involves sharing the

responsibility with team

members, eliciting their

cooperation, and letting them

do their jobs?

A. Example

B. Imitation

C. Mentor

D. Consensus

Which leadership method

involves sharing the

responsibility with team

members, eliciting their

cooperation, and letting them

do their jobs?

A. Belonging

B. Esteem

C. Safety

D. Physical

needs, what level includes the

desire for friendship and love?

A. Belonging

B. Esteem

C. Safety

D. Physical

needs, what level includes the

desire for friendship and love?

A. Acceptance by family,

friends, and groups

B. Friendship and love

C. Food, water, shelter

D. Safety from poverty,

violence, and disease

What are the most basic needs,

according to Abraham Maslow’s

hierarchy of human needs?

A. Acceptance by family,

friends, and groups

B. Friendship and love

C. Food, water, shelter

D. Safety from poverty,

violence, and disease

What are the most basic needs,

according to Abraham Maslow’s

hierarchy of human needs?

A. Society operates at a natural balance

when a small percentage of people are

functioning at such a high level.

B. They spend most of their time attempting

to satisfy their lower level needs.

C. Achieving self-actualization is not

achievable for all except a small

percentage of intelligent, talented people.

D. They are satisfied with meeting the lower

level needs.

According to Abraham Maslow, why do most

people fail to reach the point where the need

for self-actualization is their main

motivation?

A. Society operates at a natural balance

when a small percentage of people are

functioning at such a high level.

B. They spend most of their time attempting

to satisfy their lower level needs.

C. Achieving self-actualization is not

achievable for all except a small

percentage of intelligent, talented people.

D. They are satisfied with meeting the lower

level needs.

According to Abraham Maslow, why do most

people fail to reach the point where the need

for self-actualization is their main

motivation?

A. Esteem

B. Self-actualization

C. Belonging

D. Security

person’s feeling that he/she is

important and valuable?

A. Esteem

B. Self-actualization

C. Belonging

D. Security

person’s feeling that he/she is

important and valuable?

A. positive

B. negative

C. extrinsic

D. intrinsic

Money, food, fear, and awards

are common _______

motivations.

A. positive

B. negative

C. extrinsic

D. intrinsic

Money, food, fear, and awards

are common _______

motivations.

A. Desiring success

B. Receiving an award

C. Wanting power

D. Needing safety

Which of the following is NOT

an intrinsic motivation?

A. Desiring success

B. Receiving an award

C. Wanting power

D. Needing safety

Which of the following is NOT

an intrinsic motivation?

A. intrinsically, extrinsically

B. extrinsically, intrinsically

C. as a group, individually

D. individually, as a group

Leaders must remember that

people are usually motivated

_______ rather than _______.

A. intrinsically, extrinsically

B. extrinsically, intrinsically

C. as a group, individually

D. individually, as a group

Leaders must remember that

people are usually motivated

_______ rather than _______.

A. deprivation

B. obstacle

C. deterrent

D. management

The theory that disciplinary

action teaches the offender that

his/her action is unacceptable is

called the _______ theory.

A. deprivation

B. obstacle

C. deterrent

D. management

The theory that disciplinary

action teaches the offender that

his/her action is unacceptable is

called the _______ theory.

A. recognized as just

B. developed

C. agreed upon

D. held in confidence

A leader’s disciplinary response

to an offender’s unacceptable

behavior must be consistent,

fair, and _______ by all parties.

A. recognized as just

B. developed

C. agreed upon

D. held in confidence

A leader’s disciplinary response

to an offender’s unacceptable

behavior must be consistent,

fair, and _______ by all parties.

A. motivates

B. mentors

C. provides deterrents for

D. supplies security needs for

Promotions, increased

responsibilities, and

achievement awards are

examples of how NJROTC

_______ cadets.

A. motivates

B. mentors

C. provides deterrents for

D. supplies security needs for

Promotions, increased

responsibilities, and

achievement awards are

examples of how NJROTC

_______ cadets.

A. Serving as a sounding board

for problem solving

B. Providing resources

C. Criticizing or lecturing

D. Being a leadership role

Which of these actions should

NOT be undertaken by a

mentor?

