Motivating Employees Under Adverse Conditions Reading Answers

Motivating employees under adverse conditions reading answers are listed in tabular form. Check your answers to make sure they are accurate and to look for any mistakes.

1. vii	5. i	9. Yes	13. C
2. iii	6. No	10. Not given	14. A
3. ii	7. Not given	11. Yes
4. iv	8. No	12. B

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IELTS Reading Passage: Motivating employees under adverse conditions

These are 13 questions based on the information provided; you should set aside 20 minutes to complete them. Motivating employees under adverse conditions, IELTS reading answers with locations are accessible for review once the test has been completed.

Motivating employees under adverse conditions

THE CHALLENGE

A.  In a growing organisation as opposed to one that is losing ground, it is much simpler to inspire employees. Promotional opportunities, pay increases, and the excitement of being a part of a dynamic organisation all contribute to feelings of optimism when businesses grow and hire new employees. The expansion can be used by management to motivate and entice staff members. The best and most adaptable employees are more likely to leave on their own accord when a company is contracting. Unfortunately, they are the people with the highest levels of experience and skill that the company cannot afford to lose. The minor employees continue working because they have few other options.

B.  Morale deteriorates as a result of decline. People worry that they will be the next to be laid off. Employee morale and gossip-sharing take a toll on productivity because they aren't putting their full attention into their work. Pay raises are rarely possible for people whose jobs are secure. Pay cuts, unheard of in periods of expansion, might even be implemented. Management must figure out how to inspire workers in the face of such layoffs. The six Key Points that are listed below can be used to broadly classify the approaches to overcoming this challenge.

KEY POINT ONE

C. There is a ton of proof to back up the motivational advantages that come from carefully matching workers with jobs. For instance, high achievers should be sought out if the position involves managing a small business or an independent division within a larger company. A candidate with a high need for power and a low need for affiliation should be chosen if the position is a managerial one in a sizable bureaucratic organisation. High achievers shouldn't be assigned to jobs that don't suit their needs, so. High achievers will perform best in jobs that offer moderately difficult goals, independence, and feedback. It's important to keep in mind though that not everyone is motivated by jobs with lots of autonomy, variety, and responsibility.

KEY POINT TWO

D. According to research on goal-setting theory, managers should make sure that every employee has clear objectives and gets feedback on how well they are doing toward those objectives. Because high achievers are already internally motivated, the existence of external goals is less significant for those with high achievement needs, who are typically a minority in any organisation. The next decision to be made is whether the goals should be set collectively with the employees or individually by a manager. The answer to that question is based on how goals are perceived and on the culture of the organisation. The use of participation in goal-setting should increase acceptance if resistance to goals is anticipated. But if participation goes against the culture, goals ought to be set. Employees are likely to view the participation process as manipulative and suffer as a result if participation and the culture are out of sync.

KEY POINT THREE

E.  No matter how easily management believes an employee is capable of achieving a goal, if an employee believes it is impossible, they will put forth less effort. Therefore, managers need to make sure that workers have faith in their ability to achieve performance objectives. For managers, this means that staff members must be capable of performing their duties and must accept the legitimacy of the appraisal procedure.

KEY POINT FOUR

F.  Since every employee has different needs, what motivates one employee might not motivate another. Managers could tailor the rewards they have control over by drawing on their knowledge of each employee. Pay, promotions, autonomy, job scope and depth, as well as the chance to take part in goal-setting and decision-making, are some of the more obvious rewards that managers give.

KEY POINT FIVE

G.  Rewards must be tied to performance, according to managers. Rewarding non-performance-related factors will only strengthen those non-performance-related factors. Amounts of important rewards, such as pay raises and job promotions or advancements, should be set aside for the achievement of the employee's particular objectives. Managers should look for ways to raise their visibility in line with maximising the impact of rewards. Actions that will make rewards more visible and perhaps more motivating include removing the secrecy surrounding pay by publicly disclosing everyone's pay, advertising performance bonuses, and allocating annual salary increases in a lump sum rather than dispersing them over the course of the year.

