6. More-complex needs, such as a need
for respect and acceptance, are
sometimes much more difficult to
satisfy.
6
7. Why do people behave the way they do?
Two things all theories of
human behaviors have in
common.
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.
7
8. Motivation
The inner force that drives people
to act
8
9. At this point in your
life:
• Good grades
• Fun with friends
These two factors can drive you to:
• Work hard
• Study for tests
• Organize special events
• Try out for sports.
9
10. The inner force that drives people to
action is _______.
A. desire
B. compulsion
C. wish-fulfillment
D. motivation
10
11. The inner force that drives people to
action is _______.
A. desire
B. compulsion
C. wish-fulfillment
D. motivation
11
12. True or False: To explain human
behavior, it is necessary to examine
both the inside and the outside of
human beings.
12
13. True or False: To explain human
behavior, it is necessary to examine
both the inside and the outside of
human beings.
True
13
14. Abraham Maslow
Developed a
―hierarchy of human
needs‖ to describe
people’s motivation.
His hierarchy of
human needs in
order of priority:
14
15. Hierarchy
A ranking or series of steps that
follows a specific order; for
example, largest to smallest, oldest
to newest, most important to least
important
15
16. Self-Actualization
Esteem
Love/Belonging
Safety
Physiological
16
Priority Of Human Needs
17. Self-Actualization – attainment of potential
Esteem - friendship and love
Belonging – family, community, group
Safety and Security – personal and
community security
Physical – food, water, shelter
Maslow believed that people must satisfy their
needs at each level before moving on to the
17 next.
18. What psychologist described five
different levels of human needs?
A. Benjamin Bloom
B. Carl Jung
C. Abraham Maslow
D. Jean Piaget
18
19. What psychologist described five
different levels of human needs?
A. Benjamin Bloom
B. Carl Jung
C. Abraham Maslow
D. Jean Piaget
19
20. 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.
20
Priority Of Human Needs
21. When these needs
are met, a person
will then turn to
security needs.
21
25. 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.
25
Priority Of Human Needs
27. 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
27
important
29. 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.
29
Priority Of Human Needs
30. Self-Actualization
The process of becoming what you
are capable of becoming
30
31. Abraham Maslow
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.
31
32. As a person meets the needs at each level,
he or she becomes more flexible and has
more options.
People who are
starving don’t
really care about
the opinion of
others since they
are the ones who
need food.
32
33. 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
33
34. 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
34
35. In Maslow’s hierarchy of human
needs, friendship and love are
classified as _______ needs.
A. physical
B. esteem
C. safety and security
D. belonging
35
36. In Maslow’s hierarchy of human
needs, friendship and love are
classified as _______ needs.
A. physical
B. esteem
C. safety and security
D. belonging
36
37. In Maslow’s hierarchy of human
needs, attainment of personal
fulfillment is classified as _______
needs.
A. safety and security
B. esteem
C. self-actualization
D. belonging
37
38. In Maslow’s hierarchy of human
needs, attainment of personal
fulfillment is classified as _______
needs.
A. safety and security
B. esteem
C. self-actualization
D. belonging
38
39. Goals and Motivation
The things that drive people are their
purposes―or goals.
39
40. Goal
An external aim, or end, to which
one directs one’s effort
40
41. The Cycle of
Goal-directed
Activity
How do your goals
relate to your
motivation and
behavior?
Your motive helps
you form a goal.
41
42. You then choose a
behavior that is
directed toward that
goal, and if everything
works out, you meet
your goal.
42
43. This process works
for both tangible and
intangible goals,
helping you fulfill
every goal you set.
43
44. Tangible
Real or actual, rather than
imaginary or visionary
Intangible
Not definite or clear to the mind
44
45. 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.
45
46. 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.
46
47. 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.
47
48. On the other hand, if
you start getting
sloppy—leaving
butter all over the
counter—your family
members might ask
you to stop.
48
49. The purpose or aim to which a person
directs his/her effort is a _______.
A. need
B. motive
C. goal
D. desire
49
50. The purpose or aim to which a person
directs his/her effort is a _______.
A. need
B. motive
C. goal
D. desire
50
51. 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
51
52. People’s _______ help form their
goals, and then they select _______
directed toward that goal.
A. motives, behaviors
B. intentions, motives
C. needs, motives
D. behaviors, needs
52
53. Two Types of Motivation
Motivation is divided into two main types:
53
54. Intrinsic 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.
54
55. Extrinsic Motivation
Common extrinsic motivations include:
• Money
• Food
• Threats or fears
• Status or promotion
• Awards and recognition.
55
56. The desire to get
good grades is an
example of intrinsic
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.
56
57. Extra-credit for Extrinsic motivation
anyone doing is a force that drives
a report on the people to act based
two types of on factors outside
motivation: the individual.
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.
57
58. What other term is used to refer to
internal motivation?
A. Essential
B. Nonessential
C. Intrinsic
D. Extrinsic
58
59. What other term is used to refer to
internal motivation?
A. Essential
B. Nonessential
C. Intrinsic
D. Extrinsic
59
60. What other term is used to refer to
external motivation?