A. Serving as a sounding board

for problem solving

B. Providing resources

C. Criticizing or lecturing

D. Being a leadership role

Which of these actions should

NOT be undertaken by a

mentor?

A. Reform

B. Relaxation

C. Good advice

D. Trust

What is the key factor in an

effective mentor-protégé

relationship?

A. Reform

B. Relaxation

C. Good advice

D. Trust

What is the key factor in an

effective mentor-protégé

relationship?

A. failures, successes

B. successes, failures

C. themselves, team members

D. team members, themselves

Cadet leaders can use _______

for perfecting their leadership

techniques, and _______ for

making larger improvements.

A. failures, successes

B. successes, failures

C. themselves, team members

D. team members, themselves

Cadet leaders can use _______

for perfecting their leadership

techniques, and _______ for

making larger improvements.

A. Trying to understand the

protégé’s world

B. Pushing the protégé to talk

about issues

C. Keeping the focus on their

own agenda for the protégé

D. Taking sides with the protégé

against family or friends

Which of these actions befits

the role of a mentor?

A. Trying to understand the

protégé’s world

B. Pushing the protégé to talk

about issues

C. Keeping the focus on their

own agenda for the protégé

D. Taking sides with the protégé

against family or friends

Which of these actions befits

the role of a mentor?

A. Letting your followers help you

B. Trying to be change your style to

imitate other successful leaders

C. Living in accordance with Navy

Core Values

D. Working hard to maintain control

over your followers

Which of these behaviors forms the

basis of practicing leadership by

example?

A. Letting your followers help you

B. Trying to be change your style to

imitate other successful leaders

C. Living in accordance with Navy

Core Values

D. Working hard to maintain control

over your followers

Which of these behaviors forms the

basis of practicing leadership by

example?

A. cooperation and morale

B. achievements and

improvement

C. readiness and abilities

D. goals and obstacles

In evaluating their own

leadership effectiveness, cadets

should focus on questions

about their teams’ _______.

A. cooperation and morale

B. achievements and

improvement

C. readiness and abilities

D. goals and obstacles

In evaluating their own

leadership effectiveness, cadets

should focus on questions

about their teams’ _______.

A. values

B. needs

C. desires

D. priorities

Human behaviors are the result

of people’s attempts to satisfy

their _______.

A. values

B. needs

C. desires

D. priorities

Human behaviors are the result

of people’s attempts to satisfy

their _______.

A. Safety, belonging, physical, esteem,

self-actualization

B. Physical, belonging, safety, self-

actualization, esteem

C. Safety, physical, self-actualization,

esteem, belonging

D. Physical, safety, belonging, esteem,

self-actualization

Which of these lists accurately reflects

the order of Abraham Maslow’s

hierarchy of human needs, beginning

with the lowest level?

A. Safety, belonging, physical, esteem,

self-actualization

B. Physical, belonging, safety, self-

actualization, esteem

C. Safety, physical, self-actualization,

esteem, belonging

D. Physical, safety, belonging, esteem,

self-actualization

Which of these lists accurately reflects

the order of Abraham Maslow’s

hierarchy of human needs, beginning

with the lowest level?

A. They are much more powerful

than intrinsic motivations.

B. They are beyond an individual’s

control.

C. They are based on factors outside

an individual.

D. They have an influence on an

individual, but the individual has

choice over his/her actions.

Which of these statements is NOT

true regarding extrinsic

motivations?

A. They are much more powerful

than intrinsic motivations.

B. They are beyond an individual’s

control.

C. They are based on factors outside

an individual.

D. They have an influence on an

individual, but the individual has

choice over his/her actions.

Which of these statements is NOT

true regarding extrinsic

motivations?

A. assessment

B. deterrent

C. positive

D. intrinsic

In using the _______ approach

to motivate a poorly performing

follower, a leader will try to

figure out which of the person’s

needs are not being satisfied,

then ways to motivate the

A. assessment

B. deterrent

C. positive

D. intrinsic

In using the _______ approach

to motivate a poorly performing

follower, a leader will try to

figure out which of the person’s

needs are not being satisfied,

then ways to motivate the

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