KEY POINT SIX

H.  To give employees the impression that rewards or outcomes are fair and proportionate to the inputs provided, the way rewards are distributed should be transparent. Simplistically, differences in pay, responsibility, and other obvious outcomes should be explained by experience, aptitude, effort, and other obvious inputs. The existence of numerous inputs and outcomes, as well as the fact that different employee groupings place varying amounts of importance on them, complicate the issue. For example, a study comparing clerical and production workers identified nearly twenty inputs and outcomes; the clerical workers placed factors like job knowledge and work quality near the top of their lists while the production workers placed these factors at the bottom of their lists. Similar to how production workers perceived intelligence and personal involvement in task completion as the most crucial inputs, clerks gave these two factors relatively low importance ratings. On the outcome side, there were also significant differences, albeit less pronounced ones. For instance, while clerical workers rated advancement in the bottom third of their list, production workers gave it a very high rating. According to these findings, one person's equity is another person's inequity, so a perfect system would weigh various inputs and outcomes in accordance with the employee group.

Motivating employees under adverse conditions Reading Questions

Questions 1-6

Do the following statements agree with the views of the writer in Reading Passage 2?
In boxes 1-6 on your answer sheet, write

YES    if the statement agrees with the views of the writer
NO    if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

1. A shrinking organisation tends to lose its less skilled employees rather than its more skilled employees.

2. It is easier to manage a small business than a large business.

3. High achievers are well suited to team work.

4. Some employees can feel manipulated when asked to participate in goal-setting.

5. The staff appraisal process should be designed by employees.

6. Employees’ earnings should be disclosed to everyone within the organisation.

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Questions 7-9

Look at the following groups of workers ( Questions 7-9) and the list of descriptions below.
Match each group with the correct description, A-E.
Write the correct letter, A-E, in boxes 7-9 on your answer sheet.

List of Descriptions:

A. They judge promotion to be important.
B. They have less need of external goals.
C. They think that the quality of their work is important. D They resist goals which arc imposed.
E. They have limited job options.

7.    high achievers

8.    clerical workers 

9.    production workers

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Questions 10-13

Reading Passage 2 contains six Key Points.
Choose the correct heading for Key Points ten to thirteen from the list of headings below.
Write the correct number, i-viii, in boxes 10-13  on your answer sheet.

List of Headings

i. To make sure the reward system is fair 
ii. Matching rewards for people
iii. To make sure that the targets are realistic
iv. Associated success with rewards
v.  Motivate executives to take more responsibility
vi. Recognize how an employee's performance has changed over time.
vii. Set goals and provide feedback.
viii. Make sure workers are suitable for their positions.
 
Example:  For the key point one - Answer: viii

10.    Key Point Two 

11.   Key Point Three
 
12.   Key Point Four 

13.   Key Point Five 

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Motivating employees under adverse conditions Reading answers with Explanation

Motivating employees under adverse conditions Reading answers with explanations can help you correct errors and identify the information needed for your answer.

(Note: The text in italics from the reading passage shows the location from where the answer is taken or inferred.) 

1.  No

Explanation: In the last four lines of paragraph A, “The best and most adaptable employees are more likely to leave on their own accord when a company is contracting. Unfortunately, they are the people with the highest levels of experience and skill that the company cannot afford to lose. The minor employees continue working because they have few other options”.

2. Not given

Explanation:   —

3. No

Explanation: In the sixth and seventh lines of Key point one paragraph, “High achievers will perform best in jobs that offer moderately difficult goals, independence, and feedback”.

4. Yes

Explanation: In the last two lines of key point two paragraph, “Employees are likely to view the participation process as manipulative and suffer as a result if participation and the culture are out of sync”.

5. Not given

Explanation:  —

6. Yes

Explanation: In the first two lines of key point six paragraph, “To give employees the impression that rewards or outcomes are fair and proportionate to the inputs provided, the way rewards are distributed should be transparent”.

7. B

Explanation: In the third and fourth lines of key point two, “Because high achievers are already internally motivated, the existence of external goals is less significant for those with high achievement needs”.

8. C

Explanation: In the eleventh and twelfth lines of key point six, “clerks gave these two factors relatively low importance ratings. On the outcome side, there were also significant differences, albeit less pronounced ones”.

9. A

Explanation: In the thirteenth and fourteenth lines of key point six, “For instance, while clerical workers rated advancement in the bottom third of their list, production workers gave it a very high rating”.

10. Vii

Explanation: In the first three lines of key point two, “According to research on goal-setting theory, managers should make sure that every employee has clear objectives and gets feedback on how well they are doing toward those objectives”.

11. iii

Explanation: In the last two lines of key point three, “For managers, this means that staff members must be capable of performing their duties and must accept the legitimacy of the appraisal procedure”.

12. ii

Explanation: In the second and third lines of key point four, “Managers could tailor the rewards they have control over by drawing on their knowledge of each employee”.

13. iv

Explanation: In the first line of key point five, “Rewards must be tied to performance, according to managers”.

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