A. Intrinsic
B. Extrinsic
C. Nonessential
D. Essential
60
61. What other term is used to refer to
external motivation?
A. Intrinsic
B. Extrinsic
C. Nonessential
D. Essential
61
62. The difference
between these types
of motivation can get
fuzzy.
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
62
intrinsic motivations.
63. Incentives
Something that incites or has a
tendency to incite to determination
or action
63
64. 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.
Your intrinsic motivation to get a job is a
desire for the independence and mobility
that a new bike will provide.
64
65. Your boss offers you
an extrinsic
motivation—pay—to
keep you showing up
for work.
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.‖
65
66. 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
66
motivations is as incentives.
67. 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
67
motivations is as incentives.
68. Positive and Negative Approaches
An effective leader will find out what action
can be taken to motivate a person to do a
better job.
68
69. The job of every
leader is to
motivate people to
accomplish their
• tasks—jobs
• details
• projects
• missions.
69
74. Remember, not everyone is motivated
by:
• Good pay
• Important work
• Interesting work
• Self-improvement.
74
75. Most people are motivated
individually rather than as a group.
75
76. 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.
76
77. True or False: A leader must realize
that people are motivated more as a
group than individually.
77
78. True or False: A leader must realize
that people are motivated more as a
group than individually.
False
78
79. This is the positive approach to good
leadership.
This is the positive approach to good
leadership.
79
82. 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.
82
83. Punishment must
be:
• Consistent
• Just
• Recognized by
all as just.
83
84. 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.
84
85. 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
85
86. 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
86
87. 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
87
88. 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
88
89. The NJROTC Rewards System
A positive approach to motivation is a well
thought out system of rewards for actions
or behaviors that are desirable.
89
90. 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.
90
91. 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.
91
92. 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
92
93. 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
93
94. Key Elements of Coaching and Mentoring
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
95. Mentor
An individual with advanced
experience and knowledge who
is committed to giving support
and career advice to a less
experienced person
95
96. A coach helps people grow and improve
their competence by providing suggestions
and encouragement.
96
97. A mentor focuses on external and internal
factors that will help people develop into
healthy, caring, and responsible leaders.
97
98. Both mentors and coaches often lead
by example. They help build a person’s
self-esteem and self-confidence.
98
99. 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
99
100. 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
100
101. 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.
101
102. Protégé
A less experienced person who
benefits from a mentor’s guidance
and advice
102
103. Mentors realize that it takes time to
build trust with their protégés, so they
take great care in being patient and
developing the relationship.
103
104. Understanding the Mentor’s Role
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.
104
105. A mentor might
give general
information about:
• Grants
• Scholarships
• Contests
• Competitions
• Special programs.
This would help a protégé further his or her
education and career, but the mentor doesn’t
tell him or her which to choose.
105
106. The Role of a Mentor
A mentor should act as a:
• Trusted adviser
• Clearinghouse for questions, problems,
and leadership-related issues
• Sounding board for decision making and
problem solving
• Leadership role model
• Resource provider
106
• Patient, caring, listening guide.
107. The Role of a Mentor
A mentor should not:
• ―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.
107
108. What term is used to refer to a person
who has a mentor?
A. Peer
B. Apprentice
C. Trainee
D. Protégé
108
109. What term is used to refer to a person
who has a mentor?
A. Peer
B. Apprentice
C. Trainee
D. Protégé
109
110. Mentors must be objective.
They do not recommend a specific course of
action, but encourage protégés to explore
options for themselves.
110
111. Mentors advise their protégés on conflict
resolution but don’t try to replace a school
counselor, spiritual leader, social worker,
or team leader.
111
112. 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.
112
113. 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.
113
114. 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.
114
115. 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
115
116. 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
116
117. Barriers to Mentor-Protégé Relationships
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.
117
118. 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.
118
119. As a good mentor, you set the agenda for the
relationship with the protégé, not for the
protégé. This will keep you from failing.
119
120. What Makes a Mentor-Protégé Relationship
Successful?
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.
120
121. 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.
121
122. Active listening actually requires active
seeing too. You must be patient and ―read‖
people—their motions, their faces, their eyes,
and their body language.
122
123. Active listening skills include:
• Avoiding distraction
• Making good eye contact
• Letting the other person speak.
123
124. Active listeners listen for both fact and
feelings.
They interpret body
language effectively
and acknowledge
what’s said.
They ask good
questions and smile
appropriately.
124
125. 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
125
126. 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
126
127. How to Practice Leadership
You can practice
leadership every
day and in many
situations.
You can volunteer to serve on a committee
at school, in your place of worship, or in a
civic organization.
127
128. 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.
128
130. 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:
• Being a good follower and supporting the
people who are leading you
• Being faithful to your religious values or
philosophy of life.
130
131. 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.
131
132. This effect will
snowball. People will
regard you as a leader
and will seek your
advice.
132
133. The best way to lead is to _______.
A. volunteer
B. help others
C. set a good example
D. serve in a high-ranking position
133
134. The best way to lead is to _______.
A. volunteer
B. help others
C. set a good example
D. serve in a high-ranking position
134
135. Lead by Imitation
Admiral Admiral Joe R. Campa
Michael G. Mullen Gary Roughead MCPON
Chairman JCS CNO
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.
135
136. Admiral Admiral Joe R. Campa
Michael G. Mullen Gary Roughead MCPON
Chairman JCS CNO
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.
136
137. Lead by
Consensus
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.
137
138. The best leaders:
• 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.
138
139. 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.
139
140. Leading by _______ means sharing
the leadership responsibilities with
your followers.
A. imitation
B. example
C. incentive
D. consensus
140
141. Leading by _______ means sharing
the leadership responsibilities with
your followers.
A. imitation
B. example
C. incentive
D. consensus
141
142. Evaluate Your Leadership Behavior
How do you know
if you’re an
effective leader?
You need to evaluate your leadership skills.
The following techniques can help evaluate
whether you are leading effectively or not.
142
143. 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.
143
144. 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.
144
145. Finally, have a conversation with yourself.
What leadership experiences seem to work,
and what experiences don’t?
145
146. Evaluate your
leadership in light
of your team’s
goals:
• 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?
146
147. Always seek
opportunities to
practice
leadership.
Look for opportunities to measure
yourself—against Navy standards, against
other leaders, and against yourself.
You will not always succeed, but you can
learn to become a better leader by evaluating
your failures as well as your successes.
147
148. 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
148
149. 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
149
150. Conclusion
You can motivate individuals to act according
to your insights, plans, and objectives if you
are aware of your followers’ needs.
150
152. 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.
152
153. What term is used to refer to the
inner force that drives people to
action?
A. Goals
B. Desire
C. Values
D. Motivation
153
154. What term is used to refer to the
inner force that drives people to
action?
A. Goals
B. Desire
C. Values
D. Motivation
154
155. 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
155
156. 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
156
157. The purpose or aim to which a
person directs his/her effort is a
_______.
A. goal
B. need
C. motive
D. desire
157
158. The purpose or aim to which a
person directs his/her effort is a
_______.
A. goal
B. need
C. motive
D. desire
158
159. 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
159
160. 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
160
161. 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
161
162. 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
162
163. 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
163
164. 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
164
165. 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
165
166. 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
166
167. 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
167
168. 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
168
169. The best way to lead is by
_______.
A. consensus
B. imitation
C. example
D. experience
169
170. The best way to lead is by
_______.
A. consensus
B. imitation
C. example
D. experience
170
171. 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
171
172. 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
172
173. In Maslow’s hierarchy of human
needs, what level includes the
desire for friendship and love?
A. Belonging
B. Esteem
C. Safety
D. Physical
173
174. In Maslow’s hierarchy of human
needs, what level includes the
desire for friendship and love?
A. Belonging
B. Esteem
C. Safety
D. Physical
174
175. 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
175
176. 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
176
177. 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.
177
178. 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.
178
179. What term is used to refer to a
person’s feeling that he/she is
important and valuable?
A. Esteem
B. Self-actualization
C. Belonging
D. Security
179
180. What term is used to refer to a
person’s feeling that he/she is
important and valuable?
A. Esteem
B. Self-actualization
C. Belonging
D. Security
180
181. Money, food, fear, and awards
are common _______
motivations.
A. positive
B. negative
C. extrinsic
D. intrinsic
181
182. Money, food, fear, and awards
are common _______
motivations.
A. positive
B. negative
C. extrinsic
D. intrinsic
182
183. Which of the following is NOT
an intrinsic motivation?
A. Desiring success
B. Receiving an award
C. Wanting power
D. Needing safety
183
184. Which of the following is NOT
an intrinsic motivation?
A. Desiring success
B. Receiving an award
C. Wanting power
D. Needing safety
184
185. 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
185
186. 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
186
187. 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
187
188. 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
188
189. 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
189
190. 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
190
191. 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
191
192. 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
192
193. 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
model
193
194. 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
model
194
195. What is the key factor in an
effective mentor-protégé
relationship?
A. Reform
B. Relaxation
C. Good advice
D. Trust
195
196. What is the key factor in an
effective mentor-protégé
relationship?
A. Reform
B. Relaxation
C. Good advice
D. Trust
196
197. 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
197
198. 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
198
199. 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
199
200. 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
200
201. Which of these behaviors forms the
basis of practicing leadership by
example?
A. Letting your followers help you
lead
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
201
202. Which of these behaviors forms the
basis of practicing leadership by
example?
A. Letting your followers help you
lead
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
202
203. 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
203
204. 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
204
205. Human behaviors are the result
of people’s attempts to satisfy
their _______.
A. values
B. needs
C. desires
D. priorities
205
206. Human behaviors are the result
of people’s attempts to satisfy
their _______.
A. values
B. needs
C. desires
D. priorities
206
207. 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
207
208. 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
208
209. 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.
209
210. 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.
210
211. 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
person to do a better job.
A. assessment
B. deterrent
C. positive
211 D. intrinsic
212. 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
person to do a better job.
A. assessment
B. deterrent
C. positive
212 D. intrinsic
